Community Teaching Work Plan Proposal: Latoyah Gray Grand Ca

Community Teaching Work Plan Proposallatoyah Graygrand Canyon Universi

Develop an educational series proposal for your community using one of the following four topics: 1) Bioterrorism/Disaster 2) Environmental Issues 3) Primary Prevention/Health Promotion 4) Secondary Prevention/Screenings for a Vulnerable Population.

Topic: Primary Prevention/Health Promotion. Adolescent Health: Decreasing Risky Behaviors. Epidemiological Rationale for Topic: The age of adolescence (10-19 years) involves rapid physical and cognitive growth, during which many social and public health problems begin or peak. These include road accidents, drunk driving, suicide, homicide, smoking, drug abuse, sexually transmitted diseases, unplanned pregnancies, and homelessness (Healthy People, 2016).

Nursing Diagnosis: Individuals show increased willingness to adopt healthy lifestyles and behaviors (NANDA, n.d). Readiness for Learning: Participants demonstrate emotional readiness and interest in health topics that benefit their mental and physical health. They are receptive to learning and welcoming of new ideas that promote healthy behaviors. Learning Theory: Both social learning and critical theory will be used. Critical theory encourages exchanging knowledge and fostering positive attitudes towards health, while social learning promotes implementing healthy behaviors in daily life, reducing risks and promoting safety and wellness (Bandura, 1977).

Goals: Based on Healthy People 2020 objectives, the teaching aims to increase adolescent participation in extracurricular activities, foster strong connections with positive adults, and promote healthy lifestyle adoption. Specifically, encouraging participation in school activities correlates with improved academic performance, higher self-concept, better attendance, leadership skills, and reduced drug use (Wilson, 2009; Planned Parenthood, 2014). Additionally, fostering positive relationships with parents and adults discourages risky behaviors such as crime and substance abuse (Maure et al., 2013).

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

• Objective 1: Students will identify three strategies to reduce risky behaviors by the end of the presentation.
• Content: Connection to school, identifying caring adults, engaging in extracurriculars.
• Strategies/Methods: Divide class into teams; each identifies and shares an example, writing on the board.
• Objective 2: Students will choose at least one healthy behavior to implement.
• Content: List of healthy behaviors and personal selection of five behaviors to adopt.
• Strategies/Methods: Provide list, individual reflection, and summarization of selected behaviors.
• Objective 3: Students will categorize behaviors as healthy or risky.
• Content: Behavior classification exercise with provided list.
• Strategies/Methods: Group activity to determine behavior categories.
• Objective 4: Students will commit to adopting healthy behaviors by signing an agreement form.
• Content: Signing commitment, visual reminder placement at home.

Creativity: To enhance participation, the plan involves team-based activities, engaging students actively in discussions and assignments, fostering teamwork and peer learning. Active participation is encouraged through visual aids, group sharing, and personal commitments, promoting a stimulating learning environment.

Planned Evaluation of Objectives:

• Objective 1: Observe participation levels and engagement during team activities.
• Objective 2: Count and review submitted commitment forms for behavioral adoption.
• Objective 3: Instructor’s verbal encouragement and observation of student categorization efforts.
• Objective 4: Student self-report and signing of personal behavior commitments.

Planned Evaluation of Goal: Success will be measured by the extent to which students can identify strategies, select and categorize healthy behaviors, and commit to lifestyle changes, indicating increased awareness and behavioral intention (Maure et al., 2013).

Process Evaluation: Classroom leaders will observe and provide feedback on delivery. Participants will complete a short evaluation form assessing their experience and perceived impact. Feedback collected will inform future session improvements.

Barriers: Common interruptions include pacing issues, time constraints, loud overhead announcements, and student fatigue. To mitigate these, clear rules and a 15-minute completion window will be established at the session start.

Communication: The session will commence with a welcoming smile, eye contact, and positive reinforcement, encouraging student interaction. Questions will be invited throughout, fostering a participatory environment. Nonverbal cues like facial expressions, gestures, and vocal tone will be used to maintain engagement and convey enthusiasm (Maurer et al., 2013). The session will conclude with gratitude and encouragement to reinforce learning and participation.

Paper For Above instruction

The importance of adolescent health promotion cannot be overstated, particularly given the significant physical, emotional, and social developmental changes occurring during this critical period. The proposed educational intervention aims to decrease risky behaviors among 4th graders by fostering awareness, encouraging healthy choices, and building resilience against negative influences. This paper discusses the rationale, objectives, educational strategies, evaluation methods, and anticipated outcomes of the community teaching plan.

Adolescence, defined by the World Health Organization as the age range from 10 to 19 years, is characterized by rapid growth, identity exploration, and increasing independence. These changes often coincide with increased exposure to risky behaviors such as substance use, unsafe sexual practices, reckless driving, and violence, all contributing to adverse health outcomes (Healthy People, 2016). Therefore, early preventive efforts are essential in establishing healthy habits and resilience that persist into adulthood. Epidemiological data underscores that behaviors established during adolescence significantly influence long-term health trajectories (Johnson et al., 2017).

The core of the educational intervention focuses on primary prevention strategies that address these risky behaviors before they manifest into serious health issues. The aim is to enhance knowledge, skills, and motivation among young students to make informed health decisions. As per NANDA Nursing Diagnoses, individuals show increased willingness to adopt healthy behaviors when equipped with appropriate knowledge and support structures (NANDA, n.d). Given their developmental stage, elementary school students are receptive to peer and adult modeling, which motivates the use of social and critical learning theories in designing the teaching strategies.

Specifically, Bandura's social learning theory emphasizes modeling and reinforcement principles, suggesting that children emulate behaviors demonstrated by trusted adults and peers (Bandura, 1977). Critical theory, on the other hand, promotes dialogue, critical reflection, and empowerment, encouraging students to question risky norms and adopt healthier alternatives (Freire, 1970). Integrating these theories ensures that the intervention is engaging, meaningful, and sustainable.

The overall goals align with the Healthy People 2020 objectives, which emphasize increased participation in positive activities, building positive relationships with caring adults, and promoting healthy behaviors among youth (Healthy People, 2016). These objectives correlate with the global health initiatives of Alma Ata’s health for all movement, emphasizing community participation, health education, and preventive care to reduce health disparities (Maure et al., 2013).

The educational strategies involve team-based activities, personal reflection, and commitment contracts. For example, students will work in groups to identify strategies to reduce risky behaviors, select personal healthy behaviors, categorize behaviors as healthy or risky, and sign commitment forms. These activities are designed to foster active learning, accountability, and ongoing motivation. Such multi-faceted approaches are supported by literature indicating that active engagement enhances retention and behavior change (CDC, 2014).

Evaluation methods include observation of participation, reviewing commitment forms, and student self-reporting. These measures aim to quantify behavioral intentions and engagement levels. The activity's success will be assessed by increased awareness, positive attitude shifts, and the likelihood of sustained behavior change. In addition, feedback from participants and observations from instructors will inform future curriculum adjustments.

Barriers such as time constraints, student fatigue, noise, and over-enthusiastic pacing are foreseeable. To counter these, introductory rules, time limits, and structured activities will be implemented. Effective communication will be maintained using positive nonverbal cues, open-ended questions, and encouraging language to foster a supportive environment conducive to learning.

In conclusion, the proposed health promotion program targeting young adolescents aims to instill the importance of healthy behaviors early in life. By engaging students through culturally appropriate, interactive, and supportive strategies, the intervention intends to reduce risky behaviors and promote lifelong healthy habits. This aligns with national and global health priorities and demonstrates a comprehensive approach to community health promotion.

References

• Bandura, A. (1977). Social Learning Theory. Prentice Hall.
• Freire, P. (1970). Pedagogy of the Oppressed. Continuum Publishing.
• Healthy People 2020. (2016). Adolescent health. U.S. Department of Health and Human Services.
• Johnson, R., et al. (2017). Long-term impacts of adolescent behavior on adult health. Journal of Public Health, 22(4), 567-575.
• Maure, A., Frances, S., & Smith, C. (2013). Community/Public Health Nursing Practice. 5th Ed. VitalSource.
• NANDA. (n.d). Nursing Diagnoses: Definitions and Classifications. NANDA International.
• Planned Parenthood. (2014). Parent-teen relationships. Retrieved from [URL]
• Wilson, N. (2009). Impact of extracurricular activities on students' development. Journal of School Health, 79(2), 70-77.
• Centers for Disease Control and Prevention (CDC). (2014). Youth Risk Behavior Survey Results. CDC Publications.
• Healthy People. (2016). Adolescent health objectives. U.S. Department of Health and Human Services.