Community Teaching Work Plan Proposal Planning And To 289109

Community Teaching Work Plan Proposal Planning and Topic Directions

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

Planning Before Teaching: Name and Credentials of Teacher: Onubogu Chukwuka Estimated Time Teaching Will Last: 50 minutes Location of Teaching: Brattleboro Boys and girls club windham county Brattleboro Supplies, Material, Equipment Needed: A projector, Laptop computer, screen Condoms, Pens, Paper and Index Cards. Estimated Cost: No cost attached The school will be providing the projector and the screen and I will be using my personal computer Community and Target Aggregate: Teenagers; 9-12thgraders Topic: Prevention of Sexually Transmitted Diseases.

Identification of Focus for Community Teaching (Topic Selection): Sexually Transmitted Diseases and its prevention. Epidemiological Rationale for Topic (Statistics Related to Topic): Teenagers often engage in sexual risk behaviors leading to adverse health outcomes. According to CDC, about 40% of teenagers and early adolescents are sexually active, with 10% having more than 3 partners, 46% not using condoms during intercourse, and 14% not using other pregnancy prevention methods. Youth aged 15-24 account for over a quarter of the sexually active population but are responsible for approximately 20 million new STD infections in the US annually.

Nursing Diagnosis: Knowledge deficit related to STD prevention among teenagers evidenced by increasing STD incidence. Readiness for Learning: Teenagers show concern about sexual relations, ask questions about their bodies, and inquire about STDs, indicating readiness to learn.

Learning Theory to Be Utilized: Vygotsky’s social development theory emphasizes that peer interactions influence teenagers’ social development. Using social media platforms like Facebook and Instagram, which shape teen culture, will facilitate deeper understanding and engagement.

Goal: Use Healthy People 2020 (HP2020) objectives, specifically STD-1, aiming to reduce infections of Chlamydia among adolescents and young adults. This aligns with Alma Ata’s Health for All objectives by addressing health disparities through behavior change and social interaction regarding STD prevention.

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

1. The students identify the transmission pathway of STDs through sexual partner networks. The content will include demonstrations of sexual networks highlighting infection risks. Strategies involve visual aids and class discussion.

2. Students list prevalent STDs, along with their symptoms and prevention methods. Content includes a PowerPoint presentation of common STDs. Interactive discussions and group activities will reinforce learning.

3. Students explain abstinence and refusal techniques. Content covers definitions and role play scenarios to demonstrate refusal skills. Volunteers will act out scenes to assess understanding.

4. Students demonstrate correct condom use, including inspection, application, and disposal. Content includes videos and practical demonstrations of condom handling for males and females.

Creativity: Use of videos and role plays makes the session engaging, promoting retention and understanding. Visual and experiential learning techniques cater to diverse learning styles.

Planned Evaluation of Objectives (Outcome Evaluation):

Preassessment questionnaires will gauge baseline knowledge. Formative assessment will occur during the lesson, observing engagement and understanding. Postlesson surveys will measure knowledge gain and attitude changes. Feedback will inform future sessions.

Evaluation of Goal: Overall effectiveness will be evaluated through follow-up surveys and behavioral change assessments at 3-6 months post-intervention.

Lesson and Teacher Process Evaluation: Feedback questionnaires, including Likert scale items on teaching effectiveness, clarity, engagement, and classroom environment, will be administered immediately after the session.

Barriers: Potential barriers include disruptive behavior and shyness. These will be addressed with structured breaks, creating a comfortable environment, and emphasizing the naturalness of discussions around sexuality to reduce embarrassment.

Therapeutic Communication: To begin, the teacher will introduce themselves and the topic, capturing interest with an introductory video illustrating STD transmission. Active listening will be demonstrated through eye contact, open body language, and questions to encourage participation. Concluding remarks will summarize key points, with nonverbal cues such as gestures and facial expressions reinforcing messages. An open question-and-answer session will clarify doubts and foster a supportive environment.

Sample Paper For Above instruction

Community health education plays a crucial role in preventing sexually transmitted diseases (STDs) among teenagers, a vulnerable population often engaged in high-risk behaviors. Developing a comprehensive teaching plan tailored to the community's needs involves identifying the target audience, setting clear objectives, incorporating appropriate educational strategies, and establishing evaluation methods to measure outcomes. This paper presents a detailed community teaching work plan focused on STD prevention for teenagers in Brattleboro, Vermont, underscoring the importance of education in reducing disease prevalence and promoting healthier behaviors.

Community Context and Rationale

Teenagers are at a heightened risk for STDs due to developmental, social, and behavioral factors. According to the CDC (2019), approximately 40% of teenagers aged 15-19 are sexually active, and many do not use protection consistently. The high prevalence of risky sexual behaviors among youth results in significant health consequences, including gonorrhea, chlamydia, syphilis, and HIV infections. The epidemiological data reveal that young people between 15-24 years are responsible for over 20 million new STD infections annually in the United States, highlighting an urgent need for targeted education (Carmona-Gutierrez, Kainz, & Madeo, 2016). These statistics provide the rationale for community-based educational interventions aiming at STD awareness and prevention.

Objectives and Theoretical Framework

The primary aim of this educational intervention is to enhance teenagers' knowledge of STD transmission and prevention methods, ultimately reducing infection rates. Employing Vygotsky's social development theory (David, 2014), the plan recognizes that peer interactions and social media influence significantly shape adolescent behaviors. As such, interventions will incorporate social media platforms like Instagram and Facebook to facilitate engagement and deepen understanding. Behavioral objectives include students identifying STD transmission pathways, listing common STDs and their symptoms, explaining abstinence and refusal skills, and demonstrating proper condom use. These objectives are aligned with Healthy People 2020 (HP2020) objective STD-1, which focuses on reducing the incidence of chlamydia among adolescents, reflecting national health priorities (Lewis & White, 2017).

Educational Strategies and Activities

The teaching plan employs interactive methods such as visual demonstrations, group discussions, role-playing, and multimedia presentations to ensure active participation. For instance, an initial video depicting STD transmission through sexual networks serves as a visual hook. Subsequently, students will participate in group activities, answering questions about STD symptoms and prevention. Role-plays will involve volunteers practicing refusal skills, which enhances self-efficacy. A practical condom demonstration using videos and physical models will reinforce correct usage techniques. These strategies cater to diverse learning preferences, fostering both cognitive and psychomotor skills essential for behavior change.

Evaluation Methods

The effectiveness of the intervention will be measured through multiple evaluations. A pretest questionnaire will establish baseline knowledge, while formative assessments during the session will gauge comprehension. Post-test surveys will assess knowledge gains and attitudinal shifts regarding condom use and STD prevention. Additionally, participant feedback collected via Likert-scale questionnaires will provide insights into instructional quality and engagement levels. Long-term evaluation will involve follow-up surveys at three to six months post-intervention to determine behavioral changes, such as increased condom use and STD testing.

Addressing Barriers and Therapeutic Communication

Potential barriers include shyness, discomfort discussing sensitive topics, and disruptive classroom behaviors. To mitigate these, the facilitator will foster a nonjudgmental environment, emphasizing that sexual health topics are normal and essential. Structured activities, including brief breaks, will help maintain focus and reduce boredom. The teacher will employ therapeutic communication techniques such as active listening, maintaining eye contact, and using expressive gestures. These nonverbal cues will reinforce openness and build trust. The session will conclude with a Q&A, allowing participants to clarify doubts in a safe, supportive setting. Beginning with an engaging introduction and ending with summarized key points will optimize retention and impact.

Conclusion

Effective community education on STD prevention requires thoughtful planning, culturally sensitive approaches, and robust evaluation. By leveraging social development theories and interactive teaching techniques, educators can empower teenagers to make informed decisions regarding their sexual health. Addressing potential barriers with empathetic communication and creating a supportive learning environment will enhance the intervention's success. Ultimately, such initiatives contribute to reducing STD prevalence among youth, promoting healthier communities aligned with national and global health objectives.

References

  • Carmona-Gutierrez, D., Kainz, K., & Madeo, F. (2016). Sexually transmitted infections on the rise. Microbial Cell, 3(9), 361–362. https://doi.org/10.15698/mic2016.09.522
  • David, L. (2014). Social Development Theory (Vygotsky). In Learning Theories. Retrieved from https://www.learningtheories.com/vygotskys-social-development-theory.html
  • Healthy People 2020. (2016). Objectives. Office of Disease Prevention and Health Promotion. https://www.healthypeople.gov/2020/topics-objectives/topic/sexually-transmitted-infections
  • Lewis, J., & White, P. J. (2017). Estimating local chlamydia incidence and prevalence using surveillance data. Epidemiology, 28(4), 492–502. https://doi.org/10.1097/EDE
  • Centers for Disease Control and Prevention (CDC). (2019). Sexual Risk Behaviors Can Lead to HIV, STDs, & Teen Pregnancy. Adolescent and School Health. https://www.cdc.gov/healthyyouth/health_issues/sexual_health/index.htm
  • Office of Disease Prevention and Health Promotion. (2020). Healthy People 2020 Leading Health Indicators. https://health.gov/our-work/healthypeople/objectives-and-data/indicators/sexually-transmitted-infections
  • Porta, M. (2014). Health promotion: models and theories. In M. Porta (Ed.), A Dictionary of Epidemiology (6th ed., pp. 434–435). Oxford University Press.
  • WHO. (2016). Global health sector strategy on sexually transmitted infections 2016–2021. World Health Organization.
  • Woolf, S. H., & Aron, L. (Eds.). (2013). U.S. Health in International Perspective: Shorter Lives, Poorer Health. National Academies Press.
  • Rosenstock, I. M. (1974). The Health Belief Model and Preventive Health Behavior. Health Education Monographs, 2(4), 354–386.

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