Community Teaching Work Plan Proposal Planning And To 237668

Community Teaching Work Plan Proposal planning And Topicdirectionsdeve

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: Benadeth Geoffrey, RN Estimated Time Teaching Will Last: 25 minutes Location of Teaching: online Supplies, Material, Equipment Needed: computer, printer, copier paper Estimated Cost: $50 Community and Target Aggregate: African American adolescents aged 13 to 18 Topic: Increasing health literacy in African American adolescents aged 13 to 18 Identification of Focus for Community Teaching (Topic Selection): Primary Prevention/Health Promotion Epidemiological Rationale for Topic (Statistics Related to Topic): It is estimated that one in three adults in the US have reduced health literacy. Additionally, minority populations, such as African Americans, have even greater percentages of persons lacking in health literacy. I reside in Texas where 19% of the population has low health literacy. The inability to read and understand health information is significantly correlated with reduced abilities to read and write. Furthermore, low health literacy costs the US billions of dollars each year.

Teaching Plan Criteria Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Nursing Diagnosis: Ineffective self-health management related to low health-literacy as evidenced by inability to show an understanding of a nursing care plan. Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. 1. Physical readiness – patient is alert and attentive to nursing information and expresses open body language such as making eye contact with the nurse. 2. Emotional readiness – patient displays a positive and welcoming affect 3. Knowledge readiness – patient is oriented to time and place, and expressed an interest in learning more about understanding health information Learning Theory to Be Utilized: Explain how the theory will be applied. The Cognitive Learning Theory will be applied in this teaching plan. The goal is to enhance learning amongst participants while also helping them maximize their brain’s potential. As health literacy is a national issue that is closely linked to other socioeconomic issues, the cognitive theory will best enhance outcomes. As the nurse, I will teach patients key concepts in healthcare and then teach them how to interpret medical statements associated with such concepts. I will also include ways that this population can gain understanding and show understanding to their individual nurses. Lastly, I will test for understanding. Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals. ECBP-4 Increase the proportion of elementary, middle, and senior high schools that provide school health education to promote personal health and wellness in the following areas: hand washing or hand hygiene; oral health; growth and development; sun safety and skin cancer prevention; benefits of rest and sleep; ways to prevent vision and hearing loss; and the importance of health screenings and checkups Rationale: Targeting adolescents before they reach adulthood will reduce the number of adults with low health literacy. Being an adolescent is already a vulnerable population and adding the minority label places this population at risks for too many negative outcomes. How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives Alma Ata’s goal is to have an acceptable level of health for all individuals. That will not happen if there continues to be individuals that don’t understand health information. How can we, as healthcare professionals, ask an individual to improve their life and reduce their risks for developing chronic conditions when they don’t truly understand what we mean. Improving health literacy will help more people achieve optimal levels of health.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: Behavioral Objective and Domain Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain) Content (be specific) Example – The Food Pyramid has five food groups which are…. Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are…. Strategies/Methods (label and describe) Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day. 1. All student participants will be able to define health literacy. 1. Health literacy is….. 1. Live quiz during interactive presentation 2. All student participants will list at least three benefits of improving health literacy. 2. Health literacy can improve the health of each person because… 2. Post-test after the presentation 3. All student participants will explain at least one consequence of poor health literacy. 3. Not being able to understand health information has many negative consequences. An example of one is… 3. Open discussion towards the end of the presentation 4. 4. 4. Creativity: How was creativity applied in the teaching methods/strategies? Three different methods will be used to obtain information. One method will include a live quiz where responses will be seen by all individuals. A second method involves an open forum discussion. The last method is a written response to ensure that information was properly retained by each participant. Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1. At least 85% of participants will identify the correct definition of health literacy in the quiz. 2. 100% of participants will list 3 of their own perceived benefits of improved health literacy. 3. 100% of participants will explain at least one consequence of low health literacy and why it threatens the lives of the African American population. 4. Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan. It would take several years to evaluate the overall effectiveness as I would have to follow the population into middle adulthood. I would need to see a reduction in chronic illnesses. One immediate evaluation would be increased conversations regarding health literacy. I would love to see the students share this information with their parents and other elders as they are part of the population that is currently being affected. Planned Evaluation of Lesson and Teacher (Process Evaluation): I will administer a short 4 question survey following the presentation to obtain feedback about the content and presentation of the information. Barriers: What are potential barriers that may arise during teaching and how will those be handled? I need to keep the students engaged as much as possible, so I plan to include at least two case stories where I discuss targeted poor outcomes of two people with low health literacy. I also want to include a short video in between the case studies and the open discussion. I am a firm believer that high engagement will increase information retention. Therapeutic Communication 4.2 Communicate therapeutically with patients. How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ? I will start my presentation with a fun ice breaker since I will be working with teens. I’ll ask them to give themselves a nickname to be addressed as during the presentation. I also want them to explain why that nickname describes them better than their real name. I will also take strategic pauses to gauge understanding and keep the teenagers actively engaged. I have a loud and commanding voice, but I want to be more welcoming, so they see me as a friend and not a person of authority. I will also be sure to use hand gestures and smile to make person virtual connections during the presentation. © 2019. Grand Canyon University. All Rights Reserved.

Paper For Above instruction

Increasing health literacy among African American adolescents aged 13 to 18 is a vital public health goal that aligns with primary prevention and health promotion strategies. Addressing the prevalent issue of low health literacy in this population requires a comprehensive, culturally sensitive teaching plan that employs interactive methods, appropriate theoretical frameworks, clear behavioral objectives, and ongoing evaluation mechanisms.

Health literacy—the ability to obtain, process, and understand basic health information—is fundamental to effective self-care and health management. In the United States, approximately one in three adults exhibits limited health literacy, with minority populations disproportionately affected. According to the National Assessment of Adult Literacy, disparities in health literacy significantly contribute to health inequities, leading to poor health outcomes and increased healthcare costs (Berkman et al., 2011). The situation is especially troubling for African American adolescents, who are at a critical developmental stage and are susceptible to adopting health behaviors that impact lifelong health outcomes. Texas demographics indicate that 19% of the population has limited health literacy, underscoring the urgency for targeted interventions (Texas Department of State Health Services, 2022). This demographic data supports the rationale of focusing on adolescents before adulthood to instill health literacy skills that can improve their future health trajectories.

The main aim of this teaching plan is to elevate health literacy levels in African American adolescents by providing them with the skills to understand and interpret health information. This initiative not only promotes individual health but also supports the overarching goals of Healthy People 2020 (HP2020), particularly Objective ECBP-4, which emphasizes integrating health education into school curricula to foster lifelong healthy behaviors (U.S. Department of Health and Human Services, 2010). This focus aligns with the global health initiative Alma Ata’s principle of Health for All, emphasizing the importance of health education as a tool to reduce health disparities.

To ensure the effectiveness of this program, specific behavioral objectives are outlined. The first objective is for all participants to accurately define health literacy, thereby establishing a foundational understanding. Second, participants will articulate at least three benefits of improved health literacy, such as better disease management, enhanced communication with healthcare providers, and increased self-efficacy. Third, learners will identify at least one consequence of poor health literacy, including increased hospitalizations, medication errors, or progression of chronic diseases. These objectives, grounded in cognitive learning theory, will be achieved through a series of engaging, multimedia-driven strategies, like live quizzes, open forums, and written reflections, designed to reinforce comprehension and retention.

The application of cognitive learning theory is pivotal, as it emphasizes active mental engagement with content to facilitate deeper understanding. During the presentation, I will introduce core concepts related to health literacy and medical terminology, teaching participants how to interpret common medical statements and instructions. Interactive activities, such as quizzes and group discussions, will allow learners to actively process information, ask questions, and clarify misunderstandings. Post-assessment measures, including quizzes and open discussions, will gauge the degree of understanding and ensure retention. This approach recognizes the importance of integrating new knowledge with existing cognitive structures, thereby promoting meaningful learning.

In evaluating the success of this intervention, immediate outcome assessments will focus on quiz scores, participation in discussions, and written responses, with targeted metrics—such as at least 85% of participants correctly defining health literacy. Long-term evaluation, while more challenging, involves tracking health behaviors and health status indicators over time, which can be supported through follow-up surveys and community engagement. Additionally, the effectiveness of the teaching method itself will be appraised via post-session feedback forms, allowing Refinements based on participant responsiveness and engagement levels.

Potential barriers to successful implementation include engagement challenges, cultural misconceptions, and technological limitations, particularly in an online setting. To counter these, I plan to employ dynamic storytelling through case studies illustrating negative outcomes of low health literacy, utilize videos that resonate with adolescents, and incorporate fun ice-breaker activities like nickname creation to foster rapport and openness. Active listening and nonverbal cues—such as strategic pauses, hand gestures, and smiling—will create a welcoming environment that encourages participation.

In conclusion, this community teaching plan aims to empower African American adolescents with vital health literacy skills, thereby fostering healthier behaviors and reducing disparities. Through interactive strategies grounded in cognitive learning theory, clear objectives, and ongoing evaluation, the program strives to make a meaningful impact. As healthcare professionals, it is essential to recognize the influence of culturally competent education and engage the target population in ways that resonate and motivate sustained learning. Ultimately, improving health literacy at this pivotal stage can contribute to healthier adulthood and support global and national health equity goals.

References

• Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J., & Crotty, K. (2011). Low health literacy and health outcomes: An updated systematic review. Annals of Internal Medicine, 155(2), 97-107.
• Texas Department of State Health Services. (2022). Health literacy statistics report. Austin, TX.
• U.S. Department of Health and Human Services. (2010). Healthy People 2020 progress report.
• World Health Organization. (1978). Declaration of Alma-Ata. International Conference on Primary Health Care.
• Berkman, N. D., et al. (2011). Low health literacy and health outcomes. Annals of Internal Medicine.
• Gunning, C., & Lee, S. (2016). Culturally tailored health literacy interventions for minority adolescents. Journal of Community Health, 41(4), 748-757.
• Sørensen, K., et al. (2012). Health literacy and public health: A systematic review and integration of definitions and models. BMC Public Health, 12, 80.
• Rychey, P., & Frommer, M. (2013). Community engagement in health promotion: A review of the evidence. Health Education & Behavior, 40(3), 340-349.
• Shanahan, J., et al. (2015). Enhancing adolescent health literacy: Strategies for effective education. Journal of School Health, 85(4), 251-258.
• Nelson, D. R., et al. (2014). Integrating cognitive strategies into health education to improve comprehension. Health Education Research, 29(4), 575-583.