Community Teaching Work Plan Proposal Planning And To 662416

Community Teaching Work Plan Proposalplanning And Topicdirectionsdeve

Develop an educational series proposal for your community using one of the following four topics: 1. Primary Prevention/Health Promotion Planning Before Teaching: Name and Credentials of Teacher: Estimated Time Teaching Will Last: Location of Teaching: Supplies, Material, Equipment Needed: Estimated Cost: Community and Target Aggregate: Topic: Identification of Focus for Community Teaching (Topic Selection): Epidemiological Rationale for Topic (Statistics Related to Topic): 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 : Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. Learning Theory to Be Utilized :Explain how the theory will be applied. 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. How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives 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. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. Creativity : How was creativity applied in the teaching methods/strategies? Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1. 2. 3. 4. Planned Evaluation of Goal : Describe how and when you could evaluate the overall effectiveness of your teaching plan. Planned Evaluation of Lesson and Teacher (Process Evaluation): Barriers: What are potential barriers that may arise during teaching and how will those be handled?

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? © 2019. Grand Canyon University. All Rights Reserved.

Paper For Above instruction

The proposed community teaching plan focuses on health promotion with an emphasis on nutrition education tailored for elementary school children, aligning with Healthy People 2020 (HP2020) objectives to foster healthier dietary behaviors among youth. This initiative aims to enhance nutritional knowledge, promote healthier food choices, and encourage lifestyle modifications that support long-term health outcomes. The planning process involves a comprehensive overview of the target community, educational strategies, and evaluation methods, ensuring the intervention's effectiveness and sustainability.

Target Community and Focus: The target population encompasses elementary school children aged 6-10 years in a suburban community. The focus is on improving nutritional habits by increasing awareness and understanding of healthy foods and the importance of balanced diets. Statistical data from recent epidemiological studies indicate that childhood obesity rates and poor dietary habits are escalating concerns nationally and locally, making early education critical to reversing negative trends (CDC, 2022).

Teacher and Planning Details: The educator will be a registered nurse with expertise in pediatric health promotion, scheduled for a 45-minute interactive session at the local elementary school. Necessary materials include visual aids such as food pyramid posters, pictures of healthy and unhealthy foods, and interactive activity supplies. The estimated cost covers printing materials, snacks for samples, and educational handouts, approximating $150.

Nursing Diagnosis and Readiness for Learning: The nursing diagnosis centers on "Readiness for Learning" related to nutritional education. Factors indicating readiness include the child's curiosity about healthy foods, prior knowledge, and parental involvement. Emotional readiness is evidenced by a receptive attitude toward new information, while experiential readiness includes previous exposure to basic nutrition concepts during school activities (Anderson et al., 2020).

Learning Theory Application: The Social Cognitive Theory (SCT) guides this intervention, emphasizing observational learning, modeling, and reinforcement. Activities include role-playing and peer modeling to enhance self-efficacy. For example, demonstrating healthy food choices during interactive discussions aligns with SCT to motivate behavioral change (Bandura, 1986).

Goals and Objectives: The primary goal aligns with HP2020 Objective NP-9: "Increase proportion of children aged 6-11 years who consume ≥5 servings of fruits and vegetables daily." The rationale is to promote nutrient-rich diets to prevent chronic diseases. This initiative contributes to the overarching goal of health equity and improved health literacy among youth, echoing the global vision of "Health for All" by Alma Ata (World Health Organization, 1978).

Behavioral Objectives, Content, and Strategies: An example behavioral objective is: "By the end of the session, third-grade students will be able to identify at least three healthy food choices from each of the five food groups." Content includes describing the food pyramid, emphasizing the importance of balanced diets, and identifying specific foods in each group.

Teaching strategies incorporate interactive activities, such as a "Food Pyramid Poster" where students place food pictures into the correct categories, fostering active participation and reinforcing learning. Additional activities involve analyzing lunchboxes to encourage practical application of knowledge and discussion of healthier substitutions (Johnson, 2021).

Creativity in Teaching Methods: Creative engagement is achieved through gamified activities, storytelling, and role-play scenarios that make learning enjoyable and memorable. For example, storytelling about a "Healthy Food Adventure" can captivate children’s interest while embedding educational messages.

Evaluation Methods: Outcomes are assessed through pre- and post-tests measuring nutritional knowledge, observation of participation, and lunchbox analyses to evaluate behavioral changes. The effectiveness of the overall teaching plan will be reviewed via follow-up surveys after one month, examining sustained behavioral modifications (Kirkpatrick, 1996).

A process evaluation will identify barriers such as resistance from children or limited parental involvement. Strategies to address potential obstacles include involving parents through take-home activities and providing incentives for participation.

Therapeutic communication techniques will guide the engagement process; an engaging opening such as sharing a relatable story about childhood favorite foods will capture attention. Active listening is demonstrated by asking open-ended questions, reflecting children's responses, and adjusting lessons based on feedback. Concluding the session includes summarizing key points and encouraging kids to share what they learned, fostering reinforcement. Nonverbal cues such as eye contact, gestures, and an enthusiastic tone will strengthen rapport and engagement (Arnold & Boggs, 2019).

References

• Anderson, C., Kocemba, J., & Smith, L. (2020). Pediatric readiness and childhood nutrition. Journal of Pediatric Nursing, 55, 106-113.
• Arnold, E. M., & Boggs, K. U. (2019). Therapeutic communication in nursing. Journal of Nursing Education, 58(4), 203-208.
• Bandura, A. (1986). Social cognitive theory. In J. H. Harvey (Ed.), Perspectives in social psychology (pp. 185-211). Harper & Row.
• Centers for Disease Control and Prevention (CDC). (2022). Child and adolescent health. https://www.cdc.gov/childhealth
• Johnson, P. (2021). Strategies for effective health education in elementary schools. Health Education Journal, 80(2), 123-130.
• Kirkpatrick, D. L. (1996). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• World Health Organization. (1978). Primary health care: Report of the international conference on primary health care. Alma-Ata, USSR.