Community Teaching Work Plan Proposal

Community Teaching Work Plan Proposal

 Prepare a presentation based on the Teaching Work Plan.
Rubric:Presentation is clearly based on Teaching Work Plan and any documented provider feedback. All aspects are consistent with Teaching Work Plan.
Presentation provides specific information that focuses on the identified population and includes all diverse attributes for that population. Presentation is highly relevant to the community setting chosen. Additional health care settings where this individual education plan could be used are identified and highly relevant. The presentation demonstrates insight into providing individual education to diverse patient populations. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. Writer is clearly in control of standard, written, academic English. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

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:
Jennifer Parduhn, RN
Estimated Time Teaching Will Last:
30 minutes. Location of Teaching:
Online: Zoom meeting.
Supplies, Material, Equipment Needed:
Poster with education material on high school stress. Computer with zoom meeting software and internet connection. Estimated Cost:
Community and Target Aggregate:
High school students from among the local community as there are increased incidences of illegal drugs use, suicide ideation among them with one of the principal causes identified as the increasing stress from school and personal expectations. The target population is noted to report high incidences of stress that are either not well managed or ignored. Community Teaching Work Plan Proposal .The education program will specifically target 9th and 10th graders.
Managing stress to promote better mental health


Identification of Focus for Community Teaching:
The topic has been identified as managing stress to promote better mental health among high school students. While stress is common for all students, it is slightly different for high school students when compared to other student groups and age groups. Many students are experiencing significant amounts of stress from social change, relationships, work, life transitions, school and at home. Dealing with bludgeoning social networks and schoolwork coupled with a body that is rapidly adjusting to the adolescent development changes. In fact, it is not uncommon for students to complete three hours of homework every night, in addition to home chores, a full day of schoolwork and extracurricular activities, thus resulting in high stress levels. This stress has taken a significant toll on their grades, happiness, and health. In fact, some of the students are using drugs and have become suicidal as a result of the stress. Many of the students feel that their stress levels have exceeded ability to effectively communicate. The unmanaged stress ends up affecting the students’ health-related behavior to include exercise, diet, and sleep patterns (Pope, Brown & Miles, 2015).
Epidemiological Rationale for Topic:
Epidemiological data indicates that about 30% of students are experiencing significant stress levels that have become overwhelming so that they are unable to cope. Further review of the epidemiological data reveals that 30% of high school students are sad or depressed as a result of stress. 31% of high school students report feeling tired and 23% reporting skipping meals because of stress. Community Teaching Work Plan Proposal .70% of highs school students report that depression and anxiety are significant problems among their peers, and 75% express fear, sadness, anger and boredom associated with stress while in school. On average, high school students score 5.8 for stress on a 10-point scale, a score that is higher than the normal value reported for adults at 3.8. Overall, 75% of high school students in America report experiencing some stress due to school work (Bouchrika, 2020).

Teaching Plan Criteria
Nursing Diagnosis:
As earlier indicated, stress is a significant concern among high school students. Some of them complain of being overloaded by school, home and other social responsibilities. These are multiple coexisting stressors that work together to make the stress overwhelming and difficult to manage without outside intervention. A review of the amounts and types of stressors in the daily living of students reveals that they have low knowledge levels about the occurrence and management of stress thus resulting in the negative outcomes such as suicidal thoughts and experimenting with drugs. Assessment data for the students confirms this. Community Teaching Work Plan Proposal .  The subjective assessment data reveals that most students complain of not having enough time to complete all the school assignments and home chores. They add that they routinely experience headaches and are unsure about being able to handle all the daily duties (Ackley & Ladwig, 2014). Given the awareness that the high school students have low knowledge levels about stress, the appropriate nursing intervention has been determined as nurse-led community education that describes common stressors and life stresses they would experience, signs of stress, appropriate stress reduction activities and coping mechanisms, and need for discussing stress as a concern at the community level. The rationale for the intervention is that students who are more knowledgeable about stress will be open to discussing their concerns at the community level, apply appropriate stress reduction techniques to aid in coping with stress and aid in improving their coping skills. Openness to community discussion allows the whole student body to continually monitor stress levels to identify the possible root causes of stress and better implement different interventions. Also, it helps in creating a strong support group that better understands the emotions and feelings students experiencing stress go through (Ackley & Ladwig, 2014).

Readiness for Learning:
A review of the target audience (high school students) reveals readiness to learn. Firstly, they are physically ready to learn. They have the ability to participate in the community learning program. Also, the program contains relatively easy tasks with minimal environmental effects. Besides that, the students are attending school and are considered healthy enough to attend the community education program. Secondly, they are emotionally ready to learn. Their anxiety levels are at acceptable levels and do not affect their ability to perform at the psychomotor, affective and cognitive levels. They are not anxious about stress as a health issue, but are concerned. Also, they have the adequate support system from the social, school and family communities, have the right motivation as stress is an existing concern, and some of them are engaged in risk taking behavior that highlights the need for the education intervention. Additionally, they are in the right frame of mind and are at the right developmental stage to participate in a thirty-minute community learning program. Thirdly, they are experientially ready. Community Teaching Work Plan Proposal .They aspire to acquire new information, engage in new interesting activities, are concerned about stress given the effects, and are oriented towards learning. Finally, they are knowledge ready. They have a good knowledge base on stress having seen the effects on peers and other members of the community, do not have any learning disabilities, and are used to learning in a classroom environment (Bastable, 2017). In this respect, the targeted high school students are ready to learn.

Learning Theory to Be Utilized:
The community education program applies the Transformative Learning Theory presented by Jack Mezirow in the 1970’s. The theory allows for transformational learning in which the focus of the program would be on changing the way high school students think about their environment and themselves so that they are better able to manage stress. During the program, the learners will challenge and discuss expanding their understanding of stress. This involves them sharing their thoughts with the instructor and other participants in the educational setting. At the end of the program, it is expected that the participants may gain new perspectives on their thoughts and principles about stress as they learn about what constitutes stress and healthy coping strategies. High school students who attend the program are expected to then use critical thinking and questioning to evaluate their underlying assumptions and beliefs, and learn from what they realize about themselves (Taylor & Cranton, 2013).
Goal: Healthy People 2020 (HP2020) objective(s)
The community education program is concerned with the topic on adolescent health. The goal of the topic is to improve health development, health, safety and wellbeing of adolescents and young adults. The program addresses HP2020 objectives AH-8, AH-9, AH-10, and AH-11. It addresses objective AH-8 by ensuring that students adopt healthy coping strategies for addressing stress to keep them safe at school. It addresses objective AH-9 by increasing the proportion of high school students who are comfortable with their identities. It addresses objective AH-10 by ensuring that students adopt healthy coping strategies to address stress so thus reducing serious violent incidences. It addresses objective AH-11 by reducing stress levels so that students become less prone to perpetrating or becoming victims of crime (US Department of Health and Human Services, 2020). Community Teaching Work Plan Proposal .

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
The identified HP2020 objectives relates to Alma Ata’s Health for All Global Initiatives. It is related to declaration VII, part 3, that is concerned with education on prevailing health problems and the methods of preventing and controlling them. The program seeks to educate high school students on stress as an existing concern (World Health Organization, 2021).

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective
and Domain Content Strategies/Methods
1. Naming the factors that contribute to stress occurrence (Cognitive domain) 1. Naming the factors that contribute to stress, to include schoolwork, home responsibilities and extracurricular activities. 1. Discussion forum to allow them present ideas, followed by a poster on factors that continue to stress among high school students based on research results from other publications.
2. Understanding the importance of managing stress appropriately (cognitive domain) 2. Naming the things that could go wrong if stress is not appropriately managed, to include drug use and suicide ideation. 2. Discussion forum followed by pictograph of the negative outcomes associated with unmanaged or inappropriately managed stress.
3. Naming some of the persons who would be important for building a support group (social domain) 3. Naming the individuals who can contribute to the support group, could include peers, school counselor, parents and so on. 3. Have the class discuss who can be part of the support group and the position that each individual would play. Also, a poster presentation on the value that each person brings to the support group.
4. Establishing the appropriate responses and behaviors for coping with stress (affective domain) 4. Naming the healthy and appropriate strategies for coping with stress, such as getting enough sleep, practicing visualization, exercising regularly, having hobbies, getting organized, eating healthy diets, and affirmation and positive thinking. 4. Discussion forum on the appropriate strategies and the expected outcomes from applying each strategy.

Creativity was applied through the use of posters as they apply imaginative and interactive approaches to make learning more effective, exciting and interesting. In addition, creativity was applied by presenting new ideas that are challenging thereby getting the students to experience the learning in meaningful contexts while simultaneously extending them beyond the planned content. Besides that, the use of games as an imaginative approach will be surprising for the students thus getting them to pay attention (Bastable, 2017). Community Teaching Work Plan Proposal .

Planned Evaluation of Objectives (Outcome Evaluation):
1. Participants will be able to explain the factors associated with stress as indicated through an outcome’s evaluation conducted with a sample of the participants three weeks after the completion of the program.

2. Participants will be able to create support groups for dealing with stress. The evaluation conducted three weeks after the end of the program will identify the presence of support groups and the appropriateness of the members.

3. Reduced levels of stress among high school students as reflected by epidemiological data and interviews with students.

4. Improved ability to recognize the symptoms of stress and seek the appropriate interventions.

Planned Evaluation of Goal:

The goal of the planned evaluation conducted three weeks after the education program would be to determine if stress incidences reduced among high school students, if they were more knowledge about stress, and applied healthy coping strategies.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

An exit questionnaire would also be issued at the end of the program to determine if the planning was appropriate or if there were aspects that could be changed for better learning outcomes.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

The targeted population for the community teaching are 9th and 10th grade high school students who are marked by dynamic and profound changes that make it difficult for them to express themselves for fear of being rejected. This potential barrier will be addressed by allowing the participants to make anonymous contributions to the discussion through written notes. The second potential barrier is lack of interest to the content of the education program. The content on stress may not necessarily be interesting to high school students. This will be addressed by including creative content into the program and creating room for active participation (Abedian & Shahhosseini, 2015).


Therapeutic Communication
How will you begin your presentation and capture the interest of your audience?
The discussion will begin with statistics on stress among high school students. The graphics will help in highlighting the seriousness of the issue thus capturing the interests of the participants.
Describe the type of activity will you use with your audience to exhibit active listening?
Active questioning will help to exhibit active listening. Participants will be questioned about concepts concerning stress. In addition, retrospective questioning will be used to explore how much of the content has been understood.
Describe how you applied active listening in tailoring your presentation to your audience?
Active listening would be applied in tailoring the presentation by using intermittent periods of silence to allow the participants to internalize the content and ask questions. Also, it will be applied in noting the verbal and non-verbal feedback seeking additional clarification. Besides that, it will be applied by asking questions, reflecting back on what has been presented, and summarizing.
How will you conclude your presentation? Community Teaching Work Plan Proposal .
The presentation will be concluded by inspiring and calling the participants to action, referring back to the statistics mentioned at the start of the presentation, making a summary, and making it clear that the presentation has ended.
What nonverbal communication techniques will you employ?
The non-verbal communication techniques that will be employed include mirroring, leaning in, eye contact, smiling, and gesturing. This will act as indicators of being immersed and fully engaged in the program.
Abedian, K., & Shahhosseini, Z. (2015). Barriers to health education in adolescents: health care providers’ perspectives compared to high school adolescents. International Journal of Adolescent Medicine and Health, 27(4), 433-436.
Ackley, B. J., & Ladwig, G. B. (2014). Nursing Diagnosis Handbook: An Evidence-Based Guide to Planning Care (10th ed.). Mosby/Elsevier Inc.
Bastable, S. B. (2017). Essentials of Patient Education (2nd ed.). Jones & Bartlett Learning, Inc.
Bouchrika, I. (2020, October 26). 50 Current Student Stress Statistics: 2019/2020 Data, Analysis & Predictions.
Pope, D., Brown, M., & Miles, S. (2015). Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. John Wiley & Sons, Inc.
Taylor, E. W., & Cranton, P. (2013). The Handbook of Transformative Learning: Theory, Research, and Practice. John Wiley & Sons, Inc.
US Department of Health and Human Services (2020, October 8). 2020 Topics & Objectives: Adolescent Health.
World Health Organization (2021). Declaration of Alma-Ata. . Community Teaching Work Plan Proposal.