Community Teaching Plan Community Teaching Work Plan Proposal

This article covers NRS 428 Benchmark – Community Teaching Plan Community Teaching Work Plan Proposal.

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NRS 428 Benchmark – Community Teaching Plan Community Teaching Work Plan Proposal

NRS 428 Benchmark – Community Teaching Plan Community Teaching Work Plan Proposal

Identification of Focus for Community Teaching

I selected the topic of infant nutrition through breastfeeding since there is an increased prevalence of women declining to breastfeed, especially new mothers. There is an increased trend of new mothers opting to feed their infants with formula milk. Breastfeeding has long been established as the optimal method of infant feeding. The USPSTF recommends exclusive breastfeeding of infants for the first six months (Bibbins-Domingo et al., 2016). This should be continued breastfeeding alongside the introduction of complementary foods for at least one year.

Epidemiological Rationale for Topic

NRS 428 Benchmark – Community Teaching Plan Community Teaching Work Plan Proposal

months, and over one-third, 35.9% were breastfeeding at 12 months (CDC, 2018). Nevertheless, despite the recommendation on exclusive breastfeeding in the first six months, less than 50% of infants were exclusively breastfed in the first three months, with about 25% were exclusively breastfed through 6 months (CDC, 2018). Furthermore, approximately 1 in 6 (17.2%) breastfed infants born in 2015 received formula supplementation within the first two days of life.

Today, more women in the United States are breastfeeding their babies than in modern history. While the rate of breastfeeding has increased in all demographic groups, certain populations of women are less likely to breastfeed (Bibbins-Domingo et al., 2016). These include women below 25 years, mothers with a low income, primiparas, African Americans, and those with a high school education or less (Anstey, Chen, Elam-Evans & Perrine, 2017). This has resulted in poor health outcomes of children from mothers from these populations.

Teaching Plan Criteria

Nursing Diagnosis: Knowledge deficit related to insufficient health provider education on breastfeeding, as evidenced by mothers’ lack of awareness on the importance of breastfeeding.

Readiness for Learning

Factors that will indicate readiness to learn among the postnatal mothers include having a perception that their infant needs optimal nutrition, which can only be achieved by their efforts to breastfeed.  Factors that would show experiential readiness to learn include asking questions about infant nutrition, demonstrating an open body language, engaging in the discussion by answering questions, and accepting to participate in demonstrations.

Goal: The teaching plan is based on the Healthy People 2020 goal of:

Improve the health and well-being of women, infants, children, and families (US Department of Health and Human Services [DHHS], 2016).

Objectives: Infant breastfeeding falls under the Healthy People Objective:

MICH-21: Increase the proportion of infants who are breastfed (US DHSS, 2016).

The objective is further divided into sub-objectives, namely:

MICH-21.1: Increase the proportion of infants who are ever breastfed.

MICH-21.2: Increase the proportion of infants who are breastfed at six months.

MICH-21.3: Increase the proportion of infants who are breastfed at one year (US DHSS 2016).

MICH-21.4: Increase the proportion of infants who are breastfed exclusively through 3 months

MICH-21.5: Increase the proportion of infants who are breastfed exclusively through 6 months

Rationale for Using Objective MICH-21:

I used the Healthy People 2020 objective MICH -21 because there is substantial evidence that breastfeeding provides significant health benefits for children. The USPSTF also recommends breastfeeding since there is adequate evidence that breastfeeding provides moderate health benefits for the breastfeeding woman (Bibbins-Domingo et al., 2016). Nonetheless, about half of all mothers in the US who initially breastfeed discontinue doing so by 6 months. This has led to substantial disparities in breastfeeding rates among younger mothers and in disadvantaged communities.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives?

The Alma Ata’s Health for All Global Initiatives focuses on primary health care as a way of achieving health for all. The guiding principles to attaining health for all include community participation, community needs and priorities, values, and vision for a health care system (Pandey, 2018). MICH-21 relates to the Alma Ata’s health for all since it promotes health for infants by promoting nutrition through breastfeeding.  Consequently, community participation is mandatory through the mothers taking the initiative to breastfeed infants exclusively for the first six months and continuing to breastfeed until the first birthday.

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS 428 Concepts in Community and Public Health

Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

AttachmentsNRS-428VN-RS3-CommunityTeachingWo

Topic 3 DQ 1

Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.

NRS 428 Topic 3 DQ1

United States of American consists of different groups of populations that exhibit various social economic status. In the social realm, vulnerable population in the American society include the homeless, immigrants, individuals from abusive families, and the refugees. The needs for the vulnerable populations are debilitating, serious, and vital, with poor health in one dimension being compounded by the poor health in others (Vanderbilt et al., 2018). The above populations are designated as vulnerable because they exhibit different problems or situations that interferes with their lives. The problems faced by homeless families are different from the ones faced by the refugees. On the other hand, the challenges exhibited by immigrants are different from the ones being experienced by the people from abusive families. Refugees are often faced with cultural and racial sensitivity while individuals from the abusive families tend to suffer from neglects and loneliness. Taking care of the vulnerable population especially at the healthcare level require some levels of sensitivity. In other words, there is the need for the healthcare professionals to adopt strategies for ensuring the delivery of care with dignity even to the above vulnerable populations.

Refugees is one of the major example of vulnerable populations. These are people who get into the United States to seek asylum. Refugees are people who flew from their countries due to war to seek support from other governments. Refugees are vulnerable because they cannot be treated as the normal citizens; also, most countries including United States often restrict their movements, as a result, their rights and freedoms are often threatened. The United States consists of over 369,100 refugees (McClelland III et al., 2017). The population faces challenges such as problems in accessing efficient healthcare services, restrictions in freedom and rights, and lack of family support. Refugees cannot advocate for themselves due to lack of a sense of belonging, as well as low socio-economic status. One of the ethical issue that need to be observed while working with refugees include adherence to the cultural practices and respect for life. Nursing advocacy would be beneficial in ensuring that rights, privileges, and dignity of refuges are observed.

Topic 3 DQ 2

How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. NRS 428 Concepts in Community and Public Health Cite and reference the article in APA format.lies to Shana Fogelman

The United States puts much effort in trying to eliminate or reduce health care disparities. However, vulnerable people continue to experience problems in access to health care, and they have high cases of mortality and morbidity. For instance, those who live in poverty are more likely to be in poor or fair health and have disabling conditions. The vulnerable populations include those that are economically disadvantaged, ethnic and racial minorities, low-income children, the uninsured, and the homeless (Falkner, 2018). The vulnerability of these populations is enhanced by ethnicity, race, age, gender, and factors such as insurance coverage, income and lack of natural source of care (Falkner, 2018). Their health and health care issues interconnect with the societal factors including poverty, housing, and insufficient education.

An example of a vulnerable population in the US is the impoverished. This group “consists of those who cannot financially provide the basic necessities of life” (Falkner, 2018), and may experience challenges in adopting and maintaining healthful behaviors. What makes this population vulnerable is that they have limited resources, and cannot afford healthy and affordable foods. Healthy foods are costly while refined grains, added sugars, and fats are generally affordable and readily accessible to low-income populations. These foods that are affordable and readily available typically are the causes of multiple diseases. Besides this fact, this population may face high-stress levels and poor mental health.

The poverty rate in America is 12.7% of the population, meaning about 40.6 million people live in poverty (Falkner, 2018). This population often has a hard time advocating for themselves because they do not have the funds, energy, or motivation to do so. One of the ethical issues when handling this population is their lack of funds and basic necessities to live. As health care providers we should be assisting these individuals by helping them access health care and proper treatment, along with providing resources to basics such as food, water, and clothing (Falkner, 208). We are able to do this by involving case management and social work, if doing so in the health care setting (Falkner, 2018).

Topic 4: Policy and Environmental Issues

Objectives:

1. Apply screening and referral principles to nursing care of populations.
2. Examine the role of public health in addressing environmental issues.
3. Evaluate the effectiveness of the U.S. health care system.
4. Examine how policy in the U.S. health care delivery system affects specific populations.
5. Examine the effects of health care reform on the U.S. health care system and its stakeholders.

Use the as directed in the Community Assessment and Analysis Presentation.

Complete and submit the “Provider Interview Acknowledgement Form” prior to conducting your interview for the Community Assessment and Analysis Presentation assignment.

Community Teaching Work Plan Proposal

Hygiene is an essential part of healthy living. Every individual ought to adhere to the hygienic practices to prevent diseases and complications that arise from dirty environments. Every person need to maintain high level of hygiene right from childhood to adulthood. There are some cases when hygienic conditions are not taken into consideration among the teachers, students, and parents; a scenario that leads to the continuous spread of pathogens or germs. As a result, there is always the need to initiate different practices of handwashing to educate different individuals on the basic approaches to maintaining hygienic conditions to reduce the spread of diseases causing organisms. Community teaching work plan is a critical approach of sensitizing the community or a group of people on ensuring hygienic conditions (McGetrick et al., 2019). The community teaching work plan is also essential in reducing the spread of infectious diseases. The proposal explores and examines the essence of hand washing to prevent the spread of disease causing organisms within Shaman Oaks High School. Various methods of hygiene will be used to manage the spread of pathogens not only for the students or learners, but also for the parents and teachers associated with the institution.

Planning and Topic

Directions: Creating educational series proposal for the community through the application of one of the outlined topics.

1. Environmental concerns/issues
2. Disaster or bioterrorism
3. Health promotion/primary prevention
4. Screening for the vulnerable population or secondary preventions

Planning Before Teaching:

Teacher’s credentials including name:
Duration of teaching: 25 to 35 minutes	Location: Shaman Oaks High
Materials, supplies, or equipment required: presentation materials including projector, computer system, screen, pens, sanitizers, soap, as well as detailed paper handouts.	Projected cost: for the consumable materials, the expected cost is projected at $ 60. The computer and the projected will be provided by the Shaman Oaks High School, hence the cost will not be included in the budget.
Community and Target Aggregate:The target population for the program include primary and secondary learners between the age of 10 and 18 years. To qualify for the programs, children learners ought to be enrolled either in primary or secondary schools. Also, a member of the family and the teachers will be enrolled in the program.
Topic:Health Promotion/Primary Prevention: Importance of Hand Washing in Controlling disease causing organisms/infections

Identification of Focus for Community Teaching:

School children are more prone to diseases or infections due to the activities that they often engage in. They are often involved in risky behaviors that expose them into contact with various forms of diseases. As a result, continuous hand washing activities is one of the effective ways of ensuring the spread of diseases (Sowden et al., 2018). Through hand washing, it becomes easier to prevent infections or diseases such as diarrhea, water-borne diseases, food-borne diseases, common colds, as well as the influenza. Continuous cleaning of hands through the application of sanitizers, safe water, and soap among the school going children, parents and teachers should be mandatory to stop the spread of diseases. According to the Center for Disease Control, there are over 52 million incidences of common cold among the school going children aged below 17 years in the United States. The above case often leads into the over 22 million schools days lost each year. On the other hand, 10% to 20% of Americans often become affected by the influenza; however, children are always the most affected, in other words, they usually remain vulnerable to serious complication resulting from the flu virus. Diarrhea is one of the most common symptoms of the water-borne or food borne diseases that is ranked second most infectious disease after the common cold. The infectious disease often affect children leading to the loss of 25 days of school days every year. The above condition also impact over 100 members of the population each year. Infectious diseases can be easily spread from one individual to the other within the school environment due to the close contacts that people has.

Epidemiological Rationale for Topic

The epidemiological rationale is derived from the idea that hand washing through the application of the detergents greatly reduce the risks associated with the transmission of the infectious diseases that cause diarrhea by close to 50%.  According to the Center for Disease Control, every person is required to wash their hand using soap and clean water for about 15 to 25 minutes before handling food after coughing or sneezing or after visiting a toilet or handling animals (Patwardhan, Amin, & Chewning, 2017). Also, an individual can apply alcohol-based sanitizers or gel in case soap and water are not available. Hand washing also reduces continuous transmission of infectious diseases; the application of soaps or detergents kill pathogens. The application of the alcohol-based sanitizers is always effective whenever there is lack of water. Hand sanitizers often reduce the spread of infectious diseases by close to 20%.

Teaching Plan Criteria

Nursing Diagnosis:

Respiratory and gastrointestinal infections often result from lack of knowledge on effective hand washing among the school going children between the age of 10 and 17 years. Lack of effective approaches to hand hygiene mostly impact children specifically when they are not informed the best procedures of hand washing. As a result, they are not always able to protect themselves against the infectious diseases that may interfere with their immune system.

Readiness for Learning

Emotional readiness

When it comes to the hand washing practices, learners often show curiosity by attending classes willfully within the scheduled time. Emotional readiness is also experienced when learners pay attention to the instructors when it comes to the hygienic practices. Ability to understand and practice hand washing practices to prevent the spread of diseases affirms the student readiness to take part in the learning process.

Experimental Readiness

The experimental readiness will involve assessing the feelings of the participants or learners towards the spread of the infectious diseases. The assessment will involve asking appropriate questions concerning the risk factors associated with poor hand hygiene. The assessment will also involve learner’s engagement in the healthy conversations as well as the application of body language to determine understanding of the concepts. Learner’s readiness can also be observed when learners are able to take part or get engaged in the actual activities of hand washing.

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To ensure understanding of concepts among the learners, the application of the social development theory will be utilized. The above theoretical approach ensures that there is the comprehension of the contents. Also, the application of the theory ensures the enhancement of the social interactions through narrowing of the communication gap between the learners and the instructor. As an educator, I have a strong belief that learning processes, especially among the children is often improved when they are involved in the activities that directly impact their lives. In the learning process, I will apply demonstration to encourage the interactions among the learners and to foster positive relationships among them. The above theory also emphasizes on the social behavior and socialization among the learners. On the basis of the above premise, I will mostly apply group presentations to encourage interactions and learning from each other. The application of the presentations will also enable learners/children to develop cognitive skills on various methods of hand washing usually practices within the communities and the schools (Hendricks & Wangerin, 2017). The educational approach that is relevant to the theory include the expression of the eye contact, body language, as well as the repetition to facilitate the effectiveness of the theory.

Goal

The main goal reflected in this proposal involve reduction, prevention, and elimination of the healthcare associated illnesses. Another goal involves the promotion of the respiratory health status through encouragement of early detection, as well as better treatment processes for the vulnerable individuals. In line with the above objectives, HP2020 objectives often support educational processes to the vulnerable populations specifically the children on effective practices on hand hygiene. The prevention processes associated with hand washing often reduce the costs involved in the treatment of illnesses caused by the poor hygienic conditions. The above scenario is supported by the fact that hand washing practices reduce the spread of HAIs as well as other diseases that are readily transmitted through contacts.

How Does This HP2020 Objective Relate to Alma

Ata’s Health for All Global Initiatives

The objectives of HP2020 are the same as the Alma Ata’s Global Initiatives to prevent and control the spread of infectious diseases or endemic diseases and to provide immunization processes to fight infectious diseases. On the other hand, Alma Ata’s Health for All Global Initiative aims at addressing disparities that exist in health status especially when looking at the vulnerable populations. As a result, HP2020 share same goals with the Alma because they both emphasize on the improved health outcomes to all the individuals at all times (Pritchard, 2016). In the above context, the two conventions identify the spread of the infectious diseases as a result of poor hand hygiene and provide guidelines that can be used to control the behaviors of the people to increase the transmission rates.

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

Behavioral Objective and Domain	Content	Strategies/Methods
1. There is importance in categorizing cases when an individual need to wash their hands.	1. Cleaning of hands can be done after visiting the toilet, after and before eating, after coughing on your hands, and after sneezing and getting into contact with the people.	1. The critical analysis in the transmission of the infectious diseases shows that the spread of diseases escalates as a result of failure to engage in the hand cleaning practices.
2. acquiring the knowledge on the effective techniques of hand washing	2. Educators determines the effective methods of hand cleaning processes	2. Make an effort to allow children engage in the practices of hand washing for about 15 to 25 seconds and provide appropriate advice.
3. Examines the diseases that are prevented through proper hand washing	3. Hand hygiene reduces the cases of gastro intestinal and respiratory infections.	3. An educator can allow children to observe their hands and reflects how the infectious agents look like
4. Examine various benefits that results from proper hand washing	4. To stop the transmission of the pathogens from the infected persons to the non-infected people	4. Through the application of the pamphlets and handouts, learners may realize the risks associated with not following effective practices of hand hygiene.

Creativity

The theory in the spread of the infectious diseases was examined and explained through the application of the visual effects as demonstrated in the screen. The PowerPoint presentation utilized greatly changed the roles of the instructor in cases when the learners were able to perform hand washing practices.

Planned Evaluation of Objectives (Outcome Evaluation)

1. I will engage students through asking questions to examine the knowledge obtained on the importance of hand washing practices
2. I will keenly observe learners games and breaks to evaluate their knowledge on the hand washing practices and address them on the risks or dangers associated with the poor hygiene.
3. I will assigned one teacher and one family member to demonstrate hand washing techniques to the learners/children.
4. I will also assess how each individual take their time on hand washing practices after conducting the demonstration.

Planned Evaluation of Goal

I will encourage learners to attend at least six lessons on hand washing practices. Towards the completion of the first four classes, I will encourage learner to demonstrate the hand washing practices. On the other hand, I will observe the frequency and consistency on how the learners observe or follow the instructions given.

Planned Evaluation of Lesson and Teacher (Process Evaluation)

In the process of evaluation, I will require three members of staff (teachers) to get engaged in the assessment processes. In the process I will formulate the entire emerging issues involving my proposal. Additionally, I will involve family members and children who are present by proving them with a blank piece of paper to secretly allow them record their observations about the demonstration as well as the learning techniques. The above practices will be done towards the end of demonstrations and learning processes so as to make a clear conclusion about the approaches used.

Barriers

Embarrassment is one of the challenge that may be encountered in the process of demonstrating how to conduct hand washing processes. Some learners may become shy while demonstrating hand washing processes. Some may also become overexcited and fail to effectively demonstrate hand washing processes. Another barrier that may be encountered is the Disruptive learners. Due to excitement, some learners may disrupt the learning of other students particularly during the demonstration processes.

Therapeutic Communication

To start off the topic, I will engage in the demonstration processes to show learners how to perform the hand washing processes. Further, in cases there are learners who fail to understand the demonstration processes, I will apply the relatable narration to ensure that the concepts are well understood. Finally, I will apply PowerPoint presentation as well as the handouts to give instructions to the learners on different approaches to hand washing. Also, I will recap the practices of handwashing to ensure that all learners get the message.

References

McGetrick, J. A., Kongats, K., Raine, K. D., Voyer, C., & Nykiforuk, C. I. (2019). Healthy public policy options to promote physical activity for chronic disease prevention: understanding Canadian policy influencer and general public preferences. Journal of Physical Activity and Health, 16(7), 565-574.

Sowden, S., Koletsi, S., Lymberopoulos, E., Militaru, E., Catmur, C., & Bird, G. (2018). Quantifying compliance and acceptance through public and private social conformity. Consciousness and cognition, 65, 359-367.

Hendricks, S. M., & Wangerin, V. (2017). Concept-based curriculum: changing attitudes and overcoming barriers. Nurse educator, 42(3), 138-142.

Patwardhan, P. D., Amin, M. E., & Chewning, B. A. (2017). Intervention research to enhance community pharmacists’ cognitive services: a systematic review. Research in Social and Administrative Pharmacy, 10(3), 475-493.

Pritchard, A. (2016). Engagement with ideas and understanding: An essential for effective learning in the electronic age. In Engaged learning with emerging technologies (pp. 177-201). Springer, Dordrecht.

To ensure understanding of concepts among the learners, the application of the social development theory will be utilized. The above theoretical approach ensures that there is the comprehension of the contents. Also, the application of the theory ensures the enhancement of the social interactions through narrowing of the communication gap between the learners and the instructor. As an educator, I have a strong belief that learning processes, especially among the children is often improved when they are involved in the activities that directly impact their lives. In the learning process, I will apply demonstration to encourage the interactions among the learners and to foster positive relationships among them. The above theory also emphasizes on the social behavior and socialization among the learners. On the basis of the above premise, I will mostly apply group presentations to encourage interactions and learning from each other. The application of the presentations will also enable learners/children to develop cognitive skills on various methods of hand washing usually practices within the communities and the schools (Hendricks & Wangerin, 2017). The educational approach that is relevant to the theory include the expression of the eye contact, body language, as well as the repetition to facilitate the effectiveness of the theory.

Goal

The main goal reflected in this proposal involve reduction, prevention, and elimination of the healthcare associated illnesses. Another goal involves the promotion of the respiratory health status through encouragement of early detection, as well as better treatment processes for the vulnerable individuals. In line with the above objectives, HP2020 objectives often support educational processes to the vulnerable populations specifically the children on effective practices on hand hygiene. The prevention processes associated with hand washing often reduce the costs involved in the treatment of illnesses caused by the poor hygienic conditions. The above scenario is supported by the fact that hand washing practices reduce the spread of HAIs as well as other diseases that are readily transmitted through contacts.

How Does This HP2020 Objective Relate to Alma

Ata’s Health for All Global Initiatives

The objectives of HP2020 are the same as the Alma Ata’s Global Initiatives to prevent and control the spread of infectious diseases or endemic diseases and to provide immunization processes to fight infectious diseases. On the other hand, Alma Ata’s Health for All Global Initiative aims at addressing disparities that exist in health status especially when looking at the vulnerable populations. As a result, HP2020 share same goals with the Alma because they both emphasize on the improved health outcomes to all the individuals at all times (Pritchard, 2016). In the above context, the two conventions identify the spread of the infectious diseases as a result of poor hand hygiene and provide guidelines that can be used to control the behaviors of the people to increase the transmission rates.

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

Behavioral Objective and Domain	Content	Strategies/Methods
1. There is importance in categorizing cases when an individual need to wash their hands.	1. Cleaning of hands can be done after visiting the toilet, after and before eating, after coughing on your hands, and after sneezing and getting into contact with the people.	1. The critical analysis in the transmission of the infectious diseases shows that the spread of diseases escalates as a result of failure to engage in the hand cleaning practices.
2. acquiring the knowledge on the effective techniques of hand washing	2. Educators determines the effective methods of hand cleaning processes	2. Make an effort to allow children engage in the practices of hand washing for about 15 to 25 seconds and provide appropriate advice.
3. Examines the diseases that are prevented through proper hand washing	3. Hand hygiene reduces the cases of gastro intestinal and respiratory infections.	3. An educator can allow children to observe their hands and reflects how the infectious agents look like
4. Examine various benefits that results from proper hand washing	4. To stop the transmission of the pathogens from the infected persons to the non-infected people	4. Through the application of the pamphlets and handouts, learners may realize the risks associated with not following effective practices of hand hygiene.

Creativity

The theory in the spread of the infectious diseases was examined and explained through the application of the visual effects as demonstrated in the screen. The PowerPoint presentation utilized greatly changed the roles of the instructor in cases when the learners were able to perform hand washing practices.

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Planned Evaluation of Objectives (Outcome Evaluation)

1. I will engage students through asking questions to examine the knowledge obtained on the importance of hand washing practices
2. I will keenly observe learners games and breaks to evaluate their knowledge on the hand washing practices and address them on the risks or dangers associated with the poor hygiene.
3. I will assigned one teacher and one family member to demonstrate hand washing techniques to the learners/children.
4. I will also assess how each individual take their time on hand washing practices after conducting the demonstration.

Planned Evaluation of Goal

I will encourage learners to attend at least six lessons on hand washing practices. Towards the completion of the first four classes, I will encourage learner to demonstrate the hand washing practices. On the other hand, I will observe the frequency and consistency on how the learners observe or follow the instructions given.

Planned Evaluation of Lesson and Teacher (Process Evaluation)

In the process of evaluation, I will require three members of staff (teachers) to get engaged in the assessment processes. In the process I will formulate the entire emerging issues involving my proposal. Additionally, I will involve family members and children who are present by proving them with a blank piece of paper to secretly allow them record their observations about the demonstration as well as the learning techniques. The above practices will be done towards the end of demonstrations and learning processes so as to make a clear conclusion about the approaches used.

Barriers

Embarrassment is one of the challenge that may be encountered in the process of demonstrating how to conduct hand washing processes. Some learners may become shy while demonstrating hand washing processes. Some may also become overexcited and fail to effectively demonstrate hand washing processes. Another barrier that may be encountered is the Disruptive learners. Due to excitement, some learners may disrupt the learning of other students particularly during the demonstration processes.

Therapeutic Communication

To start off the topic, I will engage in the demonstration processes to show learners how to perform the hand washing processes. Further, in cases there are learners who fail to understand the demonstration processes, I will apply the relatable narration to ensure that the concepts are well understood. Finally, I will apply PowerPoint presentation as well as the handouts to give instructions to the learners on different approaches to hand washing. Also, I will recap the practices of handwashing to ensure that all learners get the message.

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal – Rubric

Collapse All Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal – RubricCollapse All

Planning and Topic

30 points

Criteria Description

Planning and Topic

5. Excellent

30 points

The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.

4. Good

27.6 points

The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity.

3. Satisfactory

26.4 points

The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies.

2. Less Than Satisfactory

24 points

The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.

1. Unsatisfactory

0 points

The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted.

Effectiveness of Teaching Plan Criteria

40 points

Criteria Description

Effectiveness of Teaching Plan Criteria

5. Excellent

40 points

All assignment criteria are thoroughly completed. Rational and detail is provided throughout.

4. Good

36.8 points

All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective.

3. Satisfactory

35.2 points

One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed.

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2. Less Than Satisfactory

32 points

More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed.

1. Unsatisfactory

0 points

Two or more of the assignment criteria are omitted.

Therapeutic Communication (B)

10 points

Criteria Description

Therapeutic Communication (C4.2)

5. Excellent

10 points

The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.

4. Good

9.2 points

The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed.

3. Satisfactory

8.8 points

The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed.

2. Less Than Satisfactory

8 points

The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented.It is unclear if nonverbal techniques were employed. More information is needed.

1. Unsatisfactory

0 points

Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated.

Organization of Proposal, Paragraph Development, and Transitions

10 points

Criteria Description

Organization of Proposal, Paragraph Development, and Transitions

5. Excellent

10 points

Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.

4. Good

9.2 points

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.

3. Satisfactory

8.8 points

Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.

2. Less Than Satisfactory

8 points

Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness.

1. Unsatisfactory

0 points

Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.

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Criteria 2Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5 points

Criteria Description

Criteria 2Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

5 points

Writer is clearly in command of standard, written, academic English.

4. Good

4.6 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

3. Satisfactory

4.4 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

2. Less Than Satisfactory

4 points

Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

1. Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (use of appropriate style for the major and assignment)

2 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. Excellent

2 points

All format elements are correct.

4. Good

1.84 points

Template is fully used; There are virtually no errors in formatting style.

3. Satisfactory

1.76 points

Template is used, and formatting is correct, although some minor errors may be present.

2. Less Than Satisfactory

1.6 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Documentation of Sources

3 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

3 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

2.76 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

2.64 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less Than Satisfactory

2.4 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.Total 100 points

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