Blog

Assessment Description
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.

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:

Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
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.

After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the \”Community Teaching Experience\” form with the provider. You will submit this form in Topic 5.
You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

Attachments
NRS-428VN-RS3-CommunityTeachingWorkPlanPro

Below is the content of the attachement:

NRS-428VN-RS3-CommunityTeachingWorkPlanProposal.docx
Download
© 2019. Grand Canyon University. All Rights Reserved.Community Teaching Work Plan ProposalPlanning and TopicDirections: 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: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):
2Teaching Plan CriteriaYour 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
3Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: Behavioral Objective and DomainExample – 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?
4Planned 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 Communication4.2 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?

Further instructions from the instructor on the same assignment is below:

Week 3 (Work Plan)

Please read this assignment carefully. It is really very simple. This is a plan for your presentation later in the class. This will help you organize your plan and create an outline for the written assignment.

Please fill out the Teaching Work Plan in Word Document attached in the assignment. You must turn in you work on the Teaching Work Plan Document or it will be returned. Answer the questions in the form. The questions are to help you with your plan. Do not submit the questions only the Work plan. Submit the completed form with references as your assignment. This assignment you must follow the rubric for the work plan.

VERY IMPORTANT! You most likely will have a Lopes Write score about 20%. Please do not worry about that as Lopes Write is picking up the form. Submit your assignment.

Sexually Transmitted Disease Prevention in Adolescents

 Student’s Name

Institutional Affiliation

Course

Instructor’s Name

Date

Sexually Transmitted Disease prevention in Adolescents

Introduction

Nursing Diagnosis

Sexually transmitted illnesses are common problems among adolescents. Adolescence is referred to as the transition period between childhood and adulthood. Literature indicates that it is a period that increases exposure to STIs due to unprotected sexual practices (Grubb et al., 2020). Adolescents tend to engage in risky sexual behaviors due to a lack of knowledge and information about their sexual life. Adolescence is a risk factor for lack of use of condoms and other healthy sexual practices.

Readiness for Learning  

There is sufficient readiness for adolescents to learn about STD prevention. This group of individuals tends towards being motivated and excited about conversations around sexuality (UNESCO & UNAIDS, 2018). They are just ushering into such activities, hence, would be actively involved in communications regarding STIs and preventive measures. The curiosity about their sexual bodies and eagerness to learn about the topic would allow them to keep time and participate actively throughout the sessions.

Learning Theory to Be Utilized

Vygotsky’s philosophy of Social Development is the most appropriate learning theory that will be applied in this case. Vygotsky suggested that cognitive and social development are extremely related (Newman & Latifi, 2021). Therefore, the way adolescents will think about sexuality and sexual behavior is linked to their social interaction. Therefore, educating adolescents about STD prevention will reflect in their cognitive development leading them to change behavior or engage in healthier sexual activities even after becoming adults (Newman & Latifi, 2021). Also, the theory will be applied through the use of teaching techniques such as visual aids, providing examples, use of modes, and demonstrations.

Healthy People 2020 (HP2020) objective(s)

The Healthy People 2020 (HP2020) objectives support this teaching plan proposal. Under sexually transmitted diseases, the objective number STD-1, advocates for the reduction of the proportion of adolescents and young adults with Chlamydia trachomatis infections (Healthy People.gov., 2022). Also, STD-10 supports the reduction of the proportion of young adults with genital herpes infection due to herpes simplex type 2. These objectives have been selected because they support the learning topic for this teaching plan proposal.

The relationship between this HP2020 goal and Alma Ata’s Health for All Global Initiatives

Alma Ata’s Global Initiatives and HP2020 are related in the sense that they both fight to reduce or eliminate health-related problems. Alma Ata’s Global Initiatives focuses on combatting HIV/AIDS, immunization, and preventing prevalent diseases. Similarly, HP2020 acknowledges similar problems in the US (Healthy People.gov., 2022). HP2020 has the same agenda of improving the health of Americans. The only difference is that Alma Ata’s Global Initiatives is a global initiative while HP2020 is a national program.

Creativity

The teaching process involves a lot of creativity to improve the learning experience. For instance, group discussions have been employed to improve student interaction. Power pint presentations have also helped students to easily understand concepts (UNESCO & UNAIDS, 2018). Furthermore, a video demonstration was used to provide students with a real-life situation of how a condom is used.

Planned Evaluation of Objectives (Outcome Evaluation) 

1. The use of pre-and-post tests to determine whether learners have gained significant knowledge from the program.
2. The use of questionnaires allows learners to provide views based on specific objectives.
3. One-on-one interviews with the educator asking students open-ended questions regarding the program.
4. Pre and Post demonstrations of condom use to determine whether learners mastered the procedure.

Planned Evaluation of Goal

The overall effectiveness of the teaching program will be evaluated by holding interviews with a few parents every year regarding the sexual behavior of their children and whether they had STDs (UNESCO & UNAIDS, 2018). Also, the school nurses and the school counselor will be interviewed to provide their observations of the trend. The school nurse may provide a clinic register to analyze the change in trends regarding STDs.

Lesson and Teacher Evaluation (Process Evaluation)

The students will be asked to complete the anonymous class and instructor assessment tool. The tool will help them provide feedback regarding their experience with the teacher and the lesson (UNESCO & UNAIDS, 2018). The learners will be asked whether the lesson met their expectations, their perception of the teacher, comments about learning materials, and learning strategies.

Barriers  

Students might feel embarrassed to discuss the topic. Many people often feel uncomfortable discussing issues to do with sexual intercourse. Disruptive behaviors might hinder learning. Since these are adolescents, they are likely to display immature behavior (Grubb et al., 2020). The language barrier is another issue for those who do not have a good understanding of English. To address these issues, tight ground rules will be put in place. Also, students will be urged to feel free and discuss the topic (Grubb et al., 2020). There will be awards to keep the class active. To avoid the language barrier, the teacher will use simple non-technical terms.

Therapeutic Communication

To maintain effective therapeutic communication, it would be important, to begin with, an introduction and general information about what the class is all about. Active listening will be exhibited by allowing only one student to talk at a time (UNESCO & UNAIDS, 2018). During the presentation, students will complete their contributions without interruptions. The presentation will be concluded by appreciating the students for their time and urging them to apply whatever they have learned (UNESCO & UNAIDS, 2018). Facial expressions such as smiling will be employed throughout the presentation.

In summary, this teaching plan proposal will enhance the primary prevention of STDs. Adolescents will be the target group for this program. Creativity will be applied in teaching to improve learning. This paper provided a detailed description of the teaching plan proposal

.

References

Grubb, L. K., Alderman, E. M., Chung, R. J., Lee, J., Powers, M. E., Rahmandar, M. H., … & Wallace, S. B. (2020). Barrier protection use by adolescents during sexual activity. Pediatrics, 146(2). https://doi.org/10.1542/peds.2020-007245

Healthy People.gov. (2022). Topics and Objectives. https://www.healthypeople.gov/2020/About-Healthy-People

Newman, S., & Latifi, A. (2021). Vygotsky, education, and teacher education. Journal of Education for Teaching, 47(1), 4-17. https://doi.org/10.1080/02607476.2020.1831375

UNESCO, & UNAIDS. (2018). International technical guidance on sexuality education: An evidence-informed approach. Paris: UNESCO.