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: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
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 APA 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.
Teaching Plan Summary
Student’s Name
Institutional Affiliation
Course
Instructor’s Name
Date
Teaching Plan Summary
Introduction
A teaching plan is a very important document in any teaching activity. It outlines the structure and details of every session. A good teaching plan provides a step by step teaching methods and estimates of time, materials, and resources (UNESCO & UNAIDS, 2018). A teaching plan may focus on any topic in healthcare to educate patients, groups, or the entire community. Sexually transmitted diseases are a potential educational area in healthcare. In that regard, this paper tends to summarize the previously developed teaching plan as well as an evaluation of the teaching experience.
Summary of Teaching Plan
The teaching plan was developed to educate adolescents between the ages of 15 and 24 years. The main theme of the teaching program was the Primary prevention of sexually transmitted diseases. The estimated duration for educating the target group was one hour. The supplies, materials, and equipment for the educational program were also discussed (UNESCO & UNAIDS, 2018). They include Whiteboard, Marker pen, index cards, pencils, a laptop, an overhead screen, a DVD, books and pens, and condoms. The program setting was a high school in the city. Approximately $100 was used to arrange everything regarding the project.
The teaching plan provided a clear nursing diagnosis, which was identified as sexually transmitted illnesses. These illnesses are common among adolescents because they engage in risky sexual behaviors and lack knowledge about safe sexual activities (UNESCO & UNAIDS, 2018). The teaching plan also assessed readiness for learning among the target group. Adolescents are often motivated and eager to participate in conversations around sexuality. The teaching plan was based on Vygotsky’s philosophy of Social Development. Vygotsky suggested that cognitive and social development are extremely related. Therefore, the way adolescents will think about sexuality and sexual behavior is linked to their social interaction (UNESCO & UNAIDS, 2018). 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. Also, the theory will be applied through the use of teaching techniques such as visual aids, providing examples, use of modes, and demonstrations.
The teaching plan is supported by the objectives of Healthy People 2020. STD-1 advocates for the reduction of the proportion of adolescents and young adults with Chlamydia trachomatis infections, while STD-10 supports the reduction of the proportion of young adults with genital herpes infection due to herpes simplex type 2 (Healthy People.gov., 2022). The goals of the study were to allow students to define and state three types of STDs, identify risk factors of STIs, determine at least two general preventive measures for STDs, and demonstrate how to use a condom (Healthy People.gov., 2022). Methods of study include lectures, PowerPoint presentations, asking questions, group discussions, and video demonstrations.
The teaching plan provided a planned evaluation of objectives/outcome evaluation which included the use of pre-and-post tests to determine whether learners have gained significant knowledge from the program, the use of questionnaires allows learners to provide views based on specific objectives, one-on-one interviews with the educator asking students open-ended questions regarding the program, and pre and Post demonstrations of condom use to determine whether learners mastered the procedure (Shannon & Klausner, 2018). It also described goal evaluation through interviews. Barriers to the program were assumed to include disruptive behaviors of adolescents and language barriers. It also discussed effective therapeutic communication to enhance positive outcomes.
Epidemiological Rationale for Topic
Although sexually transmitted diseases affect people of all ages, the illnesses pose a particularly heavy toll on young people. Centers for Disease Control and Prevention (CDC) states that youths between 15 and 24 years of age experienced approximately 26 million new cases of sexually transmitted diseases in 2018 in the United States (Shannon & Klausner, 2018). The CDC provided an analysis of data between 2013 and 2015. About 12,7% of sexually experienced youths and young adults who are still under their parents’ insurance plan are less likely to seek sexual and reproductive health care due to the fear that their parents might find out (Shannon & Klausner, 2018). People who can confidentially seek sexual and reproductive care have a lower prevalence of STDs than those with confidence issues.
According to Shannon & Klausner (2018), the rate of chlamydia infections among females aged 15-19 years increased by 4.1% from 2014 to 2016. Chlamydia trachomatis infection rates among adolescents aged 20–24 years followed similar patterns. Other sexually transmitted diseases that are common among adolescents include HIV, syphilis, gonorrhea, and others. Between 2015 and 2016 alone, the rate of Neisseria gonorrhea infections increased by 11.3% among adolescents aged 15–19 years as well as 10.9% among adolescents aged 20–24 years. Based on the information provided above, adolescents tend to have a high prevalence of sexually transmitted diseases (Shannon & Klausner, 2018). Therefore, they were a perfect audience for the topic and the educational program. Educating this group of individuals might help them change their behavior, mind, and attitude to reduce to rate of STD infection.
Evaluation of Teaching Experience
The teaching experience was great as it was welcome by the target group. There were 150 youths engaged in the educational program. The right target group was engaged, which include youth between the ages of 15 and 24 years (Shannon & Klausner, 2018). All the materials and equipment were available as provided in the original teaching plan. The estimated cost was $ 100, as estimated in the teaching plan. There were no additional costs incurred during the process. The school administration provided all the necessary support and a conducive environment for conducting the project.
The participants were so eager to learn and were attentive throughout the session. The class was active and interactive. They answered questions properly and also seek clarification on issues that are not well understood. They participated well in the classroom discussions and both the teacher and the students has a great experience (UNESCO & UNAIDS, 2018). After every session, the students were asked questions randomly based on what has been taught. The students met all the goals as provided in the teaching plan. They were able to define STDs, they also listed three types of STDs. Also, learners identified the risk factors for STDs, determined preventive measures for STDs, and demonstrated how to use a condom.
Pre and post-tests were provided to determine whether the participants gained significant knowledge from the program. Also, questionnaires and interviews were dispatched as well as post and pre demonstrations of condom use to determine whether learners mastered the procedure (UNESCO & UNAIDS, 2018). Both the questionnaires and interviews showed that students gained knowledge and improved their sexual behaviors and attitudes. Complete the anonymous class and instructor assessment tool showed that learners had a positive experience with their instructors (UNESCO & UNAIDS, 2018). Therefore, the educational program achieved all the expected goals and learning outcomes.
Community Response to Teaching
Community response to the program was great. Parents were interviewed about their take on the teaching program. Most parents were optimistic that the teaching program was beneficial to their children. They were happy and agreed that education was the best approach to reducing the STD infection rates among adolescents (Shannon & Klausner, 2018). Most parents admitted that adolescents tend to engage in risky sexual or reproductive behaviors due to a lack of knowledge. The response provided by parents in addition to learners’ responses offered enough evidence that the community was happy about the program.
Areas of Strengths and Areas of Improvement
There were so many areas of strength including reliable and valid methods of teaching. The teachers are well knowledgeable and provided the best experience with students. The teaching practice was well planned and no additional cost was incurred (UNESCO & UNAIDS, 2018). The teacher provided effective ground rules for the lectures and the interactive learning, therefore, there were no cases of disruptive behaviors (UNESCO & UNAIDS, 2018). One area that needs improvement is the duration of learning. The teaching plan provided one hour, which students said was less. They needed more time for the discussions. Future teaching should provide more time.
Conclusion
Community health needs are important to prevent health concerns such as sexually transmitted diseases. A comprehensively written teaching plan can help deliver the teaching to the target group. The teaching plan was developed to educate adolescents between the ages of 15 and 24 years. The main theme of the teaching program was the Primary prevention of sexually transmitted diseases. The estimated duration for educating the target group was one hour. This paper captured all the areas provided for the completion of the assignment.
References
Healthy People.gov. (2022). Topics and Objectives. https://www.healthypeople.gov/2020/About-Healthy-People
Shannon, C. L., & Klausner, J. D. (2018). The growing epidemic of sexually transmitted infections in adolescents: a neglected population. Current opinion in pediatrics, 30(1), 137. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856484/
UNESCO, & UNAIDS. (2018). International technical guidance on sexuality education: An evidence-informed approach. Paris: UNESCO.