In 1,500-2,000 words, describe the teaching experience and discuss your observations.

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:

1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement

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 Turnitin. Please refer to the directions in the Student Success Center.

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
83.00%

4
Good
94.00%

5
Excellent
100.00%

80.0 %Content

30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic

Summary of community teaching plan is not identified or missing.

Summary of community teaching plan is incomplete.

Summary of community teaching plan is offered but some elements are vague.

Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.

Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.

50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described

Evaluation of teaching experience is omitted or incomplete.

Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.

Evaluation of teaching experience is provided with a brief discussion of community response to teaching.

A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.

Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed and/or vague; purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

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

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

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

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

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

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

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.

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

5.0 %Format

2.0 %Paper Format

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

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

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

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

All format elements are correct.

3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightag

Community Teaching Work Plan Proposal

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:
Estimated Time Teaching Will Last: 2 hours	Location of Teaching:
Supplies, Material, Equipment Needed: Soaps, pamphlets	Estimated Cost:
Community and Target Aggregate: 150 people
Topic: Primary health prevention

Epidemiological Rationale for Topic (statistics related to topic):

Various researches undertaken have discovered that majority of stomach problems affecting individuals are cause by poor sanitation. It is also identified that 50 % of such ailments can be prevented through washing hands. Also, it has been identified that 16% of respiratory infections can also be reduced through hand washing practices. Proper handwashing practices can be undertaken through the use of regular hand washing using sanitizers such as alcohol. This practice as utilized in elementary schools is stated to effectively reduce human infections by 19.8% (WHO, 2014).

Nursing Diagnosis:

Most of the risk factors are associated with human attributes such as:

1. Age

2. Inadequate information

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

These project will seek various indications which will show the readiness of the people to learning. Such indications will include;

1. Their readiness to undertaking the lesson

2. Asking the learners questions concerning their hand washing practices and their infection prevention practices.

3. Giving the learners time to present their ideas and ensuring that the correct practice is utilized.

Learning Theory to Be Utilized: Explain how the theory will be applied.

The learning process will involve the use of handouts where the learners will be issued with the materials before the lesson is administered. These handouts will be detailed with the relevant information about the numerous diseases that are caused as a result of poor handwashing practices, best hand washing practices, best detergents to use and the importance of hand washing (Luby et al, 2005). It will also include an explanation of how undertaking the practice wills enhance the fight against infections.

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.

. This article enhances two main objectives which include; the prevention and eradication of human infections and secondly it promotes the aspect of human respiratory problems through the enhancement of proper human practices. The prevention measures utilized include routine checkups as well as undertaking early treatment in case one gets infected (US Dept. of Health and Human Services, 2000).

Handwashing is considered one of the first step towards enhancing proper heath practices since it prevents the spread of numerous infections. Various researches have argued that the practice of washing hands is one of the most effective practices which are used in the process of mitigating human infections (Pessoa-Silva et al. (2007). This is due to the fact that healthcare infections cause most of human complications. Therefore, the prevention of such infection will enable the government to save a lot of money which in most cases is used to cater for these infections.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?

The Alma-Ata’s declaration of 1978 stated that it is a human right to ensure that a human body should maintain a health which is free from diseases and it should have both physical as well as mental well-being (Van Lerberghe, 2008). Therefore, individuals should ensure that they maintain a healthy life. Also it stated the need for social and economic sectors should enhance their efforts in boosting the health sector (World Health Organization (WHO), 2014). Such efforts are made to bridge the disparity in the health status between the developed and the developing states.

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. When should people wash their hands?	1. after they visit the loos and before they start eating and	1. showing them pictures of how people contact infections when they fail to wash their hands
2. State one disease that can be prevented when an individual wash their hands?	2. stomach infections	2. state the importance of washing hands.
3. What is the best method of washing hands?	3. showing them how to wash hands practically	3. Allow them to demonstrate how to wash hands.
4. Benefits observed when people always wash their hands	4. how hand washing prevent infections	4. give the learners time to go through the pamphlets to be conversant with hand washing instructions

Creativity: How was creativity applied in the teaching methods/strategies?

The teaching strategy involved the use of pamphlets with different images showing the process of germ contamination.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

Measure the understating of the subject through asking questions on the subject

Observe the way they practically manifest the learned concept through practically involving them in the process

Observe their reaction and expression after the hand washing lesson

Observe the number of questions they raise after the lesson.

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Engage them in the hand washing process and observe how they wash their hands and also answer any question that they may raise in the process.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

The lesson was effective despite the low turnout. Those who availed themselves were cooperative and they enhanced effective communication through asking questions which bothered them as the lesson was undertaken. The lesson also attained its objective since the learners were attentive throughout the lesson and then they actively participated in the practical handwashing process where most stated that they will actively convince other community members to utilize hand washing processes as a measure of controlling different infections which affected them.

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

One of the main barriers observed was lack of cooperation form the community members who did not turn up in large numbers. This had an implication that many people do not enhance hand washing practices since they could not be convinced of its relevance (WHO, 2014).

Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

The presentation will involve the acknowledgment of the learners to the lesson and then they will be issued with the pictured pamphlets to gain their attention. Different gestures will be used to explain the different handwashing practices to enhance their understanding. The presentation will end by giving tokens such as handwashing soap to different learners who will answer summative questions correctly.

References

Luby, S. P., Agboatwalla, M., Feikin, D. R., Painter, J., Billhimer, W., Altaf, A., & Hoekstra, R. M. (2005). Effect of handwashing on child health: a randomised controlled trial. The Lancet, 366(9481), 225-233.

Pessoa-Silva, C. L., Hugonnet, S., Pfister, R., Touveneau, S., Dharan, S., Posfay-Barbe, K., & Pittet, D. (2007). Reduction of health care–associated infection risk in neonates by successful hand hygiene promotion. Pediatrics, 120(2), e382-e390.

US Department of Health and Human Services. (2000). Office of disease prevention and health promotion. Healthy people 2020. Nasnewsletter, 15(3), 3.

Van Lerberghe, W. (2008). The world health report 2008: primary health care: now more than ever. World Health Organization.

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