Community Teaching Plan: Community Teaching Work Plan Proposal-Benchmark

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal


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 work on your presentation once you have received and submitted this proposal.

We will write
a custom nursing essay or paper
specifically for you
Get your first paper with
15% OFF

Select one of the following as the focus for the Community Teaching Plan:

Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Environmental Issues

Complete this assignment using the “Community Teaching Work Plan Proposal” resource. 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. Community Teaching Plan.

Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
You must cite at least three sources to complete this assignment. Community Teaching Plan.

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 in the APA Style Guide in the Student Success Center.




Community Teaching Work Plan Proposal: Expert Solution 

Planning Before Teaching:

Name and Credentials of Teacher:


Estimated Time Teaching Will Last: 50-60 minutes Location of Teaching:


Supplies, Material, Equipment Needed: Projector, laptop, condoms, whiteboard, pens, demonstration kits, Dvd, writing pads Estimated Cost: educational DVD costs around $20, stationary $100, condoms 3 cartons $90, projector, laptop, and whiteboard are offered by the school hence the total cost is $210
Community and Target Aggregate:

High schoolers aged between 10-17 years


How to Prevent Sexually Transmitted Diseases and Unwanted Pregnancies

 Identification of Focus for Community Teaching:

This community teaching focuses on primary prevention/health promotion for sexually transmitted diseases and unplanned pregnancies. Recently the prevalence of unwanted pregnancies among adolescents has increased due to lack of information, substance abuse, poverty, and poor mental health conditions (Wilkins et al., 2022). Community Teaching Plan

Therefore, the program educates individuals on the prevention methods, encourages regular testing, and in case they have abnormal test results, how to manage and treat HIV and STDs.

Epidemiological Rationale for Topic:

Teenagers engage in unhealthy sexual risk behaviors that have dire consequences if they are not educated about them. According to the CDC report (2019), the rate of HIV transmission between 13 to 24 has increased by 21 percent. Community Teaching Plan

Furthermore, 38 percent of adolescents are sexually active, and 47 percent of sexually active individuals do not use condoms. By 2018, around 180,000 babies had been born to teenage mums. Thus there is a need for health promotion and prevention methods for STDs and pregnancies to reduce their occurrences.

 Teaching Plan Criteria

Nursing Diagnosis:

The increase of unwanted pregnancies and STDs among the youths and adolescents is associated with having multiple sexual partners, lack of sexual health education, inaccessibility to STD prevention methods such as condoms, and stigma; hence the youth fear talking openly about their sexual lives. Community Teaching Plan

When enforcing the teaching plan, the teacher will focus on addressing the issues preventing youth from accessing HIV/STD solutions and what can get done in case of emergencies. Educating individuals on birth control options and how to obtain them is another significant factor during the program implementation.

Readiness for Learning:

Emotional readiness

It helps to determine if students are ready to learn. The learner’s emotional readiness involves learning their sexual risks, their strengths and weaknesses in sexual health, and taking care of their well-being(Igoe, 2017). Thus, the educator can ask questions or conduct a survey before training.

Experimental readiness

  • Ask questions about sexual health and see how many students are ready to answer.
  • Give students the writing pads and ask them to write the sexual health questions they might have. It will help in creating an individualized training program.

Learning Theory to Be Utilized:

The learning theories utilized in the project include constructivism, humanism, and connectivism. The constructive approach is used when students can learn from their experiences. In this case, if the student is sexually active, they will be able to know the dos and don’ts to prevent STDs.

Humanism learning usually focuses on self-actualization. If the program is tailored to meet the individualized need of students, then the humanism theory is attained. Upon conducting the session, connectivism theory is applicable because it will display if learners are willing to attend counseling and testing appointments to reduce the risks of HIV.

It will also show it connects if they can create peer groups that assist in sexual health education. Community Teaching Plan


This program aims to enlighten learners on how to use condoms to lower the rates of unwanted pregnancies and STDs.

It also aims to inform learners about the myths and misconceptions about STDs.

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

Fighting to lower the rates of HIV and STDs is one of the objectives of Alma Ata’s Health for all global initiatives. It aims to eradicate health disparities among underserved communities globally. Additionally,  Healthy people states that HIV and STD transmission are caused by social, economic, and behavioral issues.

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

Behavioral Objective

and Domain

(Cognitive Domain)


(be specific)



(label and describe)


  1. Students can define and give examples of STDs.




  1. The teacher will expound on the definition. Give examples of other STDs not mentioned.
  1. An educational presentation of how sexually transmitted diseases are transmitted is displayed.
  1. Students should state factors that cause unwanted pregnancies and STDs.




2. The educator will further explain other factors that cause STDs. 2. A video of how a person lives a sexually risky life is shown to enlighten learners on how to be cautious.

Another video of someone who has already contracted HIV but living a healthy life shows that it is not the end of life if you have positive test results.

  1. Learners will name methods of preventing unwanted pregnancies and STDs.




3. The teacher will give the advantages and disadvantages of the methods provided. 3. The teacher will write down the advantages and disadvantages of each method in a table.
  1. The students will state if they have ever seen a male or female condom.



4. The teacher will show the male and female condoms. 4. The teacher will demonstrate how to use condoms.

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

The student demonstrated how to put on a condom practically.

The educational DVD explained the theory of STD transmission through the educational DVD.

How to discuss helpful sexual relations with partners is conducted through role-playing.

The educational DVD also told stories about the side effects of HIV and STDs.

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

  1. Questionnaire- provide a questionnaire in which students answer the sexual health questions to help you plan for the lesson.
  2. Have an interactive session where learners contribute to what the educator is teaching during the lesson.
  3. After the session, assign the learners groups which will demonstrate how to put on condoms.
  4. Ask questions after the session to gauge the learner’s understanding.

Planned Evaluation of Goal:

At the end of the school year, I will provide questionnaires to assess where the learners are. Community Teaching Plan.

Local health departments provide HIV/STD statistics. To know if the program was successful, I will visit the department to learn if students saw it from the school.

I will create a suggestion box where students can put their sexual health questions and be given feedback confidentially or through meetings. Community Teaching Plan

 Planned Evaluation of Lesson and Teacher (Process Evaluation):

I find questionnaires are most effective during an assessment because they don’t contain any personal information. The questionnaire administered includes questions such as

  1. How old are you?
  2. What is your gender?
  3. Have you ever heard about birth control options? If yes, which ones?
  4. Have you ever used birth control options? If yes, which ones?
  5. Have you ever visited the clinic for HIV or STD screening?
  6. What are the consequences of having unprotected sex?
  7. Are you sexually active? If yes, how many sexual partners do you have?
  8. Do you know how to use a condom?

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

 Most youths are uncomfortable talking about their sexual health. Therefore embarrassment or fear of being mocked after the session may prevent them from contributing.

  1. Language barriers- some terms might be difficult and complex while explaining transmission; hence not all students will understand.
  2. Disruptive learners- some learners ask questions just for fun which may make others bored.

 Therapeutic Communication

4.2 Communicate therapeutically with patients.

At the beginning of the lesson,  I will introduce my name, the topic, and what the topic entails. I will ask learners to feel free to contribute during the lesson since it is interactive. Community Teaching Plan

After that, I will distribute the notepads so that learners can write confidential sexual health questions, which I will collect at the end of the lesson. Additionally,  before diverging in the topic, I will provide an educational video that shows drama about the recent types of relationships.

During the lesson, I will ask questions and give them a short activity in groups and ask them to present the results. The questions will keep the learners active. The group work will help assess if the learners have understood the topic. Community Teaching Plan

At the end of the lesson, I will review what we have learned. Answer any questions asked by students and distribute condoms among them. Furthermore, I will ask them to put sexual health questions in the suggestion box and feel free to contact me or the school nurse and counselor for guidance. Community Teaching Plan

The non-verbal cues employed during the lesson include hand gestures,  eye contact, and facial expressions. Community Teaching Plan


CDC. (2019). Sexual Behaviors. Centers for Disease Control and Prevention.

Igoe, K. (2017, July 24). CollegeVine. CollegeVine.

Wilkins, N. J., Rasberry, C., Liddon, N., Szucs, L. E., Johns, M., Leonard, S., Goss, S. J., & Oglesby, H. (2022). Addressing HIV/Sexually Transmitted Diseases and Pregnancy Prevention Through Schools: An Approach for Strengthening Education, Health Services, and School Environments That Promote Adolescent Sexual Health and Well-Being. Journal of Adolescent Health, 70(4), 540–549.

Also check: Political Competence-Week 1: Discussion Question