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.
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.
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Solution
Community Teaching Work Plan Proposal: Stroke Prevention
Community health nursing is premised on preventive education and health promotion. The most preferred type of prevention in this is primary prevention. This type of prevention aims to prevent the occurrence of disease in the first place by educating the community about the correct behavioral attitudes and practices that will keep them healthy. The purpose of this paper is to present a community teaching work plan proposal for the primary prevention of stroke.
Teaching Plan Summary
The topic for this teaching plan is stroke prevention through an educational intervention. The community members will be taught about what stroke is and what they need to do to prevent themselves from suffering from it. This project will teach the educators who are nurses and nurse assistants with direct patient contact who will then go into the community and teach about stroke prevention. The location of the teaching exercise will be Mansfield Medical Associates premises and the estimated duration of the exercise will be 25 minutes. The cost of the exercise is estimated to be about USD 80. This will cater to the resources required for the exercise. These include materials like pamphlets, supplies, snacks, and equipment such as a computer and overhead projector for PowerPoint presentations.
Focus for Community Teaching
This involves the topic selection and the focus for community teaching in this exercise is the primary prevention of strokes. The goal of the exercise to be specific will be:
- To educate the population of patients and the community on what stroke is and its consequences.
- To educate about the recognition of a stroke through its signs and symptoms.
- To educate on what to do in terms of behavioral practices to reduce the risk of suffering a stroke.
The need for this education on stroke prevention is informed by the fact that statistics for stroke in the DFW area show that the incidence remains high. The approach is expected to be successful as it did when stroke mortality numbers came down following the teaching that EMS should be called early for intervention.
Epidemiological Rationale for the Topic: The Statistics
Stroke is currently the fifth leading cause of death in the United States, accounting for about 42.3 deaths per 100,000 persons. It is also a major cause of disability especially for the elderly above the age of 65 years (Hammer & McPhee, 2018). In absolute terms, about 795,000 persons in the US are affected by stroke every year according to the Centers for Disease Control and Prevention or CDC (CDC, 2021). Stroke is also the number three killer in the state of Texas, costing it about USD 5.3 billion in 2017 alone (AHA, 2017). The mortality in the North Texas area has gone down in recent years, but the prevalence still remains high with a 4.4 ranking placing the county among the 17 with the most strokes. Among the 17 counties, North Texas falls in the middle in terms of stroke rate between the lowest rate of 2.8% and the highest of 6.6%.
Teaching Plan Criteria
The nursing Diagnosis
The nursing diagnosis is the second stage in the five-step nursing process of assessment, diagnosis, care planning, intervention, and evaluation (Toney-Butler & Thayer, 2020). The nursing diagnoses for stroke include the following:
- Risk of ineffective cerebral tissue perfusion related to impaired blood flow within the brain.
- Impaired verbal communication is related to hypoxia of the speech (Broca’s) area in the brain.
- Impaired physical mobility is related to hypoxia of the motor area in the brain.
Readiness for Learning and Learning Theory to be Used
The nurses and medical assistants being professionals have shown a lot of maturities and emotional intelligence. These are essential for readiness to learn. The learning theory chosen is constructivism. It states that learners will actively construct information or knowledge rather than just take it in passively. Thus the learners will be encouraged to think critically and act instead of being fed information.
Healthy People 2020 Goal and Relation to Alma Ata’s ‘Health for All’ Global Initiatives
The HP2020 objective for heart disease and stroke is to prevent, detect, and manage risk factors. Prevention is through health education and promotion. The relationship to the Alma Ata Declaration is that ‘Health for All’ can only be achieved if the risk factors for stroke are also checked.
Table: Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods
| Behavioral Objective and Domain | Content | Strategies/ Methods |
| Learners will be asked to name the risk factors they know about stroke (cognitive domain) | The educators will pose the question to the learners verbally | Oral interaction during the lecture with those who want to try answering raising their hands. |
| Learners will be given a hypothetical situation that they will be asked to present a solution to (cognitive and affective domains) | The educators will give each learner a hypothetical case | Case presentation by the learners. |
| A dummy will be placed and each learner will be required to demonstrate what they need to do in the event that they suspect a stroke (psychomotor domain) | Each learner will be given a chance to show what they can do and the educators will supervise and award marks/ grade competence | The use of a dummy for demonstration. |
| The educators will do simulation for the learners to copy and emulate (psychomotor domain) | Educators will demonstrate skills and competencies needed in stroke prevention and management | The use of lectures, simulations, and demonstrations. |
Creativity
This will be applied in the teaching methodologies by way of vivid graphics in the presentation. Also, case presentations will be accompanied by screen animations that will enable learners to grasp the content faster.
Planned Evaluation of Objectives
- Assessing what the learners know before giving them the presentation. This will be evaluated by way of an initial short written pre-test that each learner will be gauged with.
- Assessing whether the learners have understood the content. This will be evaluated by giving a post-test but also by asking the learners random questions.
Planned Evaluation of Goal, Lesson, and Teacher
The evaluation of the overall goal will be done by way of a community survey after the educators have been sent to educate patients within the community. The survey will be administered to a representative sample and it will show whether they now know how to prevent stroke or not. The lesson’s effectiveness will be evaluated by the scores that the learners will get in the post-test. As for the teacher, the same test will show whether they were effective in their approaches or not by the scores that the learners will get.
Potential Barriers During Teaching
The potential barriers that may arise during teaching include scarcity of time, lack of enough experience of some of the learners, and distraction by mobile gadgets. Handling these will require setting ground rules before starting, such as switching off mobile phones. Also, time can be managed by not wasting time on matters that are not directly related to the subject at hand.
Therapeutic Communication
The lecture will be started with an interesting anecdote aimed at capturing the attention of the learners. Random questioning will be used to determine if there is active listening. Active listening will be applied to tailor the presentation to the audience by repeating some points if it is determined that active listening is wanting. The conclusion of the presentation will be by way of a summary of all the salient points. The non-verbal communication techniques to be used include gestures and facial expressions.
References
American Heart Association [AHA] (2017). Texas fact sheet. https://www.heart.org/-/media/files/about-us/policy-research/fact-sheets/quality-systems-of-care/quality-systems-of-care-texas.pdf
Centers for Disease Control and Prevention [CDC] (August 2, 2021). Stroke. https://www.cdc.gov/stroke/index.htm
Hammer, D.G., & McPhee, S.J. (Eds). (2018). Pathophysiology of disease: An introduction to clinical medicine, 7th ed. McGraw-Hill Education.
Toney-Butler, T.J. & Thayer, J.M. (2020). Nursing process. https://www.ncbi.nlm.nih.gov/books/NBK499937/#:~:text=The%20nursing%20process%20functions%20as,planning%2C%20implementation%2C%20and%20evaluation.&text=Assessment%20is%20the%20first%20step,data%20collection%3B%20subjective%20and%20objective.