The document provides a community teaching work plan proposal for a topic on primary prevention and health promotion. It includes details on the teacher, estimated time and cost, location, supplies needed, and target community. The topic is identified as hypertension and epidemiological data on the topic is provided. Teaching criteria, objectives, methods, evaluation plans, barriers, and therapeutic communication techniques are also outlined.

1. Community Teaching Work Plan Proposal
Planning and Topic
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:
Salice Acha Njei
Estimated Time Teaching Will Last:40 minutes
Location of Teaching:
Long term care facility
Supplies, Material, Equipment Needed: Printed materials,
posters, and pencils
Estimated Cost: $40
Community and Target Aggregate: 15 people
Topic: Primary Prevention/Health Promotion

2. *Comments from the instructor after grading this Community
Teaching Work Plan Proposal:( Good job on your proposal!
Nursing Diagnosis was implied yet not stated. Some objectives
are not measurable). Please kindly state the Nursing Diagnosis.
Identification of Focus for Community Teaching
(Hypertension): Primary Prevention/Health Promotion: The set
of methods or measures that are used to prevent the disease
before its exposure to the people is disease prevention. The
promotion of health is the way of making people aware of
maintaining health and adopting healthy lifestyles. Both use the
same strategies and focused on health care (Bakhshi et al.
2015).
Epidemiological Rationale for Topic (Statistics Related to
Topic): Health promotion programs and policies enable the
communities to understand the importance of environmental and
personal factors to maintain their health. These programs or
campaigns must be properly organized so that most number of
people will know the significance of maintaining physical and
mental health (Kaakinen et al. 2018).
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and
relevance to the population selected. This assignment uses a
rubric. Please review the rubric before beginning the assignment
to become familiar with the expectations for successful
completion.
Nursing Diagnosis: This is related to the methods or activities
related to seeking health care. This includes the set of activities
that provides the topics to select the nursing interventions and
to achieve the results according to the nurse’s responsibilities.

3. Methods include the adoption of self-care practices, progress
maintenance, to start the program related to the reduction of
stress and anxiety and have a potential to learn about the
diseases causes and treatment (Doenges et al. 2016).
Readiness for Learning: Identify the factors that would indicate
the readiness to learn for the target aggregate. Include
emotional and experiential readiness to learn.
The practice of reading is significant to achieve learning
outcomes. There must be a connection of nurses with patients so
that they can understand their problems and what steps can be
taken to solve those problems. They can learn from
professionals or with other fellow members. This will make the
person who is learning more aware and knowledgeable about the
health care team. They can also discuss the issues with team
members that will have positive impacts.
Learning Theory to Be Utilized: Explain how the theory will be
applied.
The theory that can be used for improving and increasing the
health promotion program named as “salutogenic theory”. This
theory is mainly focused on promoting the health of the person
and not limited to the people encountered with diseases. The
person who wants to utilized or apply the theory must
understand it very well.
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.
According to HP 2020, following are the objectives of health
promotion activates;

4. 1. Practices of having medical and dental insurance must be
increased among the maximum number of people.
2. A maximum number of people must take services from health
care providers.
3. Enhance the number of medical practitioners in health care
services.
How Does This HP2020 Objective Relate to Alma Ata’s Health
for All Global Initiatives
The objective of HP2020 also related to Alma Ata’s health
because of supporting the goal of enhancing the life expectancy
of the people. For instance, few diseases decrease the life span
of the person who gets infected with it. For example,
Hypertension and diabetes are among the diseases in which life
expectancy of the people will be reduced. If these diseases are
not diagnosed or treated on time (Mohammed et al. 2017).
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

5. by putting names of foods on the poster and discussing what
food group still needs to be eaten throughout day.
1.
Students must select one food from the five groups of food.
1.
There are five groups of food include vegetables, cakes,
seafood, pizza and sweeteners.
Food that is considered unhealthy contains a lot of sugars and
fats. These type of high calories food cause health issues.
Seafood and vegetables are considered a healthy food.
1.
There must be a poster presentation of food groups. Each food
group must be explained and students must paste the picture
along with the foods. Students in a class must put the name of
the food they have for lunch on a poster. Students should also
discuss the type of food group must be eaten in the daytime.
2.
Students must study the causes of particular diseases.
2.
Names of studied diseases are Malaria. The source of the spread
of malaria is the mosquito. Measles, the source is a virus.
Diphtheria is due to infections of bacteria. Cholera is also
caused due to infections of bacteria.
2.
There must be a poster presentation through the names and
causes of diseases are explained. Demonstrate the signs of
carrying these diseases. Students must identify the person
carrying a specific disease and put the picture on a chart.
3.
Students must know the significance of sports for physical and
mental health.

6. 3.
The sports are playing cards, table tennis, hockey and horse
riding and football. Among these sports, indoor games are
playing cards and table tennis. Outdoor games are hockey, horse
riding and football.
3.
There is a poster in which games and their importance for health
must be mentioned. Students also put the pictures after
recognizing a particular game.
4.
Students must select one drink from three groups of drinks.
4.
Group of drinks are plants based drinks, chocolate drinks and
soft drinks.
4.
There is a chart through which the importance of healthy and
non-healthy drinks must be explained to the students. Students
must paste a picture with a drink.
Creativity: How was creativity applied in the teaching
methods/strategies?
Creativity can be applied in the teaching methods or strategies
in the classroom for the students. The innovative methods or
strategies will enhance the understanding of children about the
topics. Firstly, a classroom used to teach the students must be
designed with appropriate posters in which the particular
problems and solutions must be designed in a way that enhance
thinking skills of students towards steps of solving the
particular issue. Secondly, programs must be designed that use

7. to enhance the mental and critical thinking skills of students.
Methods such as creative arts and media-based programs must
be introduced to the students. Design a program that enhances
the critical thinking skills of students by giving some specific
problem and also set goals for a particular group. This will
develop competition. Creative models can also be employed to
enhance skills such as Fact-finding model that is based on
collecting the data. Idea finding model is based on collecting
ideas.
Solution
finding model is based on finding a solution and evaluating
ideas. There must be a freedom of expression about the ideas
and there must be cultures of flexibility in the classroom. There
must be ways for students to incorporate the arts, music and
culture. Presentation on multidiscipline must be practiced. This
will enhance their knowledge and skills.
Planned Evaluation of Objectives (Outcome Evaluation):
Describe what you will measure for each objective and how.
1. The first objective of teaching will be to help the students
have a basic knowledge about the topic. This can be determined
by asking the student after a lecture to define the topic,
memorize and make a list about the topics. For instance, about
health promotion, students must know what health promotion
is? And what they understand about it.

8. 2. There must be a comprehensive understanding of students
about the topic. This can be measured by doing oral exam after
the class about the topic such as health promotion.
3. The third objective will be to do a practical lesson about the
topic so there will be more demonstration of the topic in the
field. This will enhance the understating of students.
4. There must be a practice of analyzing by comparing and
interpreting the discussion with other class fellows.
Planned Evaluation of Goal: Describe how and when you could
evaluate the overall effectiveness of your teaching plan.
Teaching plan can be evaluated by checking the number of
students participating in a class. There must be oral, written
tests and class discussions that will help the teacher to
recognize the teaching plan. Clean classroom environment and
more student’s interests in-class projects will make a teaching
plan successful.
Planned Evaluation of Lesson and Teacher (Process
Evaluation):

9. There must be an evaluation for a teacher and lesson. The
teacher can be evaluated by the number of practices such as
observation of class lesson by the head of the institute or
department. Sometimes it can be evaluated by using the
checklists about the student’s assignments and records of
teacher lessons and plans will be considered. The lesson can be
evaluated by checking the student’s participation, relevant
materials about the topic and tools used for delivering the
lecture.
Barriers: What are potential barriers that may arise during
teaching and how will those be handled?
There are different barriers that teachers may encounter during
teaching. Because teachers deal with the students belong to
different backgrounds. Size of the class is also large in most of
the cases. Some of the common problems encountered by
teachers are a problem with proper listening. Because
sometimes negative feelings such as anger may arise after
listening to some words. The teacher has to control their
emotions during communication. Sometimes, teachers may also
have difficulty in perceiving things correctly. Many people can
listen to the same things but interpret it differently. The teacher
must also consider and think about the positive and negative

10. aspects of the points to be discussed. Another problem teacher
can come across with is the problem of oral communication.
Words and their meanings must be clear to the students so there
will be more understanding about the topic. The teacher must
have a confident and mature personality and always think about
the situation from different perspectives.
Therapeutic Communication
4.2 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?
Therapeutic communication is the face to face interaction with
the patients that will enhance effective communication. Nurses
mostly employed different techniques to develop an effective
relationship with the patients. Presentation or communication
must begin professionally. There must be confident and direct
contact with the audience so the positive relationship will be
built up. There must be a discussion about the topic with the

11. audience such as talk about the disease with the patient in which
he is involved. Listening carefully to the patient problem will
have a positive impact on the discussion. Active listening can
be employed by direct discussion with the patient, asking
questions and answers. This will enhance the relationship and
communication. The presentation will be concluded by
repeating the main learning outcomes of the topic. There should
not be any new things or prospects about the topic in
conclusion. Non-verbal communication in which body language
of the person will be employed to talk about the issue. Hands
and body postures also matter during the presentation and will
play a role in effective communication.

13. References
Bakhshi, S., Sun, F., Murrells, T., & While, A. (2015). Nurses'
health behaviours and physical activity-related health-
promotion practices. British Journal of Community
Nursing, 20(6), 289-296.
Doenges, M. E., Moorhouse, M. F., & Murr, A. C.
(2016). Nursing diagnosis manual: Planning, individualizing,
and documenting client care. FA Davis.
Kaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M.
(2018). Family health care nursing: Theory, practice, and
research. FA Davis.
Mohammed, S., Stevens, C. A., Ezeonwu, M., & Cooke, C. L.
(2017). Social justice, nursing advocacy, and health inequities:
A primary health care perspective. Practicing primary health
care in nursing: Caring for populations, 61-74.
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