Community Teaching Work Plan Proposal This is your plan BEFORE you teach/present. Directions: Develop an educational series proposal for your community using one of the following four topics: Tell me which one of these you will be doing. · Bioterrorism/Disaster · Environmental Issues · Primary Prevention/Health Promotion · Secondary Prevention/Screenings for a Vulnerable Population Planning Before Teaching: Name and Credentials of Teacher: This is you Estimated Time Teaching Will Last: Location of Teaching: Supplies, Material, Equipment Needed: Estimated Cost: For example did you have to pay for any copying? Did you buy treats? Paper costs? Community and Target Aggregate: Where was the community? Who was the target population? Topic: Epidemiological Rationale for Topic (statistics related to topic): Include detailed data to support the need for your teaching project. The data includes national, state, and county data. For example, my county has a high incidence of driving while intoxicated deaths. This county data supports my teaching teens about the hazards of drunk driving. Always support information with in-text citations as needed. Nursing Diagnosis: Remember, this is a community/group diagnosis; a diagnosis for the group you are teaching. A community diagnosis is a bit different than a diagnosis we would write in an acute care setting. A nursing diagnosis should include the diagnosis + etiology (related to) + manifestations. Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. Detailed discussion: How will you determine readiness to learn? Learning Theory to Be Utilized: Explain how the theory will be applied. Detailed discussion: What learning theory will you use? If you aren’t familiar with learning theories complete an internet search; there are many theories. You need to choose which is appropriate for your learners and your topic. 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. Discuss the objective number that correlates to your teaching project/topic. http://www.med.navy.mil/sites/nepmu2/Documents/health_promotion/HP2020objectives%5B1%5D.pdf How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)? Discuss the meaning of Alma Ata Health. How does it relate to your topic? Use your textbook and online resources to gain an understanding of Alma Ata. How does it relate to your teaching topic? Develop Behavioral Objectives (Including Domains), Content, and Strategies/Metho ...

1. Community Teaching Work Plan Proposal
This is your plan BEFORE you teach/present.
Directions: Develop an educational series proposal for your
community using one of the following four topics: Tell me
which one of these you will be doing.
· Bioterrorism/Disaster
· Environmental Issues
· Primary Prevention/Health Promotion
· Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: This is you
Estimated Time Teaching Will Last:
Location of Teaching:
Supplies, Material, Equipment Needed:
Estimated Cost: For example did you have to pay for any
copying? Did you buy treats? Paper costs?
Community and Target Aggregate: Where was the community?
Who was the target population?
Topic:
Epidemiological Rationale for Topic (statistics related to topic):
Include detailed data to support the need for your teaching
project. The data includes national, state, and county data. For
example, my county has a high incidence of driving while
intoxicated deaths. This county data supports my teaching teens
about the hazards of drunk driving. Always support information
with in-text citations as needed.

2. Nursing Diagnosis: Remember, this is a community/group
diagnosis; a diagnosis for the group you are teaching. A
community diagnosis is a bit different than a diagnosis we
would write in an acute care setting. A nursing diagnosis
should include the diagnosis + etiology (related to) +
manifestations.
Readiness for Learning: Identify the factors that would indicate
the readiness to learn for the target aggregate. Include
emotional and experiential readiness to learn.
Detailed discussion: How will you determine readiness to
learn?
Learning Theory to Be Utilized: Explain how the theory will be
applied.
Detailed discussion: What learning theory will you use? If you
aren’t familiar with learning theories complete an internet
search; there are many theories. You need to choose which is
appropriate for your learners and your topic.
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.

3. Discuss the objective number that correlates to your teaching
project/topic.
http://www.med.navy.mil/sites/nepmu2/Documents/health_prom
otion/HP2020objectives%5B1%5D.pdf
How Does This HP2020 Objective Relate to Alma Ata’s Health
for All Global Initiatives (See page 116 in the textbook)?
Discuss the meaning of Alma Ata Health. How does it relate to
your topic? Use your textbook and online resources to gain an
understanding of Alma Ata. How does it relate to your teaching
topic?
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)
The domain in the above example is from the cognitive domain.
See example above
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

4. 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.
·
· Note: Behavioral objectives are what you want the
LEARNERS to do. Use verbs when you write the objectives.
The learner will …
· Behavorial objective and domain. If you aren’t familiar with
learning domains, your textbook is an excellent resource.
·
I included the learning objectives GCU formulated for YOU for
THIS course. Notice each objective begins with an action verb.
Objectives:
· Apply teaching principles and theories to care of communities.
· Utilize wellness/health risk inventories and change theory
within health promotion for communities.
· Compare and contrast at-risk populations and vulnerable
populations in terms of contributing factors that make them at
risk or vulnerable.
· Apply strategies of cultural competence to nursing care of
communities.
· Examine the role of the nurse as an advocate for vulnerable or
at-risk populations.
·
· 1.
·
· What content will be covered?
·
· 1.
·

5. · How will you teach it?
· 2.
· Behavorial objective and domain. If you aren’t familiar with
learning domains, your textbook is an excellent resource
·
·
· 2.
· What content will be covered?
· 2.
· What content will be covered?
· 3.
· Behavorial objective and domain. If you aren’t familiar with
learning domains, your textbook is an excellent resource
·
·
3.
What content will be covered?
3.
What content will be covered?
· 4.
· Behavorial objective and domain. If you aren’t familiar with
learning domains, your textbook is an excellent resource
·
·
·
4.
What content will be covered?
4.
What content will be covered?
Creativity: How was creativity applied in the teaching
methods/strategies?
How do you plan to make the presentation creative and
interactive?

6. Planned Evaluation of Objectives (Outcome Evaluation):
Describe what you will measure for each objective and how.
Look at the (4) behavioral objectives you developed above.
How will you evaluate each?
See this example: This was the behavioral objective – Third-
grade students will name one healthy food choice in each of the
five food groups by the end of the presentation. (Cognitive
Domain).
Outcome evaluation: During the PowerPoint presentation I will
have a variety of food pictures on each of the 5 slides. I will
ask students to raise their hand and name one healthy food
choice among all of the foods pictures. I will continue to ask
input from the students until all of the healthy choices have
been identified. I will do this for each of the 5 food picture
slides.
·
·
·
·

7. · Planned Evaluation of Goal: Describe how and when you
could evaluate the overall effectiveness of your teaching plan.
·
· What is the overall goal of your presentation? How will you
evaluate the overall effectiveness of your teaching? Did you
achieve the goal? Be specific how you will determine whether
or not you achieved the goal. Think of this as the evaluation
step in a nursing care plan.
· GCU evaluates learning by graded discussion forums and
written assignments.
·
· Planned Evaluation of Lesson and Teacher (Process
Evaluation):
·
· How will the learners evaluate you? Include specifics or
examples of any tools you use. Please don’t simply say you are
going to ask the learners how you did. Most likely they would
be reluctant to give feedback in this format.
·
·
·
·
· Barriers: What are potential barriers that may arise during
teaching and how will those be handled?
·
· What potential barriers do you foresee? How will you handle
them? Give details.
·
·
· 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?
·
· Self-explanatory

8. Make sure all of the information discussed in this paper
includes in-text citations as needed. This paper requires
complete sentences. Each section should include a thorough
discussion of the topic; a sentence or two will typically be
inadequate.
Include a reference page in APA format.
Course Code
Class Code
Assignment Title
Total Points
NRS-428VN
NRS-428VN-O500
Benchmark - Community Teaching Plan: Community Teaching
Work Plan Proposal
100.0
Criteria
Percentage
Unsatisfactory (0.00%)
Less Than Satisfactory (80.00%)
Satisfactory (88.00%)
Good (92.00%)
Excellent (100.00%)
Comments
Points Earned
Content
80.0%
Planning and Topic
30.0%
The chosen topic is not one of four approved topics. The
epidemiologic rationale is omitted.
The teaching plan is based on an approved topic. The
epidemiological rational contains significant inaccuracies.

9. The teaching plan is based on an approved topic. The
epidemiological rational is unclear. There are some
inaccuracies.
The teaching plan is based on an approved topic. The
epidemiological rational needs some detail for accuracy or
clarity.
The teaching plan is based on an approved topic. The
epidemiological rational is well-supported and relevance to the
topic is demonstrated.
Effectiveness of Teaching Plan Criteria
40.0%
Two or more of the assignment criteria are omitted.
More than one of the assignment criteria are omitted. Overall,
the teaching plan is vague. Significant information is needed.
One of the assignment criteria is omitted or, multiple criteria
are incomplete. The teaching plan can be effective, but more
information or rational is needed.
All assignment criteria are adequately completed. Some rational
is needed for support or clarity. Overall, the teaching plan is
effective.
All assignment criteria are thoroughly completed. Rational and
detail is provided throughout.
Therapeutic Communication (C 4.2 Communicate
therapeutically with patients.)
10.0%
Therapeutic communication approach is omitted. Therapeutic
approach is not demonstrated.
The teaching plan attempts to communicate with an activity; the
activity is not appropriate for the teaching plan. It is unclear if
active listening techniques were used to connect with the
audience. A partial summary of how the interaction of the
audience is presented.It is unclear if nonverbal techniques were
employed. More information is needed.
The teaching plan is communicated with an activity that
generally uses active listening techniques to connect with the
audience. A summary of how the attention of the audience was

10. captured and how the presentation was concluded is presented.
The teaching plan indicates that some nonverbal techniques
were employed.
The teaching plan is communicated with an activity that uses
active listening techniques to connect with the audience. How
the attention of the audience was captured and how the
presentation was concluded is presented. The teaching plan
indicates that the use of nonverbal techniques was employed.
The teaching plan is communicated with an activity that uses
clear active listening techniques to connect with the audience.
A clear description of how the attention of the audience was
captured and how the presentation was concluded is presented.
The teaching plan thoroughly describes nonverbal techniques
that were employed, such as eye contact, appropriate dress for
the setting, facial expressions, and voice intonation.
Organization and Effectiveness
15.0%
Organization of Proposal, Paragraph Development, and
Transitions
10.0%
Organization of proposal is disjointed. Paragraphs and
transitions consistently lack unity and coherence. There are no
apparent connections between ideas. Transitions are
inappropriate or lacking.
Some degree of organization is evident. Some paragraphs and
transitions may lack logical progression of ideas, unity,
coherence, or cohesiveness.
Paragraphs are generally competent, but ideas may show some
inconsistency in organization or in their relationships to each
other.
A logical progression of ideas between paragraphs is apparent.
Paragraphs exhibit a unity, coherence, and cohesiveness.
Proposal is well-organized and logical. Ideas progress and
relate to each other. Paragraph and transition construction
guide the reader.
Criteria 2Mechanics of Writing (includes spelling, punctuation,

11. grammar, language use)
5.0%
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Some degree of organization is evident. Some paragraphs and
transitions may lack logical progression of ideas, unity,
coherence, or cohesiveness. Frequent and repetitive mechanical
errors distract the reader. Inconsistencies in language choice
(register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they 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.
Format
5.0%
Paper Format (use of appropriate style for the major and
assignment)
2.0%
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.
Documentation of Sources (citations, footnotes, references,
bibliography, etc., as appropriate to assignment and style)
3.0%
Sources are not documented.

12. Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous formatting
errors.
Sources are documented, as appropriate to assignment and style,
although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style,
and format is mostly correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of error.
Total Weightage
100%
???
Page
??? (???)
11/04/2019, 17:02:49
Page /
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:
Estimated Time Teaching Will Last:
Location of Teaching:
Supplies, Material, Equipment Needed:

13. Estimated Cost:
Community and Target Aggregate:
Topic:
Identification of Focus for Community Teaching (Topic
Selection):
Epidemiological Rationale for Topic (Statistics Related to
Topic):
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 prior to beginning the
assignment to become familiar with the expectations for
successful completion.
Nursing Diagnosis:
Readiness for Learning: Identify the factors that would indicate
the readiness to learn for the target aggregate. Include
emotional and experiential readiness to learn.
Learning Theory to Be Utilized: Explain how the theory will be

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

15. 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.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
Creativity: How was creativity applied in the teaching
methods/strategies?

16. Planned Evaluation of Objectives (Outcome Evaluation):
Describe what you will measure for each objective and how.
1.
2.
3.
4.
Planned Evaluation of Goal: Describe how and when you could
evaluate the overall effectiveness of your teaching plan.
Planned Evaluation of Lesson and Teacher (Process
Evaluation):
Barriers: What are potential barriers that may arise during
teaching and how will those be handled?

17. 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?
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