This document outlines a teaching plan for educating young adults aged 25-38 about preventing heart disease. The plan involves teaching for 1.5 hours at a group home, using a laptop, snacks, and pamphlets. The teaching will focus on the risks and prevention of heart disease, using statistics to emphasize the importance. The goals are to improve the audience's knowledge of heart disease and its prevention, as well as support the Healthy People 2020 objective of reducing coronary heart disease deaths. The teaching methods will actively engage the audience and use visual aids and discussion to communicate key messages effectively.

1. Running head: Community Teaching Work Plan Proposal
Primary Prevention of Heart Disease/Cardiovascular Disease.
Name and Credentials of Teacher
Estimated Time Teaching Will Last:
1hour 30 minutes.
Location of Teaching:
Group home
Supplies, Material, Equipment Needed:
Laptop, Snacks and drinks
Estimated Cost: $25
Community and Target Aggregate:
Young adults of 25-38 years
Topic:
Risks and Prevention of Heart Disease/Cardiovascular Disease.
Identification of Focus for Community Teaching (Topic
Selection):The topic of focus for community focus is the risks
and prevention of heart diseases.
Epidemiological Rationale for Topic (Statistics Related to
Topic):
Cardiovascular disease is one of the major causes of deaths
globally. Heart disease is a collection of diseases that affect the
heart. Under this spectrum, some diseases include blood vessel
diseases like heart defects from birth (congenital heart defects),
coronary artery disease, and heart rhythm conditions
(arrhythmia), etc. Around 600,000 people die of cardiovascular
disease in the US each year (WHO, 2017). It is considered as
the biggest cause of death for both women and men. Coronary
heart disease is the prevalent type heart disease, claiming

2. around 370,000 lives every year. Each year, around 750,000
Americans develop heart attack (Allender, Peto & Scarborough,
2017). Around 42% of those diagnosed with heart disease are
between ages 25-38. Smoking, high cholesterol, and high blood
pressure are key risk factors that increases the risk of
contracting heart disease.
In my county, Middlesex, New jersey despite an 11% decline
between 2010 (174.4/100,000) and 2014 (155.2/100,000) and a
top 25% statewide ranking, deaths due to heart disease perform
lower than the Healthy People 2020 target (108.8/100,000) by
42.6%. The 2014 Middlesex County mortality rate due to heart
disease (155.2/100,000) is 6.2% lower than Statewide
(165.4/100,000) and is similar to neighboring Union and
Monmouth Counties. Across all race/ethnicities, the Middlesex
County death rate for heart disease improves from 2010 through
2014. In 2014, the Middlesex County heart disease mortality
rate for Whites (176.2/100,000) is similar to New Jersey
(173.4/100,000). Within the County, Whites have the highest
heart disease mortality rate as compared to statewide statistics
in which Blacks (191.2/100,000) have the highest rate. Between
2009 and 2015, Middlesex County adults who are told they have
high blood pressure increased from 27.5% to 29.2% which
exceeds the Healthy People 2020 target (26.9%) for adults with
high blood pressure (Hackensack Meridian Health, 2017).
Nursing Diagnosis:
Deficient knowledge regarding heart disease related to
incomplete information as evidenced by request for
information/verbalization of concerns and misconception.
Readiness for Learning: Identify the factors that would indicate
the readiness to learn for the target aggregate. Include
emotional and experiential readiness to learn.
One of the signs that would show eagerness to learn is their
attendance. Additionally, their eagerness to learn will be seen
from how they include their feeling towards preventing this
disease and its risk factors. Their involvement in the learning

3. process will tell a lot.
Learning Theory to Be Utilized: Explain how the theory will be
applied.
Teach-back theory will be the most appropriate since it narrows
down the communication gap between the teacher and the
patients. Teaching materials will be designed in simple
languages without medical jargon. I will request the audience to
repeat what they have understood in the simplest form the can.
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.
A Healthy People 2020 objectiveis to reduce CHD deaths from
129.2 deaths per 100,000 population to 103.4 deaths per
100,000 population (American’s health ranking, 2018).
My aim is to improve cardiovascular health and quality of life
through prevention, detection, and treatment of risk factors for
heart attack and stroke; early identification and treatment of
heart attacks and strokes; prevention of repeat cardiovascular
events; and reduction in deaths from cardiovascular disease by
educating the adherence of the HP2020 objectives of reducing
CHD deaths from 129.2 deaths per 100,000 population to 103.4
deaths per 100,000 population (Department of Health and
Human Services, 2014).
How Does This HP2020 Objective Relate to Alma Ata’s Health
for All Global Initiatives
The HP2020 objective is related to Alma Ata’s Healthy for All
Global Initiatives since it supports the aim of increasing life
expectancy of the people. Cardiovascular disease is a condition
that kills several people in a year. It can be difficult and
expensive to manage if not diagnosed earlier and treated.
Prevention is therefore a key aspect to consider to help reduce
the high cases of cardiovascular diseases.

4. Develop Behavioral Objectives (Including Domains), Content,
and Strategies/Methods:
Behavioral Objective
and Domain
Content
Strategies/Methods
(label and describe)
1. They would be able to distinguish the effects of
cardiovascular disease
1. If left untreated, cardiovascular disease can lead to heart
failure, heart attack, stroke, aneurysm, or sudden cardiac arrest
1. The powerPoint will describe the effects of cardiovascular
disease and other complications. Before the presentation, I will
provide the audience with snacks and fruits.
2. They will understand how to reduce the risk of contracting
cardiovascular disease
2. General view of cardiovascular diseases.
Regular exercise will help reduce the risk of cardiovascular
disease and obesity.
2. The pamphlets display the duration of exercise recommended
for individuals. Also, have the audience raise their hands to say
what they know regarding heart disease before providing an
overview of the disease
3. The audience will learn about the risk factors of
cardiovascular disease. They will learn about why some people
are at high risk than others.

5. 3. Provide an overview of some risk factors such as age, sex,
family history, smoking, poor diet, high blood pressure, obesity,
diabetes, physical inactivity, stress, poor hygiene, among others
3. The cardiovascular risk factors would be presented in a
manner that establishes what the audience already know about it
and present the information in a way that would be educative
and influential to them.
1. They will be educated on better dietary and lifestyle choices
required to maintain a healthy lifestyle
4. Smoking, controlling blood pressure, diabetes and high
cholesterol, regular exercise, maintaining healthy weight,
reducing and managing stress, and good hygiene will be a focus
of the conversation.
4. General preventive measures will be provided to help the
audience stay away from cardiovascular diseases.
Creativity: How was creativity applied in the teaching
methods/strategies?
The audience will be fully engaged through a questions and
answer method from the start of the presentation to end. We
would start by telling stories regarding their daily activities like
physical exercise, diet components, etc. This is meant to
improve the commitment and interest of the audience in the
education program. Audio-visual teaching approach will also be
used.
Planned Evaluation of Objectives (Outcome Evaluation):
Describe what you will measure for each objective and how.
1. I will ask questions at different stages of the presentation to
assess whether the audience are learning what they are been
taught regarding cardiovascular diseases.
2. I will evaluate the willingness of the audience to change their

6. lifestyle and diet to incorporate the preventive measures
relevant for this condition.
3. Closely monitor the signs and symptoms of the young adults
and identify any alarm of cardiovascular disease and offer
necessary advice and help.
4. Encourage the audience to understand the common causes of
cardiovascular disease such as high blood pressure, diabetes,
smoking, coronary artery diseases, stress, among others.
Planned Evaluation of Goal: Describe how and when you could
evaluate the overall effectiveness of your teaching plan.
The overall effectiveness of the teaching plan can be evaluated
at the end of the presentation by asking some questions to the
audience to determine the success of the teaching program.
Additionally, I will organize a visit after a period of three
months to establish whether they are taking what the learned
serious e.g. change of lifestyle, diet, among others.
Planned Evaluation of Lesson and Teacher (Process
Evaluation):
A short form of evaluation will be done by arranging the
audience in groups and providing them with points to consider
when answering the questions. The groups can be given
different topics of discussion regarding cardiovascular disease.
For instance, one group can be told discuss the causes of the
diseases while others can discuss it’s the risks, complications,
effects, and prevention measures based on the information they
have learned from the teaching. Long term evaluation will be
made based on how they respond to the teaching. I will ask
them to keep a journal of their daily physical activities,
nutrition, medication, and doctor’s visit to see if they are
making effort of preventing cardiovascular diseases.
Barriers: What are potential barriers that may arise during
teaching and how will those be handled?

7. One of the main barrier that could present itself is language
barrier. The community has a diverse population, comprising
people from different cultures and language backgrounds. Some
of them may not understand English. In this case, having
someone to translate will help the audience much better.
Additionally, busy schedule among the youths can be a barrier
because it may force some of them not to attend to the teaching,
even on weekend days.
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 you will 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?
I will start the presentation by introducing myself and explain
why I want to talk about the topic and then thank the audience
for finding time to attend the session amid busy schedule. I will
involve the audience by asking them what they know regarding
cardiovascular diseases. As the presentation ends, I would
request one person already diagnosed with heart disease to give
his/her experience with the disease, how he manages, and even
offer advice. As the young adults listen to one another, they get
an actual picture of how to change their lifestyle and make
effort of preventing the disease.
The presentation will be an interaction process through
question-answer approach. Some non-verbal cues that will be
used include eye contact, body movement, and hand gestures to
send certain messages or explain a point, and charts and images
for clarifications.
References
World Health Organization (2017). Prevention of cardiovascular
disease. World Health Organization.

8. Allender S, Peto V, Scarborough P et al. (2017). Coronary heart
disease statistics 2017 edition. London: British Heart
Foundation
Department of Health and Human Services (2014). Heart disease
and stroke. Retrieved November 10, 2019, from
https://www.healthypeople.gov/2020/topics-
objectives/topic/heart-disease-and-stroke
Hackensack Meridian Health (2017). Community health needs
assessment. Retrieved from
https://www.hackensackmeridianhealth.org/wp-
content/uploads/2019/03/2017-Community-Health-Needs-
Assessment-RBMC.pdf
American’s health ranking (2018). Public health impact: heart
disease. Retrieved from https://
HYPERLINK
"https://www.americashealthrankings.org/explore/annual/measur
e/CHD/state/NJ" n _blank
www.americashealthrankings.org/explore/annual/measure/CHD/
state/NJ
© 2019. Grand Canyon University. All Rights Reserved.
8
Running head: Community Teaching Work Plan Proposal
Primary Prevention of Heart Disease/Cardiovascular Disease.
Name and Credentials of Teacher
Estimated Time Teaching Will Last:
1hour 30 minutes.
Location of Teaching:

9. Group home
Supplies, Material, Equipment Needed:
Laptop, Snacks and drinks
Estimated Cost: $25
Community and Target Aggregate:
Young adults of 25-38 years
Topic:
Risks and Prevention of Heart Disease/Cardiovascular Disease.
Identification of Focus for Community Teaching (Topic
Selection):The topic of focus for community focus is the risks
and prevention of heart diseases.
Epidemiological Rationale for Topic (Statistics Related to
Topic):
Cardiovascular disease is one of the major causes of deaths
globally. Heart disease is a collection of diseases that affect the
heart. Under this spectrum, some diseases include blood vessel
diseases like heart defects from birth (congenital heart defects),
coronary artery disease, and heart rhythm conditions
(arrhythmia), etc. Around 600,000 people die of cardiovascular
disease in the US each year (WHO, 2017). It is considered as
the biggest cause of death for both women and men. Coronary
heart disease is the prevalent type heart disease, claiming
around 370,000 lives every year. Each year, around 750,000
Americans develop heart attack (Allender, Peto & Scarborough,
2017). Around 42% of those diagnosed with heart disease are
between ages 25-38. Smoking, high cholesterol, and high blood
pressure are key risk factors that increases the risk of
contracting heart disease.
In my county, Middlesex, New jersey despite an 11% decline
between 2010 (174.4/100,000) and 2014 (155.2/100,000) and a
top 25% statewide ranking, deaths due to heart disease perform
lower than the Healthy People 2020 target (108.8/100,000) by

10. 42.6%. The 2014 Middlesex County mortality rate due to heart
disease (155.2/100,000) is 6.2% lower than Statewide
(165.4/100,000) and is similar to neighboring Union and
Monmouth Counties. Across all race/ethnicities, the Middlesex
County death rate for heart disease improves from 2010 through
2014. In 2014, the Middlesex County heart disease mortality
rate for Whites (176.2/100,000) is similar to New Jersey
(173.4/100,000). Within the County, Whites have the highest
heart disease mortality rate as compared to statewide statistics
in which Blacks (191.2/100,000) have the highest rate. Between
2009 and 2015, Middlesex County adults who are told they have
high blood pressure increased from 27.5% to 29.2% which
exceeds the Healthy People 2020 target (26.9%) for adults with
high blood pressure (Hackensack Meridian Health, 2017).
Nursing Diagnosis:
Deficient knowledge regarding heart disease related to
incomplete information as evidenced by request for
information/verbalization of concerns and misconception.
Readiness for Learning: Identify the factors that would indicate
the readiness to learn for the target aggregate. Include
emotional and experiential readiness to learn.
One of the signs that would show eagerness to learn is their
attendance. Additionally, their eagerness to learn will be seen
from how they include their feeling towards preventing this
disease and its risk factors. Their involvement in the learning
process will tell a lot.
Learning Theory to Be Utilized: Explain how the theory will be
applied.
Teach-back theory will be the most appropriate since it narrows
down the communication gap between the teacher and the
patients. Teaching materials will be designed in simple
languages without medical jargon. I will request the audience to
repeat what they have understood in the simplest form the can.
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

11. 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.
A Healthy People 2020 objectiveis to reduce CHD deaths from
129.2 deaths per 100,000 population to 103.4 deaths per
100,000 population (American’s health ranking, 2018).
My aim is to improve cardiovascular health and quality of life
through prevention, detection, and treatment of risk factors for
heart attack and stroke; early identification and treatment of
heart attacks and strokes; prevention of repeat cardiovascular
events; and reduction in deaths from cardiovascular disease by
educating the adherence of the HP2020 objectives of reducing
CHD deaths from 129.2 deaths per 100,000 population to 103.4
deaths per 100,000 population (Department of Health and
Human Services, 2014).
How Does This HP2020 Objective Relate to Alma Ata’s Health
for All Global Initiatives
The HP2020 objective is related to Alma Ata’s Healthy for All
Global Initiatives since it supports the aim of increasing life
expectancy of the people. Cardiovascular disease is a condition
that kills several people in a year. It can be difficult and
expensive to manage if not diagnosed earlier and treated.
Prevention is therefore a key aspect to consider to help reduce
the high cases of cardiovascular diseases.
Develop Behavioral Objectives (Including Domains), Content,
and Strategies/Methods:
Behavioral Objective
and Domain
Content
Strategies/Methods
(label and describe)

12. 1. They would be able to distinguish the effects of
cardiovascular disease
1. If left untreated, cardiovascular disease can lead to heart
failure, heart attack, stroke, aneurysm, or sudden cardiac arrest
1. The powerPoint will describe the effects of cardiovascular
disease and other complications. Before the presentation, I will
provide the audience with snacks and fruits.
2. They will understand how to reduce the risk of contracting
cardiovascular disease
2. General view of cardiovascular diseases.
Regular exercise will help reduce the risk of cardiovascular
disease and obesity.
2. The pamphlets display the duration of exercise recommended
for individuals. Also, have the audience raise their hands to say
what they know regarding heart disease before providing an
overview of the disease
3. The audience will learn about the risk factors of
cardiovascular disease. They will learn about why some people
are at high risk than others.
3. Provide an overview of some risk factors such as age, sex,
family history, smoking, poor diet, high blood pressure, obesity,
diabetes, physical inactivity, stress, poor hygiene, among others
3. The cardiovascular risk factors would be presented in a
manner that establishes what the audience already know about it
and present the information in a way that would be educative
and influential to them.
1. They will be educated on better dietary and lifestyle choices
required to maintain a healthy lifestyle

13. 4. Smoking, controlling blood pressure, diabetes and high
cholesterol, regular exercise, maintaining healthy weight,
reducing and managing stress, and good hygiene will be a focus
of the conversation.
4. General preventive measures will be provided to help the
audience stay away from cardiovascular diseases.
Creativity: How was creativity applied in the teaching
methods/strategies?
The audience will be fully engaged through a questions and
answer method from the start of the presentation to end. We
would start by telling stories regarding their daily activities like
physical exercise, diet components, etc. This is meant to
improve the commitment and interest of the audience in the
education program. Audio-visual teaching approach will also be
used.
Planned Evaluation of Objectives (Outcome Evaluation):
Describe what you will measure for each objective and how.
1. I will ask questions at different stages of the presentation to
assess whether the audience are learning what they are been
taught regarding cardiovascular diseases.
2. I will evaluate the willingness of the audience to change their
lifestyle and diet to incorporate the preventive measures
relevant for this condition.
3. Closely monitor the signs and symptoms of the young adults
and identify any alarm of cardiovascular disease and offer
necessary advice and help.
4. Encourage the audience to understand the common causes of
cardiovascular disease such as high blood pressure, diabetes,
smoking, coronary artery diseases, stress, among others.

14. Planned Evaluation of Goal: Describe how and when you could
evaluate the overall effectiveness of your teaching plan.
The overall effectiveness of the teaching plan can be evaluated
at the end of the presentation by asking some questions to the
audience to determine the success of the teaching program.
Additionally, I will organize a visit after a period of three
months to establish whether they are taking what the learned
serious e.g. change of lifestyle, diet, among others.
Planned Evaluation of Lesson and Teacher (Process
Evaluation):
A short form of evaluation will be done by arranging the
audience in groups and providing them with points to consider
when answering the questions. The groups can be given
different topics of discussion regarding cardiovascular disease.
For instance, one group can be told discuss the causes of the
diseases while others can discuss it’s the risks, complications,
effects, and prevention measures based on the information they
have learned from the teaching. Long term evaluation will be
made based on how they respond to the teaching. I will ask
them to keep a journal of their daily physical activities,
nutrition, medication, and doctor’s visit to see if they are
making effort of preventing cardiovascular diseases.
Barriers: What are potential barriers that may arise during
teaching and how will those be handled?
One of the main barrier that could present itself is language
barrier. The community has a diverse population, comprising
people from different cultures and language backgrounds. Some
of them may not understand English. In this case, having
someone to translate will help the audience much better.
Additionally, busy schedule among the youths can be a barrier
because it may force some of them not to attend to the teaching,
even on weekend days.
Therapeutic Communication
4.2 Communicate therapeutically with patients.
How will you begin your presentation and capture the interest

15. of your audience? Describe the type of activity you will 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?
I will start the presentation by introducing myself and explain
why I want to talk about the topic and then thank the audience
for finding time to attend the session amid busy schedule. I will
involve the audience by asking them what they know regarding
cardiovascular diseases. As the presentation ends, I would
request one person already diagnosed with heart disease to give
his/her experience with the disease, how he manages, and even
offer advice. As the young adults listen to one another, they get
an actual picture of how to change their lifestyle and make
effort of preventing the disease.
The presentation will be an interaction process through
question-answer approach. Some non-verbal cues that will be
used include eye contact, body movement, and hand gestures to
send certain messages or explain a point, and charts and images
for clarifications.
References
World Health Organization (2017). Prevention of cardiovascular
disease. World Health Organization.
Allender S, Peto V, Scarborough P et al. (2017). Coronary heart
disease statistics 2017 edition. London: British Heart
Foundation
Department of Health and Human Services (2014). Heart disease
and stroke. Retrieved November 10, 2019, from
https://www.healthypeople.gov/2020/topics-
objectives/topic/heart-disease-and-stroke
Hackensack Meridian Health (2017). Community health needs
assessment. Retrieved from

16. https://www.hackensackmeridianhealth.org/wp-
content/uploads/2019/03/2017-Community-Health-Needs-
Assessment-RBMC.pdf
American’s health ranking (2018). Public health impact: heart
disease. Retrieved from https://
HYPERLINK
"https://www.americashealthrankings.org/explore/annual/measur
e/CHD/state/NJ" n _blank
www.americashealthrankings.org/explore/annual/measure/CHD/
state/NJ
© 2019. Grand Canyon University. All Rights Reserved.
8
Running head: Community Teaching Work Plan Proposal
Primary Prevention of Heart Disease/Cardiovascular Disease.
Name and Credentials of Teacher
Estimated Time Teaching Will Last:
1hour 30 minutes.
Location of Teaching:
Group home
Supplies, Material, Equipment Needed:
Laptop, Snacks and drinks
Estimated Cost: $25
Community and Target Aggregate:
Young adults of 25-38 years
Topic:
Risks and Prevention of Heart Disease/Cardiovascular Disease.

17. Identification of Focus for Community Teaching (Topic
Selection):The topic of focus for community focus is the risks
and prevention of heart diseases.
Epidemiological Rationale for Topic (Statistics Related to
Topic):
Cardiovascular disease is one of the major causes of deaths
globally. Heart disease is a collection of diseases that affect the
heart. Under this spectrum, some diseases include blood vessel
diseases like heart defects from birth (congenital heart defects),
coronary artery disease, and heart rhythm conditions
(arrhythmia), etc. Around 600,000 people die of cardiovascular
disease in the US each year (WHO, 2017). It is considered as
the biggest cause of death for both women and men. Coronary
heart disease is the prevalent type heart disease, claiming
around 370,000 lives every year. Each year, around 750,000
Americans develop heart attack (Allender, Peto & Scarborough,
2017). Around 42% of those diagnosed with heart disease are
between ages 25-38. Smoking, high cholesterol, and high blood
pressure are key risk factors that increases the risk of
contracting heart disease.
In my county, Middlesex, New jersey despite an 11% decline
between 2010 (174.4/100,000) and 2014 (155.2/100,000) and a
top 25% statewide ranking, deaths due to heart disease perform
lower than the Healthy People 2020 target (108.8/100,000) by
42.6%. The 2014 Middlesex County mortality rate due to heart
disease (155.2/100,000) is 6.2% lower than Statewide
(165.4/100,000) and is similar to neighboring Union and
Monmouth Counties. Across all race/ethnicities, the Middlesex
County death rate for heart disease improves from 2010 through
2014. In 2014, the Middlesex County heart disease mortality
rate for Whites (176.2/100,000) is similar to New Jersey
(173.4/100,000). Within the County, Whites have the highest
heart disease mortality rate as compared to statewide statistics
in which Blacks (191.2/100,000) have the highest rate. Between
2009 and 2015, Middlesex County adults who are told they have

18. high blood pressure increased from 27.5% to 29.2% which
exceeds the Healthy People 2020 target (26.9%) for adults with
high blood pressure (Hackensack Meridian Health, 2017).
Nursing Diagnosis:
Deficient knowledge regarding heart disease related to
incomplete information as evidenced by request for
information/verbalization of concerns and misconception.
Readiness for Learning: Identify the factors that would indicate
the readiness to learn for the target aggregate. Include
emotional and experiential readiness to learn.
One of the signs that would show eagerness to learn is their
attendance. Additionally, their eagerness to learn will be seen
from how they include their feeling towards preventing this
disease and its risk factors. Their involvement in the learning
process will tell a lot.
Learning Theory to Be Utilized: Explain how the theory will be
applied.
Teach-back theory will be the most appropriate since it narrows
down the communication gap between the teacher and the
patients. Teaching materials will be designed in simple
languages without medical jargon. I will request the audience to
repeat what they have understood in the simplest form the can.
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.
A Healthy People 2020 objectiveis to reduce CHD deaths from
129.2 deaths per 100,000 population to 103.4 deaths per
100,000 population (American’s health ranking, 2018).
My aim is to improve cardiovascular health and quality of life
through prevention, detection, and treatment of risk factors for
heart attack and stroke; early identification and treatment of
heart attacks and strokes; prevention of repeat cardiovascular

19. events; and reduction in deaths from cardiovascular disease by
educating the adherence of the HP2020 objectives of reducing
CHD deaths from 129.2 deaths per 100,000 population to 103.4
deaths per 100,000 population (Department of Health and
Human Services, 2014).
How Does This HP2020 Objective Relate to Alma Ata’s Health
for All Global Initiatives
The HP2020 objective is related to Alma Ata’s Healthy for All
Global Initiatives since it supports the aim of increasing life
expectancy of the people. Cardiovascular disease is a condition
that kills several people in a year. It can be difficult and
expensive to manage if not diagnosed earlier and treated.
Prevention is therefore a key aspect to consider to help reduce
the high cases of cardiovascular diseases.
Develop Behavioral Objectives (Including Domains), Content,
and Strategies/Methods:
Behavioral Objective
and Domain
Content
Strategies/Methods
(label and describe)
1. They would be able to distinguish the effects of
cardiovascular disease
1. If left untreated, cardiovascular disease can lead to heart
failure, heart attack, stroke, aneurysm, or sudden cardiac arrest
1. The powerPoint will describe the effects of cardiovascular
disease and other complications. Before the presentation, I will
provide the audience with snacks and fruits.
2. They will understand how to reduce the risk of contracting
cardiovascular disease

20. 2. General view of cardiovascular diseases.
Regular exercise will help reduce the risk of cardiovascular
disease and obesity.
2. The pamphlets display the duration of exercise recommended
for individuals. Also, have the audience raise their hands to say
what they know regarding heart disease before providing an
overview of the disease
3. The audience will learn about the risk factors of
cardiovascular disease. They will learn about why some people
are at high risk than others.
3. Provide an overview of some risk factors such as age, sex,
family history, smoking, poor diet, high blood pressure, obesity,
diabetes, physical inactivity, stress, poor hygiene, among others
3. The cardiovascular risk factors would be presented in a
manner that establishes what the audience already know about it
and present the information in a way that would be educative
and influential to them.
1. They will be educated on better dietary and lifestyle choices
required to maintain a healthy lifestyle
4. Smoking, controlling blood pressure, diabetes and high
cholesterol, regular exercise, maintaining healthy weight,
reducing and managing stress, and good hygiene will be a focus
of the conversation.
4. General preventive measures will be provided to help the
audience stay away from cardiovascular diseases.
Creativity: How was creativity applied in the teaching
methods/strategies?
The audience will be fully engaged through a questions and

21. answer method from the start of the presentation to end. We
would start by telling stories regarding their daily activities like
physical exercise, diet components, etc. This is meant to
improve the commitment and interest of the audience in the
education program. Audio-visual teaching approach will also be
used.
Planned Evaluation of Objectives (Outcome Evaluation):
Describe what you will measure for each objective and how.
1. I will ask questions at different stages of the presentation to
assess whether the audience are learning what they are been
taught regarding cardiovascular diseases.
2. I will evaluate the willingness of the audience to change their
lifestyle and diet to incorporate the preventive measures
relevant for this condition.
3. Closely monitor the signs and symptoms of the young adults
and identify any alarm of cardiovascular disease and offer
necessary advice and help.
4. Encourage the audience to understand the common causes of
cardiovascular disease such as high blood pressure, diabetes,
smoking, coronary artery diseases, stress, among others.
Planned Evaluation of Goal: Describe how and when you could
evaluate the overall effectiveness of your teaching plan.
The overall effectiveness of the teaching plan can be evaluated
at the end of the presentation by asking some questions to the
audience to determine the success of the teaching program.
Additionally, I will organize a visit after a period of three
months to establish whether they are taking what the learned
serious e.g. change of lifestyle, diet, among others.
Planned Evaluation of Lesson and Teacher (Process
Evaluation):

22. A short form of evaluation will be done by arranging the
audience in groups and providing them with points to consider
when answering the questions. The groups can be given
different topics of discussion regarding cardiovascular disease.
For instance, one group can be told discuss the causes of the
diseases while others can discuss it’s the risks, complications,
effects, and prevention measures based on the information they
have learned from the teaching. Long term evaluation will be
made based on how they respond to the teaching. I will ask
them to keep a journal of their daily physical activities,
nutrition, medication, and doctor’s visit to see if they are
making effort of preventing cardiovascular diseases.
Barriers: What are potential barriers that may arise during
teaching and how will those be handled?
One of the main barrier that could present itself is language
barrier. The community has a diverse population, comprising
people from different cultures and language backgrounds. Some
of them may not understand English. In this case, having
someone to translate will help the audience much better.
Additionally, busy schedule among the youths can be a barrier
because it may force some of them not to attend to the teaching,
even on weekend days.
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 you will 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?
I will start the presentation by introducing myself and explain
why I want to talk about the topic and then thank the audience
for finding time to attend the session amid busy schedule. I will
involve the audience by asking them what they know regarding
cardiovascular diseases. As the presentation ends, I would
request one person already diagnosed with heart disease to give

23. his/her experience with the disease, how he manages, and even
offer advice. As the young adults listen to one another, they get
an actual picture of how to change their lifestyle and make
effort of preventing the disease.
The presentation will be an interaction process through
question-answer approach. Some non-verbal cues that will be
used include eye contact, body movement, and hand gestures to
send certain messages or explain a point, and charts and images
for clarifications.
References
World Health Organization (2017). Prevention of cardiovascular
disease. World Health Organization.
Allender S, Peto V, Scarborough P et al. (2017). Coronary heart
disease statistics 2017 edition. London: British Heart
Foundation
Department of Health and Human Services (2014). Heart disease
and stroke. Retrieved November 10, 2019, from
https://www.healthypeople.gov/2020/topics-
objectives/topic/heart-disease-and-stroke
Hackensack Meridian Health (2017). Community health needs
assessment. Retrieved from
https://www.hackensackmeridianhealth.org/wp-
content/uploads/2019/03/2017-Community-Health-Needs-
Assessment-RBMC.pdf
American’s health ranking (2018). Public health impact: heart
disease. Retrieved from https://
HYPERLINK
"https://www.americashealthrankings.org/explore/annual/measur
e/CHD/state/NJ" n _blank
www.americashealthrankings.org/explore/annual/measure/CHD/
state/NJ

24. © 2019. Grand Canyon University. All Rights Reserved.
8
Running head: Community Assessment and Analysis
1
Community Assessment and Analysis
5
Newark Community Assessment and Analysis
Student Name
University Affiliation
Newark Assessment Form
Physical assessment of the community.
From the physical assessment of the community the area is
relatively high populated with a population of 280,143. Also the
infrastructures like roads and electricity in the area are properly
developed as evident in the majority of the roads been
tarmacked and well lit. From the economic standpoint there are
formidable economic activities taking place in the community or
city as the city acts a destination for many business
conferences.
Newark Functional Health Patterns Community Assessment
Value/beliefs of Newark Community
From the assessment done the predominant ethnic and cultural
group in the community is Indian American majority of whom

25. strongly believed in traditional art practice. This belief in
artistic practice has made Newark community or city a tourist
destination especially with construction of a world class art
center of New Jersey performing art center. Moreover, the
community has spiritual resources like churches where people
commune together and also support groups. The community
members’ value health promotion measures despite practicing
some shunned medical practices like Female Genital Mutilation
(FGM). A good evidence of this is practice is clearly seen in the
way community members are eager to learn and attend medical
seminars periodically conducted in the community.
Under health management category the main challenge which
the community is struggling with is the issue of cost of medical
care (affordability) and sanitation problems due to inadequacy
of clean water. Compared to the CDC records the area stands at
63.5% water stress, moreover immunization rates are very high
especially with the development of world class hospitals in the
region.
Nutrition/metabolic assessment of Newark Community
From just observing majority of the people are malnourished
especially the young children and this could be seen from the
pale and skimpy hairs. Majority of the food stuff in the
community are brought from neighboring communities and some
from the World Food Program (WFP).
Environmental Health Concerns
The only environmental concern is the issue of waste control
which is not only creating environmental concern but also
health concerns. From just walking around the houses one could
see the level of development of social amenities in the area.
Interview Form

26. a) What is your name?
Response
I’m Doctor Joan Rose
b) What position do you hold in the public health provider in
Newark community?
Response
I am the community chief public health officer
c) What is your role as public health provider?
Response
Some of the roles of public health provider in Newark
community is to provide, protect and promote at the same time
improve the health of the people in the community. Create a
sensitization program that would educate, train and create
awareness among the local community members on any
emergent healthcare concern.
d) What are some of the experiences you have had working in
the community?
Response
One of the most important experiences which I think has been
of big impact to me is the warm and friendly reception the
community members have given especially during seminars and
workshops. It has really made everything else just work out
well.

27. e) What influence has international organization and partnership
brought to Newark community?
Response
International community and organization has played a key role
in providing financial support to promote medical research and
health care promotion measures. Especially World Bank,
European Union, and WFP.
f) What are some of the social or cultural beliefs if any that has
hindered or promoted health promotion measures?
Response
So far I haven’t come across cultural values or beliefs that is
hindering health promotion measures.
g) What are some of the activities besides medical procedures
have you incorporated to facilitate cognitive and physical
wellbeing?
Response
Advocating for regular exercise, which is designed for each and
every age group so that everyone can find an area they fit.
h) Are there any natural or human triggered disasters that needs
attention of both healthcare sector and other stakeholders in
development?
Response
Not to my knowledge.
i) What is the mortality rate in the Newark?

28. The mortality rate in the city has been greatly reduced to 9.5%
especially with more investments been put in health care sector.
j) And has it changed since you joined the city as a public
health provider?
Response
Yes it has changed significantly just like I mentioned above that
the bilateral partnership has really boasted the health sector big
time.