Running head: SAMPLE COMMUNITY TEACHING WORK PLAN CENTRE FOR DISEASE CONTROL CASE STUDY Community Teaching Work Plan- Primary Prevention/ Health Promotion Blessing Ukomadu Grand Canyon University January 24, 2020 Community Teaching Work Plan Proposal Topic: Primary Prevention/ Health Promotion. Planning before teaching Name and Credentials of Teacher: Time Teaching Estimate: 40 minutes Location of Teaching Supplies, Material and Equipment Needed: Laptop, Screen Projector, Pens, Paper, Teaching aids Estimated Cost: $ 100 Community and Target Aggregate: Commercial Sex Workers Topic: Prevention of HIV/AIDS Epidemiological Rational for Topic Trading sex for money related and non-money related things involves a wide scope of individuals. This class involves individuals who exchange sex for money, food, medication, shelter and openings for work. Business Sex Workers fall unequivocally under this class. Business Sex Work is illicit in many States of the United States of America, in any case, in spite of being banned, the prctice is as yet uncontrolled. As indicated by Lubin (2012), there were around one million dynamic business sex laborers in the United States of America. This number will undoubtedly have expanded from that point forward. Business Sex Workers are at high danger of getting and transmitting HIV. This is mostly a direct result of the increased rates of sexual violence against sex workers since they are not protected by the law. In any case, the significant explanation behind this is on the grounds that because of money related advantages, they are bound to take part in hazardous sexual conduct, for example, unprotected sex, sex with different partners. Moreover, this class of individuals likewise take part in substance use which hampers their judgment and makes them progressively helpless to settling on poor choices that open them to HIV/AIDS. Nursing determination: Unprotected and indiscriminate sex as well as substance use increase Risk of HIV Infection. Notwithstanding that, taking into account that the practice is unlawful in many states in the nation, there are deficient systems to help this group, for example, legitimate necessities to make one's HIV status known, visit testing and care groups for those that have been infected with the infection. Readiness for Learning Ideal target students for the class would be business sex workers who are active in practice and those considering to start the practice. Because of the lawlessness of the occupation, the participants won't be required to provide their names or any personal information, neither will participation be taken as a sign of participation in the sex work practice. Learning Theory to Be Utilized: The teaching plan will be dependent on John Piaget's constructivism learning theory. This theory places accentuation on encouraging students to be effectively engaged with developing or bringing forth knowledge for themselves (Bada and Olusegun, 2015). The .

1. Running head: SAMPLE COMMUNITY TEACHING WORK
PLAN
CENTRE FOR DISEASE CONTROL CASE STUDY
Community Teaching Work Plan- Primary Prevention/ Health
Promotion
Blessing Ukomadu
Grand Canyon University
January 24, 2020
Community Teaching Work Plan Proposal
Topic: Primary Prevention/ Health Promotion.
Planning before teaching
Name and Credentials of Teacher:
Time Teaching Estimate:
40 minutes
Location of Teaching
Supplies, Material and Equipment Needed: Laptop, Screen
Projector, Pens, Paper, Teaching aids
Estimated Cost:
$ 100
Community and Target Aggregate: Commercial Sex Workers

2. Topic: Prevention of HIV/AIDS
Epidemiological Rational for Topic
Trading sex for money related and non-money related things
involves a wide scope of individuals. This class involves
individuals who exchange sex for money, food, medication,
shelter and openings for work. Business Sex Workers fall
unequivocally under this class. Business Sex Work is illicit in
many States of the United States of America, in any case, in
spite of being banned, the prctice is as yet uncontrolled. As
indicated by Lubin (2012), there were around one million
dynamic business sex laborers in the United States of America.
This number will undoubtedly have expanded from that point
forward. Business Sex Workers are at high danger of getting
and transmitting HIV. This is mostly a direct result of the
increased rates of sexual violence against sex workers since
they are not protected by the law. In any case, the significant
explanation behind this is on the grounds that because of money
related advantages, they are bound to take part in hazardous
sexual conduct, for example, unprotected sex, sex with different
partners. Moreover, this class of individuals likewise take part
in substance use which hampers their judgment and makes them
progressively helpless to settling on poor choices that open
them to HIV/AIDS.
Nursing determination:
Unprotected and indiscriminate sex as well as substance use
increase Risk of HIV Infection. Notwithstanding that, taking
into account that the practice is unlawful in many states in the
nation, there are deficient systems to help this group, for
example, legitimate necessities to make one's HIV status
known, visit testing and care groups for those that have been
infected with the infection.
Readiness for Learning
Ideal target students for the class would be business sex
workers who are active in practice and those considering to start

3. the practice. Because of the lawlessness of the occupation, the
participants won't be required to provide their names or any
personal information, neither will participation be taken as a
sign of participation in the sex work practice.
Learning Theory to Be Utilized:
The teaching plan will be dependent on John Piaget's
constructivism learning theory. This theory places accentuation
on encouraging students to be effectively engaged with
developing or bringing forth knowledge for themselves (Bada
and Olusegun, 2015). The students will create new knowledge
from their background knowledge. The constructivism approach
was started on account of the basic question that looked to
enquire with respect to why students didn't gain profoundly just
from tuning in to an instructor or reading. On that premise, so
as to create a learning environment that is impactful, it is key
that the teacher understands the level of knowledge the students
already have regrading the subject matter before going to the
class, and also let them develop from their current knowledge.
Goal
Healthy People 2020 has the essential objective of forestalling
HIV disease, related conditions and death. This would be
predominantly through counteraction of HIV transmission and
consequent decrease of the number of new cases.
Notwithstanding that, Healthy People 2020 has the objective to
build access to care and along these lines improving health of
individuals living with HIV. The last objective is lessening HIV
related diseases. This objective (Healthy People, n.d.).
Howe Do these HP2020 Objectives relate to Alma Ata’s Health
for Al Global initiatives?
Alma Ata's Global activities incorporate battling the spread of
HIV/AIDS following that the sickness in a worldwide endemic.
Also, the Global Initiatives are focused towards disposing of
health disparities everywhere throughout the world. These
objectives are like the goals of the Healthy People2020 (Healthy
People, n.d.)
Develop Behavioral Objectives (Including Domains) Content

4. and Strategies / Methods
Behavioral objective and Domain
Content
Strategies/Methods
1. Students will be able to point out the paths of transmission of
the disease, relating to multiple sex partners
HIV is transmitted through unprotected sex with infected
person. If one has unprotected sex with one customer, the
person becomes gets exposed to all the persons the customer has
had sex with and if any of them are infected, she could also get
infected through her customer, if they have unprotected sex.
The teacher will ask the students to demonstrate transmission of
HIV.
2. Students will list out the common measures they can apply to
protect themselves from being infected.
Presentation on the common ways of preventing HIV
transmission.
The teacher makes a list of different measures and the students
will identify each from the other.
3. Students will identify the skills and technique to apply before
using a condom
Provide new condoms from packets and let the students
demonstrate use.
The teachers asks the students to identify the major aspects of a
usable condom and demonstrate how to use it.
Creativity
It will an interactive session. The students will be made to lead
while the teacher enhances what the students have missed.
PowerPoint presentation would be utilized to make the class
even more vivacious. The class will also be very demonstrative.
It will depend on more of practical demonstration than
theoretical learning.
Planned evaluation of objectives
At the time the students are registered for the class, they also be
asked to fill in an assessment test, to ascertain their knowledge

5. on HIV/AIDS. Although the target participants are business sex
workers, the class will still be open for everyone that wants to
join. The enrollment process will ensure maximum anonymity
and respect for privacy, in this way you will not be able to tell
who is and who is not a sex worker. A post-class evaluation will
be used to assees the level of knowledge the students had
acquired from the class. Besides, the students will be required
to give situations that will incline them to HIV and suggest
preventive measures.
Planned evaluation of goal
In order to maintain anonymity because of the nature of the
occupation of the students, the assessment of the objective will
be done by means of insights obtained with the area. There are a
number of studies centered around business sex workers and
HIV and an assessment of past measurements to future insights
will recognize any variances in safety measures and HIV
disease in Commercial Sex Workers.
Planned evaluation of lesson and teacher
The students will anonymously evaluate the class, the content
delivered, the usefulness of the materials used as well as the
teacher’s delivery methods. The assessment instrument will
survey the degree to which the course met the students’
expectations. Notwithstanding that, the students will also
evaluate the knowledge of the teacher on the materials used and
they are presented and also the teacher’s ability to respond to
and answer questions. At long last, the students will write down
the contents they wished would have been used for the class
Barriers
In spite of the considerable number of measures taken to ensure
the secrecy of the students, the greatest barrier would be
participation. This is because of fear of being arrested following
the illegal nature of business sex work. Indeed, even within the
sex work career, there are some that are viewed as low level.
Escorts are positioned higher while road sex workers are viewed
as lowest grade and along these lines the subsequent hindrance
would be the contrasts between the different classes.

6. Thirdly, there is language barrier, coming from the fact that sex
work is left for the poor and minority communities, of which
most are immigrants. In this case, the language and
communication barrier may impede delivery of the class
content.
Communication
Introduction of the class. The teacher will introduce the class
and iterate the importance of the class to the participants. After
which, everyone will be furnished with teaching aids which are
condoms and cucumbers. Students will be grouped in twos and
each will watch their partner place a condom on the cucumber
and the other way around. They will detail the procedure on a
piece of paper that the teacher will gather. The class will at that
point continue.
Ending of the class: Toward the finish of the class, the paper of
each student will be loudly read to the hearing of everybody and
other students will comment if or not the student got it correctly
hence the level of knowledge and experience the student has.
After the consummation, the understudies that got the method
directly through and through will be checked and requested to
stand up and the teacher would ask them to show to the class,
and every student will at long last get an opportunity to
demonstrate once more.
Reference
Bada, S. O., & Olusegun, S. (2015). Constructivism learning
theory: A paradigm for teaching and learning. Journal of
Research & Method in Education, 5(6), 66-70.
Healthy People. (n.d.). HIV | Healthy People 2020. Retrieved
from https://www.healthypeople.gov/2020/topics-
objectives/topic/hiv
Lubin, G. (2012, January 17). There Are 42 Million Prostitutes
In The World, And Here's Where They Live. Retrieved from
https://www.businessinsider.com/there-are-42-million-
prostitutes-in-the-world-and-heres-where-they-live-2012-
1?IR=T

7. Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsNRS-428VNNRS-428VN-O501Benchmark -
Community Teaching Plan: Community
Presentation120.0CriteriaPercentageUnsatisfactory (0.00%)Less
than Satisfactory (65.00%)Satisfactory (75.00%)Good
(85.00%)Excellent (100.00%)CommentsPoints
EarnedContent80.0%Presentation Based on Teaching Work Plan
and Provider Feedback20.0%Presentation is not based on a
Teaching Work Plan.Presentation partially based on a Teaching
Work Plan. Documented provider feedback is not integrated.
Major aspects are incomplete. More information is
needed.Presentation is generally based on Teaching Work Plan
and any documented provider feedback. Some aspects are
unclear. There are minor inconsistencies with Teaching Work
Plan.Presentation is based on Teaching Work Plan and any
documented provider feedback. All aspects are generally
consistent with Teaching Work Plan.Presentation is clearly
based on Teaching Work Plan and any documented provider
feedback. All aspects are consistent with Teaching Work
Plan.Presentation Based on Teaching Work Plan and Provider
Feedback Presentation Provides Individualized Education to
Diverse Patient Population in Appropriate Community Setting
(C 3.3 Provide individualized education to diverse patient
populations in a variety of health care
settings.)20.0%Presentation does not include individualized
education to a diverse patient population in an appropriate
community setting.Presentation is incomplete. Significant
information for the identified population is omitted or unclear.
Some diverse attributes for that population are presented; not
all attributes are relevant to the population. The presentation
does not seem appropriate for the health care setting. There are
major inaccuracies. More information is needed.Presentation
provides general information for the identified population.

8. Some diverse attributes for that population are presented.
Presentation is appropriate to the community setting chosen. At
least one health care setting where this individual education
plan could be used has been proposed. There are some
inaccuracies. Minor detail or rationale is needed for
support.Presentation provides information for the identified
population and includes many diverse attributes for that
population. Presentation is pertinent to the community setting
chosen. Some additional health care settings where this
individual education plan could be used are proposed. Some
detail is needed for clarity.Presentation provides specific
information that focuses on the identified population and
includes all diverse attributes for that population. Presentation
is highly relevant to the community setting chosen. Additional
health care settings where this individual education plan could
be used are identified and highly relevant. The presentation
demonstrates insight into providing individual education to
diverse patient populations.Presentation of Content40.0%The
content lacks a clear point of view and logical sequence of
information. Includes little persuasive information. Sequencing
of ideas is unclear.The content is vague in conveying a point of
view and does not create a strong sense of purpose. Includes
some persuasive information.The presentation slides are
generally competent, but ideas may show some inconsistency in
organization and/or in their relationships to each other.The
content is written with a logical progression of ideas and
supporting information exhibiting a unity, coherence, and
cohesiveness. Includes persuasive information from reliable
sources.The content is written clearly and concisely. Ideas
universally progress and relate to each other. The project
includes motivating questions and advanced organizers. The
project gives the audience a clear sense of the main
idea.Organization, Effectiveness, and
Format20.0%Layout5.0%The layout is cluttered, confusing, and
does not use spacing, headings, and subheadings to enhance the
readability. The text is extremely difficult to read with long

9. blocks of text, small point size for fonts, and inappropriate
contrasting colors. Poor use of headings, subheadings,
indentations, or bold formatting is evident.The layout shows
some structure, but appears cluttered and busy or distracting
with large gaps of white space or a distracting background.
Overall readability is difficult due to lengthy paragraphs, too
many different fonts, dark or busy background, overuse of bold,
or lack of appropriate indentations of text.The layout uses
horizontal and vertical white space appropriately. Sometimes
the fonts are easy to read, but in a few places the use of fonts,
italics, bold, long paragraphs, color, or busy background
detracts and does not enhance readability.The layout
background and text complement each other and enable the
content to be easily read. The fonts are easy to read and point
size varies appropriately for headings and text.The layout is
visually pleasing and contributes to the overall message with
appropriate use of headings, subheadings, and white space. Text
is appropriate in length for the target audience and to the point.
The background and colors enhance the readability of the
text.Language Use and Audience Awareness (includes sentence
construction, word choice, etc.)5.0%Inappropriate word choice
and lack of variety in language use are evident. Writer appears
to be unaware of audience. Use of primer prose indicates writer
either does not apply figures of speech or uses them
inappropriately.Some distracting inconsistencies in language
choice (register) or word choice are present. The writer exhibits
some lack of control in using figures of speech
appropriately.Language is appropriate to the targeted audience
for the most part.The writer is clearly aware of audience, uses a
variety of appropriate vocabulary for the targeted audience, and
uses figures of speech to communicate clearly.The writer uses a
variety of sentence constructions, figures of speech, and word
choice in distinctive and creative ways that are appropriate to
purpose, discipline, and scope.Mechanics of Writing (includes
spelling, punctuation, grammar, language use)5.0%Slide errors
are pervasive enough that they impede communication of

10. meaning.Frequent and repetitive mechanical errors distract the
reader.Some mechanical errors or typos are present, but they are
not overly distracting to the reader.Slides are largely free of
mechanical errors, although a few may be present.Writer is
clearly in control of standard, written, academic
English.Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)5.0%Sources are not documented.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 Weightage100%