The document outlines a community teaching work plan focused on primary prevention and health promotion, specifically targeting healthy nutrition for families in the 5th Ward. The teaching plan includes strategies for engaging families, developing a pamphlet, and using interactive methods to ensure understanding and application of nutritional concepts. Evaluations of the teaching plan will occur through follow-up communications and assessments of family engagement and health changes six months post-presentation.

1. Title of Paper
Student Name
Course/Number
Due Date
Faculty Name
Indirect Compensation
John Wayne
Total Compensation/HRM 324
August 13, 2019
Jerry Davis
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: Patience Nehikhare, ADN
Estimated Time Teaching Will Last: 30 min
Location of Teaching: 5th Ward GO Neighborhood Health &
Wellness Fair
3303 Lyons Ave

2. Supplies, Material, Equipment Needed: Paper to create and
make copies of pamphlets, food props to show a healthy plate
Estimated Cost: $150
Community and Target Aggregate: 5th Ward families and
minorities
Topic:
Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic
Selection): Healthy nutrition for children and families
Epidemiological Rationale for Topic (Statistics Related to
Topic): Two-thirds of adults in the US are obese. One-third of
US children are overweight and 17% are obese. Excluding
illnesses and other genetic factors, poor nutrition is a common
factor leading to obesity.
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: Imbalanced nutrition: more than body
requirements related to deficient knowledge about nutritional
needs, food intake, or food preparation.
Readiness for Learning: Identify the factors that would indicate
the readiness to learn for the target aggregate. Include
emotional and experiential readiness to learn.
· Voiced interest in improving nutritional habits

3. · Voiced concern over increasing weight in self or family
members
· Psychological capacity to learn healthy nutrition habits
· Open and engaging body language
Learning Theory to Be Utilized: Explain how the theory will be
applied.
The Behavior Learning Theory is the best approach to improve
nutrition and healthy habits among children and families. With
the behavioral approach, I will teach families how to
incorporate healthy habits into their daily lifestyle. To
accomplish this, I will create a pamphlet for families to take
home with them that will include the information covered in my
presentation. The pamphlet will also include a list of local
resources that the family can use to continue their journey.
During my presentation, I will teach families about the
important food groups and how much of each should be
including in each meal. My presentation will focus on healthier
alternatives and ways to modify their current eating habits
rather than restricting them from foods they love. I will have
healthy plate samples and I will allow each family to create a
healthy plate that includes all food groups as well as the proper
proportions. We will also discuss grocery shopping habits and
how to avoid certain isles when shopping with children.
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

4. 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.
· NWS -8 Increase the proportion of adults who are at a healthy
weight by promoting healthy nutrition and exercise habits
· NWS-10 Reduce the proportion of children and adolescents
who are considered obese by teaching them healthy nutrition
habits and ways to increase their physical activity
· NWS -11 Prevent inappropriate weight gain in youth and
adults by encouraging the proper consumption of foods and
monitoring intake
· NWS – 14 Increase the contribution of fruits to the diets of the
population aged 2 and older by teaching proper nutrition
How Does This HP2020 Objective Relate to Alma Ata’s Health
for All Global Initiatives
All the listed objectives include healthy habits that will promote
healthier lifestyles. These children and families will reduce
their risks for many significant diseases such as diabetes and
heart disease. Furthermore, the more attention people pay
towards their health, the more likely they are to seek medical
care if there are signs of any issues. To seek care, they would
first need to have health coverage or know ways of obtaining it.
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

5. (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
by putting names of foods on the poster and discussing what
food group still needs to be eaten throughout day.
1.
Parents will name on healthy food option in each of the five
food groups by the end of the presentation.
1. There are many different healthy food options for families to
choose from. The five food groups are carbs, proteins, milk and
dairy, fruits and veggies, and fats and sugars.
1. After the pamphlet presentation and visual presentation,
parents can use the materials to choose options from each food
group.
2. Children will be able to create one healthy plate using the
props provided by the end of the presentation.
2. Choosemyplate.gov provides interactive visuals for children
to determine what foods should be included on their plate.
2. Children will be given activities that explain a healthy plate
and children will then show proof of understanding by putting
together a healthy plate using props.
3. Families will recite at least two exercises they can engage in
each week by the end of the presentation.

6. 3. Any hobby or activity can be exercise so families should
choose what fun things they enjoy as a family.
3. After learning about healthy and fun exercise during the
presentation, families will write down two exercises and hand
them in to be added to their file.
5. Parents will provide their contact information by the end of
the participation to receive follow-up communications and
create a more detailed plan.
4. Regular follow-up will increase compliance to healthier
habits and allow more engaging conversations regarding any
misunderstandings.
4. Before leaving the health fair, parents will write down their
contact information on a sheet provided to be added to their
file.
Creativity: How was creativity applied in the teaching
methods/strategies?
Props and handouts will be used to provide visuals and
interactions. Families are encouraged to involve their children
and families will do role playing activities during the
presentation.
Planned Evaluation of Objectives (Outcome Evaluation):
Describe what you will measure for each objective and how.
1. I will measure for understanding by asking open ended
questions.

7. 2. I will measure knowledge retention by examining whether
each parent and child can choose healthy options from each
food group and create a healthy plate.
3. I will measure commitment by whether or not families
provide contact information.
4. I will measure for willingness to change during follow-up
communications by measuring what steps families have taken to
improve their health status.
Planned Evaluation of Goal: Describe how and when you could
evaluate the overall effectiveness of your teaching plan.
I will measure my overall goal six months from my presentation
by engaging in monthly follow-up calls with each family and
setting goals to be met before the next meeting. I will initially
check the weights of each family members immediately
following the presentation and will require the families to send
in their weights weekly. I will also speak with the children on
the monthly calls to ask them how their eating and exercise
habits have changed since the presentation.
Planned Evaluation of Lesson and Teacher (Process
Evaluation):
I can present my results to my instructor in a power point
presentation. This would need to be after the six-month mark

8. for complete results. However, I can also create preliminary
data following the presentation and the first follow-up that will
occur within the next 7 days following.
Barriers: What are potential barriers that may arise during
teaching and how will those be handled?
Resistance is the major barrier I plan to have to deal with. I will
engage in regular communication with each family and identify
any resistance barriers early on. I will also personally visit any
families that are missing regularly scheduled follow-ups. I also
think financial constraints might be an issue so I will help
families find healthy options within their budget.
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?
I plan to begin my communication with jokes and fun banter to
capture their attendance. I will then ask serious questions about
their current nutrition habits and how it’s contributing to their
future goals. I will engage in open conversations with my
audience by interacting with them. They will not be allowed to
just watch, but they will become part of the presentation. They
will be part of demonstrations and role-playing activities.
Furthermore, I will ask them for personal accounts of where
they learned their nutrition habits and how they can improve

9. them. I will maintain eye contact for all participants, and I will
monitor body language for signs of confusion or understanding.
I will conclude by presentation by obtaining contact information
from all participants for future follow-up.
© 2019. Grand Canyon University. All Rights Reserved.
4
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsNRS-428VNNRS-428VN-O502Community
Teaching Plan: Teaching Experience
Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less Than
Satisfactory (65.00%)Satisfactory (75.00%)Good
(85.00%)Excellent (100.00%)CommentsPoints
EarnedContent80.0%Comprehensive Summary of Teaching
Plan15.0%Summary of community teaching plan is
omitted.Summary of community teaching plan is incomplete.
Overall, the teaching plan is unclear.Summary of community
teaching plan is offered, but some elements are vague. Some
rationale or evidence is needed for clarity and
support.Community teaching plan is clear with a detailed
summary of each component. Minor rationale is needed for
clarity or support.Focus of community teaching is clear,
consistent with community teaching plan, detailed, and well
supported. The presentation demonstrates an ability to create
effective teaching plans relative to a
population.Epidemiological Rationale for
Topic15.0%Epidemiological rationale for the topic is
omitted.Epidemiological rationale is unclear or
incorrect.Epidemiological rationale is summarized and provides
some support for the topic. More information or evidence is
needed for support.Epidemiological rationale is provided and
provides general support for the topic. Some detail is needed for
clarity.Strong epidemiological rationale is provided and
demonstrates support for the topic presented.Evaluation of

10. Teaching Experience20.0%Evaluation of teaching experience is
omitted or incomplete.Evaluation of teaching experience is
unclear or underdeveloped. The narrative is not written in a
manner that evaluates the experience.Evaluation of teaching
experience is summarized. Some aspects are vague. More detail
is needed to fully illustrate an assessment of the
experience.Evaluation of the teaching experience is generally
presented. Some detail is needed for clarity.A comprehensive
evaluation of teaching experience is presented. Insight into self-
appraisal in regard to teaching is demonstrated.Community
Response to Teaching Provided15.0%Community response to
teaching is omitted.Community response to teaching is partially
summarized. More information is needed.A summary of the
community response to teaching is presented. Some areas are
unclear. More information is needed for support or clarity.A
description of community response to teaching is generally
presented. Some information is needed for support or clarity.A
detailed description of community response to teaching is
presented.Areas of Strength and Improvement15.0%Areas of
strength and improvement are omitted.Areas of strength and
improvement are partially discussed.Areas of strength and
improvement are generally discussed.Areas of strength and
improvement are discussed.Areas of strength and improvement
are thoroughly discussed. The author demonstrates insight into
personal strengths and areas where improvement would be
beneficial.Organization, Effectiveness, and Format20.0%Thesis
Development and Purpose5.0%Paper lacks any discernible
overall purpose or organizing claim.Thesis is insufficiently
developed or vague. Purpose is not clear.Thesis is apparent and
appropriate to purpose.Thesis is clear and forecasts the
development of the paper. Thesis is descriptive and reflective of
the arguments and appropriate to the purpose.Thesis is
comprehensive and contains the essence of the paper. Thesis
statement makes the purpose of the paper clear.Argument Logic
and Construction5.0%Statement of purpose is not justified by
the conclusion. The conclusion does not support the claim

11. made. Argument is incoherent and uses noncredible
sources.Sufficient justification of claims is lacking. Argument
lacks consistent unity. There are obvious flaws in the logic.
Some sources have questionable credibility.Argument is orderly
but may have a few inconsistencies. The argument presents
minimal justification of claims. Argument logically, but not
thoroughly, supports the purpose. Sources used are credible.
Introduction and conclusion bracket the thesis.Argument shows
logical progression. Techniques of argumentation are evident.
There is a smooth progression of claims from introduction to
conclusion. Most sources are authoritative.Clear and convincing
argument presents a persuasive claim in a distinctive and
compelling manner. All sources are authoritative.Mechanics of
Writing (includes spelling, punctuation, grammar, language
use)5.0%Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register) or word choice are present. Sentence
structure is correct but not varied.Some mechanical errors or
typos are present, but they are not overly distracting to the
reader. Correct and varied sentence structure and audience-
appropriate language are employed.Prose is largely free of
mechanical errors, although a few may be present. The writer
uses a variety of effective sentence structures and figures of
speech.Writer is clearly in command of standard, written,
academic English.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.Appropriate template is used, but some elements are
missing or mistaken. A lack of control with formatting is
apparent.Appropriate template is used. Formatting is correct,
although some minor errors may be present.Appropriate
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.,

12. as appropriate to assignment and style)3.0%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%