The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. Refer to the

LopesWrite Technical Support articles

for assistance. 

AttachmentsNRS-428VN-RS3-CommunityTeachingWorkPlanProposal x
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Attempt Start Date: 08-Mar-2021 at 12:00:00 AM

Due Date: 14-Mar-2021 at 11:59:59 PM

Maximum Points: 100.0

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Latoyah Gray

CommunityTeachingWorkPlanProposal (1) x

Summary

 1480 Words  

Community Teaching Work Plan Proposal

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:

..Latoyah Gray RN

Estimated Time Teaching Will Last:

…

Location of Teaching:

..

Supplies, Material, Equipment Needed:

Printed word documents and poster

Estimated Cost:

$50.00

Community and Target Aggregate:

4th graders and classroom teacher.

Topic:

 Student: Submitted to Grand Canyon University

 Two consecutive dots: ..  .

 Two consecutive dots: ..  .

Primary Prevention/Health Promotion. Adolescent Health: Decreasing Risky Behaviors.

Epidemiological Rationale for Topic :

https://lc-ugrad1.gcu.edu/learningPlatform/user/users.html?operation=home&classId=9e95d017-ed2e-43c9-94d6-2ac1b2682458#/learningPlatform/loudBooks/loudbooks.html?viewPage=past&operation=innerPage&topicMaterialId=85086933-b29f-4859-a7b2-78d7b9538f52&courseId=&contentId=7b534fde-a2e5-48b1-93a3-bf96fa0dca4a&

https://lc-ugrad1.gcu.edu/learningPlatform/user/users.html?operation=home&classId=9e95d017-ed2e-43c9-94d6-2ac1b2682458#/learningPlatform/loudBooks/loudbooks.html?viewPage=past&operation=innerPage&topicMaterialId=85086933-b29f-4859-a7b2-78d7b9538f52&courseId=&contentId=7b534fde-a2e5-48b1-93a3-bf96fa0dca4a&

https://lc-ugrad1.gcu.edu/learningPlatform/user/users.html?operation=home&classId=9e95d017-ed2e-43c9-94d6-2ac1b2682458#/learningPlatform/loudBooks/loudbooks.html?viewPage=past&operation=innerPage&topicMaterialId=85086933-b29f-4859-a7b2-78d7b9538f52&courseId=&contentId=7b534fde-a2e5-48b1-93a3-bf96fa0dca4a&

https://lc-ugrad1.gcu.edu/learningPlatform/user/users.html?operation=home&classId=9e95d017-ed2e-43c9-94d6-2ac1b2682458#/learningPlatform/loudBooks/loudbooks.html?viewPage=past&operation=innerPage&topicMaterialId=85086933-b29f-4859-a7b2-78d7b9538f52&courseId=&contentId=7b534fde-a2e5-48b1-93a3-bf96fa0dca4a&

https://lc-ugrad1.gcu.edu/learningPlatform/user/users.html?operation=home&classId=9e95d017-ed2e-43c9-94d6-2ac1b2682458#/learningPlatform/loudBooks/loudbooks.html?viewPage=past&operation=innerPage&topicMaterialId=85086933-b29f-4859-a7b2-78d7b9538f52&courseId=&contentId=7b534fde-a2e5-48b1-93a3-bf96fa0dca4a&

https://lc-ugrad1.gcu.edu/learningPlatform/user/users.html?operation=home&classId=9e95d017-ed2e-43c9-94d6-2ac1b2682458#/learningPlatform/loudBooks/loudbooks.html?viewPage=past&operation=innerPage&topicMaterialId=85086933-b29f-4859-a7b2-78d7b9538f52&courseId=&contentId=7b534fde-a2e5-48b1-93a3-bf96fa0dca4a&

http://www.healthypeople.gov/2020/topics-objectives/topic/Adolescent-Health

https://pageburstls.elsevier.com/#/books/978-1-4557-0762-1/

http://kb.nanda.org/article/AA-00492/0/How-do-I-write-a-diagnostic-statement-for-risk-

https://www.plannedparenthood.org/parents/parent-teen-relationships

http://www2.uwstout.edu/content/lib/thesis/2009/2009wilsonn

 Passive voice: have been noted

 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University

 Possible typo: your  you’re

 Statistically det…: adolescence  adolescents

 Hyphenation probl…: school time  school-time

 Spelling mist…: connectedness  conceitedness

 Student: Submitted to Grand Canyon University

The age between 10–19 years is defined as adolescence in which there is rapid cognitive and

physical growth. Mostly preventative interventions, special attention, and healthy life are

required for promoting the behaviors which enhance the occurrence of healthy results and

outcomes. Many social and public health problems have been noted to start and are at peak

during this developmental period which includes road accidents which can also be outcome of

driving when drunk, suicide, homicide, smoking, drug abuse, or sexually transmitted diseases,

unplanned pregnancies and homelessness. By supporting and giving special attention to young

individuals, these risks can be avoided to a greater extent (Healthy People, 2016).

Nursing Diagnosis:

The willingness for increasing the adaptation of the healthy behavior which is evident by the

increased desire for enhancing the present health behavior of the individuals (NANDA, n.d).

Readiness for Learning:
The emotional willingness of the participants to learn is apparent by the willingness of the

participants to welcome an unknown person in their classroom and the excited and welcoming

nature of the participants to learn a new topic which they consider is beneficial to them. On the

basis of eloquence and the displayed skill, group has the capabilities to adapt and learn new

things which will enhance their healthy behaviors.

Learning Theory to Be Utilized:
In this presentation, a combination of critical theory and social learning will be employed. The

critical theory will provide the audience with the opportunities to know each other about their

ideas about the health, willingness, and current behavior for adopting new health behaviors along

with helping create a cooperative and safe environment in which all the new ideas are welcomed

warmly. Whereas, the social learning theory will allow those activities which will work by

empowering the participants to believe that by the adoption of healthy behaviors permanently

and continuously at early age they can minimize risky behavior in their lives.

Goal: The objectives of Healthy People 2020 are used as goals for teaching. Appropriate
rationale and objective numbers are used. If the objectives of HP2020 is not supporting your

teaching style, then describe how your teaching style related to one of the two goals of HP2020.

AH-2 The number of adolescence who are participating in the extracurricular or in activities
which are being conducted out of school should be increased. Rationale: Participation in the

extra-curricular activities and or in activities that are being conducted out of school benefits

participants in crucial areas like having better grades, increase in educational attainment, increase

in the school time attendance and increase in self-concepts. This also helps in the areas of

developing leadership skills and decreases risky behaviors of alcohol and illicit drug use, as well

as helps increase connectedness to their school (Wilson, 2009).

AH-3The adolescents proportion which are in connection to the parent or other adult caregiver.
Rationale: Experiencing a positive influence in the adolescent’s life can decrease the temptation

of engaging in the array of risky behaviors that surrounds the adolescent. Therefore, encouraging

and teaching the importance of connecting with a parent or other positive adult figure is vital

(Planned Parenthood, 2014).

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
Adolescent Health as other HP2020 goals are aligned with the overall objectives of Alma Ata’s

Health for All Global Initiatives (Maure, Frances, Smith, 2013).

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective
and Domain

Content Strategies/Methods

 Checks that a sentence starts wit…: the  The

 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University

 Passive voice: behaviors is identified b…

 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University

1.By end of presentation,

fifth-grade students

would be naming three

1. Increasing connections

between students and

their school.

The classroom will be

divided into 3 teams.

Each team will identify

an example for one of

reducing negative risk

behavior strategies

2. Identify a caring adult

that I can speak to.

3. Engage in extracurricular

out of –school activities.

the proposed objectives

and will then write them

on the whiteboard to

share with the rest of

the class

2. Fifth graders will identify

healthy behaviors that

they wish to adopt.

1 Becoming involved in an

extracurricular activity.

2 Identifying a person I can

trust.

3 Learning to say no to

danger.

4 Finding self-worth.

A list of 10 healthy

behaviors conducive to

change and

empowerment will be

provided to the

participant. Each

participant will circle

the top five desirable

items that they would

like to adopt. Results

will be collected.

3. Fifth graders will

demonstrate the ability

to choose a healthy

behavior that they can

use regularly.

1 Engage in conversations

with a trustworthy adult.

2 Avoid engaging in risky

The participant will be

presented with visuals

posters representing both

healthy and risky behaviors

and as a group, they will

determine which fall into

what category

4. Fifth graders will decide

if they will adopt

healthy behaviors

permanently.

1 list of healthy behaviors is

identified by the classroom

as a priority which will be

re-introduced as a choice.

A self-contract-like

document will be presented

to each participant to sign

and take home if they agree

to adopt the new healthy

behaviors. They will be

asked to place this contract

in a place where they can

see it daily.

Creativity: How was creativity applied in the teaching methods/strategies?

For meeting allotted time for this presentation, activities will be completed as teams versus

individually. And most importantly, to encourage and increase participation, teaching materials

will be created at a 5 th-grade level and no one will be asked to participate alone to avoid anyone

The effectiveness of achievement of behavioral objectives would determine if the overall goal

was met (Maurer, Frances, Smith, 2013).

Planned Evaluation of Lesson and Teacher (Process Evaluation):
The classroom instructor will observe and give feedback regarding my performance at end of the

session. The class instructor will also act as co-leader during group activities. Additionally,

participants will be provided with a short 5 question evaluation form that will be collected

after completion of the presentation where they will be able to rate their experience.

Barriers:
Possible interruptions while conducting sessions may arise such as students needing to use the

restroom, overhead intercom, students falling asleep, speed of presentation, and/or amount of

time allotted for completion of each activity. Laying simple and assertive ground rules before

the start of the session will be provided. A window of an additional 5 minutes will be

reserved for those students needing extra time to complete individual activities.

Communication: How will you begin your presentation? How will you end your presentation?
What nonverbal communication techniques will you employ?

Walking in with a smile ad making eye contact are strategies that have helped in building a

welcoming environment in my experience. Asking everyone to make themselves comfortable

and thanking them for their time before stating the purpose of the meeting also proves beneficial.

Highlighting the purpose of the meeting is essential and providing who I am. Will encourage

questions throughout the presentation. Closing the meeting with words of encouragement,

empowerment, and always thanking the audience for their time and participation leaves the

participant with a feeling of worthiness and feels valued. Arms, facial expressions, tone, and

pitch of voice will be used to enhance communication understanding that nonverbal

communication is greatly transmitted this way (Maurer, Frances, Smith, 2013).

 Student: Submitted to Grand Canyon University

 comma between…: individually …  individually,…

 Spelling mistake: checkmark  check mark

 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University
 Student: Submitted to Grand Canyon University

from feeling singled-out.

Planned Evaluation of Objectives Describes what you will measure for each objective and
how.

1) For the objective #1: Since this activity would be completed as a team, to ensure all

participants are engaged, observations will be made while the activity is taking place

identifying participants with low participation to encourage their participation in future

activities

2) For objective #2: as this activity is completed individually, to ensure everyone’s

participation, the document will be collected and counted at the end of this activity.

3) For objective #3: as this activity will be completed as individual groups, to ensure all

members are engaged, the instructor will walk around the classroom offering words of

encouragement while making observations of participant’s collaboration.

4) For objective #4: Since this activity is completed individually and they are not to turn it in,

students will be asked to raise their hand when done and a checkmark will be placed next to

their name.

Planned Evaluation of Goal:

 Student: Submitted to Grand Canyon University

 Spelling mistake: html  HTML

Reference

Grand Canyon University. (n.d.) NRS 427V Lecture 3: Tools for Community Health Nursing

Practice. Retrieved from

https://lc-

ugrad1.gcu.edu/learningPlatform/user/users.html?operation=home&classId=9e95d017-

ed2e-43c9-94d6-

2ac1b2682458#/learningPlatform/loudBooks/loudbooks.html?viewPage=past&operation

=innerPage&topicMaterialId=85086933-b29f-4859-a7b2-

78d7b9538f52&courseId=&contentId=7b534fde-a2e5-48b1-93a3-bf96fa0dca4a&

Healthy People 2020. (2016). Adolescent health. Retrieved from

http://www.healthypeople.gov/2020/topics-objectives/topic/Adolescent-Health

Maurer, Frances, Smith, C. (2013). Community/Public Health Nursing Practice,

5th Edition. [VitalSource Bookshelf Online]. Retrieved from

https://pageburstls.elsevier.com/#/books/978-1-4557-0762-1/

NANDA. (n.d). Defining the knowledge of nursing. Retrieved from

http://kb.nanda.org/article/AA-00492/0/How-do-I-write-a-diagnostic-statement-for-risk-

problem-focused-and-health-promotion-diagnoses.html

Panned Parenthood Care. (2014). Parent-teen relationships. Retrieved from

https://www.plannedparenthood.org/parents/parent-teen-relationships

Wilson, N. (2009). Impact of extracurricular activities on students. Retrieved from

http://www2.uwstout.edu/content/lib/thesis/2009/2009wilsonn