Community Teaching Work Plan Proposal

Community Teaching Work PlanProposal

Community Teaching WorkPlan Proposal

Directions:Develop an educational series proposal for your community using oneof the following four topics:

  1. Bioterrorism/Disaster

  2. Environmental Issues

  3. Primary Prevention/Health Promotion

  4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:

Estimated Time Teaching Will Last: 14 days

Location of Teaching:

Supplies, Material, Equipment Needed: Laptop, projector, venue.

Estimated Cost: $ 2,000

Community and Target Aggregate: Population of trauma victims and their families

Topic: Trauma and management of Trauma victims

1.EpidemiologicalRationale for Topic(statistics related to topic):

  1. Epidemiological rationale

Trauma can be a seriousmedical condition that affects people indiscriminately. It isestimated that about 70 % of the U.S. citizens have experiencedtraumatizing moments at a point in their life (National TraumaInstitute, 2015). Trauma causes 30 % of all time loss that isassociated with illnesses in the U.S. The fact that trauma accountsfor about 41 million cases of emergency visits indicate that traumais a serious medical condition. Some of the key symptoms and effectsof trauma include hyper-arousal, intrusive memories, and death insevere cases.


  1. Nursing diagnosis

Nursesuse the Diagnostic and Statistical Manual of Mental Disorder (DSM)criteria to guide the process of diagnosing trauma. The DSM manual isdivided into several criterions. Criterion A holds that a traumavictim must have been exposed to a real threatening incident (Staggs,2015). Criterion B holds that the victim should be experiencingintrusion. Under criterion C, the victim should demonstrate avoidantsymptoms. Under criterion D, the victim of trauma should beexperiencing negative and serious mood alterations. Criterion E holdsthat the victim should be experiencing increased arousal symptoms.

3.Readinessfor Learning:Identify the factors that would indicate the readiness to learn forthe target aggregate. Include emotional and experiential readiness tolearn.

  1. Readiness for learning

The readiness of the target community to learn determines theeffectiveness of the teaching program. The level of readiness can beindicated by several factors, including the level of cognitivetolerance, denial, vague awareness, recognition of the need for anaction, active participation of leaders in preparation, availabilityof sufficient information to justify the efforts of applied inteaching and learning, and community ownership of the teachingprogram (SAMHSA, 2015). The information processing theory is themost appropriate learning theory for the present teaching program.This theory will help the teacher in getting the attention of thecommunity and enhancing skills acquisition among the learners.

4.Goal:Healthy People 2020 (HP2020) objective(s) utilized as the goal forthe teaching. Include the appropriate objective number and rationalefor using the selected HP2020 objective (use at least one objectivefrom one of the 24 focus areas). If an HP2020 objective does notsupport your teaching, explain how your teaching applies to one ofthe two overarching HP2020 goals.

  1. Goal

Since the list of theobjectives for different focus areas of the Healthy People 2020 arenot consistent with the proposed teaching plan, an overarching goalwill be selected. Therefore, the goal of the teaching plan will be topromote the quality of life, healthy behavior, and healthydevelopment among trauma victims (DRCCAH, 2015). This is because themain focuses of the teaching plan include prevention of trauma,helping trauma victims lead a healthy life, and help people adoptbehavior that will prevent the occurrence of trauma.

4.4-HowDoes This HP2020 Objective Relate to Alma Ata’s Healthfor AllGlobal Initiatives(See page 116 in the textbook)?

Relationship between HP2020 objective and Alma Ata

The HP2020 and Alma Ata are related because they emphasize on fourmajor factors. First, they emphasize on primary care, which encouragepeople to seek preventive care services instead of waiting to get illor their illnesses to reach chronic stages (Harris, 2015). Secondly,the objective and the Alma Ata hold that preventive care is the bestalternative as opposed to curative care. Third, they encouragecontinuity of care. Lastly, both of them support patients’ accessto information, which is the basis of health promotion.

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

Behavioral objective and domain



1. Participants will be able to name at least 3 causes of trauma at the end of presentation (cognitive)

Trauma is caused by numerous factors, including vehicle accidents, falls, serious illness, and mental illness.

A comprehensive brochure: Allow participants to recite the causes after analyzing the brochure.

2. Participants should be able to name at least two trauma prevention strategies (Cognitive)

Trauma may be prevented through careful driving, avoiding violent incidents, going for primary care, and avoiding slippery floors.

A comprehensive brochure: Allow participants to recite preventive strategies after analyzing the brochure.

3. Participants should be able to name two ways they can expose themselves to traumatic incidents (Cognitive)

People can be exposed to traumatic incidents wither directly or indirectly.

A comprehensive brochure: Allow participants to recite methods of exposure after analyzing the brochure.

4. Participants should be able to name 2 ways that trauma affect their lives.

Common effects of trauma include hyper-arousal, intrusive memories, death.

A comprehensive brochure: Allow participants to recite the effects after analyzing the brochure.

Creativity: How was creativity applied in the teachingmethods/strategies?

The teaching process will be enhanced by adding creativity. This willbe accomplished by rolling dies which sides containing differentrelevant questions. Learners will be expected to answer questions onthe top face of the rolled die. Creativity will also be enhanced byadding pictures to the presentation.

Planned Evaluation of Objectives (Outcome Evaluation):Describe what you will measure for each objective and how.

  1. Objective I will have been achieved if three participants who will be selected randomly will be able to name three causes of trauma. This will be a clear indicator of the success of the training program. The rest of the objectives will be evaluated using the same procedure.

  1. Objective 2 will b evaluated by measuring participants’ ability to name at least two trauma prevention strategies.

  1. Objective 3 will be evaluated by measuring participants’ ability to at least two methods of exposure.

  1. Objective 4 will be evaluated by measuring participants’ ability to name at least two effects of trauma.

PlannedEvaluation of Goal: Describe how and when you could evaluate theoverall effectiveness of your teaching plan.

Theprocess of the evaluating the goal of teaching, which is to enhancethe quality of life of the community, will start after seven days ofimplementing the teaching plan. This process will be evaluated byfirst defining the purpose of evaluation, which is to determine thesuccess of the teaching plan. This will be followed by the definitionof measures of success or failure (Center for Research on Learningand Teaching, 2015). Data will then be gathered in order to measurethe achievement of goal. The required data should indicate howteaching has contributed to change in the quality of life of thetarget community. Conclusions will then be made on whether theteaching achieved the pre-determined goal or not.

PlannedEvaluation of Lesson and Teacher (Process Evaluation):

Theeffectiveness of the teacher as well as the teaching process has arole to play in ensuring that the teaching plan achieves itsobjectives and goals. The process and the teacher can be evaluatedthrough subjective personal evaluation or formal methods (Chan,2010). The present teaching process and the teacher will be evaluatedby conducting focus group interviews, assessing the feedback given bylearners periodically, conducting a survey at the end of the teachingprocess.

Barriers:What are potential barriers that may arise during teaching and howwill those be handled?

Althoughthe community might have demonstrated the desire to learn more abouttrauma, there is a high chance of experiencing three major types ofbarriers. First, denial by some patients and members of the communityabout the existence and the fact that they could be suffering fromtrauma can limit the success of the teaching process (SAMHSA, 2015).This can be addressed by basing the teaching on facts and figures.The second challenge is the lack of knowledge among members of thecommunity, which might reduce their desire to take part in theteaching. The third challenge is inadequacy of the resources(including the learning materials), which can be resolved byproviding learners with reading materials to take home.

Communication:How will you begin your presentation (hook them in)? How will yousend your presentation (go out with a bang)? What nonverbalcommunication techniques will you employ?

Effective communication is a fundamental factor that determines thesuccess to the teaching process. The presentation will be opened bywelcoming the audience and giving them some concrete facts in orderto attract their attention (Wang, 2009). In addition, the teachershould inform the audience about the purpose of presentation. This isan effective way of preparing the audience on what they shouldexpected during the presentation.

The presenter should end the presentation in an inspiring way. Thiscan be achieved in several ways. For example, the presenter can askthe provocative question without expecting the audience to provide ananswer (Wang, 2009). The presenter may also give the audience somesurprising fact about the topic. Apart from an exciting start and theending the use of non-verbal cues (such as facial expression andmovement of body parts) should be used in order to enhance theeffectiveness of the presentation.


Center for Research on Learning and Teaching (2015). Guidelinesfor evaluating teaching. St. Ann Arbor, MI: University ofMichigan.

Chan, C. (2010). Assessment: Evaluating your own teaching.Hong Kong: University of Hong Kong.

Croxton, J. (2014). And tricks: 22 powerful strategies. New York, NY:Custom.

Data Resource Center for Child and Adolescent Health (2015). Healthypeople 2020. DRCCAH. Retrieved January 31, 2016, from

Harris, T. (2015). Five reasons you should have a primary carephysician. New Albany, IN: Floyd Memorial Hospital.

National Trauma Institute (2015). Trauma statistics. NTI.Retrieved January 31, 2016, from

SAMHSA (2015). Stages of community readiness. Rockville, MD:SAMHSA.

Staggs, S. (2015). Symptoms and diagnosis of PRSD. Psych Center.Retrieved January 31, 2016, from

Wang, J. (2009). Non-verbal cues and what they mean. Entrepreneur.Retrieved January 31, 2016, from

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