Benchmark-Community Teaching Plan: Teaching Experience Paper
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Teaching Experience Paper
Community-based health education programs play a significant role in improving public health and enhancing health literacy. Tailored educational initiatives are vital for enhancing knowledge of health problems such as the high prevalence rate of chronic conditions. Leppin et al. (2017) argue that about half of American adults have at least one chronic condition while one in four individuals grapple with the burden of multiple chronic conditions. Despite the high prevalence rate of cancer, diabetes, stroke, and heart failure, self-care, and management skills enable individuals to preserve and thrive. Unfortunately, many people struggle to manage these conditions due to a lack of capacity, resources, and self-care competencies. Amidst the prevailing inequalities in managing chronic conditions, community-based tailored educational programs increase peopleâs awareness, enhance knowledge, and enable them to utilize community resources. While health education programs resonate with the objectives of promoting quality care and addressing health disparities, this paper reflects on the experience of implementing a community teaching plan regarding heart disease for the underserved population in the Chicago Southside.
Summary of the Teaching Plan
The teaching plan focused on creating awareness and enhancing knowledge of evidence-based practices for improving heart health and preventing multiple cardiovascular diseases (CVDs), including heart failure, coronary artery disease, and stroke. It is essential to note that adults are more susceptible to cardiovascular diseases due to age as a risk factor and interplay between lifestyle issues, diet, habits such as smoking, and physical inactivity. According to Rodgers et al. (2019), the aging process results in hormonal imbalances, declined body functions, and alterations in heart structures. Further, obesity, smoking, physical inactivity, and diabetes compound the risk for cardiovascular diseases.
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Despite the mainstream knowledge of causative and contributing factors for CVDs, their subsequent effects are disproportionate to rural communities that grapple with various challenges, including limited access to timely and convenient care, poverty, low-level education, and inadequate health infrastructure. Therefore, the teaching plan aimed to enhance an individualâs self-care capacity and communityâs ability to utilize resources to improve health for people with heart disease. Eventually, the overriding themes for the teaching plan were effective diagnostic and screening approaches, vital sign and symptoms monitoring, self-care interventions, preventable behaviors, and how to utilize community resources.
As a health educator, I was aware of social determinants of health (SDOH) and sources of health disparities that affected the target population. For instance, the underserved communities of Chicago Southside exhibit unique characteristics that increase their susceptibility to cardiovascular diseases (CVDs). For instance, the growing aging population, limited access to physical activity opportunities, diet issues, poverty, and lack of awareness are among issues that compromise health sustainability for the target population. As a result, prior knowledge of these factors enabled me to develop tailored health education programs. Eventually, this factor translated to positive outcomes and encouraging participation for the target population.
Another takeaway from the teaching plan implementation is the rationale of upholding ethical and professional standards. According to Varkey (2020), healthcare professionals have an ethical obligation to act in ways that benefit patients, prevent harm, ensure fairness, and reserve patientsâ rights to decide care trajectories. These obligations narrow down to the four bioethical principles; beneficence, non-maleficence, autonomy, and justice. While implementing the teaching plan, I prioritized participantsâ autonomy by deciding on flexible education schedules and attendance patterns. Also, I collaborated with other caregivers to provide learning materials and embrace flexible and widely accepted teaching strategies such as projecting messages on screens and distributing flyers, posters, and pamphlets. I ensured that the plan aligned with set objectives of creating individual awareness of evidence-based screening, prevention, and management interventions for cardiovascular diseases. Eventually, these considerations contributed to the planâs success and enhanced participantsâ satisfaction.
Finally, the plan aligned with Healthy People 2020 goals and objectives pertinent to reducing the proportion of adults with cardiovascular diseases. According to Healthy People 2020 (n.d), it is possible to improve cardiovascular health and quality of life by preventing, detecting, and treating the risk factors for heart disease and stroke. In this sense, it is imperative to focus on addressing the leading modifiable risks, including high blood pressure, high cholesterol, cigarette smoking, diabetes, obesity and overweight, and unhealthy diet and physical inactivity. Since my teaching plan focused on enhancing peopleâs knowledge of evidence-based practices for screening, preventing, and managing heart disease, it resonated with Health People 2020 goals.
The Epidemiological Rationale of the Topic
Cardiovascular diseases are the leading causes of national and global mortalities alongside other adverse consequences, including dependency on pharmacologic and non-pharmacologic interventions, increased care costs, prolonged hospitalization, and compromised quality of life. The World Health Organization (WHO, n.d) contends that cardiovascular diseases such as heart attack and stroke accounted for 17.9 million deaths in 2019, representing about 32% of the total global mortalities. Further, WHO (n.d) statistics indicate that CVDs caused about 38% of the 17 million premature deaths (under the age of 70) due to noncommunicable diseases in 2019. At the national level, the interplay between risk factors such as behavioral issues, unhealthy diet, physical inactivity, obesity, and sedentary lifestyles exacerbates the situation. For instance, the Centers for Disease Control and Prevention (CDC, 2022) contends that heart disease is the leading cause of death for men, women, and people of most racial and ethnic groups in the United States.
Further, the CDC (2022) states that about 659000 Americans die from heart disease every year, representing one in every four deaths. Besides increasing global and national mortality rates, CVDs inflict economic burdens on countries. For example, CDCâs statistics reveal that heart disease cost the United States about $363 billion in 2017, including the cost of healthcare services, medications, and lost productivity due to death. The alarming statistics regarding the ramifications of heart disease prompt healthcare professionals and policymakers to embrace tailored community-based health promotion and education programs.
Another epidemiologic rationale of heart disease is the prevailing health inequalities and disparities pertinent to CVDsâ screening, prevention, treatment, and management. According to Niakouei et al. (2020), many socio-economic factors affect CVD mortality rates. In this sense, the mortality and morbidity burdens are disproportionate to low-income individuals due to the underlying problems such as limited access to care, less access to healthy retail food stores, and a massive number of people grappling with obesity and overweight. Further, rural underserved areas exhibit characteristics that facilitate unhealthy behaviors and lifestyles like alcoholism, cigarette smoking, and substance abuse. Eventually, these factors exacerbate the situation by compromising heart health and increasing the risk of cardiovascular diseases. Therefore, it is imperative to promote health through implementing tailored educational initiatives to enhance knowledge and promote health literacy for people in rural and underserved settings.
Evaluation of the Teaching Plan
Despite the promise of enhancing health literacy and bolstering knowledge of self-care interventions for preventing cardiovascular diseases by implementing community teaching plans, consistent evaluation processes are essential in determining the planâs plausibility and applicability. I aligned the education plan with contextual needs and health goals as a health educator. However, issues like the increased need for high-quality health care services, varied perceptions towards the plan, and failure to adhere to lesson schedules acted as potential barriers to the effective implementation of the education plan. The lurking challenges prompted me to collaborate with other educators in conducting process-focused and summative assessments to determine participantsâ satisfaction and perceptions regarding the educational activities and engagements.
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The process-focused evaluation processes assessed participantsâ satisfaction and opinions regarding the health education plan to identify areas of improvement and address the underlying barriers. On the other hand, summative evaluation aimed at assessing whether the plan aligned with set goals and objectives, including the Healthy People 2020 objectives of reducing proportions of adults with cardiovascular conditions. We assessed various aspects during progress-focused and summative evaluations, including the number of participants who completed the program, the number of people who volunteered for CVDs screening, referrals, follow-up activities, and peopleâs awareness and intentions to act. Eventually, we provided questionnaires, interviewed participants, and asked questions to examine their familiarity with learned self-care interventions, including vital sign monitoring and reporting. Finally, we provided open-ended questions to allow participants to provide suggestions and write recommendations for improving the initiative. These steps enabled us to collect information, understand participantsâ perspectives, and model the plan in ways that complement peopleâs needs.
Community Response to the Teaching Plan and Learning Engagements
As stated earlier, our determination to provide a tailored educational program and the subsequent activities of updating the plan to suit participantsâ needs translated to positive outcomes. For instance, we experienced a low dropout rate because over 96% of the voluntarily enrolled participants completed class sessions. Out of this proportion, 85% of the participants provided positive reviews of the plan, while the remaining proportion provided suggestions and feedback that formed the basis of redesigning learning activities. Participants who provided positive reviews cited therapeutic communication, information comprehensiveness, meaningful interactions, and synthesized learning content as factors for the initiativeâs success.
On the other hand, other participants presented the need for class rescheduling and redesigning of teaching approaches to complement their needs because some participants were non-native English speakers and required content translation. The positive community response to the teaching plan manifested through increased participation in learning activities, voluntary enrollment in CVD screening exercises, and enhanced intentions to implement self-care interventions and other preventive and management approaches such as healthy diet plans, smoking cessation, physical activeness, and diabetes management. The positive community response to the teaching plan supported the belief that tailored health education programs can improve peopleâs health by enhancing their knowledge and encouraging preventive behaviors.
 Conclusion
Cardiovascular diseases increase mortalities rates and lead to other adverse effects, including compromised quality of life, increased care costs, prolonged hospitalization, and dependency. Although obesity, smoking, alcoholism, unhealthy diet, and physical inactivity increase the risk of cardiovascular diseases, the subsequent burden is disproportionate to low-income individuals and rural communities that grapple with multiple health-related challenges. For instance, people in rural areas face poverty, limited access to quality and timely care, and disparities in affording care services. Amidst the need to promote care quality of people in underserved communities, health promotion and education programs play a significant role in enhancing health literacy, supporting self-care interventions, and enhancing knowledge of chronic conditions. However, it is essential to understand health disparities and uphold ethical principles when implementing community teaching programs.
References
Centers for Disease Control and Prevention. (2022, February 7). Heart disease facts. Retrieved March 14, 2022, from https://www.cdc.gov/heartdisease/facts.htm
Healthy People 2020. (n.d.). Heart disease and stroke. Retrieved March 14, 2022, from https://www.healthypeople.gov/2020/topics-objectives/topic/heart-disease-and-stroke
Leppin, A. L., Schaepe, K., Egginton, J., Dick, S., Branda, M., Christiansen, L., Burow, N. M., Gaw, C., & Montori, V. M. (2018). Integrating community-based health promotion programs and primary care: A mixed-methods analysis of feasibility. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-2866-7
Niakouei, A., Tehrani, M., & Fulton, L. (2020). Health disparities and cardiovascular disease. Healthcare, 8(1), 1â12. https://doi.org/10.3390/healthcare8010065
Rodgers, J. L., Jones, J., Bolleddu, S. I., Vanthenapalli, S., Rodgers, L. E., Shah, K., Karia, K., & Panguluri, S. K. (2019). Cardiovascular risks associated with gender and aging. Journal of Cardiovascular Development and Disease, 6(2), 19. https://doi.org/10.3390/jcdd6020019
Varkey, B. (2020). Principles of clinical ethics and their application to practice. Medical Principles and Practice. https://doi.org/10.1159/000509119
World Health Organization. (n.d.). Cardiovascular diseases (CVDs). Retrieved March 14, 2022, from https://www.who.int/en/news-room/fact-sheets/detail/cardiovascular-diseases-(CVDs)
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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:
Krishna Turner RN
Estimated Time Teaching Will Last:
45 minutes to 1 hour Location of Teaching:
Chicago Family Health Center
Supplies, Material, Equipment Needed:
Presentation materials include a projector, computer system, simplified posters, screen, pens, pamphlets, and learning handouts. Estimated Cost:
The host institution will provide computer systems, screens, and a projector. Additionally, I will collaborate with the organization to give the participants recreational services and supplies such as marker pens and whiteboards. Therefore, the estimated cost for this community teaching initiative is $100.
Community and Target Aggregate:
The target population for this community education program is adults grappling with various cardiovascular diseases like hypertension and coronary artery disease. The qualified participants are patients in the home-based care settings, capable of conducting self-care initiatives to reduce the disease prevalence and incidences.
Topic:
Prevention/screening for a vulnerable population: Cardiovascular Disease.
Identification of Focus for Community Teaching (Topic Selection):
Adults are more susceptible to cardiovascular disease due to age as a risk factor and the interactions between lifestyle issues such as habits, diet plans, and physical inactivity. According to Rodgers et al. (2019), the aging and elderly population are susceptible to cardiovascular disease because age is an independent risk factor for the disease. In this sense, the aging process results in multiple effects such as hormonal imbalances and declined bodily functions. Further, additional factors like frailty, obesity, smoking, physical inactivity, and diabetes compound the risk of cardiovascular disease. It is essential to note that cardiovascular disease among adults is the leading cause of mortality and other health ramifications, including prolonged hospitalization, morbidity, compromised quality of life, and dependency on pharmacologic and non-pharmacologic interventions. As a result, it is essential to educate the vulnerable population on self-care to bolster their capacity to combat the disease prevalence and avert its adverse effects.
Epidemiological Rationale for Topic (Statistics Related to Topic):
The statistics for heart disease in the United States signify how the condition overburdens individuals, families, communities, and the current healthcare system. According to the Centers for Disease Control and Prevention (CDC, 2022), about 659000 people in the US die from heart disease each year, accounting for 1 in every 4 deaths. In the same breath, the country incurred about $363 billion annually from 2016 to 2017 in providing healthcare services to patients with cardiovascular disease, including the costs of healthcare services, medications, and lost productivity due to the adverse effects of the disease. As noted earlier, cardiovascular disease is a multifactorial condition that challenges healthcare professionals, patients, and organizations. As a result, it is essential to encourage health promotion by educating vulnerable groups about self-care initiatives.
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 before beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis:
Cardiovascular disease results from various causative and contributing factors such as smoking, unhealthy weight, aging, and physical inactivity. Often, adults are susceptible to this disease due to the underlying social determinants of health, including access to physical activity services, diet quality, education, income levels, and the availability of support systems. Low-level education adults lack adequate knowledge regarding self-care initiatives for addressing the effects of cardiovascular disease and averting risk factors. As a result, it is essential to bolster personal knowledge by implementing community teaching programs.
Readiness for Learning: Identify the factors that would indicate the willingness to learn for the target aggregate. Include emotional and experiential eagerness to learn.
It is essential to determine participantsâ readiness to participate in the learning program by assessing their emotional and experiential preparedness. In this sense, emotional readiness entails the learnerâs curiosity and willingness to comply with class schedules and activities. It is possible to assess this readiness category by determining the learnerâs attentiveness to the learning process, the level of conformity to group activities, and the nature of interactions between participants and the teacher.
On the other hand, experiential readiness entails the participantsâ willingness to learn based on intrinsic motivation and the individualâs past experiences with learning. It is possible to assess learnersâ experiential readiness by evaluating their locus of control, aspiration levels, and unconditional engagement in the learning process. Also, their determination to participate in the learning process is an ideal factor that compounds experiential readiness.
Learning Theory to Be Utilized: Explain how the theory will be applied.
While educating adults with cardiovascular disease, it is essential to incorporate appropriate learning theory that improves their participation and grasping of the core concepts. In our case, it is possible to use the humanism teaching theory that focuses on creating a personalized learning environment based on individual aspects and motivation. Javadi & Tahamsbi (2019) argue that the humanism teaching theory upholds the learnerâs autonomy, preferences, inspiration, self-determination, and individual outcomes. As a result, it is essential to create a conducive learning environment by practicing empathy and accepting different perspectives.
As a teacher, I will apply this theory by allowing the participants to communicate their issues, concerns, and opinions regarding the initiative. Adults would participate in a learning experience that upholds their value, participation mechanisms, and motivation. Therefore, I will apply group presentation and other strategies for effective communication, including appropriate bodily expression and eye contact, to promote their participation and acceptance of the learning initiative.
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 education applies to one of the two overarching HP2020 goals.
The Healthy People 2020 (HP2020) documents various objectives regarding Improving health for people with heart disease and stroke. In this sense, heart disease is among the 24 topics promoting care quality and improving health. This teaching plan is essential to apply the HDS-2 objective that emphasizes reducing coronary health disease deaths to achieve a target of 103.4 deaths per 100000 population (Healthy People 2020, n.d). Another HP2020 objective relevant to the teaching plan is HD S-24 which focuses on reducing hospitalizations of older adults with heart failure as the principal diagnosis.
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How Does This HP2020 Objective Relate to Alma Ataâs Health for All Global Initiatives
The two objectives align with Alma Ataâs health for all global initiatives because they emphasize a contingency plan for improving health for adults with cardiovascular disease. Rifkin (2018) argues that the Alma Ata declaration of 1978 expanded approaches for improving health for all people, focusing on doctors, hospitals, and biomedical advances to include human rights, concerns for equity, and community participation. While adults represent a vulnerable population, implementing individualized care for addressing cardiovascular disease anchors health equality, human rights, and patient involvement.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective
and Domain
Example â 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
(be specific)
Example â The Food Pyramid has five food groups which areâ¦.
Healthy foods from each group areâ¦.
Unhealthy foods containing a lot of sugar or fat areâ¦. Strategies/Methods
(label and describe)
Example â Interactive poster presentation of the Food Pyramid. After explaining 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 the day.
1.
Participants will identify causative and contributing factors for cardiovascular disease (Cognitive domain)
1. Unhealthy diets are among the risk factors for cardiovascular disease. I will provide a list of foods categorized according to their nutritional value, where I will require participants to identify healthy foods without sugar and excessive fats. 1. Interactive posters that represent different types of foods. Learners will identify these foods based on their nutritional value and plausibility in preventing diabetes and obesity.
2.
The learners will name healthy diet plans for maintaining appropriate body weight (cognitive domain)
2. Educators will determine the effective diet plans for participants grappling with obesity and unhealthy increase in weight. 2. The learners and educators will utilize evidence-based dietary plans such as the ketogenic diet to share ideas about healthy strategies for addressing obesity and overweight.
3.
Participants will engage in group activities to share information and knowledge regarding self-care initiatives (Social domain)
3. Educators will facilitate group interactions by allowing participants to share their backgrounds, history of cardiovascular disease, and self-care interventions. 3. Educators will provide proven clinical guidelines for self-care to bolster participantsâ knowledge of self-care initiatives. Also, they will answer learnersâ questions and utilize case studies to develop a context-specific self-care guideline.
4.
The learners will learn about basic physical activities such as exercise to ensure body fitness (Physical domain).
4. Educators will collaborate with physical therapists in educating participants about basic fitness tips such as jogging. 4. Educators will provide guidelines for basic physical activities to participants. Also, they will develop a plan for ensuring remote monitoring of participantsâ adherence to these guidelines.
Creativity: How was creativity applied in the teaching methods/strategies?
Creativity is an essential aspect that facilitates teaching strategies by enhancing learnersâ engagement in the learning process. While developing this teaching plan, creativity was evident when creating visuals such as posters and PowerPoints. These presentation strategies will capture learnersâ attention and motivate them to participate in the learning process.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
1. I will evaluate learnersâ knowledge of healthy foods by asking them questions to examine their familiarity with different food types and their nutritional value.
2. I will evaluate the learnerâs understanding of current diet plans for maintaining appropriate body weight by proposing unhealthy diet plans to test their awareness.
3. I will evaluate learnersâ participation in group activities by observing their levels of engagement and interactions and their ability to share their backgrounds history and the self-care journey.
4. I will collaborate with physical therapists and other caregivers to assess learnersâ perceptions of basic physical activities. I will use their feedback and opinions to develop personalized interventions.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
I will encourage the learners to participate in at least five lessons regarding self-care initiatives addressing cardiovascular disease and its symptoms. During the fourth class, I will challenge learners to share what they have learned during the teaching engagement. As a result, I will utilize their responses to enhance the program.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
It is possible to evaluate the community teaching by conducting formative and summative assessments. In this sense, I will collaborate with other educators in assessing participantsâ perceptions, opinions, and suggestions during formative evaluation. Further, we will evaluate the impacts of the teaching plan by investigating participantsâ knowledge and self-care competencies after completing the lessons (summative evaluation).
Barriers: What are potential barriers that may arise during teaching, and how will those be handled?
Notably, the teaching plan may face various barriers, including failure to adhere to lesson schedules and individual factors that affect learnersâ ability to attend classes. For instance, adults with the cardiovascular disease require high-quality health care, including follow-up activities and pharmacologic interventions. These issues may affect their participation in learning activities. It is possible to address these barriers by granting participants the autonomy to set flexible schedules and collaborating with home-based caregivers to promote care coordination and improve participantsâ health.
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?
Therapeutic communication is essential in promoting interactions between learners and educators. Sharma & Gupta (2022) argue that therapeutic communication increases diagnosis accuracy, facilitates decision-making, and identifies patientsâ needs. In this teaching plan, I will begin the demonstration processes by introducing the topic and projecting the statistics for heart disease on the screen. Further, I will break down the subject to easily understand the core concepts. Finally, I will use posters and learning handouts to enhance interactions with learners. These strategies will bolster therapeutic communication, translating to the effectiveness of the teaching initiative.
References
Centers for Disease Control and Prevention. (2022, February 7). Heart disease facts. Retrieved February 27, 2022, from https://www.cdc.gov/heartdisease/facts.htm#
Healthy People 2020. (n.d.). Heart disease and stroke. Retrieved February 27, 2022, from https://www.healthypeople.gov/2020/topics-objectives/topic/heart-disease-and-stroke/objectives
Javadi, Y., & Tahamsbi, M. (2019). Application of humanism teaching theory and humanistic approach to education in course-books. Theory and Practice in Language Studies, 10(1), 40. https://doi.org/10.17507/tpls.1001.06
Rifkin, S. B. (2018). Alma ata after 40 years: Primary health care and health for allâfrom consensus to complexity. BMJ Global Health, 3(Suppl 3), 1â7. https://doi.org/10.1136/bmjgh-2018-001188
Rodgers, J. L., Jones, J., Bolleddu, S. I., Vanthenapalli, S., Rodgers, L. E., Shah, K., Karia, K., & Panguluri, S. K. (2019). Cardiovascular risks associated with gender and aging. Journal of Cardiovascular Development and Disease, 6(2), 19. https://doi.org/10.3390/jcdd6020019
Sharma, N., & Gupta, V. (2022, February 10). Therapeutic communication. StatPearls [Internet]. Retrieved February 27, 2022, from https://www.ncbi.nlm.nih.gov/books/NBK567775/
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