Community Teaching Work Plan Proposal Essay

Community Teaching Work Plan Proposal Essay

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: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.

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

Complete the “Community Teaching Work Plan Proposal.” 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 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.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

STD transmission can be passed from person to person via a simulatedtransmission. (See end of proposal for demonstration instructions. |* 2. Students wi
ll be able to list the most common STD’s, along with two
signs and symptoms, and two methods of prevention. * * * | * 2. Lecture and
the PowerPoint presentation will consist of the most common STD’s along
with signs and symptoms, how they are acquired, treated, and prevented.(The data will be retrieved from the CDC.) | * 2. After the lecture, thestudents will engage in an interactive piece. They will be divided into threeteams; they will be given a list of facts based on the lecture. They can in turnmake the facts into fiction. They will then ask the opposing teams true/factor false/fiction in regards to their statements. The team who answers themost corrects wins. |* 3. Students will be able to define abstinence and list 3 refusal skills. * * * |3. Abstinence is abstaining from sexual activity that involves the exchangeof bodily fluids and/or genital to genital or skin to genital contact.Abstinence is the 100% way of avoiding an STD. The following are a list ofrefusal skills: * Say NO in a strong, firm voice * Say NO repeatedly (brokenrecord) * Use strong confident body language that says NO * Make yourdecision known * Avoid tempting situations * Reverse the pressure *Change the subject * Suggest an alternative * Leave the situation | 3. Thislesson will consist of refusal skills listed on the board and discussed; thenstudents will be put in groups of 2 or 3, they will be given a role play
scenario card. They will identify the “pressure line/situation” and identify an
appropriate refusal skill to use. They will role-play the situation for the restof the class.* 4. Students will be able to identify proper inspection, proper techniquewhen placing a condom on, and the proper way to dispose of a condom. * * |4. Inspection: * Use a new condom in a sealed packet. * Check theexpiration date on the packet. * Check the condom to be sure it is not torn orold. * If not expired, open the packet carefully. Placement: * Use only onecondom. * Put the condom on after the penis is erect and before any sexualcontact. * Pinch the tip of t