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Community Teaching Plan: Teaching Experience PaperIn 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:Summary of teaching planEpidemiological rationale for topicEvaluation of teaching experienceCommunity response to teachingAreas of strengths and areas of improvementPrepare this assignment according to the APA 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. ass_4_2__paper_rubric_print_format.xlsx nrs_427__ass_2_draft_2__community_teaching_work_plan.docx Unformatted Attachment Preview Course Code NRS-427VN Class Code NRS-427VN-OL191 Criteria Content Percentage 80.0\% Comprehensive Summary of Teaching Plan 15.0\% Epidemiological Rationale for Topic 15.0\% Evaluation of Teaching Experience 20.0\% Community Response to Teaching Provided 15.0\% Areas of Strength and Improvement 15.0\% Organization and Effectiveness 15.0\% Thesis Development and Purpose 5.0\% Argument Logic and Construction 5.0\% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0\% Format 5.0\% Paper Format 2.0\% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0\% Total Weightage 100\% Assignment Title Community Teaching Plan: Teaching Experience Paper Unsatisfactory (0.00\%) Summary of community teaching plan is omitted. Epidemiological rationale for the topic is omitted. Evaluation of teaching experience is omitted or incomplete. Community response to teaching is omitted. Areas of strength and improvement are omitted. Paper lacks any discernible overall purpose or organizing claim. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Template is not used appropriately or documentation format is rarely followed correctly. Sources are not documented. Total Points 100.0 Less than Satisfactory (75.00\%) Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear. Epidemiological rationale is unclear or incorrect. Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience. Community response to teaching is partially summarized. More information is needed. Areas of strength and improvement are partially discussed. Thesis is insufficiently developed and/or vague; purpose is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Satisfactory (83.00\%) Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support. Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support. Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience. A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity. Areas of strength and improvement are generally discussed. Thesis is apparent and appropriate to purpose. 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. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Template is used, and formatting is correct, although some minor errors may be present. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Good (94.00\%) Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support. Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity. Evaluation of the teaching experience is generally presented. Some detail is needed for clarity. A description of community response to teaching is generally presented. Some information is needed for support or clarity. Areas of strength and improvement are discussed. Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Template is fully used; There are virtually no errors in formatting style. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Excellent (100.00\%) 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. Strong epidemiological rationale is provided and demonstrates support for the topic presented. A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated. A detailed description of community response to teaching is presented. Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial. Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. Comments Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned Community Teaching Work Plan Proposal Planning and Topic Primary Prevention/Health Promotion Planning Before Teaching: Secondary Name and Credentials of Teacher: Alex Marco, High School Teacher Estimated Time Teaching Will Last: Location of Teaching: About 60-65 hours in length Precious City School Supplies, Material, Equipment Needed: Estimated Cost: Chalk, pens, index cards, papers, films, a screen, and a computer The institution will provide a screen and computer. All the other things will cost about $70-$100 dollars, including the cost of buying films to be used. Community and Target Aggregate: Students in grade 9-12 in Precious City High School Topic: Preventing sexually transmitted diseases (STDs) Identification of Focus for Community Teaching (Topic Selection): Today, the prevalence of sexually transmitted diseases among teens is high. This community teaching plan will help students at Precious City High School to learn the various ways they can adopt to prevent the spread of STDs. Besides, students will also engage with professionals and learning materials to gain further insights Epidemiological Rationale for Topic (Statistics Related to Topic): Youths, especially students, often take part in dangerous sexual practices that can have adverse effects on their health outcomes. For instance, unsafe sexual practices can make students contract various and dangerous health conditions such as HIV/AIDS, among other STDs. The facts provided by CDC (2020) are disturbing. According to the CDC (2020), half of the recently reported STD cases in each year comprise teenagers aged between 15 and 24 years. Furthermore, 46\% of the students in high school who engaged in sex didn’t use condoms when they last did sex. Many youths involve themselves in sexual practices that are detrimental to their health. The sexual methods include lesbianism, gay, as well as bisexual. CDC has established that students in high school are more prone to serious health repercussions as compared to other age groups. According to the National Youth Risk Behavior survey carried out in the year 2017, 40\% of high school learners had sexual encounters. 10\% of them had more than four mates with whom to have sex. The survey also established that 7\% of those who engaged in sex did it unwillingly since they were physically forced. Further, 30\% of the sample interviewed revealed that they had sex in the past three months, out of which 46\% didn’t use a condom to protect themselves from pregnancy, STDs and other diseases. While 19\% did sex after taking alcohol and other drugs, 14\% did not use any contraceptives to prevent them from getting pregnant. Nevertheless, 10\% of the total student participants had ever been tested for HIV. CDC advises all people aged between 13 and 64 years to be checked for HIV during routine health checkups. Teaching Plan Criteria Nursing Diagnosis: There is lack of knowledge and awareness of STDs among students as evidenced by teenagers engaging in unsafe sexual behaviors. The report by CDC (2020) has given sufficient proof that most of the students practicing sexual behavior lack proper understanding of STDs protection. Readiness for Learning: o Students will express their readiness to learn as shown below. ▪ Asking queries about sexual risks and their bodies. ▪ Showing curiosity regarding their sex life and bodies. ▪ Showing feelings towards others, either towards people with similar or opposite sex. Learning Theory to Be Utilized: Vygotsky’s framework will be used here. He proposed the social development theory, which states that social integration often precedes growth. According to this theory, cognition and awareness are part of social behavior as well as socialization process (Vygotsky, 2006). As this theory suggests, students’ biggest influence is their friends and peers. The teacher will use various demonstrations and methods to foster interactions for students to learn from one another. Because technology is also highly rooted in the youth culture, using screens will also encourage students to learn more. Goal: The objective of this plan is to decrease the rate of teenagers with STD and related complications. According to CDC (2020), almost half of all the new STD infections reported every year involve young people of between 15 to 20 years. Most students are sexually active and often engage in unprotected sexual behaviors. Nearly 21 percent of all new HID/AIDS infections are among youths of 13-24 years, according to 2018 CDC statistics (CDC, 2020). More than 100, 000 babies born in 2018 belonged to teenager girls (CDC, 2020). How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives? The above objectives are similar because they include efforts of combating HIV/AIDS, preventing and controlling rampant ailments, and immunizing people against communicable diseases. The global initiative’s objective includes reducing health disparities across the world. On its part, the HP2020 identifies that these disparities remain prevalent in America. As such, the Healthy People 2020 identifies that disease transmissions and spread is affected by factors such as social, behavioral, and economic aspects of people. Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: Behavioral Objective and Domain Content (be specific) Strategies/Methods (label and describe) 1. Students will recognize how disease transmission is related to having sexual intercourse with several partners. 1. Sexually transmitted diseases are passed through sexual contact with infected persons. 1. Introduction – at the onset, a demonstration will how students how disease transmission takes place using a simulated example. 2. Learners will name the most prevalent sexually transmitted diseases, along with their signs and prevention methods. 2. The presentation and lecture will focus on the most common STDs and their symptoms, alongside ways of preventing them. 2. After the class, students will interact with one another and with other interactive tools to gain more knowledge. 3. Students will be asked to set goals towards abstaining from any form of unprotected sexual practices. 3. The lecture will include teaching students how to refuse participating in risky sexual practices. 3. After the lecture, students will be asked to name appropriate refusal skills that they can use to avoid risky sexual practices. 4. Students to learn how to inspect and use sealed condoms. 4. Students will learn how to check the expiry date on condom packets and check them properly to ensure they are not torn. 4. After the lesson, students will participate in a condom use demonstration to learn how to inspect them before their use. Creativity: How was creativity applied in the teaching methods/strategies? o The demonstration allowed students to learn about the different ways to inspect condoms before using them. o The theory applied was also explained using a video simulation. o Students engaged in role-play, and therefore, helping them to gain a better understanding of sexually transmitted diseases and prevention methods. Planned Evaluation of Objectives (Outcome Evaluation) 1. Surveys – were simulations and videos used during the lesson helpful in understanding the topic? Did they affect how you understood the topic, including STD prevention? 2. Pre- and Post-test - what knowledge did students have about sexually transmitted diseases before and after the lecture? 3. Open discussion – abstaining is often hard. The lecturer will leave the forum open for dialogue. 4. Pre- and Post – evaluation – before the simulations, the teacher will ask students how they can place condoms. After the lesson, the lecture will ask students if they have any insights regarding the lecture. 5. Planned Evaluation of Goal: o After six months, the teacher will visit the school to interview students and teachers o Visit the clinics mentioned in materials and presentation to gather related statistics. Planned Evaluation of Lesson and Teacher (Process Evaluation): o How efficient was the lesson, presentation, and simulations. o Ask learners to fill out independent assessment tools about the class and teacher. o How can you rate the teacher’s understanding of the materials given? o Did the materials meet your needs or expectations? o Who did you perceive the quality of the materials presented? o What did you find most appealing about the lecture and presentation? o How can the lecture/presentation best be improved? o Leave the class open for comments, questions, and interaction. Barriers: What are potential barriers that may arise during teaching and how will those be handled? o Disruptive learners – because of the topic’s nature, some learners might find it uncomfortable. The teacher can redirect learners to the lesson and whenever necessary, eliminate any disruptive learners. o Likely language barriers – the instructor can adjust the teaching level based on the learners’ level of education. Using basic terms, language, and concepts will also help students to decipher learning materials. o Therapeutic Communication 4.2 Communicate therapeutically with patients. o Introduction – at the start, the instructor will begin by giving a demonstration in attempts to introduce students to the subject and lesson. Before the lesson starts, the teacher will ensure an appropriate student setting. o Ending – at the end of the lesson, reiterate the significance of the topic. The instructor will ask students some questions to test their understanding. The teacher will also allow students to ask questions about the topic. References Centers for Disease Control and Prevention. (2020). Sexual Risk Behaviors Can Lead to HIV, STDS, & Teen Pregnancy | Adolescent and School Health | CDC. Cdc.gov. Retrieved from https://www.cdc.gov/healthyyouth/sexualbehaviors/index.htm. Vygotsky, L. (2006). Social Development Theory (L. Vygotsky). ... Purchase answer to see full attachment