Community Teaching Plan: Teaching Experience

Community teaching experiences are one of the platforms where nursing students sharpen their skills and engage in learning experiences. They also help develop practical presentation and personal skills. The community teaching session of focus was a teaching session for a home health center.

Community Teaching Plan: Teaching Experience

The topic was tuberculosis in children and adolescents. Evaluating and reflecting on the teaching experience helps learn and incorporate the lessons in future teaching experiences. This essay presents a community teaching experience, which will encompass the teaching plan summary, the epidemiological rationale for the topic, an evaluation of the teaching experience, the community’s response to teaching, and my areas of strengths and improvements for future teaching experiences.

Teaching Plan Summary

The teaching plan entails an educational session for the community, focusing on tuberculosis in children and adolescents. The teaching plan’s target was local community home health centers. The teaching program aimed at emphasizing the tuberculosis health concern among the children and adolescent populations.

Thus, the main focus was the incidence, prevalence, population characteristics, and distribution of tuberculosis among children and adolescents. Also, a refocus on the attention given to children and adolescents with tuberculosis. The plan also explored the health disparities in tuberculosis care and how children and adolescents at high risk can be protected from tuberculosis infection.

The teaching program’s objectives were derived from one of the Healthy People 2030s objectives on infectious diseases. The goal is to reduce tuberculosis cases to a target of cases 1.4 per 100000 people in 2030. According to Healthy People 2030 (n.d.), millions of people have latent TB infection, which can develop into active TB.

Almost a quarter of this population consists of children and adolescents. To reduce tuberculosis cases nationwide, testing and treating latent TB infection, identifying and curing active TB cases, and expanding the prevention programs, especially among children and adolescents, are used.

The program learning objectives included the definition, epidemiology, pathophysiology, risk factors, complications, and the diagnosis and treatment of tuberculosis. These learning objectives were evaluated using participant feedback and summative evaluation.

By the end of the program, the home health center staff were asked to give feedback and fill out learning evaluation questionnaires. The feedback included the effective practices of the learning experience and the suggestions of areas that should be improved in future learning experiences to enhance their effectiveness. The evaluation questionnaires were anonymous. They were meant to rate the instructional approach, the instructor’s effectiveness, and the overall instructional experience.

Epidemiological Rationale for the Topic

Despite the improvement in addressing the tuberculosis health concern in the last decade, the incidence and prevalence of the condition, especially for the general population, is alarming. Tuberculosis cases are still high among children and adolescents, not forgetting the numerous cases that are not reported.

Health disparities still exist in tuberculosis diagnosis and treatment, especially for children and adolescents at a high risk of TB infections and those living in environmentally and socioeconomically deprived conditions. More so, childhood and adolescent TB is most prevalent among children and adolescents living in poverty and socioeconomically low backgrounds due to high exposure to pollution, overcrowding, and secondhand smoke. Such environmental risk factors are associated with high tuberculosis transmission rates, severity, treatment, and mortality rates.

In addition, children and adolescents are more likely to develop other forms of tuberculosis forms and complications, including disseminated TB and tuberculous meningitis, than adults since they have weaker immune systems.

Tuberculosis is the ninth leading cause of mortality globally and the leading cause of a single infectious agent (Groschel et al., 2019). It also contributes to high morbidity and mortality among children and adolescents. Childhood and adolescent TB considerably contributes to the overall tuberculosis burden.

According to Singhal (2022), Children and adolescents account for 11% of the global tuberculosis burden, with about 1 million new childhood TB cases being diagnosed yearly, claiming more than 200000 deaths. However, childhood tuberculosis is treatable and curable and can be prevented using BCG vaccinations for children and adolescents in highly endemic settings.

In addition, despite children and adolescents being about 26% of the total population, childhood and adolescent tuberculosis is still under-reported and often not given the required focus in clinical and scientific research (Groschel et al., 2019).

Childhood and adolescent tuberculosis are associated with a considerable economic burden on families, the healthcare system, and the government. Tuberculosis is an expensive condition to diagnose, treat and manage. Research shows that tuberculosis survivors often have lifelong disabilities that contribute to substantial physical, social, and economic burdens on children, their families, and the healthcare system (Du Preez et al., 2019).

According to Groschel et al. (2019), childhood and adolescent TB considerably contributes to a nation’s low or high tuberculosis incidence. Thus, tuberculosis response should also focus on childhood and adolescent TB to ensure that the end TB goals are met. The topic was, therefore, timely and justifiable since focusing on these populations would help emphasize the importance of addressing the health issue to the relevant players, such as the staff at community home health centers.

Teaching Experience Evaluation

Generally, the community teaching experience was successful. At first, I considered it an enormous task requiring much preparation. I believe that adequate preparation, however, contributed to the great success. I am also convinced that the success resulted from my strong passion for patient education, adult learning, and impacting community change. I also dedicated my extra time and used my knowledge to ensure that I delivered the teachings in the best way possible. The teaching experience’s effectiveness and success can be attributed to the following factors.

I began with a learning needs assessment of the participants. Conducting a learning needs assessment is one of the most effective ways of identifying the unknown areas of the learners on the subject. It thus enables the instructor to develop a learner-centered teaching plan (Tseng et al., 2019).

The learning needs assessment informed an evaluation of what the participants already know about tuberculosis, especially among children and adolescents, thus helping me identify knowledge gaps and areas of development. In addition, it helped me identify the most suitable learning method for the group. I applied the known-to-unknown approach to developing the knowledge since the learners already had considerable knowledge.

Secondly, I ensured that the learning sessions had intermittent interactive sessions to reflect on what had been already taught, allow the learners to give real-life experiences and examples from the community, and give them a chance to contribute to the topic. Constant participation and interaction from the participants enhanced positive outcomes by making the session lively and ensuring that the participants were attentive throughout the session.

Third, I employed my knowledge of learning theories in designing the teaching plan and selecting the most appropriate instructional delivery method to help achieve the learning objectives. Due to the different learning needs realized from the learning needs assessment, I utilized three major learning theories to ensure that the learning objectives were met. The theories included connectivism, constructivism, and behaviorism theories.

Finally, I ensured that the instructional methods and materials used were the most appropriate and designed to give the desired learning outcomes. I used the lecture, group discussion, and teach-back method to ensure the participants were actively involved in the learning process throughout the session. I also had print handouts and charts to help the learners understand the topic better.

Community Response to Teaching

By the end of the session, it was evident that the community responded positively to the instruction content. The evaluation not only revealed so, but also the community members’ participation, willingness to continue, and readiness to have a similar educational experience.

The teaching plan addressed the pathophysiology, epidemiology, risk factors, complications, and the diagnosis and treatment of tuberculosis among children and adolescents. Based on these coverage areas, the participants could identify their learning objectives from the instructional content directly and, thus, make it easy to achieve the overall learning goal.

The community members seemingly found the teaching approach, instructional methods, and materials appealing. About 75% of the participants gave positive feedback on the learning experience. The remaining participants held that the topic of tuberculosis among children and adolescents is comprehensive and requires an in-depth exploration. Thus, according to them, the learning experience would have been allocated more time to ensure adequate content was covered.

Additionally, some participants requested that I prepare more learning sessions, focusing on other health concerns affecting these populations, thus ensuring a holistic community transformation, indicating a positive response to the learning experience. The overall response was positive.

Areas of Strength and Areas of Improvement

My greatest strength in the community teaching experience is my vast mastery of the topic and my passion for pediatrics. Given that I have experienced and felt the weight of the tuberculosis health concern, I have done enough research on the topic, gaining broad insight.

The insights helped me address the topic and handle the related issues and questions during the session. My passion for pediatrics also led me to narrow the focus to tuberculosis in children and adolescents. A combination of the two had me prepared adequately for the teaching experience.

Another significant strength is the knowledge of adult learning theories, principles, and mechanisms. The knowledge enhanced the achievement of the learning objectives and outcomes. Understanding the mechanisms also helped me engage the participants actively throughout the session, boosting their concentration. I was also able to select the most appropriate instructional methods and materials for use. Bastable (2019) notes that selecting suitable instructional methods and materials significantly contributes to positive learning outcomes.

The primary area of concern that needs improvement in the future is time allocation and management. I realized that the sessions would have required more time to ensure comprehension and community engagement. However, I plan to consider the depth of the topic before allocating time for teaching sessions in the future.

Conclusion

The community teaching experience employed pedagogical knowledge and skills acquired from my coursework to ensure effectiveness. The experience also gave me a golden opportunity to practice my theoretical learning and simultaneously exercise community service by informing community members about addressing a health concern. The research conducted in developing the teaching plan has also deepened my understanding of environmental health concerns in relation to specific populations.

References

  • Bastable, S. (2019). Nurse as an educator: Principles of teaching & learning for nursing practice (5th ed.). Sudbury, MA: Jones and Bartlett. Chapters 10-13
  • Du Preez, K., Seddon, J. A., Schaaf, H. S., Hesseling, A. C., Starke, J. R., Osman, M., Lombard, C. J. & Solomons, R. (2019). Global shortages of BCG vaccine and tuberculous meningitis in children. The Lancet Global Health7(1), e28-e29. https://doi.org/10.1016/S2214-109X(18)30474-1
  • Gröschel, M. I., van den Boom, M., Migliori, G. B., & Dara, M. (2019). Prioritizing children and adolescents in the tuberculosis response of the WHO European Region. European respiratory review: an official journal of the European Respiratory Society28(151), 180106. https://doi.org/10.1183/16000617.0106-2018
  • Healthy People 2030. (n.d.) Infectious Diseases Objectives- Tuberculosis. Retrieved from https://health.gov/healthypeople/objectives-and-data/browse-objectives/infectious-disease/reduce-tuberculosis-cases-iid-17
  • Singhal, T. (2022). The New WHO Consolidated Guidelines for Management of Tuberculosis in Children and Adolescents: An Appraisal. Indian Journal of Pediatrics, 1-3. https://doi.org/10.1007/s12098-022-04280-3
  • Tseng, E. K., Jo, D., Shih, A. W., De Wit, K., & Chan, T. M. (2019). Window to the unknown: using storytelling to identify learning needs for the intrinsic competencies within an online needs assessment. AEM Education and Training3(2), 179-187. https://doi.org/10.1002/aet2.10315

Community Teaching Plan: Teaching Experience Paper Instructions

 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. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include: 1.	Summary of teaching plan 2.	Epidemiological rationale for topic 3.	Evaluation of teaching experience 4.	Community response to teaching 5.	Areas of strengths and areas of improvement Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.  Please note that at the Rehab center, the residents or the patients are all adult and no children.  The paper is more like putting everything all together sine the beginning of the project that we have been done.