GCU NRS 427V Week 5 Community Teaching Plan Paper

Community Teaching Plan: Teaching Experience Paper Example

Type 2 diabetes (T2DM) is one of the most dangerous diseases affecting African Americans, different initiatives were taken to mitigate this disease. The teaching plan was one of the initiatives used where young adults and adults between the ages of 22-45 years old were used to represent the population of African Americans. 

The goal of deploying the teaching plan was to enlighten Black Americans on the eating habits that are likely to reduce cases of T2DM in the United States. Young adults and adults were used in this teaching plan because they are the most affected population. Empirical research shows that more than 22% of African Americans are diagnosed with T2DM annually in the United States (Wu et al., 2021). 

The teaching was planned to take place in 20-30 minutes. The budget was $100, and it was scheduled in the community church. The healthcare provider divided the teaching plan into different sessions to ensure that all critical areas were covered.

Summary of the Teaching Plan

The teaching plan was organized to cover type 2 diabetes amongst young adults and African Americans because it has continuously affected them. The registered nurse (RN) oversaw teaching young adults and adults. The RN covered the lesson using the following subheadings: the objective of the study, the epidemiological rationale for the disease, diagnosis, and some of the recommendations that can be used to mitigate type 2 diabetes. 

Data from different health organizations, such as World Health Organization (WHO) and the Center for Disease Control (CDC), were used to show the effects of type diabetes on Black Americans. These data were used as evidence-based information to show the need for the teaching proposal to the affected population.

Constructivism learning theory was used in the teaching proposal because learners were expected to understand the topic from their life experiences (McPhail, 2017). The constructivism learning theory was the most appropriate theory for this proposal because most of the young adults and adults Black Americans have already experienced the diseases either from their community members whom they are close with or their family members. 

The proposal also included some of the barriers that were likely to be experienced, such as illiteracy. The D-16 of Health People 2020 (Increase prevention behaviors in persons at high risk for diabetes with diabetes) was the primary goal for this teaching proposal. A comparison between the HP 2020 objectives was compared to Alma Ata’s Health for all Global Initiatives because the two agendas focus on the significant aspects of attaining universal health care. This shows that teaching the public about T2DM is vital because the public is enlightened on achieving universal health care.

Epidemiological Rationale for Topic

A recent report from CDC indicates that African Americans stand a higher chance of developing type 2 diabetes than non-Hispanic whites. Also, empirical research from WHO suggests that 22% of African Americans develop T2DM annually due to poor eating habits (Wu et al., 2021). A reputable study from the American Medical Association (AMA) indicates that T2DM is one of the health problems affecting most African Americans. 

The primary cause of type 2 diabetes is the consumption of sugar-sweetened soft drinks and fruit drinks. From the above data, healthcare interventions are needed to help Black Americans to fight the disease. Teaching is one of the most appropriate interventions since the affected population was taught different approaches that can be deployed to ensure that the condition does not affect most young adults and adults amongst Black Americans.

Evaluation of Teaching Experience

An outline of the objectives to be achieved at the end of the teaching was included in the proposal. Some of these aims include participants to learn how to measure and monitor their levels of blood sugar daily, their ability to understand and differentiate type 2 diabetes from other diabetes, indicate the signs and symptoms of diabetes, and highlight some of the healthy foods that will help minimize the risk of diabetes by the end of teaching. At the end of the teaching, all the above objectives were wholly or partially accomplished. Many participants had prior knowledge of type 2 diabetes as they came to class.

After the 6 pm mass at the church, 28 people participated in the teaching. Thirty-eight years was the average age of the participants. The participants were offered healthy snacks which were made from fruits and vegetables. Most participants knew me personally since I had been a church member for ten years. They positively responded to the teaching after the priest announced it at the church service. The priest also came to greet the participants before the teaching started. Also, a nurse practitioner who is also a church member came and participated in the discussion session. 

The teaching comprised three significant segments; the first section lasted for ten minutes, and it involved greetings and a warm-up puzzle of diabetes. The second section was the presentation and basic information on diabetes, early signs and symptoms, causes, and how to manage diabetes; this lasted for 15 minutes. The demonstration on measuring and monitoring blood level blood sugar took another ten minutes and the last segment, which lasted for 5 minutes, concentrated on the queries and answers.

The active participation and response from the participants showed that the teaching was a success. The tendency of older African American immigrants to attend the evening mass led to the choice of the church location. This enables them to access the location quickly, and during the lent season, there is a high possibility of getting a huge number of individuals. Four participants knew they were already living with diabetes, but most did not know their status; however, they talked about the family’s history of diabetes. Each participant was encouraged to follow up with their primary care physician by the end of the teaching session.

Areas of Strength and Improvement

The ability to recruit participants within a short time was one of the main essential areas in which strength was demonstrated. The ability to choose an appealing topic for the audience and the church to respond immediately was also a plus. Teaching was facilitated by the fact that there was an opportunity to utilize the church’s facilities and tap into my community members. Both men and women were given a chance to discuss the management of type 2 diabetes during the teaching. 

The discussion also involved the factors that prevent African Americans’ ability to manage T2DM (Ohara, 2021) personally. Participants showed interest in the information gained through the teaching, and most of them were eager to receive more teachings and more outreach opportunities like this one.

Another great area of strength was the variation of the different sections of the teaching; demonstration, discussion, and presentation within a short time. The different sections of teaching enhanced the quality teaching and learning process. This gave participants with dissimilar learning styles a chance to teach back through return demonstration of what they had learned. An individual’s learning style can be described as the way one chooses to approach a learning situation.

Another area in which strength was demonstrated was the choice of the constructivist learning theory. Every learning participant brought multiple skills and a history of information about T2DM they had prior to this teaching. Therefore, it is crucial to present the information so that they can remember all they have known in the past by activating their previous knowledge. Kolb’s belief also supported constructivism; through learning situations, the learner forms concepts by reflecting on the experience and then using the concept to solve the problem.

Despite the multiple areas of success and strength in teaching, some areas require improvement, as indicated by general observation, the reviewing RN, and reflection. One of the main areas that needed improvement was addressing the issue of language barriers. Most participants were African American immigrants whose initial language was not English. Hence, next time the teaching should be modified to involve the language of older church members. Another barrier was ignorance. 

Most Black Americans did not have sufficient information about T2DM. They were supposed to be taught from scratch for them to understand. Many participants also felt that the 30 minutes allotted for the teaching were not enough, and hence more time should be allotted next time. Some of them also complained that the education and management of diabetes also took much time.

A daily schedule or routine for persons with T2DM was another area requiring improvement. These individuals can monitor their glucose levels through their daily routines (Ohara, 2021). It is one of the most advocated approaches since individuals can monitor their glucose levels at their convenience. In the teaching proposal, they did not include a planned follow-up teaching. This is a great issue since there was no way to determine if the participants were following what they had learned from the lesson. 

Some participants expressed fear about not controlling themselves when it comes to eating healthy foods. Some of them do not understand the importance of observing their diet. The teaching did not consider the socioeconomic, cultural, and sociopolitical impacts that affect the participants’ experiences.

In a nutshell, the teaching allowed me to interact and connect with my church community, learn from them and understand some of the shortcomings that they experience. As time goes by, I will be able to interact, follow and check on some of them individually as I come across them during the mass sessions and other programs in the church. 

Invariably, being their unofficial nurse, I will help them create a peer support group outside and within the church. This will offer an avenue to share and learn about T2DM and other infectious diseases.


  • McPhail, G. (2017). Constructivism: Clearing up the confusion between a theory of learning and “constructing” knowledge. Set: Research Information For Teachers, (2), 30–22. https://doi.org/10.18296/set.0081
  • Ohara, T. (2021). Type 2 diabetes mellitus (T2DM) and intestinal microbiota. Diabetes Updates, 7(1). https://doi.org/10.15761/du.1000154
  • Wu, X., Li, Y., Man, B., & Li, D. (2021). Assessing MicroRNA-375 Levels in Type 2 Diabetes Mellitus (T2DM) Patients and Their First-Degree Relatives with T2DM. Diabetes, Metabolic Syndrome And Obesity: Targets And Therapy, Volume 14, 1445-1451. https://doi.org/10.2147/dmso.s298735

NRS 427V Week 5 Assignment Community Teaching Plan: Community Presentation


Note: This is an individual assignment. GCU NRS 427V Week 5 Community Teaching Plan Paper. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:

Appropriate community settings include:

  • Public health clinic
  • Community health center
  • Long-term care facility
  • Transitional care facility
  • Home health center
  • University/School health center
  • Church community
  • Adult/Child care center

Before presenting information to the community, seek approval from an agency administrator or representative.

Upon receiving approval from the agency, include the “Community Teaching Experience Form” as part of your assignment submission.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to Turnitin.

NRS 427V Week 5 Assignment 2 Community Teaching Plan: Community Teaching Work Plan Proposal Details:

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:

  • Primary Prevention/Health Promotion
  • Secondary Prevention/Screenings for a Vulnerable Population
  • Bioterrorism/Disaster
  • Environmental Issues

Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.

  • After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
  • Request feedback (strengths and opportunities for improvement) from the provider.
  • Complete the “Community Teaching Experience” form.

NRS 427V Week 5 Assignment 3 – Community Teaching Plan: Teaching Experience Paper


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:

  • Summary of teaching plan
  • Epidemiological rationale for topic
  • Evaluation of teaching experience
  • Community response to teaching
  • Areas of strengths and areas of improvement

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:

● Summary of teaching plan

Focus of community teaching is clear, consistent with the community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population.

The community teaching I conducted targeted a church-based youth group that was composed of teens and adolescents. The First United Methodist Church of Chiefland is within a small southern and rural community. The main topics that were discussed were stress and depression.

The in-depth information I provided on these topics related to definition, signs & symptoms, negative and positive coping strategies, treatment plans, and resources that were long term and immediately available. The goal of my teaching is related to Health

People 2020’s topic objective of decreasing teen suicides and improving mental health. Teens are at risk for depression due to the loneliness that they face and also at a risk for self-harm related to the negative thoughts they may have about oneself.

To begin my presentation, I introduced myself as a registered nurse, who formally went to the church that the youth is currently at. Also, in order to provide a humanistic teaching approach, right away I began with an icebreaker exercise that would allow the students to feel safe, and at ease so they would be more efficient at learning.

Another humanistic learning approach that I used was offering food and beverage in the form of hot teas, Gatorades, and brown bag breakfasts with fruit, granola bars and muffins. Then I addressed the objectives to be covered in the presentation. The objectives for this community teaching included: Understanding what stress was, how to identify it within oneself, its effects on the body, and how to manage it in a positive way, differentiate sadness from depression, recognize signs and symptoms of depression, know why it’s important to treat depression, and understand the resources that are available for mental health support.

I assess and determine the student’s current understanding on stress and what specifically causes stress for them. I also validate their feelings and talk about the common misconceptions surrounding teens and stress. Which may be that teens can’t experience stress because they haven’t lived in the real world.

But according to the American Psychological Association, teens have reported higher levels of stress and anxiety than any other age group. At the beginning of my teaching I also create a safe space and sense of belongingness by saying they can stop me at any

Stress is a physiological response to fear, or a sense of feeling overwhelmed, unable to cope due to pressures that are unmanageable and burdensome. There are many stressors that can exist in a teens life like parental conflict, negative thoughts about oneself and body changes.

In this teaching I go over the positive and negative effects of stress. Stress can keep us safe and initiate the fight or flight mechanism, but long term it can cause sleeping issues, problems concentrating and depression. To show how exercise can have positive effects on coping with stress, I have the students stand and silently throw a ball around the room to each other for a few minutes. This demonstrates to the learners how just simply moving your body, without even thinking can help reduce their stress.

Then the topic of depression is gone. In this teaching my goal is for the learners to understand the difference between sadness and depression, what to look out for, and what to do if they or someone they know might have depression. Depression is a serious condition that affects the way individuals think, feel and act.

It can make people feel worthless and hopeless which leads to them having thought about death or ending their lives to escape the pain. I emphasize that depression will not go away on its own, but can get tremendously better with the right help.

Throughout all of this I cater to the different learning styles that are visual, auditory, reading, and kinesthetic modes of teaching materials. The teaching is done through teleconference but the youth director has the PowerPoint so they can go along with the presentation as I speak. The youth director also has the materials and food that is a part of my teaching plan as well. I complete the presentation with a brief video that is from a faith based organization about teen suicide, then I move on to discussion and questions.

  • Epidemiological rationale for topic

The epidemiological rationale for the topic of anxiety and depression reduction/management is due to the increasing prevalence of mental health issues and suicide amongst teenaged individuals. The American Psychological Association conducted surveys on teens and found that they reported significantly higher levels of stress than any other age group.

31% of teens reported that they felt overwhelmed and 30% reported that they felt depressed or sad. The APA also found that only 16% of teens’ stress were decreased over the past year. Furthermore, almost half of teens, 42%, reported that they did not know if they were doing enough to deal with their stress.

The epidemiological rationale for covering the topic of depression is due to several statistics and rates of prevalence. First of all, 3.2 million adolescents in the United States have had at least one major depressive episode in their lifetime. This is 13.3% of the U.S. population which refers to those aged 12-17.

In addition, 2.3 million adolescents had a major depressive episode with severe impairment. What is even more worrisome is that of those individuals, 60% of adolescents with a major depressive episode did not get treatment. In 2013, it was noted that children aged 10-14 were more likely to die from suicide than motor vehicle accidents.

To add to this information, half of mental health issues begin at the age of 14 and most of them go unnoticed (“Adolescent Mental Health”, 2020). This epidemiological information provides a strong rationale for choosing this topic for the specific population I will be teaching to.

  • Evaluation of teaching experience
  • Community response to teaching
  • Areas of strengths and areas of improvement