Healthcare Education For Community Members Essay

Length: 3 pages Sources: 2 Subject: Healthcare Type: Essay Paper: #11971286 Related Topics: Food Pyramid, Vulnerable Population, Grand Canyon, Health Promotion
Excerpt from Essay :

¶ … Community Teaching Plan

Community Teaching Work Plan Proposal

Directions: Develop an educational series proposal for your community using one of the following four topics which was chosen within your CLC group:


Environmental Issues

Primary Prevention/Health Promotion

Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Estimated Time Teaching Will Last:

Three 2-hour sessions

Location of Teaching:

Athens Community Health Department

Supplies, Material, Equipment Needed:

Laptop; digital projector; screen

Estimated Cost:

Community and Target Aggregate:

Athens Community Health Department, Athens, Georgia

Secondary Prevention/Screenings for a Vulnerable Population

Session I: Sources of Vulnerability

Session II:Implications for Healthcare Providers

Session III: Innovative Practice; Gordon's Functional Health Patterns Assessment

Epidemiological Rationale for Topic (statistics related to topic):

The literature on vulnerable people clearly indicates that the special needs of these populations and the ubiquitous barriers to quality care access lead to traceable disparities in the provision of healthcare and in their health outcomes (Edelman & Mandle, 2006).

Nursing Diagnosis:

Any number of variables or combinations of variables can impact the healthcare experiences of individuals -- and can lead to disparities that place vulnerable people in categories associated with high risk for healthcare related problems (Edelman & Mandle, 2006).

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

As the teaching program is implemented in different contexts, community stakeholders will act to further modify and adopt the new practices they have learned. Stakeholder groups begin to co-opt the process experience and mold it to their own contexts.

Learning Theory to Be Utilized: Explain how the theory will be applied.

The focus of this teaching experience is to encourage the translation of research into practice in the area of secondary prevention screenings for vulnerable people. The healthy life for everyone. This topic area focuses on four components of access to care: coverage, services, timeliness, and workforce" ("HP 2020, Access,")

"AHS-6 Reduce the proportion of persons who are unable to obtain or delay in obtaining necessary medical care, dental care, or prescription medicines."

AHS -- 6.1

"Reduce the proportion of persons who are unable to obtain or delay in obtaining necessary medical care, dental care, or prescription medicines"

How Does This HP2020 Objective Relate to Alma Ata's Health for All Global Initiatives (See page 116 in the textbook)?

The correspondence is very tight as the Alma Ata's initiative Health for All is focused on obtaining access to primary medical care for all people, and views the challenge as being located in socioeconomic status and corresponding issues. To wit: "The definition seeks to include social and economic sectors within the scope of attaining health and reaffirms health as a human right."

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective

and Domain

Example -- Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)


(be specific)

Example -- The Food Pyramid has five food groups which are

Healthy foods from each group are

Unhealthy foods containing a lot of sugar or fat are


(label and describe)

Example -- Interactive poster presentation of the Food Pyramid. After an explanation of 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 day.

1. Participants will have resources for conducting secondary assessments and…

Sources Used in Documents:


Agency for Healthcare Research and Quality (AHRQ). National healthcare disparities report 2008. Chapter 3, Access to healthcare. Washington: AHRQ; 2008. Retrieved

Edelman, C.L. And Mandle, C.L. (2006). In D. Como, L. Thomas (Eds.), Health Promotion Throughout the Lifespan. St. Louis, Missouri: Mosby.

[Type text]

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"Healthcare Education For Community Members" (2014, May 13) Retrieved August 11, 2022, from

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