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Community Teaching Work Plan Proposal

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Community Teaching Work Plan Proposal

Bioterrorism/Disaster Preparedness

Planning Before Teaching

Identification of Focus for Community Teaching

This presentation that I will do on 15th November 2020 will teach five employees from Cary Crist Assisted Living Facility to prepare for disasters, particularly hurricanes. Usually, natural disasters are sudden catastrophic, and people cannot prevent it because they occur due to a natural process (Wang & Paul, 2020). Hurricane occurs seasonally, mainly between 1st June and 30th November, with September being the peak month. Individuals can minimize the destruction of properties and deaths through a good disaster management program. It is a collective responsibility to ensure that the elderly have everything they need since they can no longer care for themselves.

Epidemiological Rationale for Topic

Globally, natural disasters are responsible for about 0.1% mortalities (about 60,000 deaths) annually. The number can change depending on the magnitude of the disaster and the preparedness of the affected people. About 40% of hurricanes in the United States hit Florida because of the surrounding waters' hotness creating perfect atmospheres to hit harder.

Teaching Plan Criteria

Nursing Diagnosis

Awareness for better learning to disaster preparedness

Readiness for Learning

Readiness for learning refers to an individual willingness and preparedness to gain knowledge from another individual and participate in the learning process. Some factors that show an individual is ready to learn for Cary Crist Assisted Living Facility employees will include emotional readiness like their level of anxiety (Alim, Kawabata & Nakazawa, 2015). For example, I can assess their willingness to learn by asking questions regarding their understanding of the situations and the preparedness that they may require. Besides, experimental readiness to learn involves how the background, skills, and the ability to learn of the individuals being taught will enhance their learning process (Alim et al., 2015). It is also essential to evaluate where teaching will occur since it plays a critical role in the whole process.

Learning Theory to Be Utilized

There are various teaching methods; I will utilize the “teach-back method” since it will help me realize if the team I am training understands every disaster preparedness component. The technique, also known as the show-me method, requires that an individual should be able to elaborate back, in their word, everything the trainer taught them (Farris, 2015).

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives? Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Staff members will name all the requirements for a disaster preparedness plan. Some of the necessities for disaster preparedness are water (one gallon per individual for sanitation and drinking for about three days. Others are first aid kits, flashlights, batteries, and a radio. Firstly, I will use a PowerPoint presentation to explain the necessary equipment; I will then ask how many of that equipment the people have or do not have. I will also discuss the significance of having adequate water since the elderly may become dehydrated. Finally, I will talk about the importance of having essential foodstuffs.

The employee will realize how to ignite a generator and the nearest exit doors, including the evacuation centers. Knowing how to use a generator properly will help the older participants feel secure, and the employees will have an easier time since everything will be functional. They have where to go in case of evacuation. I will explain generator ignition steps on handouts and distribute to each employer and locate the evacuation centers.

The staff will know emergency contact numbers to call when they need help. This will ensure that they do not freak out and have the numbers of the patients and their caregivers at hand, plus those of the emergency department. I will indicate the list of emergency personnel’s names on the handout.

What happens when people do not prepare for disasters? It will increase the impact of disasters on the assisted living facility, including the workers and the elderly. I will ask them to mention at least one thing that may occur.

Creativity

Creativity is essential in training so that the participants do not lose interest. Some of the creative things I will use in teaching are images since they are easier to remember than words.

Planned Evaluation of Objectives (Outcome Evaluation

I will measure the number of supplies needed for disaster readiness. I will also ensure that every staff member a minimum of three of the requirements. Secondly, I will evaluate whether the participants can switch on a generator and whether they know the nearest exits to evacuate the building. I will do this by asking them to show me how to practically turn a generator, including asking them where the closest doors are. Thirdly, the staff members will have to know the relevant emergency personnel they should contact in case of an emergency. I will assess this by asking the participants to mention some places to locate these people and their contacts. Finally, I will ensure they are conversant with the consequences of unpreparedness for a hurricane. Every participant will name at least a thing that is likely to occur in such cases.

Planned Evaluation of Goal

The planned evaluation aims to determine whether the employees understand whatever I have taught them during the presentation regarding preparedness for hurricanes.

Planned Evaluation of Lesson and Teacher (Process Evaluation)

I will assess the effectiveness of the training plan by asking questions at the end of the presentation. In the process, I will ensure that whatever they know is the correct one and fix anything incorrectly mentioned.

Barriers

One of the barriers that may arise during the presentation is interruptions, especially from the elderly participants, using cell phones and banging of doors. To handle the obstacles, I will ask everybody to switch off their mobile phones during the training session, making sure the room is quiet, and the environment is conducive for learning. Another barrier is noise making.

Therapeutic Communication

Therapeutic communication refers to how nurses interact with other people face to face to get their full attention. I will start my presentation by introducing myself and getting to know every other person (Sibiya, 2018). Secondly, I will ask the participants their viewpoints regarding hurricane disaster preparedness to realize everyone's opinion. Some of the methods I will utilize to display active listening skills include telling the participants the importance of listening during learning sessions (Sibiya, 2018). Also, I will ensure I use plain English in my explanations, including keeping the information short so that they do not lose focus. I will conclude my presentations by asking questions and allowing them adequate time to raise their concerns, clarifications, or questions. Finally, I will offer them some snacks after the presentation. Some of the non-verbal communication skills I would use are marinating eye contact, good posture, and body language. I will dress professionally and use a soft tone to improve my credibility and interest in the study subject.

References

Alim, S., Kawabata, M., & Nakazawa, M. (2015). Evaluation of disaster preparedness training and disaster drill for nursing students. Nurse education today, 35(1), 25-31. https://doi.org/10.1016/j.nedt.2014.04.016

Farris, C. (2015).The teach back method. Home healthcare now, 33(6), 344-345. doi: 10.1097/NHH.0000000000000244

Sibiya, M. N. (2018). Effective Communication in Nursing. Nursing, 19.

Wang, X. J., & Paul, J. A. (2020). Robust optimization for hurricane preparedness. International Journal of Production Economics, 221, 107464. https://doi.org/10.1016/j.ijpe.2019.07.037