Teaching Plan With Epidemiological Rationale

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

Prepare this assignment according to the 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 Turnitin. Please refer to the directions in the Student Success Center.

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
83.00%

4
Good
94.00%

5
Excellent
100.00%

30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic

Summary of community teaching plan is not identified or missing.

Summary of community teaching plan is incomplete.

Summary of community teaching plan is offered but some elements are vague.

Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.

Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.

50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described

Evaluation of teaching experience is omitted or incomplete.

Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.

Evaluation of teaching experience is provided with a brief discussion of community response to teaching.

A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.

Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed and/or vague; purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

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.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightag

MORE INFO

Teaching Plan With Epidemiological Rationale

Introduction

There are many ways to reduce the spread of HIV. One way is by teaching members of your target population how to practice safer sex and maintain their health through daily activities. This plan will focus on identifying two health behaviors related to HIV that your target population does or does not engage in, creating a plan for teaching about those behaviors, and describing specific, measurable time-bound objectives for your health education goals.

Topic: HIV

HIV is a virus that attacks the immune system. It can be transmitted through blood, semen and vaginal fluid. The most common way to get HIV is by having sex with someone who has it or sharing needles with an infected person.

HIV can also be transmitted from mother to child during pregnancy or birth; this is called mother-to-child transmission (MTCT). This happens when the baby gets HIV from its mother’s blood during delivery.

Goal: Decrease new HIV infections by 75% over the next 10 years.

The goal is to decrease new HIV infections by 75% over the next 10 years. This will be accomplished by:

Increasing access to pre-exposure prophylaxis (PrEP) and post-exposure prophylaxis (PEP), which are medications that prevent people from getting HIV.
Providing testing for those at risk in their communities, including men who have sex with men, transgender individuals, black Americans and Latinos/Latinas who inject drugs; and
Working with partners at all levels of government to ensure they implement effective programs focused on prevention efforts such as PrEP or PEP delivery strategies.

Objective 1: Identify two health behaviors (related to HIV) that your target population does or does not engage in.

Examples of health behaviors related to HIV include:

Not using condoms during sexual intercourse (e.g., oral sex)
Sharing needles when injecting drugs
Having multiple sexual partners at one time

Objective 1: Describe specific, measurable, time-bound objectives for your health behavior goals.

Objective 2: Describe specific, measurable, time-bound objectives for your health education goals.

Objective 2: Create a plan to teach your target population about the identified health behaviors.

Identify the target population.
Describe the health behavior.
Describe the target population’s knowledge of the health behavior.
Describe the target population’s attitudes towards the health behavior.

Objective 2: Describe specific, measurable, time-bound objectives for your health education goals.

Before you can set goals and create a plan to achieve them, you need to define the problem. In this case, it’s not enough to just say “I want to be healthier.” Instead, you should ask yourself: Why do I want this? What does being healthier mean for me? How will my life be better when I’m fit and healthy?

This is important because if your goal isn’t specific enough or doesn’t motivate you enough (or both), then it won’t help motivate others who are trying to achieve similar results with their own fitness journeys.

Summary of Rationale

This plan aims to reduce HIV infection rates in your community by educating people about risky behaviors that can lead to the transmission of HIV. HIV is a virus that attacks the immune system and can lead to AIDS. It’s transmitted through sexual contact, sharing needles, or from mother to child during pregnancy, childbirth, or breastfeeding.

HIV is preventable if you practice safe sex using condoms every time you have sex with a new partner (or when you aren’t sure of their status). If you use drugs intravenously or are considering doing so in the future–and even if you don’t think this applies to you now–it’s important that you learn how to protect yourself against HIV infection by getting tested regularly for HIV antibodies as well as other STDs (sexually transmitted diseases) such as hepatitis B virus (HBV), hepatitis C virus (HCV), gonorrhea, chlamydia trachomatis bacteria etcetera..

Additional Sources or Supporting Materials

This section is used to provide additional information about the resources used to create the teaching plan, epidemiological rationale, objectives and summary.

HIV infection rates can be decreased through education around risky behaviors related to HIV.

HIV infection rates can be decreased through education around risky behaviors related to HIV. HIV is a virus that can be transmitted through sexual contact, blood transfusion, and mother-to-child transmission. The more you know about how it’s transmitted, the better equipped you will be to protect yourself and your loved ones against this disease.

Conclusion

In conclusion, the data show that there are many risks associated with risky behaviors related to HIV and that education can effectively decrease infection rates. This is an area in which we should focus our efforts on further reducing new infections over time.

Ehomeworker

Teaching Plan With Epidemiological Rationale