Community Teaching Work Plan Proposal

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster

2. Environmental Issues

3. Primary Prevention/Health Promotion

4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:


Estimated Time Teaching Will Last:

3-4 hours.

Location of Teaching:

Hialeah Hospital

Supplies, Material, Equipment Needed:

Posterboard, sticky post-it notes, notebooks, drinking water, pens, snacks (biscuits, candies, and soft drinks), projector, laptops, infrared pointers, and seats.

Estimated Cost:


Community and Target Aggregate:

The elderly aged 65 years and above


Primary prevention/Health promotion of Risk of Falls in the Elderly at their homes


Identification of Focus for Community Teaching (Topic Selection):

This community teaching aims to teach elderly persons the risk of falls and what they can do to avoid falls while at home to promote their general health. This topic was selected because there are high cases of elderly falls; approximately 60% of community-dwelling older adults in nursing homes fall every year. Many elderly persons do not understand why they frequently fall, which is one of the primary reasons this topic came to mind. The elderly have several risk factors for falls, including increasing age, cognitive impairment, sensory deficits, and medication use. Understanding these factors is essential in improving the health of the elderly by preventing them from frequent falls.

Moreover, the topic is essential in educating the elderly on why falls are dangerous, what increases their risks for falls, and how they can prevent falls. The older adults who fall can experience severe injuries like fractures of their hips and other bones, cuts, and head trauma, making it difficult for them to move around, preventing them from living independently (Sharif et al., 2018). In addition, in older adults, falls are the primary cause of brain damages, which can be life-threatening. Teaching the elderly that their risk for falls increases as they get older, having certain health conditions such as osteoporosis, Parkinson’s disease, drinking alcohol, multiple sclerosis, stroke, changes in blood pressure, difficulties walking, depression, bladder problems, Alzheimer’s disease, cancer of the bone, arthritis, hearing loss, vision loss, or irregular heartbeat. By knowing the risks that increase their likelihood of falls will enable them understand how to prevent falls. For example, the program will educate them on regular exercising, regular eye check, telling healthcare providers the medications they are taking, avoiding taking alcohol, wearing shoes with firm, flat, non-slip soles, adequately lighting their homes, keeping floors clear and safe, and fall-proofing their bathrooms.


Epidemiological Rationale for Topic (Statistics Related to Topic):

Falls in the elderly population are a significant public health issue worldwide. Every year, approximately one-third of the elderly aged 65 years and above encounter living within the community, and 60% of the elderly living in nursing homes at least one fall (Sharif et al., 2018). It has been reported that falls among the elderly are a leading cause of their fatal death and nonfatal injury. There is an increase in mortality rates due to falls in both genders and ethnic and racial groups. Falls account for approximately 70% of accidental deaths in people of 75 years and above.

Moreover, more than 90% of hip fractures arise due to falls, and most of these fractures befalling persons aged seventy years and above. It is recorded that a quarter of the elderly with hip fractures perish within six months of the fall. More than 147 million injury-associated emergency room visits in the United States are due to falls since 1992 (Ramasamy, 2019). Trauma due to falls is the fifth leading cause of mortality in elderly persons aged 65 years and above. Every year, an estimated 1800 falls causes deaths, and an estimate of 9,500 mortalities in older Americans are linked to falls. The elderly who have had encounters with falls and survived usually experience considerable morbidity, thus extended hospital stay.

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric before beginning the assignment to become familiar with the expectations for successful completion.

Nursing Diagnosis:

The rate of the elderly falls and what they encounter after falls is disturbing. As mentioned earlier, the common risk factors for falls are increasing age, i.e., 65 years and higher, impaired physical mobility, dizziness, disorientation, use of multiple medications, alcohol consumption, loss of vision, altered sensory perception, presence of diseases such as osteoporosis, Alzheimer’s disease, and dementia, urinary incontinence, lack of knowledge regarding environmental hazards caused by confusion, and inappropriate use of aids such as crutches, canes, wheelchairs, and walkers (Lipardo & Tsang, 2018). Unfortunately, signs and symptoms do not demonstrate the risks of falls nursing diagnosis since the problem has not occurred, and the nursing interventions are focused on preventing the elderly from falling. In this case, there is a need to educate the elderly in the community and nursing homes on falls prevention, and this teaching proposal focuses on teaching the elderly the things that increase their risks for falls and provide them with measures to take to prevent them from falling (Perry, Potter, & Ostendorf, 2019). For instance, the teaching proposal will teach the elderly the types of shoes they should wear, keeping their rooms/houses well lit, and instructing them how to ambulate at home using safety measures like handrails in the bathroom.



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

The elderly group’s experiential and emotional readiness is crucial for guaranteeing the success of the teaching program. Additionally, the group’s mental health is an indispensable factor to consider. This involves their capacity to process information, emotional state, the target group’s “way of knowing,” and their preceding learning and experience. Success in teaching programs is usually closely connected to the level of the target aggregates’ intellect. People with low levels of intelligence usually experience severe problems with mastery, which would be an essential factor to consider when teaching the elderly.



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



This program will use transformational learning theory to ensure the target aggregate understands the risks of falls and measures to prevent these falls. First, the elderly group will be provided with contrasting articles on the topic; risk for falls, and then they will be asked about their thoughts and understanding of the different components of the articles. This would help them question their understanding of their risks for falls and progress through the learning process. Additionally, the theory will be used by creating and maintaining space for possible communication, work together with the population and other healthcare providers, and incorporating reflection.


Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.


The program aims to improve the health, function, and quality of life of the elderly by increasing the number of the elderly population informed on the primary set of clinical preventive services. The objective number for this is OA-2, and its rationale is for prevention of falls.



How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The Healthypeople2020 objective for preventing falls in the elderly relates to “Alma Ata’s Health for All Global Initiatives” by focusing on improving the health, function, and quality of life of this group through involving them in the program. Alma Ata demonstrates the need for urgent action by all health workers and the global community to protect and promote the health of everybody in the world, and this is what the objective is aiming at.


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 explaining 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 food names on the poster and discussing what food group still needs to be eaten throughout day.

1. Participants will explain what is meant by an elderly population and the age that is considered a person is elderly.




1. The elderly populace is described as people who are 65 years old and above.

Any person who is 65 years and above falls in the elderly populace.

1. A poster presentation of the definition of the elderly population and the age group of the elderly.
2. Participants will mention the factors that they think increases their risks for falls




2. The risk factors for falls are increasing age, particularly 65 years and above, use of medications, urinary incontinence, loss of vision, loss of hearing, loss of muscle strength, alcohol use, illnesses such as Alzheimer’s disease, osteoporosis, and dementia, disorientation, lack of knowledge of environmental hazards due to confusion, and inappropriate use of aids. 2. A poster with the risk factors for falls will be displayed so that all the participants can confirm if they had any idea.
3. Participants will mention one of the incidents they have fallen and what they think was the cause of them falling.





3. Many older adults encounter falls while in hospitals, at home, and this is usually triggered by the factors mentioned above. 3. The participants will be in pairs and tell each other their encounters, and later each one will tell the entire team their encounters.
4. The participants will express the approaches to use to prevent the high rates of falls. The participants will also create a transformation change plan for improving the health, functionality, and quality of life of the elderly.



4. Falls can be prevented by identifying the factors increasing the risk for falls, evaluating the participant’s environment for risk factors, using assistive devices properly, and participants to properly light their rooms. 4. Participants will watch a video demonstrating how the assistive devices should be appropriately used, after which it will be demonstrated to them how they need to use the assistive devices. They will also be taught how to remove all the risk factors for falls in their surrounding.



Creativity: How was creativity applied in the teaching methods/strategies?


It was applied by selecting for the participants the interactive approaches.



Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

1. I will evaluate the accuracy of the definition of the elderly population and the age group the participants provided.



2. I will evaluate the participant’s ability to mention the risk factors for falls.




3. I will evaluate the participant’s familiarity with the instances they fell and what caused it.


4. I will evaluate the participant’s plan for change to promote their health, functionality, and quality of life.




Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.


I will assess the overall effectiveness of the teaching plan straightaway after the teaching by assessing the degree to which the participants comprehended the fall prevention strategies.


Planned Evaluation of Lesson and Teacher (Process Evaluation):


During the seminar, the instructor will ask questions to ascertain the participants’ degree of comprehension.

Barriers: What are potential barriers that may arise during teaching, and how will those be handled?


The possible barriers that might arise include occasionally losing focus and lack of motivation, which will be addressed by actively engaging them and developing a respectful and meaningful relationship with them.



Therapeutic Communication

4.2 Communicate therapeutically with patients.


How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?


The seminar will begin by capturing the participants’ attention by playing them a video about falls, asking them questions at the end of the video to demonstrate active listening. I will close by requesting the participants to embrace the preventive measures. I will use facial expressions, gestures, and body movements as non-verbal cues.


Lipardo, D. S., & Tsang, W. W. (2018). Falls prevention through physical and cognitive training

(falls PACT) in older adults with mild cognitive impairment: a randomized controlled trial protocol. BMC geriatrics18(1), 1-12.

Perry, A. G., Potter, P. A., & Ostendorf, W. (2019). Nursing Interventions & Clinical Skills E-

Book. Elsevier Health Sciences.

Ramasamy, K. (2019). Educational Training on Falls Intervention for Elderly Patients in Acute

Care Settings.

Sharif, S. I., Al-Harbi, A. B., Al-Shihabi, A. M., Al-Daour, D. S., & Sharif, R. S. (2018). Falls in

the elderly: assessment of prevalence and risk factors. Pharmacy Practice (Granada)16(3).

© 2019. Grand Canyon University. All Rights Reserved.



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