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:

30 minutes

Location of Teaching:

Parkside Skilled Nursing Facility

Supplies, Material, Equipment Needed:

Computer (owned by teacher), screen to project PowerPoint presentation on (facility provided)

Estimated Cost:


Community and Target Aggregate:

geriatric/older adults with mental illness


Primary Prevention of Mental Health Problems in Older Adults

Identification of Focus for Community Teaching (Topic Selection):

The world’s population is aging quickly, and the estimated increase of older adults is that it will double between 2015-and 2050 (World Health Organization [WHO], 2017).

Epidemiological Rationale for Topic (Statistics Related to Topic):

Older adults are susceptible to mental health problems due to various risks factors, including early adverse life experiences such as trauma, history of abuse, and encounters with violent events like wars. Also, incidents related to chronic medical conditions, feelings of loneliness, and behaviors such as alcoholism increase their susceptibility to mental health conditions. The statistics regarding the prevalence of mental illnesses is are disturbing:

  • About 50 million Americans (19.86% of adults) experienced mental illnesses in 2019 before the COVID-19 pandemic (Mental Health America, 2021).
  • About 4.5% of adults reported having serious thoughts of suicide in 2021, representing an increase of approximately 660000 people from the 2020 dataset.
  • More than 50% of Americans will encounter mental illnesses or disorders at some point in their lifetime (Centers for Disease Control and Prevention, 2021).
  • Approximately 1 in 5 Americans experiences a mental illness every year.

Teaching Plan Criteria

Nursing Diagnosis:

People grappling with mental disorders or illnesses exhibit visible signs and symptoms of the underlying mental conditions (Clark et al., 2017). However, it is essential to understand mental illnesses in all their complexity by discovering their causal and contributing forces. Therefore, it is vital to consider various thresholds for diagnosing mental disorders, including emotional fluctuations, behavior such as agitation or retardation, cognitive aspects like concentration difficulties, and physical signs like disrupted sleep (insomnia).

Readiness for Learning:

It is essential to consider the target aggregate’s readiness for learning by examining their emotional and experiential preparedness. In this sense, emotional readiness would encompass various factors, including positive feelings about the topic, intrinsic motivation to participate in the learning initiative, willingness to adhere to learning schedules, and the ability to interact and communicate individual perspectives of mental illnesses. On the other hand, experiential readiness entails asking appropriate questions, willingness and ability to provide suggestions and opinions, motivation for retaining content and verbalizing understanding, and participants’ locus of control.

Learning Theory to Be Utilized:

While educating people with mental illnesses poses a challenge to educators, it is essential to embrace effective learning and teaching approach that resonates with participants’ needs, goals, and capabilities. In this community teaching plan, I will apply the teach-back method, which entails checking to understand by asking participants to state in their own words what they need to know and do about their health. According to Talevski et al. (2020), this strategy involves asking patients to explain takeaways from educators by reflecting on the learning experience. In this sense, the approach enables educators to clarify issues and impact patients’ understanding of the topic of concern. Eventually, it enhances content retention and health literacy and improves knowledge of self-care abilities.


Healthy People 2020 objectives resonate with the need to improve mental health by addressing mental illnesses’ risk factors and effects. For instance, the first objective is to reduce the suicide rate by achieving the target of 10.2 suicides per 100000 population (Healthy People 2020, n.d). Another goal entails increasing the proportion of adults aged 18 years and older with serious mental illness (SMI) who receive treatment, where the target for this objective is 72.3%. Finally, Healthy People 2020 aims at increasing the proportion of persons with co-occurring substance abuse and mental disorders who receive treatment for both diseases. These objectives prompt relevant health agencies and organizations to emphasize evidence-based practices for improving mental health and addressing the disproportionate effects of mental health conditions.

Notably, my community teaching plan is consistent with Healthy People 2020 objectives for improving mental health among older adults because it emphasizes the rationale of understanding self-care approaches, promoting individual’s ability to seek help and identify root causes of mental illnesses, and enabling participants to comprehend stress management approaches, including meditation, yoga, social interactions, and engaging in physical activities.

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

Healthy People 2020’s objective of improving Americans’ mental health relates to Alma Ata’s health for all global initiatives. According to Rifkin (2018), the Alma-Ata Declaration on primary health care required states to emphasize primary care as a national policy. Also, the declaration intensified the need to identify and address gross inequalities in the health status of people, especially populations in developing regions and underserved communities. Finally, the Alma-Ata Declaration encourages healthcare professionals to educate communities about the prevailing health problems and the appropriate approaches for preventing and controlling them. As a result, implementing the provision of the Alma-Ata Declaration can guarantee care quality and outcome improvements.

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

1. The participants will fill out stress questionnaires. 1. Stress assessment questions will contain concise questions that would allow participants to document their perceptions, knowledge, and history of mental illnesses and disorders. 1. The stress test will contain numbered questions that will enable participants to indicate how often they experience symptoms of mental illnesses. The numbered categories for stress tests are never or seldom (1), sometimes (2), usually (3), and always (4).
2. Participants will verbalize understanding of causal and contributing factors for mental disorders. 2. I will provide participants with slides and pamphlets on various causes of mental illnesses or disorders. Further, I will communicate these causes with them to improve their awareness and knowledge. 2. The slides and pamphlets will be interactive and highly visual. They will document the causes of mental illnesses in three categories: genetic, environmental, and behavioral causes. These categories will enable participants to link personal cases with the potential risks factors.
3. Participants will participate in a group of three to five to briefly discuss situations that make them experience mental illnesses.

3. As the educator, I will form groups of three to five members to encourage social interactions and motivate individuals to communicate their perspectives.

3. Groups will be brief where every member will write down various situations that result in mental health disorders. We shall compile these situations to form sub-themes for the other learning process.


Participants will reflect on the ideal strategies for stress management by answering questions.

4. I will ask random questions and avail opportunities for participants to reflect on the learned content. Wrong answers will form the basis of the teach-back approach.

4. Asking random questions is a profound strategy for evaluating the levels of content retention among participants. In this sense, I will ask members to answer questions based on the learned content and their perspectives regarding mental health illnesses and potential approaches for addressing them.


Creativity was evident when developing various elements of this teaching plan. Firstly, it was vital to create creative PowerPoints, pamphlets, and posters to attract participants’ attention. Secondly, creativity is a prerequisite for conceptualizing scenarios such as guided imagery and developing reflective questions to test participants’ knowledge acquisition and retention capabilities.

Planned Evaluation of Objectives (Outcome Evaluation):

  1. I will evaluate an individual’s ability to complete the stress and depression test by providing numbered questions and consolidating answers to sub-themes.
  1. I will evaluate the learner’s ability to comprehend causative and contributing factors for mental health conditions by asking random questions and asking participants to verbalize their understanding of these concepts.
  1. I will evaluate an individual’s ability to comprehend stress management interventions by providing blank booklets where everyone will write down answers.
  1. I will evaluate individuals’ social skills by grouping them into groups of three to five members, where they will interact and share information regarding mental health. They will exchange notes and share knowledge regarding effective strategies for managing mental health conditions.

Planned Evaluation of Goal:

I will collaborate with other educators and participants in implementing formative and summative evaluations. I will provide opportunities for participants to provide feedback, suggestions, and opinions regarding the program before the concluding session. I will use suggestions and feedback to determine areas for future improvements, develop a plan for follow-up activities, and decide the project’s trajectories.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Progress-focused evaluations and monitoring activities would be essential in assessing the lesson’s effectiveness in improving participants’ knowledge of mental health concepts. I will collaborate with other educators to identify underlying perceptions and opinions that reflect the level of satisfaction with the lesson. Also, I will review the teaching plan to identify areas of improvement and enhance the lesson’s effectiveness in improving participants’ self-care interventions.


Often, educating older adults with mental illnesses poses a challenge to educators due to the prevailing barriers, including failure to respond to the screening test, inability to adhere to class schedule, mood inconsistencies, and difficulties to elicit behavioral change in people with mental illnesses (Hempler et al., 2018). It is possible to address these barriers by embracing effective communication models, reserving participants’ right to decide ideal schedules, and encouraging active listening skills to understand their perspectives and needs. Also, it is essential to coordinate care and review inclusion criteria to recruit appropriate participants for the learning sessions.

Therapeutic Communication

4.2 Communicate therapeutically with patients.

Therapeutic communication entails fostering relationships and participants’ dignity by using the correct communication channels that respect opinion diversity and encourage active listening techniques (Sharma & Gupta, 2021). While this communication strategy aims at improving patients’ wellness, I will apply it by using intuitive posters and statistics to introduce the topic. Also, I will exhibit active listening skills by allowing participants to provide suggestions and opinions regarding learning sessions. I will apply various non-verbal communication techniques, including clapping for participants, appropriate facial expressions, and maintaining attentiveness to patients’ needs. Finally, I will conclude the topic by requiring participants to conceptualize guided imagery of stress-free situations. This strategy will enable them to manage stress and encourage positive perceptions.


Centers for Disease Control and Prevention. (2021, June 28). Learn about mental

Clark, L. A., Cuthbert, B., Lewis-Fernández, R., Narrow, W. E., & Reed, G. M. (2017). Three approaches to understanding and classifying mental disorders: ICD-11, DSM-5, and the National Institute of Mental Health’s Research Domain Criteria (RDoC). Psychological Science in the Public Interest, 18(2), 72–145.

Healthy People 2020. (n.d.). Mental health and mental disorders.

Hempler, N. F., Pals, R. A. S., Pedersbæk, L., & DeCosta, P. (2018). Barriers and facilitators of effective health education targeting people with mental illness: a theory-based ethnographic study. BMC Psychiatry, 18(1).

Mental Health America. (2021). The state of mental health in America.

Rifkin, S. B. (2018). Alma Ata after 40 years: Primary Health Care and Health for All—from consensus to complexity. BMJ Global Health, 3(Suppl 3), e001188.

Sharma, N., & Gupta, V. (2021). Therapeutic Communication. StatPearls.

Talevski, J., Wong Shee, A., Rasmussen, B., Kemp, G., & Beauchamp, A. (2020). Teach-back: A systematic review of implementation and impacts. PLOS ONE, 15(4), e0231350.

World Health Organization. (2017, December 12). The mental health of older adults. World Health Organization. Retrieved April 3, 2022, from

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