Teaching Experience Assignment
In the previous assignment, we developed a teaching plan proposal which we intended to implement. The proposal was meant to create a teaching plan for the community on primary prevention and health promotion. The community and target aggregate of the program was the state of Arizona Community. This paper analysis provides an evaluation of the teaching experience undertaken. The teaching plan proposal involved a reliance on the background history of the problem at hand through an epidemiological rationale provided for the topic. In such a case, it involved the statistics aspects of the main strategies of primary prevention and health promotion strategies. Similarly, it involved a teaching plan criteria that included a nursing diagnosis and the readiness for the learning of the community members. Several strategies were also placed to evaluate the effectiveness of the teaching plan proposal.
- The epidemiological rationale for topic
Indeed, the teaching experience was one that was quite interesting. As much as we faced several challenges along the way, it was an eye-opening platform to the healthcare challenges we face as a society or community of Arizona state. Public health education is one of the tools for improving public knowledge aspects concerning their health issues. Our main topic focuses on primary prevention as well as health promotion. Based on the view of such a topic, it was meant to educate the public about the aspect of preventing the onset of diseases before their processes start to change into tricky health situations (La Torre et al. 2017). Likewise, the teaching plan also focused on examples of such community public health primary prevention strategies such as immunization and vaccination.
Enhancing public or community health implies that we need to engage in prevention and health promotion strategies as early as possible. The reason as to why the proposal development process focused on the need to address primary prevention and health promotion aspect is due to its importance on community health issues. Community people face serious health challenges, which can be avoided through primary prevention strategies as soon as possible.
The common and well-known and effective primary prevention strategy that the teaching plan implementation process focused on is immunization and vaccination. For a long time across different parts of the world, immunization and vaccination have been used as primary protection and health promotion strategies. The statistical figures of such strategies indeed are clear and strong evidence that they are indeed effective primary prevention strategies. The data mainly stored by the World Health Organization (WHO) shows us that, indeed, vaccination and immunization play an important role in promoting community health. The WHO data shows that approximately 2-3 million deaths are currently prevented by vaccination and immunization every year (La Torre et al. 2017). The world has been previously for many years, experiencing a high rate of deaths in children due to various illnesses. However, with the increased focus on immunization and vaccination, the rate of death has reduced significantly among the children. Statistical figures show that at least one billion children worldwide have been vaccinated over the past decade.
Despite such a massive or outstanding success, there is still a challenge since many young children have not been subject to primary prevention strategies. Approximately 19.7 million children have not been beneficiaries of the primary prevention strategy and hence did not access the immunization services nor vaccination (La Torre et al. 2017). As a result, such problems are the ones that have been contributing to high levels of illness, disability as well as deaths among children in our community. The disease focus of this teaching plan proposal was the Rubella. It is a common disease that impacts many children, although it tends to show its symptoms in the mild stage or mild form. However, it is very dangerous when it occurs a pregnant woman. According to medical experts, infection of Rubella to pregnant women, I may contribute to the death and demise of the fetus (Grant et al. 2017). The proposal’s target changed into focusing more on adults due to the COVID 19 pandemic as per the professor’s requirement.
Evaluation of the Teaching Plan
This section involves the evaluation of the teaching for which the plan was developed. The evaluation provides an insight into self-appraisal in relation to the teaching. First of all, the teaching process was one that was interesting and fascinating. For me, Rubella’s is one of the diseases affecting many children. However, it is a health condition which many people have not played much attention to its health implications. As a result, we can say that its health prevention strategies and health promotion have not been given the necessary attention. In my own experience based on the teaching plan, many health expert’s professionals and stakeholders have played more attention to the common health proles facing children while keeping the rubella problem under the radar of community health issues that require an immediate response. It seems it is an underlying condition that has penetrated in community health independently and without being recognized or given strong attention like other health conditions.
Addressing such a community health problem has several positive implications that are clearly seen through research and statistical analyst’s experts. Indeed, life expectancy, according to population data, shows that life expectancy has increased significantly. One of the key contributing factors is the increased rate at which primary prevention and health promotion strategies. Various healthcare sectors are implementing such strategies. Likewise, research studies show that immunization and vaccination have helped reduce the risk of death and increase the survival rate among public populations.
The evaluation aspect of Rubella prevention and health promotion also is based on the disease teaching plan criteria. The nursing diagnosis of the plan involved looking at the signs and symptoms of the disease in a child as well as a pregnant woman. There are several symptoms that the teaching process focused more on educating the community in Arizona. Such symptoms included experiencing headaches, stuffy or runny nose, inflamed eyes, tender lymph nose, a pink rash, and aching joints. Indeed, such a criterion was an effective one to be used. Similarly, there is also an aspect of looking for readiness for learning. The theories used in this case indeed aligned with the motive of encouraging the community to learn. Such theories explain the community’s reasons for learning. The goal development process was also an effective means. The theories used also align with the community’s behavioral trend for which the teaching program is meant for. The evaluation of the teaching experience was done by evaluating the results of the teaching experience. The results of the teaching experience can also be drawn from various concepts of the teaching experience. Indeed, it impacted many people in the community.
Community Response to the Teaching process
The evaluation of the teaching process is also founded on how the community or republic, in general, responded to the teaching process. In this case, the learning theory is the major tool used to explain the community’s response to the teaching experience. Experimental learning theory is a good example of a theory that explains the community’s response to the teaching experience. Many people indeed were eager to learn and be involved in this new teaching experience about their health and their kids’ health. Experience is the key factor behind people’s positive response to the teaching process. Based on the analysis of the teaching evaluation process, community members’ experiences go through pushing them at the edge of needing to learn something new that will change their lives. Likewise, they are willing to change their life as well.
The response of h people towards the teaching experience is also based on the public’s creativity. Creativity was key even during the creation of the teaching plan. Creativity was displayed through the target population majority of the people showing the aspect of understanding the connection existing between the issue of Rubella and primary prevention strategies. Many of them were eager to know more about the challenge being faced. Their positive response to the teaching experiences was displayed through their aspect of asking several burning questions to get clarification. Some even gave suggestions. The latter is a good indication that shows the teaching experience’s good response. Indicating the willingness to join other such teaching experiences positively responds from the community towards the teaching experience.
Areas of Strength and Improvement
The teaching plan and process indeed was a quite interesting experience. However, it was characterized by several challenges and benefits, which depicts its areas of strength and improvements. One of the main strengths of the teaching experience is based on the topic’s choice for which it will focus more on. The layout plan for primary prevention and health promotion is well detailed and well brought out on how, with a good example of Rubella, primary prevention and health promotion can be done. The teaching experience’s epidemiology is also intact and provides an in-depth historical and statistical aspect of the topic chosen. The nursing diagnosis criteria and the readiness of the teaching experiences lesson responded well to the teaching experience. Some may have gone through such an experience, which keeps them more aware. The proposal was designed in a way it could attract and retain the attention of the participants and establish a positive working relationship.
Another strength of the teaching experience proposal was linking the proposal to the HP2020 objective. Such an aspect provides the teaching plan with a mindset on how it will play a role in making the teaching experience contribute to global progress. With such an approach, it reduces health inequality and ensures that equality health services are according to everyone.
However, one of the areas that need improvement includes the development of behaviors and the domain. For the lower grade students, there is a need to also raise the teaching experience’s behavioral objective. The lower grade student may feel as being neglected and less valued in the teaching experience. Similarly, the aspect of goals and objective evaluation should also be reviewed and set for some of such goals to be reviewed after the teaching experience has ended to see whether they have impacted the community.
References
Grant, G. B., Reef, S. E., Patel, M., Knapp, J. K., & Dabbagh, A. (2017). Progress in Rubella and congenital rubella syndrome control and elimination—Worldwide, 2000–2016. MMWR. Morbidity and Mortality Weekly Report, 66(45), 1256.
La Torre, G., Saulle, R., Unim, B., Meggiolaro, A., Barbato, A., Mannocci, A., & Spadea, A. (2017). The effectiveness of measles-mumps-rubella (MMR) vaccination in preventing pediatric hospitalizations for targeted and untargeted infections: a retrospective cohort study. Human Vaccines & Immunotherapeutics, 13(8), 1879-1883.