Summary of the teaching plan
The community teaching emphasized prevention and health promotion of HIV that took place in Town Hall targeting community members from the suburbs, with an estimate of 50 people who attended. The teaching lasted for forty minutes. The teacher who was in charge of teaching the public on prevention and health promotion of HIV was Stanley Coleman ARNP. The teaching involved the use of posters, laptop, projectors, display screen, public address system and the sound equipment. The budget estimate of the community teaching was estimated to cost $ 200.
Epidemiological Rationale for Topic
According to AmfAR (2017), there are approximately 1.1 million people infected with HIV in the US, and nearly 1 in every seven people is unaware that they are infected. Additionally, there were about 38,739 new HIV diagnoses in 2017 and with such rate; it is worrying that the rate of HIV infections is still high, even in a developed nation like the United States. The research also shows that 66% of new infections are mainly gay. The most affected group is African American and Hispanic. Stigma and discrimination have become one of the leading experienced by people seeking testing and treatment and has had an impact on new infections. HIV has killed more than half a million people by 2017 had died of HIV related illness in the United States. HIV is one of the killer diseases that need to be tackled by educating the society on its dangers and ways to control its spread (Goodreau et al., 2017).
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Evaluation of teaching Experience
The success of the teaching was evaluated by engaging the audience to establish if they understood the topic. Cognitive domain was applied where the audience named ways in which HIV is transmitted. The teacher expected the audience to state various means of transmission, such as having unprotected sex. Blood transfusion is also one of the ways that a person can be infected. This happens when infected blood is transfused to an uninfected person. Sharing of contaminated sharp objects such as razor blades and needles can also lead to transmission of HIV.
The behavioral domain was also applied to evaluate the teaching experience. This involves asking the audience to name how they can protect themselves from getting infected. The speaker expected the audience to show their understanding by highlighting various methods, such as using condoms during sexual intercourse, which is the most common protection method. People should also stick to one partner to prevent the spread of HIV/AIDS. Proper screening of blood before transfusion is also one of the vital methods used to avoid HIV transmission to an uninfected person. The evaluation of the lesson was carried out by seeing how the audience responds to questions and commending about the various issues concerning HIV/AIDS. The speaker identified that the audience was following and understanding the topic if they met effectively and contributes towards the success of the problem.
The effectiveness of the teacher was measured on how the audience concentrated and participated in various activities. This includes contributing to the topic and willingness of the audience to learn. The desire to learn includes maintaining eye contact, asking questions and seeking clarification where necessary. The effectiveness of the speaker was also evaluated by checking the audience taking notes for future references; this was made successful if the audience came with notebooks and pens to write notes. The teacher also evaluated the audience by checking if they were paying attention and contributing to the subject. The teaching experience was enhanced by the use of interactive posters which showed and described how HIV could be transmitted.
The video presentation was also utilized to show experts explaining how people get infected with HIV and showed experts talking about prevention methods and embracing healthy lifestyles. The use of interactive media was vital in enhancing the learning experience. Collection of the feedback from the audience also helped in the evaluation of the teaching experience. This included filling questionnaires to collect the opinion of the audience concerning the learning experience. The use of open-ended questionnaires was vital to establish if the audience understood the topic. Interviews were also used to verify if the audience understood the subject and to identify areas that needed improvement. The teaching experience was evaluated by getting feedback from other experts in the health sector who were in the hall. The peer observations were used to evaluate the teacher and give an unbiased opinion concerning the subject. Inspection by the senior colleagues in the same field was also crucial in providing the opinion concerning the teaching experience of the issue. The audience also provided feedback and respond effectively to various questions.
Community Response to teaching
The community response to the learning was vital in evaluating if they understood the topic and would be able to follow what they have been taught. The response was closely monitored to ensure that the teaching was successful. The response of the community to teaching was evaluated by asking questions during the presentations and at the end. The community was asked to write the answers on various issues that were asked and analyzed to determine if they understood the topic. The number of people who got the correct answers to the questions was recorded. The questions were: What are the three ways that HIV can be transmitted, and three ways to prevent HIV. Out of 50 participants, 40 people got all the answers correctly. This means that 90% of the participants got the correct answers, and only 10% did not understand the topic well. This shows that most of the community members will walk out of the presentation, having followed the topic. This indicated that the topic was a success because most of those who did not get all the questions correctly, only failed a few items, but they understood the main areas.
It was evident from the response of the community that they were interested in learning more about HIV prevention and the promotion of healthy living. This was seen by the answers that were submitted by the audience. Most of the community speakers were happy and appreciated the teacher on the initiatives that were put in place to ensure that people understood how HIV/AIDS are transmitted and how to prevent new infections. The community representative appreciated those who were involved in planning and organizing for the teaching in the town hall. They all agreed that they learned a lot from the learning and got the correct answers that they were seeking concerning the disease. Areas of strength in the presentation were the fact stated at the beginning of the presentation, use of questions to evaluate the community's response to the teaching and to gauge their level of understanding of HIV/AIDS. The community responses were used to see if they understood the topic and help to improve on some areas. It was clear from their responses that using multiple teaching techniques such as videos and posters were effective. This is because video creates a lasting memory on a certain topic. The vote of thanks from the community leader showed that they were elated with the teachings and were eager for more community teaching concerning various diseases.
Areas of Strengths and Areas of Improvement
The community education work plan outlined the underlying architecture for conducting educational program and imparting knowledge to the suburb community regarding transmission and prevention of HIV/AIDS. The population was enlightened on the dangers of unprotected sex with an infected partner, sharing sharp objects with partners, and having multiple partners. The willingness of the community to participate in learning transmission and how to protect themselves from HIV/AIDS is itself strength. The knowledge gained from the education program will help the audience to protect themselves from HIV and take action to live a healthy life. Those who have been infected would be able to take actions that would enable them to live long by taking antiretroviral medicine that would enable them to live long, and also change their lifestyle.
The other area of strength is the commitment of the audience to take action of being tested and educate other people on the dangers of unprotected sex, and how to prevent HIV infections. There are various areas of improvement that were identified with this education program. There are few programs of such nature implemented to help the community to learn more on prevention and health promotion on HIV. It was also identified that the educational curriculum does not involve learning on HIV, which needs to be implemented to educate the youth on the dangers of the disease, and how it is transmitted.
Conclusion
The general purpose of the teaching plan was to address the issue of prevention and health promotion of HIV. It is a subject that requires much attention from different groups such as the Federal government, nurses, community leaders and all stakeholders involved in the prevention of HIV/AIDS. Engaging the whole community will benefit from such education and encourage healthy living in the society.
References
amfAR. (2017). “Statistics: United States” https://www.amfar.org/about-hiv-and-aids/facts-and-stats/statistics--united-states/
Goodreau, S. M., Rosenberg, E. S., Jenness, S. M., Luisi, N., Stansfield, S. E., Millett, G. A., & Sullivan, P. S. (2017). Sources of racial disparities in HIV prevalence in men who have sex with men in Atlanta, GA, USA: a modelling study. The Lancet HIV , 4 (7), e311-e320.
WHO. (2019). “ WHO called to return to the Declaration of Alma-Ata” https://www.who.int/social_determinants/tools/multimedia/alma_ata/en/
