Summary of Teaching Plan
The primary objective of the community teaching plan is to educate the high-risk population, men over 50 years, about the dangers associated with prostate cancer. The lesson is essential because prostate cancer is one of the leading forms of cancer among older men within the U.S. ( Johansen Taber et al., 2010 ). The teaching plan appraises the health challenges posed by prostate cancer. The lesson will be held at the Virtua Senior Living in New Jersey via Skype. The target population for the teaching plan are older adults aged 50 years and above who are at greater risk of being diagnosed with prostate cancer. The teaching plan will look to create awareness of male prostate cancer and help the high risk demographic understand the signs and symptoms of prostate cancer and encourage them to attend the regular screening to ensure early diagnosis and treatment.
Epidemiological Rationale
Prostate cancer is the most prevalent non-cutaneous cancer among men in the U.S. ( Silberstein & Parsons, 2010 ). The diagnosis of male prostate cancer is low because of low awareness among patients and low suspicion among men. There are several risk factors associated with prostate cancer; and they include diet, vasectomy, alcohol consumption, sexually transmitted diseases, smoking, ethnicity, insulin-like growth factors, family history, and obesity ( Perdana et al., 2016 ). Prostate cancer has an adverse impact on the quality of life of patients. The older adult population is growing substantially; consequently, it is imperative to raise awareness of prostate cancer to ensure older male adults can undergo early screening so that those with prostate cancer can start treatment early. Patients can also learn about prevention strategies that can reduce the diagnosis of clinically insignificant cancer which would mitigate the unnecessary adverse impact on sexual and urinary function ( Trottier, Lawrentschuk & Fleshner, 2010 ). The teaching plan will offer comprehensive knowledge of prostate cancer.
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Evaluation of Teaching Experience
The evaluation of the teaching experience evaluation will appraise the content presentation, instructional delivery and teaching strategy. The teacher presents the content via Skype because of the Covid-19 restrictions. This will allow older adults, at greater risk of suffering from complications associated with Covid-19, to attend the class online. The teacher employs an audiovisual learning approach that will engage students throughout the lesson. Engaging the learners will help them actively participate in the lesson. The teacher also offers a digital brochure that will help learners gain better a better understanding of prostate cancer among older male adults. The teacher incorporates creativity in the teaching plan, and this will help enhance the teaching experience for the learners. The approaches employed by the teacher will enhance teaching experience for older adults
Community Response to Teaching
The community will benefit from the teaching plan. The target audience, particularly older adults, will learn about the prevalence of prostate cancer among their demographic and the risk factors associated with the disease. The community will respond positively to the teaching because it engages them with ensures active participation. The learning theory to be employed in the teaching plan will help the target audience to gain a better understanding of the topic. The use of audiovisual will help the target audience to remain engaged during the lesson. The plan will help increase awareness of prostate cancer in the community.
Areas of Strengths and Areas of Improvement
One critical strength is, the teaching plan employs the constructivist learning theory withdraws on real-life experiences to construct knowledge. Additionally, the use of audiovisual will enable teachers to engage with the target audience, which will create a better learning experience. The teacher will allow the participants to ask questions and offer feedback to the different areas of learning. Presenting the lesson on Skype will allow the teacher to reach a bigger audience amid the prevailing circumstance caused by Covid-19. However, there areas of weaknesses that must be improved to enhance learning. The teacher can look to engage the students more by asking questions during the lesson, giving them small activities to perform and offering a short break during the lesson. This will help reduce boredom and keep students engaged. Another area of improvement is the lack of time and space because of the Covid-19 pandemic. To overcome this problem, the teacher can organize Skype of Zoom meetings which can hold large classes.
References
Johansen Taber, K. A., Morisy, L. R., Osbahr, A. J., & Dickinson, B. D. (2010). Male breast cancer: risk factors, diagnosis, and management. Oncology reports , 24 (5), 1115-1120.
Perdana, N. R., Mochtar, C. A., Umbas, R., & Hamid, A. R. (2016). The risk factors of prostate cancer and its prevention: a literature review. Acta Med Indones , 48 (3), 228-38.
Silberstein, J. L., & Parsons, J. K. (2010). Prostate cancer prevention: concepts and clinical recommendations. Prostate Cancer and Prostatic Diseases , 13 (4), 300-306.
Trottier, G., Lawrentschuk, N., & Fleshner, N. E. (2010). Prevention strategies in prostate cancer. Current Oncology , 17 (Suppl 2), S4.
