NRS-425 Health Promotion and Population Health

Benchmark – Community Teaching Project: Part 3 – Teaching Plan Development

1. Assessment Overview

Course: NRS-425 Health Promotion and Population Health (RN–BSN)
Assessment type: Individual benchmark assignment using a structured teaching plan template (indirect care experience hours)
Sequence: Part 3 of the Community Teaching Project (Topic 2), building on Part 1: Community Health and Social Determinants of Health Analysis and Part 2: Community Assessment
Length: Completed teaching plan template, approximately three to four pages of structured content, equivalent to 750 to 1,000 words
Weighting: Major graded assessment tied to indirect care hours and program outcomes; remediation required if the minimum benchmark score is not met

This assignment develops the student’s ability to design an evidence-informed and culturally responsive community health teaching session that addresses a prioritised public health issue for a defined population group.

2. Task Context

Students must use the same public health issue, target population, and community site selected in the Topic 1 and Topic 2 Community Teaching Project assignments. Examples include child abuse awareness for parents of school-age children, STI prevention for young adults in a shelter program, or diabetes risk reduction in a defined neighbourhood.

Part 3 requires translation of earlier analysis of health status, social determinants, and community assets into a concrete teaching plan that could realistically be implemented as an indirect care activity at the selected site.

3. Task Description

3.1 Template Use

Download and complete the official NRS-425 Community Teaching Project Part 3 Teaching Plan template provided in the learning management system. Section headings must not be altered and rows must not be deleted. Additional rows may be added only where permitted by the template.

3.2 Required Template Sections and Guidance

A. Community and Teaching Context

1. Community site and population:
   Briefly restate the community site, such as a school, faith-based organisation, shelter, or community centre, and describe the target population using de-identified terms including age range and relevant characteristics.

2. Public health issue:
   Identify the specific public health issue being addressed and briefly justify its priority status based on findings from Part 1 and Part 2, using a concise data summary.

3. Setting and format:
   Describe the planned teaching format, such as a 45-minute group session, brief one-to-one encounters, or a small-group workshop, and state the anticipated number of participants.

B. Teaching Topic, Objectives, and Alignment

1. Overall session goal:
   Write one clear overall goal describing what the teaching session aims to achieve for the community group.

2. SMART learning objectives:
   Develop three to five SMART objectives that specify what participants will know, feel, or be able to do by the end of the teaching session.

3. Alignment with public health priorities:
   Indicate how the session goal and objectives align with relevant Healthy People targets or national or regional health promotion priorities.

C. Content Outline

Using the template table, list the key content points in logical sequence. For each objective, include two to four essential content items, such as:

• Definition and scope of the public health issue

• Key risk and protective factors relevant to the community

• Early warning signs or indicators

• Simple, actionable prevention or risk-reduction behaviours

• When and how to seek help, including local resources

Content must be accurate, age-appropriate, culturally relevant, and presented in clear, non-technical language.

D. Teaching Strategies and Learner Engagement

For each content area, specify teaching and learning strategies such as:

• Brief illustrated presentations or flip-chart discussions

• Case examples or scenarios tailored to the community context

• Small-group discussion questions

• Demonstration and return demonstration of practical skills

• Role-play, storytelling, or culturally familiar analogies

• Printed handouts matched to language and literacy levels

Indicate time allocation for each activity and explain how participation will be encouraged through respectful facilitation and inclusive discussion techniques.

E. Materials and Resources

1. Teaching aids:
   List physical and digital resources required, such as a laptop, projector, posters, models, handouts, or screening tools.

2. Community resources and referrals:
   Identify relevant local services and supports, including clinics, hotlines, support groups, or mandated reporting contacts, ensuring accuracy for the site’s location.

F. Cultural and Ethical Considerations

1. Cultural humility and inclusivity:
   Explain how language, examples, and interactions will be adapted to respect cultural beliefs, literacy levels, and community norms, and how openness to participant feedback will be maintained.

2. Ethical and safety principles:
   Identify at least two applicable ethical principles and explain how participant safety, privacy, and dignity will be protected, particularly when sensitive topics are discussed.

G. Evaluation Plan

1. Immediate evaluation:
   Describe methods for assessing whether learning objectives were met, such as brief pre- and post-questions, teach-back, or completion of a short checklist.

2. Follow-up or process indicators:
   Where feasible, describe how uptake or impact might be monitored over time, such as tracking referrals or attendance.

4. Assignment Requirements and Formatting

• Use the official NRS-425 Teaching Plan template without altering its structure

• Include three to five current and credible sources published between 2018 and 2026

• Cite sources within the template and provide a complete APA 7 reference list

• This assignment contributes to required indirect care experience hours

• Academic integrity standards apply and original work is required

5. Marking Rubric (100 Marks)

5.1 Teaching Plan Design and Alignment (60 Marks)

Relevance to Community and Issue (15 marks)
High distinction: Teaching plan closely aligned with the specific community, public health issue, and prior project findings
Pass: General alignment evident but some elements lack precision
Fail: Plan is generic or disconnected from the defined population

Objectives, Content, and Strategies (25 marks)
High distinction: SMART objectives, accurate and sequenced content, realistic and engaging strategies
Pass: Objectives appropriate but not fully measurable, limited strategy variety
Fail: Vague objectives and disorganised or inaccurate content

Cultural, Ethical, and Safety Considerations (20 marks)
High distinction: Clear cultural humility, ethical reasoning, and safety planning
Pass: Cultural and ethical considerations noted but underdeveloped
Fail: Minimal attention to cultural or ethical issues

5.2 Evaluation, Evidence, and Academic Writing (40 Marks)

Evaluation Plan (15 marks)
High distinction: Clear, feasible evaluation and follow-up indicators
Pass: Basic evaluation methods described
Fail: Evaluation vague or missing

Use of Evidence and APA Format (15 marks)
High distinction: Integrates multiple current, credible sources with correct APA formatting
Pass: Evidence present but uneven or with APA errors
Fail: Insufficient or poor-quality sources

Clarity and Completeness of Template (10 marks)
High distinction: All sections complete and clearly written
Pass: Minor omissions or clarity issues
Fail: Multiple incomplete or unclear sections

6. Your Study Bay

A community teaching session on child abuse awareness for parents at a neighbourhood centre focuses on practical recognition of early warning signs, safe responses to child disclosure, and clear guidance on when and how to report concerns. Participants engage with realistic scenarios demonstrating how stress, isolation, and substance use increase risk, while social support and timely intervention reduce harm. A short post-session checklist confirms that most participants can correctly identify local resources and describe one concrete protective action they would take if they suspected a child was at risk (Campbell et al., 2019).

Community teaching plans that are grounded in behaviour change theory and reinforced through active participation are more likely to produce meaningful knowledge retention and short-term behaviour modification. Structured sessions that combine clear health messaging with opportunities for discussion and skill rehearsal help participants translate abstract information into practical actions within their own environments. Evidence suggests that community-based education delivered through trusted local sites improves engagement and perceived relevance, particularly when facilitators adapt content to local norms and lived experiences (Glanz et al., 2021).

8. Learning Resources

Campbell, K. A., Thomas, A. M., Cook, L. J. and Keenan, H. T. (2019). Screening for child abuse and neglect in the emergency department. Pediatrics, 144(2), e20183270.

World Health Organization (2020). Guidelines for the health sector response to child maltreatment. Geneva: WHO.

Centers for Disease Control and Prevention (2021). Preventing child abuse and neglect: A technical package for policy, norm, and programmatic activities. Atlanta: CDC.

National Academies of Sciences, Engineering, and Medicine (2019). A roadmap to reducing child poverty. Washington, DC: National Academies Press.

Glanz, K., Rimer, B. K. and Viswanath, K. (2021). Health behavior: Theory, research, and practice (6th ed.). San Francisco: Jossey-Bass.

Nutbeam, D. and Lloyd, J. E. (2021). Understanding and responding to health literacy as a social determinant of health. Annual Review of Public Health, 42, 159–173.