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1. Community Teaching Plan for Teaching Experience: Prevention of
Adolescent Risky .
Community Teaching Plan for Teaching Experience: Prevention of Adolescent Risky
. Community Teaching Plan for Teaching Experience: Prevention of Adolescent Risky
BehaviorAdolescence is a developmental period that is filled with discovery and rebellious
behavior. It is during this period in life that adolescents discover their bodies and develop
their individual identities. Even though parents and other figures of authority play their
part in guiding the adolescents through this period, they often rebel against this authority in
a bid to establish their independence. But this only often leads to problems for the
adolescents. Community Teaching Plan for Teaching Experience: Prevention of Adolescent
Risky .ORDER A PLAGIARISM-FREE PAPER HEREAt this stage in life, they begin to
experiment with a lot of things and fall victim to peer pressure. Unfortunately, when they
find that they cannot cope with their peers (socioeconomically or otherwise), they end up in
dangerous situations such as falling into depression and having suicidal ideation. They will
suffer from social problems such as substance abuse, early pregnancies, and delinquency.
However, all this can be prevented to some extent by giving the adolescents adequate
attention and moral support. According to the Office of Disease Prevention and Health
Promotion, adolescents are young people between the ages of 10 and 17 years. They suffer
from social and health problems that include mental disorders, homicide, sexually
transmitted infections, and academic problems (Healthy People 2020, 2016).Community
Teaching Plan for Teaching Experience: Prevention of Adolescent Risky . Despite the above
problems, healthy transition through the adolescent stage can still be achieved with proper
attention to adolescent health. This paper presents a community teaching plan used for
teaching adolescents with the aim of preventing the occurrence of the above problems. It
summarises the teaching plan, looks at the epidemiological rationale for choosing the topic,
evaluates the teaching experience, assesses the community response to the teaching effort,
and notes the areas of strength and those that require improvement.Community Teaching
Plan for Teaching Experience: Prevention of Adolescent Risky .A Summary of the Teaching
PlanThe topic of the teaching plan is primary prevention/ health promotion and the target
demographic of the teaching plan in the community is adolescents (i.e. promoting
adolescent health by decreasing or preventing risky behaviors). Because of the social
restrictions placed as a result of the Covid-19 pandemic, only one adolescent who is a
neighbor was taught. The educational materials used were printed materials which

2. included posters.Community Teaching Plan for Teaching Experience: Prevention of
Adolescent Risky . As a nursing professional, before tackling a community health problem it
is imperative that a proper nursing diagnosis is made. This nursing diagnosis becomes more
beneficial and easy to address if it is put in the NANDA International (NANDA-I) form. In
this case, the NANDA-I nursing diagnosis was Risk for suffering health and social conditions
such as mental disorders and early pregnancies as evidenced by risky behaviors like
unprotected sex and substance abuse (NANDA-I, n.d.).Community Teaching Plan for
Teaching Experience: Prevention of Adolescent Risky .The two main goals of the teaching
plan that are in congruence with the Healthy People 2020 (HP2020) goals were:(AH-2) To
raise the numbers of adolescents who engage in extracurricular activities both when in
educational institutions and at home. This goal is based on the fact that some of these
activities such as sports help positively divert the attention and energies of the adolescents
away from negative and risky behaviors such as drug use. They also improve their overall
heath such that they can then achieve better scores at school and have a positive view of
themselves or high self-esteem (U.S. Department of Health and Human Services,
2020b).Community Teaching Plan for Teaching Experience: Prevention of Adolescent Risky
.(AH-3.1) To help in realising the dream of having many more adolescents under the
guidance of figures of authority such as a parent or a professional caregiver. This is a person
that they can share with their challenges, fears, and problems that they are having (U.S.
Department of Health and Human Services, 2020a).The above HP2020 objectives were
pertinent and related very well to Alma Ata’s Health for All Global Initiatives. The Alma Ata
Declaration was about equality in access to primary health care, which is the most basic
healthcare that a person (including adolescents) can access easily and at an affordable cost
(WHO, n.d.).Community Teaching Plan for Teaching Experience: Prevention of Adolescent
Risky .The teaching of the adolescent enabled the assessment of the three main domains of
learning, namely the cognitive domain, the affective domain, and the psychomotor domain.
On the cognitive domain level, for instance, the adolescent was asked to name some healthy
foods taught to her during the presentation. These were taught to her by way of an
interactive poster that presented the Food Pyramid. The other example is on the affective
domain where the adolescent was asked to identify positive behaviors she would like to
adopt. She was also asked to decide if she would adopt positive behaviors. For these, part of
the instruction involved providing her with a list of positive behaviors from which she was
required to choose.Community Teaching Plan for Teaching Experience: Prevention of
Adolescent Risky .The Epidemiological Rationale for the TopicThere is undisputedly high
prevalence of the health and social problems mentioned earlier among the adolescent
demographic. Depression and suicidality (mental health disorders), substance abuse, early
pregnancies, sexually transmitted infections (including the human immuno-deficiency virus
or HIV), and homicide are all highly prevalent among adolescents. As a matter of fact, the
epidemiological data on adolescent afflictions due to risky behavior is grim and calls for
preventive action. According to the National Institute of Mental Health (2019), in 2017 a
figure of 13.3% of adolescents in the United States aged between 12 and 17 years suffered
at least one major depressive episode. This figure represented 3.2 million adolescents. The
prevalence was higher among females than males at 20% compared to 6.8% and being

3. multi-racial appeared to be an added risk factor (National Institute of Mental Health, 2019).
On substance abuse, the U.S. Department of Health and Human Services (2019) reports that
in 2017 a figure of 30% of high school students in grades 9-12 admitted taking alcohol in
the last one month before the survey. In the same survey, 36% of high school students in the
same grades admitted to having smoked marijuana one or more times in their
lifetime.Community Teaching Plan for Teaching Experience: Prevention of Adolescent Risky
.The figures assume even greater epidemic proportions when you consider sexually
transmitted infections (STIs) among adolescents. The incidence of STIs is generally on the
rise in the United States, but the peak is more pronounced among adolescents. They are just
25% of the population but account for about half of all the new STI infections every year. In
hard figure terms, there are 20 million STI infections in the United States every year. Half of
these patients are adolescents. As a matter of fact, 25% of all sexually active adolescent
females have been diagnosed with an STI. This includes the human papillomavirus or HPV
which is responsible for cervical cancer (Shannon & Klausner, 2018). Shannon and Klausner
(2018) clearly state that adolescents are at a unique risk for STIs due to behavioral and
biological reasons. They are prone to engage in high risk sexual behavior, but their brains
are also still developing. All the above epidemiological data and many more are the reason
why this topic was chosen for this community teaching plan.Community Teaching Plan for
Teaching Experience: Prevention of Adolescent Risky .Evaluation of the Teaching
ExperienceThe teaching experience went as planned and largely achieved the learning
objectives that were set at the beginning. It will however take some time to assess whether
the two Healthy People 2020 long-term adolescent health (AH) objectives have been
realised by the teaching. This is not by default but by design. The Healthy People 2020
objectives are by design strategic objectives that need to be achieved through concerted
multi-level collaboration between governments and other stakeholders such as the World
Health Organization and healthcare providers such as community health nurses. In this
community teaching exercise, the adolescent was cooperative and showed great willingness
to learn. She also showed the inquisitiveness but also the rebellion and independence
associated with the developmental period of adolescence. She demonstrated that she was
positively impacted in all the three domains of learning – cognitive, affective, and
psychomotor domains. She was able to name a good number of the healthy foods taught by
the Food Pyramid poster and could also come up with at least three different strategies that
can be used to reduce risks for negative behavior after the learning. Overall, she greatly
enjoyed the teaching and completed all the tasks within the allocated timeframes. As an
older adolescent, she identified the positive behaviors that she wished to adopt moving
forward, from the list that was presented to her in the course of learning.Community
Teaching Plan for Teaching Experience: Prevention of Adolescent Risky .At the end of the
teaching experience, all the learning materials for which answers were needed were taken
and analyzed. Her performance was graded and she was encouraged to work hard and
informed that she was on the right track. This positive reinforcement was deliberate as it
was meant to work on the adolescent’s psychology and draw her towards less risky and
healthy behavior. She was encouraged to freely ask questions and the facilitator was at hand
to thoroughly respond to her questions. She was also asked to rate the learning experience

4. and the facilitator and she honestly scored the exercise. The result showed that she was
satisfied with the teaching and that she had learnt valuable information that she now
intended to implement. In all, the teaching experience was a great success and the intended
short-term objectives were achieved.Community Teaching Plan for Teaching Experience:
Prevention of Adolescent Risky .Community Response to the TeachingAdolescents are not
in isolated existence even as they struggle with the challenges that they face. They are
peoples’ daughters, sons, aunts, uncles, cousins, neighbors, and friends. In other words, they
live within communities that are also either part of the problems they face or witness to the
same. To achieve any meaningful impact with behavioral change in adolescents, therefore,
the community’s input must also be factored in. These include the parents, relatives,
teachers, neighbors, religious leaders, healthcare providers, and local law enforcement
authorities. For instance, the issue of substance abuse prevention cannot be successful
without involving law enforcement authorities. Likewise, the issue of prevention of early
pregnancies cannot be adequately addressed without the input and complicity of the local
primary healthcare providers. In this particular case, opinion leaders in the community
were involved in every step of the planning and were also encouraged to continue the task
of inculcating the positive behaviors that the teaching urged the adolescents to adopt. With
this, it can be stated here that the response of the community in which the taught adolescent
resides to the teaching and sensitisation exercise was nothing short of supportive. The
community gave their moral support and encouragement, recognizing that adolescents are
naturally rebellious and prone to challenging any attempts at curtailing their
independence.In this adolescent’s community, the parents were appreciative of the effort
just as was the one healthcare worker reached. The latter corroborated the dire
epidemiological picture painted by the statistics presented in this paper in support of the
epidemiological rationale for choosing this particular topic. She confirmed that they
frequently treated adolescents from the community of sexually transmitted infections. She
also confirmed that cases of adolescents seeking abortion services were also quite common.
She therefore saw this teaching effort as welcome help in health promotion and prevention
targeting the adolescent demographic in their local population. In the same way, the local
law enforcement authorities in the form of the sheriff’s office were full of praises for the
teaching effort. They attributed the many cases of rape, drug abuse, suicides, and homicides
to contributory risky behavior by adolescents in the community.Community Teaching Plan
for Teaching Experience: Prevention of Adolescent Risky .Areas of Strengths and Those That
Require ImprovementIn evaluating the teaching experience, critical self-evaluation has
yielded information on areas of strengths and inevitably those other areas that require
improvement in future interventional endeavors such as this one. One of the areas of
strength identified was the fact that as the facilitator, the author was well-versed with the
topic and possessed enough theoretical knowledge about adolescent health and the social
challenges that they face. As a student of nursing, the author also appreciated that
adolescence is a developmental period that may impact the rest of a person’s life if wrong
choices are made during this period. The other area o strength was that the author had
done thorough research on the topic and possessed authoritative and up-to-date statistics
on adolescent health and social problems such as STIs and substance abuse. These statistics

5. are from none other than the most reliable and authoritative organizations such as the U.S.
Department of Health and Human Services, the National Institute of Mental Health, and the
World Health Organization. Further areas of strength were also that the author understood
the demeanor of adolescents (which enabled handling of this demographic in a way that did
not alienate them) and went as far as seeking community support for the
endeavor.Community Teaching Plan for Teaching Experience: Prevention of Adolescent
Risky .Out of all this, one area that requires improvement was identified. In this exercise, the
author only used a few printed materials that included a poster. This was however because
of the budgetary limitations and the fact that only one adolescent was taught. In the next
teaching intervention, it will be more appropriate to prepare well and include more diverse
teaching aids such as audio-visual materials. This is because such materials are better at
facilitating learning and making especially young people understand better and more
quickly.Community Teaching Plan for Teaching Experience: Prevention of Adolescent Risky
.ConclusionThis teaching experienced was based on a teaching plan that sought to decrease
risky adolescent behavior by way of health promotion and preventive education focusing on
behavioral change. The teaching plan included objectives that were in line with the Healthy
People Goals and the Alma Ata Declaration rallying call of primary healthcare for all. Robust
epidemiological data has been shown to support the choice of this topic as adolescents are
at greater risk of various health and social problems. Overall, the teaching experience has
been a success and the community response was also very encouraging. Areas of strengths
were identified and those that require improvement noted. Community Teaching Plan for
Teaching Experience: Prevention of Adolescent Risky .