HIV&AIDS Prevention and Health Promotion Plan

Community Teaching Work Plan Proposal


Develop an educational series proposal for your community using the following topics:

Primary Prevention/Health Promotion (HIV/AIDS in Miami)

Planning Before Teaching

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:
2 weeks
Location of Teaching:
Supplies, Material, Equipment Needed:
Interactive whiteboard
Estimated Cost:
Community and Target Aggregate:
High school students
Health promotion among adolescents and prevention of HIV/AIDS infection

Epidemiological Rationale for Topic (statistics related to the topic)

It is observed that the frequency of HIV/AIDS occurrence among adolescents in Miami continues to progress dynamically. Based on the official surveillance reports, HIV infection starts to affect the members of the 13-19 age group more frequently than the children from the younger age groups (Florida Department of Health in Miami-Dade County, 2014) as this developmental period is associated with pubescence and onset of sexual activity. The statistics emphasize the importance of HIV/AIDS education among adolescents, and it is suggested that an appropriate education strategy may help to prevent HIV/AIDS infection in adulthood and cause the decline in the overall HIV infection rates in Miami.

Nursing Diagnosis

The review of relevant literature makes it clear that the level of knowledge on HIV/AIDS issues among adolescents remains low and many young people are prone to be engaged in risky sexual behaviors due to a lack of comprehensive awareness (Menna, Ali, & Worku, 2015). Youth is usually aware of AIDS prevention procedures, but a lot of young people still do not practice safe forms of behavior to prevent this sexually transmitted disease. Thus, it is important to address both practical and theoretical aspects of HIV prevention throughout the education course.

Readiness for Learning

Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

A high rate of the targeted group’s vulnerability is defined by some developmental factors of a psychological and physiological character. Adolescence is associated with first sexual experiences as well as risk-taking behaviors in multiple domains of life. At the same time, HIV/AIDS prevention measures are usually associated with negative connotations and messages which may generate emotional barriers to efficient education and knowledge-building.

Therefore, the education program should be developed with the consideration of the targeted population group’s needs and interests and the appropriate marketing tools for the effective communication of campaign messages should be implemented to reduce negative perceptions and increase emotional readiness among potential course participants.

Learning Theory to Be Utilized

Explain how the theory will be applied.

Social Learning Theory (SLT) will be applied in the program. The education approach based on SLT addresses both individual psychological aspects of behavior and their interrelations with wider and larger social systems, such as family and community. The program will help course participants to comprehend the positive effects of HIV prevention measures on their personal development and the development of the society as a whole as through non-engagement in risk-taking behavior they will contribute to the increase of social health indicators.


Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

The relevant HP2020 goal is the promotion of healthy sexual behaviors and prevention of sexually transmitted diseases (Office of Disease Prevention and Health Promotion [ODPHP], 2016a). The program also aims to fulfill the following objectives: 1) HC/HIT-13: “Increase social marketing in health promotion and disease prevention,” and 2) HC/HIT-1: “Improve the health literacy of the population” (ODPHP, 2016b).

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?

Alma Ata’s Health for All focuses on the issues of accessibility to healthcare services and acceptance of equality in the healthcare systems. The selected objectives are interrelated with Alma Ata’s mission as the promotion of health information and conveyance of risk information targets people from diverse demographic and social-economic backgrounds. Although the enhancement of health literacy cannot ensure substantial systematic social transformation, it certainly supports the progress on the way towards the improvement of public health and elimination of disparity in disease frequency rates among different groups of the population.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods

Behavioral Objective
and Domain
Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)
(be specific)
Example – The Food Pyramid has five food groups which are….
Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout the day.
1. The course participants will be able to distinguish between safe and risk-taking behavior by the end of the first session (Cognitive Domain) 1. Safe behavior includes the control of the number of sexual partners and condom use.
Risk-taking behavior is associated with substance use and unprotected sex.
1. The theoretical and statistical information is communicated to the students with the use of digital data and visual elements.
The case study is provided for the evaluation. During the reading, the students identify the examples of inappropriate behavior and then discuss it during the whole-class activity.
2. The course -participants will be able to understand the major risk factors for HIV/AIDS occurrence (Cognitive Domain) 2. Gender and ethnic differences are present in sexual behavior. For example, males tend to have more sexual partners. It is also observed that the low-income population is more predisposed to risk-taking behaviors. 2. The students are provided with graphs and tables visualizing statistical information about demographic and multicultural differences in sexual and behavior identified in research studies. The data on ethnicity, gender information, and patterns of behavior are represented in different columns, and the students try to correlate them and rationalize their suggestions.
3. The students will learn to identify the potential risks of HIV infection through the evaluation of their own social and cultural backgrounds and experiences (Affective Domain). 3. The session includes individual work and self-reflection based on the provided materials on HIV/AIDS risks, preventive measures, and demographic predispositions to the engagement into risk-taking behaviors. 3. The lecturer discusses the importance of engagement in self-education and self-reflection practices with the class. The students attempt to answer why it is important to analyze their behavior, values, and beliefs to increase the potential of HIV prevention. The students write individual essays that employ self-evaluation and analysis of personal backgrounds.
4. By the end of the course, the students will be able to correct their behavior according to the developed knowledge and will be able to rationalize their choice (Psychomotor Domain) 4. By implementing an appropriate education strategy, it is possible to raise awareness of HIV/AIDS infection risks, contribute to the modification of norms of individual behavior, and development of personal values.
The course will provide recent statistics, theories, findings from social, medical, and psychological studies of HIV.
4. When practicing the class activities including reading, group discussion, critical personal writing, and presentations, the students develop an understanding of HIV-related problems and learn to implement the accumulated knowledge during independent practice.

Creativity: How was creativity applied in the teaching methods/strategies?

Creativity is applied during writing an essay and developing group presentations. These tasks aim to use the information retrieved from research and official reports creatively and compellingly. And the major goal of the performed tasks is persuasion. Thus, while performing these activities, the students practice creativity and critical thinking.

Planned Evaluation of Objectives (Outcome Evaluation)

Describe what you will measure for each objective and how.

  1. The ability to identify risks and norms of safety behavior will be assessed through scored discussion. The students should demonstrate their understanding of the content by reasoning their arguments.
  2. The students should demonstrate knowledge of proximate social and medical support sources. The assessment of these criteria will be conducted during their short presentations on the subject matter.
  3. The ability to develop safe behavior will be assessed through self-evaluation activity.

Planned Evaluation of Goal

Describe how and when you could evaluate the overall effectiveness of your teaching plan.

The goal of the course is the development of relevant knowledge and promotion of healthy lifestyles and safe behavior. It is important to evaluate the progress of knowledge development throughout the course conduction. The initial diagnostic assessments may help to make immediate corrections in the instructional plan and consequently lead to the improvement of students’ success. The overall effectiveness of the course is assessed during the final students’ presentation as it is meant to demonstrate the level of their competence.

Planned Evaluation of Lesson and Teacher (Process Evaluation)

The post-assessment of students’ achievements is essential to the evaluation of the course’s efficacy and adequacy of instructional decisions. In case post-assessment results make it clear that students underperformed during the course, an educator may use this information to correct lesson plans and implement new evidence-based strategies to achieve better academic outcomes.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Some students may show small aspirations for engagement in group discussions and are intimidated because of the necessity to express a personal opinion. To eliminate this barrier, the class will be divided into pairs because peer-mediated discussions will help to reduce psychological stress and will increase involvement in group activities.

Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

The session will start with a discussion on social and individual health. It is expected that the emphasis on the positive sides and purposes of the program may help to maintain students’ attention and provoke a positive emotional response. The lecturer will provide some short facts and statistics of HIV and will ask the volunteers to express their perceptions of their relations to individuals and society as a whole. Nonverbal communication will be performed through the use of digital images.


Florida Department of Health in Miami-Dade County. (2014). HIV/AIDS Surveillance. Web.

Menna, T., Ali, A., & Worku, A. (2015). Effects of peer education intervention on HIV/AIDS related sexual behaviors of secondary school students in Addis Ababa, Ethiopia: a quasi-experimental study. Reproductive Health, 12(1), 1-8. Web.

Office of Disease Prevention and Health Promotion. (2016a). . Web.

Office of Disease Prevention and Health Promotion. (2016b). . Web.

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