Community Teaching Plan

Waterborne diseases lead to over 3.4 million deaths every year. They are caused by the consumption of contaminated water or even at some instances – dirty water. Contaminated water provokes several types of complications like typhoid, dysentery, guinea worm disease, and cholera (Fonyuy, 2014). It is, therefore, an important undertaking to teach the community about the ways and means of preventing themselves from such type of problems. People can face such complications if the nature of water that is available in their community is dirty and contaminated. For this reason, teaching the community on how to prepare this dirty water so that it can be safe to consume is one way of helping them avoid the development of these complications. As a nursing student, I have seen many people that were brought to the hospital due to the problems caused by contaminated water, and I decided to undertake this responsibility to educate the community concerning the ways they can prevent these diseases.

Information is a powerful weapon – when possessed, it can help many people avoid certain problems and conditions. That is why one’s health will be highly determined by the level of information the individual has regarding the ways of maintaining health. Informing the community about the dangers of waterborne diseases and the available techniques of preventing oneself from acquiring these diseases is a way of equipping the community with the much-needed information to care about their physical well-being (Kanamori, Weber, & Rutala, 2016). To disseminate this information, I arranged public lectures around the community’s gathering places and taught the attendees on the diseases mentioned above. To help me impart the information, I sought to use PowerPoint presentations that had short videos on the topic of the discussion. I ensured that the format and nature of these presentations were professional enough to capture the attention of the audience and pass the information that was needed. The presentation attracted a multiple number of people, and many of them had questions which I answered in detail, ensuring that each issue was satisfactorily addressed. The exercise brought positive results as the hospital witnessed a drop in the number of cases of waterborne diseases.

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Epidemiological Rationale

Epidemiology is the study of how diseases manifest, the preventive measures that can be undertaken, and when necessary – the forms of cure that can treat the disease. As the study proved, it is imperative to maintain the health of individuals in the particular community and the world as a whole (Newell et al., 2010). It was typical of many people to ignore the importance of preventing diseases, so most of them usually suffered when they their health conditions deteriorated as the cost of managing diseases is generally greater than that of preventing them. Keeping this in mind, I felt that it is better to teach the community about the methods of preventing the occurrence of these waterborne diseases as most of them are very critical, and when not treated properly, can lead to several deaths in a single community. Moreover, most of these conditions are manageable, and because the community was already affected by the constant outbreak of these diseases, they were motivated to listen to my presentations about the existing preventive measures (Rupp, Cain, & Cochran, 2015).

My responsibility as a nurse is to ensure that individuals in the society live a healthy life. This can be done by ensuring that they care about their health properly. People should know that the costs of curing these waterborne diseases are much higher than that of preventing the occurrences of these diseases. When the community members approve this initiative, they will witness an economic growth as they would divert the funds that they save from preferring preventive measures to remedial actions and money on other economic activities that will better their lives. It is the duty of all health care givers to ensure that outbreaks of waterborne diseases are maintained and controlled; therefore, they are supposed to be on the forefront to ensure that people in a given area are well-informed about the preventive techniques of these water-borne diseases and ensuring that the water available for consumption is safe for the population.



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Evaluation of Teaching Experience

The experience of instruction was an amazing endeavor, the one that fuelled my interest in nursing. The mode of education that I applied was so detailed that the audience was made aware of the ways in which they could prevent themselves from acquiring waterborne diseases (Pons et al., 2015). The teaching was aimed at both old and young people, especially those that were tasked with preparing food for the family. These were the people that had much contact with water, and they are expected to ensure that the entire family is safe from diseases that might arise from the use of contaminated water.

Choosing the most appropriate approach to educate the community on the preventive measures of waterborne diseases was difficult, as all the methods have their advantages and limitations. I opted for a public lecture, because it enabled me to attract many people at the same time. During the public lecture, I realized that most of people were suffering just because they did not have adequate information on prevention techniques of the waterborne diseases. The teaching exercise also involved practical sessions where I showed the audience how to treat water in order to be certain that it is safe for consumption. I emphasized the importance of information dissemination and asked the present community members to inform those that were unable to attend the lectures on the methods of treating water and preventing the manifestation of waterborne diseases.

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Community Response to Teaching

At first, when I began the presentation, most of the attendees were not active as they rarely participated in the discussions every time I asked a question. But as the lecture progressed and I made them understand the importance of the topic I was trying to convey, these people started showing signs of activeness and willingness to participate in the discussions. People grew inquisitive as my lecture was proceeded with numerous questions that were aimed at checking the level of understanding. Most of the community members wanted to be shown how to treat water, and I was happy to show them the available techniques to ensure that the water they will use for cooking and drinking is safe.

The concerns that the audience raised were mainly related to the lack of a proper source of clean water, so they were not sure what to do with the available water which was not safe for consumption. I assured them that with certain techniques, they were able to make the unsafe water safe for use. The water sources available for the people of the community are the same ones that they share with their livestock; and therefore, it is hard to maintain the sanity of the water sources. I explained to them that as long as they were informed and had the proper materials to treat water, they do not have to worry about where they got their water in the meantime. There was an initiative to provide clean water for the residents of the community, but until the initiative is completed, they had to be informed about the proper ways of combating waterborne diseases.

Areas of Strength and Improvement

The exercise was very successful, since the people that attended the lectures got a better understanding of the concept of treating water to prevent the occurrence of waterborne diseases. The crucial community’s problem was that the health officials did not take the opportunity to communicate with the community members in order to know and understand the problems they faced. Thus, my experience yielded some positive results; and most importantly, it helped the community understand the ways of maintaining their health.

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In my point of view, the exercise was really useful and had numerous strong points, as I had the chance to talk with everyone who was present at the event. The community members managed to get practical sessions on the treatment criterion for water and the ways of ensuring that cooking water is safe for people. I was also impressed by the dedication of the audience to spread the information to all those that could not attend the meeting. The teaching techniques, especially the PowerPoint presentation, proved useful in passing the information that I aimed to convey.

The weak point of the exercise consisted in the fact that I was unable to reach all the members of the community as it was a challenging task to mobilize all people and to make them come. It occurred to me that in the future I would ensure to gather as many community members during the lecture as possible or I would perform a door-to-door teaching to enhance the understanding of the people regarding various preventive measures for waterborne diseases.

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