concept in community health
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at this University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Gillo Gombeh
Teaching Experience paper 5_10_2020 (1).docx
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Grand Canyon University LopesWrite Feedback Center Gillo Gombeh Teaching Experience paper 5_10_2020 (1).docx Summary Submission Ide: 1130cebb-8b9a-42af-a0ac-921bac6e6fa4 1536 Words 46% SIMILARITY SCORE 15 CITATION ITEMS 22 GRAMMAR ISSUES 0 FEEDBACK COMMENTS Internet Source 0% Institution 46% Running head: TEACHING EXPERIENCE PAPER 1 Teaching Experience Paper Institutional Affiliation Insert the student’s name Instructor’s name Course Date TEACHING EXPERIENCE PAPER 2 Teaching Experience Paper Introduction Disaster and emergency preparedness is a topic that is not understood adequately or thought of in a community setting. Many community members are aware that a disaster can occur at any at any given time and location. However, many individuals within the community are also ignorant or naive and do not see the need to prepare for a disaster. This is because they really do not think that a disaster could occur in their community. This notion is common especially in small communities that are geographically located far away from large cities where most of the disasters such s terrorism occurs. The reason for selecting this topic for the purpose of community teaching presentation was to create awareness among members of community concerning emergency preparedness. This is an attempt to make them be aware that a disaster can occur in their neighborhood, the steps they would be required to take and the outcomes of a disaster. Summary of teaching plan The teaching plan covered various topics that included nursing diagnosis, learning theory to be employed, readiness for learning evaluation, healthy people 2024 goal for topic, behavioral objectives, evaluation of the goals, evaluation of teacher and a chosen goal, learning/ teaching barriers, and a communication plan. A poster was designed for the purpose of the presentation and copies of the posters were distributed to the attending class members as well as evaluations of the learning experience. Community members living within Richmond County community and Richmond Rehab Center staff and volunteers attended the teaching presentation. The first TEACHING EXPERIENCE PAPER 3 class was held in the morning while the second class was held in the afternoon. This was done in an attempt to get as many people as possible. The government has the primary duty and responsibility of designing and implementing a disaster management plan. Planning for an emergency or a duster usually begins at the locally. Various agencies (both public and private) usually contribute efforts and expertise to selected geographical regions as designated in the government plans. To effectively manage a disaster, activities that include pre-disaster planning and preparation must be executed (Maurer & Smith, 2013). Disasters can be natural or man-made in nature. Examples of disasters include flooding, fire, school shootings, hurricanes, explosions, extremely cold or hot temperatures, mass casualties, contamination of the environment due to chemical agents or bioterrorism, and multiple vehicle crashes. The teacher used the Healthy People 2020 objective of preparedness goal to help in increasing knowledge of the attendees. This particular objective is to “improve the country’s ability to prevent, prepare for, respond to, and recover from major health incidents.” (Health People, 2020). Creating awareness on disaster prevention and response is significant. It was, therefore, a major highlight of the teaching presentation. An individual cannot have a lot of knowledge pertaining to disaster preparedness because new topics and ideas are emerging and changing. It is therefore significant to always be updated on most recent standards and data. Behavior objectives were first set in order before starting the lesson. This was necessary so that attendees could comprehend that the significant aspects of the lesson are of highest value and get to know their expectations by the end of the lesson i.e. what the teacher would like the attendees to take back from the lesson and the desired outcomes. The teacher mixed of various types of behavioral objectives such as psychomotor, affective, and cognitive. Cognitive TEACHING EXPERIENCE PAPER 4 objectives were utilized more in the teaching lesson as it needed more of an intellectual learning. It suited the teaching because new information was being presented. After determining the objectives of the lesson, the attendees were asked to suggest some of the ways in which those objectives could be easily achieved. It was outlined that the objectives of the lesson through various techniques, methods, strategies and content. One of the most significant strategies that was incorporated during the teaching presentation involved the use of real life local events which took place in the community. Using the real life situations drew the attendees in and made them more interested in the topic being taught. Comprehending that disasters or emergencies can occur anywhere at any given time and having proved this by use of the previous events really caught the attention of the class members, and the desired objectives were able to be easily achieved. Using a poster presentation with pictures of real life events from some of the disaster incidents that have occurred in Richmond County made the situation more real and they were able to see how the disaster team members and community responded. A major component of the teaching presentation was informing the community members about various issues concerning disaster management. The community members were informed about the resources that are available to them in case of an emergency or a disaster. Discussions occurred with regard to the different groups and affiliations such Federal Emergency Management System (FEMA), Community Emergency Response Teams (CERT), American Red Cross etc. Community emergency response teams are usually formed by members of a community who want to be part of disaster preparedness efforts. They are trained by the community to be ready to respond to emergency events. Many members of this particular team include local firefighters, police, and emergency healthcare personnel etc. Any individual who is interested in joining these teams is welcomed to and encouraged to be actively involved. The TEACHING EXPERIENCE PAPER 5 other listed groups are often utilized by the local healthcare system (hospitals) as a key resource and a central contact for other surrounding hospitals to be aware of bed status and resources required. Epidemiological rationale for topic The main objectives when examining epidemiology related to disaster include: “prevent or reduce the number of deaths, illnesses, and injuries caused by…
