Feb 23, 2024 Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
NRS 428 Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Community Teaching Work Plan Proposal
Hygiene is a critical component of healthy living practices of human life right from childhood to adulthood. However, lapses in hygiene are noted especially in hand washing approaches among students, teachers and parents which has led to unrestricted spread of germs. Due to this, there is a need to address the aspect of hand washing to sensitize people on the basics of hygiene and how to protect oneself from germs (Giddens, Caputi & Rodgers, 2019). Community teaching work plan proposal is one of the perfect guide to sensitize people on hygiene as well as develop prevention strategies to control the spread of infections. The present proposal delves into the importance of hand washing to guide in the prevention of infection in Shaman Oaks High school. Different approaches of hygiene will also be outlined to control the spread of germs not only among students, but also to teachers and parents.
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
Bioterrorism/Disaster
Environmental Issues
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Estimated Time Teaching Will Last: 30 to 40 minutes
Location of Teaching: Urban High School (Shaman Oaks High)
Supplies, Material, Equipment Needed: Computer, Projector, PowerPoint Presentation, Screen, detailed paper handouts, pens, chalks, soap and hand sanitizers.
Estimated Cost: Materials such as screen, projector and computer were provided by the school. $45 is anticipated to be the cost of consumable items.
Community and Target Aggregate:School going children in the age range of 10 and 17 years most of whom are enrolled in the high school. Teachers in the high school and a representative or member of family for each child will also be enrolled on the program.
Topic:Primary Prevention/ Health Promotion: Importance of Hand Washing in Controlling Infections
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Identification of Focus for Community Teaching:
School children engage in different activities and risky behaviors that predisposes them to health hazards. Hand hygiene is one of the simplest as well as the most effective method to prevent transmission of infectious agents such as diarrhea, common colds, food-borne illnesses and influenza (Dickie et al., 2018). Keeping hands clean is a major approach to control the spread of these infections in school going children, staff members and parents. According to the estimates from the Centers for Disease Control and Prevention (CDC), 52.2 million incidences of common cold affects U.S populations below the age of 17 years and this results in 22 million school days lost every year. Besides, about 5-20 percent of Americans acquire influenza but children remain the most vulnerable to serious complications of flu (Clark, Crandall & O’Bryan, 2018). Diarrhea as one of the common symptoms of infectious food-borne illnesses is ranked second after colds that disproportionately affect children leading to loss of approximately 25 days of school days each year. The condition also affects about 100 members of the population every year. Infections are readily spread from one person to another in school setting as people are in a close environment in addition to inadequate hand hygiene exacerbated by sharing of equipment and other supplies.
Epidemiological Rationale for Topic
In this topic, the epidemiological rationale is derived from the concept that hand washing using detergents reduces the risk of transmission of infections that cause diarrhea by 50% (Clark, Crandall & O’Bryan, 2018). CDC recommends that every person should routinely wash their hands using clean water and soap for about 15-20 seconds before one eats or prepares food, after sneezing or coughing, when one handles animals and after visiting a toilet (Dickie et al., 2018). Alternatively, one can use alcohol-based hand sanitizers or gel especially when soap and water are not available. These practices help to kill infectious agents and control the spread of germs from an infected person to healthy populations. Besides, effective hand washing reduces the risk of transmission of respiratory diseases by about 16% and therefore the spread of infections such as common cold, asthma attacks and dust pneumonia are controlled. Use of alcohol-based hand sanitizers for hand washing have significantly reduced the spread of germs by about 20%. Studies by Clark, Crandall and O’Bryan (2018) and Dickie et al., 2018 report that appropriate hand washing significantly reduce infections and absenteeism from school among children as they are less likely to develop respiratory or gastro-intestinal illnesses.
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon 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.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the 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.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
A community health nurse can recognize bias, stereotypes, and implicit bias within community by conducting thorough community assessments, nurses can identify disparities in health outcomes and access to care among different population groups. Analyzing these disparities can help them uncover potential sources of bias within the healthcare system. Recognizing bias, stereotypes, and implicit bias is essential for providing unbiased and culturally sensitive care. A community health nurse plays a vital role in promoting health equity and addressing disparities within the community. According to Angel Falkner (2018), ” Implicit bias, a term used within the health care community, is the unconscious attitude displayed based on stereotypes that directly affect understanding, decisions, and actions that may impact patient care. This type of bias has been found in a large number of health care workers. The nurse should be well informed regarding stereotypes and biases in order to be sensitive to these issues and provide the most unbiased care possible. Discrimination based on these stereotypes and biases is an unfortunate yet common occurrence in health care. The nurse should be aware of these issues and be a strong advocate for those who have experienced this kind of discrimination. Once again, this highlights the importance of cultural competence as an imperative nursing skill, as ensuring that all people receive adequate health care regardless of gender, race, age, or other socioeconomic disadvantage is the goal of health equity”.
There are several steps a community health nurse can take to help change and eventually eliminate biases.
The first step is for the nurse to engage in self-awareness and reflection. Nurses need to critically examine their own beliefs, attitudes, and assumptions to identify any personal biases or stereotypes they may hold. This introspection allows nurses to better understand how their own biases might impact their interactions with individuals and communities. According to Julia Quinn-Szcesuil (2018), “Recognizing an inherent bias means that you understand you might have certain feelings about populations, appearances, or mannerisms that need to be addressed and dealt with to provide the best possible care… But it happens, and the best approach to fixing implicit bias is to recognize its presence, and then constantly reassess how you feel and your approach”.
Community health nurses should undergo cultural competence training to enhance their understanding of various cultures, norms, and values. This education helps them recognize and challenge stereotypes and biases that may arise from a lack of understanding or familiarity with diverse populations. Nurses must approach each community and individual with an open mind, avoiding preconceived notions or judgments. This allows them to recognize and challenge any assumptions they might have based on biases. According to Adolfo G. Cuevas, Kerth O’Brien, and Somnath Saha (2017), “Health care disparities might be reduced through a patient-centred approach to cultural competency training, general knowledge of the cultural context of clinicians’ patient population, and attention to the effects of racial bias and discrimination among both clinicians and non-clinical staff”.
Building trust and rapport with community members is essential. By establishing strong relationships, nurses can gain insights into the unique challenges and experiences faced by different groups, which can help identify instances of bias or implicit bias. Nurses should stay updated on research, literature, and best practices related to health equity and bias recognition. Regular education and training sessions can help them develop the skills to recognize and address bias effectively. According to Stacy D. Winters (2019), “Make a connection. According to the Institute of Healthcare Improvement, one method to decrease bias and increase understanding is to challenge yourself to meet and engage with people who are not like you. Do you make personal time to learn about other cultures? Do you know the history of healthcare experience of other racial/ethnic groups and LGBT persons? Understanding other’s experience can foster empathy”.
Working alongside other healthcare professionals, social workers, and community leaders can provide different perspectives on bias and stereotypes. Collaborative efforts can help identify instances of bias and develop strategies to address them. There are various validated tools available to assess biases and stereotypes, such as the Implicit Association Test (IAT). These tools can help nurses gain insight into their own implicit biases and work towards addressing them (Winters, 2019).
References
Cuevas, A. G., O’Brien, K., & Saha, S. (2017). What is the key to culturally competent care: Reducing bias or cultural tailoring? Psychology & Health, 32(4), 493-507. https://doi.org/10.1080/08870446.2017.1284221
Quinn-Szcesuil, J. (2018, January 3). Recognizing implicit bias in health care settings. Minority Nurse. https://minoritynurse.com/recognizing-implicit-bias-health-care-settings/
Todt, K. (2023, July 1). Strategies to combat implicit bias in nursing. American Nurse. https://www.myamericannurse.com/strategies-to-combat-implicit-bias-in-nursing/
Winters, S. D. (2019, December 4). Addressing implicit bias in nursing: What color is your lens? American Nurse. https://www.myamericannurse.com/addressing-implicit-bias-in-nursing-what-color-is-your-lens/
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
Bioterrorism/Disaster
Environmental Issues
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Estimated Time Teaching Will Last:
Location of Teaching:
Supplies, Material, Equipment Needed:
Estimated Cost:
Community and Target Aggregate:
Topic:
Identification of Focus for Community Teaching (Topic Selection):
Epidemiological Rationale for Topic (Statistics Related to Topic):
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis:
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Goal: 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.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective
and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)
Content
(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….
Strategies/Methods(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 day.
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Creativity: How was creativity applied in the teaching methods/strategies?
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Therapeutic Communication
4.2 Communicate therapeutically with patients.
How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?
Research the delivery, finance, management, and sustainability methods of the U.S. health care system. Evaluate the effectiveness of one or more of these areas on quality patient care and health outcomes. Propose a potential health care reform solution to improve effectiveness in the area you evaluated and predict the expected effect. Describe the effect of health care reform on the U.S. health care system and its respective stakeholders. Support your post with a peer-reviewed journal article.
Phyllis Osafo
Jan 12, 2023, 12:03 AM
A health care delivery system incorporates four functional components, financing, insurance, delivery, and payment, (the quad-function model). Health care delivery systems differ depending on the arrangement of these components. There are three main finance sources for health care in the United States: the government, private health insurers, and the individuals. Between Medicaid, Medicare and the other health care programs it runs, the federal government covers just about half of all medical spending (Havaei et al., 2019). The current US delivery system and financing structures are unsustainable. Inequitable distribution of resources continues, and an increasing number of American families do not have access to adequate care. The U.S. health care delivery system is complex and massive. I honestly feel unqualified to judge the effectiveness accurately, but while my gut instinct wants to say “no” the data supports that it is functioning better than any other system worldwide of its size. The vast array of institutions includes 5,700 hospitals, 15,900 nursing homes, almost 2,900 inpatient mental health facilities, and 11,000 home health agencies and hospices (Cleveland et al., 2019). Despite spending far more on healthcare than other high-income nations, the US scores poorly on many key health measures, including life expectancy, preventable hospital admissions, suicide, and maternal mortality. And for all that expense, satisfaction with the current healthcare system is low. By making health coverage more affordable and accessible and thus increasing the number of Americans with coverage, by funding community-based public health and prevention programs, and by supporting research and tracking on key health measures, the ACA can help begin to reduce disparities, improve access to preventive care, improve health outcomes and reduce the nation’s health spending.
Havaei, F., Dahinten, V. S., & MacPhee, M. (2019). Effect of Nursing Care Delivery Models on Registered Nurse Outcomes. SAGE Open Nursing. https://doi.org/10.1177/2377960819869088
Cleveland, K.A., Motter, T., Smith, Y., (2019) “Affordable Care: Harnessing the Power of Nurses” OJIN: The Online Journal of Issues in Nursing Vol. 24, No. 2, Manuscript 2.
Active listening is a technique nurses should be doing to every patient, even healthcare members on their interdisciplinary team. If we do not actively listen, we cannot learn about the other person we are discussing with. To be culturally competent we must be willing to learn about other people. It goes beyond listening to them. One nurse taught me to always google translate little sayings like “please,” “thank you,” “hello” before going into a patient’s room who has a different primary language than english. It make patients feel more comfortable and happy to hear healthcare workers use their native tongue. We do not have to be fluent in every language, but taking that extra 5 minutes can really make such a difference to a patient’s stay and perception of their nurse. I saw this first hand with a sweet old hmong woman who smiled from ear to ear when we said Hello in her language. I don’t even remember how to say it now, but if I ever have another patient who doesn’t speak english, I will be sure to look up little sayings ahead of time.
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Course Code Class Code Assignment Title Total Points
HLT-362V HLT-362V-OL191 Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal 100.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Content 80.0%
Planning and Topic 30.0% The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal Effectiveness of Teaching Plan Criteria 40.0% Two or more of the assignment criteria are omitted. More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed. One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed. All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective. All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
Therapeutic Communication (C 4.2 Communicate therapeutically with patients.) 10.0% Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated. The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented.It is unclear if nonverbal techniques were employed. More information is needed. The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed. The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed. The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Organization and Effectiveness 15.0%
Organization of Proposal, Paragraph Development, and Transitions 10.0% Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking. Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit
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