Benchmark – Community Teaching Plan: Community Presentation The benc

Benchmark – Community Teaching Plan: Community Presentation

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 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.

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:

1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT Benchmark – Community Teaching Plan: Community Presentation NRS 428

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

1. Public health clinic
2. Community health center
3. Long-term care facility
4. Transitional care facility
5. Home health center
6. University/School health center
7. Church community
8. 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. Benchmark – Community Teaching Plan: Community Presentation NRS 428

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.

You are not required to submit this assignment to LopesWrite.

TOPIC 5 DQ 1

What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? Explain your answer in the context of a natural or manmade disaster. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?

Re: Topic 5 DQ 1

Every time a disaster from natural weather events such as hurricanes and windstorms to manmade disasters attacks an unsuspicious community, local nurses help the victims by providing medical care, nutritional assistance as well as nutritional sustenance (Canda, Furman & Canda, 2019). Main priority for professional nurses and other community health nurses in providing care for victims is to treat their ailments and dress the wounds of the injured ones. However, for a close population spiritual knowledge is key and plays an important role. A disaster whether manmade or natural result to panic, fear, and uncertainty which easily spreads, therefore community health nurses ought to prepare themselves on how to tackle non-medical aspects like assisting patients recovery. Benchmark – Community Teaching Plan: Community Presentation NRS 428

However, prioritizing one’s personal view on religion, and alleviating a patients suffering can only be effective up to a certain point when they are contemplating an unclear future after they have lost everything including their health and wealth. Asadzandi (2017), says nurses need to discover different ways of assessing their patient’s spiritual needs and strategize on how to meet these needs. By doing a community health nurse will be able to the spiritual care of an individual.

References

Canda, E. R., Furman, L. D., & Canda, H. J. (2019). Spiritual diversity in social work practice:  The heart of helping. Oxford University Press, USA.

Asadzandi, M. (2017). Sound heart: Spiritual nursing care model from religious viewpoint. Journal of religion and health, 56(6), 2063-2075.

Course Code      Class Code          Assignment Title             Total Points

NRS-428VN        NRS-428VN-O503            Benchmark – Community Teaching Plan: Community Presentation   120.0

Criteria Percentage         Unsatisfactory (0.00%)   Less than Satisfactory (65.00%)             Satisfactory (75.00%)     Good (85.00%)  Excellent (100.00%)

Content              80.0%

Presentation Based on Teaching Work Plan and Provider Feedback           20.0%              Presentation is not based on a Teaching Work Plan.         Presentation partially based on a Teaching Work Plan. Documented provider feedback is not integrated. Major aspects are incomplete. More information is needed.              Presentation is generally based on Teaching Work Plan and any documented provider feedback. Some aspects are unclear. There are minor inconsistencies with Teaching Work Plan.             Presentation is based on Teaching Work Plan and any documented provider feedback. All aspects are generally consistent with Teaching Work Plan.    Presentation is clearly based on Teaching Work Plan and any documented provider feedback. All aspects are consistent with Teaching Work Plan. Benchmark – Community Teaching Plan: Community Presentation NRS 428

Presentation Based on Teaching Work Plan and Provider Feedback Presentation Provides Individualized Education to Diverse Patient Population in Appropriate Community Setting (C 3.3 Provide individualized education to diverse patient populations in a variety of health care settings.)  20.0%              Presentation does not include individualized education to a diverse patient population in an appropriate community setting.              Presentation is incomplete. Significant information for the identified population is omitted or unclear. Some diverse attributes for that population are presented; not all attributes are relevant to the population. The presentation does not seem appropriate for the health care setting. There are major inaccuracies. More information is needed.  Presentation provides general information for the identified population. Some diverse attributes for that population are presented. Presentation is appropriate to the community setting chosen. At least one health care setting where this individual education plan could be used has been proposed. There are some inaccuracies. Minor detail or rationale is needed for support. Presentation provides information for the identified population and includes many diverse attributes for that population. Presentation is pertinent to the community setting chosen. Some additional health care settings where this individual education plan could be used are proposed. Some detail is needed for clarity.        Presentation provides specific information that focuses on the identified population and includes all diverse attributes for that population. Presentation is highly relevant to the community setting chosen. Additional health care settings where this individual education plan could be used are identified and highly relevant. The presentation demonstrates insight into providing individual education to diverse patient populations.

Presentation of Content 40.0%   The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.  The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.      The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.        The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.   The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Organization, Effectiveness, and Format 20.0%

Layout  5.0%      The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.         The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.         The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.        The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.          The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)       5.0%      Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.   Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part.      The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.         The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Mechanics of Writing  (includes spelling, punctuation, grammar, language use)              5.0%      Slide errors are pervasive enough that they impede communication of meaning.       Frequent and repetitive mechanical errors distract the reader.        Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present.  Writer is clearly in control of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0%      Sources are not documented.              Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.          Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.           Sources are documented, as appropriate to assignment and style, and format is mostly correct.              Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Benchmark – Community Teaching Plan: Community Presentation NRS 428