Benchmark-Community Teaching Plan

NRS 428 Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Benchmark-Community Teaching Plan

Community assessment is an important practice in nursing and healthcare. Nurses and other healthcare providers conduct community assessment and analysis to determine the actual needs, health status, and issues that community members face. Community assessment also aligns the adopted strategies in healthcare with the community needs. The results of community assessment guides the development of strategies to address the prioritized community needs. For example, nurses develop plans that address barriers to access to care in cases where community assessment shows the community members to experience extensive barriers in accessing the care that they need. Therefore, this presentation focuses on a community assessment and analysis performed on Leander Community, Texas. It identifies the socio-economic structure, barriers, challenges, and social determinants of health that community members experience in accessing the care that they need.

The selected community for assessment is Leander City. Leander City is located in Texas State , Travis County. The city is ranked 51st largest city in Texas state and 427th largest city in the United States of America. The estimate land mass of the city is 37.7 square miles and a population density of 2205.50 per square mile (Census.gov, 2022).

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Benchmark-Community Teaching Plan

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

nrs 428 benchmark - community teaching plan community teaching work plan proposal image
NRS 428 Benchmark – Community Teaching Plan Community Teaching Work Plan Proposal Image

the context of their hospital organization, specific care discipline, and local communities. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

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. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Select one of the following as the focus for the teaching plan:

  1. Primary Prevention/Health Promotion
  2. Secondary Prevention/Screenings for a Vulnerable Population
  3. Bioterrorism/Disaster
  4. 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.

  1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
  2. Request feedback (strengths and opportunities for improvement) from the provider.
  3. 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.

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. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

Attachments

NRS-428VN-RS3-CommunityTeachingWorkPlanProposal.docx

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

  1. Bioterrorism/Disaster
  2. Environmental Issues
  3. Primary Prevention/Health Promotion
  4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:One week Location of Teaching:Outpatient facilities of health facilities
Supplies, Material, Equipment Needed;Manila charts, markers,  pens, fliers, posters, refreshments Estimated Cost:$10,000
Community and Target Aggregate:All age groups of the community attending outpatient services in various health facilities.
Topic:Primary Prevention/Health Promotion

 

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Identification of Focus for Community Teaching (Topic Selection):

As emphasized by the establishment of the community medicine discipline, there has been a recent shift from precision medicine to preventive medicine. This discipline is primarily concerned with educating the general public on effective disease prevention methods (Cooper, 2018). As a result, there should be a well-structured curriculum outlining how the process should be carried out. The community teaching on primary disease prevention and health promotion will be facilitated by certified health care providers and will target community members of all ages, ethnicities, religions, and cultural beliefs.

The epidemiological rationale for focusing on primary disease prevention and health promotion is due to the increased occurrence of novel diseases whose disease course and process are not well understood, so preventing their occurrence is the best way to mitigate the community’s adverse effects. The current global pandemic of coronavirus disease in 2019, COVID-19, demonstrates this. Since it was first reported in China, precautions have been taken to limit its spread because little is known about its disease process (Fauci, 2020). This could also be applied to other common disease co-morbidities in the community that can be avoided. Benchmark – Community Teaching Plan: Proposal for a Community Teaching Work Plan

Teaching Plan Criteria

The teaching plan for educating the community on Primary prevention and health promotion will include the following approaches;

  • Establishing the objectives of the program
  • Obtaining funding for the program
  • Selecting the facilitators of the program
  • Selecting the target audience
  • Selecting convenient locations to conduct the exercise
  • Creating awareness around the intended program among the target community
  • Conducting the exercise
  • Evaluating the outcome of the exercise if they meet the objectives of the exercise.

The funding for the community teaching exercise should cover for the remuneration of the facilitators and other human workforce that will be required for the exercise, campaign material in preparation for the exercise and also the teaching material and refreshments for the participants during the program. The potential sponsors of the exercise are government organizations, non-governmental organizations or other willing profit and non-profit organizations.

Facilitators of the community teaching exercise will be selected on merit. The facilitators will have to be certified medical personnel. The selection will cut across all the medical disciplines; medical officers, nursing officers, public health officers and other disciplines. The facilitators will oversee various stations of the exercise and aid in implementing the objectives of the exercise to realize the intended goal of the exercise.

The target audience of the community teaching on primary prevention and health promotion will be the persons who are willing to learn about the activity. It will target persons from all age brackets regardless of their ethnicity, religious and cultural beliefs. The exercise will aim to involve the entire community and create ambassadors who will help propel the message within the community even after the exercise is over.

The various stations for the exercise will include social halls, hospital grounds, and peripheral health facilities. The various locations for the training will be overseen by the selected facilitators. The marked locations will be open between the hours of 0800HRS to 1600HRS and they will have 3 sessions per day on the same topic. The first session will run from 0800hrs to 1000hrs, the second session will run from 1030hrs to 1230hrs, and the third session will run between 1400hrs to 1600hrs.

Nursing Diagnosis:

Nursing diagnosis is the clinical judgment made in response to a health condition. The nursing diagnosis will be drawn from the results realized after the exercise. Evaluation of medical records from screening clinics, medical check-up clinics and follow-up clinics will play a major role making the nursing diagnosis.

Readiness for Learning:

The readiness for learning among the target aggregate will be assessed by the level of interest the persons will show on initial contact while handing out the campaign material. This will be quantified by how inquisitive one will be about the intended exercise. Experimental readiness to learn will be assessed factoring in the individual’s cultural background, past experiences with such learning, and level of aspiration one has in regards to primary prevention and health promotion.

Goal:

The objectives of the community teaching on primary prevention and health promotion are centered around the Health People 2020 (HP2020) objectives. The HP2020 was established in the year 2020 with a goal of attaining high quality and long lives free from preventable diseases, injury, disability and premature death; to promote health equity and eliminate disparity in health care provision and improve health in all groups; to create physical and social environments that enhance good health for everyone; and to promote healthy development, quality of life and enhance healthy behaviors across all the life stages. This particular teaching exercise will focus on the first HP2020 objective which is, preventing preventable diseases, injuries, disabilities and premature deaths.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The Alma Ata Declaration that was established in 1978 emphasizes on health for all to increase life expectancy through preventing preventable diseases and early disease detection and modification. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

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)
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. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
1.To assess the level of awareness on primary prevention/health promotion 1.The level of awareness will be evaluated be asking about the preventive measure the people know like; diet modification, and exercising to reduce the occurrence of hypertension 1. The level of initial awareness on primary prevention/health promotion will be assessed through administering questionnaires and interviewing the people of the community as interactive sessions.
2.To educate the community on primary prevention/health promotion 2.The public will be educated on ways to prevent diseases such as increase their level of physical life and reducing sedentary lifestyle to reduce chances of developing hypertension, diet modification to reduce fatty food intake to reduce occurrence of obesity, reducing alcohol intake to prevent liver diseases and cease smoking to prevent respiratory diseases. 2.The process of educating the public will involve use of flyers, handout and carrying physical class set-up sessions to teach the community members on the preventive measures they can employ to prevent disease occurrence and progression.
3.To assess the outcome of the community teaching on primary prevention/health promotion 3.After conducting the exercise, there is an expected positive shift of health seeking behavior and reduction in occurrence of preventable diseases like hypertension, diabetes and other cardiovascular conditions. 3Evaluation of the outcome of the exercise will be done through analyzing medical files from various clinics including the screening clinics, medical check-up clinics and medical follow-up clinics.
4.To promote healthy behavior within the community. 4.Promoting health healthy behavior like responsible alcohol intake, taking a balanced diet and engaging in regular physical activity to serve as a measure of primary disease prevention. 4.This will be achieved through highlighting the benefits of such healthy behavior on an individual level giving examples of persons who have adopted such lifestyle

 

Creativity:

Creating awareness around the exercise prior to undertaking the exercise will be important has it will increase the number of people who will show up for the exercise. The campaign for the intended exercise will include printing out posters, fliers and handout that will be distributed within the community by social workers. The information on the fliers, posters and handouts will highlight the objectives of the exercise and the locations where the training will be carried out with stipulated times and dates for the said events. The flyers and handout will be distributed at the outpatient departments of various health facilities, and social centers like market places and entertainment areas. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Planned Evaluation of Objectives (Outcome Evaluation):

The outcome evaluation of the exercise will me assess through the subsequent changes in;

  • Health seeking behavior
  • Medical check-up clinics
  • Medical follow-up clinics
  • Medical Screening and diagnostic trends

The health seeking behavior of the community will be assessed through evaluating the disease stage of initial presentation of the patient to the clinician (Romanes, 2019). The earlier the present the better the prognosis for the patient because preventive measure to stop disease progression can be implemented.

Planned Evaluation of Goal:

The number of people showing up for regular medical check-ups and subsequent medical follow-up clinics would be an effectiveness way of assessing the effectiveness of the exercise as it directly reflects the response of the community to the exercise.

The number of people seeking Prophylactic and diagnostic screening for propensity of disease occurrence is an important tool to evaluate for community awareness of primary disease prevention and health promotion.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

The process evaluation will be done through assessing the daily turn-out of people to the exercise. At the end of the exercise, the participants will be given a test to assess their level of understanding of primary prevention/health promotion and awarded certificates of participation.

Barriers

The extent barriers to the community teaching are;

  • lack of sufficient funding for the exercise
  • unwilling human resource to carry out the exercise due to poor remuneration from the program.
  • Lack of a standardized structured curriculum to carry out the community teaching.

Therapeutic Communication

The therapeutic communication on this exercise will be done on a face-to-face level. The presentation will involve use of charts, diagrams and inclusion of persons who will serve as life example of people who have embraced primary prevention/health promotion. The sessions will be interactive sessions with the presenters posing random questions to the audience to assess for active listening. In conclusion for the presentation, distribution of handout with more information pertaining to the exercise will be nonverbal communication employed to enable continuity of the learning process.

References

Fauci, A. S., Lane, H. C., & Redfield, R. R. (2020). Covid-19—navigating the uncharted. The New England Journal of Medicine, 328(), 1268-1268. DOI: 10.1056/NEJMe2002387

Psaty, B. M., Dekkers, O. M., & Cooper, R. S. (2018). Comparison of 2 treatment models: precision medicine and preventive medicine. JAMA320(8), 751-752. 10.1001/jama.2018.8377. PMID: 30054607.

Topacio, D. P., Romanes, M. A. J. D., Salazar, R. P., & Legaspi, M. J. P. Assessment of Health-Seeking Behavior and its Determinants Among the DepEd Teaching Personnel in a Public Schools District. Provincial Government of Cavite through the Special Education Fund, 50. SalikSuri Research Journal, 1(1), https://www.researchgate.net/publication/344604014

I like the suggestions you provided to promote culturally competent care. I agree that healthcare workers need continuous education to improve their cultural awareness and cultural competence. People deserve to preserve their cultural values, and everyone needs to be respected for who they are (Tennant et al., 2023). Medical professionals need to attend training programs or informational sessions to understand different cultures, especially in the demographic region that they serve (Tennant et al., 2023). These training sessions should be ongoing and include speakers of different ethnic backgrounds to speak on behalf of their culture and communication styles (Tennant et al., 2023).

Reference:

Tennant K., Long A. & Toney-Butler T.J. (2023, May 1). Active Listening. National Center for Biotechnology Information. Retrieved from: https://www.ncbi.nlm.nih.gov/books/NBK442015/

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal – Rubric

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

  1. Bioterrorism/Disaster
  2. Environmental Issues
  3. Primary Prevention/Health Promotion
  4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last: 45 minutes Location of Teaching: Long Term Care Nursing Home
Supplies, Material, Equipment Needed: Projectors, educational brochures, writing materials Estimated Cost: $1000
Community and Target Aggregate: Elderly patients affected and those at risk of osteoporosis admitted to the long term nursing care homes.
Topic: Secondary prevention of osteoporosis among elderly patients in long term nursing homes

 

Identification of Focus for Community Teaching (Topic Selection):

The topic of focus for community teaching is secondary prevention of osteoporosis in elderly patients admitted to long-term nursing homes. Osteoporosis is a public health concern among elderly patients, which predisposes them to adverse events such as fractures. According to the Centers for Disease Control and Prevention, osteoporosis occurs due to loss of bone density, which leads to the weakening of the bone structure, tissue, and strength. The changes increase the risk of fractures. Factors such as low bone mass, inadequate intake of dietary calcium, age, gender, body frame size, and having a family history predispose patients to osteoporosis (Shi et al., 2019).

A wealth of evidence on issues facing elderly patients in long-term nursing facilities has focused on the prevention of fractures and their associated morbidities. The studies largely ignore the fact that osteoporosis could be the leading factor contributing to fractures due to changes in bone density, structure, and tissue with the advancing age. As a result, implementing interventions that aim at improving bone health in elderly patients could reduce the risk and rate of fractures among them in long-term facilities. Secondary prevention is an effective approach to preventing fractures among this population since they are already affected or at risk of developing osteoporosis and its associated adverse effects. Secondary prevention promotes lifestyle and behavioral modification in the elderly population. It also increases their awareness of the causes, risks, effects, and prevention of osteoporosis in the elderly populations (Pflimlin et al., 2019). Therefore, it is anticipated that outcomes that include patient empowerment and sustained improvement in outcomes related to osteoporosis prevention will be achieved in the proposed educational plan.

Epidemiological Rationale for Topic (Statistics Related to Topic):

Osteoporosis is a common problem among the elderly population in the USA. According to CDC, more than 10.2 million people aged above 50 years and above had osteoporosis while 43.3 million people had low bone density in 2010 in the USA. The age-adjusted prevalence for osteoporosis in 2017-2018 showed that its prevalence was higher in adults aged 65 years and above (17.7%) compared to 12.6% seen in those aged 50 years and above. Osteoporosis affects women more than men. For example, the observed prevalence in women aged 65 years and above was 27.1% versus 5.7% in men. Women also have a high low bone mass prevalence compared to men. The increased prevalence of osteoporosis in women is attributed to hormonal changes that occur during the post-menopausal period. The analysis of data on osteoporosis trends shows that the age-adjusted prevalence of osteoporosis in adults aged 50 years and above increased from 9.4% (2007-2008) to 12.6% (2017-2018) in women with no significant change in men 3.7%-4.4% in the same period. Osteoporosis predisposes elderly patients to adverse health outcomes. Its effects include fractures and perioperative complications in patients undergoing orthopedic surgery (CDC, 2021). In addition, its complications increase healthcare costs due to prolonged hospital stay for the affected populations.

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: Deficient knowledge related to osteoporosis prevention as evidenced by the low utilization of osteoporosis prevention interventions by elderly patients in long-term nursing care homes.

The priority nursing diagnosis that guides the proposed teaching plan is deficient knowledge among the elderly patients affected and at risk of osteoporosis. Patients should be aware of the lifestyle and behavioral interventions that reduce the risk of osteoporosis and its associated complications. Enhanced awareness promotes lifestyle and behavioral modifications that enhance their health and wellbeing. Secondary prevention is an effective approach to osteoporosis among these patients. The focus is on preventing osteoporosis progression and the development of its associated complications. Lack of knowledge about osteoporosis predisposes elderly patients to behaviors that increase the risk of its worsening and complications (Porter et al., 2022). Therefore, interventions that raise their understanding of its causes, prevention, and management enhance the treatment outcomes in long-term care nursing homes.

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

The elderly population should be ready to learn for them to benefit from the teaching plan. Several factors will be used as indicators of their readiness to learn. One of them is asking questions. The target audience demonstrates its readiness to learn by seeking clarifications and further insights into osteoporosis. Asking questions also enhances the adoption of the proposed interventions against osteoporosis. The other indicator of readiness to learn by the elderly patients is explaining issues related to osteoporosis and secondary prevention in their own words. This ability implies that the elderly patients can make connections between their experiences with the content of the teaching session. The other indicator is justifying their rationales. The elderly patients will be ready to learn if they can provide evidence to support their decisions (Kiberu et al., 2019). The implication will be their enhanced ability to use creative and critical thinking in making informed decisions on issues related to their health.

The other factor that will be used as an indicator of readiness to learn by elderly patients affected by and at risk of osteoporosis is implementing strategies related to the teaching session. The ability of the elderly patients to put into practice the recommended interventions translate into their readiness to learn. By doing so, they play a proactive role in addressing their health needs. Reflection is the other indicator that will be used to determine readiness to learn. Reflection entails the ability of the elderly patients to explore aspects of their lifestyle and behaviors and make informed decisions on ways of improving them. The target population will also be considered ready to learn if they hold discussions among themselves and other healthcare providers on issues related to osteoporosis. The use of discussions increases their understanding of osteoporosis and the required interventions to minimize its effects (Mather & Cummings, 2019). Therefore, the different types of indicators for readiness to learn will be used to inform the teaching session in this project.

I will adopt the teach-back theory in educating the elderly patients affected and at risk of osteoporosis in the long-term care nursing home. The teach-back method of patient education aims at ensuring understanding of the concepts by asking them to re-state in their own words about secondary prevention of osteoporosis. The method ensures that the educator uses approaches that the patient understands in the teaching process. The Teach-back method is appropriate for the proposed educational session because it improves adherence and understanding of the patients.  The use of patient-centered educational strategies increases understanding and promotes treatment adherence in the secondary prevention of osteoporosis (AHRQ, 2022). The intervention also improves patient satisfaction since the educational sessions are tailored to address their unique needs.

One of the ways in which the teach-back method will be used will be by educating the patients about osteoporosis and then asking them to restate concepts according to their understanding. I will use the information that they give to determine the effectiveness of the teaching session. The other intervention will be reinforcing their understanding. I will use their feedback to identify their strengths, weaknesses, and opportunities that should be explored to enhance their understanding. An example will be the adoption of culturally appropriate interventions to ensure the teaching session addresses the diverse cultural needs, values, and practices of elderly patients. The other strategy that will be adopted is ensuring consistency. I will repeat the most important concepts related to secondary prevention of osteoporosis to enhance the understanding of elderly patients. I will also demonstrate the aspects of health education to ensure patients adopt best practices for improving their health and outcomes (AHRQ, 2022). A mixture of learning strategies such as discussion, demonstration, and use of videos will be adopted to address the diverse learning needs of elderly patients.

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.

Secondary prevention of osteoporosis among elderly patients in long-term nursing homes relates to Healthy People 2020 objectives. It relates to the objective of ensuring the population attains high-quality lives by reducing their risk of osteoporosis which is associated with adverse outcomes. The promotion of lifestyle and behavioral modifications also contributes to high-quality, longer lives free from preventable diseases, injury, and disability for the elderly populations. The teaching session also promotes the realization of the Healthy People 2020 objective of achieving health equity. The teaching session aims at reducing the disproportionate access to high-quality care by the elderly populations in long-term nursing homes. Factors such as age and decline in physical performance often predispose the elderly to poor access to the care that they need. Teaching about secondary prevention of osteoporosis will enhance their access to and utilization of the best services in the community. The proposed teaching on secondary prevention of osteoporosis also improves the health of all the groups in society. The teaching promotes optimum health for the elderly patients affected and at risk of osteoporosis. It also eliminates the disease burden associated with osteoporosis and its complications to patients, their families, and society as a whole (CDC, 2018). Therefore, the intervention underpins the realization of Healthy People 2020 objectives.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The above Health People 2020 objectives are related to Alma Ata’s Health for All Global Initiatives. First, the promotion of the Healthy People 2020 objectives through the teaching plan promotes the optimum health of the elderly patients at risk and affected by osteoporosis. The teaching session ensures the patients’ right to access high-quality care to achieve their optimum health outcomes, hence, Alma Ata’s goal of promoting the highest possible health for all. Healthy People 2020 objectives also address inequalities in healthcare. By preventing secondary osteoporosis, the elderly are assured high-quality care that prevents any form of harm or injury, eliminating disparities due to age. The objectives also strengthen Alma Ata’s goal of ensuring patients participate in the planning and implementation of strategies that address their care needs. The teaching session will empower elderly patients with knowledge and skills in secondary prevention of osteoporosis (Hone et al., 2018). The patients will have the opportunity to explore how they can transform their lifestyles and practices to minimize the risks of osteoporosis and its complications.

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)
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 the day.
1.Elderly patients with or at risk of osteoporosis will name the different types of calcium supplementations recommended to minimize and prevent osteoporosis 1. Dietary supplementation of calcium is an effective approach to preventing and minimizing the progression of osteoporosis. Exposure to sunlight also increases bone formation. 1. Discussion and explanation of the available calcium supplements will be offered. Posters of the recommended food types will also be offered. Culturally-diverse dietary supplements will be offered.
2.Elderly patients with or at risk of osteoporosis will name the different types of exercises that prevent or minimize complications of osteoporosis 2. Physical activity improves bone formation, density, and structure, which minimizes osteoporosis. Elderly patients require regular, moderate physical activity to improve bone strength, density, and structure. 2. Elderly patients will be educated about the different types of exercises they should engage in to strengthen bone strength. They will be provided with video presentations to enhance their understanding.
3.Elderly patients will explain the importance of medications in treating and preventing osteoporosis and its complications 3. Calcium supplements and hormonal replacement therapy are effective in reducing osteoporosis and its progression. 3. Elderly patients will be educated about the importance of seeking medical care should they experience any bone-related problems. They will be educated about symptoms such as bone pain, fractures, weakness, and easy fatigability.
4.Elderly patients with or at risk of osteoporosis will explain the importance of medical checkups for bone disorders 4. Regular medical check-ups for bone-related problems facilitate early identification and treatment of osteoporosis. 4. Elderly patients will be educated about the importance of regular checkups for bone problems. They will be educated about the schedules of bone checkups to enhance outcomes.

 

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

Creativity will be promoted in the teaching session using several strategies. One of them will be combining different teaching strategies. Methods such as lectures, presentations, and discussions will be used to enhance the understanding of the patients. The use of varied methods also addresses the diverse learning needs of healthcare providers. The other strategy that will be considered to promote creativity is encouraging patient participation. Patients will be actively involved in the teaching session to enhance their retention of the essential concepts and skills. Lastly, creativity will be promoted through brainstorming (Cho & Kim, 2018). Brainstorming will be used to ensure the patients retain the most crucial information related to secondary prevention of osteoporosis.

 

 

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

  1. Patients’ understanding of the different approaches to calcium supplementation to prevent osteoporosis. The measures will include the ability of the patients to name and identify different dietary supplements for calcium. It will also include the incorporation of the supplements into their diets.
  1. Patient’s understanding and ability to engage in different physical activities to prevent osteoporosis. The measures will include their ability to name, engage, and frequency of engaging in physical activities.
  1. Patient’s understanding of the importance of treatment adherence to prevent and treat osteoporosis. The measures will include adherence to osteoporosis treatment.
  1. The understanding of patients about the importance and frequency of medical checkups for bone-related problems. Measures will include the frequency of utilization of bone screening services.

 

 

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

The evaluation of the overall effectiveness of the teaching plan will be done at the end of the session. Questions will be asked to determine the understanding of the patients about secondary prevention of osteoporosis. Questionnaires will also be administered to obtain an objective and subjective assessment of the effectiveness of the teaching plan.

 

 

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Questionnaires aiming at determining the perceptions of the patients towards my effectiveness in teaching will be administered. The assessment by patients will enable me to have a better understanding of my effectiveness as a teacher. The lesson will be evaluated based on the coverage of the key concepts and their ability to address the needs of the target audience.

 

 

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

One of the potential barriers that may arise during teaching is the lack of attention by the patients. Factors such as boredom and lack of preparedness may contribute to the participants not being willing to participate in the session. Interventions such as ensuring their active involvement, mixing different learning strategies, and asking focused questions will be used to address the barrier. The other barrier is inadequate time. Planning before the teaching session will be done to address this barrier. The last barrier is the language barrier (Du Plessis, 2019). Translators will be incorporated to address language barriers during the teaching session.

 

Therapeutic Communication

4.2 Communicate therapeutically with patients.

I will begin my presentation with a hook statement to capture the interest of my audience. One of the activities that I will use with the audience to ensure active listening is the question-answer approach. I will ask questions related to the educational session after a specific interval to ensure the audience is attentive. I will conclude the presentation by summarizing the main points of the presentation (Harris & Panozzo, 2019). I will use nonverbal communication techniques such as gestures, eye contact, and body movements to enhance the effectiveness of the teaching session.

References

AHRQ. (2022). Use the Teach-Back Method: Tool #5. https://www.ahrq.gov/health-literacy/improve/precautions/tool5.html

CDC. (2018, October 31). Healthy People 2020|About DHDSP|DHDSP|CDC. https://www.cdc.gov/dhdsp/hp2020.htm

CDC. (2021, May 13). Products—Data Briefs—Number 405—March 2021. https://doi.org/10.15620/cdc:103477

Cho, H., & Kim, H. K. (2018). Promoting creativity through language play in EFL classrooms. Tesol Journal, 9(4), 1–9.

Du Plessis, A. E. (2019). Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon. International Journal of Educational Research, 93, 136–152. https://doi.org/10.1016/j.ijer.2018.11.002

Harris, B. A., & Panozzo, G. (2019). Therapeutic alliance, relationship building, and communication strategies-for the schizophrenia population: An integrative review. Archives of Psychiatric Nursing, 33(1), 104–111. https://doi.org/10.1016/j.apnu.2018.08.003

Hone, T., Macinko, J., & Millett, C. (2018). Revisiting Alma-Ata: What is the role of primary health care in achieving the Sustainable Development Goals? The Lancet, 392(10156), 1461–1472.

Kiberu, V. M., Scott, R. E., & Mars, M. (2019). Assessing core, e-learning, clinical and technology readiness to integrate telemedicine at public health facilities in Uganda: A health facility – based survey. BMC Health Services Research, 19(1), 266. https://doi.org/10.1186/s12913-019-4057-6

Mather, C. A., & Cummings, E. (2019). Developing and sustaining digital professionalism: A model for assessing readiness of healthcare environments and capability of nurses. BMJ Health & Care Informatics, 26(1). https://doi.org/10.1136/bmjhci-2019-100062

Pflimlin, A., Gournay, A., Delabrière, I., Chantelot, C., Puisieux, F., Cortet, B., & Paccou, J. (2019). Secondary prevention of osteoporotic fractures: Evaluation of the Lille University Hospital’s Fracture Liaison Service between January 2016 and January 2018. Osteoporosis International, 30(9), 1779–1788. https://doi.org/10.1007/s00198-019-05036-0

Porter, J. L., Varacallo, M., & Castano, M. (2022). Osteoporosis (Nursing). In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK568781/

Shi, L., Min, N., Wang, F., & Xue, Q.-Y. (2019). Bisphosphonates for Secondary Prevention of Osteoporotic Fractures: A Bayesian Network Meta-Analysis of Randomized Controlled Trials. BioMed Research International, 2019, e2594149. https://doi.org/10.1155/2019/2594149

Thank you for your post, I enjoyed reading what you had to say and found your question to the class interesting. Within the community we have a large population of homeless people and when admitting an individual who is homeless there can be a bit of bias that implants itself into the mind of the nurse when providing care for this population. One study that was completed in Canada addressed the issue that homeless people face when navigating the health care system and found that barriers that they experienced were commonly discriminated against and felt as they were stigmatized for essentially being impoverished and uninsured (Gilmer et al 2020). One of the examples that comes to mind for my unit that could be addressed is the bias that I have observed towards certain “frequent flyers” within the hospital. On my floor we have a few different people that I can think of, that are constantly being admitted to the hospital for the same things repeatedly and through this you can see a level of bias being established towards this population of people. The takeaway is that bias is everywhere and it is our role as a nurse to deliver care justly and provide equity to all our patients and when we allow our personal bias or implicit bias to get in the way of that we are doing our patients a disservice and jeopardize our licenses.

Work Cited:

Gilmer, C., & Buccieri, K. (2020). Homeless Patients Associate Clinician Bias With Suboptimal Care for Mental Illness, Addictions, and Chronic Pain. Journal of primary care & community health11, 2150132720910289. https://doi.org/10.1177/2150132720910289

Total 100 points
Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O503 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%) Comments Points Earned
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. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal 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.
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 (C4.2) 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. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal 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 a unity, coherence, and cohesiveness. Proposal is well-organized and logical.  Ideas progress and relate to each other.  Paragraph and transition construction guide the reader.
Criteria 2Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness.  Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
Format 5.0%
Paper Format  (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal 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.
Total Weightage 100%

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.

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

Learning outcome:

LO8:

Name:
1. Instructions and guidelines (Read carefully)
Instructions
Insert your name and surname in the space provided above, as well as in the file name. Save the file as: First name Surname Assignment 4 – e.g. Lilly Smith Assignment 4. NB: Please ensure that you use the name that appears in your student profile on the Online Campus.
2     Write all your answers in this document. There is an instruction that says, “Start writing here” under each question. Please type your answer there.

3     Submit your assignment in Microsoft Word only. No other file types will be accepted.

4     Do not delete the plagiarism declaration or the assignment instructions and guidelines. They must remain on your assignment when you submit.

PLEASE NOTE: Plagiarism cases will be penalised according to the Head Tutor’s and GetSmarter’s discretion.

IMPORTANT NOTICE: Please ensure that you have checked your course calendar for the due date for this assignment.

Guidelines
1     There are eight pages and one question in this assignment.

2     Make sure that you have carefully read and fully understood the questions before answering them. Answer the questions fully but concisely and as directly as possible. Follow all specific instructions for individual questions (e. g. “list”, “in point form”).

3     Answer all questions in your own words. Do not copy any text from the notes, readings or other sources. The assignment must be your own work only.

Plagiarism Declaration:
1. I know that plagiarism is wrong. Plagiarism is to use another’s work and pretend that it is one’s own.

2. This assignment is my own work.

3. I have not allowed, and will not allow, anyone to copy my work with the intention of passing it off as his or her own work.

4. I acknowledge that copying someone else’s assignment (or part of it) is wrong, and declare that my assignments are my own work.
2. Mark allocation
Each question receives a mark allocation. However, you will only receive a final percentage mark and will not be given individual marks for each question. The mark allocation is there to show you the weighting and length of each question.

TOTAL                                                                                                          50

Assignment instructions
Complete Question 1 in this document. Make sure you have read Modules 3 and 4 before completing this assignment.

Note:

Make sure that you show all your workings within the assignment when calculations are required.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

A community health nurse can recognize bias and stereotypes within the community in a number of ways which may be either through the behavior of the people or from their utterances. Behavioral tendencies may especially manifest through stigmatization of the said party, isolation or changes in behaviors from the community members hen the patient is in sight. A nurse can address some these issues by acting as bridge in the community, educating the community in a bid to reduce the stigma especially that caused by ignorance. This can be done through participant recruitment where you try recruit community members and engaging them in community projects. Focus groups discussions in which training can be done on various illnesses and how to avoid them or manage them. Through doing this, there will be a shared interest in healthcare despite ethnicity or cultural differences. (Cuevas, O’Brien, & Saha, 2017)

Education is also for other nurses and staff members so as to be more culturally aware and reduce unconscious bias so as to foster equal treatment for all patients with an open and accepting approach. Education promotes a strong nurse-patient relationship based on empathy and understanding, resulting in high-quality and equitable patient care (Bucknor-Ferron & Zagaja, November 2016). To provide culturally competent care, one can deploy cultural competence training for providers which will increase diversity attitudes and reduce cultural bias. One can also bring in interpreter services in the event there is a language barrier. Creating community health networks concentrating on cooperation and exchange with other institutions within communities. ( Handtke O, Schilgen B, Mösko M ,2019)

References

Handtke O, Schilgen B, Mösko M (2019). Culturally competent healthcare – A scoping review of strategies implemented in healthcare organizations and a model of culturally competent healthcare provision. PLOS ONE 14(7): e0219971.

Bucknor-Ferron, P. M., & Zagaja, L. M. (November 2016). Nursing2020 (Vol. 46).

Cuevas, A. G., O’Brien, K., & Saha, S. (2017). What is the key to culturally competent care: Reducing bias or cultural tailoring? Psychol Health., 493-507.

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