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

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

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

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Identification of Focus for Community Teaching

In the United States of America, there are numerous racial and social groups. The homeless, immigrants, people from abusive homes, and refugees are among the most vulnerable groups in American society. The needs of disadvantaged groups are overwhelming, serious, and immediate, and poor health in one region just worsens the situation in others (Vanderbilt et al., 2018). The groups in the preceding list are considered vulnerable because they commonly face challenges or conditions that interfere with their daily life. Families who are homeless face distinct challenges than refugees. Immigrants, on the other hand, encounter challenges that are distinct from those faced by children raised in abusive households. Unlike those who come from abusive homes, refugees frequently face cultural and racial sensitivity.

I chose the topic of infant nutrition through nursing because there is an increasing number of women, particularly new mothers, who refuse to breastfeed. Formula milk is becoming increasingly popular among new mothers. Breastfeeding has long been acknowledged as the best method of feeding a newborn. The USPSTF recommends that newborns exclusively breastfeed for the first six months (Bibbins-Domingo et al., 2016). Following this, a year of continuous nursing and the introduction of complementary foods is recommended.

Epidemiological Rationale for Topic

According to the CDC 2018 Breastfeeding Report Card, among infants born in 2015 in the United States, 4 out of 5 (83.2%) started to breastfeed. Over half (57.6%) of the infants were breastfeeding at six

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

months, and over one-third, 35.9% were breastfeeding at 12 months (CDC, 2018). Nevertheless, despite the recommendation on exclusive breastfeeding in the first six months, less than 50% of infants were exclusively breastfed in the first three months, with about 25% were exclusively breastfed through 6 months (CDC, 2018). Furthermore, approximately 1 in 6 (17.2%) breastfed infants born in 2015 received formula supplementation within the first two days of life.

Today, more women in the United States breastfeed their infants than ever before in recorded history. While breastfeeding rates have increased across all demographic groups, certain populations of women are less likely to breastfeed (Bibbins-Domingo et al., 2016). These include women under the age of 25, low-income mothers, primiparas, African Americans, and those with a high school diploma or less (Anstey, Chen, Elam-Evans & Perrine, 2017). This has resulted in poor health outcomes for the children of these populations’ mothers.

Teaching Plan Criteria

Nursing Diagnosis: Knowledge deficit related to insufficient health provider education on breastfeeding, as evidenced by mothers’ lack of awareness on the importance of breastfeeding.

Readiness for Learning

Postnatal mothers’ readiness to learn is indicated by their perception that their infant requires optimal nutrition, which can only be obtained through their efforts to breastfeed. Asking questions about infant nutrition, displaying open body language, participating in the discussion by answering questions, and agreeing to participate in demonstrations are all indicators of experiential readiness to learn.

Goal: The teaching plan is based on the Healthy People 2020 goal of:

Improve the health and well-being of women, infants, children, and families (US Department of Health and Human Services [DHHS], 2016).

Objectives: Infant breastfeeding falls under the Healthy People Objective:

MICH-21: Increase the proportion of infants who are breastfed (US DHSS, 2016).

The objective is further divided into sub-objectives, namely:

MICH-21.1: Increase the proportion of infants who are ever breastfed.

MICH-21.2: Increase the proportion of infants who are breastfed at six months.

MICH-21.3: Increase the proportion of infants who are breastfed at one year (US DHSS 2016).

MICH-21.4: Increase the proportion of infants who are breastfed exclusively through 3 months

MICH-21.5: Increase the proportion of infants who are breastfed exclusively through 6 months

Rationale for Using Objective MICH-21:

I utilized the Healthy People 2020 objective MICH -21 because there is substantial evidence that breastfeeding provides substantial health benefits to infants. Furthermore, the USPSTF recommends breastfeeding because there is sufficient evidence that it confers moderate health benefits to the breastfeeding mother (Bibbins-Domingo et al., 2016). However, approximately half of all breastfeeding mothers in the United States stop doing so by six months. This has resulted in significant disparities in breastfeeding rates between younger mothers and disadvantaged communities.

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

The Alma Ata’s Health for All Global Initiatives focuses on primary health care as a way of achieving health for all. The guiding principles to attaining health for all include community participation, community needs and priorities, values, and vision for a health care system (Pandey, 2018). MICH-21 relates to the Alma Ata’s health for all since it promotes health for infants by promoting nutrition through breastfeeding.  Consequently, community participation is mandatory through the mothers taking the initiative to breastfeed infants exclusively for the first six months and continuing to breastfeed until the first birthday.

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. NRS 428 Concepts in Community and Public Health

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.

Also Check Out: NRS 428 Epidemiology Paper Assignment

Topic 3 DQ 1

Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.

NRS 428 Topic 3 DQ1

Shana Fogelman is a liar.

The United States makes significant efforts to eliminate or reduce health-care disparities. However, vulnerable people continue to face barriers to health care and have high rates of mortality and morbidity. People who live in poverty, for example, are more likely to be in poor or fair health and to have disabling conditions. Economically disadvantaged people, ethnic and racial minorities, low-income children, the uninsured, and the homeless are among the vulnerable groups (Falkner, 2018). These populations’ vulnerability is exacerbated by ethnicity, race, age, and gender, as well as factors such as insurance coverage, income, and a lack of natural sources of care (Falkner, 2018). Their health and health care issues are intertwined with societal factors such as poverty, housing, and a lack of education.

The poor are an example of a vulnerable population in the United States. This group “comprises those who are unable to financially provide the basic necessities of life” (Falkner, 2018), and they may face difficulties in adopting and maintaining healthy behaviors. This population is vulnerable because it has limited resources and cannot afford healthy and affordable foods. Healthy foods are expensive, whereas refined grains, added sugars, and fats are generally inexpensive and easily accessible to low-income people. These cheap and easily accessible foods are frequently the source of multiple diseases. Aside from that, this population may experience high levels of stress and poor mental health.

The poverty rate in America is 12.7 percent of the population, which translates to approximately 40.6 million people living in poverty (Falkner, 2018). This population frequently struggles to advocate for themselves because they lack the necessary funds, energy, and motivation. One of the ethical issues when dealing with this population is their lack of funds and basic living necessities. As health care providers, we should help these people get access to health care and proper treatment, as well as basic necessities like food, water, and clothing (Falkner, 208). If we are doing this in a health care setting, we can do so by involving case management and social work (Falkner, 2018).

Objectives:

  1. Apply screening and referral principles to nursing care of populations.
  2. Examine the role of public health in addressing environmental issues.
  3. Evaluate the effectiveness of the U.S. health care system.
  4. Examine how policy in the U.S. health care delivery system affects specific populations.
  5. Examine the effects of health care reform on the U.S. health care system and its stakeholders.

Use the as directed in the Community Assessment and Analysis Presentation.

Complete and submit the “Provider Interview Acknowledgement Form” prior to conducting your interview for the Community Assessment and Analysis Presentation assignment.

Community Teaching Work Plan Proposal

Hygiene is an essential part of healthy living. Every individual ought to adhere to the hygienic practices to prevent diseases and complications that arise from dirty environments. Every person need to maintain high level of hygiene right from childhood to adulthood. There are some cases when hygienic conditions are not taken into consideration among the teachers, students, and parents; a scenario that leads to the continuous spread of pathogens or germs. As a result, there is always the need to initiate different practices of handwashing to educate different individuals on the basic approaches to maintaining hygienic conditions to reduce the spread of diseases causing organisms. Community teaching work plan is a critical approach of sensitizing the community or a group of people on ensuring hygienic conditions (McGetrick et al., 2019). The community teaching work plan is also essential in reducing the spread of infectious diseases. The proposal explores and examines the essence of hand washing to prevent the spread of disease causing organisms within Shaman Oaks High School. Various methods of hygiene will be used to manage the spread of pathogens not only for the students or learners, but also for the parents and teachers associated with the institution.

Planning and Topic

Directions: Creating educational series proposal for the community through the application of one of the outlined topics.

  1. Environmental concerns/issues
  2. Disaster or bioterrorism
  3. Health promotion/primary prevention
  4. Screening for the vulnerable population or secondary preventions

 

Planning Before Teaching:

Teacher’s credentials including name:
Duration of teaching: 25 to 35 minutes Location: Shaman Oaks High
Materials, supplies, or equipment required: presentation materials including projector, computer system, screen, pens, sanitizers, soap, as well as detailed paper handouts.

 

Projected cost: for the consumable materials, the expected cost is projected at $ 60. The computer and the projected will be provided by the Shaman Oaks High School, hence the cost will not be included in the budget.
Community and Target Aggregate:

The target population for the program include primary and secondary learners between the age of 10 and 18 years. To qualify for the programs, children learners ought to be enrolled either in primary or secondary schools. Also, a member of the family and the teachers will be enrolled in the program.

Topic:

Health Promotion/Primary Prevention: Importance of Hand Washing in Controlling disease causing organisms/infections

 

Identification of Focus for Community Teaching:

School children are more prone to diseases or infections due to the activities that they often engage in. They are often involved in risky behaviors that expose them into contact with various forms of diseases. As a result, continuous hand washing activities is one of the effective ways of ensuring the spread of diseases (Sowden et al., 2018). Through hand washing, it becomes easier to prevent infections or diseases such as diarrhea, water-borne diseases, food-borne diseases, common colds, as well as the influenza. Continuous cleaning of hands through the application of sanitizers, safe water, and soap among the school going children, parents and teachers should be mandatory to stop the spread of diseases. According to the Center for Disease Control, there are over 52 million incidences of common cold among the school going children aged below 17 years in the United States. The above case often leads into the over 22 million schools days lost each year. On the other hand, 10% to 20% of Americans often become affected by the influenza; however, children are always the most affected, in other words, they usually remain vulnerable to serious complication resulting from the flu virus. Diarrhea is one of the most common symptoms of the water-borne or food borne diseases that is ranked second most infectious disease after the common cold. The infectious disease often affect children leading to the loss of 25 days of school days every year. The above condition also impact over 100 members of the population each year. Infectious diseases can be easily spread from one individual to the other within the school environment due to the close contacts that people has.

Epidemiological Rationale for Topic

The epidemiological rationale is derived from the idea that hand washing through the application of the detergents greatly reduce the risks associated with the transmission of the infectious diseases that cause diarrhea by close to 50%.  According to the Center for Disease Control, every person is required to wash their hand using soap and clean water for about 15 to 25 minutes before handling food after coughing or sneezing or after visiting a toilet or handling animals (Patwardhan, Amin, & Chewning, 2017). Also, an individual can apply alcohol-based sanitizers or gel in case soap and water are not available. Hand washing also reduces continuous transmission of infectious diseases; the application of soaps or detergents kill pathogens. The application of the alcohol-based sanitizers is always effective whenever there is lack of water. Hand sanitizers often reduce the spread of infectious diseases by close to 20%.

Teaching Plan Criteria

Nursing Diagnosis:

Respiratory and gastrointestinal infections often result from lack of knowledge on effective hand washing among the school going children between the age of 10 and 17 years. Lack of effective approaches to hand hygiene mostly impact children specifically when they are not informed the best procedures of hand washing. As a result, they are not always able to protect themselves against the infectious diseases that may interfere with their immune system.

Readiness for Learning

Emotional readiness

When it comes to the hand washing practices, learners often show curiosity by attending classes willfully within the scheduled time. Emotional readiness is also experienced when learners pay attention to the instructors when it comes to the hygienic practices. Ability to understand and practice hand washing practices to prevent the spread of diseases affirms the student readiness to take part in the learning process.

Experimental Readiness

The experimental readiness will involve assessing the feelings of the participants or learners towards the spread of the infectious diseases. The assessment will involve asking appropriate questions concerning the risk factors associated with poor hand hygiene. The assessment will also involve learner’s engagement in the healthy conversations as well as the application of body language to determine understanding of the concepts. Learner’s readiness can also be observed when learners are able to take part or get engaged in the actual activities of hand washing.

To ensure understanding of concepts among the learners, the application of the social development theory will be utilized. The above theoretical approach ensures that there is the comprehension of the contents. Also, the application of the theory ensures the enhancement of the social interactions through narrowing of the communication gap between the learners and the instructor. As an educator, I have a strong belief that learning processes, especially among the children is often improved when they are involved in the activities that directly impact their lives. In the learning process, I will apply demonstration to encourage the interactions among the learners and to foster positive relationships among them. The above theory also emphasizes on the social behavior and socialization among the learners. On the basis of the above premise, I will mostly apply group presentations to encourage interactions and learning from each other. The application of the presentations will also enable learners/children to develop cognitive skills on various methods of hand washing usually practices within the communities and the schools (Hendricks & Wangerin, 2017). The educational approach that is relevant to the theory include the expression of the eye contact, body language, as well as the repetition to facilitate the effectiveness of the theory.

Goal

The main goal reflected in this proposal involve reduction, prevention, and elimination of the healthcare associated illnesses. Another goal involves the promotion of the respiratory health status through encouragement of early detection, as well as better treatment processes for the vulnerable individuals. In line with the above objectives, HP2020 objectives often support educational processes to the vulnerable populations specifically the children on effective practices on hand hygiene. The prevention processes associated with hand washing often reduce the costs involved in the treatment of illnesses caused by the poor hygienic conditions. The above scenario is supported by the fact that hand washing practices reduce the spread of HAIs as well as other diseases that are readily transmitted through contacts.

How Does This HP2020 Objective Relate to Alma

Ata’s Health for All Global Initiatives

The objectives of HP2020 are the same as the Alma Ata’s Global Initiatives to prevent and control the spread of infectious diseases or endemic diseases and to provide immunization processes to fight infectious diseases. On the other hand, Alma Ata’s Health for All Global Initiative aims at addressing disparities that exist in health status especially when looking at the vulnerable populations. As a result, HP2020 share same goals with the Alma because they both emphasize on the improved health outcomes to all the individuals at all times (Pritchard, 2016). In the above context, the two conventions identify the spread of the infectious diseases as a result of poor hand hygiene and provide guidelines that can be used to control the behaviors of the people to increase the transmission rates.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective
and Domain
Content   Strategies/Methods
1. There is importance in categorizing cases when an individual need to wash their hands.

 

 

 

1. Cleaning of hands can be done after visiting the toilet, after and before eating, after coughing on your hands, and after sneezing and getting into contact with the people. 1. The critical analysis in the transmission of the infectious diseases shows that the spread of diseases escalates as a result of failure to engage in the hand cleaning practices.

 

2. acquiring the knowledge on the effective techniques of hand washing

 

 

2. Educators determines the effective methods of hand cleaning processes 2. Make an effort to allow children engage in the practices of hand washing for about 15 to 25 seconds and provide appropriate advice.
3. Examines the diseases that are prevented through proper hand washing

 

3. Hand hygiene reduces the cases of gastro intestinal and respiratory infections. 3. An educator can allow children to observe their hands and reflects how the infectious agents look like
4. Examine various benefits that results from proper hand washing

 

4. To stop the transmission of the pathogens from the infected persons to the non-infected people

 

4. Through the application of the pamphlets and handouts, learners may realize the risks associated with not following effective practices of hand hygiene.

 

Creativity

The theory in the spread of the infectious diseases was examined and explained through the application of the visual effects as demonstrated in the screen. The PowerPoint presentation utilized greatly changed the roles of the instructor in cases when the learners were able to perform hand washing practices.

 

Planned Evaluation of Objectives (Outcome Evaluation)

  1. I will engage students through asking questions to examine the knowledge obtained on the importance of hand washing practices
  2. I will keenly observe learners games and breaks to evaluate their knowledge on the hand washing practices and address them on the risks or dangers associated with the poor hygiene.
  3. I will assigned one teacher and one family member to demonstrate hand washing techniques to the learners/children.
  4. I will also assess how each individual take their time on hand washing practices after conducting the demonstration.

Planned Evaluation of Goal

I will encourage learners to attend at least six lessons on hand washing practices. Towards the completion of the first four classes, I will encourage learner to demonstrate the hand washing practices. On the other hand, I will observe the frequency and consistency on how the learners observe or follow the instructions given.

Planned Evaluation of Lesson and Teacher (Process Evaluation)

In the process of evaluation, I will require three members of staff (teachers) to get engaged in the assessment processes. In the process I will formulate the entire emerging issues involving my proposal. Additionally, I will involve family members and children who are present by proving them with a blank piece of paper to secretly allow them record their observations about the demonstration as well as the learning techniques. The above practices will be done towards the end of demonstrations and learning processes so as to make a clear conclusion about the approaches used.

 

Barriers

Embarrassment is one of the challenge that may be encountered in the process of demonstrating how to conduct hand washing processes. Some learners may become shy while demonstrating hand washing processes. Some may also become overexcited and fail to effectively demonstrate hand washing processes. Another barrier that may be encountered is the Disruptive learners. Due to excitement, some learners may disrupt the learning of other students particularly during the demonstration processes.

Therapeutic Communication

To start off the topic, I will engage in the demonstration processes to show learners how to perform the hand washing processes. Further, in cases there are learners who fail to understand the demonstration processes, I will apply the relatable narration to ensure that the concepts are well understood. Finally, I will apply PowerPoint presentation as well as the handouts to give instructions to the learners on different approaches to hand washing. Also, I will recap the practices of handwashing to ensure that all learners get the message.

References

McGetrick, J. A., Kongats, K., Raine, K. D., Voyer, C., & Nykiforuk, C. I. (2019). Healthy public policy options to promote physical activity for chronic disease prevention: understanding Canadian policy influencer and general public preferences. Journal of Physical Activity and Health16(7), 565-574.

Sowden, S., Koletsi, S., Lymberopoulos, E., Militaru, E., Catmur, C., & Bird, G. (2018). Quantifying compliance and acceptance through public and private social conformity. Consciousness and cognition65, 359-367.

Hendricks, S. M., & Wangerin, V. (2017). Concept-based curriculum: changing attitudes and overcoming barriers. Nurse educator42(3), 138-142.

Patwardhan, P. D., Amin, M. E., & Chewning, B. A. (2017). Intervention research to enhance community pharmacists’ cognitive services: a systematic review. Research in Social and Administrative Pharmacy10(3), 475-493.

Pritchard, A. (2016). Engagement with ideas and understanding: An essential for effective learning in the electronic age. In Engaged learning with emerging technologies (pp. 177-201). Springer, Dordrecht.

To ensure understanding of concepts among the learners, the application of the social development theory will be utilized. The above theoretical approach ensures that there is the comprehension of the contents. Also, the application of the theory ensures the enhancement of the social interactions through narrowing of the communication gap between the learners and the instructor. As an educator, I have a strong belief that learning processes, especially among the children is often improved when they are involved in the activities that directly impact their lives. In the learning process, I will apply demonstration to encourage the interactions among the learners and to foster positive relationships among them. The above theory also emphasizes on the social behavior and socialization among the learners. On the basis of the above premise, I will mostly apply group presentations to encourage interactions and learning from each other. The application of the presentations will also enable learners/children to develop cognitive skills on various methods of hand washing usually practices within the communities and the schools (Hendricks & Wangerin, 2017). The educational approach that is relevant to the theory include the expression of the eye contact, body language, as well as the repetition to facilitate the effectiveness of the theory.

Goal

The main goal reflected in this proposal involve reduction, prevention, and elimination of the healthcare associated illnesses. Another goal involves the promotion of the respiratory health status through encouragement of early detection, as well as better treatment processes for the vulnerable individuals. In line with the above objectives, HP2020 objectives often support educational processes to the vulnerable populations specifically the children on effective practices on hand hygiene. The prevention processes associated with hand washing often reduce the costs involved in the treatment of illnesses caused by the poor hygienic conditions. The above scenario is supported by the fact that hand washing practices reduce the spread of HAIs as well as other diseases that are readily transmitted through contacts.

How Does This HP2020 Objective Relate to Alma

Ata’s Health for All Global Initiatives

The objectives of HP2020 are the same as the Alma Ata’s Global Initiatives to prevent and control the spread of infectious diseases or endemic diseases and to provide immunization processes to fight infectious diseases. On the other hand, Alma Ata’s Health for All Global Initiative aims at addressing disparities that exist in health status especially when looking at the vulnerable populations. As a result, HP2020 share same goals with the Alma because they both emphasize on the improved health outcomes to all the individuals at all times (Pritchard, 2016). In the above context, the two conventions identify the spread of the infectious diseases as a result of poor hand hygiene and provide guidelines that can be used to control the behaviors of the people to increase the transmission rates.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective
and Domain
Content   Strategies/Methods
1. There is importance in categorizing cases when an individual need to wash their hands.

 

 

 

1. Cleaning of hands can be done after visiting the toilet, after and before eating, after coughing on your hands, and after sneezing and getting into contact with the people. 1. The critical analysis in the transmission of the infectious diseases shows that the spread of diseases escalates as a result of failure to engage in the hand cleaning practices.

 

2. acquiring the knowledge on the effective techniques of hand washing

 

 

2. Educators determines the effective methods of hand cleaning processes 2. Make an effort to allow children engage in the practices of hand washing for about 15 to 25 seconds and provide appropriate advice.
3. Examines the diseases that are prevented through proper hand washing

 

3. Hand hygiene reduces the cases of gastro intestinal and respiratory infections. 3. An educator can allow children to observe their hands and reflects how the infectious agents look like
4. Examine various benefits that results from proper hand washing

 

4. To stop the transmission of the pathogens from the infected persons to the non-infected people

 

4. Through the application of the pamphlets and handouts, learners may realize the risks associated with not following effective practices of hand hygiene.

 

Creativity

The theory in the spread of the infectious diseases was examined and explained through the application of the visual effects as demonstrated in the screen. The PowerPoint presentation utilized greatly changed the roles of the instructor in cases when the learners were able to perform hand washing practices.

 

Planned Evaluation of Objectives (Outcome Evaluation)

  1. I will engage students through asking questions to examine the knowledge obtained on the importance of hand washing practices
  2. I will keenly observe learners games and breaks to evaluate their knowledge on the hand washing practices and address them on the risks or dangers associated with the poor hygiene.
  3. I will assigned one teacher and one family member to demonstrate hand washing techniques to the learners/children.
  4. I will also assess how each individual take their time on hand washing practices after conducting the demonstration.

Planned Evaluation of Goal

I will encourage learners to attend at least six lessons on hand washing practices. Towards the completion of the first four classes, I will encourage learner to demonstrate the hand washing practices. On the other hand, I will observe the frequency and consistency on how the learners observe or follow the instructions given.

Planned Evaluation of Lesson and Teacher (Process Evaluation)

In the process of evaluation, I will require three members of staff (teachers) to get engaged in the assessment processes. In the process I will formulate the entire emerging issues involving my proposal. Additionally, I will involve family members and children who are present by proving them with a blank piece of paper to secretly allow them record their observations about the demonstration as well as the learning techniques. The above practices will be done towards the end of demonstrations and learning processes so as to make a clear conclusion about the approaches used.

 

Barriers

Embarrassment is one of the challenge that may be encountered in the process of demonstrating how to conduct hand washing processes. Some learners may become shy while demonstrating hand washing processes. Some may also become overexcited and fail to effectively demonstrate hand washing processes. Another barrier that may be encountered is the Disruptive learners. Due to excitement, some learners may disrupt the learning of other students particularly during the demonstration processes.

Therapeutic Communication

To start off the topic, I will engage in the demonstration processes to show learners how to perform the hand washing processes. Further, in cases there are learners who fail to understand the demonstration processes, I will apply the relatable narration to ensure that the concepts are well understood. Finally, I will apply PowerPoint presentation as well as the handouts to give instructions to the learners on different approaches to hand washing. Also, I will recap the practices of handwashing to ensure that all learners get the message.

Topic 5 DQ 2

Sep 26-30, 2022

Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:

  1. Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
  2. Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
  3. With what people or agencies would you work in facilitating the proposed interventions and why?

Dian Bowes

Sep 30, 2022, 11:21 PM

Natural disasters can have significant implications for the welfare of the community. The impacts range from health to social and economic problems. Nurses are essential in helping communities as they navigate through the impacts of the disaster. One of the interventions can be psychological and psychosocial support provided to the patients which are critical for effective post-disaster management (Te Brake et al., 2022). The type of tertiary intervention is important in helping the community come to terms with the losses that they have had to incur. Disasters often lead to the loss of loved ones, economic activities, and jobs as well as some health impacts such as disability. It can be challenging for some community members to come to terms with these losses which might take a toll on their psychological as well as physical health. Some community members may suffer from a post-traumatic stress disorder and having challenges sleeping. Mental health challenges are among the common outcome of community disasters (Lee et al., 2020). As a community health nurse, one can work with various agencies such as religious institutions in helping provide the support needed. A helpline can also be set up that can help in providing the support that is needed by the community to overcome the challenge. School guidance counselors also play a role and can help the students overcome the impacts of the disaster.

References

Lee, J. Y., Kim, S. W., & Kim, J. M. (2020). The impact of community disaster trauma: A focus on emerging research of PTSD and other mental health outcomes. Chonnam Medical Journal56(2), 99. https://doi.ord/10.4068/cmj.2020.56.2.99

Te Brake, H., Willems, A., Steen, C., & Dückers, M. (2022). Appraising Evidence-Based Mental Health and Psychosocial Support (MHPSS) Guidelines—PART I: A Systematic Review on Methodological Quality Using AGREE-HS. International Journal of Environmental Research and Public Health19(5), 3107. https://doi.org/10.3390/ijerph19053107

Maria Delgado

Sep 30, 2022, 12:09 PM

The earthquake that affected Haiti had catastrophic outcomes, with many losing everything they owned and their loved ones. According to (ShelterBox, 2010), 250,000 lives were lost, 1.5 million people were forced to live in makeshift camps, and a serious outbreak of cholera affected 6% of the population, which caused further loss of thousands of lives. In the diary, poor planning, lack of resources, and being unprepared for what to expect affected the situation. A decade later, the people from Haiti continue to suffer the aftermath of this earthquake. According to (Christine Nesbitt, 2020), worsening food insecurity and malnutrition, water-borne disease epidemics, and high vulnerability to natural disasters have added pressure on women and children.

Primary prevention in this situation would have been having a disaster plan, which falls under the preimpact phase. PHN educates the community on preparing for any type of disaster. Having a plan in place and involving the family helps identify any discrepancies to remodify the plan if necessary. Preparing emergency backpacks with supplies required for a disaster. Familiarizing the community with the resources available in the area is essential. As PHN, we can provide the community with a site that can help and educate them about disaster planning, such as Ready.gov is a government website that provides a wide range of information regarding preparation for common emergencies and disaster events (Grand Canyon University (Ed), 2018).

 

Secondary prevention is when the disaster is hours from taking place, or it might have already occurred (Grand Canyon University (Ed), 2018). PHN provides treatment for injuries or chronic diseases as soon as possible to prevent adverse effects. But prior to that, the nurse would make sure all the equipment, supplies, and medications needed are in hand. This would be associated with the pre-impact phase of a disaster.

 

Lastly, tertiary prevention is associated with the post-impact phase of a disaster. As PHN, we would help manage any health issues after the disaster. Such as triaging individuals post the earthquake. Trying to save as many lives as possible and helping the community with essentials.

 

The phases that were selected above are related to the video watched. But they can be used in disaster planning. We must always be prepared for the unexpected by having a plan, an escape route, a meeting place, and the necessary supplies and equipment to survive such an event. The community must be educated on the resources needed for survival. Working together hand in hand with Government officials, stakeholders, and the community, we can educate and prepare for such disasters.

 

References:

 

Christine Nesbitt, J. M. (2020, January 10). The Haiti Earthquake: 10 Years Later. Retrieved from Unicef: https://www.unicef.org/stories/haiti-earthquake-10-years-later

 

Grand Canyon University (Ed). (2018). Community &Public Health: The Future of Health Care. Retrieved from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/

 

ShelterBox. (2010). The 2010 Haiti Earth Quake. Retrieved from ShelterBox: https://www.shelterboxusa.org/2010-haiti-earthquake/