NRS 428 Benchmark – Community Teaching Presentation

 Grand Canyon University NRS 428 Benchmark – Community Teaching Presentation-Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 428 Benchmark – Community Teaching Presentation assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 428 Benchmark – Community Teaching Presentation

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 428 Benchmark – Community Teaching Presentation depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 428 Benchmark – Community Teaching Presentation

The introduction for the Grand Canyon University NRS 428 Benchmark – Community Teaching Presentation is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRS 428 Benchmark – Community Teaching Presentation

After the introduction, move into the main part of the NRS 428 Benchmark – Community Teaching Presentation assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 428 Benchmark – Community Teaching Presentation

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 428 Benchmark – Community Teaching Presentation

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRS 428 Benchmark – Community Teaching Presentation Included After Question

Assessment Description

A Sample Answer For the Assignment: NRS 428 Benchmark – Community Teaching Presentation

Title:  NRS 428 Benchmark – Community Teaching Presentation

Disasters can be traumatic experiences for individuals, community members and health care providers. When disasters occur, there may be a lot of distress and uncertainty, and this is where spiritual considerations are to be given. For individuals, prayer can result in hoping that everyone and everything is ok. They can also turn to the bible or their religious affiliation, try to meditate, or look for peace and quite in the uncertainty. Regarding the community and health care providers, nurses working with the victims can advocate for the spiritual needs of patients by locating the chaplain whenever possible and facilitating the incorporation of spiritual practices that do not interfere with patient safety or the course of treatment to provide comfort (Faulkner, 2018). The community can come together to provide information and resources by word of mouth to each other.

 

Among other items, nurses are called to disasters to assess population risks, plan what is needed in the community, educate on training and drills. The community health nurse can apply the Christian worldview to care for the individuals by showing compassion and respect. The colleagues that they work with can help in disaster management if there are positive working relationships and little to no conflict. It is also important that nurses and the community to have a sense of appropriate training for disaster relief. For Christians seeking to get involved by actually providing disaster spiritual and emotional care to survivors, it is important for them to receive the appropriate training needed to offer competent, effective, and culturally responsive mental and spiritual health care, without doing harm (Schruba, 2018). Addressing ones spiritual need during a time of distress, like in a natural or human caused disaster, will provide hope and a sense of ease to those involved.

Falkner, A. (2018). Community & public health: The future of healthcare. Grand Canyon   

University. https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/5

Schruba, A. N., Davis, E. B., Aten, J. D., Wang, D. C., Entwistle, D. N., & Boan, D. (2018). Psychological first aid and the role of scientific evidence in Christians’ provision of disaster spiritual and emotional care. Journal of Psychology and Christianity, 37(1), 74–79.

Assessment Description

The purpose of this assignment is to present the selected topic to the identified community based on the community teaching plan.

Prepare a presentation using the “Community Teaching Plan” and feedback received from your selected representative. You will work with your selected representative to confirm the time and date to present your selected topic to the community.  

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

1. PowerPoint Presentation (no more than 30 minutes)
2. Pamphlet Presentation (one to two pages)
3. Poster Presentation

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box. The “Community Teaching Experience Approval” form is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the acknowledgement form should be submitted with the provider’s hand-written signature. A typed, electronic signature will not be accepted.

Please note: For this assignment you will submit the presentation deliverable.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. 

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are not required to submit this assignment to LopesWrite.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies: 

RN to BSN

4.1: Provide individualized education to diverse patient populations in a variety of health care settings.

 

A Sample Answer 2 For the Assignment: NRS 428 Benchmark – Community Teaching Presentation

Title:  NRS 428 Benchmark – Community Teaching Presentation

I thoroughly enjoyed the site and did a couple of tests. The first was the Transgender/Cisgender test and I scored what I thought I would. I like how it incorporated images to positive negative words to see if one would be influenced by the word in subconscious thought to point out biases to the images shown. The Arab-Muslim was the other test I did as well. This was simple name versus good or bad words. These 2 populations I see quite often, and I always try to be extremely understanding and supportive to both groups. The test showed I had no biases in either case and was considered neutral in my answers. I found it was helpful for me in the fact that I was very opinionated and vocal in my youth and have worked hard to be more accepting and understanding though the years. In a way, I wish I took these test many years ago and did the comparisons now to see the differences age/experience makes.

 In the aftermath of the devastating Haiti earthquake in 2010, nursing interventions at various levels were pivotal in addressing the immediate and long-term healthcare needs of the affected population. In the preimpact phase is where preparation, training and mitigation of damages associated with disasters occurs (Falkner, 2018). Interventions can be most effective during the preimpact phase by laying the groundwork for a coordinated and efficient disaster response. 

At the primary prevention level, training community members in disaster response played a crucial role. Educating the population about basic first aid, search and rescue techniques, and disaster preparedness increased their ability to respond effectively. Additionally, establishing designated locations for housing and managing the affected individuals ensured a centralized approach to care. By involving the community from the start, the preimpact phase can harness their local knowledge and resources for a quicker response. 

In the secondary prevention phase, proper triage and medical intervention were paramount. Nurses implemented a robust triage system to prioritize the sickest individuals for immediate care, thereby maximizing the impact of limited medical supplies and personnel. This approach helped to prevent further deterioration of patients’ conditions and saved lives. Timely application of medical interventions, such as wound care and stabilizing treatments, contributed to minimizing complications and disabilities. 

Tertiary prevention efforts focused on collaborative rebuilding. Nurses played a key role in advocating for the construction of more resilient infrastructure and healthcare facilities. By integrating disaster-resistant designs and utilizing the lessons learned from the earthquake, the rebuilt structures were better equipped to withstand future disasters. This not only safeguarded lives but also ensured quicker access to healthcare services during emergencies. 

The World Health Organization (WHO) can facilitate these interventions in several ways. As a global health agency, the WHO can provide technical expertise in disaster response planning, training protocols, and infrastructure design. Their support can help standardize training materials, ensuring that community members receive consistent and accurate information (WHO, 2016). The WHO’s coordination efforts can help bring together various stakeholders, including local governments, non-governmental organizations, and healthcare professionals, to collaboratively plan and execute disaster preparedness initiatives. 

In the preimpact phase, the WHO can offer guidance on creating comprehensive disaster response plans, tailored to the specific needs and vulnerabilities associated with Haiti. Their involvement can enhance the effectiveness of primary prevention efforts by ensuring that training is evidence-based and culturally sensitive. Additionally, the WHO’s expertise in logistics and supply chain management can ensure that medical supplies and resources reach the right places promptly during the secondary prevention phase. Lastly, their influence can help advocate for policy changes that promote sustainable, resilient rebuilding efforts, aligning with the goals of tertiary prevention. 

Question: Can you think of any other organizations that would be helpful in implementing disaster preparedness during the preimpact phase? 

References 

Falkner, A. (2018). Chapter 5: Disaster Management. In Community & public health: The future of health care. Grand Canyon University. https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/5 

World Health Organization. (2016, June). A strategic framework for emergency preparedness. World Health Organization. https://www.who.int/publications/i/item/a-strategic-framework-for-emergency-preparedness REPLY