NRS 428 Community Teaching Plan Teaching Experience Paper

 Grand Canyon University NRS 428 Community Teaching Plan Teaching Experience Paper-Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 428 Community Teaching Plan Teaching Experience Paper 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 Community Teaching Plan Teaching Experience Paper

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 428 Community Teaching Plan Teaching Experience Paper 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 Community Teaching Plan Teaching Experience Paper

The introduction for the Grand Canyon University NRS 428 Community Teaching Plan Teaching Experience Paper 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 Community Teaching Plan Teaching Experience Paper

After the introduction, move into the main part of the NRS 428 Community Teaching Plan Teaching Experience Paper 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 Community Teaching Plan Teaching Experience Paper

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 Community Teaching Plan Teaching Experience Paper

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 Community Teaching Plan Teaching Experience Paper Included After Question

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: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

A Sample Answer For the Assignment: NRS 428 Community Teaching Plan Teaching Experience Paper

Title: NRS 428 Community Teaching Plan Teaching Experience Paper

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%.

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:Onubogu Chukwuka
Estimated Time Teaching Will Last:50 minutes	Location of Teaching: BrattleboroBoys and girls club windham county Brattleboro
Supplies, Material, Equipment Needed:A projector, Laptop computer, screen Condoms, Pens, Paper and Index Cards.	Estimated Cost: No cost attachedThe school will be providing the projector and the screen and I will be using my personal computer
Community and Target Aggregate:Teenagers; 9-12thgraders
Topic:Prevention of Sexually Transmitted Diseases.

Identification of Focus for Community Teaching (Topic Selection):

Sexually Transmitted Diseases and its prevention

Epidemiological Rationale for Topic (Statistics Related to Topic):

Teenagers always get involved in sexual risk behaviors that end up having bad health outcomes. According to CDC , about 40% of teenagers and early adolescent is having sexual intercourse,10% is having more than 3 sexual partners,46 % does not use condom when having sexual intercourse while 14 % of them does not use other means of preventing pregnancy.

The CDC also reports that whereas sexually transmitted diseases (STDs) affect individuals of all ages; STDs take a particularly adverse effect on young people. Youths between the ages of 15-24 contributes a little over one-quarter of the sexually active population, but they are responsible for about 20 million of new sexually transmitted infections that happens in the US every year. (Carmona-Gutierrez,Kainz,& Madeo, 2016)

Nursing Diagnosis:

Knowledge deficit related to the prevention of STD among teenagers evidenced by increase in the incidence of STD among the teenagers in the country

Readiness for Learning: There are various factors that indicate the readiness of the teenagers to learn which include;

· Concerns on the sexual relations with peers.

· Questions regarding the sexual aspect of their bodies.

· The teenagers asking many questions as regards sexually transmitted disease.

Learning Theory to Be Utilized: Explain how the theory will be applied.

Vygotsky’s theory of social development explains that social interaction aids in social development and socialization and social behavior of an individual leads to social consciousness and cognition (David, 2014). Vygotsky believe that the lives of most teenagers are greatly influenced by their peers’ experiences.

Based on the same belief I will use social media like Facebook and Instagram which have entrenched most of the teenagers’ culture so as to facilitate deeper understanding.

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.

STD-1: HP2020 objectives include: Reducing the proportion of adolescents and young adults infected with Chlamydia trachomatis infections. According to Lewis and White (2017), 7.4 percent of females between the ages of 15 and 24 that visited the family planning clinics in the past one year were positive for Chlamydia trachomatis infections in 2008. Also, 12.8% of

In 2017, a total of 1,708,569 chlamydial infections were reported to CDC in 50 states and the District of Columbia. This case count corresponds to a rate of 528.8 cases per 100,000 population ( Lewis & White,2017).

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

HP2020 having the reduction of STDs as one of its objectives, is in line with the main provision of the Alma Ata’s initiative which points to eradicating health disparities in the world. HP2020 recognizes the contribution of social interaction and behavior in contribution to the spread of STDs.

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

Behavioral Objective and Domain	Content	Strategies/Methods
1. The students identify the path for STD transmission with regard to sexual partner networks.	1. Transmission of STDs only occurs when sexual contact is made with an infected person. Regardless of the fact that one may have unprotected sex with only a specific person, it projects to having sexual contact with all the other parties that have had sex with the partner.	1. In the introductory part, the students will see a demonstration of what is a sexual network which will, in turn, illustrate how one can contract an STD from a partner with multiple sexual partners.
2. Students will have the ability to list prevalent STDs alongside their signs, symptoms, and prevention.	2. The treatment, prevention, symptoms, and signs of the most common STDs will be in the PowerPoint Presentation.	2. After the presentation, students will be allowed to settle into groups which will be the basis of the discussion made up of opposing groups which compete to win by answering the most questions of the other group correctly.
3. Students will be able to explain what abstinence is and clearly state their refusal skills.	3. The definition of abstinence together with the refusal skills will be contained in the lecture and in the PowerPoint Presentation.	3. Volunteers among the students will be chosen so as to act a scene in which the refusal skills are required so as to gauge the degree of understanding the skills.
4. Students will be able to demonstrate proper use of the condom and how to handle it before use.	4. The presentation will capture the Dos and DONTS of using the condom, the inspection procedure before use, how to put it on, and how to remove it and dispose of after proper use.	4. A video will be used to demonstrate the details on condom use for both male and female condoms.

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

1. The use of a video to demonstrate procedure promoted the capture of details by the students.

2. The use of role play in the refusal situation helped demonstrate applicability.

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

1. Planning evaluation will be used by a medium of the questionnaire before the plan to determine how much the teens are aware of the topic.

2. Formative Evaluation will be done during the lesson to track whether the learners are grasping the teachings.

3. Summative evaluation will be done after the lesson to get how much the lesson would have impacted the teenagers and their knowledge about STDs transmission and prevention.

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

Planned Evaluation of Lesson and Teacher (Process Evaluation):

This will be done by use of a questionnaire to be filled by the teens and the question will include: (They shall be responded to by use of a scale of 1 to 5)

· How elaborate was the teacher?

· How effective was the class?

· How friendly was the teacher?

· How active and captivating was the class?

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

· Disruptive learners: some learners may be noisemakers or may move frequently up and down. This will be countered by the use of brief breaks to discontinue the monotony.

· Embarrassment of some shy students. The students will be informed that the topic is a natural and inevitable part of which has to be brought in a light for clarity and avoidance of future problems.

Therapeutic Communication

4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

In order to therapeutically communicate to the learners, I will introduce myself and the topic to be discussed. I will distribute a questionnaire to have base line knowledge of the participants after which I will play a brief introductory video about the topic which will be in form of a scene that depicts what is an STD and how easily it can be acquired by an individual with multiple sexual partners who create a network.

The use of questions during the session will be essential to maintain the attentiveness of the students. I will maintain eye contact so as to keep updated on the feeling of the audience and to note any concern from the learners. At the end of the teaching I will entertain a question and answer session to clear up any gray areas.

Most essential nonverbal cues that I will employ include facial expression, gestures, and demonstrations so as to paint the image of the topic in question into the learner’s mind.

References

David, L. (2014) “Social Development Theory (Vygotsky),” in Learning Theories, Retrieved from , https://www.learning-theories.com/vygotskys-social-learning-theory.html.

Healthypeople.gov. 2016. Healthy People 2020 Objectives. Retrieved from

https://www.healthypeople.gov/2020/topics-objectives/topic/family-planning/objectives

Lewis, J., & White, P. J. (2017). Estimating Local Chlamydia Incidence and Prevalence Using Surveillance Data. Epidemiology (Cambridge, Mass.), 28(4), 492–502. doi:10.1097/EDE.0000000000000655

Carmona-Gutierrez, D., Kainz, K., & Madeo, F. (2016). Sexually transmitted infections: old foes on the rise. Microbial cell (Graz, Austria), 3(9), 361–362. doi:10.15698/mic2016.09.522

Sexual Risk Behaviors Can Lead to HIV, STDs, & Teen Pregnancy | Adolescent and School Health | CDC. (2019). Retrieved 24 July 2019, from https://www.cdc.gov/healthyyouth/sexual behaviors/index.htm

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