Grand Canyon University NRS 428 Teaching Experience Reflection-Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 428 Teaching Experience Reflection 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 Teaching Experience Reflection

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

The introduction for the Grand Canyon University NRS 428 Teaching Experience Reflection 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 Teaching Experience Reflection

After the introduction, move into the main part of the NRS 428 Teaching Experience Reflection 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 Teaching Experience Reflection

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 Teaching Experience Reflection

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 Teaching Experience Reflection Included After Question

Teaching Experience Reflection

 Health promotion is an important practice in nursing that enhances the outcomes for diverse populations. Nurses provide interventions such as health education, screening, vaccination, and rehabilitation to help their communities avoid health problems or cope with their associated increasing needs. The community teaching plan for my project focused on hand hygiene to promote health and reduce infections. Therefore, this essay reflects the project and the adopted strategies.

Summary of the Community Teaching Plan

As noted above, the community teaching plan was on hand hygiene to promote health and reduce infections. The project entailed educating the community members about the importance and how to ensure optimum hygiene for their health and wellbeing. The teaching lasted for three and half hours. The project relied on resources that included whiteboard, chairs, notebooks, projector, pens, and printed materials to enhance the teaching topic. The number of participants in the teaching session was 124. Some of the teaching methods that were adopted during the teaching session included demonstrations, lecturers, and question-answer approaches.

The readiness for learning was assessed using methods such as punctuality, demonstration of interest to learn by the participants, active participation, and their willingness to engage in the learning process and activities. The overall objectives of the project included improving the knowledge of the community about infections and importance of hand hygiene, helping the participants to establish preventing approaches appropriate to their settings, and how to enhance their personal hygiene. Therapeutic communication was enhanced to achieve optimum outcomes during the education session.

Epidemiological Rationale for Topic

Epidemiological data informed the need for the educational program. According to the Centers for Disease Control and Prevention (CDC), hand hygiene prevents the spread of infectious diseases including those resistant to antibiotics and impossible to treat. Hand washing reduces the risk of spread of infections to healthcare providers and hospitalized patients. For example, one in every 31 patients is infected by healthcare-associated infection in the USA (CDC, 2020). Hand hygiene also proved an important preventive strategy during the Covid19 pandemic. Accordingly, the global populations were educated about the importance of thorough handwashing with soap and water or sanitizers to prevent the spread of coronavirus (Ng & Or, 2020). The data released by organizations such as the UNICEF show that more than half a million people die from acute respiratory tract infections or diarrhea annually, which could be prevented by hand hygiene. Effective and consistent use of hand hygiene practices have been shown to generate economic savings that are 16 times less the cost of implementing programs to manage their associated infections. In addition, it prevents up to 50% of the avoidable infections that are associated with hand-to-mouth transmission or individual-to-individual transmission (UNICEF, 2021). Therefore, the above data support the need for interventions to minimize infections through hand hygiene.

Evaluation of Teaching Experience

 The teaching experience was successful. The target population was actively involved in the session. They are also highly willing to learn about the effective strategies to ensure hand hygiene. They also participated in the different activities such as demonstrations, question-answer sessions, and gave positive feedback about the teaching experience. The participants also demonstrated willingness to utilize the interventions taught during the session to prevent infections in their families. The participants also demonstrated an improvement in their awareness and skills related to hand hygiene. They also participated in identifying the ways in which they can support hygienic practices in their communities. Therefore, the teaching experience achieved its desired outcomes.

Community Response to Teaching

As noted above, the community demonstrated a positive response to the teaching. The community members were willing to go an extra mile to identify how to sustain good hand hygiene practices in the community. They also participated actively in acquiring the skills that they needed for their hygiene. The community leaders were also supportive. They lobbied the community members to attend the teaching session.

Areas of Strength and Improvement

  I identified some areas of strength from the teaching experience. One of them is that I can effectively and efficiently manage project resources. I allocated the scarce resources efficiently to achieve the desired outcomes. The other strength is relationship management. I can easily establish new relationships and influence others with ease. The other strength is time management. Effective project management requires the timely realization of the different deliverables. I was able to schedule the different teaching activities and achieve them within their times. I identified some areas of improvement from the teaching session. One of them is employing different strategies to enhance stakeholder participation in the educational session. I should explore the different approaches to enhancing the interactive nature of the teaching sessions and enhance participant involvement. The other area of improvement that I need to explore is expanding my knowledge and skills on community teaching by participating in similar events in the future. The participation will enable me to learn best practices from others and build my competencies in community education.

Conclusion

In summary, my teaching project focused on hand hygiene to prevent infections. The teaching was successful. The community received the intervention positively. I learned about my strengths and areas of improvement that I need to explore to enhance my competencies in community education.

A nursing intervention related to the Haiti earthquake for primary prevention would be making sure that each medical facility in the area is equipped with enough of a backup of supplies to last 3 days before more supplies can reach them in the event of a natural disaster.  This could also be knowing how to use equipment that a nurse is not used to just in case they have to use an older model of medical equipment. This is a primary example because this would be done before there is a natural disaster, it is planning in the event one happens (Falkner, 2018). This would include the community health nurses, global organizations that help with healthcare, as well as hospitals. An example of secondary prevention would be having a designated team to triage the incoming patients.

This could be in a green, yellow, red, and black category based on severity. This is a secondary example because this would happen right after the event took place (Falkner, 2018). This would include the nurses or healthcare teams that were chosen and have training on this kind of triage. Tertiary prevention for this earthquake could be hosting counseling sessions for PTSD victims of the earthquake, or rehabilitation services. This is a tertiary prevention because it happens after the event and it is helping to rebuild the health of the people effected (Falkner, 2018). This would involve therapists, and rehab nurses and doctors to help these people.

What kind of primary prevention have you witnessed at your place of employment?

Falkner, A. (2018) Disaster Management. In Grand Canyon University 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

Assessment Description

The purpose of this assignment is to discuss the community teaching experience, describing your observations on the community’s response to the teaching.

In 750-1,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include the following:

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

Prepare this assignment according to the APA 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 Resources if you need assistance.

Teaching Experience Reflection – Rubric

LISTGRIDPRINT TO PDF

Rubric Criteria

Total100 points

Criterion	1. Unsatisfactory	2. Insufficient	3. Approaching	4. Acceptable	5. Target
Summary of Community Teaching PlanSummary of community teaching plan.	0 pointsSummary of community teaching plan is not present.	11.25 pointsSummary of community teaching plan is present, but lacks detail.	11.85 pointsSummary of community teaching plan is present.	13.35 pointsSummary of community teaching plan is detailed.	15 pointsSummary of community teaching plan is thorough.
Epidemiological Rationale for TopicEpidemiological rational for topic.	0 pointsEpidemiological rationale for the topic is not present.	11.25 pointsEpidemiological rationale for the topic is present, but lacks detail.	11.85 pointsEpidemiological rationale for the topic is present.	13.35 pointsEpidemiological rationale for the topic is detailed.	15 pointsEpidemiological rationale for the topic is thorough.
Evaluation of Teaching ExperienceEvaluation of the teaching experience.	0 pointsEvaluation of the teaching experience is not present.	15 pointsEvaluation of the teaching experience is present, but lacks detail.	15.8 pointsEvaluation of the teaching experience is present.	17.8 pointsEvaluation of the teaching experience is detailed.	20 pointsEvaluation of the teaching experience is thorough.
Community Response to Teaching ProvidedA summary of the community’s response to the teaching.	0 pointsA summary of the community’s response to the teaching is not present.	15 pointsA summary of the community’s response to the teaching is present, but lacks detail.	15.8 pointsA summary of the community’s response to the teaching is present.	17.8 pointsA summary of the community’s response to the teaching is detailed.	20 pointsA summary of the community’s response to the teaching is thorough.
Areas of Strength and ImprovementDiscussion of areas of strength and areas of improvement.	0 pointsDiscussion of areas of strength and areas of improvement is not present.	15 pointsDiscussion of areas of strength and areas of improvement is present, but lacks detail.	15.8 pointsDiscussion of areas of strength and areas of improvement is present.	17.8 pointsDiscussion of areas of strength and areas of improvement is detailed.	20 pointsDiscussion of areas of strength and areas of improvement is thorough.
Mechanics of WritingIncludes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.	0 pointsErrors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.	3.75 pointsFrequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.	3.95 pointsOccasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.	4.45 pointsFew mechanical errors are present. Suitable language choice and sentence structure are used.	5 pointsNo mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
Format/DocumentationUses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.	0 pointsAppropriate format is not used. No documentation of sources is provided.	3.75 pointsAppropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.	3.95 pointsAppropriate format and documentation are used, although there are some obvious errors.	4.45 pointsAppropriate format and documentation are used with only minor errors.	5 pointsNo errors in formatting or documentation are present.

A Sample Answer For the Assignment: NRS 428 Teaching Experience Reflection

Title: NRS 428 Teaching Experience Reflection