NRS-428VN Community Teaching Plan: Teaching Experience Paper Solved
Grand Canyon University NRS-428VN Community Teaching Plan: Teaching Experience Paper Solved-Step -By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS-428VN Community Teaching Plan: Teaching Experience Paper Solved 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-428VN Community Teaching Plan: Teaching Experience Paper Solved
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS-428VN Community Teaching Plan: Teaching Experience Paper Solved 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-428VN Community Teaching Plan: Teaching Experience Paper Solved
The introduction for the Grand Canyon University NRS-428VN Community Teaching Plan: Teaching Experience Paper Solved 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-428VN Community Teaching Plan: Teaching Experience Paper Solved
After the introduction, move into the main part of the NRS-428VN Community Teaching Plan: Teaching Experience Paper Solved 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-428VN Community Teaching Plan: Teaching Experience Paper Solved
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-428VN Community Teaching Plan: Teaching Experience Paper Solved
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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In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
Sample Answer for NRS-428VN Community Teaching Plan: Teaching Experience Paper Solved
Education plays a significant role in promoting the quality of service provision among different organizations and fields, such as healthcare. In the healthcare sector, nurses play a significant role in improving health standards. As such, they need to be frequently updated on theoretical and practical knowledge in health promotion and disease prevention. Evidence reveals that adoption of the most effective community teaching plan can help update staff’s occupational knowledge and professional skills leading to improved best practices promoting the quality of health and community well-being. More priority is put towards updated information concerning life-threatening conditions such as congestive heart failure (CHF) (Dokainish et al., 2017). The present community teaching plan was aimed at improving the knowledge and skills of coworkers in managing and preventing congestive heart failure. The teaching plan also acknowledges the need to promote patient education on a more extended uneventful lifestyle living with CHF.
Summary of teaching plan
After examining the educational requirements of the Kaiser South Sac Hospital, the topic of congestive heart failure (CHF) management and prevention were decided based on the increasing number of deaths and hospitalization as a result of the disease. The estimated duration of the teaching plan was 50 minutes, given the diverse target population comprising of my peers, nursing students, management staff, and families. The teaching was carried out in a community hall where everyone concerned was assembled in time. An overhead projector was used to display the PowerPoint presentation, with an a
dditional drawing board for further explanations (Rice, Say, & Betihavas, 2018). To attract the attention of the audience, the presentation started with a short story about a family which had greatly suffered the impact of CHF as a result of inadequate knowledge concerning the disease. The audience was then challenged to give as much information as possible concerning the management and prevention of CHF to assess their preparedness for the session. Several aspects of CHF were included in the PowerPoint presentation such as definition, pathophysiology, risk factors, symptoms, complications, treatment options, and health promotion and preventive approaches (Vaduganathan, & Solomon, 2018). At the end of the presentation, different case scenarios were described which allowed clinicians to provide an appropriate intervention based on the completed educational session. The audience was also allowed to ask questions, which were adequately answered. The teaching experience was satisfactory with improved knowledge concerning the management and prevention of CHF.
The epidemiological rationale for topic
Congestive heart failure is one of the leading causes of death, with an estimated prevalence of over 37.7 million individuals globally. According to the American Heart Association (AHA), about 6.2 million people in the United States were diagnosed with CHF between 2013 to 2016. Studies show that the prevalence of CHF among other cardiovascular conditions increases drastically with age. Research conducted by Framingham Heart Study found out that 8 per 1000 men between the ages of 50 to 59 years are diagnosed with CHF every year, which increases to 66 per 1000 at the ages of 80 to 89 years (Tiozzo et al., 2019). The same trend was reported among women 8 and 79 per 1000 each year respectively. Racial variation also plays a significant role as it was reported that the prevalence of CHF among African American population was 25% higher than in the white population.
The increasing rate of hospitalization and death as a result of CHF has been associated with limited knowledge and skills among healthcare professionals in adopting the most appropriate management/prevention and health promotion approaches among patients. The CDC reported that one individual dies every second as a result of heart failure in the United States. Through evidence-based practice, appropriate screening interventions and lifestyle changes have been proposed to reduce the prevalence of the disease among community members (Dokainish et al., 2017). As such, there is a need to enhance education and training among healthcare personnel on early detection and treatment of CHF to reduce the rate of hospitalization and deaths. The same concerns affect Kaiser South Sac Hospital which led to the choice of the topic for a better outcome. Both patients and healthcare personnel have proven to benefit greatly from education concerning the management and prevention of CHF.
Evaluation of teaching experience
The overall experience of the teaching plan was positive and rewarding. The knowledge displayed in the presentations was relevant to the topic with great benefit from all the audience. At the end of the presentation, the audience displayed mixed reactions, both positive and increased curiosity. Generally, the main objectives and goals of the teaching plan were achieved, in helping promote the management and prevention of CHF (Rice, Say, & Betihavas, 2018). The evaluation of the teaching experience was mainly based on the response provided by the audience through pre and post-assessment of the preventive and health promotion measures required to reduce the rate of hospitalization and mortality among patients diagnosed with CHF. An audience response system was also applied where questionnaires displayed in hardcopy and soft copy were completed by the audience regarding their personal experience of the educational session. The questionnaires evaluated the knowledge and understanding among healthcare staff concerning different subjects such as the role of diet, exercise, routine screening, and adherence to treatment plan paly on the management and prevention of CHF.
Evaluation of the teaching experience was also based on feedback from observations by experts and other colleagues. Specialists in cardiovascular conditions were invited to take part in the presentation for relevance and validity of the information shared. They helped in reviewing the presentations during the preparation face and contributed towards the adjustment of certain areas of major concern (Doshi et al., 2017). Consequently, the entire session was recorded in videos and forwarded to colleagues who were not able to attend the session for their feedback. Utmost cooperation from colleagues and experts among other members of the target audience was impressive. Generally, the presentation was a success and it is expected to display positive results shortly in terms of lifestyle modification among patients and their families and adoption of appropriate management and prevention approaches among healthcare personnel.
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Community response to teaching
The overall response from community members regarding the teaching plan was positive. However, it was noted that most individuals are very reluctant, including healthcare personnel in adopting appropriate lifestyle habits such as physical exercise and appropriate nutrition in preventing CHF. Consequently, most patient-reported having gained a lot of knowledge from the teaching concerning how they can increase their life expectancy, by adopting appropriate measures to help them live with CHF (Doshi et al., 2017). The responses from healthcare staff members were quite mixed, as some claimed to have been using the same preventive approaches over the years, while others claimed to have ignored some of the health promotion approaches such as routine screening of the most vulnerable population. However, they ended up gaining in-depth insight on the importance of educating patients on the importance of life modification approaches, and routine screening from early detection and management of CHF for a positive outcome. Experts on the other hand, who took part in the session were very impressed by the direction the education was leading, towards evidence-based practice in the prevention and management of the global leading cause of death, CHF. It can thus be said that every individual in the audience had to learn something different from what they had already known concerning the management and prevention of CHF. We all shared a common outcome in the reduction of hospitalization rates and deaths as a result of congestive heart failure.
Areas of strengths and areas of improvement
Despite the success of the treatment plan, several areas of strength and weaknesses were necessary to evaluate to ensure further understanding in future presentations. Starting with the strengths, several literature sources, in addition to expert opinions were utilized to come up with appropriate information to be shared during the session. The PowerPoint presentation was also displayed in simple language well understood by the target audience (Tiozzo et al., 2019). Visual models and life experiences were also utilized to promote understanding of the topic at hand. The presentation was also brief and involving through questions to reduce boredom and enhance comprehension of the knowledge being shared. An appropriate audio system was also utilized to ensure that all the audience in the conference room could clearly listen to the presentation.
However, several limitations were also encountered during the presentation. For instance, only a few audiences managed to take part in the session as a result of poor communication prior to the presentation. The presentation also started about 30 minutes late, as a result of inadequate furniture for the audience (Tiozzo et al., 2019). The sitting arrangement was also mixed up, making it hard to engage in discussion among members of staff and patients for more insight regarding the topic at hand. Some aged audience sitting at the back also complained of poor visibility of the slides, as a result of short-sightedness. Lastly, the refreshments at the end of the session were poorly budgeted, unable to cover for all the audience.
Conclusion
Congestive heart failure is a chronic health condition, accounting for the greatest number of deaths globally. Several studies have also been conducted associating the increased death rate and hospitalization among patients with CHF to inadequate knowledge among patients and healthcare professionals on appropriate preventive and health promotion measures (Doshi et al., 2017). As such, it was important to carry out community education by adopting the most appropriate teaching plan to promote knowledge and skills regarding the management and prevention of CHF among both healthcare personnel and patients. The presentation was carried out at Kaiser South Sac Hospital, displaying positive results in the reduction of hospitalization and deaths as a result of CHF.
References
Dokainish, H., Teo, K., Zhu, J., Roy, A., AlHabib, K. F., ElSayed, A., … & Mondo, C. (2017). Global mortality variations in patients with heart failure: results from the International Congestive Heart Failure (INTER-CHF) prospective cohort study. The Lancet Global Health, 5(7), e665-e672. https://doi.org/10.1016/S2214-109X(17)30196-1
Doshi, R., Aseltine, R. H., Sabina, A. B., & Graham, G. N. (2017). Interventions to improve management of chronic conditions among racial and ethnic minorities. Journal of racial and ethnic health disparities, 4(6), 1033-1041. https://doi.org/10.1007/s40615-017-0431-4
Rice, H., Say, R., & Betihavas, V. (2018). The effect of nurse-led education on hospitalization, readmission, quality of life, and cost in adults with heart failure. A systematic review. Patient education and Counseling, 101(3), 363-374. https://doi.org/10.1016/j.pec.2017.10.002
Tiozzo, S. N., Basso, C., Capodaglio, G., Schievano, E., Dotto, M., Avossa, F., … & Corti, M. C. (2019). Effectiveness of a community care management program for multimorbid elderly patients with heart failure in the Veneto Region. Aging clinical and experimental research, 31(2), 241-247. https://doi.org/10.1007/s40520-018-1102-y
Vaduganathan, M., & Solomon, S. D. (2018). Expanding the global borders of heart failure: the SHOP and PEOPLE studies. European Heart Journal, 39(20), 1781. DOI: 10.1093/eurheartj/ehy152
Sample Answer 2 for NRS-428VN Community Teaching Plan: Teaching Experience Paper Solved
Nicotine addiction is the second common cause of mortality globally and the main cause of preventable death. Approximately 23 percent of the global population smokes tobacco. Tobacco smoking accounts for more than 480,000 deaths annually in the United States (US), including more than 41,000 mortalities caused by second-hand exposure to tobacco smoke (CDC, 2019). This is approximately one in five deaths annually, or 1,300 deaths daily. Various studies have associated tobacco smoking with a wide range of adverse health conditions, including chronic obstructive pulmonary disease (COPD), coronary artery disease (CAD), cancers in every body system, and reduced reproductive health (Khani et al., 2018). In week three, I developed a community teaching work plan on primary prevention to educate adolescents (12-18 years) on the effects of tobacco use. The health education activity was conducted at the community health center and attended by 48 adolescents. This paper will summarize the health education teaching plan and the topic’s epidemiological rationale. In addition, I will evaluate my teaching experience, discuss the community’s response to the health education activity, and identify areas of strengths and improvement.
Summary of Teaching Plan
The topic of effects of tobacco use was selected because of the increasing prevalence of adolescents smoking tobacco. I saw it necessary to educate adolescents in the community about the effects of tobacco to reduce the chances of initiating tobacco use and increase smoking cessation to those already engaging in the practice. The health promotion topic corresponds to the HealthyPeople 2020 goal of reducing illness, disability, and death associated with tobacco use and secondhand smoke exposure. The main purpose of the teaching plan was to address the knowledge deficit on the effects of tobacco among adolescents. Factors that would indicate readiness to learn among the audience include demonstrating that tobacco smoking puts their health at risk of diseases. Experiential readiness to learn would be identified if the audience: asked questions relevant to the topic, took part in discussions, articulated that they have understood the topic, and demonstrated open body language. I arranged to apply the Teach-Back Learning theory to measure the audience’s understanding level. The theory would be applied by asking the audience to explain the effects of tobacco they have learned using their own words.
The teaching plan had four objectives targeting the cognitive and affective domains. The first objective targeting the cognitive domain stated that the adolescent would state at least five health effects of tobacco smoking. The planned content under this objective was on the diseases associated with active smoking and the health effects of secondhand smoke exposure to adults and children. Evaluation would involve assessing the audience’s ability to remember the health effects of tobacco use by asking them to state the diseases associated with tobacco. The second objective targeted the cognitive domain and stated that the learner would state at least five socio-economic effects of tobacco smoking. Content under this objective included the social and economic effects associated with tobacco use. The objective would be evaluated by asking the audience to state the socio-economic effects of tobacco and measuring their ability to recall.
The third objective also targeted the cognitive domain and stated that the learner would discuss at least three approaches to tobacco cessation by the end of the session. Content under this objective included the various approaches to promoting tobacco cessation among smokers. Evaluation would involve giving case scenarios of smokers and asking the audience to discuss methods to promote tobacco cessation.
The last objective targeted the affective domain. It stated that the learner would appreciate the importance of quitting tobacco smoking by the end of the session. Content included benefits of smoking cessation on an individual’s health, social, and financial aspects. The objective would be evaluated by measuring the audience’s attitude on the benefits of quitting smoking and living a healthy lifestyle.
The teaching plan aimed to apply creativity by using posters to capture the audience’s attention. Expository teaching strategy was to be used, meaning that learning would be teacher-centered and the audience would be passive receivers of information. The teaching techniques to be used include brainstorming, questioning, short explanations, and buzz groups. Besides, teaching methods in the plan included using posters, case scenarios, and pamphlets.
The Epidemiological Rationale for Topic
Tobacco use is the most common cause of preventable disease and death in the US. Almost all tobacco product use begins during adolescence and youth. According to the CDC, 23.6% (3.65 million) of high school and 6.7% (800,000) of middle school students admitted current use of any tobacco product in 2020 (CDC, 2019). Electronic cigarettes (e-cigarettes) were the commonly used tobacco product among high school (19.6%; 3.02 million) and middle school (4.7%; 550,000) students. There was a reduction in the use of any tobacco product, multiple tobacco products, combustible tobacco products, e-cigarettes, cigars, and smokeless tobacco among high school and middle school students from 2019 to 2020 (Gentzke et al., 2020).
Early-onset of tobacco use results in greater rates of addiction. Therefore, adolescence is a particularly vulnerable age. Particular neurobiological factors may increase adolescent vulnerability to tobacco smoking. Besides, there is a relationship between the effects of secondhand smoke and several mental disorders in children and adolescents (Gentzke et al., 2020). Consequently, sustained actions are needed to ensure sustained progress in preventing and reducing adolescent use of all forms of tobacco products, including combustible, non-combustible, and electronic ones.
Evaluation of Teaching Experience
The teaching experience was fascinating and enjoyable, owing to the audience’s cooperation and enthusiasm with the topic and learning activity. The audience was involved with activity evidenced by the members asking numerous questions regarding tobacco use, answering brainstorm questions, and giving personal experiences with tobacco. Besides, there were minimal disruptions from the audience and the external environment during the teaching activity, which fostered a smooth learning activity. However, the session started with some confusion on the venue and thus had some disruptions. Besides, I was nervous, but my confidence improved with time. Setting the rules to be observed over the session helped ensure that the audience was orderly, maintained silence when required, and respected each other’s’ opinions.
The expository teaching strategy involved the teacher directing the learning activity. As a result, I had the authority over the audience, transmitted information, asked questions, and evaluated the learners. The attendees were passive receivers of information, allowing extensive coverage of the planned health education content. Furthermore, the teaching techniques I applied in conveying information promote effective learning. For instance, the questioning technique enhanced participation, stimulated thinking, and fostered creativity. I observed that it is essential to have a wait time by pausing between questions and the learners’ responses. Besides, using short explanations and giving known examples when teaching key points was effective in helping the learners to understand concepts.
The audience was relatively knowledgeable on the health effects of tobacco use on the smoker, as evidenced by stating various health conditions associated with tobacco. However, they were not well-versed with the health effects of passive smoking on adults and children. Using a poster showing the effects of tobacco on the different body organs helped improve the attendees’ recall of the various health effects and capture their attention. The audience could relate tobacco’s social and economic effects with real-life experiences. The attendees were eager to give their experiences on how tobacco affected their social and financial lives. Using real-life examples helped the audience adequately recall the socio-economic effects of tobacco smoking. Besides, they made the learning session lively and increased their attention.
The audience had an informed guess on approaches used in quitting tobacco use. Many stated that abrupt cessation was ineffective since they had seen many smokers relapse. Using case scenarios in learning tobacco quitting approaches engaged the learners and enhanced their problem-solving and decision-making skills. Furthermore, the audience was knowledgeable on the benefits of quitting smoking on the health, social, and economic aspects. They adequately appreciated the importance of quitting smoking and practicing healthy lifestyle practices. The smokers in the audience also vowed to seek professional counseling to quit smoking. Besides, the audience appreciated the pamphlets and the resources for further reading and professional help. The attendees asked various questions on tobacco, primarily based on myths, and we collaboratively addressed them. I realized that myths greatly influence people’s behavior and often contribute to unhealthy lifestyle practices due to misinformation.
Community Response to Teaching
The audience appreciated the learning activity and verbalized that they had learned a lot about the effects of tobacco smoking. The attendees showed maximum cooperation and engaged the trainer through questions, engaging in discussions, and answering questions. Besides, they eagerly volunteered to give their experiences with tobacco use and the struggles they were experiencing with nicotine addiction. The smokers appreciated the teaching on approaches for tobacco cessation and the resources offered and promised to apply them in quitting tobacco use. Furthermore, the attendees pledged to share the information learned about smoking with their peers, families, and people they know are struggling with tobacco. They further requested if I could conduct more health education talks on issues affecting teenagers and youth, including mental health issues and substance use disorders.
Areas of Strengths and Areas of Improvement
Areas of strength I identified from my evaluation include content management by developing clear learning objectives. The objectives helped identify the major areas that the learners should demonstrate adequate knowledge. They also helped in evaluating the learners. Besides, I selected a topic that aligned with the current needs of the target population since they are facing major issues with substance use and addiction. I also had excellent conduct management skills since I facilitated a smooth learning session and controlled any inappropriate behavior in the audience. I communicated the rules and constantly monitored adherence to them. Another area of strength was my instructional management skills. I effectively applied instructional management skills and was thus able to gain and maintain the audience’s cooperation throughout the learning session (Cents-Boonstra et al., 2021). Furthermore, I applied effective communication and listening skills. I effectively projected my voice and used tone variation (Sharma & Gupta, 2021).
Areas of improvement include communication in the planning stage. There was confusion on the venue, which led to disruptions and delay in the beginning. I should ensure that the venue is appropriately communicated in the subsequent health education sessions. Besides, I need to improve time management by sticking to the planned time. The teaching plan had an estimated time of one hour, but the session took almost two hours. I can improve time management by minimizing the number of learners who share their experiences.
Conclusion
The community teaching plan focused on teaching adolescents the effects of tobacco smoking to reduce initiation and increase smoking cessation. The adolescents were educated on the effects of tobacco use and the benefits of quitting on the health, social, and financial aspects. The health education activity was successful, and there was maximum cooperation and engagement from the audience. Future health education talks for adolescents should focus on mental health and substance use disorders.
References
CDC. (2019). Current cigarette smoking among adults in the United States.
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2021). Fostering student engagement with motivating teaching: an observation study of teacher and student behaviors. Research Papers in Education, 36(6), 754-779. https://doi.org/10.1080/02671522.2020.1767184
Gentzke, A. S., Wang, T. W., Jamal, A., Park-Lee, E., Ren, C., Cullen, K. A., & Neff, L. (2020). Tobacco product use among middle and high school students—the United States, 2020. Morbidity and Mortality Weekly Report, 69(50), 1881.
Khani, Y., Pourgholam-Amiji, N., Afshar, M., Otroshi, O., Sharifi-Esfahani, M., Sadeghi-Gandomani, H., … & Salehiniya, H. (2018). Tobacco smoking and cancer types: a review. Biomedical Research and Therapy, 5(4), 2142-2159.
Sharma, N., & Gupta, V. (2021). Therapeutic Communication. StatPearls [Internet].