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 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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Solution: Community Teaching Plan: Teaching Experience Paper
Diabetes type II is among the conditions which have had significant negative impacts on the health of many people globally. With the increasing prevalence year after year, the healthcare costs due to the condition have also been rising, calling for innovative healthcare strategies to help individuals combat the condition (Bullard et al., 2018). The implication is that, with better management, improved patient outcomes, as well as lower healthcare costs, are more achievable. Apart from the medication interventions, other strategies such as community teaching and health promotion could be key (Amer et al., 2018). This paper explains various aspects of a community teaching plan, focusing on the teaching experience. Aspects discussed include the summary of the teaching plan, the epidemiological rationale for the topic chosen, the evaluation of the teaching experience, and the community response to the teaching sessions. Besides, the paper also looks into some of the areas of strength and areas that need to be improved.
The Teaching Plan Summary
With a focus on type 2 diabetes, the community teaching plan was on enabling the patients to develop better skills for diabetes management, diabetes knowledge, and improved blood pressure and HbA1c control (Baraz et al., 2017). The specifics of the teaching plan entail risk reduction, healthy coping, medication adherence, staying active through physical exercise, and healthy diet use. After delivering the proposal to the community health provider, the provider gave the feedback and also approved the proposed teaching plan.
The planned venue was a diabetes care clinic found in the community health center. The health topic chosen was also in accordance with the Healthy People 2020 goal of promoting the quality of life, healthy behaviors, and health development across every stage of life. The teaching strategy was planned to use various resources such as handouts and pamphlets to ensure that the targeted population is aware of the plan. During the sessions, the teaching points were projected on projector screens using an LCD projector with the help of a laptop.
Among the objectives of the planned teaching included: By the end of the session, the patient will be able to demonstrate the substantial factors that are connected to the behavioral changes leading to effective diabetes management. This objective will be achieved by teaching the patients about the adjustments such as physical exercises and diet needed for efficient diabetes management. To show awareness of the needed changes to an individual’s lifestyle for effective diabetes management.
The other objective includes explaining the social, behavioral, emotional, and cognitive barriers to diabetes self-care and the suitable strategies to overcome them. This objective would be met by helping the patients identify the potential barriers to diabetes self-care, both from an individual and system perspective, and then propose solutions for the identified barriers depending on the patient’s prevailing conditions. In achieving the objectives, various teaching methods were identified, such as peer discussions, using PowerPoint presentations, demonstrations, questions and answers, and using videos.
Epidemiological Rationale for Topic
One of the reasons why I selected management of diabetes through community education is that diabetes has adverse effects on
patients, as already highlighted. Besides, the prevalence of the condition has been on the rise in the last decade and in recent times. It is therefore prudent to explore more strategies to help in supplementing the pharmacological interventions already in place. According to recent statistics, as of the year 2019, four hundred and sixty-three million people were living with diabetes, with close to 80% of this population living in middle and low-income countries (Seiglie et al., 2020).
Half of the people with diabetes went undiagnosed, while over four million deaths resulting from diabetes were recorded. It is important noting that there are healthcare disparities when it comes to diabetes and diabetes management, with people of low income highly likely to remain undiagnosed. Besides, the poor populations are also less likely to achieve physician services and are known to have poorly managed diabetes conditions.
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Evaluation of Teaching Experience
The composition of those who attended the health promotion teaching made the experience a memorable one. With patients having diabetes, some of their family members and individuals at risk of getting diabetes all in attendance; the health promotion activities were done in one of the halls in the community health center. The community social health workers, in collaboration with nurses at the clinic, were instrumental in setting up the venue in terms of seat arrangement and offering help in connecting the electronic gadgets that were used in the presentation.
The presentation was an interactive one; therefore, it took close to one hour. Thereafter, the prepared pamphlets carrying the diabetes information discussed were distributed to those who attended. Due to the huge number of attendees, bringing everyone to order was a bit of a challenge as evidently, the attendees with the health promotion activity which would commence in a few minutes, therefore they were talking to each other, and others catching up. I was assisted by the staff from the facility, who were able to address them using the already connected loudspeakers and brought them to order.
The session then proceeded by asking the attendees about their current understanding of diabetes as a condition, risk factors, and the current statistics. Even though most were able to explain the condition using what the patients living with it usually experience, the scientific explanation behind it was not clear to them, and so I explained it to them. I was impressed by how keen most of them were so as to get the facts right.
The next aspect of diabetes we discussed was the strategies employed in treating and managing diabetes. Since a bigger percentage of the attendees were living with diabetes or had been assisting their family members to achieve better health while living with diabetes, many of them already knew some management strategies used for medication route or lifestyle adjustment. After a few minutes of discussing the strategies, I embarked on explaining what I felt was left and reinforced the points they gave.
Using the chronic care model, I then proceeded to explain to the audience that they have a huge role to play when it comes to managing diabetes, such as collaborating with the primary caregivers and the family members to define problems, set goals, establish priorities and come up with an appropriate health care plan. It was evident that most of the participants were not aware that they are an integral part, especially in coming up with appropriate care plans, as most of them believed that it is the sole responsibility of the primary caregiver.
Community Response to Teaching
The whole session of the health promotion program was lively and interactive and an indication that the attendees bought into the program, hence fully participated in it. One of the strongest indications that they were attentive came during the time of questions on diabetes knowledge; we got comprehensive individual answers to the raised questions as well as well thought discussion question answers provided by the smaller groups which the participants had been divided into.
In a practical sense, the members were willing to demonstrate how to use gadgets at home to check both the blood pressure and the blood sugar levels, upon which some appreciated that they were then better equipped to use the gadgets accurately. The attendees were also capable of not only mention the lifestyle change strategies but also go into the specifics like which kinds of foods are encouraged and which ones should be used less.
One area that received a lot of questionings, inquiries, and answers is medication adherence. A notable number of them showed interest in knowing the specific strategies of improving medication adherence and how to combat some of the barriers, such as forgetting. It was refreshing to hear from the participants some of the quite inventive and innovative strategies they have employed in the past and by then to combat forgetfulness and the urge not to take medication. The attendees were happy with the health promotion session, and they quickly organized for one of their leaders to give a closing speech detailing how much grateful they were and inquired of the possibilities of the organization more and more of such initiatives.
Apart from the community members who attended the session, the clinic staff members were also present to help in one way or another. They also appreciated the efforts made in organizing the health promotion drive to help in teaching the community members on the strategies of better management of diabetes. They also gave their thank you speech and appealed for more collaboration while underlying the fact that successful management of community health and treating of illnesses require inter-and multidiscipline, collaborative efforts.
Areas of Strength and Areas That Need Improvement
In a teaching and learning environment, it is usually prudent to evaluate and assess the applied teaching strategies so that appropriate steps are taken to improve the identified areas of weakness and make even better the areas of strength so that if such a drive is to be held again, then improved strategies are applied. As such, I had to do an assessment by the end of the session. It was evident that the topic selected was spot on as many people usually struggle with self-care diabetes management practices. So by discussing with the attendees about coming up with individualized plans on self-care, they were able to grasp with keen interest what was being taught. So, this was a strength as the lesson was lively and interactive.
Even though the presentation slides were displayed on a projector screen, various teaching strategies like set induction, questions and answers, and small group discussions were used in between to ensure that the content was successfully delivered. Besides, the audiovisual parts of the audience were well engaged by showing them short videos on how to check blood pressure and sugar levels at home, two factors that are vital when it comes to the treatment and management of diabetes. It is also vital to note that early arrangements had been made to design and produce pamphlets having rich information on the management of diabetes. These pamphlets were distributed by the end of the session to ensure that the attendees can still, while at home, learn further and remind themselves of the major content of the health promotion drive. Besides, the questions I formulated were instrumental in ensuring that the attendees had a better grasp of the content,
The assessment also revealed some of the weaknesses that need to be improved on. Sometimes I concentrated too much on the PowerPoint presentation hence losing eye contact with the audience. Eye contact is vital in establishing whether the audience is with the presenter or not and if they have been distracted by something else or they are still concentrating. Even though the presentation was meant to go for an hour, it went for slightly over an hour, implying that I did not keep the time well. It is, therefore, important that I come up with better strategies such as using shorter videos and asking fewer questions to help improve on time management.
Conclusion
The community teaching experience has been a memorable one. Even though I planned to use PowerPoint presentation as the main teaching strategies, other strategies had to be used to ensure that the content delivery was more effective. The implication is that when planning for a content delivery strategy, an individual should be ready to mix things up if that would lead to the attendees having a better grasp of the intended content.
References
Amer, F. A., Mohamed, M. S., Elbur, A. I., Abdelaziz, S. I., & Elrayah, Z. A. (2018). Influence of self-efficacy management on adherence to self-care activities and treatment outcome among diabetes mellitus type 2. Pharmacy Practice (Granada), 16(4). http://dx.doi.org/10.18549/pharmpract.2018.04.1274
Baraz, S., Zarea, K., & Shahbazian, H. B. (2017). Impact of the self-care education program on quality of life in patients with type II diabetes. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 11, S1065-S1068. https://doi.org/10.1016/j.dsx.2017.07.043
Bullard, K. M., Cowie, C. C., Lessem, S. E., Saydah, S. H., Menke, A., Geiss, L. S., … & Imperatore, G. (2018). Prevalence of diagnosed diabetes in adults by diabetes type—United States, 2016. Morbidity and Mortality Weekly Report, 67(12), 359. Doi: 10.15585/mmwr.mm6712a2
Seiglie, J. A., Marcus, M. E., Ebert, C., Prodromidis, N., Geldsetzer, P., Theilmann, M., … & Manne-Goehler, J. (2020). Diabetes prevalence and its relationship with education, wealth, and BMI in 29 low-and middle-income countries. Diabetes Care, 43(4), 767-775. https://doi.org/10.2337/dc19-1782