Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:
Click “OK” to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
Provide a summary of your learning style according the VARK questionnaire. (KINESTHETIC)
Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the 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.
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PICOT: In hospitalized geriatric patients (P), does incorporating educational strategies into the patient’s plan of care and use of medicated urinary catheter (I), compared to use of a medicated urinary catheter alone (C), decrease incidence of inpatient catheter associated urinary tract infections (CAUTI’s) (O) over a three-month period (T).
On the discussion board, using a minimum of two articles that are supporting your PICOT question, submit one paragraph synthesizing the research into clear, concise statements without separately reviewing each of the studies in the paragraph—but by paraphrasing and synthesizing the work that was done.
All references and in-text citations should be in APA format. References must have a DOI or weblink showing where it was gotten from. References must be between 2014-2019. Please use proper grammer, avoid run-on, and incomplete sentences. Be mindful of punctuation.
SECOND ASSIGNMENT
This week’s content discussed common psychiatric disorders in the Adult and Older Adult client. Often times a secondary diagnosis is masked due to their psychiatric disorder. Review the following case study and answer the following questions.
Mr. White is a 72-year-old man, with a history of hypertension, COPD and moderate dementia, who presents with 4 days of increased confusion, nighttime restlessness, visual hallucinations, and urinary incontinence. His physical exam is unremarkable except for tachypnea, a mildly enlarged prostate, inattentiveness, and a worsening of his MMSE score from a baseline of 18 to 12 today.
Mr. White’s presentation is most consistent with an acute delirium (acute change in cognition, perceptual derangement, waxing and waning consciousness, and inattention).
What is the most likely diagnosis to frequently cause acute delirium in patients with dementia?
What additional testing should you consider if any?
What are treatment options to consider with this patient?
*To get you started on the second assignment, the answer to the first question is urinary tract infection. So take that and elaborate more on that diagnosis for the answer to to the first question*
All references and in-text citations should be in APA format. References must have a DOI or weblink showing where it was gotten from. References must be between 2014-2019. Please use proper grammer, avoid run-on, and incomplete sentences. Be mindful of punctuation.
are asked to collect real-life examples of barriers (inhibitors) to communication that occur in your work or community environment. You will describe them, define them, justify them in a table, and then use them to rate your organization’s communication effectiveness. • Length: The assignment has four parts. Details on word count are provided below and in the following pages. o Part I of this assignment will be 200-250 words o Part II is a list of definitions. The definitions in this section should be about 3040 words each. o Part III is a table with short examples, names, and justifications. The word count will vary. o Part IV will be 175-250 words. • Format: you will not cite sources in this paper, so you will not use any particular citation style. In writing up the assignment, please follow the template given on page 2. Reading Material to Draw Upon for this Assignment: For this assignment, you will want to draw on the following reading materials about communication inhibitors. • “Management Study Guide: 10 Barriers to Communication” by the MSG Team • “Physical Barriers in Communication” by Rahul Pandita • “The Barriers to Effective Communication” by Rupal Jain The items are available as eReserves in our class in LEO. You can access the articles by taking the following steps: • click Content • select Class Resources • select eReserves • select the icon for eReserves in the middle of your page. • in the list of items that appears, locate the articles and download them 2 Template for this Assignment Your text should be single-spaced and in 12-point font. Please use the following template when completing this assignment. Details on each part of the assignment are provided on pages 3-4. I. Description of community setting, including a description of the 3-4 communication inhibitors that occur in that setting (200-250 words): II. Definitions of the 3-4 inhibitors: III. Table of the 3-4 communication samples and the inhibitors they represent: The communication example either as a direct quote or paraphrase IV. The name of the inhibitor(s) that the example represents A justification of your selection of the inhibitor Short paragraph rating the organization’s communication effectiveness on a scale of 1 to 100 and justifying the ranking (175-250 words): 3 Details on Each Part of the Assignment Part I: Consider your work or community and come up with 3-4 real-life examples of barriers (inhibitors) to written and verbal communication that occur in that environment. The communication examples you come up with can be from documents, conversations (face-to-face or digital), emails, or meetings. Then write one or two detailed paragraphs of 100-125 words each in which you describe the following: • • • your workplace or community setting you have chosen to analyze the communication barriers in that setting that you are describing other details you think might be relevant to the context Various types of communication inhibitors, and examples of them, can be found in the articles that are available to you through eReserves. These communication barriers include but are not limited to the following: Attitudinal barrier Avoiding the listener Channel barrier Cultural barrier Different cultural level Distance Emotional barrier Environment Ignorance of medium Ignoring the content Impatience in the listener Individual barrier Interpersonal barrier Language/Linguistic barrier Low pitch and tone Noise Not confirming with the recipient Not understanding the mood of the recipient Not understanding the receiver Organizational barrier Perceptual barrier Physical disability Unorganized thought Wrong interpretations 4 Part II: After you’ve collected at least 3-4 communication barriers and have identified the inhibitors they represent, define the inhibitors in a bulleted list. When defining your inhibitors, the reading material listed on page 1 may be used without citation. The definition you provide should identify the general characteristics of the inhibitor and how it works to impede communication. The definitions should not mention your specific work environment. Please consult the video on this assignment and the two sample student submissions to this assignment in order to see a demonstration on how this part might be written. Please use the three articles listed on page 1, which are in e-reserves, for this assignment. Use the communication inhibitors suggested in those articles. Part III: Analyze these 3-4 communication inhibitors as they apply to your workplace or community environment. List them in a table with three columns: • • • the communication example either as a direct quote or paraphrase the name of the inhibitor(s) at work in the sample a justification of your selection of the inhibitor(s) Again, please consult the video on this assignment and the two sample student submissions to this assignment in order to see a demonstration on how this part might be written. Part IV: Using a scale of 1 to 100 (with a score of 75 considered average), rank your organization’s communication effectiveness. Justify and explain the score you award. Your justification should be one to two paragraphs, about 175-250 words total. 5 Submitting the assignment: You will submit a draft of the assignment to the assignment folder. The instructor will provide comments to it and work with you on a second draft if necessary.
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Course Code DNP-805 Class Code DNP-805-O503 Criteria Content Percentage 70.0% Selection of a Specific Technology Explored in This Course 10.0% Assessment Performed Using Elements of UserTechnology Interface or Human Factors Methods to Determine Existing Functionality of the Specified Technology 15.0% List With Support for Three Elements of the Specified Technology That Will Be Used to Evaluate the User-Technology Interface Using the Course Content 15.0% Definition of Each Element of the Specified Technology Identified and Description of How Each Element Would Be Measured or Evaluated 15.0% Proposal That Employs Support From the Literature to Provide Practicable Suggestions for Improvement in the Use of Each Element of the Specified Technology 15.0% Organization and Effectiveness 20.0% Thesis Development and Purpose 7.0% Argument Logic and Construction 8.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Format 10.0% Paper Format (Use of appropriate style for the major and assignment) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Evaluation of Health Care Technology Unsatisfactory (0.00%) Selection of a specific technology explored in this course is not present. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is not present. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is not present. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are not present. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is not present. Paper lacks any discernible overall purpose or organizing claim. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Template is not used appropriately or documentation format is rarely followed correctly. Sources are not documented. 150.0 Less Than Satisfactory (74.00%) Selection of a specific technology explored in this course is marginal or incomplete. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is marginal or incomplete. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is present but marginal or incomplete. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are present but marginal or incomplete. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is present but marginal or incomplete. Thesis is insufficiently developed or vague. Purpose is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Satisfactory (79.00%) Selection of a specific technology explored in this course is perfunctory. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is present but at a perfunctory level. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is present but at a perfunctory level. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are present but at a perfunctory level. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is present but at a perfunctory level. Thesis is apparent and appropriate to purpose. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed Appropriate template is used. Formatting is correct, although some minor errors may be present. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Good (87.00%) Selection of a specific technology explored in this course is present. Discussion is convincing. Information presented is from scholarly though dated sources. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Appropriate template is fully used. There are virtually no errors in formatting style. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Excellent (100.00%) Selection of a specific technology explored in this course is present. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. An assessment using elements of user-technology interface or human factors methods to determine existing functionality of the specified technology is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A list with support of three elements of the specified technology that will be used to evaluate the user-technology interface using the course content is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A definition of each element of the specified technology identified and a description of how each element would be measured or evaluated are present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A proposal that employs support from the literature to provide practicable suggestions for improvement in the use of each element of the specified technology is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Comments Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned
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Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment
Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment
Throughout this course, you were encouraged to practice conducting various physical assessments on multiple areas of the body, ranging from the head to the toes. Each of these assessments, however, was conducted independently of one another. For this DCE Assignment, you connect the knowledge and skills you gained from each individual assessment to perform a comprehensive head-to-toe physical examination in your Digital Clinical Experience. Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment
Review this week’s Learning Resources, and download and review the Physical Examination Objective Data Checklist as well as the Student Checklists and Key Points documents related to neurologic system and mental status.
Review the Shadow Health Resources provided in this week’s Learning Resources specifically the tutorial to guide you through the documentation and interpretation with the Shadow Health platform. Review the examples also provided.
Review the DCE (Shadow Health) Documentation Template for Comprehensive (Head-to-Toe) Physical Assessment found in this week’s Learning Resources and use this template to complete your Documentation Notes for this DCE Assignment.
Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
Review the Week 9 DCE Comprehensive Physical Assessment Rubric provided in the Assignment submission area for details on completing the Assessment in Shadow Health.
DCE Comprehensive Physical Assessment:
Complete the following in Shadow Health:
Episodic/Focused Note for Comprehensive Physical Assessment of Tina Jones (180 minutes)
Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total of 80% or better (this includes your DCE and your Documentation Notes), but you must take all attempts by the Week 9 Day 7 deadline. Digital Clinical Experience: Comprehensive (Head-to-Toe) Physical Assessment
Submission and Grading Information
By Day 7 of Week 9
Complete your Comprehensive (Head-to-Toe) Physical Assessment DCE Assignment in Shadow Health via the Shadow Health link in Blackboard.
Once you complete your Assignment in Shadow Health, you will need to download your lab pass and upload it to the corresponding Assignment in Blackboard for your faculty review.
Once you submit your Documentation Notes to Shadow Health, make sure to copy and paste the same Documentation Notes into your Assignment submission link below.
Download, sign, date, and submityour Student Acknowledgement Form found in the Learning Resources for this week.
Grading Criteria
To access your rubric:
Week 9 Assignment 3 DCE Rubric
Submit Your Assignment by Day 7 of Week 9
To submit your Lab Pass:
Week 9 Lab Pass
To participate in this Assignment:
Week 9 Documentation Notes for Assignment 3
To Submit your Student Acknowledgement Form:
Submit your Week 9 Assignment 3 DCE Student Acknowledgement Form
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
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. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the 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 Materials if you need assistance.
Benchmark Information
Registered Nurse to Bachelor of Science in Nursing
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
Bioterrorism/Disaster
Environmental Issues
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
All age groups of the community attending outpatient services in various health facilities.
Topic:
Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic Selection):
In the recent past, there has been a shift from precision medicine to preventive medicine as emphasized in the establishment of community medicine discipline. This discipline largely involves educating the general public on effective disease prevention measures (Cooper, 2018). Therefore there should be a well-structured curriculum on how the process should be undertaken. The community teaching on primary disease prevention and health promotion will involve certified health care providers as the facilitators and will target community members from all age groups, ethnicity, religion and cultural beliefs.
Epidemiological Rationale for Topic (Statistics Related to Topic):
The epidemiological rationale for selecting to focus on primary disease prevention and health promotion is due to increased occurrence on novel diseases whose disease course and process are not well understood thus the best way to mitigate the adverse effects to the community is to prevent there occurrence. This is evidenced by the current global pandemic of coronavirus disease of 2019, COVID-19. Since it was first reported in china, measures have been put in place to compart its spread since little knowledge about its disease process is known (Fauci, 2020). This could also be applied for other commonly occurring disease co-morbidities in the community whose occurrence can prevented. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Teaching Plan Criteria
The teaching plan for educating the community on Primary prevention and health promotion will include the following approaches;
Establishing the objectives of the program
Obtaining funding for the program
Selecting the facilitators of the program
Selecting the target audience
Selecting convenient locations to conduct the exercise
Creating awareness around the intended program among the target community
Conducting the exercise
Evaluating the outcome of the exercise if they meet the objectives of the exercise.
The funding for the community teaching exercise should cover for the remuneration of the facilitators and other human workforce that will be required for the exercise, campaign material in preparation for the exercise and also the teaching material and refreshments for the participants during the program. The potential sponsors of the exercise are government organizations, non-governmental organizations or other willing profit and non-profit organizations.
Facilitators of the community teaching exercise will be selected on merit. The facilitators will have to be certified medical personnel. The selection will cut across all the medical disciplines; medical officers, nursing officers, public health officers and other disciplines. The facilitators will oversee various stations of the exercise and aid in implementing the objectives of the exercise to realize the intended goal of the exercise.
The target audience of the community teaching on primary prevention and health promotion will be the persons who are willing to learn about the activity. It will target persons from all age brackets regardless of their ethnicity, religious and cultural beliefs. The exercise will aim to involve the entire community and create ambassadors who will help propel the message within the community even after the exercise is over.
The various stations for the exercise will include social halls, hospital grounds, and peripheral health facilities. The various locations for the training will be overseen by the selected facilitators. The marked locations will be open between the hours of 0800HRS to 1600HRS and they will have 3 sessions per day on the same topic. The first session will run from 0800hrs to 1000hrs, the second session will run from 1030hrs to 1230hrs, and the third session will run between 1400hrs to 1600hrs.
Nursing Diagnosis:
Nursing diagnosis is the clinical judgment made in response to a health condition. The nursing diagnosis will be drawn from the results realized after the exercise. Evaluation of medical records from screening clinics, medical check-up clinics and follow-up clinics will play a major role making the nursing diagnosis.
Readiness for Learning:
The readiness for learning among the target aggregate will be assessed by the level of interest the persons will show on initial contact while handing out the campaign material. This will be quantified by how inquisitive one will be about the intended exercise. Experimental readiness to learn will be assessed factoring in the individual’s cultural background, past experiences with such learning, and level of aspiration one has in regards to primary prevention and health promotion.
Goal:
The objectives of the community teaching on primary prevention and health promotion are centered around the Health People 2020 (HP2020) objectives. The HP2020 was established in the year 2020 with a goal of attaining high quality and long lives free from preventable diseases, injury, disability and premature death; to promote health equity and eliminate disparity in health care provision and improve health in all groups; to create physical and social environments that enhance good health for everyone; and to promote healthy development, quality of life and enhance healthy behaviors across all the life stages. This particular teaching exercise will focus on the first HP2020 objective which is, preventing preventable diseases, injuries, disabilities and premature deaths.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
The Alma Ata Declaration that was established in 1978 emphasizes on health for all to increase life expectancy through preventing preventable diseases and early disease detection and modification. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective
and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)
Content (be specific)Example – The Food Pyramid has five food groups which are….
Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….
Strategies/Methods
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
1.
To assess the level of awareness on primary prevention/health promotion
1.
The level of awareness will be evaluated be asking about the preventive measure the people know like; diet modification, and exercising to reduce the occurrence of hypertension
1. The level of initial awareness on primary prevention/health promotion will be assessed through administering questionnaires and interviewing the people of the community as interactive sessions.
2.
To educate the community on primary prevention/health promotion
2.
The public will be educated on ways to prevent diseases such as increase their level of physical life and reducing sedentary lifestyle to reduce chances of developing hypertension, diet modification to reduce fatty food intake to reduce occurrence of obesity, reducing alcohol intake to prevent liver diseases and cease smoking to prevent respiratory diseases.
2.
The process of educating the public will involve use of flyers, handout and carrying physical class set-up sessions to teach the community members on the preventive measures they can employ to prevent disease occurrence and progression.
3.
To assess the outcome of the community teaching on primary prevention/health promotion
3.
After conducting the exercise, there is an expected positive shift of health seeking behavior and reduction in occurrence of preventable diseases like hypertension, diabetes and other cardiovascular conditions.
3
Evaluation of the outcome of the exercise will be done through analyzing medical files from various clinics including the screening clinics, medical check-up clinics and medical follow-up clinics.
4.
To promote healthy behavior within the community.
4.
Promoting health healthy behavior like responsible alcohol intake, taking a balanced diet and engaging in regular physical activity to serve as a measure of primary disease prevention.
4.
This will be achieved through highlighting the benefits of such healthy behavior on an individual level giving examples of persons who have adopted such lifestyle
Creativity:
Creating awareness around the exercise prior to undertaking the exercise will be important has it will increase the number of people who will show up for the exercise. The campaign for the intended exercise will include printing out posters, fliers and handout that will be distributed within the community by social workers. The information on the fliers, posters and handouts will highlight the objectives of the exercise and the locations where the training will be carried out with stipulated times and dates for the said events. The flyers and handout will be distributed at the outpatient departments of various health facilities, and social centers like market places and entertainment areas. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Planned Evaluation of Objectives (Outcome Evaluation):
The outcome evaluation of the exercise will me assess through the subsequent changes in;
Health seeking behavior
Medical check-up clinics
Medical follow-up clinics
Medical Screening and diagnostic trends
The health seeking behavior of the community will be assessed through evaluating the disease stage of initial presentation of the patient to the clinician (Romanes, 2019). The earlier the present the better the prognosis for the patient because preventive measure to stop disease progression can be implemented.
Planned Evaluation of Goal:
The number of people showing up for regular medical check-ups and subsequent medical follow-up clinics would be an effectiveness way of assessing the effectiveness of the exercise as it directly reflects the response of the community to the exercise.
The number of people seeking Prophylactic and diagnostic screening for propensity of disease occurrence is an important tool to evaluate for community awareness of primary disease prevention and health promotion.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
The process evaluation will be done through assessing the daily turn-out of people to the exercise. At the end of the exercise, the participants will be given a test to assess their level of understanding of primary prevention/health promotion and awarded certificates of participation.
Barriers
The extent barriers to the community teaching are;
lack of sufficient funding for the exercise
unwilling human resource to carry out the exercise due to poor remuneration from the program.
Lack of a standardized structured curriculum to carry out the community teaching.
Therapeutic Communication
The therapeutic communication on this exercise will be done on a face-to-face level. The presentation will involve use of charts, diagrams and inclusion of persons who will serve as life example of people who have embraced primary prevention/health promotion. The sessions will be interactive sessions with the presenters posing random questions to the audience to assess for active listening. In conclusion for the presentation, distribution of handout with more information pertaining to the exercise will be nonverbal communication employed to enable continuity of the learning process.
Fauci, A. S., Lane, H. C., & Redfield, R. R. (2020). Covid-19—navigating the uncharted. The New England Journal of Medicine, 328(), 1268-1268. DOI: 10.1056/NEJMe2002387
Psaty, B. M., Dekkers, O. M., & Cooper, R. S. (2018). Comparison of 2 treatment models: precision medicine and preventive medicine. JAMA, 320(8), 751-752. 10.1001/jama.2018.8377. PMID: 30054607.
Topacio, D. P., Romanes, M. A. J. D., Salazar, R. P., & Legaspi, M. J. P. Assessment of Health-Seeking Behavior and its Determinants Among the DepEd Teaching Personnel in a Public Schools District. Provincial Government of Cavite through the Special Education Fund, 50. SalikSuri Research Journal, 1(1), https://www.researchgate.net/publication/344604014
Course Code
Class Code
Assignment Title
Total Points
NRS-428VN
NRS-428VN-O503
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
100.0
Criteria
Percentage
Unsatisfactory (0.00%)
Less Than Satisfactory (80.00%)
Satisfactory (88.00%)
Good (92.00%)
Excellent (100.00%)
Comments
Points Earned
Content
80.0%
Planning and Topic
30.0%
The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted.
The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.
The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity.
The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
Effectiveness of Teaching Plan Criteria
40.0%
Two or more of the assignment criteria are omitted.
More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed.
One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed.
All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
Therapeutic Communication (C4.2)
10.0%
Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated.
The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented.It is unclear if nonverbal techniques were employed. More information is needed. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed.
The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Organization and Effectiveness
15.0%
Organization of Proposal, Paragraph Development, and Transitions
10.0%
Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.
Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness.
Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Criteria 2Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0%
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Format
5.0%
Paper Format (use of appropriate style for the major and assignment)
2.0%
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
3.0%
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
https://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.png00Naomi Nashttps://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.pngNaomi Nas2022-07-21 12:19:382022-07-21 12:19:38Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:
Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).
Prepare this assignment according to the 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.
https://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.png00Bernard Innocenthttps://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.pngBernard Innocent2022-07-21 12:19:172022-07-21 12:19:19Research Health Illness Continuum Patient Care
https://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.png00Bernard Innocenthttps://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.pngBernard Innocent2022-07-21 12:17:352022-07-21 12:17:35Nursing: Politics, Policy, and Health Care Explained
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