Throughout this course, students will be working on the Community Teaching Project. The project will include a community teaching presentation
Selection, Research, and Assessment
Throughout this course, students will be working on the Community Teaching Project. The project will include a community teaching presentation given during Topic 5. The audience for the presentation will be community members, rather than the staff at the community agency chosen or in-patient residents.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, located in Topic 1 resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
In this topic, students will be selecting, researching, and assessing a nonprofit community setting in their community using one of the following four topics:
- Primary prevention/health promotion
- Secondary prevention/screening for a vulnerable population
- Disaster planning
- Environmental issues
The following are considered appropriate nonprofit community organization settings:
- Public health clinic
- Community health center
- University/school health center
- Religious community (i.e., local church)
- Community center (i.e., YMCA)
- Adult/childcare center
- Youth development organization (i.e., 4-H, scout troops, Boys and Girls Clubs, etc.)
- Senior centers
- Food pantries (St. Mary’s Food bank, St. Vincent De Paul, etc.)
- Community shelters (i.e., women’s shelter, women and children’s shelter, or homeless shelters)
Review the objectives and measures describes on the “Healthy People 2030” website, listed in the Topic 1 Resources, to assist in selecting a topic for the project.
For this assignment, use a minimum of two sources to complete the “Community Teaching Project: Part 1” template.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN-BSN
2.3: Integrate assessment skills in practice.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 2.3
Expert Answer and Explanation
NRS-425 Community Teaching Project – Part 1
| Name (GCU Student) |
| Name of Nonprofit Organization |
| Address of Nonprofit Organization |
| Full Name of Contact Person and Job Title |
| Contact Person’s Email and Phone Number |
| Community and Target Aggregate |
| The main population served by the South Adams Senior Center is older adult population residing in Berne, Indiana. The target population for the center is usually those 60 years of age and older, while the programs it offers may have different age requirements for participation. Retirees, the aged, and senior citizens who are looking for chances for social interaction, leisure activities, educational programs, and needs-specific support services are probably among the clients that the South Adams Senior Center serves. These services could include a range of things, including social events, health and wellness initiatives, exercise courses, meal services, educational seminars, and help getting access to social welfare, healthcare, and transportation benefits. Because of the nature of a senior center, the clients it serves frequently consists of people who, in their later years, may need different degrees of support, company, and chances for further education or personal growth. These programs are designed to fight isolation, encourage healthy aging, and give seniors access to a community that supports them while they stay independent. |
| Social Determinants of Health (SDOHs): |
| According to Healthy People 2020, social determinants of health are aspects of people’s living, learning, working, playing, worshiping, and aging contexts that have an impact on a variety of risks and outcomes related to health, functioning, and quality of life. There are various SDOH that impact the quality and safety of care of patients served by the nonprofit organization. One of the SDOH is education level. According to Statista Research Department (2023), approximately 18.5% of Indiana adults over the age of 25 had a bachelor’s degree as their highest degree in 2021. The majority, or roughly 33.3% of the population, had completed high school or its equivalent as their greatest degree of education. Indiana has tried to close the gap between itself and the US in terms of education attainment among adults aged 25 years and above (Schleyer et al., 2021). However, the gap increases as people age. In other words, older people are less educated compared to other population in Indiana. The second SDOH is geographical location. According to a report by Indiana State (2021), residents residing in urban areas are more likely to access quality care than those living in rural areas. The report noted that populations in rural areas have higher number of fair or poor health days than those in urban areas. The report also stated that physicians in rural areas in Indiana have been decreasing for the last decades (Indiana State, 2021). For instance, for every 100,000 patients, there are 55 mental health professionals in rural areas compared to 133 professionals per 100,000 patients in urban Indiana, meaning that older patients in rural Indiana are less likely to access care than those in urban Indiana (Indiana State, 2021). The image below is a visual representation of differences in access to primary care between rural and urban Indiana.
Image 1: Access to care in Indiana based on geographical location (Indiana State, 2021) The third determinant is economic status. For older persons to age in place, have a respectable quality of life, and have access to essential resources, they must be financially stable (Central Indiana Senior Fund, 2021). Life experiences and other important factors play a significant role in determining an older adult’s financial stability revealed that one in twelve older persons live in poverty, with the oldest age group being more impoverished than the other age groups. When it comes to poverty, older adults face racial and gender disparities: older women are more likely to be poor than older males, and older adults of Black and Latino descent are more likely to be poor than older adults of White descent (Central Indiana Senior Fund, 2021). One of the biggest obstacles to getting and keeping a job for older persons is their limited technological proficiency. Among older persons, one in three said they had lately had at least some trouble finding inexpensive health insurance or paying for everyday expenses (Central Indiana Senior Fund, 2021). The graph below illustrates poverty level in older adults in Indiana.
Image 2: Poverty levels among older adults in Indiana (Central Indiana Senior Fund, 2021) The last SDOH is race and ethnic disparities. United States Census Bureau (2023) noted that the number of uninsured people in Indiana was high among minority race and ethnicity. United States Census Bureau (2023) reported that 10.4% of African Americans have no health insurance. The table below shows the percentage of other races in Indiana without health insurance.
Table 1: Residents in Indiana without health insurance (United States Census Bureau, 2023) |
| Topic: |
| The education topic that will be relevant for patients served by the organization is fall prevention. Falls prevention is a serious issue among older people. For older Americans, falls are the primary cause of both fatal and nonfatal injuries. Falls create significant financial and personal expenses while endangering the independence and safety of aging citizens (CDC, 2023). Aging does not, however, inevitably lead to falling. Senior fall rates can be significantly decreased with the use of evidence-based fall prevention programs, practical lifestyle changes, and clinical-community partnerships (CDC, 2023). The Centers for Disease Control and Prevention (CDC) in the United States report that about one in four people over 65 fall at least once a year. Among older persons, falls are the primary cause of both fatal and nonfatal injuries (CDC, 2023). By 2030, it is expected that the expense of treating injuries brought on by falls would have risen to more than $101 billion. Last but not least, each year, falls cause over 3 million injuries that are treated in emergency rooms, including over 800,000 hospital admissions (CDC, 2023). The entire expense of non-fatal fall injuries in 2015 was $50 billion (National Council on Aging, 2023). Injuries or not, falls have a significant negative influence on people’s quality of life. An increasing proportion of senior citizens restrict their activities and social interactions due to their fear of falling (National Council on Aging, 2023). Further physical deterioration, melancholy, social isolation, and a helpless sense can arise from falls. |
| Rationale of Topic: |
| This topic has been selected because falls is the leading cause of death among older people in Indiana. Indiana (2016) noted that among older persons in Indiana, accidental falls are the main cause of both fatal and nonfatal injuries. A significant portion of health care funds spent on injury-related treatment go toward hospital charges due to injuries caused by falls. Over 58,900 fall injuries were treated in hospitals and ERs in 2016, and 394 older Indiana individuals died as a result of an inadvertent fall (Indiana, 2016). The prevalence of fall injuries among Indiana citizens 65 years of age and older is depicted in the figure below. 71.8% of nonfatal fall hospitalizations and 82.1% of all fall deaths in Indiana are caused by persons 65 years of age or older. For Indiana residents 65 years of age and older, falls are the primary cause of traumatic brain injury (TBI), accounting for 47.1% of TBI hospitalizations and 53.0% of TBI deaths (Indiana, 2016). In Indiana, the projected lifetime expenses for fall-related injuries among individuals 65 and over in 2013 were predicted to be $740 million. In Indiana, there are 240.3 hospital admissions, 879.8 ER visits by individuals 65 and older, and 7.6 fall-related fatalities every week (Indiana, 2016). Indiana (2016) noted that 26.4% of fall deaths in this age range in 2016 were caused by stumbling into an object, and 8.6% were the result of falling from steps or stairs. For 54.8% of fall deaths, this information was either unknown or not specified. The figure below is a visual representation of falls per 100000 older people in Indiana.
Image 3: Falls rate per 100000 older people in Indiana |
| Healthy People 2030 (HP2030) Objectives and Measures:
|
| The topic is listed in the HP2030 Objectives and Measures. The HP2030 for the topic is “reduce fall-related deaths among older adults — IVP‑08.” The presentation has provided statistics about falls prevalence and incidences, which can be used to justify why this topic is necessary. |
| References: |
| Centers for Disease Control and Prevention. (2023). Older adult falls reported by state. https://www.cdc.gov/falls/data/falls-by-state.html Central Indiana Senior Fund. (2021). Financial Stability: State of aging in Central Indiana. https://centralindiana.stateofaging.org/report-data/financial-stability/ Indiana State. (2021). Indiana State health assessment and improvement plan. https://www.in.gov/health/files/18_SHA-SHIP-FINAL-DOC_v5.pdf Indiana. (2026). Special emphasis report: Fall injuries among older adults 2016. https://www.in.gov/health/trauma-system/files/SER_Older_Adult_Falls_2018_1_MWT-edits.pdf National Council on Aging. (2023). Get facts on fall prevention. https://www.ncoa.org/article/get-the-facts-on-falls-prevention. Office of Disease Prevention and Health Promotion. (n.d.). Social determinants of health. https://www.healthypeople.gov/2020/topics-objectives/topic/social-determinants-of-health Schleyer, T., Williams, L., Gottlieb, J., Weaver, C., Saysana, M., Azar, J., & Embi, P. J. (2021). The Indiana learning health system initiative: Early experience developing a collaborative, regional learning health system. Learning Health Systems, 5(3), e10281. https://doi.org/10.1002/lrh2.10281 Statista Research Department. (2023). Educational attainment in Indiana 2021. https://www.statista.com/aboutus/our-research-commitment United States Census Bureau. (2023). QuickFacts: Indiana. https://www.census.gov/quickfacts/fact/table/IN/RHI225222 |
Other Questions Related to this Class:
Topic 1 DQ 1
Identify the social determinants of health (SDOH) that affect families and communities. Describe the impact of health disparities and SDOH on care outcomes. Explain the role of the community health nurse in addressing these SDOH. Describe how the community health nurse can advocate for practices to advance diversity, equity, and inclusion.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 7.2, 9.2
Topic 1 DQ 2
Develop a nursing intervention for community health goals (local or global in nature) using the nursing process to address any health issue. Select and describe one community resource that can aid in the implementation process of the intervention. Identify two ethical principles to protect the health and safety of diverse populations when implementing the proposed nursing intervention.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 3.1
Topic 2 DQ 1
After reviewing “Cultural Humility Is a Nursing Clinical Competency” and the “Health Literacy Universal Precautions Toolkit, 2nd Edition,” located in the topic Resources, choose an ethnic minority group and explore health disparities for the chosen group. Describe how to integrate the components of health literacy and cultural considerations into a health promotion teaching plan for one health disparity identified in the research and how health literacy supports overall health promotion.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 2.2, 3.2, 9.2, 9.3, and 10.2
Topic 2 DQ 2
Consider how culture, ethnicity, socioeconomic status, education, employment, support networks, and environment or neighborhood impact health promotion practices. Analyze to what extent access and quality of health care can affect health promotion. Provide examples from your community.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Benchmark – Community Teaching Project – Part 2
Using the community site selected in the Topic 1 assignment, perform an assessment of the community (town/city/county) using the “Explore Health Rankings” and “Environmental Justice Dashboard” resources from the topic Resources.
The community assessment will include secondary sources (credible websites) and a physical appraisal (i.e., windshield survey) of the community.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
For this assignment, complete the “Community Teaching Project – Part 2” template, including two citations.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN-BSN
3.1: Manage population health.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 2.4, 3.1, and 4.2
Benchmark – Community Teaching Project – Part 3
Teaching Plan Development
Students will continue to work on the Community Teaching Project. The Project will be developed throughout this course and include a community teaching presentation being completed in Topic 5.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
For this assignment, cite a minimum of three sources to complete the “Community Teaching Project – Part 3” template. Please review and incorporate the feedback provided from the “Community Teaching Project – Part 1” template in Topic 1.
Students who fail to complete the Topic 2 “Benchmark – Community Teaching Project – Part 3″ assignment with a score of 76% or higher will be required to complete remediation. Please see additional directions in the “Topic 2 – Indirect Care Experience Remediation” assignment and document.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN-BSN
2.2: Communicate effectively with individuals.
3.3: Consider the socioeconomic impact of the delivery of health care.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 1.1, 1.2, 2.2, 3.3, and 3.5
Topic 2 – Indirect Care Experience Remediation
To receive a passing grade in the NRS-425 course, students must complete all deliverables associated with indirect care experience hours and successfully complete remediation (if necessary).
Assignments associated with demonstrating competency related to indirect care experience hours required to pass NRS-425 are submitted throughout the course. Individualized remediation plans are a system of support to help students improve in the areas identified requiring improvement when performance is assessed against the learning objectives of the course.
Students who earned a 76% or higher on the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment do not need to complete this assignment.
Students who fail to complete the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment with a score of 76% or higher will be required to complete a remediation plan with their faculty, using the “Topic 2: Indirect Care Experience Remediation” form, and submit the plan in addition to the necessary remediation activities by the end of Topic 3. Students who must remediate but fail to do so will not receive a passing grade in the course.
Please note: The completion of remediation demonstrates competency related to indirect care experience hours; however, completion of remediation will not change the grade for the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Topic 3 DQ 1
Define the epidemiologic triangle and discuss its application to practice. Develop two or more nursing interventions (excluding handwashing) a community health nurse can implement to break the link(s) within the communicable disease chain. Provide rationale for each nursing intervention.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Topic 3 DQ 2
Distinguish a global communicable disease outbreak impacting community health worldwide that is different from the one selected for the epidemiology paper assignment. Provide a succinct description including its influence on the affected population. Analyze the influence of social determinants of health (SDOH) in disease progression. Provide an example of how Christian worldview can be integrated by a community health nurse when working with a population impacted by the communicable disease selected.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 1.2
Benchmark – Epidemiology Paper
The purpose of this assignment is to discuss concepts of epidemiology and apply nursing theories and research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC websites, all located in the topic Resources, for assistance when completing this assignment.
Choose a communicable disease topic from the resources mentioned above or select one from the list below:
- Chickenpox
- Tuberculosis
- Influenza
- Hepatitis B
- HIV/AIDS
- STIs (HPV, herpes, gonorrhea, chlamydia, syphilis)
- Ebola
- Measles
- Polio
- Foodborne illnesses (E. coli, salmonella, listeria, hepatitis A)
- Hepatitis C
- SARS-CoV-2
- Monkeypox
- Dengue
- Botulism
- Norovirus
- CA-MRSA
In a 1,000-1,250-word paper, apply the concepts of epidemiology and nursing to research a communicable disease. Address the following:
- Provide an overview of the chosen communicable disease with emphasis on mode of transmission and demographic of interest, including whether or not the disease selected is reportable.
- Apply the epidemiologic triangle as it relates to the communicable disease selected. Include the host factors, agent factors (presence or absence), and environmental factors.
- Describe the role of the community health nurse in primary, secondary, and tertiary prevention through tasks such as case finding and contact tracing, reporting, data collection, analysis, and follow-up.
- Identify at least one national patient safety resource or initiative that addresses the communicable disease chosen and describe how the resource or initiative contribute to resolving or reducing the impact of disease at the point of care.
- Discuss a global implication of the disease. How is this addressed in other countries or cultures? Identify changes in conditions that might indicate a public health emergency related to this communicable disease.
Cite a minimum of three peer-reviewed or professional references (e.g., professional health organizations like Centers for Disease Control and Prevention [CDC], World Health Organization [WHO], Occupational Safety and Health Administration [OSHA], U.S. Department of Health and Human Services [HHS]).
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 Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN-BSN
3.6: Advance preparedness to protect population health during disasters and public health emergencies.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 1.1, 3.4, 3.6, 5.2, and 6.1
Topic 4 DQ 1
Identify potential ethical and spiritual considerations and cultural practices that could arise for individuals, communities, and health care providers in the event of a manmade disaster. Describe the significance of a community health nurse’s role in integrating Christian worldview in caring for individuals, community, self, and colleagues during disaster management. Identify one resource available to support self-care management for individuals.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 1.2, 2.1, and 2.8
Topic 4 DQ 2
Describe the impact of climate change on a disaster that could affect your community. Describe the health and safety hazards that would be present in this type of disaster. Based on your assessment, discuss how you would advise community members to prepare for this disaster. Describe one policy that could be implemented to mitigate risk for nurses working during a disaster.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 3.6 and 5.3
Benchmark – Community Teaching Project – Part 4
Interview of Community Representative
Students will continue to develop their Community Teaching Project. As a reminder, the Community Teaching Project presentation will be completed in Topic 5.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
In this assignment, students will interview the representative of the nonprofit organization selected for the Community Teaching Project in Topic 1. During the interview, students will review their teaching plan to obtain feedback from the representative. Interviews can take place in person, by phone, or via video conference (i.e., Zoom, Microsoft Teams, etc.).
Then, in a 250-500-word paper, provide a summary of the interview with the representative addressing the following items:
- Describe the representative’s role within the nonprofit organization. What is the role of this nonprofit organization?
- How does this organization address the issues faced by this community?
- Discuss the feedback (strengths and opportunities for improvement) received from the representative after reviewing the teaching plan.
- Explain how you communicated with the interviewee in a manner that facilitates a partnership approach to quality delivery.
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 Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN-BSN
3.2: Engage in effective partnerships.
6.1: Communicate in a manner that facilitates a partnership approach to quality care delivery.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 2.9, 3.2, 6.1, 6.3 and 6.4
Community Teaching Project – Part 5
Presentation Development
The purpose of this assignment is to develop a presentation of the topic chosen for the identified community based on the Community Teaching Project.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
Prepare a presentation using the “Community Teaching Project” templates that were completed previously in this course along with the information from the interview with the community representative.
Students will give this presentation to the selected community in Topic 5. Reach out to the selected representative to confirm the date and time to present the selected topic to the community.
Select one of the following options to prepare the applicable presentation:
- PowerPoint presentation (no more than 30 minutes)
- Pamphlet presentation (one to two pages)
- Poster presentation
- Infographic
For this assignment, upload the presentation deliverable created (i.e., PowerPoint presentation, pamphlet, picture of the poster presentation, etc.).
Students who fail to complete the Topic 4 “Community Teaching Project – Part 5” assignment with a score of 76% or higher will be required to complete remediation. Please see additional directions in the “Topic 4- Indirect Care Experience Remediation” form.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be 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 not required to submit this assignment to LopesWrite.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 2.1, 2.2, 2.5, 2.8, and 6.1
Community Teaching Project – Interview Acknowledgment Form
Please have the representative of the nonprofit organization sign the “Community Teaching Project – Interview Acknowledgment Form” following the interview. This form is to demonstrate that the interview with the representative was completed.
The “Community Teaching Project – Interview Acknowledgment Form” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, this form must be submitted with the representative’s handwritten signature. A typed, electronic signature will not be accepted.
You are not required to submit this assignment to LopesWrite.
Topic 4 – Indirect Care Experience Remediation
To receive a passing grade in the NRS-425 course, students must complete all deliverables associated with indirect care experience hours and successfully complete remediation (if necessary).
Assignments associated with demonstrating competency related to indirect care experience hours required to pass NRS-425 are submitted throughout the course. Individualized remediation plans are a system of support to help students improve in the areas identified requiring improvement when performance is assessed against the learning objectives of the course.
If students earned a 76% or higher on the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment, they do not need to complete this assignment.
Students who fail to complete the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment with a score of 76% or higher will be required to complete a remediation plan with their faculty, using the “Topic 4: Indirect Care Experience Remediation” form, and submit the plan in addition to the necessary remediation activities by the end of Topic 5. Students who must remediate and fail to do so will not receive a passing grade in the course.
Please note: The completion of remediation demonstrates competency related to indirect care experience hours; however, completion of remediation will not change the grade for the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Topic 5 DQ 1
Identify a specific vulnerable population in the United States or from another country. Explain why the population is considered vulnerable. Include the demographic statistics, access to health care, barriers to care, supporting information, and the challenges to health and wellness. How can the public health nurse advocate and support this vulnerable population?
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Topic 5 DQ 2
For nurses to care for vulnerable populations, it is important to be aware of one’s own cultural awareness and personal biases. Reflect on your own unconscious and conscious biases and how your biases might influence your provision of care. Describe what strategies or best practices can be used to integrate cultural humility in health promotion activities. Identify one or more competencies significant for a public health nurse to be effective in advocating for the vulnerable population.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Benchmark – Policy Brief Infographic
The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change.
Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under “Topics and Issues.” Select a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.
Based on the public health issue selected, create an infographic that briefly addresses the following:
- Describe the selected public health issue and its impact on the community. Include data that demonstrate the significance of this issue and key risk factors leading to this issue.
- Discuss ways that the public health issue can be prevented, including key concepts of epidemiology.
- Explain a policy that currently addresses this issue and the impact of this policy on population outcomes including social justice and health equity.
- Propose at least one change to existing policies to better address this issue. Support recommendations with appropriate evidence.
- Summarize what steps are required to initiate policy change. Identify necessary stakeholders required to initiate policy change (government officials, administrator, etc.) and explain their level of influence.
Refer to the resource “Images, Infographics and Graphics Resources,” located in the GCU Library, for additional guidance on completing this assignment in the appropriate style.
Cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN-BSN
3.4: Advance equitable population health policy.
3.5: Demonstrate advocacy strategies.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 3.4 and 3.5
Community Teaching Project – Teaching Acknowledgment Form
During this topic, students will present their Community Teaching Projects. Use the presentation that was created in Topic 4 to present to the community.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
Please have the representative of the nonprofit organization sign the “Community Teaching Project – Teaching Acknowledgment Form” following the community teaching presentation. This form is to demonstrate that the teaching presentation was completed.
The “Community Teaching Project – Teaching Acknowledgment Form” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the approval form must be submitted with the Representative’s hand-written signature. A typed, electronic signature will not be accepted.
You are not required to submit this assignment to LopesWrite.
Community Teaching Project – Indirect Care Experience Hours Form
The purpose of this assignment is to document the indirect care experience hours provided for the Community Teaching Project and presentation assignment using the resource/template. The development and implementation of a teaching plan 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). Complete and submit the “Community Teaching Project: Indirect Care Experiences Hours” form to document indirect care experience hours.
In order to receive a passing grade in the course, students must meet the required number of indirect care experience hours.
Community Teaching Project – Part 6
Teaching Experience Reflection
For this assignment, students will reflect on and evaluate their teaching presentation to determine how to improve for next time.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
In 250-500-words, describe the teaching experience and discuss the following:
- Discuss one strength of the presentation.
- Describe one area of opportunity for improvement. What was learned from this experience that will help in the future?
- Describe the evaluation tool used by the audience to provide feedback on the teaching presentation.
- Discuss the comments the audience and stakeholders provided on the presentation.
APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
