Community Teaching Plan Assignment

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Community Teaching Plan Assignment

Community Teaching Plan Assignment

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Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

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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:

  1. Primary Prevention/Health Promotion
  2. Secondary Prevention/Screenings for a Vulnerable Population
  3. Bioterrorism/Disaster
  4. 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.

  1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
  2. Request feedback (strengths and opportunities for improvement) from the provider.
  3. 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.

Attachments

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

  1. Bioterrorism/Disaster
  2. Environmental Issues
  3. Primary Prevention/Health Promotion
  4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:

 

Estimated Time Teaching Will Last:

One week

Location of Teaching:

Outpatient facilities of health facilities

Supplies, Material, Equipment Needed;

Manila charts, markers,  pens, fliers, posters, refreshments

Estimated Cost:

$10,000

Community and Target Aggregate:

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 Domain
Example – 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.

References

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. JAMA320(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.
Total Weightage 100%

Community Teaching Plan Assignment

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

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.

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.

Select one of the following as the focus for the teaching plan:

Primary Prevention/Health Promotion (Heart Disease)
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. 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.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assessment Description

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.

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Audio presentation
  4. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

You are required to 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.

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.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

Attachments

Benchmark – Community Teaching Plan: Community Presentation – Rubric

Presentation Based on Teaching Work Plan and Provider Feedback

Criteria Description

Presentation Based on Teaching Work Plan and Provider Feedback

5. Excellent

24 points

Presentation is clearly based on Teaching Work Plan and any documented provider feedback. All aspects are consistent with Teaching Work Plan.

4. Good

20.4 points

Presentation is based on Teaching Work Plan and any documented provider feedback. All aspects are generally consistent with Teaching Work Plan.

3. Satisfactory

18 points

Presentation is generally based on Teaching Work Plan and any documented provider feedback. Some aspects are unclear. There are minor inconsistencies with Teaching Work Plan.

2. Less than Satisfactory

15.6 points

Presentation partially based on a Teaching Work Plan. Documented provider feedback is not integrated. Major aspects are incomplete. More information is needed.

1. Unsatisfactory

0 points

Presentation is not based on a Teaching Work Plan.

Teaching Work Plan and Provider Feedback Provides Education to Diverse Patient Population (B)

Criteria Description

Presentation Based on Teaching Work Plan and Provider Feedback Presentation Provides Individualized Education to Diverse Patient Population in Appropriate Community Setting (C3.3)

5. Excellent

24 points

Presentation provides specific information that focuses on the identified population and includes all diverse attributes for that population. Presentation is highly relevant to the community setting chosen. Additional health care settings where this individual education plan could be used are identified and highly relevant. The presentation demonstrates insight into providing individual education to diverse patient populations.

4. Good

20.4 points

Presentation provides information for the identified population and includes many diverse attributes for that population. Presentation is pertinent to the community setting chosen. Some additional health care settings where this individual education plan could be used are proposed. Some detail is needed for clarity.

3. Satisfactory

18 points

Presentation provides general information for the identified population. Some diverse attributes for that population are presented. Presentation is appropriate to the community setting chosen. At least one health care setting where this individual education plan could be used has been proposed. There are some inaccuracies. Minor detail or rationale is needed for support.

2. Less than Satisfactory

15.6 points

Presentation is incomplete. Significant information for the identified population is omitted or unclear. Some diverse attributes for that population are presented; not all attributes are relevant to the population. The presentation does not seem appropriate for the health care setting. There are major inaccuracies. More information is needed.

1. Unsatisfactory

0 points

Presentation does not include individualized education to a diverse patient population in an appropriate community setting.

Presentation of Content

Criteria Description

Presentation of Content

5. Excellent

48 points

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

4. Good

40.8 points

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

3. Satisfactory

36 points

The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

2. Less than Satisfactory

31.2 points

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.

1. Unsatisfactory

0 points

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

Layout

Criteria Description

Layout

5. Excellent

6 points

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

4. Good

5.1 points

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

3. Satisfactory

4.5 points

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

2. Less than Satisfactory

3.9 points

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

1. Unsatisfactory

0 points

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Criteria Description

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

5. Excellent

6 points

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

4. Good

5.1 points

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

3. Satisfactory

4.5 points

Language is appropriate to the targeted audience for the most part.

2. Less than Satisfactory

3.9 points

Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

1. Unsatisfactory

0 points

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

6 points

Writer is clearly in control of standard, written, academic English.

4. Good

5.1 points

Slides are largely free of mechanical errors, although a few may be present.

3. Satisfactory

4.5 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

2. Less than Satisfactory

3.9 points

Frequent and repetitive mechanical errors distract the reader.

1. Unsatisfactory

0 points

Slide errors are pervasive enough that they impede communication of meaning.

Documentation of Sources

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

6 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

5.1 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

4.5 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less than Satisfactory

3.9 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Total 120 points
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