Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

The benchmark assesses the following competency:

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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.

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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
  • 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.

  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. 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.

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

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

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: Location of Teaching:

 

Supplies, Material, Equipment Needed: Estimated Cost:

 

Community and Target Aggregate:

 

Topic:

 

 

Identification of Focus for Community Teaching (Topic Selection):

Epidemiological Rationale for Topic (Statistics Related to Topic):

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Nursing Diagnosis:

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

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.

1.

 

 

 

1. 1.
2.

 

 

 

2. 2.
3.

 

 

 

3. 3.
4.

 

 

 

4. 4.

 

Creativity: How was creativity applied in the teaching methods/strategies?

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

 

 

 

 

 

 

 

 

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

 

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

 

 

Therapeutic Communication

4.2 Communicate therapeutically with patients.

 

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

 

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Course Code   Class Code      Assignment Title        Total Points

HLT-362V      HLT-362V-OL191      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%)

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.   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.

 

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal 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  (C 4.2 Communicate therapeutically with patients.)         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.         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.      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.            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.

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.

 

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