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

Description:

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

Secondary Prevention/Screenings for a Vulnerable Population

Bioterrorism/Disaster

Environmental Issues

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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.

Topic 3 DQ 1

Description:

Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.

 

Topic 3 DQ 2

Description:

How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.

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Epidemiology Paper – Rubric

No of Criteria: 11 Achievement Levels: 5

Criteria

Achievement Levels

Description

Percentage

Unsatisfactory

0.00 %

Less than Satisfactory

75.00 %

Satisfactory

83.00 %

Good

94.00 %

Excellent

100.00 %

Content

80.0

Comprehensive Description of a Communicable Disease and the Demographic of Interest

10.0

Demographic of interest and clinical description are omitted or presented with many inaccuracies.

Limited and/or vague summary of demographic of interest and communicable disease is provided. Overview does not offer a clear representation of information necessary for epidemiological study.

Overview of the demographic of interest and clinical description of the communicable disease is presented with some inaccuracies of the clinical descriptors.

Clinical description of the communicable disease and demographic of interest is provided. Summary is brief but accurate.

Overview describing the demographic of interest and clinical description of the communicable disease is presented with a thorough, accurate, and clear overview of all of the clinical descriptors.

Determinants of Health and Explanation of How Determinants Contribute to Disease Development

10.0

Description of the determinants of health and their role in disease development is omitted or presented with many inaccuracies.

Paper partially describes the determinants of health in relation to disease development.

Paper identifies the determinants of health in relation to the communicable disease selected but does not include an explanation of their role in the development of disease.

Paper describes each determinant of health with a comprehensive discussion of their contribution to disease development and progression.

Paper comprehensively discusses the determinants of health in relation to the communicable disease, explains their contribution to disease development, and provides evidence to support main points.

Epidemiologic Triangle (Host Factors, Agent Factors, and Environmental Factors)

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

20.0

Description of the epidemiologic triangle is omitted or presented with many inaccuracies

The communicable disease is described with some inaccuracies within the epidemiologic triangle. A visual description of the factors and interaction is not present.

The communicable disease is described accurately and clearly within the context of the epidemiologic triangle.

The communicable disease is described accurately within the context of the epidemiologic triangle. A brief description of factors and interaction is presented.

The communicable disease is described thoroughly, accurately, and clearly within an epidemiological triangle. A visual description of the triangle and how the components of the model interact is included.

Role of the Community Health Nurse and Importance of Demographic Data

20.0

Discussion of the role of the community health nurse is omitted or unclear. An explanation of why demographic data are necessary to community health is omitted or unclear.

Discussion of the role of the community health nurse is vague, with no integration of case finding, reporting, data collecting, data analysis, or follow-up skills. An incomplete explanation of why demographic data are necessary to community health is provided.

Discussion of the role of the community health nurses is limited, with a brief overview of skills associated with community assessment and planning. An explanation of why demographic data are necessary to community health is summarized.

Discussion of the role of community health nurse is clear, with a comprehensive description of skills associated with community assessment and planning. An explanation of why demographic data are necessary to community health is presented.

Discussion of the role of the community health nurse is clear, comprehensive, and inclusive of the community nurse’s responsibilities to primary, secondary, and tertiary prevention through tasks such as case finding, reporting, data collection and analysis, and follow-up. A clear explanation of the importance of demographic data to community health is presented.

National Agency or Organization That Works to Addresses Communicable Disease

10.0

Agency and description of contribution are omitted.

An agency or organization is identified, but discussion is vague or inaccurate in relation to the communicable disease chosen.

An agency or organization is identified, but discussion regarding efforts to address communicable disease is lacking.

An agency or organization is identified, but discussion regarding efforts to address communicable disease is brief.

An agency or organization is identified. A clear and accurate description of efforts to address communicable disease is offered.

Global Implication

10.0

Global implication of the disease is omitted or unclear.

A discussion of the global implication of the disease is vague, with no integration of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is not provided.

A discussion of the global implication of the disease is limited, with some integration of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided.

A discussion of the global implication of the disease is clear, with a comprehensive description of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided.

A discussion of the global implication of the disease is clear, comprehensive, and inclusive with a comprehensive description of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided.

Organization and Effectiveness

15.0

Thesis Development and Purpose

5.0

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed and/or vague, purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive, contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

5.0

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

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

5.0

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and or word choice are present.

Some mechanical errors or typos are present, but 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

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Paper Format

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.

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