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
- Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
- After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
- Request feedback (strengths and opportunities for improvement) from the provider.
- Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. 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.
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
Primary Prevention/Health Promotion
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:|
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.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Learning Theory to Be Utilized: Explain how the theory will be applied.
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….
(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.
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?
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?
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Course Code Class Code NRS-428VN NRS-428VN-IO1272
Criteria Percentage Content 80.0%
Planning and Topic 30.0%
EffecEveness of Teaching Plan Criteria 40.0%
TherapeuEc CommunicaEon (C 4.2 Communicate therapeuEcally with paEents.) 10.0%
OrganizaEon and EffecEveness 15.0%
OrganizaEon of Proposal, Paragraph Development, and TransiEons 10.0%
Criteria 2Mechanics of WriEng (includes spelling, punctuaEon, grammar, language use) 5.0%
Paper Format (use of appropriate style for the major and assignment) 2.0%
DocumentaEon of Sources (citaEons, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0%
Total Weightage 100%
Assignment Title Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
The chosen topic is not one of four approved topics. The epidemiologic raEonale is omi\ed.
Two or more of the assignment criteria are omi\ed.
TherapeuEc communicaEon approach is omi\ed. TherapeuEc approach is not demonstrated.
OrganizaEon of proposal is disjointed. Paragraphs and transiEons consistently lack unity and coherence. There are no apparent connecEons between ideas. TransiEons are inappropriate or lacking.
Surface errors are pervasive enough that they impede communicaEon of meaning. Inappropriate word choice or sentence construcEon is used.
Template is not used appropriately or documentaEon format is rarely followed correctly.
Sources are not documented.
Total Points 100.0
Less Than SaEsfactory (80.00%)
The teaching plan is based on an approved topic. The epidemiological raEonal contains significant inaccuracies.
More than one of the assignment criteria are omi\ed. Overall, the teaching plan is vague. Significant informaEon is needed.
The teaching plan a\empts to communicate with an acEvity; the acEvity is not appropriate for the teaching plan. It is unclear if acEve listening techniques were used to connect with the audience. A parEal summary of how the interacEon of the audience is presented.It is unclear if nonverbal techniques were employed. More informaEon is needed.
Some degree of organizaEon is evident. Some paragraphs and transiEons may lack logical progression of ideas, unity, coherence, or cohesiveness.
Some degree of organizaEon is evident. Some paragraphs and transiEons may lack logical progression of ideas, unity, coherence, or cohesiveness. Frequent and repeEEve mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Template is used, but some elements are missing or mistaken; lack of control with formaang is apparent.
DocumentaEon of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formaang errors.
The teaching plan is based on an approved topic. The epidemiological raEonal is unclear. There are some inaccuracies.
One of the assignment criteria is omi\ed or, mulEple criteria are incomplete. The teaching plan can be effecEve, but more informaEon or raEonal is needed.
The teaching plan is communicated with an acEvity that generally uses acEve listening techniques to connect with the audience. A summary of how the a\enEon of the audience was captured and how the presentaEon was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed.
Paragraphs are generally competent, but ideas may show some inconsistency in organizaEon or in their relaEonships to each other.
Some mechanical errors or typos are present, but they are not overly distracEng to the reader. Correct sentence structure and audience-appropriate language are used.
Template is used, and formaang is correct, although some minor errors may be present.
Sources are documented, as appropriate to assignment and style, although some formaang errors may be present.
The teaching plan is based on an approved topic. The epidemiological raEonal needs some detail for accuracy or clarity.
All assignment criteria are adequately completed. Some raEonal is needed for support or clarity. Overall, the teaching plan is effecEve.
The teaching plan is communicated with an acEvity that uses acEve listening techniques to connect with the audience. How the a\enEon of the audience was captured and how the presentaEon was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effecEve figures of speech are used.
Template is fully used; There are virtually no errors in formaang style.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Excellent (100.00%) Comments
The teaching plan is based on an approved topic. The epidemiological raEonal is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. RaEonal and detail is provided throughout.
The teaching plan is communicated with an acEvity that uses clear acEve listening techniques to connect with the audience. A clear descripEon of how the a\enEon of the audience was captured and how the presentaEon was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transiEon construcEon guide the reader.
Writer is clearly in command of standard, wri\en, academic English.
All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.