NRS 428 Benchmark- Community Teaching Plan: Community Presentation

Sample Answer for NRS 428 Benchmark- Community Teaching Plan: Community Presentation Included

NRS 428 Benchmark- Community Teaching Plan Community Presentation

A Sample Answer For the Assignment: NRS 428 Benchmark- Community Teaching Plan: Community Presentation

Title: NRS 428 Benchmark- Community Teaching Plan: Community Presentation

Congestive heart failure is a chronic cardiovascular condition. It is progressive in nature. It mainly affects the ability of the heart to pump blood and other body fluids effectively in the body. Congestive heart failure exists in two types. The first one is heart failure with preserved left ventricular function. This type of heart failure is characterized by thickened ventricles that are stiffer than the normal. The effect of the thickening is that there is improper filling of the ventricles, leading to reduced amount of blood being pumped out of the heart during a contraction. The heart failure with reduced left ventricular function is characterized by the enlargement of the left ventricles, which make it hard for the blood to pump blood to the other parts of the body. The effect of reduced pumping of the blood is that fluids accumulate in the lungs, lower body, abdomen and the liver.

Congestive heart failure has high prevalence in not only the US but also other global states too. The prevalence of the disease in America is estimated to affect more than 6.2 million people. In addition, the global statistics shows that more than 23 million people have been affected by the disease. The mortality rate due to congestive heart failure in the US is significantly high. For example, it is estimated that congestive heart failure contributed to more than 379000 deaths in the US in 2018. The survival rate due to congestive heart failure is low. For example, the existing statistics shows that its 5-year survival rate is 50%. The ethnic prevalence of heart failure in America is that individuals from ethnic minority groups are largely affected than the natives. Therefore, there is significant disparities in the burden of the disease in the state.

Several factors cause congestive heart failure. One of them is tissue ischemia. Ischemia refers to the limited supply of oxygenated blood to a body part or tissue. Limited supply of blood to a specific part of the heart may cause ischemia. Ischemia therefore alters the normal functioning of the heart, leading to fluid and blood accumulation. Hypertension is the other cause of congestive heart failure. Hypertension may lead to hypertrophy of the heart muscles. The hypertrophy often affects the ability of the heart muscles to pump blood, leading to congestive heart failure. The other cause of heart failure is inflammation of the valves of the heart. Inflammation results in reduced or impaired filling and emptying of the heart. The alteration result in heart failure due to increased fluid volume without effective pumping mechanisms to empty the blood in the heart. Congenital malformations also play a role in the development of heart failure in children.

The other cause of congestive heart failure is cardiomyopathy. Diseases of the heart muscles may cause heart failure. They can cause thickening or enlargement of the heart muscles, which impair the normal contractility and pumping of blood. Medication use can also cause congestive heart failure. An example is anthracycline toxicity in children, which has been shown to increase the risk of heart failure in this population. Anemia is also implicated to cause heart disease in children. This is largely evident in low resource settings where children are highly prone to anemia and malaria. The diseases of the coronary artery also causes heart failure. The diseases affect the normal filling and emptying of the blood to the heart, leading to altered contractility process.

Description:

The benchmark assesses the following competencies:

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

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

NRS 428 Benchmark- Community Teaching Plan Community Presentation

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.

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 428 Benchmark- Community Teaching Plan: Community Presentation

The Earthquake in Haiti was indeed a very sad event and was the most devastating event in the countries history, and between 100,000 to 300,000 people were killed. The effects were worsened by poor planning, lack of resources and being generally unprepared in the event disaster strikes. To lessen the impact of the disaster primary, secondary and tertiary measures have to be put in place. Primary prevention aims to prevent disease or injury before it occurs or when disease is anticipated. This is done by preventing exposures to hazards that cause disease or injury and increasing resistance to disease should exposure occur. (CDC 2021)Examples include immunization against infectious disease, education about being healthy and safe habits, hand washing, use of hand sanitizers and gloves.. Reflecting on the Haiti disaster, primary prevention would fall under the pre-impact phase and interventions would include carrying out drills, review policy and procedure to be followed in a disaster, planning and preparing for the disaster that is ensuring hospitals are well equipped, having contingency measures in place such s backup generators. The national organization or governments may be involved to ensure housing is earthquake proof by using lighter material such as wood in place of heavy bricks. Secondary prevention aims to reduce the impact of disease or injury that has already occurred. ( CDC 2021).This is done by detecting and treating disease or injury as soon as possible to halt or slow its progression, implementing programs return people to their original health and function to prevent long term problems. This would fall under the impact phase which occurs during the event. Interventions include assessing the predicted damage, determining the appropriate number of healthcare workers and emergency responders needed, recalling off duty healthcare staff, treatment of patients with antibiotics to prevent infection, administering intravenous fluids, performing surgical amputations and pitching tents to provide shelter, leasing with donor funded organizations for financial aid and donation of equipment, leasing with neighboring countries for assistance. Tertiary prevention aims to soften the impact of an ongoing illness or injury that has lasting effects. (CDC).This would fall under the post impact phase where imminent danger has ceased. Interventions physical therapy and rehabilitation, involving church communities and counsellors for counseling and psychological support. Debriefing and re-evaluation of disaster and emergency preparedness involving the local government for budget review.

NRS 428 Benchmark- Community Teaching Plan Community Presentation References

Center for disease prevention and control .2021. Health and safety concerns for all disasters. retrieved from www.cdc.gov/disasters/alldisasters.html

World Vision.2021. Haiti earthquake facts. retrieved from www.worldvision.org/disaster-relief-news-stories/2010-haiti

Description

Objectives:

1. Explain the role of the public health nurse in disaster management.
2. Appraise systems designed for emergency and disaster preparedness.
3. Apply levels of prevention to natural and manmade disasters.
4. Describe the spiritual considerations surrounding disasters.

Community and Public Health: The Future of Health Care

Description:

Read Chapter 5 in Community and Public Health: The Future of Health Care.

GCU Nursing Graduate Meets Needs of Joplin

Description:

Read “GCU Nursing Graduate Meets Needs of Joplin,” by Carroll, from Herd on Campus (2011).

Diary of Medical Mission Trip

Description:

View “Diary of Medical Mission Trip

Instruction to the Incident Command System, ICS-100

Description:

Complete the “IS-100.C: Instruction to the Incident Command System, ICS-100” course on the Federal Emergency Management Agency (FEMA – 2018) website.

Disaster Relief and Recovery and Services

Description:

Explore the Disaster Relief and Recover Services page of the American Red Cross website.

Emergency Preparedness and Response

Description:

Explore the Emergency Preparedness and Response page of the Centers for Disease Control and Prevention (CDC) website.

Community Teaching Experience Approval

Description:

The “Community Teaching Experience Approval” form documents approval from the agency administrator or representative to conducting your Community Teaching Plan: Community Presentation.

Complete and submit this form, as directed, prior to participating in the community teaching experience at your approved location.

Clinical Practice Hours – Teaching Project Form

Description:

The development and implementation of a teaching plan meets the requirements for clinical competences as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN).

Complete and submit the “Clinical Practice Hours: Teaching Project” Form as indicated to document your clinical experience.

NRS 428 Benchmark- Community Teaching Plan Community Presentation Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.