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NRS 428 Benchmark- Community Teaching Plan: Community Presentation

NRS 428 Benchmark- Community Teaching Plan Community Presentation

Nurses’ primary responsibility is to ensure people live healthily. They achieve this goal by engaging in health promotion programs, education and awareness initiatives, and early treatment of diseases, among other professional responsibilities. At the community level, preventive measures, vulnerabilities, and prevalence of diseases vary depending on social determinants of health (SDOH). In response, community teaching is a practical strategy for enabling individuals and communities to live productively and healthily. It seeks to make people more knowledgeable to avoid risky behaviors, seek timely medication, and adopt preventive health measures. The purpose of this paper is to describe the teaching experience after conducting community teaching.

Summary of Teaching Plan

The community teaching focused on young adults below twenty-five years. Regardless of where people live, young people are among the highly vulnerable populations due to their inadequate knowledge of health matters and increased likelihood of engaging in risky behaviors (Nutter et al., 2019). Generally, they are more likely to experiment with life than other age groups, putting them at more risk related to alcoholism, gaming, sexual behaviors, and substance abuse. Due to the high vulnerability of young adults, community health nurses should ensure that they are adequately aware of the consequences of their behaviors, healthy living strategies, and preventive health benefits. Community education is also a suitable strategy for changing young people’s attitudes toward health and health-related behaviors.

The community teaching exercise had several objectives in the cognitive, affective, and psychomotor domain. In the cognitive domain, the participants were to identify obesity’s causes, risk factors, and its implications on health after the session. The other objective in the cognitive domain was to improve the participants’ knowledge of the damaging effects of obesity. As a result, they were to effortlessly describe the health effects of obesity and the benefits of preventive health. In the affective domain, the participants were to commence their journey to healthy living by describing personal strategies for obesity prevention. In the psychomotor domain, the participants developed an individualized physical activity plan and dietary interventions to prevent obesity.

Since the teaching goal is to pass information, the delivery methods should suit the participants. The methods should perfectly match the attending group’s knowledge level, age, and adaptation to different learning environments. As a result, the teaching was primarily a presentation in the community health center’s social hall. A presentation is a suitable delivery method when teaching a large group. The teaching center also accommodated many participants hence educating a large group.

Epidemiological Rationale for Topic

Health care professionals should regularly assess the population’s health to determine areas requiring immediate interventions.

NRS 428 Benchmark- Community Teaching Plan Community Presentation

NRS 428 Benchmark- Community Teaching Plan Community Presentation

Health statistics show the severity of a situation, which justifies instant responses. Broadly, lifestyle and nutritional diseases adversely affect individuals and communities. They are a leading cause of preventable deaths and an overall reduction in community productivity. Other adverse effects include increasing health costs and the number of people with chronic illnesses.

Health statistics demonstrate the severity of obesity as a public health concern. As a risk to young adults’ health and productivity, obesity’s prevalence has increased over time, which indicates that the current populace is at a higher risk than ever before. According to the Centers for Disease Control and Prevention (CDC), obesity prevalence increased from 30.5% in 2000 to 41.9% in 2020 (CDC, 2022). An increase of over 10% prevalence in two decades illustrates that the current health programs have not succeeded in controlling the menace. It also predicts that the prevalence is likely to increase as time advances.

The increasing prevalence of obesity predicts several dangers. Bendor et al. (2020) explained that an increase in obesity rates triggers a proportional increase in obesity-related conditions such as heart disease, stroke, type 2 diabetes, and cancer. Such diseases are challenging to manage for individuals, their families, and health care providers. CDC (2022) reported that the treatment and management cost of obesity has increased, considering that the annual medical cost of obesity reached $173 billion in 2019. Considering the damaging effects of obesity on productivity, health, well-being, and health management, prevention should be a priority area. Hence, community teaching focusing in preventive health would help to achieve this goal.

Evaluation of Teaching Experience

Nurses should establish healthy relationships with patients and communities at all practice levels. They should engage in community visits, screening programs, community education, and other strategies for strengthening relationships. The community teaching session provided an excellent opportunity for nurse-community interaction. In such a session, participants describe their lifestyles, health behaviors, attitudes, and other elements that health care professionals can use to determine appropriate interventions. The close interaction further improves the confidence people have in care providers. It can also change people’s attitudes and mindsets, enabling them to seek health assistance when needed.

Besides strengthening the nurse-community bond, the community teaching exercise also offered an excellent opportunity for implementing learning theories. The Health Belief Model (HBM) was implemented during the community teaching exercise. Luquis and Kensinger (2019) described HBM as a model developed to examine the factors affecting people’s failure to utilize disease prevention strategies for early disease detection. Health care providers can also use HBM to understand people’s response and compliance with medical treatment depending on their perception of illnesses’ threats and how various intervention measures benefit them. Guided by HBM’s guiding principles, the community teaching exercise focused on exploring people’s perceptions and current interventions and how to improve them to enhance compliance, prevention, and early disease detection.

The community teaching exercise also offered a perfect opportunity for a community health nurse to promote healthy living and community productivity. At all levels, health care professionals need satisfaction, motivation, and support. Engaging in practices that enable them achieve better health results is among the leading sources of satisfaction and intrinsic motivation. Accordingly, teaching communities to enable people transform behaviors and understand health and diseases gives inner satisfaction. It is also among the forces that push nurses and other health care professionals to choose the demanding and challenging career.

Community Response to Teaching

After preparing the teaching plan and inviting the targeted audience, the next step is an engaging session. Despite the preparation, study site, teaching strategies, or resources, outcomes depend on the community’s response. Overall, the response was positive and could be demonstrated by various factors. The first indicator was the encouraging attendance that surpassed the target. The second indicator was active participation. Participants asked questions, exchanged information, and readily engaged in learning activities such as group discussions and case analysis as requested. The third indicator was the extent to which the participants shared information. They willingly shared their lifestyles and health plans to learn and motivate each other.

There were also various after-session indicators of a positive community response. For instance, the participants asked questions on areas that required further information or clarity. Doing so showed interest in the information and determination to utilize what was taught. The participants also formed support groups to motivate and guide each other. Support groups are also excellent channels for sharing information and monitoring each other. The young adults also shared their contacts, dietary plans, and physical activity plans, further demonstrating their commitment to behavior change.

Areas of Strengths and Areas of Improvement

The community teaching exercise had many positives/areas of strength. Besides active participation, multiple learning strategies were utilized. They included a PowerPoint presentation, sharing educational materials, group discussions, and question-answer sessions. To facilitate inclusive instruction, teachers should use diverse teaching strategies to effectively respond to learners’ diversity (Parrish, 2019). Despite belonging to the same age group, the participants differed in terms of race, religion, social classes, and education levels. All these factors affect how they receive, understand, and perceive information. Therefore, it is crucial to mix learning strategies as much as possible. The other area of strength was setting ground rules. Like any other teaching exercise with diverse learners, it is possible to encounter rogue participants. Ground rules helped to control such participants and promote active participation. Engagement was also among the positives of the teaching exercise. It ensured that the exercise was learner-centered as much as possible. Everybody got an equal chance to participate, seek individual support, and ask questions.

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Despite these strengths, the teaching exercise also had some weaknesses. For instance, it was not free from noise and interruptions. Although minimal, noise and interruptions are significant learning barriers that cannot be overlooked. The other weakness was inadequate time. The allocated time was four hours. However, the participants asked many questions that required answers and illustrations. This affected other activities such as group discussions and the presentation that got lesser time than initially planned. A flexible teaching exercise can help to address this challenge in the future.

Conclusion

Communities require people that are adequately conversant with health, diseases, and all health-related matters such as immunization and screening. Community health nurses should use their skills and experience to help communities live healthily and productively by helping them to prevent and respond to health issues. The community teaching exercise focused on helping young adults prevent and manage obesity. Young adults are highly vulnerable to obesity since they engage in risky behaviors such as eating fatty and sugary foods and increased screen time. The exercise was highly positive; the participants formed support groups and exchanged vital information and dietary plans, which showed determination to adopt healthy lifestyles.

 

 

References

Bendor, C. D., Bardugo, A., Pinhas-Hamiel, O., Afek, A., & Twig, G. (2020). Cardiovascular morbidity, diabetes and cancer risk among children and adolescents with severe obesity. Cardiovascular Diabetology19(1), 1-14. https://doi.org/10.1186/s12933-020-01052-1

CDC. (2022). Adult obesity facts. https://www.cdc.gov/obesity/data/adult.html

Luquis, R. R., & Kensinger, W. S. (2019). Applying the health belief model to assess prevention services among young adults. International Journal of Health Promotion and Education57(1), 37-47. https://doi.org/10.1080/14635240.2018.1549958

Nutter, S., Ireland, A., Alberga, A. S., Brun, I., Lefebvre, D., Hayden, K. A., & Russell-Mayhew, S. (2019). Weight bias in educational settings: A systematic review. Current Obesity Reports8(2), 185-200. https://doi.org/10.1007/s13679-019-00330-8

Parrish, N. (2019). Ensuring that instruction is inclusive for diverse learners. Edutopia. https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

Unfortunately, there is bias, stereotypes, and implicit bias within communities. Fortunately, community health nurses can recognize these issues and decide to eliminate them from their practice (Page & Jha, 2019). As many people know, a stereotype is a belief or assumption of a particular group of people and a bias is when a person has a personal feeling towards a group due to the stereotype(s) in place (Falkner, 2018). Many people believe that these issues do not occur in healthcare; however, that is not true. Implicit bias can occur, which is the “unconscious attitude” toward people based on stereotypes, which affects their patient care (Falkner, 2018).

Community health nurses can recognize these issues by knowing the stereotypes and biases for each culture; therefore, being able to recognize them and avoid them in their practice (Falkner, 2018). It is important for nurses to be aware of cultures and their beliefs to be able to provide the best care possible; thus, providing an example of what it means to be culturally competent (Falkner, 2018). Nurses can address issues of bias, stereotypes, and implicit bias to ensure health promotion activities are culturally competent. In doing so, nurses should first perform a cultural assessment on themselves to determine their own beliefs and values.

After being aware of their own cultural beliefs, the nurse should always perform a thorough cultural assessment (Beeghly & Madva, 2020). This assessment should include asking about personal and familial beliefs, discussing the primary language of use, religion, the importance of seeking treatment and strategies that promote health within the household (Falkner, 2018). By assessing the patient’s culture, the nurse can better address concepts and promote healing through effective activities.

It is important for nurses to be aware of strategies that can facilitate conversations that reduce cultural dissonance and bias. One strategy that is effective is using the “LEARN model” to aid in providing the most effective, therapeutic communication (Falkner, 2018). This includes listening, explaining, acknowledging, recommending, and negotiating, all of which take place when performing a cultural assessment (Falkner, 2018). Another strategy, as discussed earlier, is to perform an assessment on one’s self. This will help nurses determine their own weaknesses and strengths when it comes to working with different cultures, allowing them to learn what they need to improve upon. It is imperative that nurses are aware of cultural dissonance and bias to recognize it and take action. Nurses should always be advocating for their patients no matter what their culture or race is.

 

References

Beeghly, E., & Madva, A. (2020). An introduction to implicit bias: Knowledge, justice, and the human mind (5th ed.). Routledge.

Falkner, A. (2018). Community and public health: The future of health care. Grand Canyon University. Retrieved from https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/community-and-public-health_the-future-of-health-care_1e.php

Page, E., & Jha, J. (2019). Exploring the bias: Gender and stereotyping in secondary schools (8th ed.). Commonwealth Secretariat.

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