Teaching Plan And Concepts In Community

Teaching Plan And Concepts In Community

Your role: Nurse educator – You are in clinical practice

Teaching Plan: Perception and Response Capacity of Nurses in a Pediatric Intensive Care Unit

SIM setting: Nicklaus Children’s hospital

Consider the differences between teaching your first lesson in a regular classroom and now teaching a group of students in a SIM setting.

1. What additional or different classroom management issues could arise and how would you address them?

a. Student disruptions

b. Learning abilities or disabilities

2. Provide details and evidence-based teaching strategies that can be used to address your potential classroom management situations, specifically in a SIM setting.

Part 2: Concepts in community

Explain your answer in the context of a natural or manmade disaster

1. What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers?

2. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?

Part 3: Concepts in community

Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:

1. Propose one example of a nursing intervention related to the disaster from each of the following levels- Provide innovative examples:

a.Primary prevention

b. Secondary prevention

c. Tertiary prevention.

2. Under which phase of the disaster do the three proposed interventions fall?

a. Explain why you chose that phase.

3. With what people or agencies would you work in facilitating the proposed interventions and why?

Part 4: Concepts in community

Suppose you did the teaching plan addressing the following information (See File 1):

Population: The elderly aged 65 years and above

Clinical site: Hialeah Hospital

Your role: Nurse educator

Intervention level: Primary prevention/Health promotion of Risk of Falls in the Elderly at their homes

Taking into account the above information-remember already you did the teaching plan, you must to answers the following questions:

1. Summary of teaching plan

You can guide with this information, but you must develop a whole summary, so, is not allow copy and paste the next information:

This community teaching aims to teach elderly persons the risk of falls and what they can do to avoid falls while at home to promote their general health. This topic was selected because there are high cases of elderly falls; approximately 60% of community-dwelling older adults in nursing homes fall every year. Many elderly persons do not understand why they frequently fall, which is one of the primary reasons this topic came to mind. The elderly have several risk factors for falls, including increasing age, cognitive impairment, sensory deficits, and medication use. Understanding these factors is essential in improving the health of the elderly by preventing them from frequent falls. Moreover, the topic is essential in educating the elderly on why falls are dangerous, what increases their risks for falls, and how they can prevent falls. The older adults who fall can experience severe injuries like fractures of their hips and other bones, cuts, and head trauma, making it difficult for them to move around, preventing them from living independently (Sharif et al., 2018). In addition, in older adults, falls are the primary cause of brain damages, which can be life-threatening. Teaching the elderly that their risk for falls increases as they get older, having certain health conditions such as osteoporosis, Parkinson’s disease, drinking alcohol, multiple sclerosis, stroke, changes in blood pressure, difficulties walking, depression, bladder problems, Alzheimer’s disease, cancer of the bone, arthritis, hearing loss, vision loss, or irregular heartbeat. By knowing the risks that increase their likelihood of falls will enable them to understand how to prevent falls. For example, the program will educate them on regular exercising, regular eye check, telling healthcare providers the medications they are taking, avoiding taking alcohol, wearing shoes with firm, flat, non-slip soles, adequately lighting their homes, keeping floors clear and safe, and fall-proofing their bathrooms.

2. Epidemiological rationale for the topic (Falls in the Elderly at their homes )

3. Evaluation of teaching experience (good)

4. Community response to teaching (good)

5. Describe your areas of strengths (2) and areas of improvement (2) as a nurse educator

6. Conclusion about the educating experience as a nurse educator with this population and the topic (1/2 page)

 

Part 5: Nursing and aging

Topic: Comfort and Pain Managemen

1. What are some ways you as the nurse can utilize to determine pain in the older adult

2. What are some of the potential barriers related  to self-reporting of pain in the older adult?

es?

It was applied by selecting for the participants the interactive approaches.

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

1. I will evaluate the accuracy of the definition of the elderly population and the age group the participants provided.

2. I will evaluate the participant’s ability to mention the risk factors for falls.

3. I will evaluate the participant’s familiarity with the instances they fell and what caused it.

4. I will evaluate the participant’s plan for change to promote their health, functionality, and quality of life.

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

I will assess the overall effectiveness of the teaching plan straightaway after the teaching by assessing the degree to which the participants comprehended the fall prevention strategies.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

During the seminar, the instructor will ask questions to ascertain the participants’ degree of comprehension.

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

The possible barriers that might arise include occasionally losing focus and lack of motivation, which will be addressed by actively engaging them and developing a respectful and meaningful relationship with them.

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?

The seminar will begin by capturing the participants’ attention by playing them a video about falls, asking them questions at the end of the video to demonstrate active listening. I will close by requesting the participants to embrace the preventive measures. I will use facial expressions, gestures, and body movements as non-verbal cues.

References

Lipardo, D. S., & Tsang, W. W. (2018). Falls prevention through physical and cognitive training

(falls PACT) in older adults with mild cognitive impairment: a randomized controlled trial protocol. BMC geriatrics, 18(1), 1-12.

Perry, A. G., Potter, P. A., & Ostendorf, W. (2019). Nursing Interventions & Clinical Skills E-

Book. Elsevier Health Sciences.

Ramasamy, K. (2019). Educational Training on Falls Intervention for Elderly Patients in Acute

Care Settings.

Sharif, S. I., Al-Harbi, A. B., Al-Shihabi, A. M., Al-Daour, D. S., & Sharif, R. S. (2018). Falls in

the elderly: assessment of prevalence and risk factors. Pharmacy Practice (Granada), 16(3).

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