1. Community Teaching Plan: Community Presentation, Community Teaching Work Plan Proposal, Teaching Experience Paper

Benchmark – Community Teaching Plan: Community PresentationDetails:Note: Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:PowerPoint presentation – no more than 30 minutes (I PREFER POWER POINT PRESENTATION)Pamphlet presentation – 1 to 2 pagesPoster presentationAppropriate community settings include:Public health clinicCommunity health centerLong-term care facilityTransitional care facilityHome health centerUniversity/School health centerChurch communityAdult/Child care centerBefore presenting information to the community, seek approval from an agency administrator or representative.Upon receiving approval from the agency, include the “Community Teaching Experience Form” as part of your assignment submission.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. You are required to submit this assignment to Turnitin. NRS-427V-RS-CommunityTeachingExperienceForm.doc 2nd Question Benchmark – Community Teaching Plan: Community Teaching Work Plan ProposalView RubricDetails:Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.Select one of the following as the focus for the teaching plan:Primary Prevention/Health PromotionSecondary Prevention/Screenings for a Vulnerable PopulationBioterrorism/DisasterEnvironmental IssuesComplete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.After completing the teaching proposal, review the teaching plan 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.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 Turnitin. NRS-427V-RS-CommunityTeachingExperienceForm.doc NRS-427V-RS-CommunityTeachingWorkPlanProposal.docx Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal 1Unsatisfactory0.00%2Less than Satisfactory75.00%3Satisfactory83.00%4Good94.00%5Excellent100.00%80.0 %Content 30.0 %Identification of Focus for Community TeachingFocus of community teaching is not identified or is incomplete.Focus of community teaching is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings.Focus of community teaching is clear, but rationale for selection is not included.Focus of community teaching is clear, with a detailed explanation of rationale for selection.Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings, and supported by explanation of rationale.50.0 %Detailed and Comprehensive Community Teaching Work Plan ProposalCommunity teaching proposal is omitted or incomplete.Community teaching proposal is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings, demographic, or the scope of community-based resources.Community teaching proposal is clear with a complete summary of each area listed in the assignment criteria.Community teaching proposal is clearly described and is well supported by evidence from current literature and statistical/demographic data published on the community. There is a detailed summary of all required areas of the work plan.Community teaching proposal is detailed and comprehensive, with supportive evidence and a detailed description of barriers and strategies to overcome barriers. Evidence from current literature and statistical/demographic data published on the community thoroughly supports the proposal in all required areas of the work plan.15.0 %Organization and Effectiveness 10.0 %Organization of Proposal, Paragraph Development and TransitionsOrganization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)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 (register), 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.5.0 %Format 2.0 %Proposal template is applied correctly.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.3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)No reference page is included. No citations are used.Reference page is present. Citations are inconsistently used.Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.In-text citations and a reference page are complete. The documentation of cited sources is free of error.100 %Total Weightage
3rd QuestionCommunity Teaching Plan: Teaching Experience PaperView RubricDetails:Note: In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:Summary of teaching planEpidemiological rationale for topicEvaluation of teaching experienceCommunity response to teachingAreas of strengths and areas of improvementPrepare this assignment according to the guidelines found in the APA Style Guide, 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 Turnitin. Community Teaching Plan: Teaching Experience Paper 1Unsatisfactory0.00%2Less than Satisfactory75.00%3Satisfactory83.00%4Good94.00%5Excellent100.00%80.0 %Content 30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for TopicSummary of community teaching plan is not identified or missing.Summary of community teaching plan is incomplete.Summary of community teaching plan is offered but some elements are vague.Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement DescribedEvaluation of teaching experience is omitted or incomplete.Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.Evaluation of teaching experience is provided with a brief discussion of community response to teaching.A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.15.0 %Organization and Effectiveness 5.0 %Thesis Development and PurposePaper 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.5.0 %Paragraph Development and TransitionsParagraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)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 (register), 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.5.0 %Format 2.0 %Paper FormatTemplate 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.3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)No reference page is included. No citations are used.Reference page is present. Citations are inconsistently used.Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.In-text citations and a reference page are complete. The documentation of cited sources is free of error.100 %Total Weightage
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Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
Credentials:
First
M.I.
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
PowerPoint Presentation
Pamphlet Presentation
Audio Presentation
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed
on this form. The organization / agency does not endorse the university or the student however,
the teaching plan developed by the student is considered appropriate and of benefit to the
community of interest.
______________________________
_________________
Provider Signature
Date Signed
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
Credentials:
First
M.I.
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
PowerPoint Presentation
Pamphlet Presentation
Audio Presentation
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed
on this form. The organization / agency does not endorse the university or the student however,
the teaching plan developed by the student is considered appropriate and of benefit to the
community of interest.
______________________________
_________________
Provider Signature
Date Signed
Community Teaching Work Plan Proposal
Directions: Develop an educational series proposal for your community using one of the
following four topics:
1) Bioterrorism/Disaster
2) Environmental Issues
3) Primary Prevention/Health Promotion
4) 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:
Topic:
Epidemiological Rationale for Topic (statistics related to topic):
© 2014. Grand Canyon University. All Rights Reserved.
Nursing Diagnosis:
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
(See page 116 in the textbook)?
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective
Content
Strategies/Methods
and Domain
(be specific)
(label and describe)
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)
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….
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
© 2014. Grand Canyon University. All Rights Reserved.
discussing what food group still
needs to be eaten throughout day.
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
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.
1)
2)
3)
4)
Planned Evaluation of Goal: Describe how and when you could evaluate the overall
effectiveness of your teaching plan.
© 2014. Grand Canyon University. All Rights Reserved.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Barriers: What are potential barriers that may arise during teaching and how will those be
handled?
Communication: How will you begin your presentation (hook them in)? How will you end your
presentation (go out with a bang)? What nonverbal communication techniques will you employ?
© 2014. Grand Canyon University. All Rights Reserved.

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