Category: Nursing

NRS-425 – Community Teaching Project: Indirect Care Experience Hours

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 both direct and indirect care experiences for practicing nurses. This course requires students to complete 25 hours of indirect care experiences involving the development and implementation of a teaching plan at a community/public health location in their local community.

Complete the table below by indicating the date each required activity was completed and submit it in the digital classroom in Topic 5.

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Date Completed

Hours

Indirect Care Experiences and Activities

 

4

Selection, Research, and Assessment

·         Select a setting for a teaching presentation.

·         Perform needs assessment that includes assessment of environmental factors, socio-economic/cultural/political disparities, and health literacy.

 

2

Community Assessment

·         Perform a community assessment of your selected community using secondary sources and a physical appraisal.

 

4

Teaching Plan Development

·         Research evidence for the chosen teaching topic, including theories and techniques to promote health management.

 

4

Interview of Community Representative

·         Interview and provide teaching plan to the community representative.

·         Obtain feedback from the selected community site representative.

·         Complete the summary paper of the interview with the representative.

·         Obtain signature from community representative acknowledging interview was completed.

 

3

Revising the Teaching Plan

·         Revise teaching plan based on additional information gathered, instructor feedback, and community representative feedback.

·         Apply knowledge of social cultural factors of the population.

 

3

Finalizing Teaching Plan

·         Review feedback and adjust the teaching plan accordingly.

·         Develop and submit the presentation.

 

3

Community Teaching Presentation

·         Deliver presentation to the selected community.

·         Obtain signature from community representative acknowledging presentation was completed.

 

2

Community Teaching Experience Reflection

·         Evaluate teaching effectiveness and complete the teaching experience reflection.

Total

25

 

I, _________________________, have completed the indirect care experience hours required to meet the learning objectives of the course.

Student Signature: __________________________________________ Date: ___________________________________

NRS-425-RS-IndirectCareExperienceHours

NRNP-6645F Week 1: Assignment COURSE ACKNOWLEDGEMENT QUIZ

Question 1

0.1
/ 0.1
 pts

How long does my instructor have to grade my assignments after the due date?

3 days

 

5 days

 

7 days

 

Correct! 

10 days

 

Question 2

0.1
/ 0.1
 pts

Where do I find my instructor’s feedback on assignments?

In the grading comments

 

In the rubric

 

Correct!

Grading comments and the rubric

 

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Question 3

0.1 
/ 0.1
 pts

How often should I check the announcements, email and doc sharing?

Correct!

Every day

 

Once a week

 

Twice a week

 

Three times a week

 

NRNP-6645F Week 1: Assignment COURSE ACKNOWLEDGEMENT QUIZ Question 4

0.1 
/ 0.1
 pts

Who do I contact about a grade I don’t agree with?

Correct!

Didactic faculty

 

Specialty Coordinator

 

Program Director

 

President

 

Question 5

0.1 
/ 0.1
 pts

Are assignment re-dos or extra credit allowed in the NP program?

Yes

 

Correct!

No

 

Question 6

0.1
/ 0.1
 pts

I cannot use my textbook as a resource or other patient centered websites such as WebMD.

Correct!

True

 

False

 

Question 7

0.1 
/ 0.1
 pts

I cannot use textbooks, notes, videos, websites, or any other resource when taking the midterm and final exams.

Correct!

True

 

False

 

Question 8

0.1 
/ 0.1
 pts

Are Grand Rounds mandatory to attend?

Yes

 

Correct!

No

 

NRNP-6645F Week 1: Assignment COURSE ACKNOWLEDGEMENT QUIZ Question 9

0.1 
/ 0.1
 pts

Can I watch a recording of Grand Rounds later?

Correct!

Yes

 

No

 

Question 10

0.1 
/ 0.1
 pts

I have read the NP program Practicum Manual and will abide by the requirements to successfully complete this program.

Correct!

True

 

False

 

Question 11

0.1 
/ 0.1
 pts

I am responsible for everything I post on social media.

Correct!

True

 

False

 

Question 12

0.1 
/ 0.1
 pts

I understand the appropriate chain of command in the College of Nursing.

Correct!

True

 

False

 

Question 13

1 
/ 1
 pts

I acknowledge reading the syllabus and understand the course requirements to successfully pass the class.

Correct!

True

 

False

 

Question 14

Not yet graded 
/ 0.1
 pts

By signing below, I acknowledge that I have viewed the course information meeting in its entirety  and / or course materials and will adhere to the policies that have been set forth.

Type your name and the date below.

NRNP-6645F Week 1: Assignment COURSE ACKNOWLEDGEMENT QUIZ

NRS-425 Community Teaching Project – Interview Acknowledgment Form

Students must submit this form in the digital classroom in Topic 4.

Student Name:

Course Section and Faculty Name:

Date of Interview:

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Representative Information

Representative Name :

 

 

 

 

Last

First

M.I.

Credentials:

 

Title:

 

 

(i.e., MS, RN)

Organization:

 

Phone Number:

 

Email Address:

 

D

 

 

 Provider Acknowledgement

I ___________________________ acknowledge that ____________________________

 

(Representative’s Name)

(Student’s Name)

has interviewed me and received feedback about the above-mentioned organization and community for their Community Teaching Project. 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.

 

 

 

Representative’s Signature (must be handwritten)

 

Date Signed

NRS-425-RS-T4-InterviewAcknowledgmentForm

The American Revolution Essay

HIST 405N Week 2 Discussion Questions

Discussion 1: The American Revolution

What were the causes of the American Revolution? How did the British colonists evolve from good citizens to revolutionaries and back something as unique as the Declaration of Independence?

The American Revolution

Introduction

Between 1765 and 1783, a series of political, economic, and ideological forces drove the American Revolution (Greene, 2000). The Stamp Act and the Townshend Acts, two heavy taxes levied by the British government without colonial representation, acted as a trigger (Wolf, 2008). Colonial unrest was exacerbated by the lack of political rights and interventions in trade, which sparked a resistance movement based on the principles of equality, liberty, and self-determination. This  The American Revolution Essay assignment looks at what caused the American Revolution, and how they changed from being obedient subjects to revolutionaries.

The causes of the American Revolution

The American Revolution, which took place from 1765 to 1783, was primarily driven by an array of political, economic, and ideological factors. A major driving force behind the revolution was the British government’s imposition of heavy taxes on the American colonies, like the Stamp Act and the Townshend Acts, without providing colonial representation in the British Parliament (Wolf, 2008). This taxation without representation served as a rallying cry for the colonists, who felt that their political rights were being violated. Trade restrictions and the British Crown’s meddling in colonial commerce also played a crucial role in the revolution. In addition, the revolution’s ideological foundations derived from a growing sense of American identity and a desire for increased autonomy (Hebb, 1960) The American Revolution Essay. The American colonies’ quest for independence from British rule was the result of a resistance movement that was sparked by the ideas of liberty, equality, and self-determination.

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Evolution from good citizens to revolutionaries, and Declaration of Independence

British colonists gradually turned from being obedient subjects to rebels as a result of a number of incidents that made them lose faith in the British government. Many colonists initially believed themselves to be loyal to the Crown and tried to settle disputes amicably (Wolf, 2008). However, the colonies’ relationship with the mother country became strained as a result of a series of oppressive policies, such as taxation without representation, the stationing of British troops in the colonies, and limitations on colonial self-governance. Colonial sentiment changed as a result of the growing sense of British overreach, which in turn encouraged a growing yearning for self-determination and independence (Hebb, 1960).

The signature of the Declaration of Independence, a ground-breaking document written mostly by Thomas Jefferson in 1776, marked the culmination of the colonists’ revolutionary experience (Wolf, 2008). The declaration expressed the colonists’ long-standing complaints against British rule and celebrated the inherent rights of every person in a succinct but impactful way. It boldly declared that the consent of the governed was the source of a government’s legitimacy and, more importantly, it affirmed the colonies’ absolute right to break off their political ties to Britain. The declaration, which was based on the Enlightenment principles of individual liberty, equality, and the pursuit of happiness, served as both a rationale for independence and a thorough philosophical foundation for the founding of a new country. This led to the fight for independence.

As a founding document that not only commemorated the country’s founding but also established the principles of democratic governance and the defense of individual rights, the Declaration of Independence continues to be a key figure in the development of the United States (Wolf, 2008). Its tenets have stood the test of time, shaping the country’s character and course over many centuries, highlighting its lasting importance in history (Hebb, 1960).

Conclusion

InThe American Revolution Essay conclusion, the Declaration of Independence marked the end of the American Revolution. Produced primarily by Thomas Jefferson, the document, that is the Declaration of Independence persuasively expressed the complaints of the colonists while defending individual liberties and the notion that consent from the governed is necessary for government legitimacy. In addition to commemorating the founding of the United States, this revolutionary proclamation established the theoretical framework for democratic government. Its enduring values have moulded the identity of the country and have stood the test of time as a tribute to the spirit of liberty and self-determination.

References

Hebb, D. O. (1960). The American revolution. American Psychologist, 15(12), 735.
https://doi.org/10.1037/h0043506

Greene, J. P. (2000). The American Revolution. The American Historical Review, 105(1), 93-102.
https://doi.org/10.1086/ahr/105.1.93

Wolf, N. (2008). Give me liberty: A handbook for American revolutionaries. Simon and Schuster The American Revolution Essay.

NRS-425 – Topic 4: Indirect Care Experience Remediation

Student Name: __________________________________            Date: ____________

Instructor: ______________________________

If students earned a 76% or higher on the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment, they do not need to complete this remediation.

Students who fail to complete the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment with a score of 76% or higher must complete remediation.

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Students who must remediate and fail to do so will not receive a passing grade in the course.

Remediation must be completed prior to the end date of Topic 5. The competency areas in need of remediation are:

________________________________________________________________

________________________________________________________________

________________________________________________________________

My remediation plan (to be reviewed with faculty):

________________________________________________________________

________________________________________________________________

________________________________________________________________

Title of Section

Information to Review

Remediation Assignment

Creating a PowerPoint Presentation

View the tutorial in the Writing Center for:

Creating Effective Power
Point Presentations in APA or MLA Style

 

Choose one of your identified Learning Objectives from your teaching plan. Provide 2 to 3 PowerPoint slides with detailed speaker notes for your chosen community audience on the identified learning objective. In your PowerPoint Presentation, include a title slide and a summary slide.

Content of the Presentation

View the Health Literacy Online resource from OASH, focusing on “Section 2: Write Actionable Content” and “Section 5: Engage Users”

https://health.gov/healthliteracyonline/

Provide an outline of your teaching presentation. The outline should include all relevant content that will be taught.

In 250-words discuss the various communication tools and techniques that will be used to assist with your teaching.

NRS-425-RS-T4-Remediation

Hist 405 Women in Colonial America Essay

Option 3: Women in Colonial America

Pick two colonies (New England, Middle, or Southern colonies) and explain how women’s roles differ in the two colonies of your choice.

Describe what legal rights women held during the colonial period.

Analyze how Native women’s lives were different from colonial women’s lives.

Make sure to use your course text and incorporate an additional scholarly source from the Chamberlain Library in your response.

Women in Colonial America

In the New England and Southern colonies during the colonial period, women’s roles differed significantly due to distinct societal structures, economic activities, and cultural values. In the New England region, which was heavily influenced by Puritan values women primarily took on the responsibility of managing households taking care of children and handling tasks (Richter, 2020). Although their roles were vital for maintaining family and community stability, they often faced limitations in terms of education and legal rights.

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On the other hand, in the colonies like Virginia and Maryland where the economy revolved around tobacco farming and large plantations women’s roles were shaped differently. Wealthier Southern women were expected to oversee affairs, and also played a more active part in managing the households’ economic interests, including supervising enslaved labor (Richter, 2020). The hierarchical structure of society often granted women higher social status and influence within traditional gender expectations.

During the era women had limited legal rights. Married women had property rights as their legal status was usually overshadowed by their husband’s authority under coverture doctrine (Powers, 2022). They were excluded from voting serving on juries and participating in processes. The lives of women differed significantly from those of colonial women. Indigenous societies had structures that often-embraced egalitarian principles. Native women frequently held roles in agriculture, craftsmanship and decision making within their communities.

In contrast to the customs observed in colonies indigenous women frequently experienced greater independence and actively engaged in both economic and spiritual realms. The encounter with European colonizers disrupted these structures leading to significant changes in Native women’s lives as their societies clashed with colonial influences and faced the challenges of cultural assimilation.

 

References

Powers, C. (2022). Women in Colonial America Were More Powerful Than We Give Them Credit For.
https://time.com/6157132/colonial-women-history-esther-aaron-burr/

Richter, J. (2020). Women in Colonial New England.
https://encyclopediavirginia.org/entries/women-in-colonial-New England/

NRS-425 Community Teaching Project – Part 1

Please use this template to complete the assignment.

 

Name (GCU Student)

 

Name of Nonprofit Organization

 

Address of Nonprofit Organization

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Full Name of Contact Person and Job Title

 

Contact Person’s Email and Phone Number

 

Community and Target Aggregate

·         Describe the population demographic being served by this organization.

 

Social Determinants of Health (SDOHs)
:

·         Identify actual and potential SDOHs that impact the demographic served by the nonprofit organization.

·         Use the following data sources or similar ones to find relevant data and identify SDOHs: 2023 County Health Rankings National Findings Report, CDC Behavioral Risk Factor Surveillance System, National Center for Chronic Disease Prevention and Health Promotion, and United States Census Bureau QuickFacts.

 

Topic
:

·         Describe the education topic that will be relevant to provide to your identified nonprofit’s community members.

 

Rationale of Topic:

·         Explain the reason for your choice of education topic based on your research.

 

Healthy People 2030 (HP2030) Objectives and Measures
:

·         Discuss whether this topic was listed in the HP2030 Objectives and Measures.

·         Explain which information on this website may be relevant to assist you with your presentation.

 

References:

Cite a minimum of two sources in APA format to complete this assignment. Sources must be:

·         Published within the past five years.

·         Appropriate for the assignment criteria.

·         Relevant to nursing practice.

 
NRS-425-RS-T1-CommunityTeachingProjectPart1

Benchmark – Community Teaching Project: Part 2

Community Assessment

Based on the location of the community site selected in the Topic 1 assignment for your Community Teaching Project, you will be performing an assessment of the community (town/city/county) using the “County Health Rankings” and “Environmental Justice Dashboard” located in the topic Resources.

After reviewing the “County Health Rankings” and “Environmental Justice Dashboard” and completing the windshield survey of the selected community, complete the template below.

Student Name

 

 

Faculty Name

 

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County Name

 

 

Community Organization Zip Code

 

 

Community Description:

 

·         Describe the community of interest (town/city/county) based on your findings from the windshield survey, the “County Health Rankings,” and “Environmental Justice Dashboard” resources.

 

 

Positive Attributes:

 

·         Discuss one positive attribute of this community based on your assessment findings.

 

 

Barriers or Challenges:

 

·         Discuss one barrier and/or challenge of this community based on your assessment findings.

 

 

Opportunities:

 

·         Examine one area of opportunity that can be addressed through health promotion and support your recommendations with evidence.

 

 

References:

 

Cite a minimum of two sources in APA format to complete this assignment. Sources must be:

·         Published within the last five years.

·         Appropriate for the assignment criteria.

·         Relevant to nursing practice.

NRS-425 Community Teaching Project – Part 3

Please complete this teaching plan development template for your Community Teaching Project. Please review and incorporate the feedback provided from the “Community Teaching Project – Part 1” template in Topic 1.

Section 1: Topic and Learning Outcome

Name (GCU Student)

 

Topic:

·         Provide a brief description of your education topic that was identified in Part 1.

 

Teaching/Learning Outcome Goal

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Section 2: Learning Assessment and Preparation

Readiness for Learning
:

·         Identify at least two factors that would indicate the readiness to learn for the target aggregate.

·         Evaluate emotional and experiential readiness to learn.

 

Learning Theory:

·         Select a learning theory for your presentation.

·         Explain how this theory will be applied.

 

Section 3: Teaching Plan

Behavioral Learning Objectives, Teaching Content, and Learning Activities

·         Develop the behavioral learning objectives for your teaching content and learning activities.

Behavioral Learning Objective

The objectives should be specific and measurable. Describe what you want your audience to learn and how they will demonstrate what they have learned.

 

Example: Third-grade students will name one food choice for each of the five food groups on My Plate by the end of the presentation.

Teaching Content

Content to be taught for the Objectives.

 

Be specific.

 

Example: My Plate has five food groups which are vegetables, fruits, grains, protein, and dairy.

Learning Activities

Label and describe the learning activities.

 

Example: Interactive poster presentation of My Plate. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the My Plate. 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.

1.

1.

1.

2.

2.

2.

3.

3.

3.

Effective Communication:
Please discuss the following.

·         Introduction: Describe how your introduction will capture the interest of your audience.

·         Conclusion: Explain how you will conclude your presentation.

 

Teaching Modalities:

·         Identify and explain the teaching modalities you will apply to engage your learners.

·         Describe how you will tailor your presentation for your audience.

·         Develop a multimodal teaching approach to reach/educate your chosen community.

 

Materials/Resources:

Please complete the following.

1.     
Time
: Estimate how long the teaching will last.

2.     
Location:
Provide the exact location of the teaching site.

3.     
Supplies/Materials/Equipment
: List any supplies/materials/equipment that will be needed for the presentation.

4.     
Cost of Presentation
: Explain the estimated cost of the presentation.

 

Barriers:

·         Identify and explain some potential barriers that may arise during teaching and how will those be handled.

·         Describe access and equity implications of the proposed teaching plan.

 

Section 4: Teaching Outcomes Evaluation

Evaluate Behavioral Learning Objectives:

Describe how you will evaluate if the learning occurred for each of the behavioral learning objectives listed above.

1.

2.

3.

Planned Evaluation of the Effectiveness of Teaching and Feedback:

Answer the following questions of overall effectiveness of your teaching and participant feedback.

1.     
Overall Effectiveness
: Describe how you will evaluate the overall effectiveness of your presentation. Explain how you will know you met your teaching/learning outcome goal.

2.     
Participant Feedback:
Describe how you will obtain feedback from your participants about your presentation.

 

 

References:
Cite a minimum of three sources in APA format to complete this assignment. Sources must be:

·         Published within the past five years

·         Appropriate for the assignment criteria

·         Relevant to nursing practice.

NRS-425-RS-T2-CommunityTeachingProjectPart3

NRS-425 – Topic 2: Indirect Care Experience Remediation

Student Name: __________________________________            Date: ____________

Instructor: ______________________________

If students earned a 76% or higher on the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment, they do not need to complete this remediation.

Students who fail to complete the Topic 2 “Benchmark – Community Teaching Project – Part 3” assignment with a score of 76% or higher must complete remediation.

Students who must remediate and fail to do so will not receive a passing grade in the course.

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Remediation must be completed prior to the end date of Topic 3. The competency areas in need of remediation are:

________________________________________________________________

________________________________________________________________

________________________________________________________________

My remediation plan (to be reviewed with faculty):

________________________________________________________________

________________________________________________________________

________________________________________________________________

Title of Section

Information to be Reviewed

Remediation Assignment

Topic and Learning Outcome

Explore the American Public Health Association (APHA) website using the link below. Review the topics and issues that are being addressed to improve health equity.

https://www.apha.org/topics-and-issues

Review the GCU College of Education: Writing Learning Objectives document, located on the Student Success Center.

https://aws-files.gcu.edu/ssc/COE/COE%20Writing%20Learning%20Objectives2023.pdf

After reviewing the two websites, submit a 250-word summary of the topic that you would like to address in the presentation. Create two learning outcomes for your audience. Discuss why learning this information would be important for your audience.

 

Learning Assessment and Preparation

Learning theory

Click on the link below and review the four learning theories discussed in the article.

https://www.gcumedia.com/lms-resources/student-success-center-content/documents/coe/theories-models-framework-strategies.pdf

Select one of the learning theories identified. Submit a 250-word summary of the learning theory selected. Discuss the importance of using a learning theory when creating a teaching project.

Teaching Plan

As nurses, we are creating teaching plans for our patients. We create the behavioral learning objectives and decide the best method of teaching to achieve the best outcomes.

 

Review the following resource regarding behavioral learning objectives, teaching content, and learning activities.

 

Click on the link below and review the guidance for writing behavioral learning objectives.

https://www.apa.org/ed/sponsor/resources/objectives.pdf

 

 

 

Consider a recent teaching experience for a patient in your practice. Submit a 500-word summary of the teaching plan of this patient by discussing the following:

1. Identify two behavioral learning objectives that were created for your patient.

2. Describe the teaching content that was presented to meet the objectives.

3. Explain the learning activities that were completed to achieve the desired outcome.

4. Discuss how teaching materials used were evidence-based, taking into consideration health literacy and cultural sensitivity.

Teaching Outcomes Evaluation

Review the Health Care Education Association website on Evaluation. The link is located below. Review the three Evaluation Steps to help identify if learning was achieved.

https://www.hcea-info.org/evaluation

Consider a recent teaching experience for a patient in your practice. Submit a 250-word summary of how you evaluated whether learning was achieved. Describe which of the three evaluation steps was used to determine if the patient understood the teaching that was presented.

NRS-425-RS-T2-Remediation