Category: Teaching

Introduction

Learning in the nursing profession is a continuous process that equips healthcare workers with additional insights and concepts for transforming their patients’ experiences. Within the contexts of my hospital and community, I have engaged in numerous teaching exercises that have widened my scope of practice and philosophy. The outstanding example was when I was required to educate more individuals in the neighborhood about the dangers, risk factors, and health complications of obesity. The prepared teaching plan guided, sensitized, and informed more beneficiaries about the issues associated with obesity, triggered a positive response from the selected community members, and revealed my strengths in communication, teamwork, and critical thinking skills.

Summary of Teaching Plan

The selected health issue for the teaching experience was obesity. This medical condition affects over 27 percent of American citizens (Fooladi, 2015). It is a risk factor for various diseases, such as diabetes, stroke, hypertension, cardiovascular disease, and cancer (Tremmel et al., 2017). A succinct summary of the developed teaching plan is presented below.

Objectives

1. Sensitize community members about obesity and the health complications associated with it.
2. Encourage and guide more beneficiaries to engage in physical exercises and eat healthily.

Content

Medical experts measure body mass index (BMI) to examine if a patient is obese or overweight. Individuals with a BMI of 25-30 will be overweight while those who are above 30 are obese (Fooladi, 2015). Leading causes of this medical issue include a sedentary lifestyle and intake of foods rich in fats and carbohydrates. A lifestyle change can reduce the chances of developing a medical condition. It is one of the leading causes of cancers, diabetes, and hypertension. Beneficiaries will acquire this information and learn more about the importance of engaging in exercises.

Teaching Methods

The primary methods will include the use of educational campaigns targeting individuals in different areas. Pamphlet will be essential to provide additional ideas to more people (Tremmel et al., 2017). Members of the community will be encouraged to share their observations and insights with their friends, relatives, and neighbors.

Time-frame

The teaching exercise is for 2 months.

Assessment

The success of the process is to be monitored using journal entries and responses from members of the community. Such an exercise needs to be conducted throughout the selected period.

Epidemiological Rationale

Obesity is an epidemic that poses a major predicament to the efforts put in place to manage and treat chronic conditions in the United States. Globalization practices, changing life patterns, use of machines, and sedentary lifestyles have become common features of modern societies. Most of the available foods are processed and rich in calories. From an epidemiological perspective, obesity remains a major health condition despite the fact that it is preventable. Over 35 percent of American adults are either obese or overweight (Tremmel et al., 2017). The affected individuals will find it hard to engage in economic or productive activities.

This medical condition is associated with the increasing number of citizens suffering from diabetes and different cancer types. Consequently, more people are dying prematurely in the country, thereby affecting the economic experiences and wellbeing of their respective relatives (Tremmel et al., 2017). The provision of a timely and personalized teaching plan will educate more individuals about obesity and how they can overcome the challenges associated with it.

Evaluation

With the designed plan and content in place, I was able to form a team of four licensed nurses to launch the intended campaign successfully. The professionals managed to educate over 300 citizens in the selected neighborhood. This achievement was possible since we managed to select 10 different locations across the community. This experience was memorable since the majority of the people were willing to be part of the exercise (Fooladi, 2015). Some individuals requested additional pamphlets and ideas regarding the facts of obesity as an epidemic. The participants remained responsive and asked questions to learn more about this disease.

The majority of the targeted individuals were willing to learn more about the best exercises that can help them lower their BMIs. Personally, I seized the opportunity to provide clear instructions and guidelines to the targeted community members. They learned more about the importance of jogging, taking long walks, and walking when necessary instead of using mechanized transport (Tremmel et al., 2017). However, I had some difficulties liaising with individuals with diverse backgrounds. Fortunately, some of my colleagues were willing to be involved and support me whenever necessary. Using charts and tables, the team succeeded in demonstrating and identifying some of the best food materials and combinations that could result in a balanced diet (Fooladi, 2015). The exercise was an opportunity for me to improve my communication, decision-making, and critical thinking competencies.

Community Response

The coordination, involvement, and willingness of the team members encouraged most of the identified individuals in the community to be involved in the educational process. The professionals were keen to focus on both personal and societal demands. The content was shared in such a way that all listeners were able to learn more about obesity, its possible causes, and the risk factors associated with it. The nurses remained responsive by answering questions and providing additional ideas to make it possible for the people to acquire adequate information (Fooladi, 2015). The team was keen to demonstrate and provide additional examples when necessary throughout the teaching process. The same strategy was replicated in every identified area across the community.

The identified citizens received the presented guidelines and ideas for leading a better lifestyle in a positive manner. The majority of them affirmed that they were ready to change their diets and avoid leading sedentary lives. They appreciated the fact that obesity was a leading determinant of a person’s quality of life (Tremmel et al., 2017). The request for more materials and pamphlets was a clear indication that the individuals were willing to overcome this health burden. After completing the teaching exercise, we observed that most of the beneficiaries were willing to follow the presented guidelines. Such actions were capable of changing the community’s overall health.

Areas of Strength and Improvement

The completed exercise made it easier for me to understand some of my strengths that made me a competent provider of personalized instructions and information that could improve the health experiences of the beneficiary. The first area that stood out was that of teamwork. My colleagues and I were able to develop the best teaching plan and utilize it to deliver the right content to the community members. The second one is that of critical thinking. As a medical professional, I have been working on this skill to remain prepared for possible challenges and issues that might arise in my workplace and community. Such a strength continues to guide me whenever providing care and support to different patients depending on their medical expectations (Fooladi, 2015). The third ability that emerged from the educational experience was that of communication. Throughout the exercise, I was able to pose questions and respond accordingly. I combined the use of verbal and non-verbal methods to meet the demands of the community members.

However, some weaknesses emerged from the teaching experience that should be improved. First, I realized that sometimes I could become nervous when providing instructions to a group of more than 20 people. However, I am convinced that such an area could be changed by taking part in additional exercises and remaining involved (Tremmel et al., 2017). Second, I observed that my time management skills were less developed. On some of the campaign days, I realized that I arrived late, thereby undermining the overall success of the exercise. I am planning to consider the power of journal entries and time plans whenever undertaking similar tasks. After addressing these areas of weakness, I believe that I will become more responsible and capable of succeeding as a medical practitioner.

Conclusion

The above discussion has described how nurses can complete additional roles to increase the health outcomes of different people in their respective hospitals and communities. The prepared teaching plan guided, sensitized, and informed more beneficiaries about the medical issues associated with obesity. Most of the individuals in the community responded positively and were willing to transform their lifestyles. I will consider the importance of addressing my areas of weakness to become more proficient and meet the demands of more beneficiaries in the future.

References

Fooladi, M. M. (2015). The role of nurses in community awareness and preventive health. International Journal Community Based Nurse Midwifery, 3(4), 328-329. Web.

Tremmel, M., Gerdtham, U., Nilsson, P. M., & Saha, S. (2017). Economic burden of obesity: a systematic literature review. International Journal of Environmental Research and Public Health, 14(4), 435-452. Web.

Summary of Teaching Plan

The teaching plan was developed to enlighten members of society on how to respond to emergency cases that require the provision of first aid. The teaching plan will target members of the society who are above 17 years. The lessons will be approached from two perspectives. The first groups that will be targeted with this knowledge are individuals who are at institutions of higher learning. It is expected that the target group will include learners in high school and college levels. Managing this group would be easy because the lessons can be incorporated into their normal syllabus. It is also easy to find a large group of learners in schools, making the process of enlightening this first group easy.

The second group includes members of the society who are not in learning institutions. These are individuals who are working or are engaged in other activities within society. Finding this group is not as easy as it is to find the first group (Lundy & Janes, 2009). In order to manage them, learning will be offered at social institutions, especially in the workplaces, in churches, and other religious institutions. It is only at these places that adults converge quite often. The lessons will be offered once a week to both groups for a period of six weeks. It will cover all the six units that they are expected to cover. The first three weeks will involve theoretical work that will be done in a classroom setting. The last three weeks will involve practical work on how these community members can respond to cases of emergency in case a disastrous event takes place. The seventh week will be administering the test to determine if the learners have been able to grasp the knowledge that was passed.

Epidemiological Rationale for Topic

Natural calamities and terrorist attacks have affected members of society in various ways. It is worrying that a majority of people in the society lack basic skills to offer professional help to victims of disastrous events. In fact, Stewart (2004) says that in most cases, the presence of people in such scenes always worsens the situation. It is so because the majority of such people go there, not with a view of offering help, but to witness the tragedy so that they can give a first-hand report about it. Some of those who are moved by pity and decide to help do not have knowledge on how to handle victims. For this reason, their efforts only add to the pain and more harm to the victims.

This lesson aims at addressing this issue so that we can have resourceful members of society who can offer professional help to the victims before they can be taken to hospitals for further medical check-ups. The focus group includes all members of the society who are above 17 years. Terrorism has become a real threat in society. The decision to focus on members of the society who are above 15 years was because they are energetic individuals who have the capacity to offer first aid. It is also expected that this resourceful group will be able to pass the knowledge they learn from this lesson to other members of the society who were not able to attend the teaching sessions. As such, the knowledge will be available to all members of the community who may be interested in learning them.

Evaluation of Teaching Experience

The experience that is expected from this teaching plan can be predicted by the experience of similar projects that have been conducted in the past. It has always been observed that it is easier to deal with young learners who are still in learning institutions than adults. They always have a higher capacity for grasping new concepts about this field. They are thirsty for knowledge, and always ask questions that make it easy to enhance knowledge sharing. The classroom setting where such a learning process takes place is very appropriate in administering knowledge. On the other hand, the teaching experience when dealing with adults is always unpleasant. They are very rigid during such classes, always assuming that they know everything. They are slower in grasping concepts than the younger generation. The setting under which the learning process takes place is also not conducive enough to promote sharing of new knowledge. Using religious institutions to teach has been confirmed as one of the reasons why adults rarely get to understand concepts that take a short time for the younger generation to grasp.

Community Response to Teaching

In order to determine community response to the planned teaching, it is necessary to analyze how they responded to similar lessons in the past. According to Theobald (2008), there has been a concern among community members on how they can learn basic skills that can enable them to address issues of emergency arising from various forms of disaster. In the past, the community has been receptive to such teaching programs. They consider it an opportunity is given to them to address issues that may affect their relatives, friends or members of society in cases of emergency. Although the turnout is always poor, members of society always appreciate the efforts in place to help educate and empower them. It is expected that the same positive response will be experienced in this new teaching process.

Areas of Strengths and Areas of Improvement

Community teaching on how to manage disaster within the society has received a massive boost from various sectors of the society. The government support for these projects has been one of the main strengths. This support makes it easy to coordinate with schools because the administrators find it more acceptable to work with approved societies. The strategy to target learners in schools and incorporate the lessons into their syllabus has also been seen as another important strength. It makes learners take this process as seriously as they take other examinable subjects. However, some areas need to be addressed with a view to finding a better solution. There is a need to find the best alternative when dealing with adults. The approach of using religious institutions is not as effective as it would be expected by the concerned stakeholders. The approach of using the workplace is also not very attractive because the target group may not be in a learning mood. In order to address these weaknesses, it may be necessary to identify a section of the society that will be willing to take part in the classes actively. The classes may be organized on Saturday evenings when they have addressed other pressing personal needs.

References

Lundy, K. S., & Janes, S. (2009). Community health nursing: Caring for the public’s health. Sudbury, Mass: Jones and Bartlett Publishers.

Stewart, D. A. (2004). Effective teaching: A guide for community college instructors. Washington, DC: Community College Press, American Association of Community Colleges.

Theobald, P. (2008). Teaching The Commons: Place, Pride, And The Renewal Of Community. New York: Westview Press.

Planning Before Teaching

Identification of Focus for Community Teaching

The impact of physical activity on disease prevention.

Epidemiological Rationale for Topic

Only 19.3 percent of the American population do sports, exercise, and other active leisure activities on a daily basis (Lange, 2021). At the same time, the number of people who suffer from obesity and diabetes mellitus is steadily increasing (Zia et al., 2018). Experts claim that by 2050 more than a quarter of adults in the US will be diabetic (Zia et al., 2018). By 2030, obesity will lead to “six million new cases of diabetes and five million new cases of coronary heart disease and stroke” (Zia et al., 2018, p. 54). Health promotion is one of the most effective ways to reduce the number of people diagnosed with the aforementioned conditions.

Teaching Plan Criteria

Nursing Diagnosis

Low physical activity provoked by a sedentary lifestyle and evidenced by excessive weight, diabetes mellitus, cardiovascular disease and muscular delicacy.

Readiness for Learning

A student is ready for learning when he or she starts thinking about implementing specific changes in lifestyle related to physical activity level. Such a person is highly likely not to know where to start and needs the assistance of a specialist.

Learning Theory to Be Utilized

The teaching applies the humanism learning theory because its focus is directed at the learners, not materials or education methods. This theory suggests that each student should have unique goals and the teacher’s task is to help the mentees achieve these goals. In our case, every person has personal reasons to increase the daily physical activity rates, and, hence, a nurse should shape education in such a way that it will correspond to the learners’ purposes.

Goal

Healthy People 2020 project proposes several goals that are appropriate for teaching. The first one is “PA-1: Reduce the proportion of adults who engage in no leisure-time physical activity” (HealthyPeople.gov). The other two are “PA-2: Increase the proportion of adults who meet current Federal physical activity guidelines for aerobic physical activity and for muscle-strengthening activity” and “PA-3: Increase the proportion of adolescents who meet current Federal physical activity guidelines for aerobic physical activity and for muscle-strengthening activity” (HealthyPeople.gov). The rationale for using these HP2020 objectives is that the increase of physical activity levels helps prevent multiple diseases and improve the health status of American citizens.

HP2020 Objectives and Alma Ata’s Health for All Global Initiatives

The major tenet promoted by Alma Ata’s Health for All Global Initiatives is that physical well-being is a fundamental human right (WTO, 1978). Therefore, national governments should be concerned with the well-being of the citizens. As it has already been mentioned, the percentage of physically inactive, obese, and diabetic Americans is gradually increasing and the government should tackle this problem. The percentage of Americans with these problems will significantly decrease if the previously mentioned HP2020 objectives are achieved.

Behavioral Objectives, Content, and Strategies/Methods

Creativity

The proposed teaching methods are creative because they are based not on the emotionless delivery of lectures but not encouraging communication between the participants. Furthermore, the learners are forced to investigate their emotions and feelings. Another point contributing to creativity is that the educator uses presentations and interactive maps to visualize the speech.

Planned Evaluation of Objectives

1. The first objective is to decrease the proportion of adults who are not engaged in leisure-time physical activity. This could be measured by the survey of the participants before and after the teaching.
2. The second objective is to increase the proportion of physically active adults. The best way to know whether this objective was achieved is to analyze the lifestyle of adults before and after the teaching.
3. The third objective is to increase the proportion of physically active adolescents. This could be evaluated by comparing the physical activity rates of young people before and after the teaching.

Planned Evaluation of Goal

The overall effectiveness of the teaching plan could be measured by comparing the number of people who began to change their lifestyle after the completion of the course with the number of people who experienced no significant changes in daily physical activity.

Planned Evaluation of Lesson and Teacher

The criteria for lesson evaluation include the level of the audiences engagement and the clarity of new information. The teachers evaluation includes such criteria as competence, openness to questions and suggestions, and learners satisfaction with the classes.

Barriers

The primary barrier arises from the lack of motivation of students to keep on attending classes. To prevent this situation, the teacher should actively involve them from the first lecture and not let them lose interest.

Therapeutic Communication

Communicate therapeutically with patients

The best way to begin the presentation is to introduce yourself and provide the personal story of the transition from an inactive person to an active one. This way, the audience will understand that this goal is achievable. I will interact with the learners, ask questions, and incorporate a few jokes to exhibit active listening. The presentation is tailored so that there is enough time for communication with the audience because this will not let them get bored. The presentation will be concluded with a specific question on the topic to which the audience should find an answer. I will employ such nonverbal communication techniques as eye contact, posture and gestures, and emotions during the presentation.

References

HealthyPeople.gov (n.d.). Physical Activity. Web.

Lange, D. (2021). Physical Activity – Statistics & Facts. Statista.

World Trade Organization [WTO] (1978). Declaration of Alma-Ata. R

Zia, A., Siddiqui, H. U., Mohiuddin, H., & Gul, S. (2018). Leveling-off of declining trend of cardiovascular disease-related mortality in the USA: The challenge to rein in obesity and diabetes epidemic. Cardiovascular Endocrinology and Metabolism, 7(2), 54-55.

Introduction

Teaching is a gripping and responsible process that requires significant effort and skills. Without specific knowledge and deep comprehension of a student, an educator will behave unprofessionally, can fail in the teaching process and decrease students’ motivation. Nurses have to be able to find an appropriate style of learning and approach to a student, tools, and inventories that can make a learning process much more manageable. In addition, all unique features, such as age, race, background, interests, abilities, preferences, and character traits, have to be acknowledged.

The Evidence and Ways of Utilizing Learning Style Inventories

Firstly, every human being is a unique organism with its background, experiences, inherent features, and abilities. People have different strengths and drawbacks; it is essential to take into consideration these factors for learning to be effective. Billings and Halstead (2020) claim that focusing on gaining knowledge is a more proper way than on the results of learning. The outcome will never be sufficient if the form of education does not suit a person. It would be much more complicated and can affect the result and decrease motivation if the learning style is approached incorrectly.

Secondly, the very substantial component of every learning style is diversifying information and constantly integrating new features and types of data into the process of studying. Studying the same plan for a long time can cause decreasing in motivation and burnout. Billings and Halstead (2020) affirm that if nurse educators in their programs do not change their approach to the learning process and never modify it, there will be no value, progress, and goals achieved in education for the twenty-first century. Thus, the program has not only to suit students’ features but also be updated all the time for the result to be efficient.

Finally, to creatively develop an approach to student education, a nurse can integrate into the learning program new tools. The most basic tool that can be used is the Internet. There can be found tons of valuable data on any topic. In addition, an educator can mix a problem-solving process and a game; young people and adults need it sometimes more than kids.

Generation X and Generation Z

For the past decades, people have become highly diversified: due to multiple side factors, every generation drastically differs from one another. Macaulay and Cook (2017) say that the world of work has drastically changed because of different generations and their impact. Nowadays, workplaces are made up of diverse people with different backgrounds, values, and traits. Therefore, methods for various students also have to be different.

The first topic to discuss is Generation X and its features. Macaulay and Cook (2017) claim that they are people who were born between 1965 and 1980 are “brought up by work-orientated Baby Boomers, Generation X is often called ‘latch-key kids’ and they grew up to be self-reliant. Impatient and goal orientated, they want to work hard and have the freedom to make their own decisions” (para 4). Sometimes these people can also be called “Baby Busters.” They are more diversified in ethnicity and race than previous generations; they are more tolerant and open-minded. Generation X is mature, level-headed, and good at time management and setting psychological boundaries. These humans know their limits and worth; they tend to be independent and unsupervised. These people support technologies and go hand in hand with progress. All these psychological factors have to be considered while deciding the most appropriate learning style for them.

The second topic to discuss is Generation Z and its features. Billings and Halstead (2020) describe it this way: “The newest cohort of people born after the Millennial Generation is Generation Z, which represents those born from the middle to the late 1990s to the present day” (p. 5). These people are the primary users of the newest technologies; they are always up-to-date and tech-aware. They are the first generation that had access to the Internet during childhood or very young age.

People of Generation X are confident, independent, and stress-resistant: all these qualities help them not to settle anywhere and be able to quit anything they do not like. This means that they are easily bored and lose interest in something: they have to feel engaged and benefit from what they do. They are highly interested in the results of their work, earning respect and appreciation, self-improvement and understanding that what they are doing is essential (Larsen, n.d.). All these factors have to be considered to adjust a program to them. The material must be relevant, the learning process has to give results, and the student has to feel needy and feel their contribution to something big. In addition, a great thing would be to provide “latch-key kids” enough freedom and let them do it in their unique, creative way.

Styles of teaching Millennials is a very relevant and essential topic nowadays. Billings and Halstead (2020) are sure that the implications of the Generation Z demographics have to be necessary to nursing faculty, and “teaching strategies that successfully engage the Millennial learner need to be interactive, group-focused, objective, and experiential” (p. 75). Professional combining education with entertainment will be the most efficient for these people. In addition, using such tools, such as presentations and videos from the Internet, integrating social media into studying will be highly convenient and beneficial. Moreover, the generation gap between teacher and student has to be considered. Younger people need the information to be explained concisely, specifically, and they gain appropriate feedback from the person who teaches them. Also, younger generations appreciate and respect mentoring from older students. They value the older generation’s knowledge and want to be helped (Starlink Professional Development, 2010). In addition, new approaches to style learning for Generation Z are still developing every day. To summarize, young people need an educational process to be diversified, interactive, modern, specific, experimental, engaging, with good feedback when it is required and mentorship.

Learning Strategies

The first thing that has to be implemented before the education process is the student’s readiness to learn. The first strategy for successful learning is bringing the class into focus. It is beneficial to start a process with exercises such as asking a student to highlight the best moments from their day/weekend/evening or revise some exciting material from the previous lesson (Open LMS, 2021). Moreover, it is possible to ask some extraordinary questions to draw every student’s attention and activate their brains toward thinking.

The second strategy for successful learning is developing basic cognitive skills. Good cognitive skills are a foundation for the effective digestion of information. To develop these skills, a person has to train their brains regularly and consume new information properly, with regular breaks. There are multiple online courses that can help any student develop reading, language skills, thinking, and remembering gradually. Memory is a crucial tool for learning; that is why consistency in brain training is fundamental. In addition, such type of exercises has to be gripping, including pictures, videos, songs, graphics, animation, etc.

The third strategy for successful learning is to set a good rapport with students and evoke trust in them. Educator’s intentions always have to be precise; an essential thing for a student is to trust the authority. A person has to feel safe, accepted, respected, appreciated, and feel the right to make mistakes. This will increase the level of a student’s readiness for the learning process and even motivation.

To increase an adult student’s motivation, an educator has to use relevant material. McCall et al. (2018) claim that students will be self-motivated if they are interested in the program and it is relevant to them, their past experiences, and future goals, and they are encouraged to connect with and reflect on the material (p. 38). Thus, the main points to motivate an adult student are integration, involving a learner in the process, making them actively participate, and not letting them be bored; showing the value and importance of the material they learn and how it can be beneficial in future, reflecting on material, discussing it, especially in groups.

Another strategy that can increase students’ motivation is to make the learning process easier. Having breaks when a student feels tired and less concentrated is very important for getting better results. Every 40 minutes to one hour, the brain needs a rest to reset and recover its power. The best way to rest during the break is to do physical activities: it can be anything that springs to mind. Open LMS (2021) writes that “movement is one way to effectively enhance cognitive functions” (p. 8). Thus, making the body move, exercising, or stretching will boost energy, motivation, and learning ability.

Educating Americans with Disabilities

Fundamentally, in educating people with disabilities, a teacher must know how to provide a student with first aid. A teacher has to be well aware of a kind of disorder, its aspects, and what can help in an emergency. The program and learning pace have to perfectly meet the student’s needs, considering all their features. In addition, the learning process, extracurricular activities, and accommodations have to be accessible to people with disabilities (ADA National Network, 2020). ADA affects learning well, adjusting every circumstance to be convenient and appropriate for everybody.

Furthermore, a psychological aspect is crucial in such type of education. People with disabilities encounter a significant amount of discrimination on a daily basis. Educator’s aim is at the same time to respect all student’s needs and treat them like ordinary ones: do not single them out from others. These people want to feel participation and connection to society and be free to learn, create and interact with the world. The critical point is to make learning accessible to them, support them, and encourage them to act, develop, and be confident.

Conclusion

In conclusion, nurses have to be able to find an appropriate style of learning and approach to a student, tools, and inventories that can make a learning process much more manageable. In addition, all unique features, such as age, race, background, interests, abilities, preferences, and character traits, have to be acknowledged. Teaching aims to make the learning process easier, more efficient, pleasant, and accessible to every student.

References

ADA National Network. (2020). What are a public or private college-university’s responsibilities to students with disabilities? Web.

Billings, D.M., & Halstead, J.A., (2020). Teaching in nursing. A guide for faculty (6th ed.). Saunders.

McCall, R. C., Padron, K., & Andrews, C. (2018). Evidence-based instructional strategies for adult learners: A review of the literature. Bronx Community College, 4(4), 27-47.

Larsen, B. (n.d.). Understanding gene+rational differences in education. Career Services and WSU, 1-64. Web.

Macaulay, S., & Cook, S. (2017). Learning development: Across the generations.Training Journal. Web.

Open LMS (2021). Learner readiness: 5 tips to help learners improve their focus. Web.

Starlink Professional Development. (2010). Learning styles: Generational teaching tips [Video]. YouTube. Web.

Introduction

The functioning of any health unit critically depends on the level of knowledge and skills among specialists working there. It means that it is critical to ensure nurses are trained to face numerous challenges emerging during their work. At the same time, the lack of necessary skills might promote undesired results and failure. Thus, the selected DNP focuses on preparing and educating health workers to improve their work. It is called “The implementation of rate adjustment education for the facilitation of continuous bladder irrigation management in units without specialized urologic nurses.” The central problem is that nurses unfamiliar with managing continuous bladder irrigation (CBI) struggle to adjust the irrigation flow rate to maintain an optimal flow of urine and better patient outcomes. In this regard, the following question is formulated:

Does implementing clinical education for nurses facilitate the rate adjustment and management of Continuous Bladder Irrigation for optimized treatment in units without specialized urologic nurses?

The project is designed to work with a specific population, specifically 75 nurses from the units where urology patients with CBI are present. These peculiarities of the population impact the choice of teaching intervention and methods. It is critical to ensure specialists are provided with the information necessary for their practice, and it is linked to evidence-based practice. It is expected that the project will help to improve the knowledge and competence bedside staff nurses working in acute care units have in managing continuous bladder irrigation, identifying symptoms of catheter blockage, and preventing bladder spasms and bladder perforation.

Teaching Intervention

Considering the given factors, educational intervention is designed. The project participants will be provided with an educational video (electronically) offering comprehensive information on the topic and helping to improve skills in managing CBI and adjusting the irrigation flow rate to maintain an optimal urine flow. This teaching intervention is selected because of several important reasons. First of all, it will provide participants with the necessary level of flexibility and comfort as they will be able to learn when they have free time (Kang et al., 2019). Second, the effectiveness of educational videos providing necessary information with examples is high, meaning it is a potent tool to attain the desired outcomes and ensure all participants will benefit from the intervention (Benner, 2019). Moreover, recent research shows that educational resources such as rate adjustment tools at the bedside for managing CBI post-TURP give accurate information for clinical care (Ma et al., 2020). In such a way, it is possible to use video as an intervention tool to help nurses overcome the challenges and prepare them for working with patients having CBI.

Structure

Specific procedures should also support the teaching intervention to guarantee the participants are ready and information is understood. First, the pre-implementation survey should be conducted to evaluate their background knowledge level and ensure that nurses are prepared for training. Second, the educational video should be followed by the in-person demonstration of the presented skills to support theory with practical knowledge. The next step is observing the return demonstration supported by the skills checklist. It will help to control the education process and guarantee all participants acquire new knowledge presented in the video. Finally, the post-implementation survey should be conducted to ensure no problems remain and all participants are ready to use skills in practice.

EBP Guidelines

The planned teaching intervention is also aligned with the central assumptions of the EBP and contributes to the improvement of the unit’s results. The EBP guidelines emphasize that recommendations for optimizing patient care should be linked to real-life examples and recent research and contribute to increasing patient satisfaction and outcomes (Kang et al., 2019). Following these ideas, the intervention within the discussed DNP project is designed regarding the recommendations and credible research evidence. Thus, the importance of information about CBI management is proven by the current research (Lucas & Ward, 2022). Nurses possessing an enhanced understanding of how to work with patients with the discussed condition are more effective in promoting positive outcomes (Ma et al., 2020). For this reason, the video followed by the demonstration and the assessment of acquired skills can be a practical method to train nurses and guarantee they can work within the unit.

Conclusion

Altogether, the DNP project focuses on the problem of the lack of knowledge about managing continuous bladder irrigation among nurses. It might be a severe problem for units without specialized urologic specialists. For this reason, it is critical to ensure there is a potent teaching intervention helping health workers to obtain the necessary skills and information about managing the condition. The educational video with pre- and post-surveys, demonstration, and checklist is seen as the best possible option to attain the desired result and guarantee the patients’ better results and satisfaction levels. The major EBP guidelines are also considered when designing the intervention as its effectiveness is supported by recent research and evidence from reputable and credible sources. It is expected that the intervention will help to enhance knowledge among staff nurses working in acute care units.

Refences

Benner, P. (2019). Skill acquisition and clinical judgement in nursing practice. Practice Wisdom, 225–240.

Kang, Y. N., Chang, C. H., Kao, C. C., Chen, C. Y., & Wu, C. C. (2019). Development of a short and universal learning self-efficacy scale for clinical skills. PLOS ONE, 14(1), e0209155.

Lucas, A., & Ward, C. W. (2022). Manual and continuous bladder irrigation. Nursing, 52(7), 31–36.

Ma, Z. Z., Han, Y. X., Wang, W. Z., Kan, Y. N., & Niu, M. E. (2020). The use of a homemade rate adjustment card in patients with continuous bladder irrigation after transurethral resection of the prostate. Translational Andrology and Urology, 9(5), 2227–2234.

Nurses very often become critical characters in emergencies, which is why it is essential that humans can help others. Advanced clinical care is usually the most common phenomenon and practice for health professionals, so they must know how to understand such things. Each nurse must be able to properly control the situation, which is why you should be well prepared for disaster situations.

The first important factor in preparation is everything you need. Thus, for apparent preparation, it is essential to have an emergency kit. Of course, such a backpack includes food and additional items such as batteries and accumulators, but the important part is the medicine (Hidalgo & Baez, 2019). First, taking medications that correspond to your diseases is essential, or you must accept them daily. At a minimum, the treatment should last for seven days, and you can additionally take medication that will be needed: plasters or something for nausea (Pickering et al., 2018). That must also store some contextual information about you.

The next important step is evacuation, and it is essential that such a plan is developed and usually changes depending on where the person is. First, it is vital to find and understand all possible exits and entrances regarding the establishment of a stay. Knowing at least two of them is necessary to understand the territory better (Skryabina, 2020). After that, the person placing your emergency kit with the elements needed near you is also essential. After you have managed to evacuate the premises in case of danger, it is necessary to find a safe place for yourself.

It is also essential to keep panicking and analyze your family’s behavior during times of danger. That is necessary to help them evacuate while maintaining their health and reasoning (Drury & Guven, 2020). To avoid all-natural disasters, it is worth analyzing your own house and understanding whether everything is safe and whether you can stay in a difficult situation. In such a situation, it is necessary to analyze it and make further decisions.

In case of a mass casualty situation, you need to follow two primary sequences: first, analyze the state of your health and how to help the wounded with minimal things. Such skills are primarily focused on the person and the preservation of personal health; only after that is it worth providing help to others who need it. In such cases, that can avoid casualties and serious injuries.

References

Drury, J., & Tekin Guven, S. (2020). Emergencies and disasters. Together apart: The psychology of COVID-19, 80-83. Web.

Hidalgo, J., & Baez, A. A. (2019). Natural disasters. Critical care clinics, 35(4), 591-607. Web.

Pickering, C. J., O’Sullivan, T. L., Morris, A., Mark, C., McQuirk, D., Chan, E. Y., & Murray, V. (2018). The promotion of ‘Grab Bags’ as a disaster risk reduction strategy. PLOS currents, 10.

Skryabina, E. A., Betts, N., Reedy, G., Riley, P., & Amlôt, R. (2020). The role of emergency preparedness exercises in the response to a mass casualty terrorist incident: a mixed methods study. International journal of disaster risk reduction, 46, 101503.

The educational process in the healthcare field is a significant part of the field’s success. The more knowledge a student can learn and apply in practice, the better will be the delivered service. Consequently, as healthcare field representatives, nurse educators are greatly concerned with preparing future professionals. Through designing the educational curriculum and studying the teaching techniques and styles, they aim to achieve the ultimate goal of healthcare improvement.

Curriculum program development and revision represent a never-ending arduous process. According to Neville-Norton and Cantwell (2019), “curricular maps are never considered complete” (p. 90). They require ongoing development and improvement to ensure student engagement, curriculum alignment, and sufficient quality of content. Such a process must not solely reside in theory, which implies implementation, testing, and observation. However, the implementation results must be collected first, which obliges nurse educators to solicit information from faculty members and students attending the course.

In this context, teaching styles have a reciprocal relationship with student engagement, retention, and satisfaction. Teaching style directly influences the student’s perception of received information. Therefore, students’ engagement in education indicates how appealing the teaching style is (Parson et al., 2018). For instance, the traditional teaching style of lecturing proved not compelling enough to ensure peer satisfaction and retention (Parson et al., 2018). Consequently, the faculty that does not put effort into teaching style improvement can hardly progress in providing better patient care.

One reason for the lack of improvement is the weak ability of freshly graduated students to adjust to actual working conditions. Traditional curricula based on medical diagnoses and patient populations can no longer enclose all the knowledge the students need to become professionals (Neville-Norton & Cantwell, 2019). In particular, they lack student engagement and practical knowledge implementation, which results in graduates’ lack of confidence. Consequently, innovative curricula redistribute knowledge concepts across the program and emphasize active teaching and learning, including case studies, simulations, and concept maps. Ultimately, comprehending analogies allows for a quicker reaction to changing circumstances without the need to study every concept explicitly.

Contemporary nurse educators face a significantly complex task regarding curriculum development and management. They constantly require informative updates from faculty and students and assess the interconnection of teaching styles and students’ engagement, retention, and satisfaction. As traditional approaches struggle to provide constant improvement, nurse educators focus on innovation, incorporating peer-inclusive practices into their curricula. These resource and time-consuming activities are necessary to ensure qualitative delivery of healthcare services.

References

Neville-Norton, M., & Cantwell, S. (2019). Curriculum mapping in nursing education: a case study for collaborative curriculum design and program quality assurance. Teaching and Learning in Nursing, 14(2), 88-93. Web.

Parson, L., Childs, B., & Elzie, P. (2018). Using competency-based curriculum design to create a health professions education certificate program the meets the needs of students, administrators, faculty, and patients. Health Professions Education, 4(3), 207-217. Web.

Introduction

• patient and community education as nurses’ responsibility;
• education includes various forms (e.g., day-to-day care, preventive education, community education, post-rehabilitation, etc.);
• aim of the presentation: teaching plan for acute rehabilitation care patients.

Community Setting

Target Population: Stroke Acute Rehabilitation Patients

• stroke as a leading cause of death in the US (CDC, 2021);
• every 40 seconds, someone in the US has a stroke (CDC, 2021);
• stroke causes severe disabilities in terms of mental and physical, and social disabilities, e.g., inability to perform ADLs, depression, dementia, and other cognitive disorders (Pucciarelli et al., 2019).

Types of post-stroke rehabilitation:

• physical
• behavioral/psychotherapy
• neurological
• recreational
• speech-language
• occupational

It is imperative to secure steady rehabilitation after the patient is discharged from the acute rehabilitation facility.

Interview Summary

Interviewee: admission nurse at acute rehabilitation facility

• Interview type:
  • semi-structured interview;
  • total of 10 question;
  • held via Zoom;
  • duration: ~25 min.
• Interview outputs:
  • stroke is the most widespread condition among facility patients;
  • the most widespread type of therapy: occupational and counseling;
  • high rates of readmission.
• Question:
  • what, in your opinion, is the crucial part of the patient education process in terms of rapid recovery?
• Quote:
  • …many patients feel positive about their recovery while they are encouraged and supervised. However, once the scenery changes and they are discharged from the facility, they feel lost, insecure to seek help, or feel like they don’t need any rehabiltation once they feel a little better.

Teaching Plan: outline

• aim of the intervention:
• motivate soon-to-be-discharged patients to continue rehabilitation at home
• provide patients with possible at-home rehabilitation and care-giving options
• explain the role of patients’ individual responsibility in the overall process of recovery

Teaching Plan: patients’ objectives

At the end of the teaching session, patients will be able:

• to name at least three reasons of the importance of rehabilitation at home
• to name the risks of rehabilitation abandonment
• to acknowledge the need for assistance and psychological support
• to name the resources they may address in case they need help with rehabilitation

Teaching Plan: content

Teaching Plan: methods

• active listening through dialogue and minimum use of sophisticated lexis;
• presence of professionals and caregivers;
• pleasant learning environment.

Conclusions

• stroke rehabilitation is a complex and multimodal process
• lack of discipline, care, and motivation outside the rehabilitation facility leads to higher readmission rates
• teaching plan concerns soon-to-be discharged patients who are already able to perform some of their routine tasks and perceive information

References

Centers for Disease Control and Prevention [CDC]. (2021). Stroke. Web.

Pucciarelli, G., Ausili, D., Rebora, P., Arisido, M. W., Simeone, S., Alvaro, R., & Vellone, E. (2019). Formal and informal care after stroke: A longitudinal analysis of survivors’ post rehabilitation hospital discharge. Journal of Advanced Nursing, 75(11), 2495-2505.

Introduction

One of the most crucial nursing duties is educating patients and their loved ones on how to react to their healthcare issues and promote health. The objective of this article and the teaching template is to enable nurses to offer patients an appropriate and sufficient teaching plan that allows them to comprehend and succeed in the future. By having a suitable and comprehensive strategy, the patient may adequately care for themselves, avoid injury, sickness, and subsequent issues, continue to become stronger, and encourage well-being. As nurses, we are capable of becoming excellent educators for our patients. According to Miller and Stoeckel (2019), learning is the process of altering one’s behavior as a consequence of one’s experiences. Nurses can provide their patient’s assistance through both illness and wellness. They may provide patients with the essential tools to help them achieve and overcome obstacles. The Learning and Teaching Method and the Nursing Process offer a comprehensive approach to addressing the health issues of patients (Miller and Stoeckel, 2019). By providing patients with the appropriate knowledge and resources, it will be easier for them to restore their health.

Situation and Background

Patricia Patterson, an 89-year-old patient, was just diagnosed with Pneumonia and will need a Home Health nurse to administer IV antibiotics daily via her CVAD. She has a PICC line in her upper right arm. She will need substantial instruction. She is 5’4″ tall and weighs 92 pounds. She has smoked thirty packs yearly and presently consumes fifteen cigarettes daily. COPD, Atrial fibrillation, Congestive heart failure, Hypertension (HTN), Osteoporosis, and coronary artery disease have been detected in her.

Learner Needs Assessment

Ms. Patterson is an older woman with a 9th-grade education and a 5th-grade reading capacity. Consequently, her ability to comprehend treatment material, how the knowledge pertains to her, to make decisions, and to express herself must be evaluated. Additionally, she is concerned about the “tubes” protruding from her arm. She wants to recover and resume her usual routine as soon as possible. She should be reviewed by the cardiologist, ophthalmologist, pulmonologist, dietitian, and psychologist before discharge. A physiotherapist must evaluate the client to determine their physical capacity and tolerance. A social worker was contacted to gather recommendations for smoking cessation services and other details. Additionally, the client will be returned home with home health, which will deliver IV antibiotics via the PICC inserted in her upper right arm; the local nurse must reiterate all instructions offered during hospitalization.

Learning Style

She claims that she has previously studied more effectively via video viewing, group discussions, and hands-on activities. The patient can experience real-world circumstances via hands-on instruction and learning. Videos appeal to a large audience because their visual and aural qualities enable users to assimilate information in a natural manner (Miller & Stoeckel, 2019). In addition to brochures and textual directions, multimedia tools and easy-to-understand pamphlets are more suitable for her learning style.

Readiness of the Learner

Learning preparedness refers to a person’s propensity to seek information and engage in behavior modification. The readiness of the Learner or eagerness to learn is an arousal of interest or manifestation of curiosity that happens when a client makes a deliberate decision to study (Miller & Stoeckel, 2019). Ms. Patterson’s readiness to learn is evaluated as level two, depending on her desire to comprehend why this occurred, how she may avoid it, her ability to follow specific healthcare rules, and her developmental and physiological capacities (advanced age and minimal academic education).

Goal Development

The main goal of this educational strategy for Ms. Patterson is to help her comprehend why she is taking Lasix and Potassium. Heart failure is a disorder in which the heart cannot adequately pump oxygen-rich blood throughout the body. This promotes fluid retention in the body; therefore, reducing the number of fluids and salt (sodium) consumed may help avoid these symptoms. Ms. Patterson has been diagnosed with hypertension (HTN) and chronic heart failure (CHF), both of which are heart attack risk factors (Tackling & Borhade, 2022). Heart failure is a chronic illness that often develops gradually (Taylor et al., 2019). Nevertheless, it might develop unexpectedly, such as after a heart attack.

Therefore, the patient has to be aware of the Lasix and Potassium effect in treating hypertension and congestive heart failure on the patient’s longevity. In this context, the patient has to be aware of how to properly administer Lasix and maintain the Potassium-focused diet. Consequently, the patient will be given information and educational resources tailored to her learning type to assist her in making the best choices for her mental and physical well-being. Before being released from the hospital, the caregiver will ask Ms. Patterson to express her knowledge of the entire therapy. After the plan implementation, the patient should be able to express how to maintain BP within a personally acceptable range with the use of prescribed medication and nutrition.

Learning Outcomes

Based on provided educational interventions, the patient will have a full grasp on the situation, allowing her to make well-informed healthy decisions and independently engage with the treatment. The first outcome is that the patient will engage in activities that minimize blood pressure and heart workload, such as adhering to hypertensive medications. Another consequence is that Ms. Patterson can share her thoughts regarding the health process she is experiencing via psychotherapy. The patient will also show habits that will make her lifestyle shift toward a more health-aware direction. All of these techniques will assist Ms. Patterson in achieving an overall improvement in her health.

Conclusion

One of the most crucial nursing duties is educating patients and their family members on how to react to their healthcare issues and promote health. The aim and objective of health education are to enhance, maintain, and recover health, including prevention, therapeutic interventions, disease management, and maintenance of clients’ physical and psychological well-being. Nurses can provide their patient’s assistance through both illness and wellness. They may provide patients with the essential tools to help them achieve and overcome obstacles.

Question 2

Patient: _Ms. Patterson Student Name: _______________________

References

Centers for Disease Control and Prevention (n.d.). National Health and Nutrition Examination Survey. Web.

Oria, M., Harrison, M., & Stallings, V. A. (2019). Dietary reference intakes for sodium and potassium. The National Academic Press.

Miller, M. A., & Stoeckel, P. R. (2019). Client education: Theory and practice. Jones & Bartlett Learning.

Roby, K. A. C., Tazeen, A., & Swaraj, T. (2018). Assessment of adverse drug reactions from the treatment charts of hospitalized patients suffering with cardiac arrhythmias and complications due to adverse drug reactions. Journal of Dental and Medical Sciences, 17(4), 65-76.

Tackling, G., & Borhade, M. B. (2022). Hypertensive Heart Disease. Nih.gov; StatPearls Publishing. Web.

Taylor, C., Lynn, P., & Bartlett, J. L. (2019). Fundamentals of nursing: The art and science of person-centered nursing care. Philadelphia: Wolters Kluwer.

Program Description

I participated in a community education and awareness program to manage End-Stage Renal Disease ESRD. Utilizing a physical class setup, community members were educated on the preventative measures applicable at the onset and advancement of kidney diseases. I gained exemplary knowledge critical to my non-traditional experience and practice. The program gave me insights into accountable coordinated care, the future of nursing in the community, implicit bias and stereotypes within the community, role of nurses in hospital settings, communities, clinics, and medical homes. Planning for the teaching sought to introduce community-based programs to enhance ESRD awareness, prevention measures, and management. The learning was set as a community outreach program that engaged nurses from all levels of practice, training, and community members, particularly those affected by kidney disorders. In the plan, community members were given insights about healthy living, nursing roles in ESRD management, and how to combat the stigma of individual advantages and risk factors for kidney complications.

The teaching scheduled for five days in outpatient health facilities costs $50. Participants from all age groups included ESRD patients and other community members eager to learn about healthy living. Invitation emails detailed the location and the schedule of the event. Topics discussed in the teaching plan included the relationship between quality of life and health condition, the prevalence of ESRD, factors influencing health-seeking behaviors, and nurses’ changing role and responsibility in mental care. Visual and auditory aids relayed critical information in the teaching process. Training nurses and community participants were allowed to give suggestions on the schedule, learning activities, and learning approach.

Healthy People (HP) 2022 objectives and Alma-Ata health laid the foundation for the project by emphasizing the need to extend the life expectancy for all by mitigating the prevalence of avoidable illnesses and promoting early disease detection and intervention. Participants were allowed a 10-minutes break during the presentation for refreshments and to enhance their attentiveness. Challenges and complexities of maintaining healthy living to minimize community risk for ESRD were discussed, hence nurses’ role in navigating the challenges, such as building healthy relationships with patients and recognizing symptoms early. The increasing roles of accountable care organizations are foregrounded. Families and patients expressed their challenges, particularly stigmatization, among other social challenges. The community turn-out and response through clinical screening for ESRD were used to determine the success of the teaching experience

Epidemiological Rationale for Topic

Convincing research indicates that early ESRD detection through regular screening reduces incidence of kidney diseases, enhances treatment, and improves life expectancy. Kidney failure is a progressive condition that results in death without early dialysis or transplant. Poor health-seeking behaviors categorized by the low tendency for ESRD screening is a community health problem mitigated through community education that creates awareness of the community’s risk and promotes early analysis hence intervention for kidney failure. In default of early intervention, ESRD develops into Chronic Kidney Disease (CKD) that is subjective to reduced quality of life and significant premature mortality (Benjamin & Lappin, 2021). There is a high association between the tendency of ESRD screening, early dialysis, and life expectancy; hence deficient community education is a health challenge.

Despite the spike in diabetes, there is less awareness that people with diabetes are highly vulnerable to ESRD. Over time, high blood sugar damages blood vessels in the kidneys and nephrons, resulting in nephropathy. Inappropriate blood sugar levels control without regular kidney failure screening is the common cause of ESRD. Implementing community awareness of diabetic nephropathy will enhance the health-seeking behaviors of people living with diabetes and control blood sugar levels. Globally, 13.4% of the ESRD patients who require replacement therapy ranges from 4.902 to 7.083 million. Diabetes is positively related to the quality of living and severe hypoglycemia. Out of 120,000 people who sought treatment for renal diseases in 2014, 53,000 had diabetes accounting for 45% of the ESRD population (CDC, 2018). Moreover, evidence-based research suggests that quality of living and appropriate illness-preventative measures determines life expectancy. The project aims to promote early analysis, check-ups, and appropriate medications applied in the early stages before it worsens.

According to race, ESRD is more prevalent in non-Hispanic black adults than in other demographics. According to Benjamin and Lappin (2021), it affects more women than males. In addition, non-Hispanic Black adults (16%) experience ESRN more than non-Hispanic White people (13%) or non-Hispanic Asian adults (13%) (Benjamin & Lappin, 2021). According to the research, 14% of Hispanic individuals have ESRD. ESRD contributes to the global incidence of death and comorbidity (Benjamin & Lappin, 2021). Community-based education is the most appropriate approach to enhancing awareness to foster healthy living. Distributing ESRD clinical data will acknowledge the appropriate preventative measures and demographic information relating to renal health.

Evaluation of Teaching Experience

The teaching experience gave me considerable acumen in identifying solutions to problems based on quick and accurate analyses, core competencies in community-based care, and the future of nursing. According to Klingbeil & Gibson (2018), Teaching back is the most practical teaching strategy for community education to enhance health improvement and empowerment. Nursing diagnosis for patients with ESRD evaluated the fluid volume containing food excesses, reduced urine output, water, and sodium retention. The learning experience started by delineating ESRD etiology, the risk factors, and the causes of the disease. From experience, I learned how to identify problems that may emerge in clinical practice and subsequently make decisions to provide quality intervention and care. Understanding that nursing is flexible, the experience illuminated the intellectual challenge and need for providers’ continuum education elemental for competent care.

The program highlighted the relationship between severe hypoglycemia and end-stage renal disease while underpinning the appropriate prevention and intervention measures for diabetic demographics. Financiers provided appropriate technical support and pre-recorded learning modules and allowed interaction among providers to share knowledge on professional responsibilities. In parallel, the teaching method emphasized self-directed learning based on accredited clinical research while systematically examining and learning the use of the latest technology and information to enhance critical thinking skills. High-fidelity trauma simulation provided a high level of interactivity and realism in creating an excellent emotional environment.

Records used to illustrate statistical evidence were identified through database searching and distributed evenly among attendees. Participants were informed of the schedule and topics to be discussed in the teaching experience a week earlier. The practicum experience helped me re-imagine my professional identity and become more socialized with the new and future professional nursing role. The event was scheduled to begin at 8:00 am and conclude at 12:30 pm for five days. The project was evaluated by assessing the turn-out of the project and the number of people who adopt ESRD screening tendencies.

Community Response to Teaching

The community seemingly engaged in the activity and asked questions about trauma-affected people’s social challenges. Participants recorded their experiences and retained materials on issues addressed in the lessons, such as symptoms and risk factors for ESRD. All attendees arrived on time for the project and displayed positive body language and preparedness for learning. The community appreciated the civic action and volunteerism aimed at positive community impact. By balancing both community engagement and learning goals equitably, the project enhanced the flexibility of the learning experience. Community members voiced their most urgent needs and concerns regarding nursing’s role in mental care.

The positive response of the attendees can be attributed to the alignment of tasks with their learning goals. Most participants were engaged in the project activities and contributed meaningfully to the presentation as they appreciated the teaching plan of paying attention to each individual. The teaching approach was appealing; every provider volunteered by taking responsibility for the lesson. Participants seemed eager to learn home-based nursing and decision-making when managing kidney diseases. They believe they have a crucial responsibility in managing mental conditions with less therapy support and are accountable for their own decisions. Community members’ high sense of responsibility and response affirm high satisfaction in the overall learning experience.

Areas of Strength

First, the engrossed understanding of the topic and instructions was one central area of strength that directed the order of activities throughout the lesson plan. The use of digital technology in presentation enhanced the speed and the quality of the teaching experience. Notably, the learning environment is choreographed to motivate participants to engage in the program and successfully execute the assigned tasks. The training nurses and community members were mainly assisted in deciphering what they inquired about ESRD. The interactive activities applied to community-based caregiving helped me comprehend the course content and support the local community’s health awareness. The orientation and readiness to learn, coupled with the effective delivery of the learning content, translated to the project’s success. The program achieved its intended outcomes by considering the learning approach, process, and community response.

Areas of Improvement

The community project lacked sufficient funding and was challenged by unpredictable weather changes. The initiative was unable to meet the prospected financing for practical sustainability. Future studies of donor relationship cultivation and the grant-writing process will enhance funding from individual and corporate sponsors. Developing the capacity to manage projects and plan for financial sustainability would implicate budget management. The success of the learning experience relied on favorable weather conditions since extreme conditions such as rain, snow, storms, and winds would interrupt the project. With sufficient funding, the initiative could be organized in an environment not affected by unpredictable weather changes such as in community halls.

Moreover, there is a lack of a structured curriculum for community teaching that features all age groups. Attendees for the teaching experience included all age groups with diverse learning needs and pace that challenged the anonymity and effective collaboration during the teaching process. First, considerable time was invested in building working relationships between participants. Gathering responses and insights from participants consumed significant time, considering some speakers took longer than expected. Creating a connection between the various age groups unveiled discrepancies in learning styles, personalities, attention spans, abilities, and learning needs. For instance, young and middle age learners were more flexible than older adults in adapting to the technological support of visual and audio aids with different structures and uses. However, older participants displayed higher attention spans compared to young participants. To effectively accomplish the learning objectives across all age groups, there is a need for an integrated curriculum that features diverse age demographics.

References

Benjamin, O., & Lappin, S. L. (2021). End-stage renal disease.Stat Pearls Publishing. Web.

CDC. (2018). Incidence of end-stage renal disease attributed to diabetes among persons with diagnosed diabetes – the United States and Puerto Rico, 2000–2014. Centers for Disease Control and Prevention. Web.

Klingbeil, C., & Gibson, C. (2018). The teach-back project: a system-wide evidence-based practice implementation. Journal of Pediatric Nursing, 42, 81-85.