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Apr 7-9, 2022
Choose a medical condition from the gastrointestinal or genitourinary systems and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Make sure that you select a different medical condition than your peers. Include the name of the medical condition in the subject line so that the medical condition can be followed. Include your references in APA style.
REPLY TO DISCUSSION
VB
Vanessa Brown
Posted Date
Apr 10, 2022, 10:16 PM(edited)
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Replies to Vanessa Brown
Diverticulitis
Diverticulitis is the inflammation or infection of diverticula that are most commonly found in the lower part of the large intestine (Mayo Clinic, n.d.). Diverticula are small pouches that can form within the areas of weakened lining of the digestive tract, most commonly in the colon (Mayo Clinic, n.d.). Diverticulitis occurs when there is a tear in a diverticula, and the inflammation or infection cause severe abdominal pain, nausea, vomiting, fever, and a change in bowel habits (Mayo Clinic, n.d.). The treatments can include bowel rest, lifestyle changes (including diet), and antibiotics. In some extreme and/or recurring cases of diverticulitis, surgery is necessary. Some of the risk factors for developing diverticulitis are age, lack of exercise, obesity, smoking, diet high in fat and low in fiber, and certain medications (NSAIDs, steroids, opioids).
References
Mayo Clinic. (n.d.). Diverticulitis. Mayoclinic.org. https://www.mayoclinic.org/diseases-conditions/diverticulitis/symptoms-causes/syc-20371758
REPLY
Apr 7-11, 2022
Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style.
REPLY TO DISCUSSION
VB
Vanessa Brown
Posted Date
Apr 11, 2022, 11:13 PM
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Replies to Vanessa Brown
Metronidazole
Metronidazole (Flagyl) is a part of the antibiotic treatment that can be used with treating diverticulitis. It can be given orally or intravenously for this purpose. The mechanism of action of metronidazole is that it “diffuses into the organism, inhibits protein synthesis by interacting with DNA and causing a loss of helical DNA structure and strand breakage. Therefore, it causes cell death in susceptible organisms” (Weir & Le, 2021). While a patient is taking this medication for an extended period of time, labs such as a CBC w/differential should be monitored for changes (especially elderly or those with renal/hepatic issues), observe for new onset of neurological symptoms, severe or bloody diarrhea (possible C. Diff infection), and monitor for other possible adverse effects (Weir & Le, 2021). Some side effects that may occur are nausea, vomiting, metallic taste in the mouth, dry mouth, diarrhea, or headache. Some drug interactions that need to be discussed are the use of alcohol or alcohol containing medications, lithium, glucocorticoids, and warfarin. The alcohol will cause a serious disulfiram-like reaction, lithium excretion by the kidneys would be compromised, oxidative metabolism of the metronidazole is caused by the glucocorticoids, and the metabolism of warfarin is inhibited with metronidazole (Weir & Le, 2021).
References
Weir, C., & Le, J. (2021). Metronidazole. NCBI. https://www.ncbi.nlm.nih.gov/books/NBK539728/
Apr 14-16, 2022
Choose a medical condition from the neurological, musculoskeletal, or integumentary system and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Make sure that you select a different medical condition than your peers. Include the name of the medical condition in the subject line so that the medical condition can be followed. Include your references in APA style.
REPLY TO DISCUSSION
NS
Nicole Santos
Posted Date
Apr 18, 2022, 9:26 PM
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Replies to Nicole Santos
Alopecia Areata
Alopecia areata is an autoimmune condition where the body attacks its hair follicles, causing hair loss anywhere on the body. The hair loss typically occurs in circular patches that may overlap. It is important to educate the patient on the root cause of their diagnosis and their treatment options available to them. It is also important to educate proper diet of 0.8 grams of protein per kilogram of body weight and discontinuing medications that may affect hair growth. You can also offer support and counseling to help with coping with hair loss. Suggesting various styling techniques and hair colors can also help in reducing the appearance of thinning hair volume and assist with coping.
References
Hair loss types: Alopecia areata overview. American Academy of Dermatology. (2022). Retrieved April 18, 2022, from https://www.aad.org/public/diseases/hair-loss/types/alopecia
Mims. (n.d.). Alopecia patient education. MIMS Malaysia. Retrieved April 18, 2022, from https://specialty.mims.com/alopecia/patient%20education
REPLY
Apr 14-18, 2022
Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style.
REPLY TO DISCUSSION
NS
Nicole Santos
Posted Date
Apr 18, 2022, 9:47 PM
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Replies to Nicole Santos
Minoxidil
Minoxidil, or more commonly known as Rogaine, is a well known treatment for alopecia areata. Minoxidil helps increase blood supply and nutrients to the hair follicles, helping to strengthen existing hair follicles and promoting hair growth. Some common side effects of minoxidil are irritation, eczema, abnormal hair growth on the body, redness at application site, burning, worsening hair loss. It is cautioned that one minoxidil is used, it should be used indefinitely, with apparent hair growth within a minimum of four months; avoid contact with scalp once it is applied as it can easily be rubbed off; may experience change in hair color; avoid in patients with heart issues; avoid contact with eyes.
Reference
Goren, A., Naccarato, T., Situm, M., Kovacevic, M., Lotti, T., & McCoy, J. (2017). Mechanism of action of minoxidil in the treatment of androgenetic alopecia is likely mediated by mitochondrial adenosine triphosphate synthase-induced stem cell differentiation. Journal of biological regulators and homeostatic agents, 31(4), 1049–1053.
Cristina Alimon
Posted Date
Apr 18, 2022, 9:16 PM
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Replies to Nicole Santos
Levodopa (L-Dopa)
Levodopa is a dopamine precursor; it is beneficial for controlling bradykinetic symptoms associated with Parkinson’s disease (PD) and improving the quality of life in people with idiopathic PD (Gandhi KR, 2021). Levodopa may halt the course of Parkinson’s disease or provide further advantages long after the medicine is stopped.
Mechanism of Action
Levodopa is converted to dopamine in both the CNS and the periphery. Inhibitors of dopamine decarboxylase prevent Levodopa from being converted to dopamine in the periphery, allowing more Levodopa to penetrate the Blood-Brain Barrier (Gandhi KR, 2021). Once converted to dopamine, it acts on postsynaptic dopaminergic receptors, compensating for the loss of endogenous dopamine.
Hints for monitoring
Individuals using Levodopa must regularly monitor their BUN, creatinine, and hepatic function (Gandhi KR, 2021). A healthy liver is critical for people on Levodopa since it is the site of decarboxylation. When a person has glaucoma, it is also essential to check their intraocular pressure to ensure it is safe. Before and while taking Levodopa, it is also vital to check for peripheral neuropathy to see if it will worsen. Patients should also have their dyskinesia checked regularly. Therefore, it is crucial to watch patients who take dopaminergic medications for psychotic behavior and hallucinations. Hallucinations can happen when people are confused or have many dreams.
Side effects
Taking Levodopa’s most common side effects are nausea, dizziness, headache, and sleepiness. Typical side effects for older people who take Levodopa are confusion, hallucinations, delusions, psychosis, and agitation.
Drug interactions
Levodopa is contraindicated when monoamine oxidase inhibitors (MAOIs) are used concurrently, as this might result in a hypertensive crisis (Gandhi KR, 2021). However, when transitioning from Levodopa to an MAOI or vice versa, a 14-day washout period should be observed. Patients using D2 antagonists may decrease the effects of Levodopa, which may lessen the drug’s positive benefits (Gandhi KR, 2021).
Reference:
Gandhi KR, S. A. (2021, April 30). Levodopa (L-dopa) – StatPearls – NCBI bookshelf. National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/books/NBK482140/
Apr 21-23, 2022
Choose a medical condition from the endocrine system and explain the pathophysiology changes that may occur. What patient education would need to be included related to this disorder? Make sure that you select a different medical condition than your peers. Include the name of the medical condition in the subject line so that the medical condition can be followed. Include your references in APA style.
REPLY TO DISCUSSION
NS
Nicole Santos
Posted Date
Apr 25, 2022, 3:26 PM
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GOITER
Goiter is an abnormal growth of the thyroid gland located at the base of the neck. This may present as an enlargement of the thyroid or irregular cell growth that may cause lumps or nodules in the thyroid. Goiter may be a result of change in thyroid hormones or no change at all. Some common causes of goiter is lack of iodine intake from an inidivuduals diet. Depending on the cause of goiter, an individual may exhibit symptoms of hyperthyroidsim or hyperthyroidism. In obstructive goiter, signs and symptoms include difficulties swallowing, labored breathing, hoarseness, cough, and snoring. Treatment of goiter varies on the cause, treating the symptoms and complications. It is important to educate patients with goiter on the cause of their goiter; adequate iodine intake; annual physical exams and neck exams; annual blood work. For patients on medical treatment for goiter, it is important to reinforce the importance of taking prescribed medications as ordered.
Reference
Can AS, Rehman A. Goiter. [Updated 2021 Aug 30]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2022 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK562161/
Apr 21-25, 2022
Select a medication used in evidence-based treatment guidelines for the condition chosen in the first discussion question. Share the mechanism of action of this medication and hints for monitoring, side effects, and drug interactions of which one should be aware. Make sure that you select a different medication than your peers. Include the name of the medication in the subject line so that the medications can be followed. Include your references in APA style.
REPLY TO DISCUSSION
CA
Cristina Alimon
Posted Date
Apr 25, 2022, 7:18 PM
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Propylthiouracil (PTU)
Propylthiouracil is used to treat hyperthyroidism (abnormal thyroid activity), Graves’ disease, and toxic goiter (enlarged thyroid). It is also occasionally used to relieve symptoms prior to thyroid surgery or radioactive iodine therapy.
Mechanism of action
Propylthiouracil suppresses thyroid hormone synthesis. It works by blocking thyroid peroxidase, which normally converts iodide to iodine and integrates it into tyrosine (Amisha & Rehman, 2021). The primary components of thyroxine (T4) and triiodothyronine (T3) are not formed (T3). It inhibits T4 to T3 conversion peripherally. It affects thyroid hormones in the thyroid gland or in the blood.
Hints of monitoring
Thyroid function tests should be monitored while on PTU treatment. Patients using warfarin must also have their prothrombin time monitored. PTU treatment includes patient education and counseling. The patient should be advised: Notify your doctor if you become pregnant or plan to become pregnant while taking the medicine. Report any fever, drug eruptions, or infection to your doctor. Notify your doctor if you have nausea, right upper quadrant discomfort, or jaundice. Agranulocytosis symptoms include sore throat, fever, chills, gum or skin infections (Amisha & Rehman, 2021). Severe hypotension is another symptom.
Side effects
Symptoms of an allergic response (hives, difficulty breathing, swelling of the face or throat) (fever, sore throat, burning eyes, skin pain, red or purple skin rash with blistering and peeling). Propylthiouracil harms the liver (especially during the first 6 months of treatment). If you suffer nausea, vomiting, upper stomach discomfort, itching, fever, fatigue, lack of appetite, dark urine, clay-colored feces, or jaundice, stop taking propylthiouracil and notify your doctor (yellowing of the skin or eyes).
Drug Interactions
Digoxin (digitalis); theophylline; heart or blood pressure medicine; or a blood thinner—warfarin, Coumadin, Jantoven—all have drug interactions with Propylthiouracil.
References
Amisha, F., & Rehman, A. (2021, July 11). Propylthiouracil (PTU) – StatPearls – NCBI bookshelf. National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/books/NBK549828/ Cerner Multum. (2021, June 11). Propylthiouracil. Drugs.com. https://www.drugs.com/mtm/propylthiouracil.html
Course Description
This course prepares nurse educators to deliver instruction within clinical, professional, and academic settings with specific emphasis on effective methods of facilitating learning and fostering critical thinking skills in diverse student populations. Students apply instructional strategies and methods grounded in evidence-based practice and learning theory and engage in the selection of appropriate strategies to facilitate learning. Students also consider the effective integration of technology and simulation into teaching practice. Students complete 50 direct care practicum hours to integrate advanced nursing knowledge and skills into practice.
ORDER COMPREHENSIVE SOLUTION PAPERS ON NUR-646E Nursing Education Seminar I
Pre-Requisites
Co-Requisites
Description:
Herrman, J. (2015). Creative teaching strategies for the nurse educator(2nd ed.). Philadelphia, PA: F.A. Davis.
ISBN-13: 9780803644687 (available as print text only)
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
page 2 of 19
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Shellenbarger, T. (2018). Clinical nurse educator competencies: Creating an evidence-based practice for academic clinical nurse educators. Alphen aan den Rijn, Netherlands: Wolters Kluwer. ISBN-13: 9781975104269 (available as print text only)
Learning Environment Observation
Description:
During your professional career as a nurse educator, you will be asked to teach in various learning environments; including traditional classroom, online, and clinical.
For the assignment in Topic 5 you will be asked to complete a classroom observation.
The classroom can be a traditional or clinical setting and be directed at students, nurses, or patients.
Description
Objectives:
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Read Chapter 1 in Creative Teaching Strategies for the Nurse Educator
Description:
page 3 of 19
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Read Chapters 1 and 6 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
Description:
Read “A Day in the Life of a Nurse Educator,” by Brunt from Ohio Nurses Review (2014).
Description:
Read “Nurse Educator Core Competencies,” found on the National League for Nursing website to complete the
assignment.
Description:
Review the “Nurse Educator Electronic Portfolio” resource to the complete the topic assignment.
Practicum Goals
Description:
This assignment requires your collaboration with the course faculty and practicum preceptor early on
to establish goals for successful completion of your practicum requirements.
Develop a 250-500-word narrative for completing your practice hours and how objectives will be met.
Include the following in your narrative:
Description:
page 4 of 19
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Prior to starting practicum hours, students are required to arrange a conference with their preceptors
to review the course objectives and discuss the proposed practicum experience.
Students and preceptors will attest to meeting by signing the “Practicum Preceptor, Faculty, and
Student conference” form and submitting it to the instructor in LoudCloud during the first week of
class for approval of the proposed experiences.
Description:
For this program, you will be creating a working electronic portfolio that can be utilized when trying to
obtain a position as a nurse educator. The electronic portfolio will encompass several artifacts from
your practicum courses. Use the “Nurse Educator Electronic Portfolio,” resource to guide you in
collecting the required artifacts for this. You will submit the completed electronic portfolio in
NUR-665E.
Description:
Compare the difference between a traditional faculty role versus the online faculty role. How are the
expectations different for each role? What steps will you need to prepare to be successful in each?
Description:
Referring to the National League of Nursing’s (NLN) Nurse Educator Competencies, choose one
competency and describe how you will achieve this competency in your nurse educator role.
Description
Objectives:
Study Materials
Description:
page 5 of 19
Review Chapter 1 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Description:
Read Chapter 2 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical
Nurse Educators.
Tasks
Description:
The purpose of this assignment is to develop your personal teaching philosophy statement. This will
be included in your e-portfolio to be submitted at the end of this course.
Begin by researching a developed teaching philosophy and use the information to shape your own
philosophy.
In 250-500 words, develop a personal teaching philosophy statement that includes your beliefs on
the purpose of education, how students learn, how your beliefs facilitate learning, the role of the
nurse educator, and how you plan to implement this philosophy to grow as an educator as you seek
to integrate the nurse educator competencies into your professional practice.
APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Description:
Select two nursing theories and explain how they can be applied in nursing education. How can the
theories aid in your teaching practices including clinical or patient specific experiences?
Description:
Search the literature and find an example of a research study that uses an educational theory in a
nursing education study. Does the study appear to use the theory appropriately? How does the
research contribute to understanding of the theory? Be sure to cite the article.
page 6 of 19
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Description
Objectives:
Creative Teaching Strategies for the Nurse Educator
Description:
Read Chapter 5 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 3 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered
Strategies
Description:
Read “College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies,” by
Lightweis, from College Quarterly (2013).
Differentiation Through Blended Learning
Description:
Read “Differentiation Through Blended Learning,” by Kleber, from Leadership (2015).
The Learning Environment and Learning Styles: A Guide for Mentors
Description:
Read “The Learning Environment and Learning Styles: A Guide for Mentors,” by Vinales, from British Journal of
Nursing (2015).
Tasks
page 7 of 19
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SBAR Clinical Log
Description:
Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a
description of observations and tasking completed, and additional comments regarding your
practicum Experience. You will also complete the “SBAR,” section of the form related to a patient you
have assessed during your clinical experience thus far.
Description:
Discuss an experience working with a diverse patient or student population or students with
diverse learning needs. Using evidence-based literature, develop a strategy to increase the
success of these students in a classroom setting.
Description:
Do you think it is practical and relevant to use a learning style inventory with patients or students in
your selected area of education? Support your response with literature.
Description
Objectives:
Prepare optimal instructional plans for the diversity of the student nurse population.
Describe educational laws that impact student diversity and instruction.
Study Materials
Description:
Review Chapter 5 and read Chapter 6 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
page 8 of 19
Review Chapter 3 and read Chapters 4 and 6 in Clinical Nurse Educator Competencies: Creating an
Evidence-Based Practice for Academic Clinical Nurse Educators.
Translation of Knowledge and Skills from Controlled Learning Environment to Clinical Practice
Description:
Read “Translation of Knowledge and Skills from Controlled Learning Environment to Clinical Practice,” by Ali and Manokre, from International Journal of Nursing Education (2016).
Tasks
Description:
Complete the Preceptor-Faculty-Student Conference and Evaluation, including applicable
signatures for each preceptor.
Midterm Clinical Evaluation
Description:
Teachers worldwide strive to give their best to their learners by using various teaching strategies that enable them to deliver the content appropriately. Similarly, teaching nursing students requires the implementation of various strategies to make learners understand and later serve the community (Farzi et al., 2018). Among the various teaching strategies, the use of pretesting, show and tell, and productive group work are my favorites. These strategies have pros and cons to be addressed hereafter.
Pretesting is a teaching strategy that teachers use to assess the level of knowledge of learners before teaching them. A teacher uses a set of questions about a topic or a course and administers them to learners who will provide the feedback (Horntvedt et al., 2018). The feedback helps the teacher understand the learners’ needs, understand their misunderstandings, and help the teacher devise an appropriate plan to deliver the contents in a way learners understand. However, teachers should be wary of using identical pretests and post-tests as this can impair students’ creative thinking while limiting students’ input.
Productive group work is a strategy that allows learners to share knowledge with each other and improve learning and understanding (Horntvedt et al., 2018). Learners are allowed to contribute to each other and help to solve difficult tasks. Allowing immediate neighbors to discuss questions in large classes can help achieve group work. However, proper group organization is paramount and close supervision is necessary as some learners may opt to leave the tasks to a selected few, thus impairing learning.
Finally, the show-and-tell model is achieved by efforts from both learners and teachers. Teachers provide explicit verbal instructions and meaningful visuals (Roshni & Rahim, 2020). The explanation dictates what students should understand, while demonstrations acquit learners with skills to demonstrate. This model helps in the retention of knowledge while allowing creativity (Roshni & Rahim, 2020). However, some learners may be slow to grasp the knowledge immediately, affecting their overall performance.
Farzi, S., Shahriari, M., & Farzi, S. (2018). Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of Education and Health Promotion, 7, 115. https://doi.org/10.4103/jehp.jehp_169_17
Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z
Roshni, M., & Rahim, A. (2020). Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students. Journal of Family Medicine and Primary Care, 9(5), 2248–2252. https://doi.org/10.4103/jfmpc.jfmpc_1228_19
The concept of preceptorship, otherwise nurse educator, is an old practice. Nurse educators are tasked with a lot of responsibilities, among them is to provide a safe environment for students. Nurse educators prepare graduates for the ever-changing, complex healthcare environment by using up-to-date information and building close relationships with learners. Furthermore, they constantly communicate, meet learners, and motivate them to foster a safe environment that encourages learning while bridging the gap between the realism of the workplace and the idealism of academic requirements (Coffey & White, 2019). Grand Canyon University‘s (GCU) mission integrates with the Christian worldview’s values to provide a positive environment that enhances learners` innovation and acquisition of skills and values of being good servant leaders (GCU, 2021). Incorporating faith with compassion and kindness in the teaching curriculum allows learners to be mindful of the needs of others while working with preceptors to prepare for future practices. Furthermore, learners appreciate the value of integrity, which is essential in nursing in the nursing profession.
Because nurses work in a difficult work environment that is often faced with a conflict between choosing civilized and uncivilized behaviors, integrity is paramount in such circumstances. Nurse educators are required to train nurses with integrity and acquire skills to face challenges that may arise in future practice (Coffey & White, 2019). The use of simulated situations when teaching nurses is an integral part of preparing nurses to adopt various skills, including teamwork and communication, that are essential in future practice.
The clinical setting is another environment that requires nurse educators to provide a positive learning experience. Despite the challenges in clinical settings, preceptors can create a memorable learning experience for learners in various ways. Adopting simulation, practicing clinical scenarios, and use of reflective journaling are some of the methods that can be used to facilitate learning. Clinical simulations and practical scenarios allow learners to think critically, reflect on the situation, and make decisions (Izadi et al., 2020). These methods are as effective as interacting with the real clinical situation. Likewise, reflective journaling allows learners to think critically and reason appropriately and allows teachers to understand the thought processes of learners.
Reference
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09
Grand Canyon University. (2021). Integration of faith, learning, and work at Grand Canyon University. https://www.gcu.edu/sites/default/files/media/Documents/IFLW.pdf
Izadi, F., Bijani, M., Fereidouni, Z., Karimi, S., Tehranineshat, B., & Dehghan, A. (2020). The effectiveness of teaching nursing ethics via scenarios and group discussion in nurses’ adherence to ethical codes and patients’ satisfaction with nurses’ performance. TheScientificWorldJournal, 2020, 5749687. https://doi.org/10.1155/2020/5749687
Description:
What culture and diversity issues have you experienced when working with current student or
patient populations? What strategies do nurse educators use to bridge culture and diversity
barriers? How do these strategies aim to create a positive learning environment
Description:
Choose an experience from your clinical practicum that demonstrates engagement and teaching
strategies utilized to teach clinical experience in other education setting. How could you implement
engagement or teaching strategies with learning theories to teach students or patients about the
experience in a didactic or online classroom?
page 9 of 19
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Description
Objectives:
Study Materials
Description:
Read Chapter 4 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 5 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
Translation of Knowledge and Skills From Controlled Learning Environment to Clinical Practice
Description:
Review “Translation of Knowledge and Skills From Controlled Learning Environment to Clinical Practice,” by Ali and Manokore fromInternational Journal of Nursing Education (2016).
Managing the Higher Education Classroom
Description:
Read “Managing the Higher Education Classroom,” by Clark, from Radiologic Technology (2017).
Undergraduate Nursing Students’ Experience Related to Their Clinical Learning Environment
and Factors Affecting to Their Clinical Learning Process
Description:
Read “Undergraduate Nursing Students’ Experience Related to Their Clinical Learning Environment and Factors
Affecting to Their Clinical Learning Process,” by Burcu, Ordin, and Yilmaz, from Nurse Education in Practice (2018).
Stress Triggers in the Educational Environment From the Perspective of Nursing Students
Description:
page 10 of 19
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Read “Stress Triggers in the Educational Environment From the Perspective of Nursing Students,” by Domingues, Devos, Edison Luiz, Leda, Tomaschewski-Barle,. Lerch, and Ramos, from Texto & Contexto Enfermagem,(2018).
Effective Learning Environments Observation Tool (ELEOT)
Description:
Use the “Effective Learning Environments Observation Tool (ELEOT),” to complete the assignment.
ELEOT Reference Guide
Description:
Use the “ELEOT Reference Guide,” to assist in completing the assignment.
Tasks
Learning Environment Observation
Description:
During your professional career as a nurse educator, you will be asked to teach in various learning
environments; including traditional classroom, online, and clinical.
The purpose of this assignment is to provide knowledge of establishing an environment that
promotes student participation, engagement, and optimal student outcomes.
The classroom can be a traditional or clinical setting and be directed at students, nurses, or
patients.
Using the “ELEOT Reference Guide” complete the “Effective Learning Environments Observation
Tool (ELEOT).”
Write a 500-750 word summary of the observation. Include the following in your summary.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the
Student Success Center.
NUR 646E Nursing Education Seminar I Topic 5 DQ 1
Description:
page 11 of 19
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Consider a time as a student, in which you experienced a positive learning environment. What
made the experience a quality learning environment? Why? Support your choice with current
literature.
Description:
In nursing, there are several diverse “physical learning environments.” Describe three strategies a
nursing faculty utilizes to ensure a positive student learning experience within a variety of settings.
Description
Objectives:
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Review Chapter 5 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Review Chapter 4 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educators.
Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course
Description:
Read “Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course,” by
Thomas and Schuessler, from Nursing Education Perspectives (2016).
Bringing Learning to Light: Innovative Instructional Strategies for Teaching Infection Control to
Nursing Students
page 12 of 19
Description:
Read “Bringing Learning to Light: Innovative Instructional Strategies for Teaching Infection Control
to Nursing Students,” by Wiles, Rose, Curry-Lourenco, and Swift, from Nursing Education
Perspectives (2015).
Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory
and Practice: What are Nursing Faculty Using?
Description:
Read ” Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between
Theory and Practice: What are Nursing Faculty Using?,” by Culyer, Love Jatulis, Cannistraci, and
Brownell, from Teaching and Learning in Nursing(2018).
Tasks
SBAR Clinical Log
Description:
Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a
description of observations and tasking completed, and additional comments regarding your
practicum Experience. You will also complete the “SBAR,” section of the form related to a patient
you have assessed during your clinical experience thus far.
Description:
Choose three teaching strategies that you feel the most comfortable using. Explain why you think
you are most comfortable with this strategy? Discuss how you think these teaching strategies are
classified according to Bloom’s Revised Taxonomy.
Description:
Choose an experience from your clinical practicum that you feel comfortable teaching. Using
Bloom’s Revised Taxonomy, “insert objective writing resource,” and the teaching strategies
learned in this topic, create three learning objectives for the topic you chose. Provide feedback on
your classmates’ objectives as your discussion response
Description
page 13 of 19
1.
2.
Objectives:
Apply knowledge of teaching strategies for critical thinking.
Demonstrate teaching strategies to promote active learning.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Review Chapters 4 and 5 and read Chapter 2, 3, and 6 in Creative Teaching Strategies for the
Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 9 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educator.
The Use and Effectiveness of Active Learning Methods in Nursing and Health Professions
Education: A Literature Review.
Description:
Read “The Use and Effectiveness of Active Learning Methods in Nursing and Health Professions
Education: A Literature Review,” by Waltz, Jenkins, and Han, from Nurse Education Prespectives
(2014).
Think Like a Nurse: A Critical Thinking Initiative
Description:
Read “Think Like a Nurse: A Critical Thinking Initiative,” by Ward and Morris, from ABNF Journal,
(2016).
The Doorway Assessment: Reducing Anxiety and Promoting Critical Thinking in Nursing
Students
Description:
Read “The Doorway Assessment: Reducing Anxiety and Promoting Critical Thinking in Nursing
Students,” by Foley, from America Nurse Today (2016).
Visual Literacy: Images of Nurses and Nursing
page 14 o
Identify three evidence-based teaching strategies with which you are familiar and explain how you plan to implement them in your practicum setting. Include one advantage and one limitation for each strategy you describe. Include at least two scholarly sources to support your position.
(2 references)
Respond to the following:
(1 reference)
***my practicum is in the acute setting as a nurse educator for an IMU unit and cardiac med/surg unit***
CABG and TAVR patients are common as well as cardiac arrythmias, chf, and electrophysiology patients
Teachers worldwide strive to give their best to their learners by using various teaching strategies that enable them to deliver the content appropriately. Similarly, teaching nursing students requires the implementation of various strategies to make learners understand and later serve the community (Farzi et al., 2018). Among the various teaching strategies, the use of pretesting, show and tell, and productive group work are my favorites. These strategies have pros and cons to be addressed hereafter.
Pretesting is a teaching strategy that teachers use to assess the level of knowledge of learners before teaching them. A teacher uses a set of questions about a topic or a course and administers them to learners who will provide the feedback (Horntvedt et al., 2018). The feedback helps the teacher understand the learners’ needs, understand their misunderstandings, and help the teacher devise an appropriate plan to deliver the contents in a way learners understand. However, teachers should be wary of using identical pretests and post-tests as this can impair students’ creative thinking while limiting students’ input.
Productive group work is a strategy that allows learners to share knowledge with each other and improve learning and understanding (Horntvedt et al., 2018). Learners are allowed to contribute to each other and help to solve difficult tasks. Allowing immediate neighbors to discuss questions in large classes can help achieve group work. However, proper group organization is paramount and close supervision is necessary as some learners may opt to leave the tasks to a selected few, thus impairing learning.
Finally, the show-and-tell model is achieved by efforts from both learners and teachers. Teachers provide explicit verbal instructions and meaningful visuals (Roshni & Rahim, 2020). The explanation dictates what students should understand, while demonstrations acquit learners with skills to demonstrate. This model helps in the retention of knowledge while allowing creativity (Roshni & Rahim, 2020). However, some learners may be slow to grasp the knowledge immediately, affecting their overall performance.
Farzi, S., Shahriari, M., & Farzi, S. (2018). Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of Education and Health Promotion, 7, 115. https://doi.org/10.4103/jehp.jehp_169_17
Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z
Roshni, M., & Rahim, A. (2020). Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students. Journal of Family Medicine and Primary Care, 9(5), 2248–2252. https://doi.org/10.4103/jfmpc.jfmpc_1228_19
The concept of preceptorship, otherwise nurse educator, is an old practice. Nurse educators are tasked with a lot of responsibilities, among them is to provide a safe environment for students. Nurse educators prepare graduates for the ever-changing, complex healthcare environment by using up-to-date information and building close relationships with learners. Furthermore, they constantly communicate, meet learners, and motivate them to foster a safe environment that encourages learning while bridging the gap between the realism of the workplace and the idealism of academic requirements (Coffey & White, 2019). Grand Canyon University’s (GCU) mission integrates with the Christian worldview’s values to provide a positive environment that enhances learners` innovation and acquisition of skills and values of being good servant leaders (GCU, 2021). Incorporating faith with compassion and kindness in the teaching curriculum allows learners to be mindful of the needs of others while working with preceptors to prepare for future practices. Furthermore, learners appreciate the value of integrity, which is essential in nursing in the nursing profession.
Because nurses work in a difficult work environment that is often faced with a conflict between choosing civilized and uncivilized behaviors, integrity is paramount in such circumstances. Nurse educators are required to train nurses with integrity and acquit skills to face challenges that may arise in future practice (Coffey & White, 2019). The use of simulated situations when teaching nurses is an integral part of preparing nurses to adopt various skills, including teamwork and communication, that are essential in future practice.
The clinical setting is another environment that requires nurse educators to provide a positive learning experience. Despite the challenges in clinical settings, preceptors can create a memorable learning experience for learners in various ways. Adopting simulation, practicing clinical scenarios, and use of reflective journaling are some of the methods that can be used to facilitate learning. Clinical simulations and practical scenarios allow learners to think critically, reflect on the situation, and make decisions (Izadi et al., 2020). These methods are as effective as interacting with the real clinical situation. Likewise, reflective journaling allows learners to think critically and reason appropriately and allows teachers to understand the thought process of learners.
Reference
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09
Grand Canyon University. (2021). Integration of faith, learning, and work at Grand Canyon University. https://www.gcu.edu/sites/default/files/media/Documents/IFLW.pdf
Izadi, F., Bijani, M., Fereidouni, Z., Karimi, S., Tehranineshat, B., & Dehghan, A. (2020). The effectiveness of teaching nursing ethics via scenarios and group discussion in nurses’ adherence to ethical codes and patients’ satisfaction with nurses’ performance. TheScientificWorldJournal, 2020, 5749687. https://doi.org/10.1155/2020/5749687
My practicum experience is in the IMU acute setting. I am teaching cardiac gtts such as cardizem, amiodarone, cardene, and nitroglycerin—indications, classifications, titration process etc. I am also assisting with the development of the necessary annual nursing competencies/skills fair. I will be teaching items at the fair as assigned. My preceptor is a certified nurse educator for the IMU and cardiac med surg floor where I will be assisting with education.
Topic 3 (1 reference)
Define and describe classroom assessment techniques (CATs). Develop a CAT that you might implement in your upcoming lesson plan. Describe how you can use it in your upcoming lesson plan to evaluate student learning.
Topic 4 (1 reference)
Nursing retention is a huge concern with one in five nurses leaving the profession in the first 2 years. Describe how socialization influences the role of the nurse educator. How can better socialization and integration of nurses into the profession be supported? What are some behaviors nurse educators can foster to improve retention and socialization into the profession?
Topic 5 (1 reference)
One of the roles of the nurse educator is to develop valid and reliable tests to assess student learning. What are some guidelines the nurse educator should follow to ensure that the test questions developed are valid and reliable? Discuss item analysis and overall test statistics you will use to evaluate and assess for validity and reliability.
Topic 6 (1 reference)
Describe how to choose an evaluation strategy based on the cognitive, psychomotor, and affective domains. In Topic 9, you will create a lesson plan to implement at your practicum site. Describe three evaluation strategies that you could implement and explain why they are a good fit for the practicum setting.
Topic 7 (1 reference)
In this topic, you will be working on developing a learning needs assessment. Why does the nurse educator assess learning needs prior to lesson plan development? Discuss what will be important for you to assess related to the chosen topic for your lesson plan. What would be some important demographic information to gather? What other information might you consider gathering, such as learner diversity?
Topic 8 (1 reference)
Describe the nurse educator’s role in leading the process of curriculum design or revision. How do program outcomes impact this process? How do nurse educators determine what to teach?
Topic 9 (1 reference)
Feedback or evaluation from peers, learners, administration, and self-reflection will help you identify your areas of strength and areas of growth as a nurse educator. Explain your plan for using this feedback to improve your effectiveness and skill as a nurse educator.
Topic 10 (1 reference)
Collaboration is a tool that improves the thinking process and the finished work product. How does the clinical nurse educator demonstrate effective interpersonal communication and build collaborative interprofessional relationships (Clinical Nurse Educator Competency 4)?
Topic 11 (1 reference)
Describe how the implementation and refinement of your lesson plan impacts quality improvement in your practicum setting. Describe two or three outside influences on the curriculum revision process. How does curriculum revision affect quality improvement?
Topic 12 (1 reference)
What is the impact of the nurse educator role on organizational effectiveness? Identify one area in your practicum setting/organization that needs improvement. Choose a theory or change model with which you have experience. Applying the identified theory/change model, propose a change and describe the organizational impact in your practicum setting.
Topic 13 (1 reference)
Being an effective educator requires staying abreast of the scholarship of teaching and learning in your field. What aspects of teaching and learning in your field interest you most? What plans do you have for participating in scholarly activities to enhance your nurse educator role based on Boyer’s model of scholarship?
Topic 14 (1 reference)
After you have analyzed learner data collected from your lesson plan presentation, describe the degree of learning by your learners. Include a description of the method used to gather assessment data and an explanation of how the data will be used to plan further instruction.
Topic 15 (1 reference)
Consider a nurse leadership role (choose a role with which you are familiar) and describe how the nurse educator role collaborates with leadership in an institution (choose a setting with which you are familiar). Considering NLN’s Nurse Educator Competency 8, how do you see leadership skills integrated into your future nurse educator role to shape and implement effective change?
Topic 16 (1 reference)
Access the Christian Identity and Mission page of the GCU website, provided in the topic Resources. As a GCU graduate, discuss how you can integrate faith, learning, and work into your organization to foster a climate of respect and caring. How will you strive to be actively engaged as an advocate in nursing education organizations or institutional processes?
Classroom Assessment Techniques (CATs) are systematic approaches to formative assessment developed and administered by instructors to determine how far and how much learners are grasped regarding the lesson of the day (Ghasemi et al., 2020). CATs are often considered mutually beneficial as they are learner-centered, context-specific, and teacher-directed. Teachers can take an active part in students` learning by using the feedback from CATs to adjust the delivery of content to the classroom, thus improving the quality of learning. Learners, on the other hand, have the opportunity to reflect on their learning. Besides, CATs can influence the decision made on the final examination. According to Markwick and Sacco (2021), CATs can take various forms but always aim to assess course-related knowledge and skills, learners’ attitudes, values, and self-awareness, and learners’ reactions to instructions. I have used these forms, and I intend to continue using them for teaching when necessary.
For this current experience in the intermediate medical unit (IMU) acute setting, I intend to use student-generated questions to assess skills in application and performance for the CATs. The topic will focus on the indications and side effects of amiodarone. To implement this strategy, I will ask students to create test questions that will be designed to be taken by their classmates. I will insist that all the key concepts of the topic are included in the questions, and a solution guide developed. Learners will then take the test, and incorrect responses are discussed. Using this model of creating questions allows learners to think of the most important aspects of the lesson. Besides, the study questions can serve as a study guide for learners while at the same time allowing the teacher to gauge whether the learners gathered the key concepts when answering the questions. What students do not understand can be discussed more during the lesson. Such an approach is important in engaging learners actively in their learning and acts as an opportunity to understand the needs of the learners.
Ghasemi, M. R., Monaghan, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
Markwick, L., & Sacco, T. L. (2021). A comparison of teaching methods for a baccalaureate nursing health assessment course. Computers, Informatics, Nursing: CIN, 39(11), 786–792. https://doi.org/10.1097/CIN.0000000000000770
Professional socialization is the basis of nursing practice which aims at developing nursing identity. Professional identity entails how an individual views themselves as a nurse in terms of skills and knowledge. According to Salisu et al. (2019), developing skills and knowledge is multidimensional and involves activities experienced either in the classroom, clinical area, or during extra curriculum elements. Nurse educators play a vital role in guidance and role-playing to ensure young nurses integrate skills, values, and knowledge to realize professional identity through socialization. From the start of nursing education to becoming a nurse, educators interact closely with nurses to make them confident and uplift their skills. Furthermore, educators constantly monitor, examine, and evaluate learners’ behaviors, skills, values, and knowledge while addressing socialization to help learners develop as responsible nurses. Achieving socialization requires educators to engage learners in various avenues, duties, activities, and resources. Continuous interaction between learners with other nurses, patients, families, friends, and other medical professionals enhances socialization.
How better socialization and integration of nurses into the profession can be supported
Nurses’ development from novice to expert is a long journey that requires interdisciplinary cooperation and several activities. Enhancing socialization and integrating nurses into the profession can be achieved through mentorship and preceptorship. Mentorship can involve various activities, including role-playing, debriefing, and reflective activities that aim to achieve a seamless transition into the workplace and socialization (Innes & Calleja, 2018). Furthermore, nurse educators play a critical role in guiding and equipping learners to develop good communication skills, think critically, make clinical judgments, and promote patient safety. Instilling self-confidence in nurses also helps in achieving socialization.
Behaviors nurses can foster as nurse educators to improve socialization in the profession.
The concept of professionalism is rooted in the tenets of patient interactions, workplace environment, and interprofessional interaction. Fostering socialization acts as a basis for professional development. Nurse educators are vital in fostering socialization through the actions and instructions they provide (Innes & Calleja, 2018). The qualities depicted by educators influence the development of learners and their future practice as they try to emulate their educators. Therefore, nurse educators should uphold integrity, and honesty, show commitment, communicate effectively and involve patients to set an excellent example for others. Furthermore, educators should develop proficiency in the knowledge and skills they use to train others. Such moves will enhance socialization in the profession.
Innes, T., & Calleja, P. (2018). Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature. Nurse Education in Practice, 30, 62–72. https://doi.org/10.1016/j.nepr.2018.03.001
Salisu, W. J., Dehghan Nayeri, N., Yakubu, I., & Ebrahimpour, F. (2019). Challenges and facilitators of professional socialization: A systematic review. Nursing Open, 6(4), 1289–1298. https://doi.org/10.1002/nop2.341
The concepts of reliability and validity come to test at any time an assessment is carried out to assess if learners have achieved specific goals. A test is considered reliable if it exhibits consistent results. On the other hand, validity refers to how effectively or accurately a test measures what it was supposed to measure (Kim & Yang, 2020). Failure by instructors to effectively assess tests to meet the validity and reliability standards can easily compromise the purpose of the test rendering it useless. Therefore, educators work around the clock to improve the quality of their tests to ensure they are valid and reliable.
There are simple steps educators can use to improve the validity and reliability of the test. Establishing the test purpose is the first step and most important when designing an exam. The purpose of exams can either measure mastery of content or predict success. Understanding the purpose of the exams helps educators to meet the priorities and goals of the exam (Kim & Yang, 2020). The next step is conducting a test analysis which helps in determining the knowledge and skills that should be assessed. Upon determining the required knowledge and skills, the educators can involve a panel of subject matter experts (SMEs) to write a set of assessment items according to the cognitive areas and content areas as directed by the test blueprint shared with learners as well (Kim & Yang, 2020). This helps in generating appropriate and enough exam questions. After creating exam questions, a team of experts should be included to review the exam to ensure no design flaws. The review process includes checking for grammatical errors, correct keying, accuracy, and technical flaws, as well as sensitivity and language of the exam. Finally, data and statistical methods, including psychometrics are used to check for assessment validity during assessment analysis.
Psychometrics are essential statistical measures that use a set of data to improve quality, validate exam reliability, and ensure consistency. Various test statistics are used in psychometrics, including p-value to determine item difficulty index; lower and upper difficulty index to determine how exam items were difficult for top scorers and lowest scores respectively, and discrimination index, which provides a comparative analysis of upper and lower examinees (Backhouse et al., 2021). Psychometric data can be used to differentiate between flawed exams and competitive exams that provide an accurate picture of learners.
Backhouse, S., Chiavaroli, N. G., Schmid, K. L., McKenzie, T., Cochrane, A. L., Phillips, G., & Jalbert, I. (2021). Assessing professional competence in optometry – a review of the development and validity of the written component of the competency in optometry examination (COE). BMC Medical Education, 21(1), 11. https://doi.org/10.1186/s12909-020-02417-6
Kim, J., & Yang, J. S. (2020). How to improve the reliability of cut-off scores in dental competency exam: A comparison of rating methods in standard setting. European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe, 24(4), 734–740. https://doi.org/10.1111/eje.12563
Cognitive, affective, and psychomotor are three learning domains that should be considered when choosing evaluation strategies. Evaluation of learners helps the teacher determine the scope of learning that has taken place and helps the teacher improve on the teaching strategies. The cognitive domain majorly focuses on the ability of learners to acquire mental skills and understand and use knowledge. Learners first gain knowledge and replicate the ideas by recalling comprehension, applying information, and analyzing concepts. The cognitive domain can be evaluated through class discussions, self-check quizzes, problem-based learning, PowerPoint presentations, a recap of the previous lesson, and real-time examples (Kemery & Morrell, 2020). To evaluate the cognitive of my learners, I choose to use a problem-based learning approach and PowerPoint presentations as they make learning memorable.
The affective domain focuses on motivation, attitude, and emotions of self. Evaluating the affective domain aims at verifying competency as well as acting as an opportunity for changing behavior. Furthermore, the affective domain entails receiving, responding, valuing, organizing, and characterizing information (Kemery & Morrell, 2020). In clinical settings, the affective domain majorly focuses on questioning professional behavior, interactions, or personal behavior toward patients and colleagues. There is no single effective tool for evaluating the affective domain. However, attempts by educators to evaluate learners` behavior. Evaluations can be in the form of project writing, documentation, streaming course-related videos, involvement in course lectures, and using short video clips. I intend to use project writing to assess the behaviors of learners and their commitment complete their tasks on time.
Finally, the psychomotor domain focuses on motor and physical skills. The stages of the psychomotor domain often involve coordination, actions, formation, and production. Clinical settings offer an opportunity for face-to-face assessment of psychomotor skills (Kemery & Morrell, 2020). Educators often involve learners to demonstrate clinical skills by interpreting scenarios, describing pictures, and performing simple skills on patients during an objective structured clinical examination (OSCE). I intend to engage my learners through OSCEs during the final year to assess their psychomotor skills.
Kemery, S. R., & Morrell, B. L. M. (2020). Differences in psychomotor skills teaching and evaluation practices in undergraduate nursing programs. Nursing Education Perspectives, 41(2), 83–87. https://doi.org/10.1097/01.NEP.0000000000000515
Learning needs assessment is a systematic process undertaken by nurse educators to determine what learners should learn in terms of knowledge, skills, and abilities to be successful. Nurse educators strive to understand students’ learning needs through focus groups, interviews, and surveys to gather important information that will help develop the nursing program (Hudson et al., 2018). Nurse educators get to know what students already know and what they should be taught. Understanding learning needs helps nurse educators to prepare and offer the most relevant information that suits the learners’ needs through a well-stipulated plan. This helps improve the quality of nursing education and enhance learning outcomes.
In my next lesson, I will be teaching about the indications of using nitroglycerine for patients in the intermediate medical unit (IMU). From my experience in the nursing practice, I have interacted with nurses who, despite understanding how nitroglycerine works, have little information about the different dosages required to relieve pain for various types of anginas. Furthermore, some do not know the criteria for the route of administration for nitroglycerine. To understand the scope of what I should cover, I will perform a need assessment to understand what nurses already know as well as the gap in their knowledge. This will help in planning for this lesson as well as delivering the contents addressing nurses’ needs.
In addition to understanding the needs of my learners, understanding some demographic features is also vital. The important information I would like to know before the lesson includes age ranges, gender, learning styles, years of experience, and ethnicity. Understanding the years of nurses’ experience is paramount to lesson delivery. According to Hudson et al. (2018), nurses with many years of experience often understand the content easily due to their experience. Understanding the needs of the audience is paramount to helping me in gathering the necessary materials that will enable me to deliver my lesson appropriately. Finally, in case of a language barrier, I will be required to have a translator who will help in delivering the content appropriately.
Hudson, A., Ellis-Cohen, E., Davies, S., Horn, D., Dale, A., Malyon, L., Edwards, R., Harnischfeger, J., Radel, G., Bundy, R., & Jauncey-Cooke, J. (2018). The value of learning needs analysis to establish educational priorities in a new clinical workforce. Nurse Education in Practice, 29, 82–88. https://doi.org/10.1016/j.nepr.2017.11.016
The curriculum is the cornerstone of any program, with nursing included. The curriculum provides the direction of a program hence determining the competency of the program. Because the nursing curriculum guides nursing practice and determines patient care quality, a rigorous process is undertaken to design or revise the curriculum to ensure that appropriate content is used to train nurses. The efficiency of the curriculum requires the involvement of nurse educators in the process. Nurse educators are a vital component of nursing as they train nurses to acquire various skills and knowledge required for the nursing profession (Mthiyane & Habedi, 2018). They understand the scope of what learners should be taught and therefore take a leadership role in curriculum development or revision of the existing curriculum.
To effectively participate in the process, nurse educators function in a specific way. First, nurse educators must be competent and equipped with up-to-date information on nursing to enable them to take part in a rigorous and thoughtful process that defines nursing education (Coffey & White, 2019). Additionally, Nurse educators also determine the student learning outcomes and use the same to design the curriculum. Furthermore, they integrate the knowledge from theory, current nursing guidelines, and research to help in designing or revising the curriculum. Nurse educators use a fully designed curriculum to teach.
As much as the curriculum guides what should be taught, nurse educators have unique ways of determining what to teach. Nurse educators often work together in various dimensions to determine the contents to be taught as guided by the curriculum. Additionally, nurse educators use their clinical judgment to ensure learners integrate their classwork knowledge into clinical practice while maximizing the use of their psychomotor skills and content (Coffey & White, 2019). Essentially, nurse educators must understand the requirements of the curriculum to determine the appropriate content to teach learners.
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09
Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA Gesondheid, 23, 1177. https://doi.org/10.4102/hsag.v23i0.1177
An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective evidence-based teaching strategies allow learners to collaborate with peers and participate in higher order thinking.
The purpose of this assignment is to compile an annotated bibliography of evidence-based teaching strategies for your practicum setting. Provide a six-entry annotated bibliography of peer-
Centers for Disease Control. (2023, August 31). Equitably Addressing Social Determinants of Health and Chronic Diseases. https://www.cdc.gov/chronicdisease/healthequity/social-determinants-of-health-and-chronic-disease.html
Eardley, D., & Schoon, P. (2022). Public Health Nursing Specialty Roles [PowerPoint slides]. D2L. https://metrostate.learn.minnstate.edu/d2l/home
Minnesota Department of Corrections. (2023, August 31). Medical Services. https://mn.gov/doc/employment-opportunities/intern-opportunities/intern-positions/medical-services/#:~:text=Medical%20Services%20provided%20on%20site,%2C%20dietician%2C%20and%20basic%20nursing.&text=Interns%20willwork%20under%20the%20Health,by%20the%20RNs%20on%20duty
Schoon, P., & Porta, C. (2024). Population-based public health clinical manual: The Henry Street model for nurses (4th ed.). Sigma Theta Tau International.
U.S. Department of Health and Human Services. (2023, August 31). Healthy People 2030: Social Determinants of Health. https://health.gov/healthypeople/priority-areas/social-determinants-health
University of Kansas. (2023, August 31). Community Toolbox – Addressing Social Determinants of Health and Development. https://ctb.ku.edu/en/table-of-contents/analyze/analyze-community-problems-and-solutions/social-determinants-of-health/mainless
GOAL: Students explore the impact of the social determinants of health that result in health inequities among at-risk and marginalized populations in order to identify social justice and advocacy actions they might take to mitigate health inequities.
OBJECTIVES:
DIRECTIONS:
Chapter 17. Analyzing Community Problems and Solutions | Section 5. Addressing Social Determinants of Health and Development | Main Section | Community Tool Box (ku.edu)
1) View the PHN/CHN power point (Eardley & Schoon, 2022).
2) Review the two additional resources on school health.
Respond to the questions below in the open discussion forum:
Student: Instructor:
Grade: ____/15
CriteriaGradeInitial Post Described the social determinants of health and impact they have on different at-risk and marginalized populations with citations from textbook, Healthy People 2030 and/or Community Toolbox. (2 pts.)Discuss important points your learned from one or more of the following websites: SDOH Public Health Actions, Public Health Professionals Gateway, Equitably Addressing Social Determinants of Health and Chronic Disease. How could you use this information in your own nursing practice or in your community? (2 pts.)Discussed one or more social justice and advocacy actions that could be taken by the nursing profession in collaboration with others to reduce or eliminate the health inequities that result from specific social determinants of health with citations from two of the following: textbook, Healthy People 2020, and/or Community Toolbox. (2 pts.)Identify the PHN/CHN specialty role and the at-risk population served. Cite Eardley & Schoon’s power point. Describe at least 2 SDOH that affect that at-risk population’s health. (1 pt.)Describe what and what social justice and advocacy actions you could take if you were practicing in that PHN/CHN specialty role to reduce the impact of the SDOH on the at-risk population’s health status. Cite Chapter 13 in textbook to support your actions. (2 pt.)/9 pts.Peer Responses – Respond to each peer individually./4 pts.APA & Writing Style Citations and References are included and in correct APA format with 2 mistakes or less in both initial and peer responses. (1 pt.)Discussion demonstrates critical thinking, and is organized with correct spelling and grammar. (1 pt.)/2 pts.NURS 459 Fall 2023 (Updated 10.22.23)
Emergency Preparedness & Crisis Response Workshop
16 Points
Format: This workshop is virtual and asynchronous. Each presentation will be presented separately. The suggested assignment completion plan follows:
GOAL: Students will develop knowledge about emergency preparedness and crisis response for emergencies and crises affecting individuals/families and communities and how to respond to emergencies and crises as individual nurses and as members of an interdisciplinary team.
OBJECTIVES:
PART I: PREPARATION
The following print and online resources will help you prepare for Parts II and III of the workshop. Review at least 2 resources in A. and B. Review the resources in C.
Emergency Preparedness – Healthy People 2030 | health.gov
Emergency nurses’ perceptions regarding the risks appraisal of the threat of the emerging infectious disease situation in emergency departments (nih.gov)
PART II: PARTICIPATION
A. Minnesota Emergency Preparedness and Response
Angie Koch, MPH, Planning Director State – Health Care Coalition
Center for Emergency Preparedness and Response
Minnesota Department of Health
B. Public Health Response and Recovery: Table-Top Presentation
Lia Roberts DNP, RN, PHN, Public Health Preparedness Coordinator
Dakota County Public Health
C. Assessment and Care for Victims of Domestic Abuse and Sexual Assault
Angela Carlson, RN, BSN, SANE-A Sexual Assault Nurse Examiner
Regions Hospital SANE Program
Cynthia Hassan, Child Protection Screener
Ramsey County Social Service
Domestic and Sexual Violence (52 minutes), Molly Hayes, 360 Communities, Community Educator and Advocate.
360 Communities Website
You might want to view the website and view Jordan’s story, a high school student,
who was homeless and plans to become a nurse.
Tyler’s Story, a survivor of domestic violence and a 360 client (15 minutes)
Optional: “What Were You Wearing” video project that 360’s completed for sexual
assault awareness month. This video was created to help support survivors and end
victim-blaming. This video went viral around the world and became an online
community of support through the comments.
PART III: DISCUSSION FORUM (16 pts.)
Answer the following five questions based on Part I Preparation.
Answer the following four questions based on your Part II Participation.
EMERGENCY PREPAREDNESS & CRISIS RESPONSE DISCUSSION FORUM GRADING RUBRIC
Student: Instructor:
Grade: ____/16
Part III: Discussion ForumFeedback and GradeInitial Post, Preparation Discussion: Cite sources in your responses. Thoughtfully discussed key learnings about roles and responsibilities of nurses and interdisciplinary team in emergency preparedness and response. (1 pt.)Identifies ethical responsibilities expected of professional nurse in responding to emergency situations. (1 pt.) Describes how the Social Vulnerability Index of your own community/county influences emergency responses. (1 pt. pts.)Identifies key learnings about the four disaster/emergency phases and how this information could be used in current or future nursing career. (1 pt.) Identifies one or more online resources that could be used in current or future nursing career to prepare for and respond to emergencies. (1 pt.) ___/5 pts.Initial Post, Participation Discussion: Demonstrates thoughtful answer to roles and responsibilities of professional nurses and PHNs in responding as part of an interdisciplinary to state and local emergencies. (1.25 pt.)Describes responsibilities of nurse as a mandated reporter (1.25 pt.)Describes process of responding to individuals experiencing interpersonal abuse (1.25 pt.) Describes what you learned about community resources that could be used to help families experiencing domestic violence (1.25 pt.) Demonstrates understanding of how information learned about emergency and crisis response can be used by student in current and/or future career. (1 pt.)Answers reflect content presented by a variety of speakers. Speakers are cited in responses. (1.0 pt.) ___/7 pts.Response to Peers: Respond thoughtfully to the initial posting of 2 peers. (2 pts.)Compare and/or contrast what peers learned to what you learned while introducing new ideas. (2 pts.) ___/4 pts.20 Points
Format: This workshop is virtual and asynchronous. Each presentation will be presented separately. The suggested assignment completion plan follows:
GOAL: Students will understand the impact of poverty, diversity, structural racism, and early childhood trauma on health status and the responsibility of nurses to advocate for health equity.
OBJECTIVES:
DIRECTIONS: The three parts of this workshop are expected to take students several days to complete. Try to start early in the week.
Social Determinants of Health – Healthy People 2030 | health.gov
Healthy People 2030 – SDOH Literature Survey
https://www.nursingworld.org/~4ab207/globalassets/practiceandpolicy/nursing-excellence/ana-position-statements/social-causes-and-health-care/the-nurses-role-in-addressing-discrimination.pdf
Health Equity – Minnesota Department of Health (state.mn.us)
MDH Equity Report May 2020 (state.mn.us)
Achieving Health Equity in the United States (apha.org)
2. American Public Health Association. (2021). Advancing Public Health and
Equity through Prevention and Reengagement of Disconnected (Opportunity) Youth Advancing Public Health and Equity through Prevention and Reengagement of Disconnected (Opportunity) Youth (apha.org)
E. Explore Minnesota: Review some of the websites
https://drive.google.com/file/d/1MjCoW1pLQW5jFj7s8DFvm9d3bJMN74ZI/view
Minnesota
https://data.web.health.state.mn.us/poverty_basic
Poverty Data – Talk Poverty
KIDS COUNT Data Center from the Annie E. Casey Foundation
file:///F:/459%20Fall%202022/Assignments/Clinical/HED%20F%2021/F%2022/preventingACES.pdf
https://video-alexanderstreet-com.mtrproxy.mnpals.net/watch/broken-places
PART II: VIRTUAL WORKSHOP
Patrice H. Kunesh J.D., MPA. Executive Director, Pe?í? Haha Consulting
Jill Westfall, BA, MPA, Communications Manager, Hunger Solutions
Jeanne Ayers, Assistant Commissioner in 2016, Minnesota Department of Health, 2016
Erin Carder, MSN, RN, PHN, Public Health Supervisor
Family Health Unit, Dakota County Public Health
https://drive.google.com/file/d/1hufPrpLOiDAeGajDQcsZL08CC3-ISJ5x/view?usp=sharing
PART III: DISCUSSION FORUM (20 pts.)
Directions: Include postings for Parts I and II in the same discussion forum entry.
Post an initial response to the following four questions based on the Part I
Preparation that you completed.
Post an initial response to the following four questions based on Part II Participation presentation.
Health Equity & Diversity Workshop Grading Rubric
Student: Instructor:
Grade: ___/20 pts.
Part III: Discussion ForumFeedback and GradeIndividual Posting: Part I: Preparation Evidence of correct responses to the following questions. What did you learn about poverty and health inequity in Minnesota and the Unites States that you did not know or surprised you? Thoughtful answer based on sources reviewed. (1.5 pts.)What did you learn about the social determinants of health, and population diversity that affect the health status of marginalized and at-risk populations that you did not know? How will this affect your nursing practice? Thoughtful answer based on sources reviewed. (2 pts.)What did you learn about Addressing Race Equity at the Five Levels that you could use in addressing race equity in your own life and in your work setting? Thoughtful answer based on sources reviewed. (2 pts.)What did you learn about ACES and childhood trauma and its impact on children? Thoughtful answer based on sources reviewed. (1.5 pts.)Answers reflect use of and understanding of content from textbook, and other sources with citations and Reference List (1 pts.) ___/8 pts.Individual Posting: Part II: Participation Evidence of correct responses to the following questions. What was the most significant thing you learned about the history of health and social inequity in Native American populations? How might you advocate for health equity among Native Americans in your nursing practice or your community? (2 pts.)What was the most significant thing you learned about the history of structural racism in the health care system? What might you do in your nursing practice to reduce institutionalized racism either in working with individuals or helping to change the healthcare system? (2 pts.)What did you learn about hunger in Minnesota and how to help individuals and families access nutritional resources in your community? (1 pt.)What did you learn about how PHNs work with individuals and families who have experienced ACES? What is the impact of ACES on adults who had significant adverse events in their childhood and the potential impact on their children? What best practice interventions might you use if you work with children and families in one of Erin Carder’s case studies? (2 pts.)Answers reflect use of and understanding of content from presentations, textbook, and other sources with citations and Reference List (1 pt.) ___/8 pts.Response to Peers: Respond thoughtfully to the initial posting of 2 peers. (2 pts.)Compare and/or contrast what peers learned to what you learned. (2 pts.) ___/4 pts.1. Although Minnesota is considered as one of states with high levels of overall good health in the United States, it exhibits notable disparities in the domains of food, income, education, and housing. Current data study reveals that a significant proportion of American Indians (30%) and African Americans (20%) residing in Minnesota are experiencing poverty ( MPR, 2022, p.15). These inequities give rise to disparities in health outcomes causing individuals belonging to racial and ethnic minority groups, such as persons of color and American Indians to have more adverse health outcomes compared to their white counterparts (MDH, 2022).
2. The influence of social determinants of health on an individual’s well-being is intricate and interwoven, exerting both direct and indirect effects. Marginalized and at-risk populations are disproportionately affected by social determinants of health due to their increased exposure to poverty, discrimination, and social disadvantages (SDOH). This often leads to worse health outcomes for these groups. Studies have shown that racial discrimination can make people feel sad and cause them to have harmful stress (Schoon and Porta, 2024). People of color are more likely to be uninsured or underinsured, limiting their access to preventive care and chronic disease treatment. As a nurse, I recognize the importance of advocating for social equity and confronting social determinants of health in order to improve the health of patients. My position as a nurse will enable me to play a crucial role in reducing health disparities and advancing social justice.
3. To encourage fairness and justice, it is necessary to tackle racial equality on all five levels (individual, interpersonal, organizational, community, and systemic). At the individual level, individuals have the capacity to engage in self-education, critically examine their prejudices, and actively support those belonging to racial minority groups. In the realm of interpersonal dynamics, the establishment of connections, active listening, and vocal opposition to racism are seen as vital. At the organizational level, it is crucial to prioritize the promotion of racial justice, the establishment of an inclusive culture, the support of diversity, and the application of an anti-racist perspective. Active participation, engaging in advocacy efforts, and challenging systematic racism have significant importance within the community. By prioritizing the promotion of racial equality throughout all societal spheres, it is possible to attain a more fair and impartial society (Just Lead Washington, 2020, p.13). In my personal as well as professional life, it is essential to consistently participate in self-education, foster open talks, and actively endorse programs aimed at advancing racial justice across all domains. By engaging in this action, I will be able to make a meaningful contribution towards fostering the society and work environment that prioritizes fairness and inclusivity.
4. Adverse Childhood Experiences (ACEs) refer to a range of distressing life events that occur throughout childhood, such as instances of abuse, neglect, exposure to violence, or having parents who struggle with mental health or drug misuse problems (Schoon and Porta, 2024, p.103). The aforementioned experiences have the potential to have a substantial influence on a child’s physical and emotional well-being, interpersonal connections, and capacity to effectively manage stress. There is a positive correlation between the number of adverse childhood experiences (ACEs) a kid encounters and the likelihood of experiencing detrimental consequences, including chronic health conditions, psychological disorders, and engagement in high-risk activities. Long-term exposure to stress chemicals like cortisol, which can be caused by ACEs, can hurt brain growth and make it harder to pay attention, remember things, and control your impulses. ACEs can cause long-term health problems, mental health problems, dangerous habits, social problems, and trouble in school (Harris, 2014). But not every child who has ACEs will grow up to have these problems. Children can heal and become more resilient with the help of caring adults, mental health programs, and community support. Children who have had ACEs can get through hard times and live healthy lives with the right help.
1. One salient facet of the historical narrative of health and social injustice in Native American communities pertains to the enduring discrepancies that they have encountered. This populations have experienced enduring historical trauma over the course of many centuries as a consequence of colonialism, coerced displacements, the deprivation of ancestral territories, and the repression of their traditional practices. The intergenerational transmission of communal trauma persists and has ongoing effects on individuals’ mental and emotional well-being (Kunesh, 2020). To advocate for health equity among the Native American population, I would like to educate them on preventive care, managing chronic conditions, and mental health awareness.
2. One of the most significant insights gained from studying the history of structural racism within the healthcare system is the recognition of its intricate and deeply ingrained nature, originating from the inception of the United States (Ayers, 2016). There are also less obvious ways that structural racism shows up in the healthcare system, such as differences in who can get care, how good the care is, and how well they get. For example, Black people and other people of color are more likely to be uninsured or underinsured, and they are more likely to live in places where it is hard to get to a doctor ( Artiga et. al, 2022). They are also more likely to have long-term health problems and have worse health results than their white counterparts. As a nurse, I can play a role in reducing institutionalized racism in the healthcare system by taking care of people of color by making sure they can get good treatment and are treated with respect. I can also push for changes to the healthcare system that will help make care and health results more equal for everyone.
3. It has been observed that hunger poses a significant issue in the state of Minnesota, as around 1 in 12 individuals encounter food insecurity ( Westfall, 2019). This implies that individuals lacked consistent and cheap access to an adequate amount of nourishing meals. This implies that individuals lack regular and sufficient availability of nourishing sustenance required to maintain a state of well-being and engage in physical activities. The phenomenon of hunger may have a profound and detrimental influence on both people and families, resulting in adverse health outcomes. Some resources available to Minnesotans to access nutritious food are SNAP, WIC, food shelves, and school meals. As a nurse, being knowledgeable about local resources and actively engaging in initiatives aimed at mitigating food insecurity may have a substantial impact on the well-being of those experiencing inadequate access to food within our community.
4. Public health nurses (PHNs) play a very important part in helping people and families who have had Adverse Childhood Experiences (ACEs). They provide information about ACEs and how they affect people. This will help people and families understand their own situations and come up with good ways to deal with them. PHNs connect people and families to important resources that can help them heal, such as mental health programs and care for drug abuse. Tackling problems with access to healthcare, education, and other important resources are amongst the responsibilities of PHNs in the community.
Adverse Childhood Experiences (ACEs) may have a profound and detrimental influence on both adults and children. ACEs have been shown to be associated with a diverse array of health issues, including mental health disorders, drug misuse, long-term illnesses, and premature mortality ( Harris, 2014).
One potential intervention I will use with Micah in Erin Carder’s case studies may be enrolling him in a play therapy group that incorporates trauma-informed practices. This would provide him with a secure environment in which to engage in the processing of his experiences and the cultivation of coping mechanisms.
Artiga S., Hill L., Damion A. ( December 20, 2022). Health coverage by Race and ethnicity, 2010-2021. KFF.
Ayers, J. (2016, October 26). Advancing Health Equity Addressing Structural Racism [Video]. Minnesota State. https://mediaspace.minnstate.edu/media/Jeanne+Ayers+Presentation+-+Assistant+Commisioner%2C+Minnesota+Department+of+Health+-+10+26+16/0_6iwlfo4y
Centers for Disease Control and Prevention. (2018). Diabetes among American Indians and Alaska Natives. https://www.cdc.gov/diabetes/library/features/diabetes-stat-report.html
Harris Burke, N. TEDMED 2014: How Childhood Trauma Affects Health Across a Lifespan.
Initiative. Organizational Race Equity Toolkit.
https://justleadwa.org/wp-content/uploads/2020/11/REJI-Toolkit-v2-Final-2020-3.pd
Just Lead Washington. (2020). Washington Race Equity and Justice
Kunesh, P. (2020, March 17). Health Equity in Indian Country: Challenges and Opportunities [Video]. https://mediaspace.minnstate.edu/media/Health+Equity+in+Indian+Country+-+Patrice+Kunesh/1_a2jq4g6s
Minnesota Department of Health (MDH). (2022). About the Center for Health Equity. About the Center for Health Equity – MN Dept. of Health. https://www.health.state.mn.us/communities/equity/about/index.html
Minnesota Poverty Report(MPR). ( April, 2022) https://drive.google.com/file/d/1MjCoW1pLQW5jFj7s8DFvm9d3bJMN74ZI/view
Schoon, P. M., & Porta, C. M. (2024). Population-based public health clinical manual: The Henry Street model for nurses (4th ed.). Sigma.
Westfall, J. (2020, March 17). Hunger in Minnesota [Video]. https://mediaspace.minnstate.edu/media/Hunger+in+MN+-+Jill+Westfall/1_fnq2f9ug
2 Points
Part I: Orientation = P/N
Part II: Brief Online Reflection: D2L Discussion Forum = 2 points
BONUS: County Comparisons = 1 bonus point
GOAL: Students understand the role of the governmental public health agency and its interdisciplinary staff in preventing illness and protecting and promoting the health of the public.
OBJECTIVES:
PREPARATION
1. Minnesota Department of Health and Dakota County Public Health Agency websites. The links to the websites are in Week 2 Module
PART I: ONLINE ORIENTATION
1. The Teams invite will be posted in Appendix A and will be reposted as a D2L
2. Orientation Materials:
a. The Agenda will be posted on D2L Week 2 before the session.
b. The slide deck will be posted before the orientation if available.
B. Student Expectations
1. Students will participate in the online synchronous online orientation.
2.Their dress (business casual) and behavior should be consistent with professional
standards.
3. Questions asked of presenters should reflect preparation and attention during
presentation.
PART II: BRIEF ONLINE REFLECTION.
presentations, readings, and county public health government websites.
NURS 459 Grading Rubric for Governmental Public Health Orientation
Student: Instructor:
Grade: Part I: Participation = ___/ S/N
Part II: Brief Online Reflection = ___/2 points
Bonus: Additional Online Reflection = ___/1 bonus point
CriteriaComments/PointsPart I: ParticipationPresent for the entire online session wearing business casual clothing Demonstrate respectful attention and participation ___/P/N Part II: Brief Online Reflection Students must attend presentation to earn points for the reflection. Question 1: Response is consistent with presenter information and online information (1 pt.) What are the public health priorities in Dakota County? Who are the major at-risk population groups?Give a few examples of how the county public health department carries out its core functions and essential services to meet these public health priorities and address the needs of an at-risk population group. Question 2: Response is consistent with presenter information and online information (1 pt.) a. How do the public health nurses respond to the public health priorities in this county? b. Give a few examples of services the PHNs provide meet the needs of one or more at-risk populations. ___/2 pts.Bonus County Comparisons Briefly compare the major public health concerns and priorities of Dakota County with the county in which you live OR If you live in Dakota County, compare the major public health concerns and priorities of Dakota County with another Minnesota county. ___/1 pt.16 Points
Format: This workshop is virtual and asynchronous. Each presentation will be presented separately. The suggested assignment completion plan follows:
GOAL: Students will develop knowledge about emergency preparedness and crisis response for emergencies and crises affecting individuals/families and communities and how to respond to emergencies and crises as individual nurses and as members of an interdisciplinary team.
OBJECTIVES: