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Behavioral systems model essay example

Paper 4 – Nursing or Interprofessional “Theory”: Philosophy, Conceptual Model, or Grand Theory – Describe a nursing or interprofessional “theory” (i.e., a philosophy, conceptual model, or grand theory

Within your Paper 4, in addition to the specifications below, include a brief discussion of the relevance of the theory for your chosen advanced nursing practice role (psychiatric mental health nurse practitioner role) with diverse populations.

10% Introduction – Briefly introduce the focus of the paper.

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70% Discussion – Clearly, thoroughly, and succinctly discuss the focus of the paper, showing evidence of reading of professional literature and synthesis of the focus

10% Summary – Briefly summarize the key points and conclusions from the discussion.

10% Format – Consistently use APA format (6th edition) and correct English grammar across these papers, from the title page through the reference list. These papers must adhere to the following guidelines (all of which are in agreement with APA, 6th ed., format), as well as the other guidelines specified in the APA Manual (6th ed.): (a) be typed in a current version of Microsoft Word that can be opened by the course faculty; (b) be typed in Times New Roman typeface, with 12-point font size; (c) have doublespacing between all lines, including the title page and reference list; (d) have 1-1½ inch margins (top, bottom, right, and left); (e) include a title page and reference page; (f) have headings between sections; and (g) have a running head and page numbers..

Grading Rubric for Papers 1-4 The points for the first three criteria for Papers 1-4 are based on the level of evidence of critical thinking and synthesis related to the criteria and specific focus of the paper, including clarity, thoroughness, evidence of reading professional literature (as applicable to the criteria). For the fourth criteria (i.e., Format), the points are based on the level of evidence/achievement in terms of the accuracy of the format (APA, 6th edition), including grammar, across the paper. Behavioral systems model essay example

*Note: Your grade on your papers will be reduced by 10% within each section of the paper each time that a primary reference is needed and is not included in the section of the paper and/or for each secondary reference used within the section of the paper. Again, it is essential that you only include primary references.

 

Behavioral systems model

Name

Institution

Behavioral systems model

Models in nursing practice are tools that verbalize awareness of professional expectations. An example of this can be seen in the behavioral systems model (BSM) that was first presented by Dorothy Johnson. The model focuses on Johnson’s understanding that research-based knowledge plays a critical role in nursing care and outcomes, proposing that effective and efficient behavioral functioning are important in patients to prevent illness (Masters, 2015). The present paper explores BSM as a tool that facilitates efficient and effective nursing care.

Discussion

BSM is based on the awareness that nursing care focuses on applying external elements to optimize patients’ behaviors through preservation the organization and integration of these behaviors so that they do not become threats to the patients’ physical and social health to result in illness. In this case, patients are identified as having a behavioral system comprised of seven subsystems that include achievement, aggression, sexuality, eliminative, ingestive, dependency, and affiliative. The seven subsystems are expected to meet three functional requirements for the patient to be healthy. The first requirement is stimulation for growth. The second requirement is the provision of a nurturing environment. The third requirement is offering protection from noxious influences. Inabilities to meet any one of the three functional requirements results in a state of imbalance whereby nurses intervene to create balance (Masters, 2015). Behavioral systems model essay example

Johnson’s conceptualization of BSM is based on the premise that nurses act in their professional capacity to improve society’s welfare through distinctive approaches. This awareness resulted in the model identifying four nursing goals. The first goal of nursing is to aid patients whose behavior is proportional to (commensurate with) social demands. The second goal of nursing is to aid patients who have the capacity to modify their behavior to support biological imperatives. The third goal of nursing is to aid patients who are able to maximize the benefits received from the skills and knowledge of medical personnel. The fourth goal of nursing is to aid patients whose behavior does not offer evidence of unnecessary trauma as a consequence of illness (Alligood, 2014).

BSM makes assumptions about systems and the structure and function of subsystems. There are four assumptions for each system. First, a system is comprised of the elements and parts of behavior to include integration, interdependency, interaction, and organization. Secondly, a system seeks to balance the forces that act upon and within it, using automatic adaptations and adjustments to balance the natural forces. In addition, behavior is characterized by constancy and regularity seen in the results and requirements, and this is necessary for functionality. Finally, balances in the system reflect successful adaptations and adjustments (Chinn & Kramer, 2015).

There are four assumptions for the structure and function of each subsystem. First, subsystems produce observable outcomes. Also, subsystems have a definite scope of actions and repertoire of choices. In addition, the behavior is characterized by predisposition to act with reference to an objective in certain ways rather than other ways. The fourth assumption is that the objectives of behaviors are based on the drive for the behavior and the form that it takes. In addition, three functional requirements are presented based on the awareness that behaviors are amenable to explanation and description if they are sufficiently stable, predictable, recurrent, purposeful and orderly. Secondly, each subsystem serves the primary function of preventing stagnation and enhancing growth. Thirdly, systems are protected to harmful influences (Chinn & Kramer, 2015).

Based on BSM, the nursing process has four components.  Assessment that offers details about the biological system in terms of the subsystems. Secondly, diagnosis is presented based on behavioral performance to include dominance, incompatibility, discrepancy, and insufficiency. Thirdly, planning and implementation occur to bring about system balance through stimulating, nurturing and protecting the relevant subsystems. Finally, evaluation is conducted to determine if the system has achieved balance (Zaccagnini & White, 2011). Behavioral systems model essay example

Conclusion

BSM is a nursing care model that advocates for fostering effective and efficient behavioral functioning as important for preventing illness. In addition, patients are defined by a behavioral system comprised of seven subsystems with each one having four structural characteristics. Besides that, each subsystem has four functional requirements that include protection, providing a nurturing environment, and stimulating growth. In this respect, BSM is a tool that facilitates efficient and effective nursing care.

References

Masters, K. (2015). Nursing
theories: a framework for professional practice
(2
nd
ed.). Burlington, MA: Jones & Bartlett Learning.

Alligood, M. (2014).
Nursing theorists and their work
(8
th
ed.). St. Louis, MO: Elsevier/Mosby.

Chinn, P. & Kramer, M. (2015).
Knowledge development in nursing: theory and process
(9
th
ed.). St. Louis, MO: Elsevier/Mosby.

Zaccagnini, M. & White, K. (2011).
The doctor of nursing practice essentials: a new model for advanced practice nursing
. Sudbury, MA: Jones & Bartlett Learning. Behavioral systems model essay example

NRS 490 RS Scholarly Activity Summary Example

Scholarly Activities NRS-490

Student’s Name

Institution of Affiliation

Course Name

Date

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Overview

This week, the scholarly activity that I took part in was a wound care seminar which lasted for four days. Routine seminars were a major part of this organization’s culture. The seminars were a source of empowerment and inspiration for nurses, physicians and other healthcare providers working in various units. The seminars provided the latest wound care management standards as a way of attaining excellence and improving patient health outcomes. It also presented an opportunity to obtain ongoing education credits and improve clinical outcomes in nursing practice. As a nurse, I always believe that the most significant aspects of nursing practice are: maintaining professional membership and remaining committed to lifelong learning. I also attended a pressure ulcer IDT meeting through which healthcare professionals learned from various wound specialization experts, asked questions and acquired new knowledge on what wasn’t taught in class. NRS 490 RS Scholarly Activity Summary Example

The pressure ulcer IDT meeting had four major goals: to develop a new pressure ulcer prevention program through well-defined roles and responsibilities of staff, to develop unit-level plans and to train staff on new strategies to reduce pressure ulcers. Both the seminar and the pressure ulcer IDT meeting were well planned for. The seminar was sponsored and organized by the American Professional Wound Care Association. The IDT meeting was headed by a certified wound care nurse and comprised of nutritionists, pharmacists, nurse practitioners, and physicians. To actualize its goal, the IDT meeting, identified and replaced routine clinical practices that either delayed or prevented wound healing based on organizational wound management guidelines. This resulted in the development of three teams: an implementation team, a wound care team and a unit-based team.

The whole activity was a motivation for nurses who were passionate about specializing in wound care. The key target of the seminar and pressure ulcer IDT meeting were healthcare professionals working in the surgical unit, palliative care, and the ICU.

Problem

Pressure ulcer IDT meeting reviewed two major issues who one quality of care and care coordination.

Quality of Care In Pressure Ulcer Management (1)

Coordination of care with Interdisciplinary Team(1)

NRS 490 RS Scholarly Activity Summary Example

Members of the IDT meeting analyzed each of the cases and listened to the input provided by every staff member who was present. In every case that was reviewed, a  particular set of questions were used to determine whether depending on the patient’s outcome the pressure ulcer care provided was either excellent, good or poor with regards to quality and care coordination. The findings were scored as 3, 2 or 1 respectively.

Solution

Quality of Care In Pressure Ulcer Management- the staff members gave it a score of 2. There were numerous gaps identified in nursing practice such as: failing to provide ongoing reports and communication, failure to integrate the prevention of pressure ulcer in continuous nursing processes. To address this, the implementation team, a wound care team and a unit-based team were formed. These teams were to come up with a communication policy that could clearly explain the how unit champions, unit managers and staff can communicate, give updates using collected data and probably share essential changes in patient safety in wound care plans. The unit-based team was mandated to identify communication strategies of telling families/patients on care progress and sharing skin and risk assessment data when handing over shift reports.

Coordination of care with Interdisciplinary Team (1) – the staff members gave it a score of 3 to imply that wound management care within the unit was excellent due to good coordination. Although there were no gaps in care that were identified, several recommendations were given on how to make care more coordinated including having more specific roles and responsibilities for every member of the interdisciplinary team.

Opportunity

           
By actively participating in this activity, I was able to improve individual knowledge and skills on wound management and ability to work with other professionals in interdisciplinary teams to provide coordinated care. I achieved the professional competency role (Domain 1) through teamwork with the surgical unit staff namely: nutritionist, pharmacists, wound care nurse specialist, wound specialization physicians and nurse practitioners to address key issues in pressure ulcer wound management (1.1), took management and leadership roles with an aim of  promoting holistic and cultural competent care(1.3) and  actively participated in the development of guidelines and policies to improve care delivery and accountability among healthcare team members for  improved clinical outcomes of patients with pressure ulcers (1.4). NRS 490 RS Scholarly Activity Summary Example

Similarly, by taking part in this scholarly activity, I was able to explore nursing theories and how they can be applied in clinical practice to positively influence clinical outcomes (Domain 2) This influenced the ability to use critical thinking to solve real patient scenarios (2.3). Since intense discussions were held and decisions made in the pressure ulcer the IDT meeting with the certified wound care nurse as the first line communication manager, the domain of informatics (Domain 4) was similarly addressed.

Program Competencies Addressed

The program competencies addressed by participating in this scholarly summary activity were competency 1.1, 1.3, 1.4, 2.3 and 4.3

 

References

Coffey, M., Fry, L., Cardenas, L. A., Wing, W., & Skinner, M. (2015). An interdisciplinary approach to pressure ulcer reduction.
Journal of the American Medical Directors Association
, 
16
(3), B18-B19.

Mervis, J. S., & Phillips, T. J. (2019). Pressure ulcers: prevention and management. 
Journal of the American Academy of Dermatology
.

Mwebaza, I., Katende, G., Groves, S., & Nankumbi, J. (2014). Nurses’ knowledge, practices, and barriers in the care of patients with pressure ulcers in a Ugandan teaching hospital.
Nursing research and practice
, 
2014
.

 

Scholarly Activity Summary

 

This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you. NRS 490 RS Scholarly Activity Summary Example

Problem

This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.

Solution

This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.

Opportunity

This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP. NRS 490 RS Scholarly Activity Summary Example

Anatomy & Physiology Essays

Students will 
choose a topic
 to present in front of the class by the last week of class. Please prepare a 5 to 10 minute PowerPoint presentation for your classmates on your one
 chosen chapters
 to be presented at the beginning of class as a Key Points Final Review on January 6th. Submit your presentation no later than 24 hours before you will be presenting the material.

Ch 1- Organization of the Body

Ch 2- Homeostasis

Ch 3- Chemistry of Life

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Ch 4- Biomolecules

Ch 5- Cell Structure

Ch 6- Cell Function

Ch 7- Cell Growth and Development

Ch 8- Introduction to Tissues

Ch 9- Tissue Types

Ch 10- Skin

Ch 11- Skeletal Tissues

Ch 12- Axial Skeleton

Ch 13- Appendicular Skeleton

Ch 14- Articulation

Ch 15- Axial Muscles

Ch 16- Appendicular Muscles

Ch 17- Muscle Contraction

Ch 18- Nervous System Cell

Ch 19- Nervous Signaling

Ch 20- Central Nervous System

Ch 21- Peripheral Nervous System

Ch 22- Autonomic Nervous System

Ch 23- General Senses

Ch 24- Special Senses

Rubric

Teaching Plan Assignment
Teaching Plan AssignmentCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeGaining Attention of the Class
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

This criterion is linked to a Learning OutcomeThree teaching objectives
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

This criterion is linked to a Learning OutcomeTeaching Strategies
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

This criterion is linked to a Learning OutcomePresenting for 10-15 minutes
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

This criterion is linked to a Learning OutcomeProvides Examples with Questions
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts Anatomy & Physiology Essays

This criterion is linked to a Learning OutcomeSummary Slide at End
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

This criterion is linked to a Learning OutcomeTextbook Reference
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

This criterion is linked to a Learning OutcomeReferences in APA format
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

This criterion is linked to a Learning OutcomeSubmitted to Assignments 24 hours prior
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

This criterion is linked to a Learning OutcomeQuiz Questions for Students
10.0
 
ptsFull Marks0.0
 
ptsNo Marks
10.0 pts

Total Points: 100.0 Anatomy & Physiology Essays

NUR 621-D2Q2R1

Minimum of 250 words with at least 2 peer review reference in APA format

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Uninsured patients can impact the financial status of a health care organization. What are the ethical implications of distributing scarce resources? How do you balance the cost of business versus the quality of care in order to ensure all patients are treated fairly and receive the care that they need?

NUR-635-D1Q2R2 Minimum of 250 words with at least 2 peer review reference in APA format

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Identify the process of rational drug prescribing. Pick a condition and determine what steps you would complete specific to this condition to properly prescribe, manage, regulate, and educate the pharmaceutical need for your patient. What process would you institute in your future practice to ensure rational prescribing with new evidence-based practice guidelines? NUR-635-D1Q2R2

NUR-635-D1Q1 Minimum of 300 words with two or more peer review reference

Depending on the board of nursing in your state, there may be additional requirements to become a prescriber after you complete your APRN program.

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Describe the necessary steps required, for the state Florida , in order to become a prescriber? After you have completed these steps, you decide to celebrate on a family vacation in a different state. Your sister asks you to refill her levothyroxine because she forgot to pack her medication. What are the legal and ethical implications as a new prescriber to consider in this situation? NUR-635-D1Q1

Community Teaching Work Plan Proposal Example

Based on the feedback offered by the provider, (in the attached interview form) prepare a 1-2 page pamphlet presentation based on the Teaching Work Plan (attached) and present the information to your local home health center. 
General Requirements

Solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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Community Teaching Work Plan Proposal

Planning and Topic

Directions:
Develop an educational series proposal for your community using one of the following four topics:

Bioterrorism/Disaster

Environmental Issues

Primary Prevention/Health Promotion

Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

K. P. Nurse Practitioner

 

Estimated Time Teaching Will Last:
2 hours

Location of Teaching:
Classroom

 

Supplies, Material, Equipment Needed:
Pamphlets, presentation

Estimated Cost:
$20,000

 

Community and Target Aggregate
: Teenagers in 9
th
to 12
th
grade

 

Topic
: A Community Education Program for the Primary Prevention of Diabetes.

Community Teaching Work Plan Proposal Example

 

Identification of Focus for Community Teaching

The focus of this community teaching program is health promotion/primary prevention for Type 2 Diabetes. Health promotion initiatives involve processes of enabling people within certain communities to increase their control of their health. Health promotion activities such as the planned diabetes prevention education aim to help people to improve their health so that they can achieve a better state of physical, mental, and social wellbeing. In particular, this teaching program will help the targeted community to understand the risks of diabetes and the measures that they must take to prevent Type 2 diabetes, which is a lifestyle related illness.

 

Epidemiological Rationale for Topic

Type 2 diabetes is a significant health issue that affects most populations globally. According to the World Health Organization (WHO), over 422 million people suffer from Type 2 Diabetes in the world. This represents a significant increase from the 108 million value recorded in 1980 (WHO, 2018). The United States also has an increasing prevalence trend similar to the global statistics. Type 2 Diabetes is one of the leading public health issues affecting the U.S. population.   The Centers for Disease Control and Prevention (CDC) estimates that 9.6% of the population, representing around 21 million people in the United States have Type 2 Diabetes. Almost 1.3 million adults are diagnosed with his health condition every year (American Diabetes Association, 2017). Diabetes is also a leading cause of mortality in the United States. Georgia, which is the community of focus for this teaching program also reflects the same trends when it comes to diabetes prevalence. It is estimated that 1 in every 10 adults in Georgia has diabetes. The rates of diabetes in this state have increased by at least 50% since 2000 (Georgia Department of Health, 2015). Therefore, there is a need for health promotion to help people prevent the development of Type 2 diabetes. Community Teaching Work Plan Proposal Example
 

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Nursing Diagnosis
:

There is an increasing rate of diabetes diagnoses in the community. Type 2 diabetes is associated with poor eating habits and poor engagement in physical activity. Therefore, there is a need to educate the members of the community on strategies that they can apply to prevent the development of diabetes. This teaching plan will be focused in teaching lifestyle changes that are needed to promote good health and wellbeing.

 

 

 

 

Readiness for Learning:

Assessing the target population’s readiness to learn is important to ensure that the teaching program is effective. The following are the factors that will be examined to determine the readiness of the targeted population to learn.

Emotional Readiness:

 

First, the information processing capacity of the targeted audience will be examined. It is important to ensure that the people to be involved in the teaching program have the right emotional capacity to learn (Hung et al., 2010). The mental health of the beneficiaries of this teaching program needs to be in the right state so that they can have the cognitive capacity to understand the components of the teachings.

 

Experiential readiness: For experiential learning readiness, the level of prior learning will be examined. The target population will be examined on the prior knowledge they have on type 2 diabetes. This information is important in determining the kind of content that needs to be included and emphasized on the teaching program (Hung et al., 2010).  The targeted population’s demonstration of interest should also be examined. A demonstration of interest in the learning material shows that the person is ready to learn.

 

 

 

 

Learning Theory to Be Utilized
:

 

The theory to be applied in this teaching program is that of the health belief model. This is a theory of psychological and social behavior change model that works by predicting health-related behaviors. This theory is based in the assumption that the perceived beliefs about health problems and the effects of health promotion behaviors will affect health promotion behaviors (Skinner, Tiro, & Champion, 2015). For instance, when people understand the extent to which a health care issue affects the population to which they belong, their vulnerability to that illness, and the actions they can take to prevent the health issue, they are likely to make some effort in changing their behaviors in a way that influences their health and wellbeing. In this teaching program, it is expected that the beliefs of the targeted population on Type 2 diabetes, their understanding of the risk factors, and health promotion behaviors will promote lifestyle changes to reduce the prevalence of health issue.

Goal:
Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

The goal of this teaching is to reduce the disease burden of type 2 diabetes and improve the general wellbeing of affected people, or those at risk of type 2 diabetes (Healthy People 2020.

How Does This HP2020 Objective Relate to Alma Ata’s
Health for All
Global Initiatives?

 

The Alma-Ata Health for All Global Initiatives are a set of short declarations, co-sponsored by the WHO, expressing the need for urgent action for the improvement of global health. One of the declarations states, “Governments have a responsibility for the health of their people which can be fulfilled only by the provision of adequate health and social measures.” The goal presented above is a reflection of government action to take social measures for the improvement of the wellbeing of the targeted population.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods
:

Behavioral Objective 
and Domain
Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)

Content  

(be specific)Example – The Food Pyramid has five food groups which are….Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….

Strategies/Methods

(label and describe)

Example – Interactive poster presentation of the Food  Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.

1)      1. Students will define Type 2 diabetes (cognitive domain)

2)      1. The teacher will define Type 2 Diabetes. This is a chronic condition that prevents the body from using its insulin as required.

3)      1. A presentation will be used demonstrating the definition of type 2 diabetes. A pictorial representation of the characteristics that are associated with this health issue will be included to engage the students.

4)      2. The students will be able to name factors that cause type 2 diabetes (cognitive domain).

5)      2. Contributing factors to type 2 diabetes: the teacher will explain the factors that cause the development of type 2 diabetes.

6)      2. A video case presentation of a hypothetical patient who lived a lifestyle that led to the diabetes. The students will learn the emphasized risk factors from the life of this patient.

7)      3. Students will demonstrate strategies that they plan to use to reduce risk of diabetes (cognitive domain).

3. Strategies for the prevention of diabetes: the teacher will make a presentation of the strategies that can be used to reduce the risk of type 2 diabetes.

3. Interactive tabular representation of risk reduction strategies with an explanation of the mechanism through which the actions reduce the risk of diabetes.

8)      4.Students will develop an example of a meal plan for reducing the risk of diabetes (cognitive domain).

9)

10)

11)

4. The teacher will develop a healthy food pyramid that lists foods in tiers depending on how healthy of unhealthy they are. Students will use this pyramid to create their food plans.

4. An interactive video of the food pyramid will be used as part of the presentation to help students understand the differences between healthy and unhealthy foods.

 

 

Creativity
: How was creativity applied in the teaching methods/strategies?

 

Creativity has been applied in the selection of the interactive strategies for the class. It was important to make this teaching as relatable and effective as possible. For instance, the use of a hypothetical case study of a patient with diabetes helps the students to make a connection between the lesson and real-life experiences.

 

 

 

 

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

 

The definition of Type 2 Diabetes: I will examine the accuracy of the definition of diabetes that was developed by the students.

 

 

The number of factors that cause Type 2 Diabetes: I will examine the students’ ability to name the factors that contribute to the development of diabetes by examining the list that they develop.

 

 

Strategies to reduce diabetes risk: I will examine the list of factors that students list as strategies to reduce their risk of getting diabetes.

 

 

Food plan: I will evaluate the inclusion of healthy meals in the plans that have been developed by the students.

Community Teaching Work Plan Proposal Example

Planned Evaluation of Goal
:

 

The effectiveness of the teaching plan will be examined immediately after the lesson. The lesson involves teachings of behavior change that need to be applied for a long period of time. Therefore, the teaching effectiveness will need to examine the extent to which the students understand the behavioral changes that they will need to make after the class.

 

Planned Evaluation of Lesson and Teacher
(Process Evaluation):

 

Formative assessment: Within the lesson the teacher will ask questions to determine how well the students are understanding the concepts of the lesson. This will help to determine the effectiveness of the teaching process.

 

Barriers:

 

Attention issues: Students may frequently lose attention to the concepts of the class. This challenge will be reduced by making the classroom more engaging.

 

Low student motivation: There is a possibility for students to lack enough motivation to be a part of the class. A recognition system for meeting class objectives will be used to motivate students.

 

Therapeutic Communication

4.2 Communicate therapeutically with patients. Community Teaching Work Plan Proposal Example

 

Therapeutic communication is a face-to-face process of interaction that focuses on the improvement of the physical and emotional wellbeing of the patient. In this case, the students will be the patients whose wellbeing needs improvement.

The presentation will capture the interest of the audience by starting with a shocking fact about diabetes. The students’ interest will likely be captured when they see the seriousness of the issue that is about to be taught. To promote active learning, question and answer sessions will be used. This will give students a chance to ask for clarification in areas that they may be struggling to understand. The conclusion of the presentation will be an action appeal asking the students to make lifestyle changes.

Nonverbal communication strategies that will be used include facial expressions and hand gestures that are in line with what is being taught. This will help to make the teaching more interactive. Community Teaching Work Plan Proposal Example

 

References

American Diabetes Association (2017). Diabetes Statistics. Retrieved from:
https://www.diabetes.org/resources/statistics/statistics-about-diabetes

Georgia Department of Health (2015). Diabetes Report and Action Plan. Retrieved from:
https://www.alliantquality.org/sites/default/files/Georgia%20Diabetes%20Action%20Plan%20FINAL%20DEC%202015.pdf

Healthy People 2020 (2019). Diabetes. Retrieved from:
https://www.healthypeople.gov/2020/topics-objectives/topic/diabetes

Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions.
Computers & Education
,
55
(3), 1080-1090.

Skinner, C. S., Tiro, J., & Champion, V. L. (2015). Background on the health belief model.
Health behavior: Theory, research, and practice
,

World Health Organization (2018). Diabetes. Retrieved from: https://www.who.int/news-room/fact-sheets/detail/diabetes

 

Interview Questions

 

What is your name and title?
Janet Moreland, hospital Administrator

 

I know that in the past you worked as a community health nurse, how long did you hold that position?
For 15 years. I became a community health nurse in 1987, and was later promoted to senior community nursing supervisor.

 

How long have you been practicing in Palm Beach County, Florida?
For more than 35 years.

 

What is your role as a community health nurse?
I was responsible for Family planning, providing treatments, immunization and most importantly education.

 

I noticed you have experience in hospital, home health, skilled nursing, community and public health primary care environments and you are now the Administrator of Lakeside Medical Center. Which position would you say prepared you for your current position?
Healthcare administrator. Community Teaching Work Plan Proposal Example

 

 

How would you describe Palm Beach County in relation to other districts, are we progressive in comparison?
Yes, Palm Beach County has a really good healthcare system. Palm Beach County is really good structure as it relates to the needs of the insured and the uninsured.

 

Do you face any challenges when serving the community?
Somewhat… trying to help patients understand their diagnosis and the education related to it. We have to get out and in the community, we can’t expect them to come to us. We have to get them to understand the diagnosis and how to take care of themselves to live a healthy and productive life.

 

 

Do you think that Palm Beach County is a healthy community?
For example, many people are concerned with the air quality in this area. With what you’ve seen is this an issue, and do you think we suffer more than other area’s health wise? Looking at the data from 2018, although it only looked at race and ethnicity, Palm Beach County isn’t a healthy county. Diabetes, hypertension and people with cardiovascular issues is high. The hospital is looking into buying the property next to it where there will be a walking track, and a vegetable field.

 

 

Who do you believe is most at risk for health concerns in the County?
African American, related to diet, not only cardiovascular disease but also breast health. We have to get a navigator to go out into the community and educate the public. Most African Americans do t find out that they have breast cancer until it reaches a stage 3 or 4.

 

What are some of the health risk factors that cause diseases within Palm Beach County?
Hereditary,language barrier, diet, lack of exercise, education status, trying to get those who are at a5th grade level to understand.

 

How do you educate the community?
By getting back into the community and out of the hospital. Partnering with other organizations, and getting with the community liaison to bring back information from the community.

 

What are some of the challenges that you encounter when educating the community?
Understanding basic things such as food consumption, reading labels, being able to educate them and letting them know the importance of seeing a nutritionist, and not waiting until something bad happens before they see a doctor. They can no longer have to worry about transportation, because we know have several free methods of transportation in the community. Community Teaching Work Plan Proposal Example

 

For a person thinking of relocating to Palm Beach County, what advice would you give him or her about living a healthy?
Know the available resources and take advantage of it. Find a medical home, make and keep your appointments, ask for your medical records. Community Teaching Work Plan Proposal Example

Diary of Medical Mission Trip

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

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Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.

Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.

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

Diary of Medical Mission Trip

Change Implementation And Management Plan

As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

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To Prepare:

Review the Resources and identify one change that you believe is called for in your organization/workplace.

This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.

Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

The Assignment (5-6-minute PowerPoint presentation):

Change Implementation and Management Plan

Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.

Your presentation should be 5–6 minutes in length and should include a video with you as presenter. Change Implementation And Management Plan

Your Change Implementation and Management Plan should include the following:

An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)

A description of the change being proposed

Justifications for the change, including why addressing it will have a positive impact on your organization/workplace

Details about the type and scope of the proposed change

Identification of the stakeholders impacted by the change

Identification of a change management team (by title/role)

A plan for communicating the change you propose

A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose

APA citation 3 to 5 reference within the 5 years

Change Implementation And Management Plan

Natural Disaster And The Role Of Public Health Nurse PowerPoint

Create a power point with the intended audience to be a community health department.

· Focus on a real or fictional disaster that has or could affect your area. For example, if you live on the Florida coast you might choose potential hurricane.

Topic for the assignment is hurricane

· Discuss the role of the Community Health Nurse in each stage of disaster. You should include a few slides on each stage of disaster: preparedness, response, recovery with specific activities and resources that the public health nurse would use in each stage.(Please refer to Chapter 25 for the stages Page 722)

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· Identify other agencies that might be involved.

(Such as the, Police and emergency response team, organizations such the     American Red Cross, Department of Health and Human Services (HHS) ,The HHS National Disaster Medical System (NDMS), HHS Office of Emergency Preparedness (OEP)

Other organization involved may be: salvation army, Community Emergency Response Team (CERT), The Humane Society of the United States, The World Vision)

The assignment should be submitted in Power Point format, with at least 15 content slides (in addition to a title slide and reference slide) and include at least two scholarly sources(less than 5 years old) other than provided materials.

Clark, M. J. (2015). 
Population and community health      nursing
 (6th ed.). Boston, MA: Pearson Chapter 25

http://www.redcross.org/get-help/prepare-for-emergencies/be-red-cross-ready

Natural Disaster And The Role Of Public Health Nurse PowerPoint