NR305 Benchmark-Community Teaching Plan: Community Teaching Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style
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Bioterrorism/Disaster Preparedness Teaching Plan Proposal
Introduction
Bioterrorism and disaster preparedness have become increasingly important public health concerns in recent decades. As threats of terrorism and natural disasters continue to pose risks to communities worldwide, it is essential that public health professionals educate the public on how to prepare for and respond to such events. For this teaching plan proposal, the focus will be on providing education to the local community on readiness in the event of a bioterrorist attack or natural disaster.
An outline of the teaching plan is as follows:
I. Needs Assessment
II. Learning Theory
III. Goal and Objectives
IV. Content Summary
V. Teaching Strategies/Learning Activities
VI. timeline
VII. Evaluation Plan
VIII. Summary
I. Needs Assessment
Bioterrorism and natural disasters can strike any community at any time. In recent years, threats of bioterrorism have increased globally, and there is growing recognition that communities must be prepared to respond quickly and effectively (Mehta et al., 2019). Natural disasters like hurricanes, floods, and wildfires are also increasing in frequency and intensity due to climate change (Bouwer, 2018). However, research shows that many communities remain underprepared for such events. A survey by Mehta et al. (2019) found that only 10% of households in two U.S. states had an emergency kit prepared in case of a disaster or attack. Furthermore, a study by Baum et al. (2009) indicated poor public knowledge regarding bioterrorism threats and appropriate actions to take during an attack.
Providing education on disaster readiness and bioterrorism response is essential to enable individuals and families to take appropriate preparedness measures. Community members of all ages should be informed on how to assemble emergency kits, develop communication plans with loved ones, and react safely in the event of an attack or disaster. Education can empower the public to take an active role in emergency preparedness and potentially mitigate the damage caused by such catastrophes.
II. Learning Theory
The teaching plan will apply Malcolm Knowles’ Adult Learning Theory, which emphasizes that adult learners are self-directed, have a wealth of life experiences, are concerned with solving real-life problems, and are motivated to learn subjects of immediate relevance to their work or personal lives (Smith, 2002). Disaster and bioterrorism preparedness are highly relevant, real-world concerns for community members. By drawing on their prior knowledge and personal incentives to protect themselves and their families, adult learners will be motivated to actively participate and retain information on readiness best practices.
III. Goal and Objectives
The overarching goal of this teaching plan is to educate the community about preparedness actions to take in the event of bioterrorism or a natural disaster.
Learning objectives are:
Identify essential items for a family emergency supply kit
Describe how to develop an emergency communication plan
Recognize key differences between man-made and natural disasters
Explain safe immediate response actions during a bioterrorist attack
Discuss approaches for staying safe during natural disasters like earthquakes, floods, and wildfires
IV. Content Summary
The teaching presentation will provide key information on steps individuals and families can take to prepare for bioterrorist attacks and natural disasters.
First, an overview will be provided on essentials for an emergency supply kit, such as food, water, flashlight, radio, medications, and first aid supplies. Tips will be offered on kit assembly and maintenance.
Next, the presentation will describe how to develop an emergency communication plan by designating an out-of-town contact, identifying meeting places, and preparing wallet cards with key information. Guidance will be given on communication best practices during disasters.
Key differences between natural and man-made disasters will then be reviewed, providing background knowledge to inform appropriate response actions.
Safe immediate response during a bioterrorist attack will be explained, such as remaining alert for symptoms, avoiding contamination, and following official instructions. Special considerations for vulnerable groups like children and the elderly will be addressed.
Finally, safety precautions for natural disasters like earthquakes, floods, hurricanes, and fires will be outlined, emphasizing preparedness steps like securing objects and identifying evacuation routes.
Throughout, local resources for disaster readiness will be highlighted.
V. Teaching Strategies/Learning Activities
A 45-60 minute presentation will provide the educational content through lecture and visual aids like slides and handouts. Short videos will also illustrate key messages.
Active learning will engage participants through discussions prompting them to share prior knowledge and experience. Activities like mock supply kit assembly will reinforce learning objectives.
An interactive question and answer session will enable clarification of concepts. Printed handouts summarizing presentation content will support retention and application of concepts.
VI. Timeline
The presentation development, including collaboration with community partners, will take approximately 2-3 weeks. The presentation will be delivered over a 1 hour session, including presentation, activities, and discussion. Follow up phone calls 2-3 weeks later will help evaluate learning retention and ongoing preparedness actions.
VII. Evaluation Plan
A brief pre-test will gauge baseline knowledge before the education is delivered.
During the presentation, participants will complete a mock supply kit activity which will demonstrate comprehension of kit elements. Their participation in discussions will also reveal grasp of key concepts.
A post-test matching the pre-test will evaluate learning acquisition across objectives. Additionally, a brief phone survey 2-3 weeks later will help assess retention and behavior change.
Participant feedback forms will also allow qualitative assessment of engagement, areas for improvement, and perceived relevance of the education.
VIII. Summary
This teaching plan proposal outlines a 1 hour presentation focused on educating the local community about disaster and bioterrorism preparedness. By engaging adult learners on this relevant concern, the presentation aims to build knowledge across preparedness domains and empower the public to proactively enhance their safety during catastrophes. The plan incorporates best practices like active learning, visual aids, interactive discussion, and printed handouts to optimize the learning experience. A multi-modal evaluation strategy will help assess baseline knowledge, learning acquisition and retention, and translation of knowledge into preparedness behaviors. This proposal provides a framework for developing and evaluating an impactful community education program on this vital public health topic.
References
Baum, N. M., Jacobson, P. D., & Goold, S. D. (2009). “Listen to the people”: public deliberation about social distancing measures in a pandemic. The American journal of bioethics, 9(11), 4-14.
Bouwer, L. M. (2018). Observed and projected impacts from extreme weather events: implications for loss and damage. In Loss and damage from climate change (pp. 63-82). Springer, Cham.
Mehta, S., Burkle, F. M., & Loe, R. (2019). Household disaster preparedness in the United States: A survey of modifiers and mitigators of preparedness. Disaster medicine and public health preparedness, 13(2), 324-329.
Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. The encyclopedia of informal education, 1-11. http://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-and-andragogy/.
