NRS 425 Benchmark – Community Teaching Project – Part 2
University:
Grand Canyon University
NRS 425 Benchmark – Community Teaching Project – Part 2
Paper Instructions
Assessment Description
Interview of Community Representative
Students will continue to develop their Community Teaching Project. As a reminder, the Community Teaching Project presentation will be completed in Topic 5.
The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and Presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.
In this assignment, students will interview the representative of the nonprofit organization selected for the Community Teaching Project in Topic 1. During the interview, students will review their teaching plan to obtain feedback from the representative. Interviews can take place in person, by phone, or via video conference (i.e., Zoom, Microsoft Teams, etc.).
Then, in a 250-500-word paper, provide a summary of the interview with the representative addressing the following items
- Describe the representative’s role within the nonprofit organization. What is the role of this nonprofit organization?
- How does this organization address the issues faced by this community?
- Discuss the feedback (strengths and opportunities for improvement) received from the representative after reviewing the teaching plan.
- Explain how you communicated with the interviewee in a manner that facilitates a partnership approach to quality delivery.
- 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. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies
- RN-BSN
- 3.2 Engage in effective partnerships.
- 6.1 Communicate in a manner that facilitates a partnership approach to quality care delivery.
- American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
- This assignment aligns to AACN Core Competencies 2.9, 3.2, 6.1, 6.3 and 6.4
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Sample Answer
My presentation started with an interesting question about community needs and the need to promote health and prevent disease. I then talked about the effect of unemployment on health outcomes and the importance of nongovernmental organizations in helping solve the problem.
At the end of the presentation, the audiences were allowed to ask questions. Language, technology, learning types, ease, and fairness were some problems that had to be solved (Lasater et al., 2020). The presentation was generally open to everyone, easy to understand, and useful for everyone who attended.
Strength The presentation was highly commendable for its clear and succinct structure. The speaker skillfully utilized clear headings and subheadings to navigate the audience through the material effectively. The presentation was structured clearly and scholarly, allowing the audience to easily comprehend and grasp the main ideas (Lasater et al., 2020).
Visual aids, including graphs and diagrams, were instrumental in simplifying and clarifying complex concepts. Opportunities The time and speed of the presentation could have been improved. Some parts moved too quickly, while others moved too slowly, which could have made people lose interest.
It would be helpful to practice the talk more than once in the future to ensure the pace stays the same throughout (Gcawu & Van Rooyen, 2022). This experience taught me how important it is to plan my time and speed when giving a talk.
Evaluation The presentation was assessed by the audience using a feedback form. I provide a feedback survey after a presentation to evaluate its coherence, utility, efficacy, and recommendations for improvement. The idea was to promote open-ended feedback and vocal input to address any issues or queries promptly.
The objective of this technique was to analyze the merits and drawbacks of the presentation to enhance the effectiveness of future sessions (Walsh et al., 2020). Comments/Conclusion Stakeholders and the audience offered helpful criticism about the presentation.
Their feedback focused on two areas the presentation’s pace and the usefulness of the visual aids. To make the material more interesting and accessible, a few audience members also proposed using additional real-life examples (Plathe et al., 2021). This input will help make future lectures even more successful and interesting.
References
- Gcawu, S. N., & Van Rooyen, D. (2022). Clinical teaching practices of nurse educators An integrative literature review. Health SA Gesondheid, 27. https //doi.org/10.4102/hsag.v27i0.1728 Lasater, K., Atherton, I. M., & Kyle, R. G. (2020). Population health as a ‘platform’ for nurse education A qualitative study of nursing leaders. Nurse Education Today, p. 86, 104313. https //doi.org/10.1016/j.nedt.2019.104313 Plathe, H., Solheim, E., & Eide, H. (2021). Nursing Students’ and Preceptors’ Experiences with Using an Assessment Tool for Feedback and Reflection in Supervision of Clinical Skills A Qualitative Pilot Study. Nursing Research and Practice, 2021, 1–9. https //doi.org/10.1155/2021/5551662 Walsh, P., Owen, P. A., Mustafa, N., & Beech, R. (2020). Learning and teaching approaches promoting resilience in student nurses An integrated literature review. Nurse Education in Practice, p. 45, 102748. https //doi.org/10.1016/j.nepr.2020.102748
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