NRS 425 Benchmark – Community Teaching Project – Part 6

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