Discuss about the Teaching Proposal on Community Nursing and Health Promotion?
The topic theme: Bio-terrorism
Specific signature of the lessons: Health Promotion in Community and Society
Manner of deliverance:
Blend of lectures, online session, clinical session
Two hours lecture per week, clinical session (Curran, Ned and Winkleby, 2013)
There are several agents of bio-terrorism. Community teaching is a novel task that includes both indirect and direct activities that facilitate the overall health outcomes. The Baccalaureate programs mainly facilitate diversity of options in nursing practice which is schematically forested to aid the graduates to accomplish The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). There are a wide variety of characterizations of the particular practice and these are practice experiences, learning opportunities, strategies, clinical activities etc. The board of directors in AACN has formed a respective RN-BSN task force to scrutinize the opportunity for practical and academic experiences for the enrolled students in RN-BSN curriculum. The courses are responsible for both illustration of direct and indirect care practices linked to the health care service (Elwell, 2015).
Respective students gather knowledge regarding the community health promotion concerning bio-terrorism within the society and how the designed framework can be applied for ensuring the better health care to the service provider. The population based health care system is illustrated in the lecture session.
The community nursing is an essential component of the national community health services. It involves the district nurses, health visitors, pediatric and mental health surveillance nurses. They have to recognize any kind of physical disabilities in individuals and provide sufficient care in community and social health care set up.
Next, we must come to point that, what are the responsibilities and task to be performed by nurses. Mainly, the task performed by them is for example that delivering emergency and common medicines for common disorders and sufferings. They should also provide general medicines and intravenous antibiotics and common wound healing medicines (Greenwald, 2003).
Trained nurses and experienced health care professionals are mediators of this type of purpose for those who are affected to bio terrorism. They perform the task regarding the co-operation with patients and the families in such a way the proper information about service framework and care management settings in a hospital or community health service center will be reached to the public affected from bio-terrorism. This can also be in the form of anthrax virus that is used for the given purpose.
Apart from the other sectors of health care providing system, the social and community segment has been focused to repetitive re-modulation. The community sector is very much significant for acquiring modification in its care and services that we want to cope up with the contemporary and upcoming challenges in front of the health care service and system. They are an indispensible factor in an endeavor to give community co-operative care, individual and person-centered care as well as targeting towards the overall improvement in public health services and finally the reduction in hospital admission as soon as possible. More than a few numbers of high-priority and effective government policies have been developed in such that the better health care would be provided with a rapid and emergency action.
The proper training about the community health care delivering is the prime importance of the course work regarding bioterrorism. The aim and objective of this respective course study is to give proper training and instructions about how the community health care can be assured by health care professionals as well as the newly graduate nurses (Montgomery and Johnson, 2015).
Particular teaching objective
Objective
Learners have profusely engaged themselves in the course work. Preface to the course work, the attendees having no idea about the community health care plans, standardized outcome and basic schematic on the subject matter (Zandee et al., 2013)
Reaction
The trainer should introduce the respective lesson with utmost effort to cope up with student needs. The pre-determined learning format is used and some referred text books are read for knowledge gathering (Oudshoorn et al., 2013).
Proposed teaching plan
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Learning aspiration |
Evaluation of activity |
Learning mode |
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Organization comprehension 1. Identification of the organizational facts about the factors affecting bioterrorism a. Literature review on Community health service on bioterrorism b. Epidemiological database c. Community health as a social policy- past and the future aspects d. Key aspects in re-modernization e. Public health service implementation f. Regulations and Legislations set by Government directive |
1. Quizzes and interactive session 2. Discussion board 3. Case study on community health issues- a certain disease outbreak in country 4. Specialty assessment on community health lessons |
1. Group discussion and interaction 2. Solving problem workbook 3. Thorough reading and understanding journal articles and review papers 4. Lecture notes |
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Appliance 2. Implementing community health study in bioterrorism a. Assessment of health protection aspects, practical and clinical excellence guidelines, understanding communal and personal belief b. Evidence based data on Health promotional strategy and c. Application of evidence based data to improvise the service policy d. Measuring quality to ensure better health care service e. Key aspects for policy improvement program |
1. Quizzes and interactive session 2. Discussion board 3. Drawbacks of the policy standards and legislation 4. Approach to re-construct the policy standard 5. Paper on community health examination |
1. Group discussions 2. Field Survey on community health issues 3. Exercise on community health assessment 4. Exercise on community health evaluation |
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Integration 3. Consideration of social and communal health care issues and threats a. Prevalence rate of different diseases in the community b. Principles of nursing care c. Clinical judgment and decision making skills d. Community health issues and vulnerable disease and virus identification with bioterrorism (Simpson, 2012) |
1. Quizzes and interactive session 2. Discussion board 3. Promotional strategy for ensuring better health care management for vulnerable disease conditions |
1. Group discussion and interaction 2. Exercise on community health and vulnerable disease control management |
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Individual Assessment 4. Self-assessment as a community nursing staff a. Social integrity advocating b. Health promotional strategy- personal beliefs and views in the population c. Behavioral and social intervention- key role of community health service |
1. Discussion board 2. Learning assortment |
1. Group discussion and interaction 2. Personal assessment test |
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Service and Care 5. Demonstration on personal ability as a service provider a. Advocating social justice d. Health promotional strategy- personal beliefs and views in the population b. Behavioral and social intervention- key role of community health service |
1. Improvement of health education program for special community health issues 2. Poster session 3. Discussion board |
1. Group discussion and interaction 2. Exercise and evaluation |
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6. Lesson on learning techniques a) Self-learning procedure b) Understanding policy plans on community health |
1. Discussion board 2. Improvement of health education program for special community health issues |
1. Group discussion and interaction 2. Exercise and evaluation |
Community peoples are the main service user in the health care service system provided by the health care professionals concerning bioterrorism. In response to the nursing education sufficiency, the expected outcome would be observed and the better health care system is formulated. The disease suffering and rapid treatment and curing are forested as an overall outcome and response to the proper implementation of the training program. The student response is also important for nursing education program. The respective and contemporary changes are required to facilitate the indicative responsive manners (Sarker and Joarder, 2012).
Reference List
Curran, N., Ned, J. and Winkleby, M. (2013). Engaging Students in Community Health: A Public Health Advocacy Curriculum. Health Promotion Practice, 15(2), pp.271-280.
Elwell, J. (2015). Practical Health Promotion. Journal of Christian Nursing, 32(3), pp.174-178.
Greenwald, B. (2003). Health Fairs. Gastroenterology Nursing, 26(5), pp.191-194.
Montgomery, M. and Johnson, P. (2015). Increasing Nursing Students’ Knowledge of Health Promotion Through Community Engagement. Pedagogy in Health Promotion.
Oudshoorn, A., Ward-Griffin, C., Poland, B., Berman, H. and Forchuk, C. (2013). Community Health Promotion With People Who Are Experiencing Homelessness. Journal of Community Health Nursing, 30(1), pp.28-41.
Sarker, M. and Joarder, T. (2012). Intersectoral collaboration: a novel path to promote community health promotion. Global Health Promotion, 19(4), pp.7-8.
Zandee, G., Bossenbroek, D., Slager, D. and Gordon, B. (2013). Teams of Community Health Workers and Nursing Students Effect Health Promotion of Underserved Urban Neighborhoods. Public Health Nursing, 30(5), pp.439-447.
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