Community nursing ppp

If you are looking for affordable, custom-written, high-quality, and non-plagiarized papers, your student life just became easier with us. We are the ideal place for all your writing needs.

Order a Similar Paper Order a Different Paper


Teaching Project Rubric

Attachment 3

Based upon a deficit in an aggregate you identified in your Community Assessment, identify an area of teaching appropriate for the aggregate.

Part 1 & 2 emailed to clinical faculty 5 days before teaching.

Student’s Name:

Teaching Topic Based Upon Social and Health Problem:




Part 1

Assessment = 30 points

· Aggregate described

· Assessment of Need & Readiness

· Community/Group Diagnosis




Part 2

Teaching Plan = 40 points

· What specific gains are you aiming for with your aggregate? On Time.

· 2 Objectives to address the need of the aggregate

· 3 Teaching methods, Content, 4 references, & APA Format

· What financially needs to be in place in order to make the changes occur?





Delivery = 30 points

· Content Presentation

· Manner of Presentation



Total Points


Teaching Project Rubric

Attachment 3

Based upon a deficit in an aggregate you identified in your Community Assessment, identify an area of teaching appropriate for the aggregate.

Part 1 & 2 emailed to clinical faculty 5 days before teaching.

Students’ Names:

Teaching Topic Based Upon Social and Health Problem:

Teaching Presentation




Possible Points

Understanding of Material for the project

Demonstrates in-depth understanding of topic; thorough explanation to promote understanding ; presents most important content

15-20 points

Has good grasp of material: occasional gaps noted or unclear explanation; Presents core points well

15-10 points

Difficult to follow topics or to understand major points from the presentation

9-0 points


General Content

Thorough, accurate, succinct, relevant


10-8 points

Provides basic, accurate information

7-5 points

Lacking information and/or information is inaccurate and irrelevant

4-0 points


The main project concept

Thorough, accurate, complete, relevant information based upon course content and readings

20-15 points

Provides basic, accurate information about project concepts based upon minimal mastery of course content and readings

15-9 points

Lacking information about project concepts or the information is inaccurate

8-0 points


Audience understanding

Evaluates audience comprehension of content; audience demonstrates understanding

10-8 points

Evaluates audience comprehension of content; audience demonstrates minimal understanding

7-5 points

Does not evaluate audience understanding and/or audience does not adequately demonstrate understanding

4-0 points


Audience participation

Encourage the audience to participate

10-8 points

Minimum audience participation

7-5 points

The audience did not participate or not encouraged

4-0 points


Display of the


Materials well developed. Easy to view & understand; creative use of graphics; written in presenter’s own words; few errors

20-15 points

Slides adequate for information; adequate graphics; some reproduction of other’s work; some errors

15-9 points

Information difficult to interpret from slides; graphics irrelevant or missing; work not original; many errors

8-0 points



Reference using Footnote

APA format adhered

All references included and within 5 years

All graphics with references

10-8 points

APA format attempted;

7-5 points

Incorrect format and references; used unapproved references and/or inappropriate or commercial sites; plagiarizes material

4-0 points


Student reviewed grading / signature / date:

NSG 420 – Teaching Project Guidelines

Attachment 2

1. Locate a community group & assess the teaching needs week 2 & 3.

2. The team must schedule the date before week 4 via email TP with clinical instructor who needs to be present to evaluate the teaching & copy poc at site on email with the date and time.

3. All TP observed by clinical field day 4-6. Outline format for TP.

4. Submit outline below to the clinical instructor at least 5 days prior to the presentation via Turnitin & Moodle icons. Teaching support aids (ppt, handouts, and video) send via email 5 days ahead for preview. After that time, it is late = zero grade.

Teaching Project Outline Format

Student Name: Date: Site:

10-12 Pages APA format with reference page

Assessment of Needs and Rationales (30%)

a. Group/Aggregate description (10% = 4 x 2.5% each)

i. What is the health teaching need- What service does the site provide -From website and considering census data

ii. Who identified the need- department of health, compared to national statistic?

iii. How was the need identified- (for teaching) Statistics explain the process of justifying a reason for planning teaching

iv. What does the evidence say about this group and their teaching needs (application of evidence-based practice- cite research)- For example – older diabetics learn best by… or teens are most responsive to learning by having someone close to their age talk to them about their experience (have an article to site for this). Or any other justification for your teaching plan.

b. Assessment of readiness (There may be possible constraints in assessing this area due to limited group availability or the setting). (10% = 5 x 2% each)

i. Readiness- of population – depending of what they are teaching – diabetics more ready than those just getting screening. Are teens ready to learn? What factors influence the use of contraceptives in teens?

ii. Motivation- Age of client’s factors in. Prevention is not motivation, a recent MI (heart attack) is motivation. Example: Motivation was definitely one of several very important behavior elements in helping to control blood pressure,” says researcher Laura P. Svetkey, MD, director of the Hypertension Center at Duke University School of Medicine. “A little nudge in the right direction seems to go a long way in helping people lose weight, increase their physical activity, and eat healthier to lower their blood pressure and reduce risk of cardiovascular disease. And if it only takes a little nudge to get people motivated to be on the right track, that’s terrific. (Make sure you cite anything you use!!)

iii. Experiential background (previous teaching?)- Have they been told by health care providers in the past? What will change their view to be open to learning this time?

iv. Current status (age intellectual level and/or educational level, etc)-describe the population you are teaching, how does this affect your teaching method. Teens, older perhaps high school educated, primarily Spanish speakers, homeless population (they have so many other factors in their life this may not be high on the list)

v. Interest and actual and/or potential barriers to learning- Lack of transportation, homeless, poverty level, feel like it is out of their hands, fear of failure, lack of motivation, environment, lack of money to buy medications/go to appointments, etc

c. Two Community/Group Diagnoses (10% = 2 x 5% each)- Nursing diagnoses appropriate for the teaching plan Explain why, not just listing, Each one should be a paragraph.



2. Teaching Plan (40%)

a. TP on time. What specific gains are you aiming for with your aggregate? (10%)- What is your goal in teaching the selected population? The Learning objective or objectives that you use can be based on three areas of learning: knowledge, skills and attitudes. Learning objectives define learning outcomes and focus teaching. They help to clarify, organize and prioritize learning. You need to explain why the objectives are appropriate for your patients/clients.

b. 2 Objectives (10%)



c. Teaching Strategies 15%:

i. Identify at least 3 teaching strategies/methods student to use -(Q & A, pretest/post test, discussion, lecture, video, handouts, survey, case study, demo, role playing, ppt slides, poster board, web links, readings, self-report, group work, brain storming, visual aids, etc…) Explain why

1. multilanguage or pictures / diagrams

2. Demonstration

3. Compelling video

ii. Content based on literature review on reference page – 4 evidence-based resources within the past 5 years. Research on handwashing example – the health issue and relating it to population.

iii. APA Format.

e. What financial needs to be in place in order to make the changes occur? – (5%) handwashing- if suggest more sinks financial need of buying sinks….plumbing… increase number of times washing hands more soap paper towel. Thinking about this…. Do you need to have a support group in the clinic on weekends or evenings- then it needs to be staffed for 1-2 hours, what does this cost?


3. Presentation (30%)

a. Content presentation (10% = 4 x 2.5% each)

i. Introduction

ii. Adherence to plan/strategies

iii. Evaluation/Pre/Post test

iv. Summary of topic learned (Q & A)

b. Manner of presentation

i. Appearance

ii. Pace and clarity of presentation

iii. Ability to involve group members

iv. Appropriate vocabulary used

v. Appropriate reinforcement of content

vi. Presentation appropriate for level of group

vii. Body language

viii. Creativity and handouts

Evaluation with faculty after TP

Discuss your insight, conclusion, and final thoughts regarding experience & what you would do differently if taught same topic but to another group with instructor.

Are you stuck with another assignment? Use our paper writing service to score better grades and meet your deadlines. We are here to help!

Order a Similar Paper Order a Different Paper