The RN to BSN program is an accelerated learning program that allows a Registered Nurse to train to earn a Bachelor of Science degree in Nursing. The program at Grand Canyon University offers courses in 5 week sessions. The training registered nurse may also be able to exclude some of their course load as the program allows for some level of credit transfer. The courses are offered by experienced and professional teachers who impart theoretical as well as practical knowledge. The program is advantageous and convenient because it does not interfere with the work schedule. The licensed nurse applies the course practically while still at their work station. The following teaching experience paper is based on the basics of the program. The community teaching experience from the program will be based on knowledge from the theoretical and practical application of the program.
Summary of teaching plan
The first session was at the community health center. The week included interactions that were aimed at discovering what the community needs were. These interactions would assist the registered nurse to determine the suitable area of expertise to engage in. One of the local health needs must also mirror the interests of the nurse (Anbari, 2015). The nurse will then incorporate the theoretical knowledge from the classes and the experience from the role as a registered nurse to develop an educational program. This will run concurrently with the treatment offered by the nurse in order to provide treatment as well as consumer awareness (Anbari, 2015). This session will also include some basic introduction introducing the role and duties of a BSN nurse. The program targets the toddlers and school going children.
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The next sessions of the teaching plan will include disease prevention interventions. Some of the identified interventions identified touched on family health issues such as contraceptives and general issues such as lifestyle diseases (Neiman et al., 2017). The training also included issues such as the significance of family history on health care and embracing personal healthy habits. Obesity, prenatal care and the role of medication adherence in the management of chronic illnesses was included (Neiman et al., 2017). The community were also made aware of the prevention of common childhood ailments through vaccinations and immunizations.
The final overall teaching plan incorporates the communities’ practices and culture into the teaching. Each session continues to advice entire lifestyle and career changes into the lives of citizens and the nurses themselves. The plan will also address emergency response to accidents and disasters. These include response to bioterrorism and any other physical attack or natural disaster.
Epidemiological rationale for plan
The World Health Organization (WHO) estimates that immunizations prevent an average of between 2 to 3 million deaths per year. Creating awareness on the benefits of the practice is important as it can help enhance healthcare outcomes. The diseases controlled by this practice include measles, diphtheria, whooping cough and polio. The Center for Disease Control (CDC) then encourages voluntary and well informed choice of contraceptive methods (Neiman et al., 2017). Information helps men and women make informed decisions on the ways to protect their reproductive health. The information helps the women to space children and give their bodies enough time to recover. According to Neiman et al. (2017), this prevents death from birth related complications and general ill health from closely spaced births. Additional communication encouraged medication adherence to those with chronic ailments.
Other findings by WHO reveal that diet and levels of activity are directly related to health outcomes. Inactive lifestyles are primarily responsible for diseases such as type 2 diabetes mellitus, hypertension, heart disease and obesity. These conditions can sometimes be prevented and managed by the adoption of healthy lifestyles. The dietary adjustments by some may even eliminate some diseases completely (Anbari, 2015). An example is prevention of childhood obesity. Awareness on healthy food choices and the ill effects of a sedentary lifestyle can change the health outcomes for growing children. Such initiatives make it easier to make change a part of the lifestyle and institutional change. Other habits such as tobacco use or alcohol consumption for leisure must be examined and their role in treatment reviewed.
The community were made aware of the major injuries associated with attacks. They included how to treat yourself or an injured person. The treatment may be first aid tactics to prepare a patient for specialized medical attention. The process may also save lives by providing emergency services. Care of accident, fire or explosion victims is also taught. How to handle medical emergencies like this is highlighted as a way to reduce mortality and reduce permanent injuries such as paralysis.
Evaluation of teaching experience
Teaching practice is evaluated by measuring the type of information that is used in the composition of the training. Major considerations include content, suitability, relevance, how current the content is and how practically it can be applied to the population. The evaluation was done in collaboration by a team of various health workers as well as community workers who were well appraised on community needs. The included nurse leaders, community health educators, members of the public and a section of representatives from the WHO.
The content was found to be relevant to the community as it was presented in simple and clear language. It was also brief enough to be communicated in a short time frame. The work plan also incorporated simple practices that were consistent with the leading causes of ailments (Anbari, 2015). The teaching experience was able to provide alternative practices that were consistent with best health practices. The teaching also provided relevant content that included timely communication with health care providers. Additional appraisal techniques included evaluating the delivery methods used in the training exercise (Posavac, 2015). The exercise was found to be suitable in combining an oral presentation with the issuance of pamphlets. The pamphlets were seen to spread the message to outsiders who would not interact directly with the trainers or teaching staff
The trainers were also evaluated to gauge their professionalism. They were able to evaluate the professional conduct that was applied in speaking to the trainees with empathy and consideration. Maintaining confidentiality was also considered as the trainer had to use examples in demonstrating some facts. Overall, the training was thought to be effective and relevant based on its content and method of delivery. The evaluation also identified areas that were more deserving of additional training and attention.
Community response to teaching
Initial response to the training was low because few participants were willing to commit themselves to a full day of training. This led the organizers to develop a subsidized version that allowed the participants to only commit a small amount of their time. The thirty minute presentation was well received by members of the community because it was fast and concise. The members of the community also appreciated the training because it was free of charge and they could ask questions (Anbari, 2015). The community also implemented some measures that were highlighted into the different aspects of society. The community representatives also created some mini training from the one presented. School authorities incorporated hand washing programs to prevent diseases from poor hygiene (Tobiana, et al., 2015). They also facilitated exercise programs and provided a variety of meal options. In house training got the best response because it was incorporated into the treatment.
Major corporations included well stocked first aid kits into their emergency preparedness kits. They were able to include things like gauze, forceps and bandages that were not considered during prior times. Employers were also able to incorporate safety techniques such as fire extinguishers (Tobiana, et al., 2015).They also considered the role of dietary concerns in the overall health of staff. The community appreciated the training although a section was unwilling to adapt to the proposed changes. Another section opposed the concepts that were contrasting their culture, religious and personal beliefs.
Areas of strength and areas of improvement
The teaching plan has a great strength in its ability to be incorporated into the treatment plan. The lessons do not need a formal setting to be presented as the nurse can administer them as they proceed with the treatment (Tobiana, et al., 2015). The process saves time and money as the patient can learn about prevention, management and treatment even as they continue be a part of the formal program. The program is also constantly improving because it goes through a formative and summative assessment. The course is easily adjusted to suit the changing needs of the community (Tobiana, et al., 2015). For example, while the in the past emphasis was on the communicable diseases and preventable illnesses through vaccination, there is a new trend now (Anbari, 2015). Educative ventures now focus on the reduction of lifestyle diseases because of an increase in sedentary lifestyles and poor diet choices. Additionally, occurrences such as terrorism were not a major concern 20 years ago.
Areas that need improvement are the advisory statements that do not give specific direction. An example that was pointed out by an evaluator was that the available vaccines were not assigned time frames or the conditions necessary for their uptake (Anbari, 2015). Another area that needed attention was the language in which the presentation was done. Some patients requested for bilingual presentations that would allow those who do not understand English to communicate. A variety of languages would be suitable in ensuring greater penetration of the training (Tobiana, et al., 2015). Another weakness lay in the limited content that was available on bioterrorism. This was a real threat among the community, and they wished that it was possible to get detailed defense and reaction mechanisms. Lastly, the training was proven to be accommodative for both literate and illiterate people.
References
Anbari, A. B. (2015). The RN to BSN transition: A qualitative systematic review. Global qualitative nursing research, 2, 2333393615614306.
Neiman, A. B., Ruppar, T., Ho, M., Garber, L., Weidle, P. J., Hong, Y., ... & Thorpe, P. G. (2017). CDC grand rounds: improving medication adherence for chronic disease management—innovations and opportunities. MM
Posavac, E. J. (2015). Program evaluation: Methods and case studies. Routledge.WR. Morbidity and mortality weekly report, 66(45), 1248.
Tobiano, G., Marshall, A., Bucknall, T., & Chaboyer, W. (2015). Patient participation in nursing care on medical wards: an integrative review. International Journal of Nursing Studies, 52(6), 1107-1120.
