1-Great response.  You brought up many points that I overlooked.  I love the info on assessing the community.  Of course you need to assess the community on their spiritual needs and reaction to the disaster.  There could be people at risk of harming themselve or others.  It is important to gauge the community members and provide them with the proper support they need.  A community health nurse has a very important job when dealing with disasters.  

2-What we call holistic care in nursing involves the mind, body and spirit. If we are required to care for our patients this way for them to be healed as a whole person, then it should be part of their health care. I think there should be reimbursement for it. Spiritual care is important in the care of patients.  

3-During disasters, people suffer psychological and emotion stress.  There are many types of disasters that cause emotional stress, like school shootings, mass shootings, bombings, and weather-related disasters. They witness some traumatizing events that may haunt them.  They may question why God allowed this to happen.  They may wonder about their beliefs of God. They may feel the need to push others away, so they do not get hurt.  They may feel guilty or angry.  They may question life and death and its purpose. The community will ask the same questions as well.  Community leaders may feel overwhelmed while trying to care for their community members like when Las Vegas had the mass shooting during a country concert.  The community of Las Vegas and country music came together to support the victims and the community.  Health care worker, first responders, and the community, caring for the victims struggle to save lives and lose precious lives.  They worked to save lives and to provide emotional support to the victims. After the day was over, the workers themselves were the ones that needed to be cared for emotionally and mentally.  They are mentally drained and need counseling themselves.

A community nurse health nurse can assist with all aspects of nursing, triaging the injured, as well as population-based practices, rapid assessment of the community’s needs, handing out of preventative and treatments, education, providing shelter or resources for shelter, and staples to survive or resources to facilitate those staples (Association of Public Health Nurses, 2013).  They also can provide the spiritual support that people need.  They should offer spiritual support by offering spiritual care by being present and hospitality, nonjudgmental listening, providing no harm, and confidentiality. Encourage their faith to get them through the disaster, attempt to normalize and understand their situation.  They should also be ready to provide spiritual resources and assistances (National Disaster Interfaith Network, n.d.).  The community can assist her colleagues by listening to them and providing them with resources for spiritual support. 

APA format 1 page long 3 references and please include one from discussion post

MSN degree Need ASAP for 9/7/19.

Audience

 First-year nursing students come in an associate degree nursing program have typical prerequisite coursework, yet often come with a high degree of variable life experiences. Nursing students, in general, are academic achievers who could not be admitted to their program without a high grade point average. Prerequisite coursework, such as anatomy and physiology, resides at the knowledge and comprehension level of Bloom’s taxonomy, which requires students to explain, memorize, and describe concepts (Bristol & Kerwekh, 2011).  Early nursing coursework begins to include application and analysis where students must criticize, compare, and develop ideas. For many, this is a big leap. Bradshaw and Hultquist (2017) describe that students’ progress through learning via set steps. The first step is dualistic thinking where concepts are black and white. This progresses to multiplicity, where more diverse ideas are tolerated. Nursing students also experience a difficult transition to understanding the conceptual grey areas.

Learning Need

            Early in the nursing program, students are expected to identify scholarly versus non-scholarly sources of information. Students are expected to include scholarly sources in their self-directed learning and include these in their assignments. Being able to evaluate evidence is critical for patient safety as they advance in their training and career (Horntvedt, Nordsteien, Fermann, & Severinsson, 2018).  The following are two learning objectives for this lesson:

• Summarize the difference between academic and non-academic sources of nursing knowledge
• Provide two examples of academic sources of knowledge

Horntvedt et al. (2018) found that interactive teaching and integration into clinical practice were effective strategies for teaching students to evaluate evidence.  The learning activity will provide necessary information about scholarly sources of information in an online format. This lesson will use a video presentation to highlight critical concepts related to assessing academic sources of information. During the lesson, students will be shown five different sources of information and be asked to rank the sources in order of most reliable to least reliable.

Evaluation

            Shank (2005) emphasizes the need to match the skill level of the learner with the learning objectives and activities. For first-year nursing students, a basic understanding of scholarly versus non-scholarly work is appropriate. An analysis of formal research study validity is beyond the scope of what is needed at their level. The verb summarize corresponds with the knowledge level of learning in Bloom’s taxonomy. The second objective asks the student to provide two examples, which demonstrates comprehension-level understanding in Bloom’s. Both objectives, if successfully met, will allow the student to complete the required work, accessing scholarly work, successfully.

References

Bradshaw, M. J., & Hultquist, B. L.  (2017). Innovative teaching strategies in nursing and

            related health professions (7th ed.). Burlington, MA: Jones and Bartlett.

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia,

            PA: F. A. Davis Company.

Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for

teaching evidence-based practice in nursing education: a thematic literature review. BMC MEDICAL EDUCATION, 18. https://doi-org.ezp.waldenulibrary.org/10.1186/s12909-018-1278-z

Shank, P. (2005). Writing learning objectives that help you teach and students learn (Part 1).

 Online Classroom, 4–7. Retrieved from the Walden Library databases.