Community Teaching Plan: Teaching Experience Paper 

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Community Teaching Plan: Teaching Experience Paper – Rubric

No of Criteria: 10 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0     Comprehensive Summary of Teaching Plan 15.0Summary of community teaching plan is omitted.Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear. Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support.Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support.Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population. Epidemiological Rationale for Topic15.0Epidemiological rationale for the topic is omitted.Epidemiological rationale is unclear or incorrect.Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support.Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity.Strong epidemiological rationale is provided and demonstrates support for the topic presented.Evaluation of Teaching Experience20.0Evaluation of teaching experience is omitted or incomplete.Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience. Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience.Evaluation of the teaching experience is generally presented. Some detail is needed for clarity. A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated. Community Response to Teaching Provided15.0Community response to teaching is omitted.Community response to teaching is partially summarized. More information is needed.A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity.A description of community response to teaching is generally presented. Some information is needed for support or clarity.A detailed description of community response to teaching is presented. Areas of Strength and Improvement 15.0Areas of strength and improvement are omitted.Areas of strength and improvement are partially discussed.Areas of strength and improvement are generally discussed. Areas of strength and improvement are discussed.Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.Organization and Effectiveness 15.0     Thesis Development and Purpose5.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed and/or vague; purpose is not clear. Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.Format5.0     Paper Format2.0Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage  100

Personal Philosophy of Nursing Essay 

 write your personal philosophy of nursing. The essay is to be typewritten and double-spaced (1,000 words) and should include the following: 

1. Introduction that includes who you are and where you practice nursing 

2. Definition of nursing 

3. Assumptions or underlying beliefs 

4. Definitions and examples of the major domains of nursing 

5. Summary that includes answers to the following questions: a. How are the domains connected? b. What is your vision of nursing for the future? c. What are the challenges that you will face as a nurse? d. What are your goals for professional development? 

Qualitative research is the most valuable to the nursing profession. Qualitative research answers important questions that then avail oneself to utilize many different methods to investigate such as grounded theory, phenomenology, and ethnography.  Quantitative data is typically established by populations in a specific area therefore it can not be or is not meant to be compared and archived to qualitative data. Wendy Miller states ” Qualitative finding are not generalized in the  prevalent sense of the word—they do not provide laws or relationships that can be taken from a single sample and applied to entire populations. Rather, they are generalizable in a way that is particularly pertinent to nursing practice, in which there is an expectation that scientific findings, and nursing care itself, be tailored to unique individuals in their distinct contexts ” (Miller). Thus qualitative data can be utilized in a broad sense and can be applied to more than a specific population. 

Miller, W. R. (2010, September). Qualitative research findings as evidence: utility in nursing practice. Retrieved March 24, 2020, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3021785/

Week 2: Research, Practice Problems, and Questions (graded)

11 unread reply.11 reply.

This week’s graded topics relate to the following Course Outcome (CO). 

· CO 2:Apply research principles to the interpretation of the content of published research studies.  (POs 4 & 8)

· CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8)

Professional nurses rely on research findings to inform practice decisions; they use critical thinking to apply research directly to specific patient care situations.

Think about an independent nursing practice problem you care passionately about and would be interested in searching for evidence. *For the below questions, medical/doctor/physician problems will not be used, for example, treatments such as medications or diagnostics such as cardiac catherizations. Also, broad practice problems such as staffing issues, workforce issues, or patient ratios will not be used as this is an organizational/system/political/administrative/multi-stakeholder problem which nursing cannot solve independently.

· Reflect on nursing practice and describe a significant nursing clinical issue, topic of interest, or practice problem that is important to you. Describe why you chose the problem/topic.

· Develop a searchable, clinical question in the PICO(T) format for your nursing practice problem. *To format your clinical question using PICO(T), use the AAACN Toolkit: Template for Asking PICOT Questions found in your required reading or access the following link.

https://www.aaacn.org/sites/default/files/documents/misc-docs/1e_PICOT_Questions_template.pdf (Links to an external site.)Links to an external site.

· List each of your PICOT elements.

· Share why you care about this nursing practice problem and why you believe the problem would benefit from finding the best evidence.

Resources must be used:

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett.

American Academy of Ambulatory Care Nursing (AAACN). (2018). AAACN research toolkit: Template for asking PICOT questions. Retrieved from https://www.aaacn.org/sites/default/files/documents/misc-docs/1e_PICOT_Questions_template.pdf (Links to an external site.)

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58-61. permalink (Links to an external site.)

Define a work setting situation you have been involved in, either good or not so good, that allows you to demonstrate application of the concepts learned in this course i.e., leadership style, organizational culture, the change process and strategic planning, 

• What additional information would you collect to analyze the situation?
• Evaluate the culture of the organization
• Evaluate the leadership style
• What is the solution to the problem or what makes this situation so good?
• Make suggestions for implementing the best solution to resolve the problem or include what things were in place to make your situation a good one.
  • Utilizing the change process
  •  Identify strategic plan
• Conclusion, including what you have learned about organizational leadership that will influence your future practice.