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NR 443 Community Health Nursing Cancer in Texas PPT

NR 443 Community Health Nursing Cancer in Texas PPT

NR 443 Community Health Nursing Cancer in Texas PPT

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  • PowerPoint presentation – no more than 30 minutes
  • Pamphlet presentation – 1 to 2 pages
  • Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

  • Public health clinic
  • Community health center
  • Long-term care facility
  • Transitional care facility
  • Home health center
  • University/School health center
  • Church community
  • Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

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NR 443 Community Health Nursing Cancer in Texas PPT

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

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.

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 not required to submit this assignment to LopesWrite.

AttachmentsNRS-428VN-RS5-CommunityTeachingExperienceForm.doc

RUBRIC

Attempt Start Date: 09-Mar-2020 at 12:00:00 AM

Due Date: 15-Mar-2020 at 11:59:59 PM

Maximum Points: 120.0

Topic: Cancer and Cancer prevention

Identification of Focus for Community Teaching

The impact of Cancer on society within the United States of America and across the world in general has a major impact. Based on a report from the National Cancer Society in 2018 an estimated 1,735,350 new cases of cancer cases will be diagnosed within the United States and over 609,640 people will die from the disease (National Cancer Institute, 2018).  The second most common cause of death in Texas is cancer with cardiovascular conditions being number one with  lung cancer being the  leading cause of cancer death .Based on this finding it is important for the population to be informed about the prevention of cancer by being able to identify the risk factors, the relation of the disease to the geographic location, genetic predisposal.  The teaching will be focused on the prevention, which also incorporates live style changes that can bring about positive effects in their lives.

Epidemiological Rational for Topic

The Texas Cancer Society( 2019) reported that cancer is the second cause of dead in Texas and in 2019 an estimated 124,383 new cases of cancer will be diagnosed, and an estimated 45,524 Texans will die from cancer, there is an reduction in the cancer incidence rate , however there is increase in the number of newly diagnosed cases because of the increase in the aging and growth of the Texas population.  The most common cancer diagnosed is prostate cancer for men and breast cancer for women, lung cancer is the leading cause of cancer death in Texas, an estimated 11,008 death was expected in 2019. It also reported that as of January 1,2016 787,375 Texans previously diagnosed with cancer within the last 21 years are alive today.

The most common cause of cancer death for both males and females in Texas is Lung cancer, this accounts for 24 percent of all expected cancer deaths in 2019. The complications for cancer otherwise include fatigue, which is most common, diabetes, endocrine changes, hypothyroidism, infertility, learning and memory problems, pain, sexual dysfunction and other complications. There are also the social and economical factors that can interrupt family life (The University of Texas MD Anderson Cancer Center, 2020).

Nursing Diagnosis for Cancer

Risk for cancer related to lack of knowledge about cancer prevention as evidence by the increase numbers of persons diagnosed with cancer.

Readiness for Learning

The teaching plan seeks to get the community involved in their health care plan. It is expected that they will be motivated to learn new information and ask questions, the teacher will be ready to answer questions, clarify misconceptions and be of assistance.

Learning Theory

Based on the VARK learning theory persons may use different modalities to learn, with this knowledge it is important for the teacher to utilize the VARK learning theory when trying to capture a mixed audience. The acronym VARK stands for Visual, Aural, Read/Write, and Kinesthetic. The teacher will present the information utilizing visual aid, providing brochures, allow note taking and facilitating interactive discussions (fleming,2019).

Goals

The proposed teaching Cancer Prevention in Texas: Primary Prevention / Health Promotion adheres to Healthy People 2010 (HP2020) objectives C-1 to C-20.6 on cancer, particular objective C-1: Reduce the overall cancer death rate. Education can lead to the prevention of cancer related to lifestyle, and in turn reduce the number of cancer related deaths.

The HP2020 Objectives Relating to Almas Ata’s Health for Global Initiatives

The goals of the Alma Ata’s declaration are geared towards primary healthcare which is considered a means to achieve healthcare for all by the year 2000(Global Health, 2018). While HP2020 initiative is focused on improving the health of all American by the year 2020. Based on the goals of the Alma Ata’s and the HP2020 individuals should be empowered towards making informed health decisions and having all necessary resources available to them based on the elimination of all health disparities.  It is the hope that individuals will be educated about cancer and its prevention and have all necessary resources for early diagnosis and treatment (ODPHP, 2020).

Develop Behavioral Objectives (Including Domains), Content and Strategies

Behavioral Objective and Domain Content Strategies/ Methods
The group will be able to.

1.       outline what cancer is in their own words. The most prevalent cancer, most common cancer among both male and female and cause of cancer

Facts about cancer

Ø  Cancer is the abnormal multiplication of cells.

Ø  Cancer is the second cause of death in Texas.

Ø  Leading risk factors for preventable cancers are smoking, ultraviolet radiation, obesity, infectious diseases (HPV), excessive alcohol consumption.

Ø  Lung cancer accounts for the most common cancer among male and female in Texas.

 

1.      The teacher will commence the teaching session by making 3 statements about cancer, the group will indicate if the statement is factual or a myth.

This will be used to assess the knowledge level about cancer.

 

2.       Identify at least two preventable lifestyle risk factors for cancer. Preventable lifestyle risk factors.

smoking, ultraviolet radiation, obesity, excessive alcohol consumption

2.The teacher will ask the group what lifestyle habits they may have that is a risk factor for cancer before presenting the information.

To find out their awareness and have an idea of how health conscious they are, and if they are likely to make lifestyle changes.

3.      Outline the different screening methods for early diagnosis and treatment. Screen test for cancer.

Mammograms, Pap Smears,

Colonoscopy, Low Dose CT, Prostate and testicular examinations.

3.The teacher will have two columns, on one side will be the screening tests for cancer and on the other side the name of the cancer they are used for, the group will be asked to match them.

To encourage active participation from the group.

4.      Point out resources available to them. Resources

Ø  Cancer prevention and Research Institute

Ø  American Cancer Society

Ø  Susan G. Komen Foundation

Ø  Make a Wish foundation

Ø  MD Anderson’s Center for community Engagement

The teacher will present a list of available resources available to the group.

 

Creativity

How was creativity applied in the teaching methods/strategy?

  1. The theory about cancer will be explained through visual effects (PowerPoint presentation).
  2. The fact or Myth questions will attract the group and grab their attention.
  3. The question about lifestyle risk factors will get the group thinking about where they are in relation to their lifestyle and identify the changes they need to make.

Planned Evaluation of Objectives

The evaluation and objectives will focus on whether the group will be able to:

  1. Outline what cancer is in their own words.
  2. Identify at least two lifestyle risk factors for cancer.
  3. Outline the different screening methods for early diagnosis and treatment.
  4. Point out resources available to them.

Barriers

The Barriers that may arise during the execution of this teaching plan are:

  1. Noise from children and communication between relatives and patient. The aim is to conduct teaching after one hour of the center being open so that the patients would already be on the inside and relatives would just be waiting.
  2. The group is expected to be of mixed ethnicity, so there is the possibility of encountering language barriers. There will be bilingual personnel available for resources if the need arises.

Therapeutic Communication

The presentation will commence with the teacher asking the fact/myth questions that will be considered an ice breaker and a means of grabbing the attention of the group. The group will be informed that at the end, persons that are able to answer questions from the presentation correctly will receive tokens. There will be questions at intervals to the group that will capture and maintain their attention throughout the presentation also. Active listening will help to tailor the presentation to the group based on the level of questions asked, and the way in which they asked their questions. This will allow the teacher to know how intelligent the group is and if there is need to adjust the presentation accordingly. The presentation will end with question and answer session and the handing out of brochures with the information presented.

References

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