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:
- Summary of teaching plan
- Epidemiological rationale for topic
- Evaluation of teaching experience
- Community response to teaching
- Areas of strengths and areas of improvement
You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the APA guidelines 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.
Expert Solution Preview
Introduction:
The teaching experience discussed in this assignment was centered around the topic of infection control practices among healthcare workers. The teaching plan was designed to provide nursing students with a comprehensive understanding of the importance of infection control practices and the different techniques that can be used to prevent the spread of infectious diseases in healthcare settings. The aim was to equip nursing students with the knowledge and skills they need to keep themselves and their patients safe from infections.
Summary of teaching plan:
The teaching plan was designed to cover various aspects of infection control practices including hand hygiene, use of personal protective equipment, environmental cleaning, and waste management. The teaching plan was delivered through a combination of lectures, case studies, and interactive discussions. The lectures focused on the epidemiology of infectious diseases, the routes of transmission, and the impact of infections on patient outcomes. The case studies were used to reinforce the students’ understanding of infection control practices and their application in real-life scenarios.
Epidemiological rationale for topic:
Infection control practices are essential for ensuring the safety of healthcare workers and patients. Healthcare-associated infections are a major cause of morbidity and mortality in healthcare settings. According to the Centers for Disease Control and Prevention (CDC), about 1 in 31 hospitalized patients has at least one healthcare-associated infection. Healthcare workers are also at risk of acquiring infections from their patients. Therefore, teaching nursing students about infection control practices is crucial for preventing the spread of infections and improving patient outcomes.
Evaluation of teaching experience:
The teaching experience was evaluated using a combination of formative and summative assessments. The formative assessments included in-class discussions, case studies, and quizzes. The summative assessment was a final exam that tested the students’ knowledge of infection control practices. The teaching experience was well received by the students, and they were actively engaged in the learning process. The majority of the students demonstrated a good understanding of infection control practices and their application in healthcare settings.
Community response to teaching:
The community response to the teaching was positive. The nursing students demonstrated an increased awareness of the importance of infection control practices in healthcare settings. They expressed a willingness to apply the knowledge and skills they had acquired in the clinical setting to prevent the spread of infections. The community response to the teaching was also reflected in the final exam results, which demonstrated a high level of understanding of the topic.
Areas of strengths and areas of improvement:
One of the strengths of the teaching experience was the use of case studies, which enabled the students to apply their knowledge of infection control practices in real-life scenarios. The interactive discussions also facilitated active learning and engagement among the students. One area of improvement could be the inclusion of more hands-on activities, such as simulations or demonstrations, to reinforce the students’ understanding of infection control practices. Additionally, the teaching could have emphasized the importance of cultural competence in infection control practices to ensure that nursing students are equipped with the skills needed to provide culturally sensitive care to patients from diverse backgrounds.
Conclusion:
Overall, the teaching experience was successful in providing nursing students with a comprehensive understanding of infection control practices in healthcare settings. The teaching plan was effective in conveying the importance of infection control practices and equipping nursing students with the knowledge and skills needed to prevent the spread of infections. The positive community response to the teaching experience suggests that the nursing students are well-positioned to apply their knowledge of infection control practices in their clinical practices.
