NRS 427V Community Teaching Work Plan- Health Promotion 

Answer

Introduction

The study drafts community teaching work plan proposal for Grand Canyon University. This is a teacher experience paper that goes along with the teaching work plan proposal (Zygmunt-Fillwalk et al., 2014). Grand Canyon University is one of the profit Christian research universities that are based in United States. This University offers undergraduate, graduate and doctoral degree in healthcare, education, science, business as well as math and Christian theology. In this particular assignment, focus is mainly on the healthcare aspect that is offered by the University (Flynn, Pillay & Watters, 2016).

Primary Prevention or Health Promotion 

It is important to consider the fact that health promotion or disease prevention mainly focus on the act of keeping people well and healthy. They both have plan that aim towards some practical measures to health care. The strategies used are known as primary prevention activities. Therefore, health promotion is the act for motivating people especially for the healthy lifestyle as well as becoming a good self-manager (Smagorinsky, 2014).

Planning before teaching 

Epidemiological Rationale 

There are several initiatives such as policies, programs and other organized activities that relates to health promotion that have to be empowering, holistic and participatory in nature (Flynn, Pillay & Watters, 2016). The health prevention programs help communities and other individuals for controlling their environmental, personal factors and socio-economic as it keeps their impact on the health. Therefore, health promotion helps in fostering spiritual, mental health and physical health (Sicat et al., 2014).

Nursing Diagnosis 

It is known that nursing diagnosis relates directly to heath seeking as well as self care activities. The activities take into account accepting the responsibility of self-care as well as program identification and eliminating negative health care practice. The program needs to be initiated that need for stress reduction and active for seeking knowledge on matters relating to disease process or medical treatment (Patton, Parker & Tannehill, 2015).

Readiness for learning 

Learning is important at each stage of life. Nurses need to connect with the patients emotionally as well as practically so that they identify the problem in better way. Learning with other professionals as well as students will help the learners to become more efficient member of social care or health care team (Nascimbeni & Burgos, 2016). Therefore, group learning actually helps learners for understanding the limitations of the profession. It is important to discuss the problem with the social care team that is fruitful at the same time.

Learning theory to be utilized 

As far as salutogenic theory is concerned, it mainly utilizes for the program related to health promotion. In addition, the particular theory is designed for enhancing the health promotion program. Furthermore, the program mainly focuses on the health of the person and not the disease of the person. This theory will be taught to the student so that they can solve the future problems (Hord & Tobia, 2015).

Goal 

The main goal of the health care promotion is as follows:

• To increase the number of person who have medical insurance
• To increase the number of person who have dental insurance (Altrichter et al., 2013)
• To increase the number of person who are connected to a primary care provider
• To increase the number of person who practiced as medical employees (Flynn, Pillay & Watters, 2016)

Developing behavioral objectives that include domains, content and strategic or methods 

Strengths and opportunities for improvement of teaching plan 

It is known that teaching considers being the rich pursuit for the nurses for sharing the clinical expertise as well as entering into the profession as nurse with advanced preparation. In addition, teaching help in providing an opportunity that influences student for attaining success and shaping the next generation of nurses. It is the practice that mainly improves patient care management agencies as well as units that serve advanced practice role (Flynn, Pillay & Watters, 2016).

Community Teaching Experience Form 

Reference List

Altrichter, H., Feldman, A., Posch, P., & Somekh, B. (2013). Teachers investigate their work: An introduction to action research across the professions. Routledge.

Flynn, M. C., Pillay, H., & Watters, J. (2016). Industry–school partnerships: boundary crossing to enable school to work transitions. Journal of Education and Work, 29(3), 309-331.

Hord, S. M., & Tobia, E. F. (2015). Reclaiming our teaching profession: The power of educators learning in community. Teachers College Press.

Nascimbeni, F., & Burgos, D. (2016). In search for the Open Educator: proposal of a definition and a framework to increase openness adoption among university educators. The International Review of Research in Open and Distributed Learning, 17(6).

Patton, K., Parker, M., & Tannehill, D. (2015). Helping teachers help themselves: Professional development that makes a difference. NASSP Bulletin, 99(1), 26-42.

Sicat, B. L., O’Kane Kreutzer, K., Gary, J., Ivey, C. K., Marlowe, E. P., Pellegrini, J. M., ... & Simons, D. F. (2014). A collaboration among health sciences schools to enhance faculty development in teaching. American journal of pharmaceutical education, 78(5), 102.

Smagorinsky, P. (2014). Authentic teacher evaluation: A two-tiered proposal for formative and summative assessment. English Education, 46(2), 165.

Zygmunt-Fillwalk, E., Clark, P., Clausen, J., & Mucherah, W. (2014). Teacher Education Redefined: Contextual Cognizance and the Potential for Community Impact. International Journal of Research on Service-Learning in Teacher Education, 2, 1-41.