Teaching Experience Reflection

Benchmark Information

This benchmark assignment assesses the following programmatic competencies: 

RN to BSN

4.1: Provide individualized education to diverse patient populations in a variety of health care settings.(Teaching Experience Reflection)

Assessment Description

The purpose of this assignment is to discuss the community teaching experience, describing your observations on the community’s response to the teaching.

In 750-1,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include the following:

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

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.(Teaching Experience Reflection)

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Teaching Experience Reflection-sample solution

Summary of the Community Teaching Plan

(Teaching Experience Reflection)The community teaching plan was developed to improve the health outcomes of individuals at a high risk of developing chronic illnesses such as diabetes. The targeted population, individuals over 65, are vulnerable to developing these chronic conditions, and early screening and detection can significantly improve their quality of life (Biessels & Whitmer, 2019). The healthcare professionals developing the teaching plan recognized the importance of educating community members on the risks of chronic illnesses and preventive healthcare. By providing information on the signs and symptoms of chronic conditions, individuals can be empowered to seek early screening and treatment.(Teaching Experience Reflection)

The teaching plan was designed to be delivered through in-person presentations, educational materials, and online resources. This multi-faceted approach ensured that community members could access the information in the most convenient formats. The use of online resources was essential, as it allowed individuals who may have difficulty attending in-person presentations to access the information from the comfort of their own homes (Luzi et al., 2021). The teaching plan also provided information on accessing screening services in the local area. This information was essential, as many individuals may not be aware of the availability of these services or how to access them.(Teaching Experience Reflection)

The Epidemiological Rationale for the Topic

The decision to focus on chronic diseases such as diabetes and screening of individuals above 65 years was based on several epidemiological factors. These factors included the increasing prevalence of chronic diseases among the aging population and the higher risk of complications and mortality in older individuals. Also, type 2 diabetes is a significant health concern in the United States, affecting approximately 34.2 million people, accounting for 10.5% of the population (Biessels & Whitmer, 2019). The prevalence of diabetes is higher among specific populations in the U.S., including racial and ethnic minorities and low-income individuals(Teaching Experience Reflection). Furthermore, diabetes is associated with significant health complications, including cardiovascular disease, kidney disease, and nerve damage, and is a leading cause of death in the U.S. As a result, it would be significant to take early screening to detect such illnesses. Additionally, one can resolve to practice healthy lifestyles after the screening whether or not a disease is detected.(Teaching Experience Reflection)

Early detection and management of chronic diseases such as diabetes in people above 65 years might be critical in reducing the risk of these health complications and improving health outcomes. However, many individuals who are at risk of developing diabetes are not aware of their risk or do not have access to screening services. Therefore, by providing education and resources on diabetes screening, the community teaching plan aimed to prevent the development of diabetes complications such as heart disease, kidney damage, nerve damage, and blindness (Luzi et al., 2021). Specifically, it encouraged individuals to make lifestyle changes and seek timely medical care. Lastly, it helped increase awareness of diabetes risk factors and promote early detection and management.(Teaching Experience Reflection)

Evaluation of Teaching Experience

The teaching experience was conducted over six months and involved multiple presentations and events in the community. Generally, community members received the teaching experience well and effectively increased awareness of diabetes screening and risk factors, which was evident in how they responded. The in-person presentations were particularly effective in engaging community members and allowing them to ask questions and receive personalized information (Sinclair et al., 2020). The use of educational materials, including pamphlets and brochures, was also helpful in reinforcing key messages and providing additional resources for those who wanted to learn more.(Teaching Experience Reflection)

Community Response to Teaching

The community’s response to the teaching on diabetes was positive, with most members expressing gratitude for the valuable information provided. The teaching significantly impacted the community, as numerous attendees reported that they intended to seek diabetes screening services following the session.(Teaching Experience Reflection)

Moreover, the knowledge gained from the teaching had a ripple effect beyond the immediate audience, as many attendees shared the information with their families and friends. This outcome is particularly significant as it suggests that the impact of the teaching will extend to reach a wider population (Luzi et al., 2021). Overall, community members’ positive feedback and subsequent actions demonstrate the importance of providing accessible and relevant health information to needy communities.(Teaching Experience Reflection)

Areas of Strength and Improvement

The strengths of the community teaching experience included the engagement of healthcare professionals and the use of in-person presentations and educational materials to deliver key messages. Additionally, multiple events over several months allowed for repeated exposure to the information and helped reinforce key messages(Teaching Experience Reflection). On the other hand, the areas for improvement included utilizing online resources and the need for more targeted outreach to vulnerable populations. One area for improvement was the utilization of online resources (Kyrou et al., 2020). While the online resources were available and promoted, they were not as well utilized as the in-person presentations and materials. In future teaching experiences, exploring additional ways to promote and encourage the use of online resources, such as social media or targeted email campaigns, may be helpful (Biessels & Whitmer, 2019). While the teaching plan was developed with vulnerable populations in mind, exploring additional outreach strategies to ensure these populations are reached effectively may be helpful.(Teaching Experience Reflection)

In conclusion, the community teaching experience on screening for a vulnerable population effectively increased awareness of diabetes screening and risk factors. The teaching plan was developed to improve health outcomes for vulnerable populations, and while there were areas for improvement, the overall response to the teaching was positive. By continuing to refine and improve the teaching plan, healthcare professionals can continue to promote early detection and management of diabetes and improve health.(Teaching Experience Reflection)

References

Biessels, G. J., & Whitmer, R. A. (2019). Cognitive dysfunction in diabetes: How to implement emerging guidelines. Diabetologia, 63(1), 3-9. https://doi.org/10.1007/s00125-019-04977-9

Kyrou, I., Tsigos, C., Mavrogianni, C., Cardon, G., Van Stappen, V., Latomme, J., Kivelä, J., Wikström, K., Tsochev, K., Nanasi, A., Semanova, C., Mateo-Gallego, R., Lamiquiz-Moneo, I., Dafoulas, G., Timpel, P., Schwarz, P. E., Iotova, V., Tankova, T., & Manios, Y. (2020). Sociodemographic and lifestyle-related risk factors for identifying vulnerable groups for type 2 diabetes: A narrative review with emphasis on data from Europe. BMC Endocrine Disorders, 20(S1). https://doi.org/10.1186/s12902-019-0463-3

Luzi, L., Carruba, M., Crialesi, R., Da Empoli, S., Dagani, R., Lovati, E., Nicolucci, A., Berra, C. C., Cipponeri, E., Vaccaro, K., & Lenzi, A. (2021). Telemedicine and urban diabetes during COVID-19 pandemic in milano, Italy during lock-down: Epidemiological and sociodemographic picture. Acta Diabetologica, 58(7), 919-927. https://doi.org/10.1007/s00592-021-01700-2

Sinclair, A., Saeedi, P., Kaundal, A., Karuranga, S., Malanda, B., & Williams, R. (2020). Diabetes and global ageing among 65–99-year-old adults: Findings from the international diabetes Federation diabetes atlas, 9th edition. Diabetes Research and Clinical Practice, 162, 108078. https://doi.org/10.1016/j.diabres.2020.108078