Title: Introduction to Teaching in the RN to BSN Program at Grand Canyon University
Introduction:
The Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) program at Grand Canyon University (GCU) is designed to meet the clinical competency requirements established by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN). In order to provide nontraditional experiences for practicing nurses, the program incorporates direct and indirect care experiences within the hospital organization, specific care discipline, and local communities. This paper will discuss the best approach for teaching in the RN to BSN program at GCU, highlighting the importance of seeking approval from agency administrators or representatives before presenting information to the community.
Teaching Approach:
Effective teaching in the RN to BSN program requires a thoughtful and well-planned approach. By considering the feedback offered by the provider, instructors can identify the most effective teaching methodology for their students. It is essential to take into account the unique needs and learning styles of the practicing nurses enrolled in the program.
The two primary approaches for teaching in the RN to BSN program are:
1. Direct Care Experiences: In this approach, nursing students engage in hands-on learning within the hospital organization. They are directly involved in patient care activities, observing and actively participating in various clinical procedures under the guidance of experienced nurses. This approach allows students to develop their clinical skills and enhance their understanding of patient care within a real-world setting.
2. Indirect Care Experiences: This approach emphasizes learning within the specific care discipline and local communities. Students engage in activities that indirectly contribute to patient care, such as conducting research, developing evidence-based practice guidelines, participating in community health initiatives, and promoting health education. Indirect care experiences provide students with a broader perspective of nursing practice and help them understand the role of nursing in improving overall population health.
The selected teaching approach should align with the program’s objectives and ensure the acquisition of essential clinical competencies. It is crucial to develop a comprehensive teaching plan that incorporates both direct and indirect care experiences to provide a well-rounded educational experience for the students.
Community Settings:
When choosing an appropriate community setting for the presentation of teaching information, it is important to consider the specific needs and characteristics of the target population. The following community settings are generally considered suitable for presenting information to the community:
1. Healthcare Clinics: Healthcare clinics serve as an ideal setting to educate patients and community members about various health-related topics. This setting allows for interactive sessions and addresses specific healthcare concerns or preventive measures.
2. School Facilities: Schools are an excellent platform to reach out to students, teachers, and parents. Presenting health-related information and promoting healthy habits can positively impact the overall well-being of the school community.
3. Community Centers: Community centers provide a gathering place for individuals of all ages and backgrounds. By conducting presentations or workshops in such settings, healthcare professionals can engage with a diverse audience and address various health concerns specific to that community.
4. Faith-based Organizations: Faith-based organizations often have a significant influence on community members. Collaborating with these organizations allows for the dissemination of health-related information and the opportunity to address spiritual and emotional aspects of healthcare.
When selecting a community setting, it is crucial to seek approval from the respective agency administrator or representative. This ensures that the teaching plan aligns with the goals and objectives of the community organization and allows for effective collaboration.
Conclusion:
Teaching in the RN to BSN program at GCU requires a well-planned approach that incorporates both direct and indirect care experiences. By carefully considering the unique needs and learning styles of the practicing nurses, instructors can create an effective teaching plan that facilitates the acquisition of clinical competencies. When presenting information to the community, it is essential to select an appropriate community setting that aligns with the program’s objectives and seek approval from agency administrators or representatives. This ensures a collaborative and successful teaching experience.
