Introduction
The RN to BSN program at Grand Canyon University (GCU) is designed to meet the clinical competency requirements set by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN). The program aims to provide nontraditional experiences for practicing nurses through direct and indirect care experiences. These experiences allow licensed nursing students to learn within the context of their hospital organization, specific care discipline, and local communities. In order to effectively teach in these settings, it is important to identify the best approach based on feedback from the provider. This presentation will outline the teaching work plan and provide information to the community.
Teaching Work Plan
The teaching work plan is a vital component of effective teaching in the RN to BSN program at GCU. It involves carefully planning and organizing the content, delivery methods, and assessment tools to ensure that the teaching is comprehensive and aligns with the clinical competencies required by the CCNE and AACN. The teaching work plan follows a systematic approach that includes the following steps:
1. Needs Assessment: The first step in the teaching work plan is to conduct a needs assessment. This involves identifying the specific learning needs of the community, based on the feedback provided by the provider. The needs assessment helps to determine the content that needs to be covered and the teaching methods that will be most effective in meeting those needs.
2. Goal Setting: Once the needs assessment is complete, the next step is to set goals for the teaching session. These goals should be specific, measurable, achievable, relevant, and time-bound (SMART). They should align with the clinical competencies required by the CCNE and AACN, and address the learning needs of the community.
3. Content Development: After setting goals, the next step is to develop the content for the teaching session. The content should be evidence-based, up-to-date, and relevant to the specific care discipline and local community. It should also be organized in a logical and structured manner to facilitate learning and comprehension.
4. Delivery Methods: The choice of delivery methods is crucial in ensuring effective teaching. The teaching methods should be varied and cater to different learning styles. They may include lectures, discussions, case studies, simulations, demonstrations, and hands-on activities. The use of multimedia resources such as videos, slideshows, and interactive tools can also enhance the learning experience.
5. Assessment Tools: Assessment is an important part of the teaching process as it helps to measure the effectiveness of the teaching and learning. Assessment tools may include quizzes, tests, case studies, presentations, and reflective journals. The choice of assessment tools should align with the teaching goals and content, and provide a comprehensive evaluation of the learning outcomes.
Presentation to the Community
Once the teaching work plan is developed, it is important to present the information to the community in an engaging and effective manner. The presentation should be tailored to the needs and characteristics of the community, and should consider cultural, linguistic, and educational diversity. The following options for delivery can be considered for the presentation:
1. Community Health Fair: Organizing a community health fair is an effective way to disseminate information to a large number of individuals. This setting allows for interactive displays, educational booths, and hands-on activities. The community members can actively participate in learning, ask questions, and receive educational materials.
2. Town Hall Meeting: A town hall meeting provides an opportunity for community members to come together and discuss health-related issues. The presentation can be delivered as part of a panel discussion or a question-and-answer session, allowing for a more interactive and engaging learning experience.
3. School or Workplace Setting: Presenting the information in a school or workplace setting can reach a specific target audience, such as students or employees. This setting allows for more focused and tailored teaching, addressing the specific needs and concerns of the audience.
Before presenting the information to the community, it is important to seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” This ensures that the presentation meets the requirements and expectations of the agency and aligns with the goals of the teaching work plan.
Conclusion
The RN to BSN program at GCU provides nontraditional experiences for practicing nurses through direct and indirect care experiences. To effectively teach in these settings, it is essential to develop a teaching work plan that includes a needs assessment, goal setting, content development, delivery methods, and assessment tools. The presentation of the information to the community can be done through various options such as a community health fair, town hall meeting, or a school or workplace setting. By following these steps, the teaching can be comprehensive, engaging, and aligned with the clinical competencies required by the CCNE and AACN.
