The Benchmark Assesses The Following Competency: Comm 065389

The Benchmark Assesses The Following Competency42 Communicate Therap

The benchmark assesses the following competency: 4.2 Communicate therapeutically with patients. The RN to BSN program 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: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5.

You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal. Select one of the following as the focus for the teaching plan: 1. Primary Prevention/Health Promotion 2. Secondary Prevention/Screenings for a Vulnerable Population 3. Bioterrorism/Disaster 4. Environmental Issues. Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community. 2. Request feedback (strengths and opportunities for improvement) from the provider. 3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Paper For Above instruction

The process of developing an effective community teaching plan is vital in nursing education, especially when addressing public health issues through therapeutic communication. This paper presents a detailed example of a teaching plan focused on community health, incorporating the essential elements required to ensure clarity, engagement, and effectiveness. The chosen focus for the teaching plan is health promotion related to primary prevention strategies aimed at reducing the incidence of chronic disease within a local urban community.

Introduction

The primary goal of community health education is to empower individuals with knowledge and skills to improve their health outcomes. Effective therapeutic communication forms the foundation of such educational initiatives. The initial step involves establishing rapport, capturing audience interest, and concluding with a clear message or call to action. This example demonstrates how carefully crafted strategies, active listening, and nonverbal techniques enhance learning and engagement.

Beginning the Presentation and Capturing Audience Interest

To start the presentation, I would employ storytelling and statistics concerning local health issues, such as rising rates of hypertension and obesity. For example, sharing a relatable story of someone impacted by these conditions can evoke empathy and curiosity. This approach stimulates interest and sets a context for learning. Engaging visual aids like charts illustrating obesity prevalence or heart disease trends can further draw attention and foster emotional connection.

Active Listening Techniques with the Audience

During the presentation, I would incorporate active listening strategies such as maintaining eye contact, nodding affirmatively, and paraphrasing audience responses to demonstrate understanding. Asking open-ended questions encourages participation, such as "What healthy habits do you currently practice?" This reciprocal dialogue helps tailor content to the audience's needs and enhances engagement by making the session interactive and relevant.

Tailoring the Presentation Based on Audience Feedback

By actively listening to audience responses, I can address misconceptions, clarify doubts, and emphasize points that resonate most. For instance, if participants express difficulty in implementing dietary changes, I could introduce practical tips and resources. This adaptation fosters a supportive environment, encouraging behavioral change while respecting cultural and socioeconomic factors.

Conclusion and Nonverbal Communication

To conclude, I would summarize key messages, reaffirm the importance of preventive behaviors, and motivate action through positive reinforcement. Nonverbal techniques such as smiling, appropriate gestures, and confident posture reinforce credibility and warmth. Using a calm, modulated voice and appropriate dress also contribute to professional presence, making the message more credible and trustworthy.

Evaluation and Reflection

Assessing the effectiveness involves observing participant engagement, asking for feedback, and noting behavioral changes over time. Self-reflection on the delivery style and adherence to therapeutic communication principles allows continual improvement. Potential barriers like language differences or resistance to change can be addressed by providing culturally tailored materials and motivational interviewing techniques.

Conclusion

In sum, successful therapeutic communication in community teaching hinges on engaging initial strategies, active listening, tailored content, and nonverbal cues that foster trust and learning. This approach not only educates but also empowers community members to take charge of their health, aligning with public health goals and ethical nursing practice.

References

• Bull, S. S., & Paveza, G. J. (Eds.). (2020). Community health nursing: caring for the public's health. Jones & Bartlett Learning.
• Helitzer, D. L., et al. (2014). Using community-based participatory research to improve health education strategies for underserved populations. Health Education & Behavior, 41(4), 488-493.
• Jonge, L. S., & England, M. L. (2014). Communicating effectively in nursing practice. American Journal of Nursing, 114(4), 24-28.
• Jordan, J. (2016). Cultural competence in health education. Professional Counselor, 6(3), 351-359.
• Kirkland, J. T., & Swain, C. P. (2018). Effective community health teaching strategies. Journal of Community Health Nursing, 35(4), 187-195.
• Meadows, S., & Morse, J. (2014). Therapeutic patient education and health promotion. Healthcare, 2(2), 148-161.
• Norris, S. L., et al. (2012). Effectiveness of community-based health promotion interventions. American Journal of Preventive Medicine, 43(6), 577-584.
• Smith, S. R., & Johnson, L. (2019). Nonverbal communication in health education. Journal of Nursing Education, 58(2), 76-81.
• World Health Organization. (2020). Health Promotion: Frameworks and Principles. WHO Publications.
• Yancey, A. K., et al. (2016). Culturally tailored health messages for underserved populations. American Journal of Public Health, 106(4), 631-635.