The RN to BSN program

The RN to BSN program at the University 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
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching
experience and discuss your observations. The written portion of this assignment should
Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement

Community Teaching Plan: Teaching Experience Paper


Global warming has exposed people to many health and social challenges. More
specifically, the recent heatwaves experienced have increasingly caused severe social and
health problems among several communities globally. The health effects associated with
climate change disruptions that result in heatwaves include cardiovascular disease,
respiratory disease, and premature deaths caused by extreme weather conditions (Gronlund,
2014). Further, the impacts include disruptions or changes related to the geographical
distribution of food, infectious diseases, water-borne diseases, and threats to mental health.
Studies have also shown that heat waves also interfere with hypertension treatment.
Global warming has been blamed on the actions of man, who are involved in cutting
down trees for domestic and commercial use. Further, people are also involved in various
activities that have adversely affected the ozone layer, thereby exposing people to increased
heat (Karl et al., 2009). The paper will provide my teaching experience with a group of
individuals within the community, where I discussed a myriad of issues. The issues discussed
included health effects and individuals at more risk. It also provided a recommendation to the
community on the strategies that should be adopted to mitigate the impact of heatwaves.


Community Teaching Plan: Teaching Experience Paper

Summary of the teaching plan
During my presentation at the community, I must admit that l was nervous initially
since it was the first time I was involved in such a community outreach program. Moreover, I
never had much experience relating to the issues of public speaking as the others.
Nonetheless, the incorporation of technology-enabled me to gain some level of confidence
since I would refer to the notes that I had prepared relating to the teaching from my phone
without having to focus on the audience continually. Since I was able to photocopy the
presentation and managed to give every community member who attended, it was easy to
explain the issues covered since I would refer them to the copies. It took me an estimated
thirty minutes to discuss health effects, the individuals at more risk, and provide
recommendations to the community on the strategies that they should adopt to mitigate the
impact of heatwaves.
I started my presentation by giving a story of the effects of global warming in my
community. I realized that the audience could relate well to my experience since they were
also experiencing the same. Moreover, I did follow up on the story by allowing the audience
to ask any particular question they had before starting the main topics. However, before going
to the main issues, I managed to answer some of the questions that were asked by the
audience. I later started with the main points, where I explained to the audience the adverse
effects of heatwaves on community members.
Furthermore, I explained to them why they were increasingly at risk of health complications.
Finally, I made four recommendations to the audience on how best to avoid the adverse
impact of heatwaves. I must confess that the audience was very cooperative, and at the end of
the presentation, some of them gave me their mobile phone numbers and invited me to their

homes to discuss the issues with their extended families. In a nutshell, it was a humbling
The epidemiological rationale for topic
The community that I involved in the teaching presentation is composed of both the
whites Americans and the people of color. The area is densely populated and is composed of
a majority of people of color. Moreover, most of the people from the community are
miserable with the various facilities with basic amenities unevenly distributed. Although any
person can suffer from the illnesses related to heatwaves, some are at a higher risk compared
to the others. It has been reported that people of color in the United States are more
vulnerable to the health effects of heatwaves.
Nonetheless, racial vulnerability does not stem from the race as the predisposing factor
primarily. Instead, the historical, social, and economic factors that affect people of color are
the ones that make them more vulnerable as opposed to their racial identity (Gronlund, 2014).
These conditions are historically socioeconomic, thereby making people of color more
susceptible than other racial groups to the health effects of heatwaves.
The selection of the community is also justified because studies have indicated that
the children below four years and infants are more sensitive to the adverse impacts of high
temperatures. Moreover, they rely on adult individuals to ensure their temperatures are
regulated as well as the provision of adequate fluids. The individuals who are aged more than
sixty-five years are less likely to be responsive to the temperature changes (Benmarhnia et al.,
2015). Persons considered overweight are also prone to heat-related illnesses since they often
retain body heat. It is clear from the community involved that there are quite a number of the
old individuals, and some of the women have young children and infants too. In a nutshell,
the community’s selection for teaching the topic on the impacts of heatwaves is justified.
Evaluation of teaching experience

The teaching experience evaluation process was done to ensure that people within the
community were able to incorporate what they were taught. Indeed, when a follow up was
carried out, it was realized that an estimated 85 percent of the members who had attended the
teaching session had implemented all the recommendations provided. Further, it was also
noted that the photocopied handouts that were presented to the audience were very significant
in the implementation since people could easily refer to them and helped them remember
everything that they were taught during the session. It is also substantial to indicate that
several learning styles had been incorporated during the teaching session, including visual,
auditory, as well as kinetic. As a result, such different styles made compliance and
knowledge retention high, as witnessed during evaluation. Also, during the evaluation
process, the members were free to ask more questions on the issues that they felt needed
elaboration. Overall, I must indicate that the evaluation process proved that the teaching was
indeed a success and will create an impact on the context of mitigating the social and health
impact of heatwaves.
Community response to teaching
The community response to the teaching on the impact of global warming,
particularly heat waves on their health and possible solutions, was excellent. All the
community members who were involved were grateful for the information that was accorded
to them and subsequently increased their understanding and compliance. During the
evaluation calls made, it was realized that the community members took the teaching
seriously and were able to quickly get the photocopy handouts put in safe custody for future
reference. Nonetheless, continuous follow-up will be essential to fully ascertain the efficiency
of the teaching session in reducing the adverse impact of heatwaves on the health of the
community members.

The short goals that were expected concerning the implementation of the various
recommendations were met. The recommendations that the members had strictly followed
included drinking plenty of water and replacing minerals and salt with regular cold non-
alcoholic fluids. Further, the community members also ensured that they did not only wear
suitable clothing for the hot weather but also encouraged the other to do the same. They also
scheduled the outdoor activities carefully, taking into consideration the rising temperatures.
When the participants were asked whether the particular nurse who was teaching them on the
effects of heatwaves was knowledgeable, all the participants answered in affirmative. Also,
when the participants were asked whether the printed materials that were given were helpful
to them, they all replied yes. The participants were also asked whether all the questions they
asked were well answered; they all said that they were satisfied with the answers given. The
final question that was posed to the community members who participated was on their
feeling regarding the teaching session; they indicated that it was “perfect” and “excellent.”
Areas of strengths and areas of improvement
The teaching plan that was incorporated had several strengths that included the
different teaching styles that were used. The teaching styles that were used were return
demonstrations, visuals, as well as auditory. The nurse informed the audience about the
reasons why they were targeted and told them of their vulnerabilities. Also, the audience was
taught about the health effects of heatwaves. Finally, the community members were advised
to adhere to the recommendations outlined. Also, the other strength was the provision of
photocopied handouts to the audience. The handouts did not only help them follow up on the
teaching process but are also used at home for reference on their issues taught.
However, some areas needed improvement. First, there are some of the members that
were not fluent in the English language. In this regard, there was a need to have translators
for the handouts and the teaching sessions. Secondly, the teaching should also capture more

information on the facilities as already-affected participants, and their families can seek
medical help. Finally, the participants should be provided with refreshments to rejuvenate
them and improve their concentration.


The community teaching that was carried out relates to the health effects, the
individuals at more risk, and recommendations to the community on the strategies that should
be adopted to mitigate the impact of heatwaves in the community. The response by the
community was indeed satisfactory, and the various short-term goals regarding the
compliance with the recommendations had been met by an estimated 85 percent of the
participants. Strengths included appropriate use of mixed styles and handouts, among others.
Nonetheless, the areas that needed improvement included the use of a translator, provision of
refreshments, and availing of facilities where those already affected can get help. Overall, it
must be indicated that the teaching experience was successful, and therefore there will be a
follow-up to ensure the achievement of long-term goals.



Benmarhnia, T., Deguen, S., Kaufman, J. S., & Smargiassi, A. (2015). Vulnerability to heat-
related mortality. Epidemiology, 26 (6), 781-793.
Gronlund, C. J. (2014). Racial and socioeconomic disparities in heat-related health effects
and their mechanisms: a review. Current Epidemiology Reports, 1(3), 165-173.
Karl, T. R.; Melillo, J. M. & Peterson, T. C. (2009). Global Climate Change Impacts in the
United States. New York: Cambridge University Press.