Disasters can be traumatic experiences for individuals, community members and health care providers. When disasters occur, there may be a lot of distress and uncertainty, and this is where spiritual considerations are to be given. For individuals, prayer can result in hoping that everyone and everything is ok. They can also turn to the bible or their religious affiliation, try to meditate, or look for peace and quite in the uncertainty. Regarding the community and health care providers, nurses working with the victims can advocate for the spiritual needs of patients by locating the chaplain whenever possible and facilitating the incorporation of spiritual practices that do not interfere with patient safety or the course of treatment to provide comfort (Faulkner, 2018). The community can come together to provide information and resources by word of mouth to each other.

Among other items, nurses are called to disasters to assess population risks, plan what is needed in the community, educate on training and drills. The community health nurse can apply the Christian worldview to care for the individuals by showing compassion and respect. The colleagues that they work with can help in disaster management if there are positive working relationships and little to no conflict. It is also important that nurses and the community to have a sense of appropriate training for disaster relief. For Christians seeking to get involved by actually providing disaster spiritual and emotional care to survivors, it is important for them to receive the appropriate training needed to offer competent, effective, and culturally responsive mental and spiritual health care, without doing harm (Schruba, 2018). Addressing ones spiritual need during a time of distress, like in a natural or human caused disaster, will provide hope and a sense of ease to those involved.

Falkner, A. (2018). Community & public health: The future of healthcare. Grand Canyon   

University. https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/5

Schruba, A. N., Davis, E. B., Aten, J. D., Wang, D. C., Entwistle, D. N., & Boan, D. (2018). Psychological first aid and the role of scientific evidence in Christians’ provision of disaster spiritual and emotional care. Journal of Psychology and Christianity, 37(1), 74–79.REPLY

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Assessment Description

The purpose of this assignment is to present the selected topic to the identified community based on the community teaching plan.

Prepare a presentation using the “Community Teaching Plan” and feedback received from your selected representative. You will work with your selected representative to confirm the time and date to present your selected topic to the community.  

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

PowerPoint Presentation (no more than 30 minutes)

Pamphlet Presentation (one to two pages)

Poster Presentation

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box. The “Community Teaching Experience Approval” form is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the acknowledgement form should be submitted with the provider’s hand-written signature. A typed, electronic signature will not be accepted.

Please note: For this assignment you will submit the presentation deliverable.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. 

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be 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. 

You are not required to submit this assignment to LopesWrite.

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.

Benchmark – Community Teaching Presentation – Rubric

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Rubric Criteria

Total120 points

Criterion1. Unsatisfactory2. Insufficient3. Approaching4. Acceptable5. TargetTeachingTeaching is based on the teaching plan, and feedback received is incorporated.0 pointsTeaching is not based on the teaching plan, and feedback received is not incorporated.18 pointsTeaching is based on the teaching plan, and feedback received is incorporated, but lacks detail.18.96 pointsTeaching is based on the teaching plan, and feedback received is incorporated.21.36 pointsTeaching is based on the teaching plan, and feedback received is incorporated in a detailed manner.24 pointsTeaching is based on the teaching plan, and feedback received is incorporated in a thorough manner.Teaching Plan Presentation (B)Teaching plan is presented using one of the options given. (C4.1)0 pointsTeaching plan is not presented using one of the options given.18 pointsTeaching plan is presented using one of the options given, loosely adhering to the guidelines outlined.18.96 pointsTeaching plan is presented using one of the options given.21.36 pointsTeaching plan is presented using one of the options given, adhering to the guidelines outlined.24 pointsTeaching plan is presented using one of the options given, closely adhering to the guidelines outlined.Presentation of ContentPresentation of Content0 pointsThe content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.36 pointsThe content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.37.92 pointsThe presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.42.72 pointsThe content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.48 pointsThe content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.LayoutLayout0 pointsThe layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.4.5 pointsThe layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.4.74 pointsThe layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.5.34 pointsThe layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.6 pointsThe layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.Language Use and Audience AwarenessIncludes sentence construction, word choice, etc.0 pointsInappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.4.5 pointsSome distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.4.74 pointsLanguage is appropriate to the targeted audience for the most part.5.34 pointsThe writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.6 pointsThe writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.Mechanics of WritingIncludes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.0 pointsErrors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.4.5 pointsFrequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.4.74 pointsOccasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.5.34 pointsFew mechanical errors are present. Suitable language choice and sentence structure are used.6 pointsNo mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.Format/DocumentationUses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.0 pointsAppropriate format is not used. No documentation of sources is provided.4.5 pointsAppropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.4.74 pointsAppropriate format and documentation are used, although there are some obvious errors.5.34 pointsAppropriate format and documentation are used with only minor errors.6 pointsNo errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.