Design a similar service-learning or volunteerism activity for students.

Posted: December 13th, 2022

Design a similar service-learning or volunteerism activity for students.

Discussion 5

Design a similar service-learning or volunteerism activity for students.

The service-learning activity would entail nurse students providing nursing services in a month-long free boot camp open to the public for blood pressure checkup at the college clinic. This would entail liaising with the clinic and college administration to set up free clinic services to conduct blood pressure check-ups for members of the public under supervision by the clinic personnel. The clinic would apply a roster that assigns different students to the different work areas in the clinic.

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The activity is intended to help the students understand the concept of ‘caring’ in the provision of nursing services.Design a similar service-learning or volunteerism activity for students.The students would be engaged in conducting five activities. The first activity is community education on how to achieve and maintain a health blood pressure level. The second activity is conducting surveys to understand priority health needs facing the community. The third activity is observing local medical personnel and presenting reports to indicate an understanding of unique local healthcare practices. The fourth activity is performing day-to-day activities such as recording the clinical data for patients’ intake, and completing paperwork. The fifth activity is building the patients’ histories and taking vitals.Design a similar service-learning or volunteerism activity for students.

What are the philosophical and theoretical underpinnings for your teaching/learning activity?

The learning activity has been informed by Madeleine Leininger’s Culture Care Theory. In this case, the intention is to facilitate the students to acquire cultural and care knowledge that would form part of their understanding of the competencies required to support patient wellness, healing and compliance. For that matter, through incorporating the theory as the philosophical underpinning, the activity will allow nurses become familiar with making cognitive decisions that are tailor-made to fit with the patient’s cultural values, lifeway and beliefs (McFarland &Wehbe-Alamah, 2015, pp. 6-7). The activity is intended to allow the students become familiar with professional nursing concepts within the practice environment. In addition, it requires the students to practice in challenging environments where their innovative skills are developed.Design a similar service-learning or volunteerism activity for students. Through observing local medical staff, the students will learn local health care practices, allowing them to better appreciate the concept of health care innovation even as they develop their innovative skills. Besides that, the workplace experience will allow the students to have better appreciation of the concept of culture while improving their communication skills so that they are better able to communicate with persons from different cultures (Gaberson, Oermann&Shellenbarger, 2015, pp. 7-8).Design a similar service-learning or volunteerism activity for students.

What preliminary readings or activities might you use to prepare students for the activity?

Students would be required to read on the local communicates in which they would be conducting the volunteer activities. This includes learning about the local customs and culture. Also, they would explore and understand the health care environment, to include common ailments unique to the population and based on the demographics. These activities would help the students to speedily acclimatize.

What means might you use for learner assessment?

Learner assessment would be conducted through three processes. The first process is faculty assessment whereby a faculty member would observe the students in the practice environment and evaluate their performance. The second process would entail the clinic personnel assessing the students based on pre-identified areas, thus allowing the students to be assessed for professional and social factors such as communication, engagement, initiative, and conduct. The final process would entail the student presenting a day-to-day report on the experiences, thus allowing the students to be assessed for conduct and response to different issues within the practice environment (Oermann&Gaberson, 2014, pp. 365-366).Design a similar service-learning or volunteerism activity for students.

What specific instructional strategies or learning activities would be included?

The service-learning experience is intended to address five goals. The first goal is to enable the students become collaborative, independent, compassionate, competent and innovative nurses. These second goal is to prepare the students for optimal health outcomes with patients. The third goal is to promote clinical independence. The fourth goal is to refine practice effectiveness and efficiency. The final goal is increasing the students’ skills and knowledge (Billings & Halstead, 2015, p. 217). Five instructional strategies have been identified to help in achieving the five goals. The first strategy is modeling whereby nursing skills are demonstrated as students observe.Design a similar service-learning or volunteerism activity for students. The second strategy is collaborative learning whereby cases are simulated and discussed with students. The third approach is reflection whereby students are facilitated in reflecting on the clinical details to understand how they fit together. The third strategy is direct questioning whereby students are presented with a series of clinical problems that required them to apply innovative skills in solving. The fourth strategy is coaching whereby the students are verbally guided through procedures and tests that they are yet to master. The final strategy is feedback that allows students to make constructive changes (Billings & Halstead, 2015, p. 212).Design a similar service-learning or volunteerism activity for students.

How would you evaluate learning outcomes?

Learning outcomes would be evaluated through three strategies. Firstly, written examinations that assess knowledge levels. The second strategy is competency checklists that make use of the learner assessments. The third strategy is direct observations using rating scales (Oermann&Gaberson, 2014, p. 366).

Discussion 5

Design a similar service-learning or volunteerism activity for students.

The service-learning activity would entail nurse students providing nursing services in a month-long free boot camp open to the public for blood pressure checkup at the college clinic. This would entail liaising with the clinic and college administration to set up free clinic services to conduct blood pressure check-ups for members of the public under supervision by the clinic personnel. The clinic would apply a roster that assigns different students to the different work areas in the clinic. The activity is intended to help the students understand the concept of ‘caring’ in the provision of nursing services.The students would be engaged in conducting five activities. The first activity is community education on how to achieve and maintain a health blood pressure level. The second activity is conducting surveys to understand priority health needs facing the community. The third activity is observing local medical personnel and presenting reports to indicate an understanding of unique local healthcare practices. The fourth activity is performing day-to-day activities such as recording the clinical data for patients’ intake, and completing paperwork. The fifth activity is building the patients’ histories and taking vitals.Design a similar service-learning or volunteerism activity for students.

What are the philosophical and theoretical underpinnings for your teaching/learning activity?

The service-learning activities are intended to allow the students become familiar with professional nursing concepts within the practice environment. In addition, it requires the students to practice in challenging environments where their innovative skills are developed. Through observing local medical staff, the students will learn local health care practices, allowing them to better appreciate the concept of health care innovation even as they develop their innovative skills. Besides that, the workplace experience will allow the students to have better appreciation of the concept of culture while improving their communication skills so that they are better able to communicate with persons from different cultures (Gaberson, Oermann&Shellenbarger, 2015, pp. 7-8).

What preliminary readings or activities might you use to prepare students for the activity?

Students would be required to read on the local communicates in which they would be conducting the volunteer activities. This includes learning about the local customs and culture. Also, they would explore and understand the health care environment, to include common ailments unique to the population and based on the demographics. These activities would help the students to speedily acclimatize.Design a similar service-learning or volunteerism activity for students.

What means might you use for learner assessment?

Learner assessment would be conducted through three processes. The first process is faculty assessment whereby a faculty member would observe the students in the practice environment and evaluate their performance. The second process would entail the clinic personnel assessing the students based on pre-identified areas, thus allowing the students to be assessed for professional and social factors such as communication, engagement, initiative, and conduct. The final process would entail the student presenting a day-to-day report on the experiences, thus allowing the students to be assessed for conduct and response to different issues within the practice environment (Oermann&Gaberson, 2014, pp. 365-366).

What specific instructional strategies or learning activities would be included?

The service-learning experience is intended to address five goals. The first goal is to enable the students become collaborative, independent, compassionate, competent and innovative nurses. These second goal is to prepare the students for optimal health outcomes with patients. The third goal is to promote clinical independence. The fourth goal is to refine practice effectiveness and efficiency.Design a similar service-learning or volunteerism activity for students. The final goal is increasing the students’ skills and knowledge (Billings & Halstead, 2015, p. 217). Five instructional strategies have been identified to help in achieving the five goals. The first strategy is modeling whereby nursing skills are demonstrated as students observe. The second strategy is collaborative learning whereby cases are simulated and discussed with students. The third approach is reflection whereby students are facilitated in reflecting on the clinical details to understand how they fit together. The third strategy is direct questioning whereby students are presented with a series of clinical problems that required them to apply innovative skills in solving. The fourth strategy is coaching whereby the students are verbally guided through procedures and tests that they are yet to master. The final strategy is feedback that allows students to make constructive changes (Billings & Halstead, 2015, p. 212).

How would you evaluate learning outcomes?

Learning outcomes would be evaluated through three strategies. Firstly, written examinations that assess knowledge levels. The second strategy is competency checklists that make use of the learner assessments. The third strategy is direct observations using rating scales (Oermann&Gaberson, 2014, p. 366).Design a similar service-learning or volunteerism activity for students.

Discussion 5

Design a similar service-learning or volunteerism activity for students.

The volunteerism activity would entail nurse students joining a charity organization that offers medical services to a marginalized community. The organization would offer student placements in the international arena. The activity is intended to help the students understand the concept of ‘caring’ in the provision of nursing services. As volunteers, the students would be engaged in conducting six activities. The first activity is community education on health care issues such as family planning and hygiene. The second activity is conducting surveys and home visits to understand priority health needs facing the community. The third activity is observing local medical personnel and presenting reports to indicate an understanding of unique local healthcare practices. The fourth activity is performing day-to-day activities such as reading the clinical for patients’ intake, completing paperwork, and sterilizing instruments. The fifth activity is building the patients’ histories and taking vitals. The sixth activity is assisting with basic medical tasks such as administering vaccines and first aid.Design a similar service-learning or volunteerism activity for students.

What are the philosophical and theoretical underpinnings for your teaching/learning activity?

The volunteer activities are intended to allow the students become familiar with professional nursing concepts within the practice environment. In addition, it requires the students to practice in challenging environments where their innovative skills are developed. Through observing local medical staff, the students will learn local health care practices, allowing them to better appreciate the concept of health care innovation even as they develop their innovative skills. Besides that, the international experience will allow the students to have better appreciation of the concept of culture while improving their communication skills so that they are better able to communicate with persons from different cultures (Gaberson, Oermann&Shellenbarger, 2015).Design a similar service-learning or volunteerism activity for students.

What preliminary readings or activities might you use to prepare students for the activity?

Students would be required to read on the local communicates in which they would be conducting the volunteer activities. This includes learning about the local customs, language(s), and culture(s). Also, they would explore and understand the health care environment, to include common ailments unique to the population, such as malaria, Ebola and yellow fever in Africa. These activities would help the students to speedily acclimatize.

What means might you use for learner assessment?

Learner assessment would be conducted through three processes. The first process is faculty assessment whereby a representing from the school would be sent to observe the students in the practice environment and evaluate their performance. The second process would entail the local medical personnel assessing the students based on pre-identified areas, thus allowing the students to be assessed for professional and social factors such as communication, engagement, initiative, and conduct. The final process would entail the student presenting a day-to-day report on the experiences, thus allowing the students to be assessed for conduct and response to different issues within the practice environment (Hermann &Gaberson, 2016).Design a similar service-learning or volunteerism activity for students.

What specific instructional strategies or learning activities would be included?

The volunteer experience is intended to address five goals. The first goal is to enable the students become collaborative, independent, compassionate, competent and innovative nurses. These second goal is to prepare the students for optimal health outcomes with patients. The third goal is to promote clinical independence. The fourth goal is to refine practice effectiveness and efficiency. The final goal is increasing the students’ skills and knowledge(Billings & Halstead, 2012). Five instructional strategies have been identified to help in achieving the five goals. The first strategy is modeling whereby nursing skills are demonstrated as students observe. The second strategy is collaborative learning whereby cases are simulated and discussed with students. The third approach is reflection whereby students are facilitated in reflecting on the clinical details to understand how they fit together. The third strategy is direct questioning whereby students are presented with a series of clinical problems that required them to apply innovative skills in solving. The fourth strategy is coaching whereby the students are verbally guided through procedures and tests that they are yet to master. The final strategy is feedback that allows students to make constructive changes (Billings & Halstead, 2012).Design a similar service-learning or volunteerism activity for students.

How would you evaluate learning outcomes?

Learning outcomes would be evaluated through three strategies. Firstly, written examinations that assess knowledge levels. The second strategy is competency checklists that make use of the learner assessments. The third strategy is direct observations using rating scales(Hermann &Gaberson, 2016).

Design a similar service-learning or volunteerism activity for students.