Response Discussion 5 Essay.

Posted: November 10th, 2022

Response Discussion 5 Essay.


The post offers an informative discussion on the design of an activity that nursing students can engage in as part of the practicum learning process. It acknowledges that in addition to classroom learning, nursing students should be exposed to practicum activities that allow them to gain practical knowledge. The author proposes that students be engaged in providing care for persons at risk of prostate cancer. It acknowledges that prostate cancer is a medical condition that has unique peculiarities in terms of awareness, acceptance and care. Response Discussion 5 Essay.


These peculiarities are particularly noted to complicate care provision, making the targeted population feel marginalized. Through engaging students to address these peculiarities when dealing with patients, they can be exposed to the idealized concept of care as presented by Dr. Jean Watson in her theoretical premise of care. The post goes on to present debriefing sessions as an ideal approach for evaluating the students’ performance in the activity. Still, there is a need for more information on the preliminary reading and activities that can be used to prepare students for the exercise. Information booklets with standard care information on the issues that nurses should focus on when providing care should be availed to the students before they can begin working with patients. The booklets should include information on the specific peculiarities. In addition, standardized evaluation formats should be included since the described approaches leave room for evaluator bias. Written examinations, competency checklists and direct observations would eliminate this bias (Oermann&Gaberson, 2014, p. 366). Overall, the post has been well presented to justify the practicum activity as a suitable learning opportunity for nursing students.Response Discussion 5 Essay.

Teaching can, of course, take place outside of the classroom whether it is a clinical, simulation, or community health. Beyond those modalities, there are other ways for students and educators to learn where they can interact with the community. Whether it is a walk for AIDS that rallies the community to fight for a noble cause (Patsdaughter et al., 1996) or a program to inform at-risk Latinas of the way to prevent from contracting HIV (Jones et al., 2008), education can champion a cause and help others who are at need or risk. A topic of interest that the author would like to see more awareness created is men’s health, specifically those at risk for prostate cancer. In the UK, a program called the ManVan provided such education to men across to the UK to help promote men’s health (Iredale et al., 2015). A similar program involving men’s health in a university campus can be promoted by nursing students and educators if the right structure was in place.Response Discussion 5 Essay. The theoretical premise would be caring, under the mold of Dr. Jean Watson, as it involves the humane principle of taking care of others as the backbone of this education pursuit (Billings & Halstead, 2020, pp. 562). The underlying philosophy behind this program would be to help men who are at risk or may be at risk for prostate cancer in the future with ensuring they are cared for properly as this is a sensitive topic. Required reading would be articles related to men’s health such as the one by Iredale and others (2015) to get a sense of the meaning of the program and have students interview each other on the specific questions they will be asking others in campus. Learners can be asses by using a survey pre and post-education. By providing a simple questionnaire such as “do you know the risk for prostate cancer” or “what age group is most at risk” can help to begin to assess the level of the learners involved.  Activities need to be planned accordingly and not to be at risk with any legalities (Billings & Halstead, 2020, pp. 539). Response Discussion 5 Essay.One activity that can be proactive is to create a booth with information concerning prostate cancer in the Relay for a Life event or during November where it has been known as Movember, which involves men not shaving for a month with respect to prostate health (Landau, 2019). An evaluation of the activity can take place with a debriefing session with students to ask what have they learned and how they may apply it in practice (Billings & Halstead, 2020, pp. 548). This can include students stating in their opinion was the education provided helpful, how many individuals came to their booth, and if they would provide an alternate way to provide such education. Community education benefits go beyond the classroom learner and impact a multitude of parties such as community members, local businesses, and fellow students alike.Response Discussion 5 Essay.


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