This paper is devoted to describing and analyzing teaching experience received at North Shore Medical Center with a vulnerable social group. The two-day educational series was organized according to the previously developed teaching plan and focused on primary prevention and health promotion regarding influenza. The paper will reiterate the plan’s main points and offer the insight of gained teaching experience based on personal sentiments and the community response, highlighting both the positive and negative points.
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Summary of Teaching Plan
An elaborately made teaching plan may greatly assist in preparing for classes and other forms of activity with students. The one under consideration outlines the planning, the topic, and the criteria, including the objectives and the evaluation process. The planning table includes such relevant information as the location, the estimated cost, the target group, and one of the four topics. The teaching activity took place at North Shore Medical Center, required approximately $1,000, targeted uninsured or underinsured people, and featured the issue of primary prevention/health promotion. The topic is then supplied with the focus, influenza, and the epidemiological rationale for it. This part serves as the basis for the educational series.
The criteria section of the teaching plan considers the target group, the way they will obtain the information, and how they will be evaluated. It includes the readiness for leaning factors, describes how the theory will be used, provides a table with objectives, content, and strategies that reflect the course of the educational series, and outlines the evaluation of the objectives, the goals, and the teacher. For example, a successful outcome would be having most students, who also happen to be active during the sessions, enroll in vaccination or similar healthcare programs. The plan also encloses a therapeutic communication segment that explains how the educational program will engage the audience and sustain their attention. For instance, it emphasizes the use of the presentation and nonverbal elements. Overall, the sections seem to reflect the assumed target group and highlight the specifics of the teaching process.
Epidemiological Rationale for Topic
The epidemiological information on the topic provided to the audience should be recent and relevant to the group. Influenza A virus is a respiratory pathogen that causes seasonal epidemics and occasional pandemics and continues to be a major cause of mortality worldwide and in the US (Goeijenbier et al., 2016). It is transmitted through the air or by hands, and the most effective to prevent influenza is vaccination (“Influenza (seasonal),” 2018). However, it presents a challenge for those who cannot afford insurance. Moreover, approximately 9% of such vulnerable groups are at a higher risk of influenza, as they tend to have chronic diseases, too (Falcone, 2019). Other anti-viral measures include maintaining one’s hygiene and taking neuraminidase inhibitors. However, immunization remains the most reliable method of influenza prevention, so contacting an uninsured and underinsured adult vaccine (UUAV) program might be beneficial (“Minnesota Department of Health Vaccine Programs,” 2018). Overall, the rationale highlights the information on influenza prevention and free vaccination options for uninsured and underinsured people that will be used during the educational series.
Evaluation of Teaching Experience
To offer a comprehensive evaluation of teaching experience, the paper will consider two aspects: the objective criterion presented in the teaching plan and the teacher’s self-reflection. The former states that the teacher is successful if the audience can reproduce the previously discussed information while remaining engaged and showing an understanding of the material. However, if the audience implies all members, the criterion is not fully met, as some people failed to either apply the new knowledge or express interest in the subject. It is indeed “or” because there were students who worked actively during a study session, but when asked to reproduce the learned information during the following one, they were unable to do so. It is, perhaps, due to their circumstances, and other students from the audience could assist. The outcome evaluation demonstrated that such people ultimately retained their interest and enrolled in a healthcare initiative.
Another group of students did not show any enthusiasm regarding the course and proved to be quite destructive. Despite their small numbers, they tried to distract other audience members and asked provoking questions about the necessity of the information provided to them. Although their actions did not find support from the others and their questions were carefully answered, it took some time to appease them, which could be spent explaining more of the material. At the end of the course, none of those students decided to enroll in a healthcare initiative or even take an application form. Still, they made the experience more eventful and challenging and, perhaps, prepared me for further teaching initiatives, as such students could be in any setting.
As for my personal evaluation, I believe that the course was overall successful, but it had some oversights that caused the problems above. Although memos were distributed after sessions, some people were not able to consult them. Perhaps, it has to do with their appearance and structure. On the other hand, I was prepared to work with people who would not show interest in the topic, and, admittedly, I handled them well, preventing the study session from going awry. However, I still failed to make them enroll, which is bad for me as an educator and them as someone who will not receive treatment considering their circumstances. Aside from that, the sessions proceeded smoothly and according to the teaching plan. All the objectives were met, and the underlined strategies were applied, including pair work, an educational video, a Q&A session, and a representative meeting. I also applied the therapeutic communication technique that appeared to be successful in making most of the audience engaged. Altogether, I would characterize my experience as good and beneficial for me and the audience despite the missteps that I will revise.
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Community Response to Teaching
In the teaching plan, the aggregates’ peculiarities were described as something that may set barriers, but they also allowed me to receive detailed feedback. Although their age and social background proved to be minor obstacles, it appeared that getting a response from adults was relatively easy. For the most part, the community showed interest in the topic and remained active during the study sessions. Some members stayed after them to ask for additional information and resources. The evaluation sheets distributed at the end of the educational series reflected the generally positive reception and the members’ determination to enroll in healthcare initiatives. Some responses suggested implementing more activities and expanding the material while remaining satisfied with the course. The uninvolved members did not provide any feedback, although their actions may imply a negative reaction. Overall, the community considered the study sessions informative and valuable, and their suggestions can be used to improve the following series.
Areas of Strengths and Areas of Improvement
The teaching sessions revealed the areas where I demonstrated competence and those that need refinement. I believe I approached the preparation process properly and gathered the recent and relevant data about influenza that would serve as the basis for the course. I also consulted several teaching manuals, particularly those with the adult audience in mind, to review the engaging techniques. Moreover, I focused on organizing the supplementary materials, such as leaflets and memos, to ensure that the information will be at hand. My preparatory work was fruitful, as the audience was attentive and inquisitive. During the sessions, I found it easy to communicate with people and clarify the topic for them. Even while answering provoking questions, I did not lose my temper and acted professionally, as it seemed to me. Using appropriate non-verbal language also felt natural, as it is also a skill necessary for a nurse’s job. Generally, my strengths lay in the theoretical and practical aspects of teaching harmonically, which allowed me to successfully conclude the course.
As for my drawbacks, I believe the areas of class management, timing, and information presentation might require some improvement. The presence of students who refused to work during study sessions and my inability to motivate or convince them are certainly among my drawbacks. I am not entirely sure how to approach such people, but I think I should give them extra attention and time. Incidentally, the latter is what I felt was lacking, either because the course was short or because I could not manage it properly. Although everything was presented and discussed as planned, I should properly devote more time to student activity. Lastly, despite bragging about my information gathering skills before, I suspect its presentation was not perfect. It was engaging but not particularly memorable even with extra materials. I will probably focus on making the main points catchy and easier to remember. Overall, I realize my strong and weak areas, which surprised me, and next time, I want to rely on my strengths more while trying to experiment with the things that were not successful.
In conclusion, this paper summarized my teaching experience at North Shore Medical Center with uninsured and underinsured adults. The topic was the primary prevention of influenza and the health promotion of vaccination. First, the paper described the details of the teaching plan and the rationale for the topic. Then it provided the objective and subjective evaluations of teaching experience, including the reasons why it was not completely successful. The paper presented the community response that was positive and included suggestions, but the negative feedback was omitted due to some members’ non-participation. However, their actions could be interpreted as such, although the fault lies with the teacher. Lastly, the paper analyzed the areas of strengths and improvement, suggest the potential ways to amend teaching in the future. Overall, I received an extremely valuable experience that taught not only other people but myself. I learned about my capabilities and my drawbacks which I might not have suspected, and I met people interested in what I had to say. It was a mostly pleasant venture with a set of oversights that only made me more motivated to correct them in the future.
Falcone, M. (2019). Improving influenza immunization rates in the uninsured. Journal of the American Association of Nurse Practitioners, 31(7), 391–395. Web.
Goeijenbier, P., van Genderen, P., Ward, B. J., Wilder-Smith, A., Steffen, R., & Osterhaus, A. D. M. E. (2016). Travellers and influenza: Risks and prevention. Journal of Travel Medicine, 24(1), 1-10. Web.
Influenza (seasonal). (2018). Web.
Minnesota Department of Health Vaccine Programs. (2018). Web.