Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal  The benchmark assesses the following competency: 4.2 Communicate therapeutically with patients. The RN to BSN program at Grand Canyon 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 communities. Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal. Select one of the following as the focus for the teaching plan: Primary Prevention/Health Promotion Secondary Prevention/Screenings for a Vulnerable Population Bioterrorism/Disaster Environmental Issues Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community. Request feedback (strengths and opportunities for improvement) from the provider. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 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 required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Attachments NRS-427VN-RS3-CommunityTeachingWorkPlanProposal.docx Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal - Rubric No of Criteria: 7 Achievement Levels: 5 CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0     Planning and Topic 30.0The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. The teaching plan is based on an approved topi ...

1. Benchmark - Community Teaching Plan: Community Teaching
Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon 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 communities.
Note: The teaching plan proposal developed in this assignment
will be used to develop your Community Teaching Plan:
Community Presentation due in Topic 5. You are strongly
encouraged to begin working on your presentation once you
have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues

2. Use the "Community Teaching Work Plan Proposal" resource to
complete this assignment. This will help you organize your plan
and create an outline for the written assignment.
After completing the teaching proposal, review the teaching
plan proposal with a community health and public health
provider in your local community.
Request feedback (strengths and opportunities for improvement)
from the provider.
Complete the "Community Teaching Experience" form with the
provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
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 required to submit this assignmen t to LopesWrite.
Refer to the
LopesWrite Technical Support articles
for assistance.
Attachments
NRS-427VN-RS3-CommunityTeachingWorkPlanProposal.docx
Benchmark - Community Teaching Plan: Community Teaching
Work Plan Proposal - Rubric

3. No of Criteria: 7 Achievement Levels: 5
CriteriaAchievement
LevelsDescriptionPercentageUnsatisfactory0.00 %Less than
Satisfactory75.00 %Satisfactory83.00 %Good94.00
%Excellent100.00 %Content80.0
Planning and Topic 30.0The chosen topic is not one of four
approved topics. The epidemiologic rationale is omitted. The
teaching plan is based on an approved topic. The
epidemiological rational contains significant inaccuracies.The
teaching plan is based on an approved topic. The
epidemiological rational is unclear. There are some
inaccuracies. The teaching plan is based on an approved topic.
The epidemiological rational needs some detail for accuracy or
clarity. The teaching plan is based on an approved topic. The
epidemiological rational is well-supported and relevance to the
topic is demonstrated. Effectiveness of Teaching Plan
Criteria40.0Two or more of the assignment criteria are omitted.
More than one of the assignment criteria are omitted. Overall,
the teaching plan is vague. Significant information is
needed.One of the assignment criteria is omitted or, multiple
criteria are incomplete. The teaching plan can be effective, but
more information or rational is needed.All assignment criteria
are adequately completed. Some rational is needed for support
or clarity. Overall, the teaching plan is effective.All assignment
criteria are thoroughly completed. Rational and detail is
provided throughout.Therapeutic Communication (C 4.2
Communicate therapeutically with patients.)10.0Therapeutic
communication approach is omitted. Therapeutic approach is
not demonstrated.The teaching plan attempts to communicate
with an activity; the activity is not appropriate for the teaching
plan. It is unclear if active listening techniques were used to
connect with the audience. A partial summary of how the
interaction of the audience is presented. It is unclear if
nonverbal techniques were employed. More information is
needed. The teaching plan is communicated with an activity that
generally uses active listening techniques to connect with the

4. audience. A summary of how the attention of the audience was
captured and how the presentation was concluded is presented.
The teaching plan indicates that some nonverbal techniques
were employed. The teaching plan is communicated with an
activity that uses active listening techniques to connect with the
audience. How the attention of the audience was captured and
how the presentation was concluded is presented. The teaching
plan indicates that the use of nonverbal techniques was
employed.The teaching plan is communicated with an activity
that uses clear active listening techniques to connect with the
audience. A clear description of how the attention of the
audience was captured and how the presentation was concluded
is presented. The teaching plan thoroughly describes nonverbal
techniques that were employed, such as eye contact, appropriate
dress for the setting, facial expressions, and voice intonation.
Organization and Effectiveness
15.0
Organization of Proposal, Paragraph Development, and
Transitions10.0Organization of proposal is disjointed.
Paragraphs and transitions consistently lack unity and
coherence. There are no apparent connections between ideas.
Transitions are inappropriate or lacking. Some degree of
organization is evident. Some paragraphs and transitions may
lack logical progression of ideas, unity, coherence, or
cohesiveness. Paragraphs are generally competent, but ideas
may show some inconsistency in organization or in their
relationships to each other.A logical progression of ideas
between paragraphs is apparent. Paragraphs exhibit a unity,
coherence, and cohesiveness. Proposal is well-organized and
logical. Ideas progress and relate to each other. Paragraph and
transition construction guide the reader. Mechanics of Writing
(includes spelling, punctuation, grammar, language
use)5.0Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.Frequent and repetitive

5. mechanical errors distract the reader. Inconsistencies in
language choice (register), sentence structure, or word choice
are present.Some mechanical errors or typos are present, but
they are not overly distracting to the reader. Correct sentence
structure and audience-appropriate language are used. Prose is
largely free of mechanical errors, although a few may be
present. A variety of sentence structures and effective figures of
speech are used. Writer is clearly in command of standard,
written, academic English.
Format5.0
Paper Format (use of appropriate style for the major and
assignment)2.0Template is not used appropriately or
documentation format is rarely followed correctly.Template is
used, but some elements are missing or mistaken; lack of
control with formatting is apparent.Template is used, and
formatting is correct, although some minor errors may be
present. Template is fully used; There are virtually no errors in
formatting style.All format elements are correct. Documentation
of Sources (citations, footnotes, references, bibliography, etc.,
as appropriate to assignment and style)3.0Sources are not
documented.Documentation of sources is inconsistent or
incorrect, as appropriate to assignment and style, with numerous
formatting errors.Sources are documented, as appropriate to
assignment and style, although some formatting errors may be
present.Sources are documented, as appropriate to assignment
and style, and format is mostly correct. Sources are completely
and correctly documented, as appropriate to assignment and
style, and format is free of error.
Total Percentage 100