Nursing Assignment: Incorporating Technology in Community-Based Learning We live in a world in which we need to share responsibility. It’s easy to say “It’s not my child, not my community, not my world, not my problem.” Then there are those who see the need and respond. I consider those people my heroes. — Mr. Rogers, American educator and television host Nurses hold great power both inside and outside of clinical settings. Patients and communities rely on nurses for information, care, and strategic leadership. As such, nurse educators must equip their students with the knowledge, skills and attitudes necessary for successful interactions with local and global communities. Since bridging the gap between academia and authentic experience can be difficult to accomplish inside the classroom, many universities have incorporated service learning into their curriculum. Service learning, a type of experiential learning, allows nursing students to collaborate with geographic (location-based) and functional (health-based) communities. Many times, this collaboration allows nursing students to examine the external factors that are impacting patient education and health. Technology, a generally positive external factor, has had an increased emphasis in these service learning experiences. In this Discussion, you use the scenario provided below to imagine that you are involved with a service learning project that uses technology to address community-based learning needs. Scenario: This semester, you are taking a course that has a service learning component. During the first week of the class, you selected your community-based population and eagerly set out to make a difference. Over the next few weeks, you interacted with patients and documented their medical questions and health concerns. You also met with nursing professionals to hear their accounts of working with this specific community of patients. Upon personal reflection, you have noticed that not only has your empathy for this community increased but so has your awareness and self-confidence. As you come closer to the end of your semester and thus your final project, you meet with your instructor to discuss expectations. Your instructor acknowledges your hard work and commends you for the reputation that you have built in such a short amount of time. She feels that you have really become close to this community and as such, would like your final project to be a PowerPoint presentation that highlights the learning needs of the community. In your presentation, she would like you to incorporate a technology that could be adopted into a new community-based program. As you thank your instructor for the opportunity, she hands you a document that outlines your PowerPoint expectations. Please Address this in my paper: 1.       Reflect on the health-centered learning needs of patients in your community, communities with which you are familiar, or communities abroad. Consider not only patients grouped by.

1. Nursing Assignment: Incorporating Technology in Community-
Based Learning
We live in a world in which we need to share responsibility. It’s
easy to say “It’s not my child, not my community, not my
world, not my problem.” Then there are those who see the need
and respond. I consider those people my heroes.
—
Mr. Rogers, American educator and television host
Nurses hold great power both inside and outside of clinical
settings. Patients and communities rely on nurses for
information, care, and strategic leadership. As such, nurse
educators must equip their students with the knowledge, skills
and attitudes necessary for successful interactions with local
and global communities. Since bridging the gap between
academia and authentic experience can be difficult to
accomplish inside the classroom, many universities have
incorporated service learning into their curriculum. Service
learning, a type of experiential learning, allows nursing students
to collaborate with geographic (location-based) and functional
(health-based) communities. Many times, this collaboration
allows nursing students to examine the external factors that are
impacting patient education and health. Technology, a generally
positive external factor, has had an increased emphasis in these
service learning experiences.
In this Discussion, you use the scenario provided below to
imagine that you are involved with a service learning project
that uses technology to address community-based learning
needs.
Scenario:
This semester, you are taking a course that has a service
learning component. During the first week of the class, you
selected your community-based population and eagerly set out

2. to make a difference. Over the next few weeks, you interacted
with patients and documented their medical questions and health
concerns. You also met with nursing professionals to hear their
accounts of working with this specific community of patients.
Upon personal reflection, you have noticed that not only has
your empathy for this community increased but so has your
awareness and self-confidence. As you come closer to the end
of your semester and thus your final project, you meet with your
instructor to discuss expectations. Your instructor acknowledges
your hard work and commends you for the reputation that you
have built in such a short amount of time. She feels that you
have really become close to this community and as such, would
like your final project to be a PowerPoint presentation that
highlights the learning needs of the community. In your
presentation, she would like you to incorporate a technology
that could be adopted into a new community-based program. As
you thank your instructor for the opportunity, she hands you a
document that outlines your PowerPoint expectations.
Please Address this in my paper:
1. Reflect on the health-centered learning needs of patients
in your community, communities with which you are familiar,
or communities abroad. Consider not only patients grouped by
geographic location, but also those that represent a functional
community, such as expectant mothers or patients with breast
cancer or muscular dystrophy.
2. Reflect on the mobile applications and social networking
sites you have used for both personal and professional reasons.
How might these technologies help to address patient learning
needs?
3. Select either a geographic community or functional
community to further investigate.
4. Using the websites in this week’s Learning Resources
and your own scholarly research, identify specific learning
needs of your selected community of patients. The learning need
that you select might be associated with a health concern,

3. preventative care practices, health management, or basic patient
education.
5. Browse the Internet to select a mobile application, social
networking site, or other technology that might be appropriate
for your patient community. Once selected, save pictures,
videos, and/or capture screenshots that highlight the benefits of
this technology.
6. Review the section
Guidelines for PowerPoint
in Chapter 8 of the Herrman course text.
7. Describe how you would construct a PowerPoint that
explains the following:
a.
Learning needs of the community, as well as their relevance
(i.e. why does this matter? Why should patients and nurses care
to address this learning need?)
b.
A mobile application (i.e. handheld tablet or smart phone) or
social media website that could help to address this need and
why
c.
Suggestions for using this technology
d.
Any concerns or potential problems that might be associated
with this technology
e.
Follow-up activities to increase the success of patient/nurse
integration into daily activities.
8.

4. A
description of the community-based population and associated
learning need that you selected.
Required Readings
Bradshaw, M. J., & Lowenstein, A. J. (2014).
Innovative teaching strategies in nursing and related health
professions
(6th ed.). Sudbury, MA: Jones and Bartlett.
·
Chapter 28, “Service Learning”
This chapter overviews the three components of service
learning: meeting community needs, students’ learning
objectives, and forma reflection of the experience.
·
Chapter 29, “Study Abroad as a Strategy for Nursing Education:
A Case Study”
Study abroad programs immerse nursing students in a variety of
diverse cultures. This chapter describes how one nursing school
created and maintained a successful study abroad program.
Herrman, J. W. (2016).
Creative teaching strategies for the nurse educator
(2nd ed.). Philadelphia, PA: F. A. Davis Company.
·
Chapter 10, “Conclusion” (pp. 323–330)
Chapter 10 provides a few final thoughts on integrating creative
teaching strategies into the classroom.
Optional Resources

5. Websites to assist you with your presentation
Bates Information & Library Service. (2011). PowerPoint:
Presentation tips. Retrieved from
http://www.bates.edu/ils/2011/how-do-i/software/powerpoint-
presentation-tips/
MightyCoach.com. (n.d.). Adding notes to your PowerPoint
slides. Retrieved February 21, 2013, from
http://www.mightycoach.com/articles/powerpoint/ch3-
notes.html
This websi
te provides a brief tutorial for adding notes to PowerPoint
slides.
Microsoft. (2013b). Basic tasks for creating a PowerPoint 2013
presentation. Retrieved from http://office.microsoft.com/en-
us/powerpoint-help/basic-tasks-for-c
reating-a-powerpoint-2013-presentation-HA102809627.aspx
This website provides screen shots and step-by-step instructions
for adding speaker notes to your PowerPoint presentation.
Websites to assist you in research
Centers for Disease Control and Prevention. (n.d.). Retrieved
January 29, 2013, from http://www.cdc.gov/
At this website, you can investigate various health statistics
broken down by regions of the United States. For example, if
you select
Data
& Statistics

6. under the heading
Health & Safety Topics
, this will bring you to a webpage that presents a wide range of
health topics, which you can then select to view data on the
regional, state, gender, age, and ethnic percentages whom are
impacted by this health topic.
Centers for Disease Control and Prevention. (n.d.). Morbidity
and mortality weekly report (MMWR). Retrieved January 29,
2013, from http://www.cdc.gov/mmwr/international/relr
es.html
At the CDC’s M
orbidity and Mortality webpage, you can select any region or
state that you would like to further investigate. These links take
you directly to your selected state’s Department of Health
website, allowing you to explore health services of any
community wit
hin that state.
Google Earth. (n.d.). Retrieved January 29, 2013 from
http://www.google.com/earth/index.html
National Historical Geographic Information System. (n.d.).
Retrieved January 29, 2013, from https://www.nhgis.org/