NRS 425 Community Teaching Project – Part 1-6 GCU

NRS-425 Community Teaching Project – Part 1

Selection, Research, and Assessment

Throughout this course, students will be working on the Community Teaching Project. The project will include a community teaching presentation given during Topic 5. The audience for the presentation will be community members, rather than the staff at the community agency chosen or in-patient residents.

The Community Teaching Project has indirect care experience requirements. The “Indirect Care Experience Hours” form, located in Topic 1 resources, will be used to document the indirect care experience hours completed in the Community Teaching Project and presentation. As progress is made on the Community Teaching Project, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

In this topic, students will be selecting, researching, and assessing a nonprofit community setting in their community using one of the following four topics:

• Primary prevention/health promotion (My Topic Pick)
• Secondary prevention/screening for a vulnerable population
• Disaster planning
• Environmental issues

The following are considered appropriate nonprofit community organization settings: My Nonprofit Community Organization Pick: Mobile Community Action & Head Start

• Public health clinic
• Community health center
• University/school health center
• Religious community (i.e., local church)
• Community center (i.e., YMCA)
• Adult/childcare center
• Youth development organization (i.e., 4-H, scout troops, Boys and Girls Clubs, etc.)
• Senior centers
• Food pantries (St. Mary’s Food bank, St. Vincent De Paul, etc.)
• Community shelters (i.e., women’s shelter, women and children’s shelter, or homeless shelters)

Review the objectives and measures describes on the “Healthy People 2030” website, listed in the Topic 1 Resources, to assist in selecting a topic for the project.

For this assignment, use a minimum of two sources to complete the “Community Teaching Project: Part 1” template.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Benchmark – Community Teaching Project – Part 4

The Nature Controversy is the nonprofit organization that has been chosen. The Nature Conservancy, a global environmental nonprofit organization, was established in the United States in 1951 to foster a world in which both people and nature can flourish (James et al., 2022). The organization has a direct conservation influence and partnerships in 79 nations and territories, with over 400 scientists and over a million members, to foster a flourishing environment for both humans and nature. This paper summarizes the interview with a representative from The Nature Controversy.

Role of the Representative and the Nonprofit Organization

The representative I interviewed is the Deputy State Director of Virginia. As Virginia’s Deputy State Director, he is responsible for developing the chapter’s comprehensive conservation strategy, overseeing its conservation programs, and developing targeted high-risk strategies that have significant impacts (“TNC Virginia Staff and Trustees,” 2021). He stated that he can go to work each day with the assurance that his efforts will preserve something for the future. As he previously said, the Nature Conservancy envisions a world where variety flourishes and works to preserve lands and rivers for all life.

Addressing Community Issues

The primary challenge that my target community encounters is unemployment. The representative noted that rural communities worldwide face financial strain and restricted income opportunities, which impede the pursuit of sustainability and conservation principles. The Nature Controversy has assisted in the generation of revenue through sustainable resource management initiatives to address these concerns. The objectives of these initiatives are to reconcile economic requirements with goals of sustainability and conservation. Alternatives, recompense, and incentives are the three categories into which interventions for sustainable resource use can be classified (Pratap et al., 2021). Alternative livelihoods encompass alternative methods, occupations, and resources. These interventions are predicated on the belief that the provision of alternatives will alter the degradation of natural resources and accord with the sustainability values of communities.

Feedback on the Teaching Plan

The comprehensive nature of my teaching plan, which provides unemployed individuals with stress management and mental health resources, was appreciated by the representative. He proposed that the plan could encompass educational seminars, support groups, and counseling services. Additionally, he recommended that local businesses be partnered with to generate employment opportunities in the healthcare sector (Picchio & Ubaldi, 2023). He also emphasized the plan’s assets in practical skills, such as job searching and budgeting. Nevertheless, he recommended that the individuals provide additional input to guarantee that it is tailored to their specific requirements.

Communication Approach/Conclusion

I ensured that our communication was transparent, respectful, and collaborative to facilitate a partnership approach. Initially, I explained the interview’s purpose and the teaching plan and subsequently invited the representative to contribute their thoughts and recommendations. I actively engaged in the conversation by asking clarifying questions, expressing gratitude for their input, and listening to their feedback (James et al., 2023). This strategy promoted collaboration as it showed my dedication to using their knowledge to improve the caliber of the lesson plan (Nikolakis & Hotte, 2021).

References

James, R., Ariunbaatar, J., Bresnahan, M., Carlos‐Grotjahn, C., Fisher, J. R. B., Gibbs, B., Hausheer, J. E., Nakozoete, C., Nomura, S., Possingham, H., & Lyons, K. (2022). Gender and conservation science: Men continue to out‐publish women at the world’s largest environmental conservation non‐profit organization. Conservation Science and Practice, 4(8). https://doi.org/10.1111/csp2.12748

James, R., Fisher, J. R. B., Carlos-Grotjahn, C., Boylan, M. S., Dembereldash, B., Demissie, M. Z., De Villegas, C. D., Gibbs, B., Konia, R., Lyons, K., Possingham, H., Robinson, C. J., Tang, T., & Butt, N. (2023). Gender bias and inequity hold women back in their conservation careers. Frontiers in Environmental Science, 10. https://doi.org/10.3389/fenvs.2022.1056751

Nikolakis, W., & Hotte, N. (2021). Implementing “ethical space”: An exploratory study of Indigenous‐conservation partnerships. Conservation Science and Practice, 4(1). https://doi.org/10.1111/csp2.580

Picchio, M., & Ubaldi, M. (2023). Unemployment and health: A meta‐analysis. Journal of Economic Surveys. https://doi.org/10.1111/joes.12588

Pratap, P., Dickson, A., Love, M., Zanoni, J., Donato, C., Flynn, M. A., & Schulte, P. A. (2021). Public Health Impacts of Underemployment and Unemployment in the United States: Exploring perceptions, gaps, and opportunities. International Journal of Environmental  Research and Public Health/International Journal of Environmental Research and Public Health, 18(19), 10021. https://doi.org/10.3390/ijerph181910021

TNC Virginia staff and trustees. (2021, June 1). The Nature Conservancy. https://www.nature.org/en-us/about-us/where-we-work/united-states/virginia/stories-in-virginia/our-staff/