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Purpose This clinical activity helps meet the clinical objective to utilize the

Purpose
This clinical activity helps meet the clinical objective to utilize the teaching/learning process to provide appropriate educational support to patients, care providers, and the public and to help you understand the importance of being individually disaster prepared. This activity consists of viewing disaster related material and starting an individual disaster plan/kit. You will also write a journal over this experience.
Objectives:
Formulate healthcare plans addressing the desired population outcomes and appropriate nursing interventions.
Apply theory and research knowledge to address identified population health concerns.
Evaluate the effectiveness of nursing interventions toward meeting the desired population outcomes.
Articulate an ethical framework for making population health decisions.
Utilize the teaching/learning process to provide appropriate educational support to patients, care providers and the public.
Utilize knowledge of the social and political system to stimulate discussion, raise consciousness, and/or propose change related to the health of vulnerable populations.
Instructions:
Read the text chapters on Health Education and Disaster Management.
Lancaster, J. (2018). Using Health Education and Groups in the Community. In Stanhope, M., & Lancaster, J. (Eds.), Foundations for Population Health in Community/Public Health Nursing 5th ed. (pp. 182-202). St. Louis: Mosby.
Stanley, S.A.R., Farra, S.L., & Hassmiller, S.B. (2018). Disaster Management. In Stanhope, M., & Lancaster, J. (Eds.), Foundations for Population Health in Community/Public Health Nursing 5th ed. (pp. 236-254). St. Louis: Mosby.
Visit the following website https://texasready.gov/ (Links to an external site.).There are videos to view and lots of other information that include checklists. You need to look at what is applicable to your circumstances. You will need to view the third tab that says, “3 Build a Kit”. Open it. Review the disaster supply checklist. This link will take you to a checklist to help you prepare a grab and go kit. You are not limited to using this site only. You may use any resource that helps you get prepared. The point of this is to help you start the process of getting your family prepared for disaster. I want this to benefit YOU so I do not have guidelines for what your plan/kit should include.
Submit a photo of the kit you have created and post it with your journal. You do not need to show any personal information.
Submit a list of all the items in your disaster kit. You may complete the checklist from the texasready.gov website to meet this requirement.
Discuss the items included in your disaster kit. Explain why some items on the texasready.gov checklist may have been left out of your personal disaster preparedness kit.
View the Just in Time Training Modules by clicking on the following link https://www.uttyler.edu/nursing/msns/ (Links to an external site.). Look at the training Module for each of the roles at the bottom of the page. There are five roles for you to review (Primary Care Provider, Nursing, Nursing Student, Non-Medical Volunteer, Non-Medical Supervisor). This will not take long. This online training is being used across the United States to help people get trained for medical needs sheltering. I hope you enjoy it! You will notice a certificate at the end of each module. This will need to be submitted via the assignment link with the other certificates listed above. There are a total of 5 modules to complete. You can save each certificate as a document and submit all 5 at one time. *please note-your name will not automatically appear on the certificate. It is okay to submit a blank certificate for this part of the assignment.
Find a community member or family member and a healthcare professional from another discipline (Cannot be LVN or APRN) and educate them (you will educate 2 individuals) on the importance of disaster preparedness. You should review the teaching/learning process and educational issues and barriers to learning in Chapter 11 of your text prior to providing this education. You will discuss the experience of teaching in the journal required in step 7 so this activity will need to be completed prior to completion of the journal.
Complete a journal on the activity by answering the following in a word document. You will attach this via the assignment link with the other items specified in this document.
Provide a brief summary of what you learned after completing steps 2-5 of Disaster Preparedness and Teaching assignment.
Reflecting on the information provided in the IS-368 course (Including People with Disabilities and Others with Access and Functional Needs in Disaster Operations), what types of interventions should be considered for these special populations?
Discuss the health teaching/education you provided to a community member or family member. In your answer, include what educational issues and barriers you considered prior to delivering the education?
Discuss the health teaching/education you provided to the healthcare professional from another discipline. In your answer, include what educational issues and barriers you considered prior to delivering the education?
Explicitly identify and describe at least 2 steps (see Fig. 12-1; p. 217 for review) of the “nursing process with the community as client” that you observed, participated in, or saw as a missed opportunity.
Based on the reading and this experience, what are some ethical considerations that should be included when preparing for a disaster?
Write two reflective paragraphs about this experience. What did you learn? What could be improved? How will this experience impact your clinical practice? This should demonstrate depth of thought.
Insert a picture of the disaster kit that you have created using the information gained in this clinical activity. If you are unable to include the picture in the document you can upload the picture to the assignment link for this project.
7. View the following film: And the Band Played On (1993) and answer the following questions along with completion of the accompanying Bingo game (complete p.6-11 of instruction sheet while watching film). You should be able to find the full film on YouTube for free. That is how I typically watch it. You can just write examples of the terms as you see examples of it in the film and submit the completed worksheet. You can handwrite and scan or write into the template, whichever you prefer. Also, you will need to fill in the bingo card with examples from the movie. I recommend completing bingo card and ecological model table while watching the film, it’s harder to find the answer if you wait until after you’ve finished it. The Ecological Model is a conceptual framework that may help you visually relate what you watched in the movie across the different systems in an individual’s life. No outside references needed.
And the Band Played On (Movie) BINGO Game
**All squares should be completed with an example. If a square has numbers in it, that number of examples should be included. For example, how to limit spread of infection has 1 and 2. Therefore, 2 examples should be included.
Type or handwrite answers into each bingo square with example(s) from the movie. All squares must be filled in for full credit. Partially completed bingo cards will receive partial credit.
(Objective: mark each square with example (if you can make it fit in the space) when the concept is illustrated in the movie)
Before watching movie: Read S&L Chapter 9 Epidemiology.

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