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: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA 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 Lopes Write. Refer to the Lopes Write Technical Support articles for assistance. 

          This was held at Reedley Hospital in the conference room with just a few of my fellow employees. Very intimate, and comfortable forum. All of us work very close together in Labor and delivery. 

1.Teaching what exactly is bioterrorism is?  I taught them that bioterrorism is biological terrorist attack using microorganism that can be spread by intaking, contact, bites, and airborne by human, animals and plants.  Examples are: Anthrax, botulism plaques and filoviruses.  

2.Epidemiological rationale for topic? Subject is bioterrorism.    The purpose of primordial preventing of           biological attacks the steps of prevention begin with primary, secondary and tertiary preventions used attached resources to explain what they are pertaining to this teaching plan.  By educating our communities at large to be and stay prepared.

3. Evaluating the teaching experience: Question were asking to my fellow employees? Such as what is bioterrorism? Out the three that was taught one knew what it was. All was very engaged and interested of the possibility of it happening, and how to prepare for it. Question were pertaining to disaster preparedness, my answer was yes its is possible, just look what’s going on in the world today.  To be prepared for it, can be challenging one must develop a plan. This can be done by learning from the world arounds us. And learn from the mistakes they made, and what advances were made also. Examples: never eating undercook meats. Immunization, and providing pesticide treatments for highly concentrated areas of insects.  How to recognizes signs and symptoms if one becomes, contaminated or infected.  And who to contact if and individual is infected.  Use the resources to explain in detail of who needs to be contacted and can use outside source to explain the signs and symptoms of each infection mentioned, botulism, anthrax, plague and filovirus.  Also, in explaining please include the mental and emotional affects that bioterrorism has on a community. 
4. The community response was very positive, they left with a better understanding of what it is. And how to manage it if it happens. Also, for them to be educators to their own families and friends about the subject matter. They learned They were given pamphlets with some resources they could access if they have any further questions and concerns and they were educated of the proper authorities to contact (CDC). The local Fire and police departments. 

5.Areas of strength and improvement for the community (fellow employees) , The improvement was the need to increase the awareness of disasters, to protect our elderly and children, the need to increase the understanding of how to mitigate the effects and how to respond and recover from the affects physically, mentally and emotionally.  Knowing what to do first and how to have a plan in place prior.

6 Community respond very well and appeared to have a better understanding.

Use this resource to explain the primary, secondary and tertiary preventions.

1. Figures (3)

Public Health

Volume 121, Issue 7, July 2007, Pages 549-557

Review Article

Bioterrorism—Types of epidemics, new epidemiological paradigm and levels of prevention

Author links open overlay panelV.Radosavljević^abB.Jakovljević^c

Show more

https://doi.org/10.1016/j.puhe.2006.12.010Get rights and content

Summary

Biological attacks can cause both an epidemic of infectious disease and of fear and panic. Epidemiological triangle chain models can be used to present both these types of epidemic. By merging these two triangles we suggest a new four-sided pyramidal model of bioterrorism attack and appropriate levels of prevention. Primordial prevention of biological attacks should comprise the impeding of access of both terrorists and biological agents to the territory. The primary prevention level should comprise internal surveillance of potential sources of agents and terrorists. Secondary prevention activities should be directed toward breaking both the epidemic of infectious disease and that of fear and panic. Tertiary prevention should include measures for repair following the attack. This is a task mainly for mental health professionals, curing and rehabilitating those affected by the epidemic of fear and panic. The suggested epidemiological model can be implemented into training programmes for detecting and responding to bioterrorist attacks around the world.

Copyright © 2007 The Royal Institute of Public Health. Published by Elsevier Ltd. All rights reserved.

Covid-19 Resources

Health information and medical research on Novel Coronavirus (2019-nCoV) are available at Elsevier’s Novel Coronavirus Information Center. This free site is updated frequently.