Teaching Plan Evaluation Paper Attache you have a teaching plan, The teaching plan has a 100% plagiarism as it was copied from external sources I need so

Teaching Plan Evaluation Paper Attache you have a teaching plan,

The teaching plan has a 100% plagiarism as it was copied from external sources

I need someone to fully rephrase it and bring the plagiarism under 5-6 % (as close to 0% as possible).

Try to make sure that the final paper has more than 1500 words.

Please make sure every sentence is paraprhase and that there is no plagiarism in the end.

Focus on grammar and make sure there are no incoherent sentences. Running head: TEACHING PLAN EVALUATION
TEACHING PLAN EVALUATION
Student’s Name:
Institution’s Affiliation
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TEACHING PLAN EVALUATION
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Summary of the teaching plan
The teaching plan involved integrating spiritual care among patients in the community.
The teaching took place in the renew and transform ministry for approximately one hour. It
incorporated all genders with ages ranging between 18 and 70 years. The nurses’ teaching was to
help address patient concerns related to spirituality, including Spiritual Distress on chronic
illness, as evidenced by the expression of hopelessness and statement indicating concern over the
recent inability to pray. Readiness for Enhanced Spiritual Being as evidenced by rejecting
harmful customs and seeking reconciliation with previously estranged family members. The
preparedness for the community to learn was tested by asking the participants questions on
spiritual care. These questions were open-ended, and the population was questioned what they
already know about spiritual health and what they needed to know. During the teaching, the
cognitive theory was applied to enhance the active engagement of the participants during the
learning process. To test their cognitive ability, the participants were questioned about their
experience and were encouraged to find new solutions to the problem. The goal of this
community-based teaching was to provide the population with support, relationships, expertise,
resources, and opportunities. Well-designed interventions were used to lead to positive
outcomes, including the prevention of health risk behaviors. The objectives of the study were to
understand the importance of spiritual health, identify the means of reducing threats posed to
spiritual health, and its impact on the human body system. The teaching also targeted using
appropriate community resources and referrals. In the objectives, spiritual health associated with
the increased level of general health, hope, coping, depression, financial strain, and suicidal
ideation was addressed through discussing with participants their perspectives about spiritual
health and how it can be addressed to their bodies. This paper will evaluate the results of the
TEACHING PLAN EVALUATION
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teaching plan by examining the teaching experience, addressing community response to
teaching, and identifying the areas of strengths and areas of improvement.
The epidemiological rationale for topic
The movement for the integration of spiritual care in nursing has been ongoing since the
early 1800s, and Florence Nightingale started it in the Middle Ages. It has been a productive
movement all over the world covering topics such as increase compliance with treatment
regimes, less symptom distress, decrease pain levels, lower anxiety, enhanced quality of life, and
lower mortality rates concerning spiritual health. Florence argued that religiosity is a significant
consideration when managing diseases and health in general, whether long term or short term
diseases. From her comprehensive studies and researches, she concluded that when analyzing
clinical studies, the nature of religiosity of a .patient should be evaluated. From her conclusion,
we derive the fact that spiritual individuals have a general quality health life, and they have
inherent protection against diseases. However, not all people agree to her reports, or, people
misinterpret her view on the relationship between the human body and religion. Some people do
not have any connection with any religion. Yet, they can fight diseases and have a powerful
immune system, which brings to doubt the theory about the interrelation between religion and
the human body.
Evaluation of teaching experience
The experience during the community-based teaching had its advantages and
disadvantages. The nurses were well equipped with the topics of discussion and the materials to
be used during the learning, which made it more comfortable to put across the message and
connect to the participants. The participants were fully engaged in the discussions and were
TEACHING PLAN EVALUATION
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committed to learning about spiritual health concerning their bodies. The turn up to the training
center was encouraging since we had more than expected guests. Also, the community set up
was not judgmental, so we used examples of patients within the area to emphasize community
teaching. The use of visual and audio-visual material helped to keep the learning super
interactive because every participant was engaged in the conversation. The video material was
used to demonstrate the act of negative impulsive on body systems. Having 70% of participants
who owned and were able to use cellphones made the use of cell phone applications to answer
questions acted as a significant achievement because it made the engagement fun.
Despite the exciting engagement, some people still found it hard to understand the
relationship between spiritual health and the human body. To make it easier, the participants
were provided with a pen and paper to draw the health triangle and identify how spiritual health
can be affected by physical and mental health. At the end of the event, most people were excited
and requested for more teachings on the same. Some people wanted to bring referrals along with
them during the next session. To incorporate this, we decide to Support avenues to spiritual
growth that are meaningful to the individuals, such as praying and meditating by providing
resources about local organizations such as churches, supportive groups, or radio stations. The
was also a problem with the presentation schedule since it had not allocated enough time for
questions from the participants, yet there were numerous questions during the presentation.
Lastly, it was quite challenging to use the cognitive theory approach since everyone has different
capabilities to listen, comprehend, understand, and reason. This problem made the session quite
slow because it was essential to make sure everyone understood almost or all details of the
concept explained during the teaching.
Community response to teaching
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TEACHING PLAN EVALUATION
The community quite embraced this topic. We cannot refute the fact that most patients
are given physical, emotional, and mental support, not forgetting that they also need spiritual
help. While continuing with the teaching, I realized that most people wanted to talk about
“believing in a supreme being, or a higher power,” that is beyond what anyone can understand.
People were sharing different perspectives on how they feel that spiritual care should be given
depending on their faith.
Also, they were able to be more open about their faiths and how they have helped some
of them move on with their lives. To them, spiritual care is something that healthcare facilities
should offer more of since it gives people hope out of what the walls of the facility can provide.
The audience could relate on so many levels how spiritual care got them or their families moving
on and holding on as opposed to mental or physical care. There were a lot of questions and
concerns on how different faiths affect the progress of a patient’s recovery. While most people
believed that spiritual care aided in recovery, others thought that it only helped you to live long
enough until the treatment that the facility was providing improved.
However, there were people with different opinions about the issue. An example is
atheists and people who did not believe that there is a higher power. To them, spiritual care was a
waste of time, and some even went ahead to say that spiritual care is “giving false hope” to a
dying man that something out of the extraordinary might happen while in the real sense, no
treatment is working. In such cases, there was no convincing because you cannot give spiritual
support to a patient who does not believe it works.
Areas of strength
Being spiritual
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TEACHING PLAN EVALUATION
While teaching spiritual care, believing in a supreme being personally was one of my
areas of strength. The reason is that I was in a better position to understand the people and to
relate to how spiritual care works. Anything becomes more comfortable when you have enough
content and when you can refer to it. Being a Christian, I have been able to work through so
many days with nothing but hope. I knew that if there is any place that faith can be even more
practical is when a person is unwell, and the doctors keep bringing one bad news after another.
Enough research
Before conduction this teaching plan, I did my research first on the community and all the
material that I would need to teach the community about spiritual care. I had all my equipment
for demonstration and thought about almost every single question that was asked by people who
believed in spiritual care and how it worked. It made everything more manageable because I had
all that I needed there with me, which was quite convenient while teaching.
Areas of improvement
Although I did research as much as I could, I did very little on how to deal with people
who did not believe in spiritual care. I assumed that since most people had absolute faith, then I
would only be dealing with people who had different perspectives of religion, depending on what
they believed. Also, I took so much time in preparation as opposed to teaching, which means that
I had to rush through some parts. What I needed to do was to have more time on the actual
activity, which was to teach the community and less time on planning. Doing this would have
saved more time for explanations and practicals.
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TEACHING PLAN EVALUATION
References
Hawks, S. R., Hull, M. L., Thalman, R. L., & Richins, P. M. (1995). Review of spiritual health:
definition, role, and intervention strategies in health promotion. American Journal of
Health Promotion, 9(5), 371-378.
Highfield, M. F. (1992). Spiritual health of oncology patients. Nurse and patient
perspectives. Cancer nursing, 15(1), 1-8.
Kaplar ME, Wachholt AB, O’Brien WH: The effect of religious and spiritual intervention on
biological, psychological, and spiritual outcomes of oncology patients: A meta-analytic
review.
Larson, J. S. (1996). The World Health Organization’s definition of health: Social versus spiritual
health. Social indicators research, 38(2), 181-192.

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