There are 2 parts to this assessment: Part 1: Explore nurses’ use of epidemiolog

There are 2 parts to this assessment:
Part 1: Explore nurses’ use of epidemiology and other evidence-based data to develop methods to prevent and mitigate communicable and/or chronic disease in the community.
Part 2: Complete the development of your teaching plan, implement the plan, and evaluate the success of your teaching project.
Part 1: Nursing Student Presentation on Infection ControlPrepare for your presentation by doing the following:
Explore the Healthy People 2030 website.
Review the Objectives and Data page on the Healthy People 2030 website.
Review the Leading Health Indicators page on the Healthy People 2030 website.
Develop a 12- to 15-slide Microsoft® PowerPoint® presentation on infection control to demonstrate your understanding of public health nurses’ roles in prioritizing health promotion and disease prevention strategies. Analyze infectious diseases in your presentation by:
Describing the incidence and/or prevalence of the identified communicable or infectious disease
Evaluating different variables that affect the rates of the communicable or infectious disease within your local community
Analyzing evidence-based practices aimed at reducing the infectious or communicable disease you have identified
Explaining health-promotion techniques that can be used by the community to prevent and/or manage the infectious or communicable disease in the patient population
Include the following in your presentation:
Speaker notes: The slides should only contain essential information and as little text as possible (e.g., slides with long bullet points). 3 to 5 short bullet points per slide. Your speaker notes should convey the details you would give if you were presenting. Refer to the Create Speaker Notes page on the Microsoft website for assistance creating speaker notes. Minimum of 75 worlds for speaker notes.
References and title slide not included in the count
Cite a minimum of 3 scholarly sources.
Format citations and references according to APA guidelines.
Part 2a: Teaching Project Preparation
At a rural clinic, develop a teaching project that addresses Knowledge deficiency: Preventing and managing diabetes related to lack of access to healthcare services and educational intervention. These barriers include a lack of health insurance, inadequate transportation, geographic isolation, and inadequate healthcare facilities.
develop at least 1 SMART goal for your teaching project. You will use this goal to evaluate the success of your teaching project. The acronym, SMART, stands for goals that are specific, measurable, attainable, realistic, and time bound.
SMART goal example: In collaboration with me, the patient developed the following SMART goal related to their efforts to increase exercise in their daily activities to prevent cardiovascular disease: “I will walk at a brisk pace (indicated by light perspiration and dampness under the arms) for 30 minutes a day for at least 5 days per week over a 1-month timeframe.” Progress toward this goal will be evaluated at [specified time].
Determine what resources and materials you will need to gather to teach your patient population.
Format how you would present your teaching materials to your patient population. Ideally, communicate prevention messages for your teaching session using multiple modalities. Modalities could include visual/auditory using face-to-face counseling, visual using written materials, auditory using radio and audiobooks, and kinesthetic using hands-on practice.
Review and modify your teaching project. To do this, identify 1 or 2 clients with whom you can practice the communication method/health promotion delivery modalities. Receive feedback and suggestions for improvement from your client(s) about the method of teaching (e.g., liked it/did not like it and why, ways to improve/do things differently) and incorporate their feedback into your final teaching plan.
Part 2b: Teaching Project Delivery and SummaryDeliver the teaching project focused on the prevention of the identified communicable or chronic disease to the patient population (i.e., individual, family, group). Schedule each educational session for at least 30 minutes (i.e., 15 minutes for the presentation and 15 minutes for demonstration, questions, and/or discussion).
After each teaching session, evaluate the success of the teaching project to address the identified public health issue or disease by assessing the patient population’s understanding of the content. To do this:
Use appropriate evaluation methods, such as teach-back and return demonstration. For example, in conversation with your population, can they teach back any of the major teaching points you delivered during your educational intervention (e.g., handwashing should be performed for at least 20 seconds or the time it takes to sing “Happy Birthday”)?
Correct any errors in understanding during teach back and demonstration.
Write a 350-word summary of your Week 4 patient-education activities that includes:
Locations and dates of all sessions conducted
Description of resources and materials provided for each teaching session
Description of the evaluation method used to evaluate the effectiveness of the patient teaching
Evaluation results
Discussion how you met the objective(s) for the week (Note: The time spent writing this summary cannot be included in the calculation/achievement of your direct-care hours.)
Format your summary according to APA guidelines.
Compile your presentation from Part 1: Infection Control Teaching Project Development and your summary from Part 2b: Teaching Project Delivery and Summary for submission.
Submit both parts of your assessment.