Nursing Prevention of Bedsores - Essay Example

Nursing Prevention of Bedsores Name of student Name of Professor Course Details Institution Affiliation Date of Submission Table of Contents Contents Contents 2 Nursing Prevention of Bedsores 3 Description of the event 3 Relationship between learning objectives 6 Feelings and Thoughts 6 Evaluation 8 Learning Objectives 10 Learning Outcomes 11 Analysis 11 What others opinions and conclusion 13 References 15 Nursing Prevention of Bedsores Description of the event Before the teacher starts teaching in the presentation room, the teacher has the first look of the room before he or she starts teaching the class (Klopp et al., n.d.). The teacher looks at the room where the events are going to occur if there is an echo that will not let the audience understand. The teacher finally finds that the room is large enough for presentation. The teacher then goes to a private room, to take a little breath while preparing for the events. The teacher waits in the room for some minutes, for students to enter into the presentation room (Klopp et al., n.d.). After all, students are prepared in the presentation rooms for the lecturers. Therefore, the teacher gets into the presentation room and goes to the stage after everyone is settled. Before the teacher starts teaching, he or she starts with an introduction, smile to the audiences. The teacher starts teaching about nursing prevention and bedsores and continues about the definition of bedsores, that (Klopp et al., n.d.). Sharing and friction causes skin to stretch and blood vessels to link, which can impair blood circulation in the skin. In a person confined to bed, sharing and friction occurs each every time an individual slides across to the bed. Additionally, pressure ulcer is localized wound in the skin, and a fundamental tissue, that results from the pressure that makes one elucidated (Preyer & Ulfig, 1995). In early 1950s, British nurses revealed that the best treatment of bedsores was eliminating the pressure. The notion is seen as influential in changing pressure ulcers. When the teacher has explaining The teacher proceeds by explaining to the students that, Bedsores are caused by extreme age factors, including immobility, poor nutrition, temperature, continence, medication, shearing forces, environmental moisture, and poor circulation. Additionally, most parts that are affected in the body are elbows, knees, ankles and sacrum (Sabatine, 2008). Then after, the teacher explains the effects of bedsores, before requesting questions from the audience. A student stands and questions the teacher if bedsores can be treated. The teacher continues by answering questions to the students, who were eager to know its effects into the body. Additionally, the teacher says to the student, that if bedsores are discovered when its starts, it may be treatable. (Sabatine, 2008). Bedsore is the second major iatrogenic cause of human death; that happens after adverse drug response (D'Antonio, D'Antonio, Lewenson & Edd, 2011). The teacher has loses confidence at first time, therefore, later the teacher become with more confidence after finding out that the students were eager to understand the teaching. When listeners become more confident about how the introduction has been done with the teacher. The teacher thinks that, finding the topic that the student will understand will determine with small groups. However, the teacher finally finds that the audiences were in presentation room are the best listeners that understands the teaching, and that makes the teacher interests about the topic. As the teacher explains the perspectives about bedsores, a high percentage of the audience understand about the disease before the teacher goes to the break (Weigar, 2008). The teacher takes a break time for about 25 minutes before coming back to the presentation room where the teacher stands where all students would look over the stage (Weigar, 2008). The teacher discusses the basic premise of the content, as the teacher continues by explaining the causes of bedsore. The teacher inquires questions from the students while explaining systematically. The teacher requires the audiences to think loud by coming up with ideas about bedsores (Weigar, 2008). The teacher has to create a group that leads to answers for the questions, even as students are happy the teacher’s presentation. When the teacher is teaching the audience, the listeners are all silent and paying attention the teacher. The teacher has a discussion with the students by questioning the options that students have about the treatment. The teacher takes a stand on the stage and faces the audiences in the presentation room. His or her focus is to the audience when teaching about the effective prevention of bedsores. When a teacher starts teaching, the school members in the room include lectures, professors, and other staffs members (Valente, Sarli & Valente 2011). There are more auditors, who audibilize presentation movements, to analyze the some of the presentation process. However, in the presentation room, there are media clips including videos, that will also help and build memories on which information may be attached (Waston, 2013). When the teacher teaches the audiences, the teacher stands where to be able to see all audience in the presentation room. The teacher also wants to see every movement of the students where they were seated. The audience is at positions where they can watch every movement of the teacher. The staff members were seated at the back of the students in the presentation room. In the presentation room, the teacher uses the projector to display pictures (Waston, 2013). When the teacher is teaching the teamwork group working to solve, the problems include the technicians. The technicians have to ensure that everything is working well, all machines are intact in their place, and the speakers were all sounding the same. In the presentation room, the technicians have to ensure that every audience is getting clear information on where to sit. Relationship between learning objectives However, as the teacher continually teaches about the effects of bedsore, the teacher starts by teaching about nursing and prevention. The numbers of the audiences in the presentation room were 150 (Moreillon, 2007). What is most important is that the teacher starts with encouragement, without fearing the audience or the staff members. Therefore, the teacher displays his interest to the audience and their learning. The teacher takes 15 minutes explaining about how bedsores start in the body. While the teacher explains the effectiveness of the bedsores, a range of 45 percent of the students was happy about the presentation. Feelings and Thoughts About 45 percent students have the best feelings concerning teaching on the event. The teacher starts by saying the year that pressure ulcers started in early the 1950s, and it has become more effective to the older ages (Fabricius & Haug 2012). The teacher has found ways to teach the students learning to assist the audience answering their questions. The teacher also encourages the audience concerning this pressure ulcer teacher and requires the audience to stay up, for the topic. One of the best roles, that the teacher demonstrated is the significance of the matter concerning the bedsores (Fabricius & Haug, 2012). Additionally, teacher makes a clear topic about the disease and its effects, and each topic fits into the course (Valente Sarli & Valente, 2011). When the teacher requests the student to create an option concerning the treatment of bedsores, the high numbers of the students answered questions effectively as the teacher taught them. A high percentage of the students become more comfortable in reacting and giving their options about the treatment. When the teacher begins with confidence, a high percentage of audiences concentrate to what the teacher is teaching. A challenge that most teachers face while presenting is the teacher thinking that the audiences will not listen to his teaching. However, when the teacher starts, the audience all look up after the teacher (Waston, 2013). This provides much confidence, to the teacher in explaining about nursing and health associated with pressure ulcers. What mostly gives teacher confidence is that a high number of students are asking positive questions about nursing and prevention of bedsores that affects older people with aging (Leech, 2004). However, audiences require knowing more about bedsores’ effects because the teacher has shortened the topic. Hence, the students were not satisfied with the presentation, which has taken fewer hours. Therefore, the audiences prefer that the teacher would proceed because everyone understands best when the teacher teaches them with experience and non-native speakers also understand. Standing in front of an audience of 150 people while teaching is not easy because it determines confidence the presenter has and the settings. When the teacher, first introduces the key topics, the teacher has to identify that he/ she can proceed until the end. The teacher has faced some difficulties when beginning the event because people were listening and waiting for the teacher to start. When the teacher starts with an introduction, he or she can tell how people are interested in the discussion (Leech, 2004). After the teacher has seen the audience, and how they are eager to hear, the teacher does not rely on one point, but the teacher continually speaks while smiling to the students. Evaluation When the teacher continues teaching the audience on the stage, the teacher intends to compare the multiple perspectives, thereby deepening their apprehension of the content about nursing prevention (Bienvenu, 2000). Additionally, what makes the audience like the presentation is that the teacher presents pictures of slides that provide much understanding to the audience. The teacher, therefore, tries to make a major comparison between human and animals that were affected with pressure ulcers. The teacher shows the audiences about pressure ulcers using a PowerPoint slide to enlarge the facts about the disease. The other students with low percentages were complaining because they needed practical (Bienvenu, 2000). The teacher proceeds by showing the age that pressure ulcers are mostly affected in the world, and how bedsores have been the major disease that is the second iatrogenic cause of death. The most challenge that the teacher faces during the teaching process is that the audience was eager to understand as well base their understanding on the experience of the teacher. However, the most challenge for the teacher is that, a range of 35 percent was not eager with the teacher teaching them (Bienvenu, 2000). When a presenter is presenting something, the presenter should look for a high percentage of the audience. When the teacher is teaching, 65 percent audiences were comfortable and satisfied with the teacher allowing them to concentrate with all the listeners. The teacher has continued with the topic without losing the interest among them. Although, when the teacher is having trouble, the teacher has to be well prepared for the speech that is ill-suited to the audience and has a similar effect as a poorly prepared speech delivered to the correct audience. Additionally, the teacher has to ensure that he or she gives the right speech, to the right audience who can understand. The teacher asks questions from the back where members were seated, receives positive replies and proceeds by explaining for another 45 minutes. Notably, the teacher knows that the audiences have a variety of experience, skills, and attitudes embedded within them. Additionally, the teacher teaches with a translation design that is specific and tangible. Attainable learning achievements for audiences, regularly express themselves as an observable expression of what the scholars identify (Gallo, 2010). However, the teacher has written the terms that the entire student will use to demonstrate the effect of learning in the study. The teacher requires that students be observable in ways that can allow differentiation among the poor and the achievers. Notably, a high percentage of the students understands and captures significant issue concerning bedsores. The teacher articulates the experience and the skills that the teacher would require after finishing the course. The teacher starts with a strong structure concerning the effects of pressure ulcers and its effects among the old age. However, when the teacher represents the teaching to the audience, he or she expects that some of the students would be first in understanding and others would be slow to understand (Moreillon, 2007). However, all audiences were hearing in the event, and some were eager to ask questions, on what would happen if the disease can exist (Gallo, 2010). The teacher describes the conditions under which the audience will perform in the situation. The teacher measures those who understand the teaching by proposing some questions. The teacher finally addresses the measures between the audiences who understand and those who does not understand. The large amount of the audience does understand, they require the teacher to continue teaching because they fail to understand. Therefore, the teacher gives a downgrade evaluation and learning percentage to every student. The teacher identifies that the students have different understanding to the other understand/ Learning Objectives In the event, the teacher has to find different models of the learning experience to capture the listeners’ attention, in every corner of the presentation room. The teacher has to focus on the objectives when teaching and speaking with the students to learn. The teacher uses skills to represent pictures, as well as actions for the student after summarizing the teaching on the events. Moreover, the teacher uses experience and skills to ensure that all students understand by the time the teaching process is over (Moreillon, 2007). The teacher uses experience, to make sure that all students understand about what cause the infection in the body. Additionally, the teacher is creating objectives and always thinks of the terms and the evidence that the student require to demonstrate. When the teacher is teaching, students tend to take some forms, of presentation concerning the effects of the bedsores. After a while, the students understand what is needed for them, what they can do, how to cure bedsores, and how to strengthen performance (Moreillon, 2007). Hence, the teacher confirms if the student mastered the skills, while teaching in the presentation room. The teacher continues asking every student if they do understand, and asking students, what they would do when a one is affected with bedsores. The teacher uses action verbs and focuses on concentrating action when the teacher presents, using pictures of the people that have been affected. The teacher uses action and behaviors that allow both non-native speaker students to understand the teaching (Moreillon, 2007). That shows the best experience that the teacher has, during the teaching process. The teacher has to communicate to the students in the classroom to make sure that all the students are getting what is being taught clearly Learning Outcomes The teacher uses a verb phrase, in order for the student to know the name and to contact information about the subjects. The teacher has concrete and specific knowledge outcomes, the teacher has to use the learning outcomes to assess audience learning one per minute, where students show that they contain. The teacher applies the outcome to the student to understand, appreciate, know about, and become familiar with the learning topic. Analysis The teacher uses much experience and skills, and one of the important experience is that the teacher goes on the stage by starting the speech with a joke to capture the minds of more audiences. The teacher writes a short paragraph and stick to it by explaining and expanding on the point (Duplass, 2010). The teacher does not start with the question but starts with introduction fully to look over the audience. The teacher starts by telling the audience that the topic will take a short time. However, the teacher starts with something that students feel relevant to if he or she is to catch their minds. This is the major fact that gives the majority of the students the opportunity to like the events. The teacher never uses so much strength when performing on the stage (Duplass, 2010). He or she is also never allowed to start with an apology, but the teacher starts with best points and proceeds while looking straight to the audience. The teacher has to identify that the number of the students are interested with the information in the events. The teacher request some question from the audience when the events are almost through, asking those who were adopting the information. It is important to ask questions and to identify if everyone is satisfied (Duplass, 2010). Therefore, asking if the audiences are happy with the presentation and the pictures indicative of bedsores is important. The teacher also continues asking demographic questions, in order to know who were listening so carefully. However, the teacher is required to ask questions to strengthen any weaknesses. Notably, the question that the teacher would require to ask the audience is how the events are done. The teacher also asks whether all are happy and satisfied with the information. The teacher then asks the students whether someone needs to ask a question. Additionally, the teacher has tries to create a relationship within the students, between the knowledge and implementation phases. The teacher has built the best intentionally experienced standards. The teacher has greatest dissimilarity within the student in his or her conscious effort of integrate the principles into information. While most audiences demonstrate best practices, only a few were capable of consciously relating their learning practices to the values. However, few in this audience use evaluation in their instructional process (Webb & Powis, 2013). The teacher who is unaware of the values either innocently establishes adherence to the standards or actually teaches in direct disagreement to the standards. However, the teacher requires the student to learn, the information during class time, ending with the notions that the students are happy with the teaching. When the teacher starts with an introduction, the audience sees how much experience and profession the teacher has. The teacher uses professions and skills to turn the neck down, and up, in order to pay attention to the audience. The teacher always pays attention to the listeners, while applying basic knowledge. First, the teacher starts by confessing about bedsores personally so that the audience may feel connected with the teacher. One of the best ways of presenting this is that the teacher does not joke too much to the audience (Webb, & Powis, 2013). However, the teacher also gives the speaker an unfair improvement since it literally changes the chemistry in the room, and everybody present. The teacher allows a natural sense of humor to be present in the moment, and when the mind becomes saturated with the teaching, he or she allows humor to be present. The teacher makes sure that every bit of the discussion builds what comes before. The teacher has to shorten the information for the audience to understand (Webb & Powis, 2013). The teacher has to stop talking before the listener because he or she is trying to reach the audience by pointing things with action. The teacher has to talk slowly to allow non-English speakers to understand. The student would watch the teacher’s movement on the stage, and all listeners will read every step that the teacher makes while presenting. However, by explaining information with a little smile to the audience, the teacher gives the audience interests of learning. What others opinions and conclusion Actually, the teacher identifies the audience, and the teacher has to go straight to the point for the target audience. This is particularly significant to inexperienced teaching. However, more important, when the teacher teaches or provides a presentation, a teacher should stick to the point. Additionally, it is necessary to diverge since it is worse to begin teaching the material that the teacher knows less concerning what the listener does. The more the teacher has practice, the fewer likely the teacher will go off on tangents. The teacher should have a different style when presenting information (Seidel, Perencevich & Kett, 2007). Teaching small groups builds confidence to the teacher, also the students may easily understand the teaching, when presentation room is large enough. The time that the presenter is going to take must include the audience before she starts presenting. However, the teacher should note that the topic to discuss on stage is a clear topic. The presenting teacher should prepare, and set the example that he or she requires to use. The presenter should always be the entertainer, but the teacher should not overdo this, but act according the limits. If the teacher is not humorous by nature, he or she should not try to be humorous. Audiences like to acknowledge their contributions and to have more unjustified acknowledgments degrade the audience who contributed. Although gaining eye contact with as many students is probable when the teacher is present, it is significant because it adds a level of understanding and comfort to the teaching. It is important for the teacher to get early and get a feel of the room for the event. The presenter should weigh the room temperature, size, and the set up of the room. For smaller groups, before the teacher starts, the teacher should ask them to introduce themselves. However, for larger students, asking them to react to question related to the topic is necessary to encourage the student to share experiences and ask question to everyone. Catching the audience’s minds requires experience and skills to get s higher percentage, since what the teacher does to catch the student in large number is not an easy thing. The most significant thing that the teacher does is to use professional skills to engage the understanding of the audience. The teacher uses experience to pay attention to the audience and apply basics knowledge. References Bienvenu, S. (2000). The Presentation Skills Workshop: Helping People Create and Deliver Great Presentations. AMACOM Div American Mgmt Assn: Volume 2 of The trainer's workshop series. Bradbury, A. (2006). Successful Presentation Skills: The Sunday Times Creating success series. London: Kogan Page, LKP.   Christen, H., Mileweski, R., Lang, R. Charter, P. (2009). Nursing Interventions: American Medical Association AMA. New York: Jones & Bartlett Learning. Duplass, J. A. (2010). Teaching Elementary Social Studies: Strategies, Standards, and Internet Resources. New Jersey: Cengage Learning. Fabricius, C. & Dag Haug, H. (2012). Big Events, Small Clauses: The Grammar of Elaboration. Berlin & New York: Walter de Gruyter. Gallo, C. (2010). The Presentation Secrets of Steve Jobs: How to Be Insanely Great in Front of Any Audience. McGraw-Hill's: McGraw-Hill Professional. Klopp, A. R. N., Virginia, M. S., Kathryn, T. S., & Bronstein, C.S. (n.d.). Skin Integrity, Impaired Risk For - Pressure Sores: Pressure Ulcers, Bed Sores; Decubitus Care. Leech, T. (2004). How to Prepare on the Stag: Deliver Winning Presentations. San Diego, CA: AMACOM Div American Mgmt Assn. Mandel, S. (2006). Presentation Skills: A Practical Guide to Better Speaking. Chicago: Thomson NETg. Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association. Preyer, G. F., & Ulfig, S. A. (1994). Language, Mind and Epistemology: On Donald Davidson's Philosophy. Dordrecht: Kluwer Academic publishers. Sabatine, J. (2008). Movement training for the stage and screen: The organic connection between mind, spirit, and body. Michigan, US: Back Stage Books. Seidel, R. J., Perencevich, K. C., & Kett, A. L. (2007). From Principles of Learning to Strategies for Instruction-with Workbook Companion: A Needs-Based Focus on High School Adolescents. London: Springer Science & Business Media. Valente, M., Sarli, C. L., & Maureen, V. (2007). Audiology Capstone: Research, Presentation, and Publication.Thieme. New York: The Audiology Capstone. Watson, J. G (2013). William Faulkner: Self-Presentation and Performance. University of Tulsa: University of Texas Press. Webb, J. & Powis, C. (2013). Teaching Information Skills: Practice and Theory. London, England. 2Nd Edn Publishing. Weigar, P. R. (2008). Teaching and Education: 21st Century Issues and Challenges. New York: Weigart. Read More