| Course | NURS 618 Nurse Educator II: Teaching Strategies (NURS618) |
|---|---|
| Module/Week | 7 |
| Assignment | Teaching Plan Built Around Service Learning |
| Paper type | Service-learning teaching plan on the course worksheet (3 to 5 scholarly sources) |
| Length | about 855 words, 3 double-spaced pages plus title page and references. Course guide: a service-learning teaching plan completed on the course worksheet, with a reference page in APA listing three to five scholarly works apart from the course books |
| Format | APA 7 student paper |
| Points | 100 |
| School | Liberty University Online |
| Program | MSN |
| Where it sits | Module/Week 7 in Liberty's published NURS 618 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for NURS 618 Week 7
Teaching Plan: Service Learning in Which Nursing Students Teach Hands-Only CPR and Stroke Signs at a Neighborhood Church Center
[Student Name]
School of Nursing, Liberty University
NURS 618: Nurse Educator II: Teaching Strategies
Teaching Plan: Service Learning
[Instructor Name]
[Date]
The course, community partner and lesson are composites written for a model plan; complete the worksheet your course provides, whose headings take priority.
Teaching Plan: Service Learning in Which Nursing Students Teach Hands-Only CPR and Stroke Signs at a Neighborhood Church Center
Community Partner and Need
The partner is a church community center in a neighborhood where many residents are older adults and where the nearest hospital is twenty minutes away. The center's health ministry leader asked the nursing program for help after a member collapsed during a service and bystanders did not know how to help. The partner identified two needs: confidence in performing hands-only CPR and recognition of stroke warning signs. Billings and Halstead (2016) describe service learning as most effective when it is planned with the community, responds to a need the community defines and includes structured reflection that connects the experience to academic learning.
Outcomes
For nursing students, by the end of the experience, each student will be able to explain and demonstrate hands-only CPR and stroke recognition to lay adults at an appropriate health literacy level; adapt teaching to learners with different abilities and backgrounds; and reflect on how community conditions shape health outcomes and on their professional responsibility to the community.
For community participants, by the end of the class, each participant will be able to demonstrate hands-only CPR with compressions at the correct depth and rate on a manikin for one minute and name the warning signs of stroke and the action to take.
Lesson Plan Using the BOPPPS Model
Recent evidence supports using a structured model for service learning. Hao et al. (2026) compared BOPPPS-structured service learning with conventional teaching in a course for 96 undergraduate nursing students and found that the service-learning group had higher course scores, stronger service-learning abilities and more positive course evaluations. The table below applies the same structure to the community class, which students will deliver in pairs to groups of eight participants.
| Phase | Time | Activity | Evaluation |
|---|---|---|---|
| Bridge-in | 5 minutes | A student shares a brief, anonymous story of a bystander who saved a life with compressions | Participants' questions noted |
| Objectives | 2 minutes | Students state the two goals: confident compressions and recognizing stroke | Goals posted on a poster |
| Pre-assessment | 5 minutes | Participants show of hands: who has done CPR, who knows stroke signs; one volunteer tries compressions on a feedback manikin | Baseline confidence rating on a one-to-five card |
| Participatory learning | 30 minutes | Demonstration, then every participant practices compressions with feedback; stroke recognition taught with a large visual and practiced with short scenarios | Students observe and coach each participant |
| Post-assessment | 10 minutes | Each participant performs one minute of compressions on a feedback manikin and names the stroke signs | Pass or coach on compressions; repeat confidence rating |
| Summary | 3 minutes | Recap of what to do in an emergency, wallet cards given | Participants' final questions answered |
The class is designed so that every participant practices with their own hands, because confidence to act comes from having done it, not from having watched it.
Preparation of Nursing Students
Before the event, students complete a two-hour preparation session in the skills lab. They practice teaching compressions to peers, rehearse plain-language explanations of stroke warning signs, and learn how to adapt for participants who cannot kneel, such as practicing compressions on a manikin placed on a table. Research suggests this teaching role is itself powerful learning. In interviews with 30 nursing students who taught CPR through service learning, Márquez-Hernández et al. (2026) found that students described the experience as meaningful learning that consolidated their competencies, carried a real emotional impact, increased their social awareness and strengthened their professional identity, while also noting practical barriers to implementation.
Reflection
Within a week of the event, each student writes a two-page reflection answering four prompts: What did you learn about teaching adults with different backgrounds and abilities? What did you notice about health and access in this neighborhood? How did teaching CPR change your own confidence or understanding? What does this experience suggest about a nurse's responsibility to the community? Students then discuss their reflections in a 45-minute seminar led by the instructor.
Partnership, Respect and Evaluation
The partnership is planned to continue beyond one event. Michaels et al. (2026) described a partnership between a tribal community and a school of nursing that used data from participants and community volunteers to improve a service-learning camp, finding a positive experience on both sides and graduate students' wish for deeper cultural knowledge. Following that example, the health ministry leader will review the plan before the event and complete a short evaluation afterward, and the results will shape the next year's class. Students' attitudes toward service will also be assessed at the start and end of the course, since the survey by Haras et al. (2026) linked earlier service experiences with a stronger intention to serve again, which suggests a well-run first experience can build a lasting commitment.
Evaluating the Experience
Evaluation covers both sides of the partnership. For community participants, the post-assessment shows how many could perform a minute of effective compressions and name the stroke signs, and the change in confidence ratings shows whether the class made them more willing to act. A target is that at least 80% of participants perform effective compressions by the end of the class. For nursing students, the reflection papers are scored with a rubric that looks for connections between the experience and course concepts, attention to community conditions, and insight into professional responsibility. The health ministry leader's evaluation captures whether the class met the community's need and how it could improve. All three sources will be reviewed together at a debriefing meeting with the partner, so that the next class is planned from shared evidence rather than from the program's assumptions.
Practical Considerations
The plan requires four feedback manikins, stroke recognition posters and wallet cards, transportation for students, a faculty member on site, and the center's permission to use its fellowship hall. Participants will be told that the class is educational and does not provide certification. Materials will be available in Spanish, the second most common language in the neighborhood.
Faith and Service
The Good Samaritan stopped, came near and cared for a stranger on the road (English Standard Version Bible, 2001/2016, Luke 10:33-34). For Christian nursing students, teaching neighbors how to save a life is a concrete way of following that example, and the church setting gives the partnership a shared sense of purpose.
References
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). Elsevier.
English Standard Version Bible. (2016). Crossway. (Original work published 2001)
Hao, S., Xu, H., Xia, Z., Wang, Y., Zhang, H., Wang, T., Yuan, Y., & Shi, H. (2026). Service-learning using the BOPPPS model in TCM nursing education: A mixed-methods study. Frontiers in Medicine, 13, Article 1859149. https://doi.org/10.3389/fmed.2026.1859149
Haras, M. S., Ogg-Gress, J., & Wilkinson, M. (2026). From awareness to intent: Nursing students' service-learning attitudes across academic levels. The Journal of Nursing Education, 65(8), 487-490. https://doi.org/10.3928/01484834-20260116-01
Márquez-Hernández, V. V., García-González, J., Company-Morales, M., Ruiz-Salvador, D., Garrido-Molina, J. M., García-Viola, A., Lirola-González, M. M., & Rodríguez-García, M. C. (2026). Service-learning for cardiopulmonary resuscitation training in nursing students: A qualitative study. Nursing Reports, 16(6). https://doi.org/10.3390/nursrep16060186
Michaels, J. H. E., Derouin, A., Bow, M. B., & Lord, J. (2026). Building bridges: Using data to improve service-learning experiences with a Chippewa Cree community. Family & Community Health, 49(3), 197-200. https://doi.org/10.1097/FCH.0000000000000458
What the NURS 618 Week 7 instructions ask
The second NURS 618 teaching plan uses the same course worksheet as the first but is built around service learning, an approach in which students meet a real community need while learning course content and reflecting on the experience. As with the first plan, students may be creative, and the plan again needs its own APA reference list of three to five scholarly works beyond the assigned books. It is due in Module/Week 7, when Billings and Halstead's chapter on community-based and experiential learning is assigned. A strong plan defines two sets of outcomes, what the nursing students will learn and what the community will gain, and includes structured reflection, since reflection is what distinguishes service learning from volunteering.
How this NURS 618 Week 7 example is built
The plan opens with the community partner and the need it identified, then states outcomes for both the nursing students and the community participants. The lesson sequence follows the BOPPPS structure, laid out in a table with timing, activities and evaluation, so the reviewer can see how the students will prepare, teach and assess the community class. A reflection section gives the prompts students will answer afterward. Short sections address partnership, safety, cultural respect and resources. Four recent studies support the choices: one testing BOPPPS-structured service learning, one on nursing students teaching CPR, one on a tribal community partnership and one on students' attitudes toward service.
NURS 618 Week 7 grading rubric: where the points go
Service-learning plans in NURS 618 are typically graded on alignment between student and community outcomes, a clear and realistic structure for the service activity, meaningful reflection, attention to the partnership with the community, evaluation of both learning and service, use of the worksheet, and scholarly support. Graders look for outcomes on both sides: a plan that describes only what students will learn, or only what the community will receive, misses the point of service learning. Reflection prompts earn credit when they connect the experience to course concepts and professional identity. Plans gain when they show respect for the community partner's priorities rather than imposing the program's.
NURS 618 Week 7 help: mistakes that cost points
The usual weaknesses in service-learning plans are activities chosen for students' convenience rather than the community's needs, missing reflection, and evaluation that measures only student satisfaction. Some plans treat the community as a teaching laboratory instead of a partner. Others overlook practical issues such as transportation, supervision, consent and language needs. Begin with the partner's stated need, write outcomes for students and community, structure the activity so students prepare, serve and debrief, include specific reflection prompts tied to course concepts, evaluate both what students learned and what participants gained, and cite three to five recent sources. Share the draft with the partner before you submit it; their comments often reveal needs the program had not considered.
Related NURS 618 sample papers
Other NURS 618 weeks
- NURS 618 Week 2: Teaching Philosophy Paper
- NURS 618 Week 3: Discussion Board Forum 1
- NURS 618 Week 4: Discussion Board Forum 2
- NURS 618 Week 5: Teaching Plan: General Nursing Topic
- NURS 618 Week 6: Teaching with Technology Paper
- NURS 618 Week 8: Teaching Plan Presentation
More MSN sample papers
- NURS 523 Week 7: Discussion Board Forum 3
- NURS 524 Week 7: Reflective Exercise 3
- NURS 600 Week 7: Written Assignment 5
- NURS 617 Week 7: Simulation Development Plan
NURS 618 Week 7 questions, answered
What is the NURS 618 service-learning Teaching Plan?
Worth 100 points in Module/Week 7, it is the second worksheet-based plan, this time designed around a service-learning experience with a community partner and supported by recent scholarly sources.
Where can I find a free NURS 618 Week 7 sample paper?
The NURS 618 Week 7 service-learning plan for a community CPR and stroke class, with its BOPPPS lesson table, reflection prompts and references, is posted here for free reading.
What is service learning in nursing education?
A structured approach in which students meet a real community need while applying course content, with reflection that connects the service to learning and professional identity.
What is the BOPPPS model?
A lesson structure with six parts: bridge-in, objectives, pre-assessment, participatory learning, post-assessment and summary, used to organize active, outcome-focused teaching in classrooms, clinical settings and community events.
How is service learning different from volunteering?
Service learning is tied to course outcomes, planned with a community partner and followed by structured reflection and evaluation, while volunteering need not connect to academic learning.
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