oral presentation nursing student

How to Make a Great Nursing Class Presentation

Rachel R.N.
April 30, 2024
How to Guides

Giving a presentation in your nursing class can be a daunting task, but it’s also an excellent opportunity to showcase your knowledge, communication skills, and professionalism.

Whether you’re presenting a case study, a research paper, or a topic overview, the key to success is thorough preparation and effective delivery. In this post, we’ll guide you through the process of creating and delivering a nursing class presentation that will leave a lasting impression on your classmates and instructors.

What You'll Learn

Planning Your Presentation

Choose a topic relevant to nursing that genuinely interests you. Your enthusiasm will make the presentation more engaging. Research your topic thoroughly using credible sources like academic journals and books. Take detailed notes to use later. Organize your information into a logical outline with key points and supporting details. Decide what visual aids (e.g. PowerPoint slides, handouts, models) would help convey your information.

Creating Visual Aids

Visual aids are crucial for capturing audience attention and reinforcing your main points. When making slides or handouts, use a large, easy-to-read font (e.g. Arial, Calibri, at least 28 point font). Limit text to concise bullet points rather than long paragraphs. Use simple, high-quality images, charts, and graphs to illustrate key concepts. Ensure good contrast between text and background colors. Be consistent with styling, colors, fonts, etc. across all visuals.

Best Nursing Presentation Topics

How to do Nursing Presentations like a Pro

Engaging Your Audience

A dry lecture will likely bore your classmates. Instead, try to get them involved. Open with an interesting fact, statistic, quote, or story related to your topic. Ask rhetorical questions to pique curiosity about key points. Use personal examples or case studies to illustrate real-world applications. Encourage participation by posing questions and allowing time for discussion. Move around and make eye contact with the audience rather than just reading your slides.

Practicing Your Delivery

Practicing is crucial for delivering a smooth, professional presentation. Time yourself going through all your material to ensure you stay within limits. Practice giving eye contact, speaking clearly, and avoiding filler words like “umm.” If using technology, test it beforehand to ensure slideshows, videos, etc. work properly. Consider doing a full run-through in front of a friend or family member. On presentation day, dress professionally to make a good impression.

Creating Effective Slides

Your slides should summarize and reinforce your main points, not just restate everything you’re saying. Use brief bulleted lists rather than long narrative paragraphs . Limit text to essential points – no more than 6-8 lines per slide. Left-align bullet points and make sure text is large enough to read. Use high-quality images, charts, graphs, and diagrams to illustrate key data. Keep consistent styling (font, colors, etc.) across all slides. Use easy-to-read fonts like Arial, Calibri, Verdana (sans serif fonts). Aim for a simple, clean, uncluttered layout on each slide.

Handling Nervousness

It’s normal to feel anxious about presenting. Practice repeatedly until you feel very familiar with the material. Remind yourself that nervousness is okay – the audience expects you to be a little nervous. Do deep breathing exercises before you start to induce calmness. Visualize giving a smooth, confident presentation. If you make a mistake, pause, correct it, and continue on confidently.

Question & Answer Period

At the end, leave time for questions so you can gauge audience understanding of your main points and clarify any concepts that audience members may have misunderstood. If you don’t know an answer, simply say “That’s a great question, I’ll need to look into that more.”

By following these guidelines, you can create and deliver an organized, engaging nursing presentation that showcases your knowledge. The more you practice this skill, the more confident and professional you’ll become.

1O Tips to Help You Make Nurse Presentations Like a Pro:

1. know your audience:.

Tailor your presentation to the specific needs and interests of your audience. Consider their level of understanding, background knowledge, and any particular concerns they may have. This will help you deliver information that resonates and engages effectively.

2. Start Strong:

Grab your audience’s attention from the beginning with a compelling opening. You could start with a relevant anecdote, a thought-provoking question, or a startling statistic. A strong opening sets the tone for the rest of your presentation and keeps your audience engaged.

3. Organize Your Content:

Structure your presentation in a clear and logical manner to ensure easy comprehension. Use headings, subheadings, and bullet points to break down complex information into digestible chunks. A well-organized presentation makes it easier for your audience to follow along and retain key points.

4. Use Visual Aids Wisely:

Incorporate visual aids such as slides, diagrams, and charts to enhance your presentation. Visuals can help clarify complex concepts, reinforce key points, and keep your audience engaged. However, avoid overcrowding your slides with text or graphics, and ensure that your visual aids complement rather than overshadow your verbal presentation.

5. Practice, Practice, Practice:

Rehearse your presentation multiple times to become familiar with your material and build confidence. Practice speaking clearly and confidently, and pay attention to your pace and tone of voice. Practicing also allows you to refine your delivery and identify any areas that may need improvement.

6. Engage Your Audience:

Encourage interaction and participation throughout your presentation to keep your audience engaged and actively involved. Ask questions, facilitate discussions, or incorporate interactive elements such as polls or case studies. Engaging your audience not only enhances their learning experience but also makes your presentation more memorable.

7. Be Prepared for Questions:

Anticipate questions that your audience may have and be prepared to address them effectively. Familiarize yourself with the subject matter and relevant literature to provide well-informed answers. If you’re unsure about a question, don’t hesitate to acknowledge it and offer to follow up with more information later.

8. Maintain Professionalism:

Dress appropriately, maintain eye contact, and exude confidence throughout your presentation. Projecting professionalism not only enhances your credibility as a presenter but also instills confidence in your audience. Remember to speak clearly, articulate your words, and avoid distracting mannerisms.

9. Seek Feedback:

After your presentation, solicit feedback from colleagues, mentors, or peers to gain valuable insights for improvement. Constructive feedback can help you identify strengths to leverage and areas for growth to address in future presentations. Don’t be afraid to ask for feedback—it’s an invaluable tool for professional development.

10. Reflect and Learn:

Take time to reflect on your presentation experience and identify lessons learned. Celebrate your successes and acknowledge areas where you can improve. Use each presentation as an opportunity for growth and continuous learning, and strive to refine your skills with each subsequent opportunity.

By implementing these tips, you can elevate your nursing presentations to a professional level, effectively communicate your expertise, and make a lasting impact on your audience. With practice and dedication, you’ll become a master presenter in no time.

Nursing School Student Presentations Examples

• Effective Public Speaking Strategies for Nursing Students (offer advice, reduce anxiety) • Literature Review Presentations in Nursing Courses (bsn, academic, higher education) • Designing an Engaging PowerPoint Slide Deck (giving presentations, preparation)

Nursing Care and Patient Presentations

• Improving Patient Satisfaction Through Clear Communication (nursing care, perception) • Mental Health Assessment Presentations (psych class, descriptive, clinical) • Culturally Competent Nursing Care for Asian Patients (community health, diversity)

Presenting Nursing Research Discussion

• Innovative Nursing Interventions for Quality of Life (nursing research, outcome, innovation) • Evidence-Based Prevention Guidelines (prevention, guidelines, literature review) • Student Nursing Research Poster Presentations (bsn, academic, participate)

Classroom Presentation Assignments

• Norman’s Nursing Process Presentation (nursing theory, classroom, rubric) • Group Project: Health Promotion in the Community (group, community health, enable) • End of Semester Clinical Case Presentations (clinical, presentation helps, assessment)

Career and Professional Development

• Leadership and Management Styles in Nursing (leadership, supervisor, enable) • Interviewing and Public Speaking Skills for Nurses (oral, giving presentations, career) • Continuing Education Requirements and Presenting CEUs (higher education, academic, prevent)

Strategies and Considerations

• Engaging the Classroom: Interactive Presentation Methods (participation, yawn, preparation) • Helpful Habits for Managing Presentation Anxiety (anxiety, cognitive, descriptive) • Presentation Software: PowerPoint vs Prezi vs YouTube (slide, powerpoint, youtube) • NCLEX-Style Presentation Questions for Peers (nclex, peers, enable, adequate)

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Development and validation of the oral presentation evaluation scale (OPES) for nursing students

Affiliations.

1 Department of Nursing, Chang Gung University of Science and Technology, Division of Pediatric Hematology and Oncology, Linkou Chang Gung Memorial Hospital, Taoyuan City, Taiwan, Republic of China.
2 Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City, Taiwan, Republic of China.
3 Administration Center of Quality Management Department, Chang Gung Medical Foundation, Taoyuan City, Taiwan, Republic of China.
4 Department of Nursing, Chang Gung University of Science and Technology; Administration Center of Quality Management Department, Linkou Chang Gung Memorial Hospital, No.261, Wenhua 1st Rd., Guishan Dist, Taoyuan City, 333 03, Taiwan, Republic of China. [email protected].
PMID: 35473710
PMCID: PMC9040219
DOI: 10.1186/s12909-022-03376-w

Background: Oral presentations are an important educational component for nursing students and nursing educators need to provide students with an assessment of presentations as feedback for improving this skill. However, there are no reliable validated tools available for objective evaluations of presentations. We aimed to develop and validate an oral presentation evaluation scale (OPES) for nursing students when learning effective oral presentations skills and could be used by students to self-rate their own performance, and potentially in the future for educators to assess student presentations.

Methods: The self-report OPES was developed using 28 items generated from a review of the literature about oral presentations and with qualitative face-to-face interviews with university oral presentation tutors and nursing students. Evidence for the internal structure of the 28-item scale was conducted with exploratory and confirmatory factor analysis (EFA and CFA, respectively), and internal consistency. Relationships with Personal Report of Communication Apprehension and Self-Perceived Communication Competence to conduct the relationships with other variables evidence.

Results: Nursing students' (n = 325) responses to the scale provided the data for the EFA, which resulted in three factors: accuracy of content, effective communication, and clarity of speech. These factors explained 64.75% of the total variance. Eight items were dropped from the original item pool. The Cronbach's α value was .94 for the total scale and ranged from .84 to .93 for the three factors. The internal structure evidence was examined with CFA using data from a second group of 325 students, and an additional five items were deleted. Except for the adjusted goodness of fit, fit indices of the model were acceptable, which was below the minimum criteria. The final 15-item OPES was significantly correlated with the students' scores for the Personal Report of Communication Apprehension scale (r = -.51, p < .001) and Self-Perceived Communication Competence Scale (r = .45, p < .001), indicating excellent evidence of the relationships to other variables with other self-report assessments of communication.

Conclusions: The OPES could be adopted as a self-assessment instrument for nursing students when learning oral presentation skills. Further studies are needed to determine if the OPES is a valid instrument for nursing educators' objective evaluations of student presentations across nursing programs.

Keywords: Evaluation; Nurse educators; Nursing students; Oral presentation; Scale development.

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No conflict of interest has been declared by the authors.

The standardized estimates of CFA…

The standardized estimates of CFA model for validation sample

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How to prepare and deliver an effective oral presentation

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Peer review
Lucia Hartigan , registrar 1 ,
Fionnuala Mone , fellow in maternal fetal medicine 1 ,
Mary Higgins , consultant obstetrician 2
1 National Maternity Hospital, Dublin, Ireland
2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

How To Present a Patient: A Step-To-Step Guide

Last Updated on June 24, 2022 by Laura Turner

Updated and verified by Dr. Lee Burnett on March 19, 2022.

The ability to deliver oral case presentations is a core skill for any physician. Effective oral case presentations help facilitate information transfer among physicians and are essential to delivering quality patient care. Oral case presentations are also a key component of how medical students and residents are assessed during their training.

At its core, an oral case presentation functions as an argument. It is the presenter’s job to share the pertinent facts of a patient’s case with the other members of the medical care team and establish a clear diagnosis and treatment plan. Thus, the presenter should include details to support the proposed diagnosis, argue against alternative diagnoses, and exclude extraneous information. While this task may seem daunting at first, with practice, it will become easier. That said, if you are unsure if a particular detail is important to your patient’s case, it is probably best to be safe and include it.

Now, let’s go over how to present a case. While I will focus on internal medicine inpatients, the following framework can be applied to patients in any setting with slight modifications.

Oral case presentations are generally made to a medical care team, which can be composed of medical and pharmacy students, residents, pharmacists, medical attendings, and others. As the presenter, you should strive to deliver an interesting presentation that keeps your team members engaged. Here are a few things to keep in mind:

Be confident: Speak clearly at the loudest volume appropriate to protect patient privacy, vary your tone to emphasize the most important details, and maintain eye contact with members of your team.
Don’t fidget : Stand up straight and avoid unnecessary, distracting movements.
Use your notes : You may glance at your notes from time to time while presenting. However, while there is no need to memorize your presentation, there is no better way to lose your team’s attention than to read your notes to them.
Be honest: Given the importance of presentations in guiding medical care, never guess or report false information to the team. If you are unsure about a particular detail, say so.

The length of your presentation will depend on various factors, including the complexity of your patient, your audience, and your specialty. I have found that new internal medicine inpatients generally take 5-10 minutes to present. Internal medicine clerkship directors seem to agree. In a 2009 survey , they reported a range of 2-20 minutes for the ideal length of student inpatient presentations, with a median of 7 minutes.

While delivering oral case presentations is a core skill for trainees, and there have been attempts to standardize the format , expectations still vary among attending physicians. This can be a frustrating experience for trainees, and I would recommend that you clarify your attending’s expectations at the beginning of each new rotation. However, I have found that these differences are often stylistic, and content expectations are generally quite similar. Thus, developing a familiarity with the core elements of a strong oral case presentation is essential.

How to Present a Patient

You should begin every oral presentation with a brief one-liner that contains the patient’s name, age, relevant past medical history, and chief complaint. Remember that the chief complaint is why the patient sought medical care in his or her own words. An example of an effective opening is as follows: “Ms. X is a 78-year-old female with a past medical history of chronic obstructive pulmonary disease who presents to the hospital after she felt short of breath at home.”

Following the opener, elaborate on why the patient sought medical care. Describe the events that preceded the patient’s presentation in chronological order. A useful mnemonic to use when deciding what to report is OPQRST , which includes: • The Onset of the patient’s symptoms • Any Palliative or Provoking factors that make the symptoms better or worse, respectively • The Quality of his or her symptoms (how he or she describes them) • The Region of the body where the patient is experiencing his or her symptoms and (if the symptom is pain) whether the patient’s pain Radiates to another location or is well-localized • The Severity of the symptoms and any other associated Symptoms • The Time course of the symptoms (how they have changed over time and whether the patient has experienced them before) Additionally, include any other details here that may support your final diagnosis or rule out alternative diagnoses. For example, if you are concerned about a pulmonary embolism and your patient recently completed a long-distance flight, that would be worth mentioning.

The review of systems is sometimes included in the history of present illness, but it may also be separated. Given the potential breadth of the review of systems (a comprehensive list of questions that may be asked can be found here ), when presenting, only report information that is relevant to your patient’s condition.

The past medical history comes next. This should include the following information: • The patient’s medical conditions, including any that were not highlighted in the opener • Any past surgeries the patient has had and when they were performed • The timing of and reasons for past hospitalizations • Any current medications, including dosages and frequency of administration

The next section should detail the patient’s relevant family history. This should include: • Any relevant conditions that run in the patient’s family, with an emphasis on first-degree relatives

After the family history comes the social history. This section should include information about the patient’s: • Living situation • Occupation • Alcohol and tobacco use • Other substance use You may also include relevant details about the patient’s education level, recent travel history, history of animal and occupational exposures, and religious beliefs. For example, it would be worth mentioning that your anemic patient is a Jehovah’s Witness to guide medical decisions regarding blood transfusions.

Once you have finished reporting the patient’s history, you should transition to the physical exam. You should begin by reporting the patient’s vital signs, which includes the patient’s: • Temperature • Heart rate • Blood pressure • Respiratory rate • Oxygen saturation (if the patient is using supplemental oxygen, this should also be reported) Next, you should discuss the findings of your physical exam. At the minimum, this should include: • Your general impressions of the patient, including whether he or she appears “sick” or not • The results of your: • Head and neck exam • Eye exam • Respiratory exam • Cardiac exam • Abdominal exam • Extremity exam • Neurological exam Additional relevant physical examination findings may be included, as well. Quick note: resist the urge to report an exam as being “normal.” Instead, report your findings. For example, for a normal abdominal exam, you could report that “the patient’s abdomen is soft, non-tender, and non-distended, with normoactive bowel sounds.”

This section includes the results of any relevant laboratory testing, imaging, or other diagnostics that were obtained. You do not have to report the results of every test that was ordered. Before presenting, consider which results will further support your proposed diagnosis and exclude alternatives.

The emergency department (ED) course is classically reported towards the end of the presentation. However, different attendings may prefer to hear the ED course earlier, usually following the history of present illness. When unsure, report the ED course after the results of diagnostic testing. Be sure to include initial ED vital signs and any administered treatments.

You should conclude your presentation with the assessment and plan. This is the most important part of your presentation and allows you to show your team how much you really know. You should include: • A brief summary (1-2 lines) of the patient, the reason for admission, and your likely diagnosis. This should also include information regarding the patient’s clinical stability. While it can be similar to your opener, it should not be identical. An example could be: “Ms. X is a 78-year-old female with a past medical history of chronic obstructive pulmonary disease who presents with shortness of breath in the setting of an upper respiratory tract infection who is now stable on two liters of supplemental oxygen delivered via nasal cannula. Her symptoms are thought to be secondary to an acute exacerbation of chronic obstructive pulmonary disease.” • A differential diagnosis . For students, this should consist of 3-5 potential diagnoses. You should explain why you think each diagnosis is or is not the final diagnosis. Be sure to rule out potentially life-threatening conditions (unless you think your patient has one). For our fictional patient, Ms. X, for example, you could explain why you think she does not have a pulmonary embolism or acute coronary syndrome. For more advanced trainees, the differential can be more limited in scope. • Your plan . On regular inpatient floors, this should include a list of the patient’s medical problems, ordered by acuity, followed by your proposed plan for each. After going through each active medical problem, be sure to mention your choice for the patient’s diet and deep vein thrombosis prophylaxis, the patient’s stated code status, and the patient’s disposition (whether you think they need to remain in the hospital). In intensive care units, you can organize the patient’s medical problems by organ system to ensure that no stone is left unturned (if there are no active issues for an organ system, you may say so).

Presenting Patients Who Have Been in the Hospital for Multiple Days

After the initial presentation, subsequent presentations can be delivered via SOAP note format as follows:

The Subjective section includes details about any significant overnight events and any new complaints the patient has.
In the Objective section, report your physical exam (focus on any changes since you last examined the patient) and any significant new laboratory, imaging, or other diagnostic results.
The Assessment and Plan are typically delivered as above. For the initial patient complaint, you do not have to restate your differential diagnosis if the diagnosis is known. For new complaints, however, you should create another differential and argue for or against each diagnosis. Be sure to update your plan every day.

Presenting Patients in Different Specialties

Before you present a patient, consider your audience. Every specialty presents patients differently. In general, surgical and OB/GYN presentations tend to be much quicker (2-3 minutes), while pediatric and family medicine presentations tend to be similar in length to internal medicine presentations. Tailor your presentations accordingly.

Presenting Patients in Outpatient Settings

Outpatients may be presented similarly to inpatients. Your presentation’s focus, however, should align with your outpatient clinic’s specialty. For example, if you are working at a cardiology clinic, your presentation should be focused on your patient’s cardiac complaints.

If your patient is returning for a follow-up visit and does not have a stated chief complaint, you should say so. You may replace the history of present illness with any relevant interval history since his or her last visit.

And that’s it! Delivering oral case presentations is challenging at first, so remember to practice. In time, you will become proficient in this essential medical skill. Good luck!

Kunal Sindhu, MD, is an assistant professor in the Department of Radiation Oncology at the Icahn School of Medicine at Mount Sinai and New York Proton Center. Dr. Sindhu specializes in treating cancers of the head, neck, and central nervous system.

2 thoughts on “How To Present a Patient: A Step-To-Step Guide”

To clarify, it should take 5-10 minutes to present (just one) new internal medicine inpatient? Or if the student had 4 patients to work up, it should take 10 minutes to present all 4 patients to the preceptor?

Good question. That’s per case, but with time you’ll become faster.

Comments are closed.

Replacing Nursing Care Plans with Oral Presentations for Competency-Based Learning in Community Health

Cynthia chernecky * , deborah smith.

College of Nursing, Augusta University, Augusta, Georgia, USA

*Corresponding author: Cynthia Chernecky, Department of Physiological & Technological Nursing, College of Nursing, Augusta University, Augusta, Georgia, USA

Received Date: 05 February, 2020; Accepted Date: 26 February, 2020; Published Date: 02 March, 2020

Citation: Chernecky C, Smith D (2020) Replacing Nursing Care Plans with Oral Presentations for Competency-Based Learning in Community Health. Int J Nurs Health Care Res 03: 1149. DOI: 10.29011/2688-9501.101149

The aim of this study is to describe baccalaureate student nurses’ perceptions of using the ABCDE pedagogy in a community gerontology clinical setting. The current cut and paste method for care plans is inefficient to student learning. The ABCDE oral presentation by students, on a topic they choose with faculty guidance, enables them to gain new knowledge on a topic that they helped choose. The application of the ABCDE format has many advantages such as 1) increasing new knowledge, interventions and appreciation for and use of evidence based practice, 2) increasing student’s oral communication skills, 3) improving knowledge through synthesis, 4) improving critical thinking and competency, 5) supporting person centered care, 6) including principles of quality, safety, consultations and ethics into best care, 6) enhancing professionalism by including research into everyday nursing practice, 7) developing professional presentation skills and 8) aiding the 5 major domains of American Association of Colleges of Nursing essentials [1]. Several nursing faculties have used this format in acute care, community health (results presented in this article) and mental-health nursing with positive results for students, faculty and clinical preceptors. Replacing nursing care plans with the ABCDE format in undergraduates during their senior year has not affected our NCLEX pass rate which remains in the mid to high ninetieth percentile. This format has also been used successfully with graduate nursing students including its use in interdisciplinary rounds.

Care plans; Clinical; Community health; Competency; Critical thinking; Education; Gerontology

Introduction

The most widely used model to educate nurses, the nursing care plan, was developed in the 1930’s with little change in today’s environment [2]. If we are to progress in both the science and art of clinical nursing, we must have new approaches to teaching [3] that translate theoretical knowledge to clinical practice via critical thinking. Evaluation of student knowledge, synthesis and critical thinking in the clinical area is essential for faculty as there is a growing need for educational strategies that include research, caring for patients with high acuity, acknowledging limited clinical time and faculty shortages, and requiring higher-order thinking [4]. It would be prudent to have a pedagogy that has both breadth and depth that can be used at all clinical levels [5].

A new evaluation pedagogical approach has been designed and tested that meets breadth and depth requirements and organizes information in a systematic fashion based on a selected topic. Each topic can be presented in either verbal or written format. This approach, invented by the primary author, is called the ABCDE’s [6]. The aim of this study is to describe baccalaureate student nurses’ perceptions of using the ABCDE pedagogy [6] in a community gerontology clinical setting. First, a selected topic in chosen and can be a sign, symptom, condition, medication, medical diagnosis, nursing diagnosis, problem, or issue (i.e.: ethical, legal, treatment choice). Then the A, B, C, D, E’s, noted in (Table 1), are student developed and presented either in written or oral formats.

There is a need for innovative and interdisciplinary clinical methods of evaluation that speak to critical thinking, individualized care based on evidence, self-directed learning, and accountability and responsibility because we have too few faculty, little time with each student and at times short clinical rotations in which we have to evaluate students. The ABCDE’s addresses all of the above. In addition, the tenants of the ABCDE’s is aligned with not only many of the steps of the nursing process, but also with the Clinical Judgement Model that will be used by the National Council of State Boards of Nursing as a framework for evaluation on the NCLEX-RN in 2023 [7].

A total of 66 undergraduate BSN students (N=66, 33 juniors and 33 seniors) enrolled in a gerontological nursing course selected diseases, conditions or diagnoses related to their assigned home visit residents, prepared the ABCDE’s, and then presented their learning to peers and faculty. This volunteer cohort study was IRB approved and had no conflicts of interest disclosed by the authors. At the end of the semester all students filled out a self-developed, 15-item tool with a Likert scale (0=poor through 10=excellent) to indicate students’ critical thinking abilities on 15 statements related to their progress (Table 2). Completion time was approximately 10 - 15 minutes and had a flow consistent with students’ usual testing methods, though some students may have taken more time to reflect on their learning prior to completing each statement on the tool. Completed surveys were placed by participants in a sealed envelope without identifying information and presented to the faculty.

Student Code _____________

(Number of parents’/guardian’s HOME street address and 1 st initial of YOUR FIRST name, ex. 717d).

Directions: Rate your current abilities by circling the most appropriate number related to clinical care on a scale from 0 to 10 in the following areas:

Comparison between groups revealed that there was a difference between junior students’ (n=33) self-rating of overall critical thinking with a positive correlation coefficient of 0.618, p=0.0002; seniors (n=33) [r=0.21, p=0.196]. The score for seniors were explained by the fact that learning had already been developed and now needed to be enhanced. The correlation coefficient revealed for juniors and seniors combined (N=65), relative to complex cognitive tasks that involve mapping operations and clinical reasoning, the correlation coefficient was 0.436, p=0.0003, indicating a significant positive correlation between all student scores on the collective 15 statements of critical thinking.

Cronbach’s coefficient alpha for the 15-item tool was α 0.94 (juniors=0.96 and seniors=0.92).

Faculty report that students increased their awareness of patient quality and safety of care issues and 96% of students preferred the ABCDE pedagogy to standardized care plans even though they stated it was more work. The use of the ABCDE’s saw our NCLEX first time passing rates for BSN students remain steady at >96%. An example of an ABCDE on the nursing diagnosis Ineffective Coping by a junior BSN student is seen in (Table 3) (Table 3) and reflects knowledge, individualized care and synthesis.

The ABCDE’s facilitated clinical discussions, the sharing and synthesis of knowledge, critical thinking, and consideration for patient-specific care leading to quality and safety issues associated with individualized community health and gerontology care. Other advantages included that learning and competence in the clinical practice setting are enhanced, faculty time is saved as there are no written care plans to correct, practice based education goals are met, time is freed up for faculty to engage in direct student interactions. Students and faculty alike are constantly updated on the latest evidence based practice for the topics selected by participants, thus, mentoring students to the expectation for life-long learning. Pedagogical strengths include interprofessional communication via standardization, conciseness, objectivity and relevance. Faculty have also found the ABCDE’s are a quick way to identify weak students and to quickly determine strengths and weaknesses of each student as the strong students demonstrate thoroughness in addressing each of the tenants of the ABCDE’s.

Like all teaching strategies there can be pitfalls. We have 4 cautions, 1) students may try using the same topic more than once so we have them keep a list from class to class for faculty and student review, 2) students often forget to assess for complications under “B” or Best Care section when presenting, 3) students forget to include consultations under best care and 4) there is a time increase for post conference as discussions ensue often with students teaching other students. The use of a topical list from class to class helps prevent duplication, faculty provide verbal prompts during presentation for complications and consultations, and presentations by a select number of students each week avoids lengthy post conference sessions.

In summary the advantages of the ABCDE’s approach is that it integrates book knowledge into clinical, promotes contextual learning, is easy to use, is applicable to levels of individualized students understanding, promotes and gains insight into critical thinking, promotes oral communication, is a way to gauge and evaluate growth, is a systematic approach, is student and faculty centered and useful in community health nursing. For faculty the greatest advantage is that the approach can be individualized and paced and it becomes more and more advanced and refined with time. Due to increased use of knowledge and synthesis [14] the ABCDE’s leads to comprehensive student evaluation for competency-based learning in the community health clinical setting.

A = Anatomy, physiology, pathophysiology, cultural concerns, disparities, ethics.

The student imparts knowledge on the topic in these above areas, including patient

specific information, and the professor/preceptor/students can ask questions during

the student’s presentation. The student can draw pictures, show charts, etcetera,

in order to help explain information and enhance student learning. Many different

teaching strategies are available with the ABCDE’s format.

B = Best care. This includes prioritized and individualized assessment, interventions

and discharge care as well as laboratory and diagnostic tests, treatments, transportation

issues, and consultations.

C = Complications. A prioritized list of actual or potential complications for which

the nurse will perform an assessment. The assessment for the complications must be

found in the “B” section and be individualized.

D = Drugs. This is a list of patient medications or drug categories associated with

the topic. Includes prescribed, Over the Counter (OTC), herbals, complementary

and street drugs. If the topic chosen is a drug itself then this category can be used

for information on mixture, precipitate, precautions, infusion and drug interfering factors.

E = Evidence-based practice. Discuss one article on the topic, preferably within

the last 5 years from a peer reviewed journal that has a direct relationship to the

patient and evidence as to how the student includes this article in patient care.

The article should also be critiqued when presented at the graduate level.

References – Required for assignment submission.

Abilities	Scale from 0 to 10 0 = poor 10 = excellent
1. Analysis = complex cognitive task that involves a Mapping operation	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
2. Clinical reasoning	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
3. Critical thinking	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
4. Environment conducive for professional learning	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
5. Explanation = ability to explain situations and concepts	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
6. Evaluation = assessing credibility of statements and logical strength of relationships among statements	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
7. Inference = identifying and securing elements needed to draw reasonable conclusions and to form conjecture and hypotheses	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
8. Interpretation of data	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
9. Knowledge regarding patient care	0 1 2 3 4 5 6 7 8 9 10 Poor Excellent
10. Prevention and early detection	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
11. Problem solving skills	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
12. Professionalism	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
13. Reflection = where you can analyze your thinking	oor Excellent 0 1 2 3 4 5 6 7 8 9 10
14. Research = cognition of importance of research to current practice	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
15.How helpful do you believe the ABC’s approach was to your clinical learning?	Poor Excellent 0 1 2 3 4 5 6 7 8 9 10
Cynthia Chernecky, PhD, RN and Deborah A. Smith, DNP, RN Version 0609 Augusta University, College of Nursing, Augusta, Georgia. Contact: [email protected] for further information.

Topic (Nursing Diagnosis) Ineffective Coping Related to Physical Limitations
A: Anatomy and Physiology	Ineffective coping can be the result of numerous situations, circumstances and stressors. For this exercise, I am going to discuss specifically ineffective coping related to physical limitations. In this case, physical limitations experienced are related to a fall. Even though according to the CDC, 1 in 3 people aged 65 or older fall each year, it is not considered a normal part of aging [8]. Many older adults may experience decreased activity levels, which can be due to various aspects: weakness, fatigue, loss of interest, etc. Many may also experience certain physical limitations. A fall can lead to injury that in turn may cause many physical limitations and lifestyle changes. These limitations can also stem from increased risk of fracture, balance and coordination changes, and changes in strength [9]. These clinical manifestations of falls and limitations can lead to ineffective coping. There are however many things one can do to promote activity levels and fall prevention. Some examples might include: adequate amounts of calcium, adequate amounts of Vitamin D, exercise and physical activity, limiting alcohol intake, smoking cessation, regular eye exams, reviewing potential side effects of medications, improve lighting, and reducing tripping hazards [8,9].
B: Best Care	Illustrate empathy Open communication, active listening Encourage verbalization of concerns Encourage recognizing personal strengths: likes to do crossword puzzles Encourage participation of safe and/or appropriate activities for the patient Encourage safe and appropriate exercise: likes using stretch bands Describe various coping strategies for patient to try: deep breathing, meditation, imagery Identify specific stressors Assess readiness of lifestyle changes Avoid false reassurance Encourage setting new goals Remove harmful stimuli Encourage expressing feelings with family or friends [10].
C: Complications	Continually referring to things done in the past or things that used to easily to be done, and experiencing negative thoughts on abilities now; one could become depressed, isolated, loss of motivation, lack of self-esteem; encouragement to participate in new activities that are safe and appropriate to do now, set new goals, try a new hobby or activity Depression: sadness, loss of interest in things, missing independence; encourage open communication, encourage discussing concerns, coping strategies, participation in new activities Social isolation: lack of desire to participate in activities with others, encourage social activities, encourage discussing limitation concerns with others, have a support group Feelings of independence loss: loss of being able to do things on one’s own; depression, feelings of burden or dependence; promote activities one can do on their own safely, new activities, provide new responsibilities
D: Drugs	Anti-depressants: ineffective coping related to physical limitations can potentially cause depression. Medications help to restore the chemical balance in the brain. There are many types of anti-depressants, a few examples include: Abilify (ariprazole), Cymbalta (duloxetine), and Zoloft (sertraline) [11]. Sedatives can be used in very extreme cases of ineffective coping if potential harm to self or others is suspected.
E: Evidence Based Practice	This article describes what stress is and some examples of effective strategies to help cope with that stress. Although this article is essentially based on coping mechanisms for all ages, I still felt like the coping strategies could be beneficial to the elderly because a good deal of the stressors indicated might still apply to the elderly. Some elderly specific examples of stressors they include are stresses about aging, chronic illness and death. The article then goes onto define coping and provide specific coping strategies. Some of these include: deep breathing, trying a new hobby, visualization, exercise and talking are just to name a few [12,13].

American Association of Colleges of Nursing (2019) AACN essentials DRAFT domains and descriptors.
Najafi Kalyani M, Jamshidi N, Molazem Z, Torabizadeh C, Farkhondeh S (2019) How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ Open 9.
Farzi S, Shahriari M, Farzi S (2018) Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of Education and Health Promotion 7: 115.
Ganley BJ, Sheets I (2009) A strategy to address the nursing faculty shortage. Journal of Nursing Education 48: 401-405.
Walker C, Tilley DS, Lockwood S, Walker MB (2008) An innovative approach to accelerated baccalaureate education. Nursing Education Perspectives 29: 347-352.
Chernecky C, Miller J, Garrett K, Macklin D (2012) ABC’s: A reality based pedagogy for clinical nursing evaluation. Journal of Nursing Education and Practice 2: 51-70.
National Council State Boards of Nursing (2019) Next Generation NCLEX Project.
CDC (2013) Falls among older adults: An overview.
Mayo Clinic (2012) Aging: What to expect.
Nursing care plan.
Webmd, (2012) Depression medications (antidepressants).
Bower N, Stanley K (2012) I'm not stressed! effective stress coping techniques.
Elsevier (2012) Coping, ineffective individual.
Parchen DA, Castro K, Herringa C, Nes E, Bevens M (2008) Developing outcomes for an oncology nurse internship program. Oncology Nursing Forum 35: 753-756.

© by the Authors & Gavin Publishers. This is an Open Access Journal Article Published Under Attribution-Share Alike CC BY-SA : Creative Commons Attribution-Share Alike 4.0 International License. With this license, readers can share, distribute, download, even commercially, as long as the original source is properly cited. Read More About Open Access Policy .

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Best Nursing Topics and Ideas for Presentations

In one of the nursing assignments, your professor or instructor might ask you to prepare a nursing presentation for your nursing class. While many nursing students consider completing PPT slides a piece of cake, choosing the right topic for a presentation might be the hardest thing you will encounter. Common questions that run in students’ minds include:

What if the professor does not approve of it?
What if my topic does not comprehensively address the rubric?
What if I begin a presentation and dislike the topic halfway?

Remember, a class presentation can either be an individual or group assignment. When choosing a great topic for presentation for your nursing class, select one that aligns with your interests, current trends in nursing, and the learning objectives of your course. It is also best to go for fun yet informative topics. Look at the news, examples the professor stressed in class, and some of the topics covered in the chapters of the books you are using in class.

Lucky for you, we have prepared a list of solid presentation topics for your nursing class. If you need writing help , do not hesitate to place your order and get help from an experienced nursing writer.

Fun and Informative Nursing Presentation Topics

The Evolution of Nursing Uniforms: From starched caps to colorful scrubs, explore the history and significance of nursing attire throughout the years.
Famous Nurses in History: Highlight pioneering nurses such as Florence Nightingale, Clara Barton, and Mary Seacole and their contributions to the nursing field.
Medical Marvels and Myths: Bust common medical myths and misconceptions while revealing fascinating medical marvels and breakthroughs.
Nurse Superheroes: Real-Life Stories of Nursing Heroism: Share inspiring anecdotes and stories of nurses going beyond the call of duty to save lives and make a difference.
Medical TV Shows: Fact vs Fiction: Analyze popular medical dramas like Grey's Anatomy, ER, or Scrubs, separating fact from fiction and discussing their impact on public perceptions of healthcare.
Healthcare Humor: Laughter as the Best Medicine: Explore the therapeutic value of humor in healthcare, sharing funny anecdotes and jokes from the nursing world.
Nurse's Survival Guide: Tips and Tricks for Thriving in Nursing School and Beyond: Offer practical advice and strategies for succeeding in nursing education and navigating the challenges of a nursing career.
Nurse's Guide to Self-Care and Wellness: Discuss the importance of self-care for nurses, sharing tips and techniques for managing stress, preventing burnout, and maintaining overall well-being.
Medical Mysteries Unveiled: Delve into medical mysteries and rare medical conditions, unraveling the science behind them and discussing their diagnosis and treatment.
The Art of Nursing: Exploring the Creative Side of Healthcare: Highlight the creative talents of nurses, from artwork and poetry to music and storytelling, celebrating the artistic expression within the nursing profession.

Infection Control and Management Topics

Emerging Infectious Diseases . Explore recent outbreaks of emerging infectious diseases such as Ebola, Zika, or COVID-19, discussing their origins, transmission dynamics, and global impact.
Hospital-acquired infections (HAIs). Examine common HAIs, including catheter-associated urinary tract infections (CAUTIs), surgical site infections (SSIs), and ventilator-associated pneumonia (VAP), and discuss strategies for prevention.
Antimicrobial Stewardship Programs. Highlight the importance of antimicrobial stewardship in combating antibiotic resistance, discussing principles of prudent antibiotic use, strategies for optimizing antimicrobial therapy, and the role of healthcare professionals in stewardship initiatives.
Hand Hygiene. Stress the critical role of hand hygiene in infection prevention, review best practices for handwashing and hand sanitization in healthcare settings, and discuss barriers to compliance.
Personal Protective Equipment (PPE) Use and Donning/Doffing Procedures. Guide the proper selection, use, and disposal of PPE, including gloves, masks, gowns, and eye protection, and demonstrate correct donning and doffing procedures to minimize the risk of contamination.
Environmental Cleaning and Disinfection. Discuss principles of environmental cleaning and disinfection in healthcare facilities, highlighting high-touch surfaces, cleaning agents, and disinfection protocols to prevent the spread of infections.
Infection Control in Long-Term Care Facilities. Address unique infection control challenges in long-term care settings, including resident populations, staffing issues, and infection prevention strategies tailored to the long-term care environment.
Outbreak Investigation and Management. Outline steps for investigating and managing outbreaks of healthcare-associated infections, including surveillance, epidemiological analysis, implementation of control measures, and communication with stakeholders.
Standard Precautions and Transmission-Based Precautions. Review standard precautions, transmission-based precautions, and additional precautions for preventing the transmission of infectious agents in healthcare settings, including contact, droplet, and airborne precautions.
Infection Control Challenges in Low-Resource Settings. Discuss unique infection control challenges faced by healthcare facilities in low-resource settings, including limited infrastructure, lack of supplies, and strategies for maximizing infection prevention with limited resources.

Current Presentation Topics in Nursing

Here are some presentation topics that reflect current areas of interest and ongoing research in nursing, addressing both clinical practice and healthcare delivery. You can make a great presentation and earn the best grades.

The impact of telehealth on patient outcomes in rural communities.
Integrating artificial intelligence into nursing practice for improved patient care.
Exploring the effectiveness of mindfulness-based interventions in reducing stress and burnout among nurses.
Addressing health disparities in underserved populations through community-based nursing interventions.
The role of nurse-led clinics in improving access to healthcare for vulnerable populations.
Understanding the experiences and needs of informal caregivers for patients with chronic illnesses.
Investigating the effectiveness of nurse-led transitional care programs for patients with complex healthcare needs.
Examining the impact of nurse staffing levels on patient safety and quality of care.
Implementing evidence-based practice initiatives in clinical settings: barriers, facilitators, and outcomes.
Exploring the use of complementary and alternative therapies in pain management for patients with chronic conditions.

Interesting Nursing Presentation Topics

You can also make your individual or group presentation based on the following topics, which we suppose will intrigue your colleagues and the professor or tutor.

The effectiveness of music therapy in reducing anxiety and pain perception in hospitalized patients.
Exploring the impact of nurse-patient communication on patient satisfaction and health outcomes.
Investigating the role of nursing simulation in enhancing clinical skills and critical thinking among nursing students.
Assessing the effectiveness of mindfulness-based interventions in reducing stress and improving well-being among nurses.
Examining the relationship between nurse staffing levels and patient safety outcomes in acute care settings.
Exploring nurses' experiences working in rural healthcare settings and their challenges in delivering care.
Investigating the impact of cultural competence training on nursing practice and patient care delivery.
Assessing the effectiveness of nurse-led interventions in promoting medication adherence among chronically ill patients.
Exploring the use of telehealth technology in improving access to healthcare services for underserved populations.
Investigating the effectiveness of nurse-led smoking cessation programs in promoting smoking cessation among patients.

HOT Nursing Presentation Topics

A hot nursing presentation topic focuses on current nursing practice trends. Below are some good ideas:

COVID-19 Pandemic Response . Nurses' role in pandemic preparedness, response efforts, and vaccine distribution.
Mental Health and Well-being of Healthcare Workers . Addressing burnout, compassion fatigue, and mental health support for nurses.
Health Equity and Social Justice . Advocating for equitable access to healthcare, addressing healthcare disparities, and promoting inclusivity in nursing practice.
Telehealth and Virtual Care . Exploring the expansion of telehealth services, virtual consultations, and remote patient monitoring in nursing practice.
Nurse Retention and Workforce Challenges. Strategies for retaining nurses, addressing staffing shortages, and promoting job satisfaction.
Healthcare Innovation and Technology . Integrating new technologies such as artificial intelligence, wearables, and digital health platforms into nursing practice.
Nursing Education Adaptations . Adapting nursing education to virtual learning environments, hybrid models, and competency-based approaches.
Climate Change and Environmental Health . Nurses' role in addressing climate-related health challenges, promoting sustainability, and disaster preparedness.
Aging Population and Geriatric Care. Meeting the healthcare needs of an aging population, promoting healthy aging, and addressing geriatric-specific health issues.
Mental Health Crisis and Suicide Prevention. Nursing interventions in mental health crises, suicide risk assessment, and prevention strategies.

Eating Disorders Presentation Topics

Anorexia nervosa: Understanding the signs, symptoms, and treatment approaches.
Bulimia nervosa: Diagnosis, complications, and nursing interventions.
Binge-eating disorder: Assessment strategies and therapeutic interventions.
Orthorexia: Recognizing and addressing unhealthy obsession with healthy eating.
Pica disorder: Nursing management and dietary interventions.
Avoidant/Restrictive Food Intake Disorder (ARFID): Assessment challenges and treatment modalities.
Night eating syndrome: Exploring its impact on mental health and nutritional status.
Muscle dysmorphia: Understanding the unique challenges in diagnosis and treatment.
Diabulimia: Addressing the intersection of diabetes management and eating disorders.
Male eating disorders: Breaking stereotypes and improving recognition in nursing practice.

Asthma Management Presentation Topics

You can make a perfect presentation on asthma management, considering it affects a significant population. Here are some ideas and topics.

Personalized Asthma Management Plans . Evaluating the effectiveness of individualized asthma action plans tailored to patients' needs, preferences, and severity.
Asthma : Epidemiology, Aetiology, Pathophysiology, and Treatment and Management Approaches.
Biologic Therapies in Severe Asthma . Investigating the efficacy and safety of biologic agents, such as monoclonal antibodies targeting IgE, IL-5, and IL-4/IL-13 pathways, in managing severe asthma.
Asthma Education and Self-Management Programs . Assessing the impact of asthma education programs on patient knowledge, self-efficacy, adherence to treatment, and asthma control.
Environmental Triggers and Asthma Control . Examining the role of environmental factors in asthma exacerbations and strategies for minimizing exposure, including allergens, air pollution, tobacco smoke, and occupational exposures.
Pharmacological Management of Asthma Exacerbations. Reviewing the latest evidence on using bronchodilators, corticosteroids, and other medications to treat acute asthma exacerbations in children and adults.
Telehealth and Digital Health Solutions for Asthma Management : Exploring the feasibility and effectiveness of telehealth interventions, mobile apps, and remote monitoring devices in supporting asthma self-management, monitoring symptoms, and improving treatment adherence.
Asthma-COPD Overlap Syndrome (ACOS): Characterizing the clinical features, diagnostic criteria, and optimal management strategies for patients with asthma-COPD overlap syndrome, including pharmacological and non-pharmacological interventions.
Exercise-Induced Bronchoconstriction (EIB): Evaluating preventive measures and pharmacological interventions for managing exercise-induced bronchoconstriction in athletes and individuals with asthma.
Precision Medicine and Biomarkers in Asthma Management : Investigating the utility of biomarkers, such as fractional exhaled nitric oxide (FeNO), blood eosinophils, and periostin, in guiding treatment decisions and predicting response to asthma therapies.
Health Disparities in Asthma Care: Addressing disparities in asthma prevalence, morbidity, and access to care among different racial/ethnic groups, socioeconomic status, geographic regions, and strategies for promoting health equity in asthma management.

Role of Exercise in Patient’s Wellbeing

The role of exercise in preventing chronic diseases such as diabetes and cardiovascular disorders.
Exercise prescription for different age groups and populations: Guidelines and considerations.
Exercise and mental health: Exploring the therapeutic effects and nursing implications.
Integrating physical activity into daily routines for older adults: Challenges and strategies.
Exercise during pregnancy: Safety precautions and benefits for maternal and fetal health.
Exercise and weight management: Evidence-based approaches and nursing support.
Exercise addiction: Recognizing signs, consequences, and interventions.
Exercise in rehabilitation settings: Enhancing recovery and functional outcomes.
The impact of sedentary lifestyle on health outcomes: Nursing strategies for promoting physical activity.
Technology-assisted exercise interventions: Evaluating their effectiveness and implications for nursing practice.

Menopause Presentation Topics

Understanding menopause: Physiology, hormonal changes, and symptomatology.
Menopausal hormone therapy: Benefits, risks, and evidence-based recommendations.
Managing menopausal symptoms: Non-pharmacological approaches and complementary therapies.
Menopause and bone health: Nursing considerations for osteoporosis prevention and management.
Menopause and cardiovascular health: Assessing risks and implementing preventive strategies.
Sexual health and intimacy during menopause: Nursing support and education for women and their partners.
Menopause and mental health: Addressing mood changes, depression, and anxiety.
Menopause in cancer survivors: Special considerations and supportive care needs.
Menopause and sleep disturbances: Nursing interventions for improving sleep quality and duration.
Cultural perspectives on menopause: Recognizing diversity in experiences and coping mechanisms.

Pain Management Presentation Topics

Multimodal approach to pain management: Integrating pharmacological and non-pharmacological interventions.
Pain assessment: Tools, techniques, and challenges in different patient populations.
Opioid analgesics: Nursing considerations for safe administration, monitoring, and patient education.
Chronic pain management: Strategies for enhancing the quality of life and functional outcomes.
Pain in special populations: Pediatrics, geriatrics, and palliative care considerations.
Neuropathic pain: Pathophysiology, assessment, and evidence-based treatment modalities.
Non-pharmacological pain management techniques: Role of relaxation therapy, acupuncture, and mindfulness.
Pain assessment and management in patients with communication barriers or cognitive impairments.
Pain management in the emergency department: Rapid assessment and treatment protocols.
Pain as the fifth vital sign: Debates, controversies, and implications for nursing practice.

ADHD Management Strategies

Understanding ADHD: Etiology, neurobiology, and diagnostic criteria.
Pharmacological interventions for ADHD: Nursing considerations, side effects, and monitoring.
Behavioral therapy for ADHD: Role of nurses in implementing and supporting behavioral interventions.
Classroom accommodations for children with ADHD: Collaboration between nurses, teachers, and parents.
ADHD in adolescents and adults: Transitioning care and addressing unique challenges.
Comorbidities associated with ADHD: Nursing management of conditions such as anxiety and depression.
ADHD and substance abuse: Prevention strategies and early intervention approaches.
ADHD and sleep disturbances: Assessment, treatment, and implications for daily functioning.
Family education and support: Empowering caregivers in managing the challenges of raising a child with ADHD.
ADHD in diverse populations: Cultural considerations, diagnosis disparities, and care access.

Antibiotic Resistance Topics

Understanding antibiotic resistance: Mechanisms, contributing factors, and global impact.
Antibiotic stewardship in pediatric settings: Strategies for judicious antibiotic use and prevention of resistance.
Common bacterial infections in preschool children: Treatment guidelines and antimicrobial resistance trends.
Community-acquired antibiotic-resistant infections in children: Epidemiology and nursing management.
Empiric antibiotic therapy in pediatric patients: Balancing the need for prompt treatment with antimicrobial stewardship principles.
Parental education on antibiotic use: Communication strategies to promote adherence and prevent misuse.
Impact of antibiotic resistance on pediatric outcomes: Complications, length of hospital stay, and healthcare costs.
Nursing role in infection prevention and control: Implementing standard and transmission-based precautions.
Surveillance of antibiotic-resistant pathogens in pediatric populations: Data collection, analysis, and implications for practice.
Future directions in combating antibiotic resistance: Research initiatives, novel therapies, and policy recommendations.

Home Health Nursing Topics

Overview of home health nursing: Roles, responsibilities, and scope of practice.
Advantages of home-based care: Improving patient outcomes, satisfaction, and cost-effectiveness.
Home health assessment: Comprehensive evaluation of patient's physical, emotional, and environmental needs.
Care coordination in home health nursing: Collaboration with interdisciplinary team members and community resources.
Patient and family education: Empowering individuals to manage their health conditions and promote self-care.
Chronic disease management in the home setting: Nursing interventions for heart failure, diabetes, and COPD.
Palliative care and hospice services in home health nursing enhance the quality of life and provide end-of-life support.
Telehealth in home health nursing: Utilizing technology to monitor patients remotely and facilitate virtual consultations.
Addressing safety concerns in home health nursing: Fall prevention, infection control, and emergency preparedness.
Professional development opportunities in home health nursing: Continuing education, certifications, and career advancement pathways.

Opioid Crisis Presentation Topics

The opioid epidemic is a complex public health crisis that requires attention and action from healthcare professionals, including nurses. Here are some nursing topics related to the opioid pandemic:

Nursing Roles in Opioid Crisis Response : Exploring the various roles and responsibilities of nurses in addressing the opioid epidemic, including prevention, screening, intervention, treatment, and harm reduction.
Opioid Use Disorder (OUD) Screening and Assessment : Discussing evidence-based screening tools and assessment techniques for identifying individuals with opioid use disorder in healthcare settings.
Medication-Assisted Treatment (MAT) for Opioid Use Disorder : Examining the role of nurses in providing medication-assisted treatment, such as buprenorphine and methadone, for individuals with opioid use disorder, including prescribing, administration, and monitoring.
Naloxone Administration and Overdose Prevention : Training nurses in naloxone administration and overdose response techniques to prevent opioid-related fatalities and promote harm reduction in communities.
Stigma Reduction and Patient-Centered Care : Addressing stigma associated with opioid use disorder and advocating for patient-centered, non-judgmental approaches to care that prioritize dignity, respect, and compassion.
Pain Management Strategies in the Context of Opioid Epidemic : Discuss alternative pain management approaches, non-pharmacological interventions, and multimodal analgesia strategies to minimize opioid prescribing and reduce the risk of opioid-related harms.
Opioid Prescribing Guidelines and Safe Practices : Educating nurses on evidence-based opioid prescribing guidelines, risk assessment tools, prescription monitoring programs, and safe opioid prescribing practices to prevent misuse, diversion, and overdose.
Nurse-Led Community Outreach and Education Programs : Developing and implementing nurse-led outreach initiatives, community education programs, and peer support groups to raise awareness about opioid misuse, overdose prevention, and access to treatment and recovery resources.
Trauma-Informed Care and Adverse Childhood Experiences (ACEs): Integrating trauma-informed care principles and addressing adverse childhood experiences (ACEs) in nursing practice to understand and address the underlying factors contributing to substance use disorders, including opioids.
Interprofessional Collaboration and Care Coordination : Collaborating with other healthcare professionals, community organizations, law enforcement, and policymakers to develop comprehensive, coordinated approaches to opioid epidemic response, including prevention, treatment, and recovery support services.

Nursing Presentation Topics for Leadership

Nursing leadership is essential for driving change, improving patient outcomes, and advancing the profession. Here are some nursing leadership topics:

Transformational Leadership in Nursing: Exploring the Characteristics and behaviors of transformational leaders and their impact on organizational culture, staff satisfaction, and patient care quality.
Developing Nurse Leaders: Strategies for Success: Discuss strategies for identifying and nurturing leadership potential among nurses, including mentorship programs, leadership development initiatives, and continuing education opportunities.
Ethical Leadership in Nursing Practice: Examining ethical dilemmas and challenges nurse leaders face in healthcare settings and strategies for promoting ethical decision-making, integrity, and accountability.
Leading Change in Healthcare Organizations: Discussing effective approaches to leading change initiatives, overcoming resistance to change, and fostering innovation and continuous improvement in healthcare delivery systems.
Interprofessional Leadership and Collaboration: Exploring the role of nurse leaders in fostering collaboration and teamwork among healthcare professionals from diverse disciplines to improve patient outcomes and enhance the patient experience.
Crisis Leadership and Disaster Preparedness: Examining the essential leadership competencies and skills needed to effectively lead and coordinate emergency response efforts during crises, disasters, and public health emergencies.
Strategic Planning and Healthcare Policy Advocacy: Discuss the role of nurse leaders in strategic planning, policy development, and advocacy efforts to influence healthcare policy, legislation, and regulatory frameworks at local, national, and global levels.
Inclusive Leadership and Diversity Equity and Inclusion (DEI) Initiatives: Addressing the importance of inclusive leadership practices and fostering diverse, equitable, and inclusive environments in healthcare organizations to promote workforce diversity, cultural competence, and health equity.
Financial Management and Resource Allocation in Nursing Leadership: Exploring the financial aspects of nursing leadership, including budgeting, resource allocation, revenue generation, and cost containment strategies to optimize healthcare delivery and achieve organizational goals.
Leadership in Quality Improvement and Patient Safety: Discussing the role of nurse leaders in promoting a culture of safety, leading quality improvement initiatives, and implementing evidence-based practices to enhance patient safety, reduce medical errors, and prevent harm.

Burnout in Nursing Presentation Topics

Recognizing burnout: Signs, symptoms, and risk factors in nursing practice.
Impact of burnout on nursing workforce: High turnover rates, decreased job satisfaction, and implications for patient care.
Resilience-building strategies: Coping mechanisms, stress management techniques, and self-care practices.
Creating a healthy work environment: Supportive leadership, team collaboration, and open communication channels.
Work-life balance for nurses: Setting boundaries, prioritizing personal needs, and fostering hobbies and interests outside work.
Peer support programs: Establishing mentorship opportunities, debriefing sessions, and wellness committees.
Mindfulness and meditation: Incorporating mindfulness-based interventions into daily routines to reduce stress and enhance well-being.
Time management and workload distribution: Strategies for optimizing efficiency, delegation, and task prioritization.
Burnout prevention training for nurse managers and leaders: Building awareness, promoting self-care initiatives, and modeling healthy behaviors.
Advocating for systemic changes: Addressing organizational factors contributing to burnout, such as staffing shortages, excessive documentation requirements, and inadequate resources.

Cardiovascular Risk Reduction Topics

Cardiovascular disease prevention: Public health initiatives, lifestyle modifications, and population-based interventions.
Risk factors for cardiovascular disease: Identifying modifiable and non-modifiable factors in primary prevention efforts.
Nutrition and heart health: Dietary recommendations, healthy eating patterns, and strategies for reducing cholesterol and blood pressure.
Physical activity and exercise prescription: Guidelines for promoting cardiovascular fitness and reducing sedentary behavior.
Smoking cessation interventions: Nursing role in supporting tobacco cessation efforts and reducing cardiovascular risk.
Hypertension management: Pharmacological and non-pharmacological approaches to blood pressure control.
Diabetes management and cardiovascular risk: Optimizing glycemic control and preventing macrovascular complications.
Lipid management: Nursing considerations for lipid-lowering therapies, lipid profile monitoring, and patient education.
Stress management and mental health promotion: Addressing psychosocial factors contributing to cardiovascular risk.
Health disparities in cardiovascular care: Identifying vulnerable populations and implementing culturally competent strategies for risk reduction.

Cervical Cancer Research Topics

Cervical cancer epidemiology: Global burden, incidence trends, and disparities in screening and treatment access.
Human papillomavirus (HPV) and cervical carcinogenesis: Transmission, oncogenic strains, and vaccination strategies.
Screening guidelines for cervical cancer: Role of cytology (Pap smear), HPV testing, and emerging technologies.
Colposcopy and biopsy procedures: Nursing considerations for patient preparation, informed consent, and post-procedure care.
Management of abnormal cervical screening results: Follow-up algorithms, diagnostic procedures, and treatment options.
Surgical interventions for cervical cancer: Preoperative care, intraoperative considerations, and postoperative complications.
Radiation therapy for cervical cancer: Nursing management of side effects, supportive care measures, and long-term effects.
Chemotherapy regimens in cervical cancer treatment: Nursing considerations for administration, monitoring, and toxicity management.
Palliative care in advanced cervical cancer: Symptom management, psychosocial support, and end-of-life care planning.
Survivorship care and surveillance: Nursing role in survivorship planning, survivorship clinics, and health promotion initiatives.

Sexual Education Nursing Presentation Topics

Sexual health education: Promoting comprehensive sexuality education in diverse populations and settings.
Sexual development across the lifespan: Age-appropriate discussions and interventions for children, adolescents, adults, and older adults.
Cultural competence in sexual counseling: Addressing cultural norms, values, and beliefs that influence sexual health behaviors.
LGBTQ+ sexual health: Providing affirming care, addressing unique health disparities, and advocating for inclusivity in healthcare settings.
Sexual dysfunction assessment and management: Nursing interventions for erectile dysfunction, low libido, dyspareunia, and orgasmic disorders.
Contraceptive counseling: Discussing contraceptive options, efficacy rates, side effects, and individual preferences.
Fertility counseling: Supporting individuals and couples in decision-making regarding family planning, infertility treatment, and assisted reproductive technologies.
Pregnancy and postpartum sexuality: Addressing changes in sexual desire, body image, and intimacy during the perinatal period.
Sexual trauma and abuse: Nursing interventions for survivors of sexual violence, trauma-informed care approaches, and resources for support.
Ethical considerations in sexual counseling: Confidentiality, informed consent, boundaries, and professional responsibilities in addressing sensitive topics.

Clinical Ethics Presentation Topics

Principles of bioethics: Autonomy, beneficence, nonmaleficence, and justice in healthcare decision-making.
Ethical frameworks in nursing practice: Utilitarianism, deontology, virtue ethics, and feminist ethics.
Informed consent: Legal and ethical considerations, elements of informed consent, and role of nurses in the consent process.
End-of-life care ethics: Advance directives, surrogate decision-making, and moral distress in palliative and hospice care settings.
Resource allocation and healthcare disparities: Ethical dilemmas related to rationing, care access, and distributive justice.
Professional boundaries in nursing relationships: Maintaining therapeutic relationships, preventing boundary violations, and managing dual roles.
Ethical issues in research involving human subjects: Protection of participants' rights, informed consent, and ethical review processes.
Confidentiality and privacy: Ethical obligations to safeguard patient information, HIPAA regulations, and breaches of confidentiality.
Cultural competence and ethical practice: Respecting diverse beliefs, values, and cultural practices in healthcare delivery.
Moral courage in nursing: Advocacy, whistleblowing, and addressing ethical conflicts in the workplace.

Geriatric Ethics in Nursing Topics

Aging and autonomy: Ethical considerations in decision-making capacity, guardianship, and surrogate decision-making for older adults.
Justice in geriatric care: Healthcare disparities, access to care, and social determinants of health affecting older populations.
Dementia and ethical dilemmas: Personhood, quality of life, and end-of-life care decisions for individuals with cognitive impairment.
Palliative and hospice care ethics: Goals of care discussions, symptom management, and advance care planning for older adults nearing the end of life.
Long-term care ethics: Resident rights, quality of care standards, and regulatory considerations in nursing home settings.
Ageism in healthcare: Recognizing and addressing biases, stereotypes, and discriminatory practices toward older adults.
Family dynamics and decision-making in geriatric care: Conflict resolution, surrogate decision-makers, and interprofessional collaboration.
Ethical considerations in elder abuse and neglect: Reporting obligations, prevention strategies, and advocacy for vulnerable older adults.
Ethical issues in end-of-life decision-making: Withholding or withdrawing life-sustaining treatments, palliative sedation, and terminal sedation.
Cultural competence in geriatric care: Understanding cultural beliefs, traditions, and preferences in end-of-life care and bereavement support.

Infertility Presentation Topics and Ideas

Causes of infertility: Male and female factors, hormonal imbalances, structural abnormalities, and genetic predispositions.
Diagnostic evaluation of infertility: Nursing role in coordinating diagnostic tests, interpreting results, and supporting patients through the diagnostic process.
Assisted reproductive technologies (ART): In vitro fertilization (IVF), intrauterine insemination (IUI), and ovulation induction: Nursing considerations for patient preparation, medication administration, and monitoring.
Fertility preservation: Counseling patients on options for preserving fertility before undergoing treatments that may impact reproductive function, such as chemotherapy or radiation therapy.
Psychological impact of infertility: Providing emotional support, coping strategies, and referrals to counseling services for individuals and couples experiencing infertility.
Ethical considerations in fertility treatment: Access to care, reproductive justice, and allocation of resources in ART programs.
Male infertility: Nursing interventions for addressing sperm quality, sperm retrieval procedures, and genetic testing.
Female infertility: Nursing management of ovulation disorders, tubal factor infertility, and uterine abnormalities.
Recurrent pregnancy loss: Nursing support and care coordination for patients experiencing multiple miscarriages.
Third-party reproduction: Ethical and legal considerations in gamete donation, surrogacy, and embryo adoption.

Mental Health and Psychiatric Nursing

Psychiatric assessment: Nursing process, mental status examination, and formulation of nursing diagnoses.
Therapeutic communication techniques: Building rapport, active listening, and empathy in nurse-patient interactions.
Psychopharmacology: Nursing considerations for administering, monitoring, and educating patients about psychotropic medications.
Crisis intervention and de-escalation techniques: Nursing interventions for managing acute psychiatric crises and preventing harm to self or others.
Recovery-oriented care: Empowerment, hope, and person-centered approaches in psychiatric nursing practice.
Psychiatric rehabilitation: Promoting independence, social integration, and community reintegration for individuals with mental illness.
Trauma-informed care: Recognizing the impact of trauma on mental health, fostering safety, and promoting resilience in survivors.
Co-occurring disorders: Nursing management of individuals with substance use disorders and comorbid mental health conditions.
Family education and support: Engaging families in the treatment process, providing psychoeducation, and facilitating family therapy sessions.
Forensic psychiatric nursing: Legal and ethical considerations, risk assessment, and interventions for individuals involved in the criminal justice system.

Pregnancy Topics and Ideas for Presentation

Preconception care: Nursing interventions for optimizing maternal health and promoting a healthy pregnancy outcome.
Prenatal screening and diagnostic testing: Role of nurses in providing information, counseling, and coordination of prenatal genetic testing.
Prenatal nutrition: Dietary recommendations, prenatal vitamins, and nutritional counseling for pregnant women.
Common discomforts of pregnancy: Nursing interventions for managing nausea and vomiting, back pain, fatigue, and other pregnancy-related symptoms.
Pregnancy complications: Nursing assessment, monitoring, and management of conditions such as gestational diabetes, preeclampsia, and placental abnormalities.
Childbirth education and preparation: Nursing role in providing prenatal classes, birth plans, and labor support techniques.
Intrapartum care: Nursing management of labor progression, fetal monitoring, pain relief options, and obstetric emergencies.
Postpartum care: Nursing assessment, education, and support for women during the immediate postpartum period and transition to parenthood.
Breastfeeding support: Nursing interventions for promoting successful breastfeeding, addressing common breastfeeding challenges, and providing lactation support.
Postpartum mood disorders: Screening, assessment, and nursing management of postpartum depression, anxiety, and psychosis.

Malnutrition in Children Topics and Ideas

Malnutrition epidemiology: Prevalence, risk factors, and consequences of undernutrition, overnutrition, and micronutrient deficiencies in children.
Growth assessment and monitoring: Nursing role in measuring growth parameters, interpreting growth charts, and identifying children at risk for malnutrition.
Breastfeeding promotion: Nursing interventions for supporting exclusive breastfeeding, addressing barriers, and providing lactation support to mothers.
Complementary feeding: Introduction of solid foods, responsive feeding practices, and preventing feeding difficulties in infants and young children.
Nutritional requirements for different age groups: Age-appropriate dietary recommendations, nutrient-rich foods, and portion sizes for infants, toddlers, and preschoolers.
Screening for malnutrition: Nursing assessment tools, red flags, and referral pathways for children at risk for malnutrition.
Nutritional interventions for at-risk populations: School-based nutrition programs, food assistance programs, and community outreach initiatives targeting vulnerable children.
Oral health and nutrition: Nursing education on oral hygiene, cavity prevention, and nutritious food choices for dental health.
Role of the family in preventing childhood malnutrition: Empowering parents and caregivers to provide a balanced diet, positive mealtime environment, and healthy eating habits.
Multidisciplinary approach to childhood malnutrition: Collaboration with dietitians, social workers, healthcare providers, and community resources to address underlying factors contributing to malnutrition.

Psychological Aspects of Infant Care

Attachment theory: Role of early parent-infant bonding, secure attachment, and implications for infant development.
Maternal-infant bonding: Nursing interventions to promote positive interactions, skin-to-skin contact, and attachment in the postpartum period.
Infant temperament: Nursing assessment of infant behavior, temperament traits, and strategies for supporting parents in understanding and responding to their infant's needs.
Parental mental health and infant development: Impact of parental depression, anxiety, and stress on infant emotional regulation, attachment, and socio-emotional development.
Infant sleep and settling: Nursing education on safe sleep practices, sleep hygiene, and strategies for promoting healthy sleep habits in infants.
Responsive feeding and infant nutrition: Nursing support for responsive feeding practices, responsive bottle-feeding, and introducing solid foods based on infant cues
Infant crying and soothing: Nursing education on normal crying patterns, strategies for soothing a crying infant, and coping mechanisms for parents.
Infant massage: Benefits of infant massage for bonding, relaxation, and promoting infant sleep and digestion.
Supporting parents of premature infants: Nursing interventions to promote parent-infant bonding, kangaroo care, and involvement in the neonatal intensive care unit (NICU) environment.
Infant mental health screening and assessment: Nursing role in identifying early signs of developmental delays, social-emotional difficulties, and risk factors for adverse outcomes.

Skincare and Hygiene for Newborns Topics

Neonatal skin anatomy and physiology: Characteristics of newborn skin, protective barrier function, and susceptibility to injury and infection.
Neonatal skin assessment: Nursing role in conducting routine skin assessments, identifying common skin conditions, and documenting findings.
Newborn bathing techniques: Nursing education on safe bathing practices, water temperature, and gentle cleansing methods to protect newborn skin.
Diapering and diaper rash prevention: Nursing interventions for preventing diaper rash, promoting skin barrier integrity, and selecting appropriate diapering products.
Cord care: Nursing guidance on umbilical cord care, promoting cord stump healing, and recognizing signs of infection or umbilical cord complications.
Skin-to-skin contact: Benefits of kangaroo care for newborns, promoting bonding, thermoregulation, and breastfeeding initiation.
Managing newborn acne: Nursing education on differentiating acne from other skin conditions, reassuring parents, and promoting gentle skincare practices.
Neonatal rash assessment and management: Nursing interventions for diaper dermatitis, heat rash, erythema toxicum, and other common newborn rashes.
Skincare for preterm infants: Nursing considerations for managing fragile skin, preventing skin breakdown, and promoting skin-to-skin contact in the NICU.
Parent education on newborn skincare: Nursing role in providing anticipatory guidance, addressing common concerns, and promoting confidence in newborn care.

Nursing Education Presentation Topics and Ideas

Simulation-based learning in nursing education : Utilizing simulation technology to enhance nursing students' clinical skills, critical thinking, and decision-making.
Innovative teaching strategies in nursing education : Exploring flipped classrooms, problem-based learning, and active learning techniques to engage students and promote deeper understanding.
Interprofessional education in nursing : Collaborative learning experiences with students from other healthcare disciplines to improve teamwork, communication, and patient outcomes.
Cultural competence in nursing education : Integrating cultural competence training into nursing curricula to prepare students for providing culturally sensitive care in diverse healthcare settings.
Ethical dilemmas in nursing education : Addressing ethical challenges in nursing education, such as academic integrity, grading practices, and professionalism.
Technology integration in nursing education : Incorporating electronic health records, virtual simulations, and telehealth platforms into nursing curricula to prepare students for modern healthcare practice.
Nursing preceptorship programs : Designing and implementing effective preceptorship programs to facilitate the transition from student nurse to professional nurse.
Assessment and evaluation strategies in nursing education : Developing valid and reliable methods for assessing student-learning outcomes and evaluating program effectiveness.
Mentorship and leadership development in nursing education : Providing mentorship opportunities and leadership training to empower nursing students to become future healthcare leaders.
Inclusion and diversity in nursing education : Promoting equity and inclusion in nursing programs through recruitment efforts, curriculum development, and support services for underrepresented student populations.

Final Words

If you are a nurse or nursing student looking for the best nursing topics or ideas for your presentation, you can peruse the comprehensive list that our best nursing writers have presented in this guide. We believe these topics can jumpstart your brainstorming process. Consider a topic that will inspire your peers and challenge your tutor or professor.

Even as you prepare the presentation, ensure you only use peer-reviewed nursing journals published within the last 5 years.

If you feel overwhelmed by the presentation or choosing a topic, we have your back, as always. Place an order , and one of our experienced nursing writers will be assigned to it. You can communicate with them directly and get help with your presentation.

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NurseMyGrades is being relied upon by thousands of students worldwide to ace their nursing studies. We offer high quality sample papers that help students in their revision as well as helping them remain abreast of what is expected of them.

Tips for Giving Presentations in Your Online Nursing Class

Although online college programs have offered students distance learning opportunities for years, the COVID-19 pandemic has forced many schools to deliver courses mostly or entirely online. Nursing programs are among the many degrees that have adjusted to distance learning.

Students must now give presentations for college online. Many learners must create presentations for online courses for the first time, which can seem like a daunting task. To help, we sought advice from two experienced nurse educators for nursing students adjusting to online education. Our experts offered helpful tips about giving online student presentations, which you can read below.

What to Expect From Online Nursing Classes

Online nursing courses vary among programs . Generally speaking, distance learners complete the didactic components of their curriculum online. Some programs use synchronous classes, in which students log on to watch lectures or class discussions at specific times

Other programs allow learners to complete these course components on their own time. However, students must still participate in any required on-site labs and clinical rotations at hospitals or other healthcare facilities.

Online nursing programs often require a mix of synchronous and asynchronous course components, including presentations. For many enrollees, these assignments can seem just as intimidating through distance learning as they are in person. If you need a bit of advice, the following tips can help you create an online student presentation that will impress your instructor and classmates.

Tailor Your Presentation to Your Audience

Knowing your audience can help you plan and frame your presentation in the right way. If you’re speaking to an audience of fellow nursing students, you don’t necessarily need to define jargon or explain foundational nursing topics.

“But if there is even one person who is not a nurse in the room, avoid words that the general population would not understand,” says Robin Squellati, a certified nurse practitioner and faculty at Walden University’s master of science in nursing (MSN) program.

Plus, when making a presentation for an assignment, check the rubric to ensure that you’ve covered your bases.

Use Visual Aids

Visual aids add color and engage the audience in a compelling way. You can use PowerPoint or presentation websites for students like Google Slides , Prezi , or Visme .

Additionally, “adding visual aids to an online presentation helps the reader to connect dots that may be more difficult to understand with just writing,” says Jamil Norman, a registered nurse (RN) and academic coordinator for Walden University’s RN-to-BSN program.

If you’re making a PowerPoint assignment for college, think about the easiest way for your audience to take in the information.

“Use easily digestible elements like bullets, diagrams, or pictures on the slides,” Squellati says. “Remember the people who are in the back of the room.”

Incorporate Audio or Video Elements, Too

Pictures aren’t the only way to add engaging elements to your presentation. You can also draw in your viewers by adding video or audio clips to your slides.

“As an instructor, I am always pleased when a student puts forth extra effort by incorporating narrative in a presentation. This is a great way to add a personal touch,” Norman says.

Remember to do a practice run to check if your audio and video elements properly work before the day of the presentation. Few things can sink your presentation like a YouTube video that won’t play or audio that’s too quiet to hear.

Don’t Read from Your Notes

When making a presentation, reading directly from your notes can seem dry. It also makes it more difficult for listeners to connect with you, which can result in glazed eyes and yawning from your audience.

“Know your presentation well enough that you can look at the audience and interact with them. The notes are only there to help guide you,” Squellati advises.

Cite Your Sources

Add citations either on each page of your online student presentation or a reference page at the end. Including citations demonstrates to your professor that you’ve completed thorough research and can save you from any accusations of plagiarism.

“Most students do not think of citing sources as a way to ramp up a presentation, but you can turn your instructor’s frown upside-down by making sure you use literature when developing your presentation and then giving proper credit by citing your sources,” Norman says.

Showing up late is disrespectful to your audience, who have their own time commitments. Your instructor won’t be impressed either.

“If you are even a few minutes late, or you spend a few minutes dealing with technology issues, it will cause the audience to not receive your presentation as well,” Squellati says.

Meet Our Contributors

Robin Squellati

Robin Squellati , Ph.D., APRN-C, is a faculty member for Walden University’s MSN program. Dr. Squellati is a certified nurse practitioner and a veteran of the U.S. Air Force, where she served as a nurse for 28 years.

Jamil Norman, Ph.D., MSN

Jamil Norman , Ph.D., MSN, is an academic coordinator for Walden University’s RN-to-BSN program. Dr. Norman possesses over 16 years of experience as an RN and 12 years in higher education.

Feature Image: J-art / Getty Images

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The Oral Presentation Competency in Nursing Students of Ardabil University of Medical Sciences in Iran

Tahmineh Rahmatkhah , Rajab Dashti Kalantar , +2 authors Saeed Mehri
Published in Iran Journal of Nursing 1 December 2023
Medicine, Education

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Development and validation of the oral presentation evaluation scale (opes) for nursing students, implementation of effective communication for the preparation of oral presentation nursing students at stikes bina sehat ppni mojokerto, development and validation of a comprehensive tool for assessing postgraduate students’ oral presentations: importance of the role of ergonomics, learning oral presentation skills: a rhetorical analysis with pedagogical and professional implications., student fears of oral presentations and public speaking in higher education: a qualitative survey, science students' responses to an oral communication skills development initiative: attitude and motivation., enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning, oral communication skills in higher education: using a performance-based evaluation rubric to assess communication skills, oral presentations in higher education: a comparison of the impact of peer and teacher feedback, comparing written and oral approaches to clinical reporting in nursing, related papers.

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Unofficial Transcripts

Evidenced-Based Practice (EBP)—Powerpoint Presentation on Intramuscular (IM) Injections

NUR 363 Nursing Research

Purpose of the Assignment

The purpose of this assignment is to acquaint the student with research literature and the process of utilization of research to guide nursing practice/interventions.

Student Approach

While working on the intermediate care unit, I noticed how there were a lack of IM injections being given (aside from the recommended flu vaccines). I wanted to make a presentation, so I gathered evidence which demonstrates the proper techniques and what is considered the safest method of administering an IM injection. The information was given on a poster that was displayed digitally via powerpoint and was recorded for presentation purposes.

Reason for Inclusion

Many of the IM injections given on the unit were administered in the deltoid region of the human body or were given inappropriately. Depending on the patient’s background (gender, weight, and age), it can cause pain which may last for days. Due to the patient population being considered frail and elderly, I noticed tremendous unease when being given only at the deltoid region. I wanted to create a poster which displayed all the necessary information on one slide in hopes my staff and future co-workers may use it to help them.

Curricular Outcomes

Critical Thinking

Uses decision-making skills in making clinical or professional judgments.

When deciding on what I wanted to discuss for the presentation, I had to gather evidence which showed inconsistencies that have not been brought to the staff’s attention. While falls, pressure sores, and neurological checks were important, I felt IM injections being unsafely administered can lead to potential injury for the patient and the nurse providing the medication. I gathered evidence which implemented the safest and most recommended guidelines for administering IM injections by using the Z-track method.

Nursing Practice

Performs therapeutic interventions that incorporate principles of quality management and proper safety techniques.

Safety techniques were compared to other methods displaying IM injections. In addition, three articles were examined to highlight the effectiveness of the Z-track method compared to other methods previously used.

Communication

Demonstrates skills in using technology, informatics, and communication devices that support safe nursing practice.

I had to give a presentation on this project electronically via PowerPoint, record myself, and made a recommendation to my previous nursing manager about IM injection safety. While the latter was not needed for a grade, I figured suggesting an intervention that could help the unit be beneficial.

Uses informatics to enhance one’s own knowledge base to support teaching

I had to gather evidence and explain how IM injections are properly administered by using online library resources. A systematic review was also used through ODU’s libraries to explain how the deltoid muscle groups are used most frequently used. The review also explains how aspirating the needle to fully inject the medication causes the most pain.

Evaluates research that focuses on the efficacy and effectiveness of nursing interventions.

The Z-track method was shown to be the safest and most-effective method. The presentation highlights that, unfortunately, many nurses do not use it and rely on other ineffective methods that cause injury.

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Topic 5 Presentation Nursing Informatics and Healthcare
NURSING CARE PLAN ON ORAL CANCER #assignments #nursingscience #shortsfeed
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Case presentation/Study on Meningitis, pediatric nursing, MSN, bsc nursing#nursingsecrets #nursing
Assignment On Comfort Position| GNM First Year Assignment #nursingstudent #nursingcare #gnmstudents

COMMENTS

Development and validation of the oral presentation evaluation scale (OPES) for nursing students
Nursing students give oral presentations to meet the curriculum requirement, therefore the educators were university tutors experienced in coaching nursing students preparing to give an oral presentation. Nurse educators specializing in various areas of nursing, such as acute care, psychology, and community care were recruited if they had at ...
PDF Guidelines for Oral Presentations
The oral presentation is a critically important skill for medical providers in communicating patient care wither other providers. It differs from a patient write-up in that it is shorter and more focused, providing what the listeners need to know rather than providing a comprehensive history that the write-up provides.
PDF Oral Case Presentation
Purpose of case presentation - to concisely summarize 4 parts of your patient's presentation: (1) history, (2) physical examination, (3) laboratory results, and (4) your understanding of these findings (i.e., clinical reasoning). The oral case presentation is a story that leads to the diagnosis you have chosen. B.
How to Make a Great Nursing Class Presentation
A well-organized presentation makes it easier for your audience to follow along and retain key points. 4. Use Visual Aids Wisely: Incorporate visual aids such as slides, diagrams, and charts to enhance your presentation. Visuals can help clarify complex concepts, reinforce key points, and keep your audience engaged.
How to deliver an oral presentation
How to deliver an oral presentation - PMC
Development and validation of the oral presentation evaluation scale
We aimed to develop and validate an oral presentation evaluation scale (OPES) for nursing students when learning effective oral presentations skills and could be used by students to self-rate ...
PDF Presentation Scale for Nursing Students Development and Psychometric
ews with university tutors in oral presentations and students generated 28 scale items. The validity and reliability of the scale was evaluated with exploratory and con rmatory factor. nalysis ...
Development and validation of the oral presentation evaluation scale
Background: Oral presentations are an important educational component for nursing students and nursing educators need to provide students with an assessment of presentations as feedback for improving this skill. However, there are no reliable validated tools available for objective evaluations of presentations. We aimed to develop and validate an oral presentation evaluation scale (OPES) for ...
(PDF) Development and Psychometric Testing of an Oral Presentation
Background: Oral presentations are an important educational component for nursing students. However, there are no reliable tools for objective evaluations of presentations. We aimed to develop a ...
How to prepare and deliver an effective oral presentation
If you show a video or diagram don't just sit back—use a laser pointer to explain what is happening. Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel ...
Clinician's Corner: How to give a good oral presentation
Osmosis's Chief Medical Officer, Dr. Rishi Desai, explains 3 helpful tips on how to give an effective oral presentation. Find our full video library only on ...
How To Present a Patient: A Step-To-Step Guide
How To Present a Patient: A Step-To-Step Guide
PDF Development and validation of the oral presentation evaluation scale
of evaluating oral presentation performance in nursing education. erefore, the aim of this study was to develop a self-assessment instrument for nursing students that could guide them in understanding their strengths and development areas in aspects of oral presentations. Development of a scale that is a valid and reliable instru-
Replacing Nursing Care Plans with Oral Presentations for Competency
The student imparts knowledge on the topic in these above areas, including patient . specific information, and the professor/preceptor/students can ask questions during . the student's presentation. The student can draw pictures, show charts, etcetera, in order to help explain information and enhance student learning. Many different
The Patient Presentation Rating Tool for Oral Case Presentations
The Patient Presentation Rating (PPR) tool can be used to evaluate oral case presentations, and was developed using focus groups of medical school educators from several medical disciplines including pediatrics, internal medicine, psychiatry, surgery, and neurology. Methods: The PPR includes 18 items, comprising six sections and an overall ...
PDF DNP Project Oral Presentation Rubric
DNP Project Oral Presentation Rubric ... (to health care, nursing, advanced practice), and System/ Population Impact Background, context of problem, significance, and ... ***All criteria must meet the Marginal level or higher and a score at least a B-/2.7/80% for a student to progress.
Presentation skills for nurses
We aimed to develop and validate an oral presentation evaluation scale (OPES) for nursing students when learning effective oral presentations skills and could be used by students to self-rate ...
Best Nursing Presentation Topics
Here is a list of the best nursing presentation topics and ideas for any nursing student preparing a class presentation PowerPoint slides. ... A hot nursing presentation topic focuses on current nursing practice trends. Below are some good ideas: ... Oral health and nutrition: Nursing education on oral hygiene, cavity prevention, and nutritious ...
PDF DNP Oral Presentation Rubric
The practice doctorate in nursing focuses on practice that is innovative and evidence- based, reflecting the application of credible research findings. (DNP Essentials, 2006, p.3). The final project should demonstrate the student's competence of the eight DNP essentials in the planning, implementation, and evaluation components of the DNP ...
Tips for Giving Presentations in Your Online Nursing Class
Students must now give presentations for college online. Many learners must create presentations for online courses for the first time, which can seem like a daunting task. To help, we sought advice from two experienced nurse educators for nursing students adjusting to online education. Our experts offered helpful tips about giving online ...
The Oral Presentation Competency in Nursing Students of Ardabil
Considering the importance of oral presentations for nurses, it is recommended that nursing professors in AUMS and the educational system in Iran pay more attention to promote this skill in Azeri-speaking nursing students. Background & Aims Oral presentation skills play an important role in the personal, academic and profes - sional success. It is the most common method of educational ...
Presentation Skills for the Nurse Educator
Background: Oral presentations are an important educational component for nursing students. However, there are no reliable tools for objective evaluations of presentations.
Oral Presentation
Oral Presentation. Evidenced-Based Practice (EBP)—Powerpoint Presentation on Intramuscular (IM) Injections. NUR 363 Nursing Research. Purpose of the Assignment. The purpose of this assignment is to acquaint the student with research literature and the process of utilization of research to guide nursing practice/interventions. Student Approach.