AVAGEL P.

DESTURA
BS CIVIL ENGINEERING 1B
NSTP-CWTS

TOPIC 1: Understanding the Concept and Principles of Community Immersion

Learning Assessment: Read and understand, then answer the following:

1. What is Community immersion?

Community Immersion is a program founded by NSTP students with the goal of
assisting the underserved in their communities. This curriculum also aims to
improve students' understanding and competency, allowing them to become
responsible citizens and contribute to community development plans.
NSTP students are expected to participate in community immersions because
this is where they will apply the modules learned in their previous NSTP 1. They
will be motivated, trained, organized, and mobilized in military training, literacy,
and civic welfare to carry out their responsibilities.
2. NSTP Law, is mandated to every tertiary students to render military or civil
service. Based on the NSTP Curriculum, is it relevance to students in conducting
community Immersion? Why? Justify your answer.
The National Service Training Program, also known as Republic Act No. 9163,
"Establishing the National Service Training Program (NSTP) for Tertiary Level
Students, Amending Republic Act No. 7077 and Presidential Decree No. 1706,
and for Other Purposes," was signed into law on January 23, 2002, despite
repeated calls from opponents for its repeal or reform. It cited Article II
(Declaration of Principles and State Policies), Section 2 of the Constitution, which
states that
The Reserve Officers Training Corps operates on the same principle. Its primary
goal is to encourage young people to become civic and/or military leaders and
volunteers who can be called upon by the nation if their services are required.
The Civic Welfare Training Service (CWTS) component of the NSTP emphasized
the importance of youth participation in broad programs or activities that will
benefit the people because the Civic Welfare Training Service is oriented toward
activities that have a social impact by contributing to "health, education,
environment, entrepreneurship, safety, recreation, and morals of the citizenry."
3. Choose of at least one dimension of development that you think will be
effective during your community immersion activity especially this time of
pandemic. Explain your strategy and approaches for you to be effective. (do not
limit your idea)
Community immersion is an effective strategy for bringing concepts to life for
nursing students who work with members of the community in the real world.
When observed in frequent interaction with patients outside of an acute care
context, opportunities to apply, observe, and clarify abstract health promotion
theories such as social determinants of health abound. The experiences of a
community immersion class that had to switch from an in-person to a virtual
format in the middle of the semester due to the COVID-19 epidemic are
described in this article. We learned how to maintain existing commitments with a
variety of community organizations and tailor meaningful involvement to
community needs as a result of the epidemic.
Nursing students must participate in community immersion workshops to learn
about the social determinants of health. The ideas of health promotion and
disease prevention are reinforced by allowing student nurses to experience how
community-level factors influence health outcomes before patients are admitted
to acute care institutions (Brown et al., 2007; DiPadova-Stocks, 2005). When
students work with community-based health organizations, they can reconcile
topics that they may have only had a theoretical understanding of, learn cultural
humility, and lay the groundwork for their future careers as health care leaders
(Cleary & Hunt, 2010; Schaffer & Hargate, 2015; Thomas & Smith, 2017). In the
spring of 2020, our community immersion class on socioeconomic determinants
of health was on track to fulfill these goals. Because of COVID-19 (coronavirus
infection),
(NURS 354) is a case study in which students process class contents with
preceptors at community sites while spending in-class time with course teachers
on a more in-depth and participatory analysis of the course subject (Schroeder et
al., 2019). The course included both in-person and online components, with the
majority of the time spent on community participation. Students had to attend a
weekly online discussion, three mandatory in-person classes (at the start, middle,
and end of the semester), and one supplementary class conducted by course
teachers or invited specialists on a specialized topic (e.g., racism and health,
opioid abuse epidemic, sexual and gender minority health). Community service
was also required of the students.
Due to the unprecedented severity of the coronavirus (COVID-19) outbreak,
classroom instruction was delivered online and all community-based activities
were halted, as was the case at other colleges and universities. Because our
case study required 22 hours of on-site immersion, we decided to rebuild the
course in early March 2020. Because the community partners' in-person
operations had to be suspended, students' weekly attendance at their sites had
to be halted. We opted to switch to virtual interaction for reasons specific to our
course material. First and foremost, as community-engaged professors, we
wanted to ensure that our long-standing partnerships with community partners
remained intact. It would have been against the course's core ideals to abandon
these partners at the start of a public health calamity.