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The Difference in Language

Abstract

Communicating research through oral presentations in the 21st century may look different from what you have experienced in the past. The rapid surge of technology keeps us on a constant learning curve as to best practices for delivering content and engaging audiences, whether in a classroom, conference, or workplace setting (Buchholz, 2021). When it comes to speaking to the public audience the tone of voice and language differ from speaking to an academic audience versus a professional audience, although the stage fright is the same the approach is significantly different. One must present a powerful presentation filled with confidence, transparency and credibility. Competence in oral presentations is important for medical professionals to communicate an idea to others, including those in the nursing professions. Delivering concise oral presentations is a useful and necessary skill for nurses (Chiang et al, 2022). When writing a speech and presenting it, three components have been identified and the most important ones, the presenter’s self-esteem and confidence, speaking efficacy and oral communication that will transmit to the audience, lastly the quality of the delivered information that will capture the audience.

Keywords Speaking, Public, Professional, Evaluation, Oral presentation

The Difference in Language

When delivering speeches to different audiences, the message needs to be clear and affirmed. There are few differences in audiences such as public versus academic, the language and delivery techniques will differ as a public audience will need simple and accessible language as the message needs to be understood by the audience, making a simple to get the point across will have positive effects. Academic and professional audience the speech is often specialized in a field and the vocabulary uses medical terminology and a specialized language that audiences can relate and understand. The idea that the speaker and the audience can engage in the speech and share ideas as they often share the same thoughts within the field. All public speaking conveys some information for the audience to remember (Usera, 2023).

           Public, academic and professional speeches have the same similarities to clarify however the level of complexity differs. For public audiences the tone and formality of the speech tend to be more conventional and informal as to where a speech delivered to an academic or professional group the tone will be formal and structured through a more serious authoritative tone of voice which will reflect the importance of the topic. Speakers can connect with the audience through engagement and interaction, although both types of speeches goal to interact with the audience are done in different matters. Public speaking is a more freely way of talking through humor, storytelling and laughter the speaker can connect with the audience at a personal level and have them engage. Professional and academic speeches relay on facts, citing sources while encouraging intellectual ideas and discussions and debates, thus having the audience always engage through questions and critical thinking, this will make the speech more formal and professional.

           In conclusion, public, academic and professional speaking feed of the same clear structure when delivering the message. The difference in both lies with the complexity and formality the speaker delivers the speech to the specific audience. In the end the message needs to be bold and clear to leave a lasting effect on the audience. Understanding the audience is paramount to the speaker, the delivery of the speech needs to be credible with information and a transparent straight forward delivery method to engage the audience and succeed in delivering the message.

References

Buchholz, B.S.M.P.M.S. W. (2021). Research for Advanced Practice Nurses (4th ed.). Springer Publishing LLC. https://online.vitalsource.com/books/9780826151339

Chiang, Y. C., Lee, H. C., Chu, T. L., Wu, C. L., & Hsiao, Y. C. (2022). Development and validation of the oral presentation evaluation scale (OPES) for nursing students. BMC medical education, 22(1), 318. https://doi.org/10.1186/s12909-022-03376-w

Usera, D. (2023). Audience Engagement Techniques in Oral Presentations. Business and Professional Communication Quarterly, 0(0). https://doi.org/10.1177/23294906231190575

Objectives
After your one-day clinical experience, you will be able to:
1. Identify and briefly describe purpose of the support group and/or services offered
to the clients.
2. Identify types of clients, problems and issues discussed, education provided, and
role of the group leader.
3. Describe the needs of the group.
4. Explain the effect of substance abuse on the client.
5. The recovery model is an important component of substance abuse treatment.
Why is the model so challenging for the client(s)?
6. Describe your experience and/or concerns after having attended the group.

Using the College’s format (APA – 6th edition) for typed written assignments, the assignment is to be
2 pages (not counting title page and reference page and no abstract is needed) and
address the objectives stated above. If you used an article, please attach the first page of
article to the end of the assignment.

My experience: I attended an Alcoholics Anonymous meeting and had the opportunity to listen to several individuals share their stories—some who have made progress in overcoming alcoholism, someone currently struggling and waiting to be accepted into rehab, and another who is currently experiencing homelessness.

PLEASE READ THE ATTACHED FILE. 500 WORDS

Differences in Language Between Public and Academic/Professional Audiences

      When communicating research findings, the language used must be tailored to effectively reach the intended audience. Speaking to a public audience versus an academic or professional audience requires distinct approaches, though certain techniques remain consistent across contexts (Melo & Bishop, 2020). Understanding these differences is crucial for nursing professionals seeking to bridge the research-practice gap through effective knowledge translation. When addressing a public audience, nursing researchers must prioritize accessibility by using everyday language that avoids jargon and technical terminology. Complex research concepts need to be translated into relatable examples and narratives that connect with listeners’ lived experiences. For instance, rather than discussing “decreased mortality rates associated with early intervention protocols,” a presenter might say, “patients who received early care were more likely to survive and recover faster” (Brownson et al., 2018). The emphasis is on clarity and relevance, helping the public understand why the research matters to their health and wellbeing.

     In contrast, academic and professional audiences expect and understand specialized terminology. Presentations to these groups typically maintain greater technical precision, statistical detail, and methodological rigor. When presenting to fellow nursing professionals, a researcher might specify that “implementation of standardized early warning scoring systems resulted in a statistically significant 27% reduction in ICU admissions.” This precision provides the evidence-based foundation that professional audiences require to evaluate and potentially implement findings in their practice (Shato et al., 2023). Despite these differences, several communication techniques remain similar across audience types. Both contexts benefit from strong storytelling elements that frame the research within a meaningful narrative. For example, beginning a presentation with a compelling patient case study can engage both public and professional audiences by establishing the real world significance of the research question. The difference lies in how the subsequent information is presented with technical detail for professionals or accessible explanations for the public. Another similarity is the importance of visual communication. Effective presenters use visuals strategically for both audience types, though the complexity and information density may be different. A public presentation might feature simplified infographics showing general trends, while a professional presentation would include more detailed data visualizations. However, both benefit from thoughtful visual design that reinforces key messages and maintains audience engagement (Woloshin et al., 2023).

       The growing availability of diverse presentation technologies from webcasting to podcasting has expanded opportunities for reaching both public and professional audiences. This technological evolution requires nurses to develop versatility in their communication approaches, adapting content appropriately while maintaining scientific integrity. As the nursing profession continues to increase the number of doctorally prepared practitioners, the ability to communicate effectively across different contexts becomes increasingly valuable for transforming patient care through the dissemination of evidence-based practices. Understanding these communication differences and similarities helps nursing professionals become more effective knowledge translators, ultimately contributing to reducing the persistent gap between research findings and clinical implementation.

References

Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Getting the Word Out: New Approaches for Disseminating Public Health Science. Journal of Public Health Management and Practice, 24(2), 102–111. https://doi.org/10.1097/phh.0000000000000673

Melo, S., & Bishop, S. (2020). Translating healthcare research evidence into practice: The role of linked boundary objects. Social Science & Medicine, 246, 112731. https://doi.org/10.1016/j.socscimed.2019.112731

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Shato, T., Kepper, M. M., McLoughlin, G. M., Tabak, R. G., Glasgow, R. E., & Brownson, R. C. (2023). Designing for Dissemination among Public Health and Clinical Practitioners in the United States. Journal of Clinical and Translational Science, 1–26. https://doi.org/10.1017/cts.2023.695

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Woloshin, S., Yang, Y., & Fischhoff, B. (2023). Communicating health information with visual displays. Nature Medicine, 29(5), 1085–1091. https://doi.org/10.1038/s41591-023-02328-1

Powerpoint with speaker notes

https://www.pechakucha.com/presentations/ramonas-presentation-336-3027

 Reply the following discussion in APA style, No IA, use 150 words or more, Turnitin less than 20 %, 2 or more references.

The opioid epidemic has significantly impacted healthcare practices in the United States, highlighting the importance of safe and effective chronic pain management. Advanced practice nurses (APNs) must balance the necessity of treating chronic pain with the responsibility of minimizing the risks of opioid misuse, dependence, and overdose. To achieve this, evidence-based strategies are vital in clinical decision-making.

A comprehensive, multimodal approach is recommended for chronic pain treatment. Non-pharmacologic and non-opioid pharmacologic therapies should be prioritized when possible, including physical therapy, cognitive-behavioral therapy, acetaminophen, NSAIDs, and antidepressants. When opioids are deemed necessary, they should be prescribed at the lowest effective dose, with a preference for immediate-release formulations over extended-release versions (Centers for Disease Control and Prevention [CDC], 2022).

Before initiating opioid therapy, clinicians should perform a thorough patient assessment, including pain history, functional goals, psychological status, and risk factors for opioid misuse. Educating patients about the risks and benefits of opioid therapy is essential, as is obtaining informed consent. Treatment agreements and periodic reassessment help promote accountability and safety. The use of Prescription Drug Monitoring Programs (PDMPs) and urine drug screening are effective tools for monitoring adherence and detecting potential misuse (Dowell et al., 2022).

Ongoing monitoring and follow-up are crucial. Providers should regularly evaluate the patient’s progress toward functional goals, assess side effects, and watch for signs of misuse or opioid use disorder. If opioids are not providing meaningful improvement in function or quality of life, tapering or discontinuation should be considered, with support and alternative therapies offered.

In conclusion, safe opioid prescribing requires a patient-centered, evidence-based approach that includes careful assessment, risk mitigation strategies, and continuous monitoring. APNs are in a pivotal position to lead these efforts and advocate for responsible pain management practices that prioritize both relief and safety.

References

Centers for Disease Control and Prevention. (2022). CDC clinical practice guideline for prescribing opioids for pain — United States, 2022. U.S. Department of Health and Human Services. https://www.cdc.gov/opioids/guideline/index.html

Dowell, D., Ragan, K. R., Jones, C. M., Baldwin, G. T., Chou, R., & Duong, N. (2022). CDC guideline for prescribing opioids for chronic pain — United States, 2022. Morbidity and Mortality Weekly Report, 71(3), 1–95. https://doi.org/10.15585/mmwr.rr7103a1

ASSIGNMENT OVERVIEW:

Hallmark Assignment objectives include:

• Research and complete a concept map of the ‘5 Rights of Delegation’.
• Apply the concept of clinical judgment to the Shadow Health scenario and the teaching plan.
• Create a PowerPoint presentation reflective of a comprehensive teaching plan for a group of new graduate registered nurses.

ASSIGNMENT INSTRUCTIONS:

 This week you will build on your previous research and simulation experience to now create an in-service presentation for graduate nurses. You are the expert on delegation and plan to share your knowledge with your peers. Research, design, and submit a ‘Delegation In-Service’ PowerPoint presentation based on the guidelines below. This assignment should also follow 7th edition APA guidelines.

Submit 8-12 PowerPoint slides including speaker notes. Utilize in-text citations as well as a reference slide. 

SLIDE REQUIREMENTS:

 Slides should include the following:

• Title slide
• List and define the ‘5 Rights of Delegation’
  • Give an example of each of how a nurse will perform each.
  • You may use your prior research from the concept map assignment.
• What tasks can never be delegated and must be performed by the registered nurse?
  • Identify and list at least 4 tasks.
• Delegation to UAP:
  • Assuming a stable client, identify and list at least 6 tasks the RN commonly delegates to a UAP.
• Delegation to LPN:
  • Assuming a stable client, identify and list at least 6 tasks the RN commonly delegates to an LPN.
• Barriers to delegation include underdelegation, overdelegation, and improper delegation.
  • Define each of these and give at least 1 example of each. 
• Reference slide

SLIDE CONTENT:

• Key Points: Utilize concise phrases (maximum 8 words, 5 lines) on each slide.
• Visual Aids: Incorporate graphs, images, or diagrams to enhance understanding and engagement.

ADDITIONAL INSTRUCTIONS:

• Conduct thorough research to support your content and findings.
• Use as many references as needed to produce a professional presentation.
• Ensure clear definitions and practical examples accompany each topic on the slides.
• Speaker’s notes should elaborate on the key points mentioned in the slides.