Community Health Nursing Paper – C919

Community Health Nursing Paper – C919
Given the complexity of the healthcare environment, nurse educators are challenged to create student-centered learning environments that facilitate student acquisition of knowledge, skills, attitudes, and behaviors consistent with professional standards and guidelines.

Foundational to the success of the nurse educator is the ability to engage in comprehensive scholarly inquiry to identify best practices for creating learning environments that promote achievement of student-centered outcomes (also referred to as learner-centered outcomes).

The purpose of this task is to facilitate your engagement in scholarly inquiry to effectively design varied learning environments to incorporate innovative, transformational, and experiential teaching and learning strategies. As a nurse educator, facilitating student engagement in solving practice-based problems while supporting collaboration and teamwork are essential learning strategies in nursing education. You will develop a course outline based on the information gained from conducting a review of the literature, and you will facilitate knowledge acquisition in diverse healthcare settings.

SCENARIO
You are the lead faculty in the community health nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In this task, you will create an outline that incorporates the essential components necessary for developing a course that will be informative to both students and faculty.

REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Complete each of the following parts of the attached “Course Outline Template” for your eight-week course:

1. course overview, (brief and no longer than 75 words)

2. eight weekly course module topics

3. eight weekly key concepts

4. one to two evidence-based active learning strategies per week

5. citation of scholarly sources using APA format aligned to each evidence-based active learning strategy

Note: A formal narrative paper in APA format will be submitted that includes aspects B, C, D, E, and F.

B. Use the information from your course outline to complete the following:

1. Justify the following three aspects of the course based on your outline’s course overview:

• how the learner would benefit from taking the course

• specific concepts emphasized in the course

• relevance to professional nursing practice

2. Discuss how your eight weekly course module topics will cultivate the development of your course.

3. Explain how your weekly key concepts promote student-centered learning.

a. Describe how your weekly key concepts align with one of the following professional standards or guidelines:

• “The Essentials of Baccalaureate Education for Professional Nursing Practice” (AACN, 2008)

• Quality and Safety Education for Nurses (QSEN) competencies

• “Quad Council Competencies for Public Health Nurses”

4. Explain how your eight weekly key concepts align to your course overview.

5. Discuss the relevance of creating a course outline to your role as a nurse educator.

C. Discuss three learning strategies from your course outline and how they address the diverse needs of learners.

1. Describe how you will implement one of your identified learning strategies from part C to address diverse learning needs.

a. Identify the predominant learning style addressed by the strategy described in part C1.

b. Justify how your identified learning strategy will facilitate your students’ development of clinical reasoning and self-reflection skills.

D. As a nurse educator, describe how you would foster student-centered outcomes in each of the following learning environments to promote interprofessional collaboration and teamwork:

• face-to-face

• online

• clinical

E. Describe how your nursing students’ cultural, societal, and life experiences can influence their abilities to learn.

F. Explain how one of the following learning theories can be applied to the development of a nursing education course:

• constructivist

• cognitivist

• behaviorist

• humanistic

G. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.

H. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * \’ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COURSE OVERVIEW
NOT EVIDENT

A course overview is not provided in the “Course Outline Template.”

APPROACHING COMPETENCE

The course overview does not effectively summarize the main points of the course outline. The course overview is longer than 75 words or does not align with the course scenario and course title.

COMPETENT

The course overview is provided in the “Course Outline Template” and effectively summarizes the main points of the course outline. The course overview is no longer than 75 words and aligns with the course scenario and course title.

A2:COURSE MODULE TOPICS
NOT EVIDENT

Weekly topics are not provided in the “Course Outline Template.”

APPROACHING COMPETENCE

The 8 weekly course module topics do not all align with the course scenario and the course overview provided in the outline template. Or fewer than 8 weekly course module topics are identified.

COMPETENT

The 8 weekly course module topics are provided in the “Course Outline Template” and align with the course scenario and the course overview provided in the outline template.

A3:KEY CONCEPTS
NOT EVIDENT

Weekly key concepts are not provided in the “Course Outline Template.”

APPROACHING COMPETENCE

The key concepts are not relevant to the corresponding weekly course module topics or do not all align with the course scenario. Or fewer than 8 weekly key concepts are provided.

COMPETENT

The 8 weekly key concepts are provided in the “Course Outline Template” and are relevant to the weekly course module topics that they correspond to, and the key concepts align with the course scenario.

A4:LEARNING STRATEGIES
NOT EVIDENT

Learning strategies are not provided in the “Course Outline Template.”

APPROACHING COMPETENCE

The provided learning strategies are not evidence based, are not active, or are not appropriate for the lesson content. 1 to 2 learning strategies are not provided for each weekly session.

COMPETENT

The provided learning strategies are evidence based, are active, and are appropriate for the lesson content. 1 to 2 learning strategies are provided for each weekly session, and the learning strategies are provided in the “Course Outline Template.”

A5:CITATIONS
NOT EVIDENT

Citations are not provided in the “Course Outline Template.”

APPROACHING COMPETENCE

The citations provided are not scholarly sources using APA formatting, are not aligned to each evidence-based active learning strategy from part A4, or do not align with the course scenario. Or not all required citations are provided.

COMPETENT

The citations provided are scholarly sources using APA formatting, are aligned to each evidence-based active learning strategy from part A4, and are aligned with the course scenario. All required citations are provided in the “Course Outline Template.”

B1:ASPECTS OF THE COURSE
NOT EVIDENT

A justification of each of the given aspects of the course is not provided.

APPROACHING COMPETENCE

The justification of 1 or more of the given aspects does not include specific education or nursing best practices. The justification does not address how the given aspects correspond to the course overview, or the justification is poorly reasoned.

COMPETENT

The justification of the 3 given aspects includes specific education and nursing best practices. The justification addresses how the given aspects correspond to the course overview, and the justification is well reasoned.

B2:CULTIVATION OF COURSE
NOT EVIDENT

A discussion is not provided.

APPROACHING COMPETENCE

The discussion does not address how the 8 weekly course module topics will cultivate the development of the course, or the discussion is not relevant to the course.

COMPETENT

The discussion addresses how the 8 weekly course module topics will cultivate the development of the course, and the discussion is relevant to the course.

B3:STUDENT-CENTERED LEARNING
NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation does not address how the weekly key concepts promote student-centered learning, or the explanation is not relevant to the course.

COMPETENT

The explanation addresses how the weekly key course concepts promote student-centered learning, and the explanation is relevant to the course.

B3A:PROFESSIONAL STANDARDS AND GUIDELINES
NOT EVIDENT

A description of the weekly key course concepts is not provided.

APPROACHING COMPETENCE

The description does not demonstrate alignment between the weekly key course concepts and 1 of the given professional standards or guidelines, or the description of 1 or more of the key course concepts are not align with the given professional standards or guidelines.

COMPETENT

The description demonstrates alignment between the weekly key course concepts and 1 of the given professional standards or guidelines, and all of the key course concepts are aligned with the given professional standards or guidelines.

B4:ALIGNMENT OF WEEKLY KEY CONCEPTS TO OVERVIEW
NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation does not address how the 8 weekly key concepts align to the course overview provided in the “Course Outline Template.”

COMPETENT

The explanation addresses how the 8 weekly key concepts align to the course overview provided in the “Course Outline Template.”

B5:COURSE OUTLINE RELEVANCE
NOT EVIDENT

A discussion is not provided.

APPROACHING COMPETENCE

The discussion does not logically correlate the relevance of creating a course outline to the role of a nurse educator.

COMPETENT

The discussion logically correlates the relevance of creating a course outline to the role of a nurse educator.

C:LEARNING STRATEGIES
NOT EVIDENT

A discussion of learning strategies selected from the course outline is not provided.

APPROACHING COMPETENCE

The discussion of 3 learning strategies selected from the course outline does not logically address how the strategies meet the diverse needs of learners, or the discussion is missing 1 or more learning strategies.

COMPETENT

The discussion of 3 learning strategies selected from the course outline logically addresses how the strategies meet the diverse needs of learners.

C1:IMPLEMENTATION OF LEARNING STRATEGIES
NOT EVIDENT

A description is not provided.

APPROACHING COMPETENCE

The description does not specify how 1 of the identified learning strategies from part C will be implemented to address diverse learning needs, or the description is not relevant.

COMPETENT

The description specifies how 1 of the identified learning strategies from part C will be implemented to address diverse learning needs, and the description is relevant.

C1A:ASSESSMENT OF LEARNING NEEDS AND STYLES
NOT EVIDENT

A learning style is not identified.

APPROACHING COMPETENCE

The predominant learning style addressed by the strategy described in part C1 is not relevant based on the description provided.

COMPETENT

The predominant learning style addressed by the strategy described in part C1 is relevant to the description provided.

C1B:CLINICAL REASONING AND SELF-REFLECTION SKILLS
NOT EVIDENT

A justification is not provided.

APPROACHING COMPETENCE

The justification does not address how the identified learning strategy will facilitate the students’ development of clinical reasoning and self-reflection skills. The justification is not well supported by clinical research or personal nursing experience.

COMPETENT

The justification addresses how the identified learning strategy will facilitate the students’ development of clinical reasoning and self-reflection skills. The justification is well supported by clinical research or personal nursing experience.

D:LEARNING ENVIRONMENTS
NOT EVIDENT

A description is not provided.

APPROACHING COMPETENCE

The description does not demonstrate in-depth reflection on the concepts of interprofessional collaboration and teamwork. The description does not address how a nurse educator would foster student-centered outcomes in the given learning environments to promote interprofessional collaboration and teamwork, or the discussion is missing specific details for 1 or more of the given learning environments.

COMPETENT

The description demonstrates in-depth reflection on the concepts of interprofessional collaboration and teamwork. The description addresses how a nurse educator would foster student-centered outcomes in each of the given learning environments to promote interprofessional collaboration and teamwork, and the discussion includes specific details for each of the given learning environments.

E:NURSING STUDENTS’ EXPERIENCES
NOT EVIDENT

A description is not provided.

APPROACHING COMPETENCE

The description does not demonstrate thorough analysis of diverse student populations and life experiences can influence students’ abilities to learn. The description does not cite evidence from scholarly sources or draw relevant parallels to the students in the given scenario.

COMPETENT

The description demonstrates a thorough analysis of diverse student populations and life experiences can influence students’ abilities to learn. The description cites evidence from scholarly sources and draws relevant parallels to the students in the given scenario.

F:LEARNING THEORIES
NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation does not address how 1 of the given learning theories can be applied to the development of a nursing education course or does not provide specific details about 1 of the given learning theories.

COMPETENT

The explanation addresses how 1 of the given learning theories can be applied to the development of a nursing education course and provides specific details about 1 of the given learning theories.

G:APA
NOT EVIDENT

The submission is not in APA style.

APPROACHING COMPETENCE

The submission does not demonstrate a consistent application of APA style.

COMPETENT

The submission demonstrates a consistent application of APA style.

H:PROFESSIONAL COMMUNICATION
NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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