Supporting context-based, student-centered learning
Community health nursing is a way of caring for patients that looks at them as a whole. Interventions are made to improve the health of people, families, and groups. Over the course of eight weeks, students will learn to understand the role of nurses in the community and how their actions help make people healthier. First of all, the school gives students a chance to learn about health promotion and how nurses can work outside of the hospital. The students will have a chance to learn about different health problems and how health education techniques can help people stay healthy. When the students finish the course, they will understand what community health nurses do and how their actions and choices affect the health of groups of people.
In the community health nursing training, there is a lot of focus on different ideas that students need to learn to be good community health nurses. The first part of the course tells students about the different jobs that community health nurses do. When students understand these roles, they will be able to make plans to improve the health of large groups of people. Second, there is a focus on social factors of health to help students understand why staying healthy is so important and what makes it hard for people in the community to get health care. The course gives a review of common communicable diseases in the community and shows how nurses can play a key role in diagnosing diseases in the community to improve health. Lastly, the course focuses on how community members, healthcare workers, and the local government can work together.
Nursing is a caring profession that uses the processes of diagnosis and care to help people feel better when they are sick or healthy. The American Nurses Association says that nurses focus on health problems related to prevention, the environment, and the health of both individuals and groups. (Horntvedt et al., 2018). The community health nursing training is useful for professional nursing because it focuses on the health needs of communities, including the health of vulnerable groups. Using the nursing process, the course also shows acts that promote health and keep people from getting sick. For example, students will do a windshield poll as an active part of making a community diagnosis.
The growth of a course
Community health nurses have strong clinical skills and the ability to think critically, which helps them solve problems and make choices that affect the health of the whole population. In the community health nursing school, students learn about health in the community and how to use ideas from community health to treat an illness. All of the eight weekly topics are about promoting health and preventing disease, which are important parts of the health of a society. Each week, students will learn about a different part of community health in order to make sure they understand and encourage them to think about what they are doing. The topics are also put in order of how simple they are to how hard they are, so that students can connect ideas and understand them better. Also, the course topics will give students a chance to connect with both theory and practice of nursing, which will help them learn by doing.
Putting the students first
Student-centered learning refers to teaching methods that move the focus of education from the teacher to the student in order to make learning more active. (Bastable et al., 2017). The method puts the student’s needs first and recognizes that the student’s voice is the most important part of learning. Student-centered learning is based on the Constructivist learning theory, which says that the student is the most important person in making sense of new knowledge and what they already know. (Keiler, 2018). The course’s main ideas are taught both in theory and in practice, which helps students understand and gives them power over the learning process. For their practical learning, the students will be able to choose their own neighborhoods and do things like surveys and school health programs. Innovative learning techniques, such as flipped classrooms, case studies, jigsaw, and group discussions, are also used to get students involved in the learning process.
Standards and rules for professionals
The Essentials of Baccalaureate Education for Professional Nursing Practice, written by the American Association of Colleges of Nursing (AACN) in 2008, is an important guide for planning and evaluating baccalaureate education programs for professional nursing practice. In different ways, the eight weekly key ideas of the course match up with the AACN skills. The American Association of Colleges of Nursing (AACN) recommends a liberal education for baccalaureate generalist nursing practice. This sets up a strong foundation for the practice and teaching of nurses. In the first week of the course, students learn about the history of community health nursing and what CHNs do to help people stay healthy. During week two, the students will be able to do a review of the community and plan for the right actions to take. This idea fits with the seventh AACN essential, which calls for clinical prevention and the health of the whole community.
In the third and fourth weeks of the course, the main ideas are about what affects health and how the disease affects the community. The students will be able to use methods that have been proven to work to treat illnesses and improve health in their communities. These key ideas are in line with AACN essential III, which is about a study for evidence-based practice. All baccalaureate nurses must learn how to communicate and work with other professionals to improve patient health results. (AACN, 2008). The course encourages working together with local groups, the government, and health care providers. The main ideas for weeks 7 and 8 are about evaluating environmental risks and taking the right steps by showing nursing leadership. These ideas fit with the professional and ethical standards that AACN stresses.
Matching the weekly key ideas to the overview
In the community health nursing course, nursing theory and the science of public health are used to study and learn ideas about community health. The purpose of the course is to give students a chance to learn skills in community health. It does this by focusing on population health, culture, family dynamics, health improvement, disease prevention, and collaboration between professionals. The main ideas emphasized match the above overview because they focus on assessing the needs of the community, the burden of diseases in the community, health problems that affect the whole population, vulnerable groups in the community, and how interprofessional collaboration can help solve the problems that have been found. The course overview also talks about the role of baccalaureate essentials for nursing practice in today’s changing and challenging healthcare environment. Different ideas, especially in the first, third, fifth, and sixth weeks, show a close link to the AACN principles listed in the course overview.
In the first week of the course, the focus is on the different jobs of community health nurses, which are health promotion, disease prevention, and working with other professionals. In the second week of the course, we will look at the neighborhood and make plans for how to help. This idea is reflected in the course outline, so students will learn how to judge the health of people, families, and groups. In week three, the students will work to improve health by looking at the things that affect health. In the course plan, this idea of promoting health is listed as one of the things that students should pay attention to. In week four, the students will show that they know how to avoid disease, as described in the course outline, by focusing on communicable illnesses and how to treat them.
In the fifth week of the course, students will learn about vulnerable populations and spot common problems and ways to improve their health. This idea fits with the baccalaureate essentials of clinical prevention and community health. In week six, the students have to show how they can work together across professions to improve health in the community. The course plan puts a lot of emphasis on collaborative practice, which is one of the core skills that baccalaureate nurses must have. In week seven, students will look at problems in their communities and figure out how important they are to the public. The course plan says that this idea is one of the skills that students will learn by the end of the course. Week 8 of the course is all about managing disasters and the role of nursing leadership in getting ready for them. This idea fits with the course plan for nurses’ systems leadership, which is one of the most important parts of a baccalaureate nursing education.
Course Outline Relevance
A course outline is a tool that nurse educators and other teachers use to prepare their lessons before they teach them. The tool is important because it lets teachers plan their lessons and keeps them from talking about things that aren’t in the course. The course outline helps the teacher know what areas to focus on when teaching and what techniques can be used to make student-centered learning better. (Bastable et al., 2017). Students learn best when they can connect what they already know to what they are learning. The course outline helps the teacher order the topics in a way that makes sense to the students. It also gives you a place to plan how you will use different ways to learn. Last but not least, the course outline can be used by teachers as a professional evaluation tool to figure out how planned and organized their teaching is for nurse educators.
Strategies for Learning
Group talks can be one of the best ways to learn, but they can also be hard. Group talks give students a chance to work together to learn what they need to know for the course. This way keeps students from getting bored and gets even those who don’t usually pay attention in class involved. (Billings et al., 2016). The teacher has a chance to get to know the students and can respect what they bring to the learning process. Learning is better when the information to be learned is thought about in depth and when connected information is retrieved from memory and linked to the new information. (Jones, 2014). Group discussions help students who do better when they talk to each other than when they learn alone. Discussions help students think more deeply about their ideas and explain them better.
An interactive lecture is a simple way for teachers to get students involved in a lecture-based class of any size and get them to think. When this method is used, the teacher stops class at least once to give the students a chance to do something with the information. This method lets all students take part because it uses different methods like role-playing, examples, and think-pair-share. (Horntvedt et al., 2018). One good thing about this method is that it breaks up classes, which helps people who can’t pay attention for long periods of time. Every 15 to 20 minutes, the teacher takes a break to think of a way for the student to take part. It also gives students a chance to think about what they’ve learned and ask questions before going on.
Technology helps teachers make the most of their class time and encourages students to learn on their own. The flipped classroom method helps teachers focus on active learning by having students watch lectures and talks outside of class. (Billings et al., 2016). Then, when the students come to class, they already know about the subject and can connect what they are taught to what they saw in the movies or presentations. With this way, students can talk about and analyze the material to better understand it. Second, the method makes it easy for students to remember lessons by tying the course material to videos, presentations, or recorded lectures. (Smallhorn, 2017). The split classroom works for all kinds of students, from those who are good at school to those who have special needs. It is also an important way to get people to learn, and it can help kids do better in school.
Putting learning strategies into place
During week one, the most common way to learn is through group discussions. The students will show how well they understand the course by focusing on the jobs of community health nurses. To put the plan into action, I will set the goal of the discussions, which will be to figure out the different roles of CHNs, such as promoting health and preventing disease. The kids will have to follow the rules of engagement, which say that there should be four people in each group and that everyone should participate. After the meeting, the group leader will be able to talk about the points made and how they compare to what other groups have found. The students will then be able to comment on the talks and point out things that were talked about by more than one group.
Needs and styles of learning are taken into account.
Learning styles can be described as visual, auditory, or kinesthetic, and different learning methods use different learning styles. Most people in group talks use auditory learning, which means they listen and write down what people say. In talks, students share ideas and give feedback to the teacher, such as by asking questions.
Skills in self-reflection and clinical reasoning
Discussions in the classroom can be a good way to help students get better at clinical thinking and self-reflection. This way, students can learn from each other and understand the material better. (Jones, 2014). So, the students can remember the lesson better and use what they’ve learned to make better decisions when they’re doing clinical practice. As the students talk, they can see that there are different ways to answer questions. They can use these different ways to think deeply and make links. Group talks can make students more interested and involved, which lets them practice being reflective. Students’ minds are opened by the discussions, and they can think about what their peers talked about, how the conversation was led, and what could be done better in the future.
Environments for Learning
Collaborative practice is when various health workers from different backgrounds work together with patients, their families, caregivers, and communities to provide the best care possible in all settings. (Reeves et al., 2017). Research shows that teamwork and collaboration between different types of professionals improves coordination, communication, and the level of care given to patients. To encourage this practice, the Institute of Medicine (IOM) says that nurses should be trained with doctors and other health care professionals both when they are students and when they are working as nurses. (Reeves et al., 2017). Teamwork and collaborative practice use the different roles of each partner to make sure that patient needs are properly assessed and identified. Students can show that they can work together and as a team in different settings, such as online, face-to-face, and professional settings.
Most face-to-face learning takes place in class, where students are taught directly about course material, which is mostly theory. Interprofessional collaboration can be shown by setting up classes where nursing students and students from other medical departments can talk about problems and figure out how to fix them together. During these interactions, the teacher uses learning strategies like the case study method or concept mapping to make sure students work in teams and answer complex healthcare problems that affect patients. The second place to learn is online, which is quickly replacing studying in a classroom. To use this tool, the teacher can have professional teams participate in discussion forums, question-and-answer sessions, and interviews with students. Students can also do better if they share learning materials, post presentations, and share films. The clinical learning setting is the best place for students from different fields to work together and practice collaboratively. Better results can be achieved by putting students in groups, giving them case studies to talk about, and letting them work together when caring for patients. Practices like multidisciplinary rounds, continuing medical education (CME), and debriefing meetings can have a big effect on teamwork and collaboration in the clinical setting.
What a nursing student goes through
Culture, society, and life events are just some of the things that affect how students learn and how they grow as professionals later on. Culture is what people think and do, as well as how they treat each other. It has a big effect on how people talk, interact, and share, which can change how kids learn. (Billings et al., 2016). Due to cultural differences, some students might find it hard to share in group talks or work in teams during clinical practice. Another factor is the culture the students come from, which has the most effect on the language they use to talk to each other and how they interact with others. Because of how they live, some students may find it hard to fit in with others, which can make it hard for them to learn in other ways that involve working with others. All people are fragile and have both risks and things that protect them that can affect their ability to learn. Students’ past events can affect how they act in class, including how much they share and how well they can get along with others. Using different ways to learn can help the teacher meet the needs of all of his or her students during the learning process.
Theories of Learning
Constructivism is a theory that teachers use to help students learn. It is based on the idea that people actively make their own knowledge and that your experiences as a learner shape your world. (Nugroho, 2017). It has been noticed that each person’s experiences make learning special, and that what you already know helps you learn new things. The theory helps teachers understand that each student comes to class with their own unique experiences and that their background and past experiences have a big effect on how they learn. This idea can be used to create courses where the teacher uses different ways of learning and teaching to meet the needs of all students. (Nugroho, 2017). The teacher also plans the course with the goal of helping the students learn and sharing power with them. The focus of constructivism classes is on the questions and hobbies of the students, so the teacher needs to be able to connect well with the students.
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