COURSE DEVELOPMENT
Community Health Nursing Course Development
Part A
Course Overview
BSN nurses must be prepared to practice and function effectively in a wide range of settings. Community health is considered an integral part of the public health sector. For this reason, it remains part and parcel of efforts to not only improve the health and wellbeing of the masses, but also fend off infectious diseases. This course will equip learners with the skills and knowledge required to function effectively in community health settings.
Weekly Course Module Topics
Weekly Key Concepts
Evidence-Based Active Learning Strategies
Citation of Scholarly Sources Using APA Format
1. Definition and nature of community health nursing
Community health as a specialty concerned with the promotion of the mental and physical health/wellbeing of persons within a certain geographic region.
Pause procedure: At various points during the lecture, learners will be asked to review the notes they have made and seek clarification on various aspects of the same after discussing the lecture content in pairs.
Bachhel and Thaman (2014) make an observation to the effect that the pause procedure happens to be an instrumental active learning approach in efforts to promote retention of key concepts.
2. Objectives of community health nursing
The primary and secondary goals of community health nursing.
Inquiry-based learning: Learners will be actively motivated to share ideas about what purpose community health nursing serves. They will also be asked to float the relevant queries about the goals and objectives of community health nursing.
According to Attard, Berger, and Mackenzie (2021), this active learning strategy comes in handy in fostering problem solving and critical thinking which, according to the authors, happen to be crucial in science, technology, engineering, and mathematics (STEM) related subjects.
3. Stakeholders in community health
Healthcare practitioners, local government, patients, social health groups, charities, etc. as stakeholders in community health.
Concept maps: The diverse roles that stakeholders play in community health as well as possible collaborative engagements between various stakeholders will be demonstrated using a concept map.
It would be prudent to note that in the words of Carr-Lopez, Galal, Vyas, Patel, and Gnesa (2014), concept maps help to facilitate meaningful learning (170).
4. The role BSN nurses play in the promotion of community health
BSN nurses as key players in the promotion of community health and wellbeing.
Team-based learning: Learners will actively collaborate with each other in the completion of tasks meant to promote their understanding of the role of BSN nurses in the promotion of community health.
This particular method, as Faezi, Moradi, Amin, Akhlaghi, and Keshmiri (2018) indicate, has been associated with increased student engagement.
5. Community-based nursing interventions
Assessment, diagnosis, implementation; care coordination; behavior and lifestyle change; self-care support and patient education, etc.
Case study: Students will be divided into groups and asked to go through cases depicting hypothetical scenarios requiring community-based nursing interventions
Bonney (2015) indicates that case study teaching method has been shown to be very effective as a content delivery approach especially in courses rooted in science.
6. Addressing challenges encountered in community nursing
Challenges: Diverse ethical dilemmas, limited management support; personal safety; professional isolation; career development; workplace violence; overtime; low staffing levels.
Brainstorming: On this front, learners will be asked to come up with ideas on the most viabe ways of addressing the challenges highlighted. Instructor will offer additional insights.
Case study: Learners will be presented with a case depicting a real-life scenario for discussion purposes. Here, an ethical dilemma could be described and learners asked to present proposed solutions.
Brainstorming, according to Goswami, Jain, and Koner (2017) is a highly effective group creativity method for the formulation of solutions to hypothetical or real-life challenges and problems.
Bonney (2015) is of the opinion that the case study strategy could be instrumental in efforts to develop the ability...
…in group engagements. I am also aware of Dyson and McAllister (2019) assertion to the effect that cultural differences can also affect how students understand content, because students from different cultures may not have in common the cultural experiences needed to comprehend many texts and concepts (313).Societal Experiences
Learners could be exposed to a wide range of social standards and expectations that in effect affect how they approach problems and integrate content at the macro level. This is more so the case in relation to student encounters with social injustices, discrimination, as well as inequality. Their insight about various core course concepts could be based on these encounters.
Life Experiences
Diverse life encounters could have an impact on the mental and physical wellbeing of learners. This is more so the case in relation to traumatic exposures and chance encounters with situations that could trigger stress and/or depression. In turn, this could affect the ability of learners to focus on their education and negatively impact their course material retention capabilities.
Part F
There are various learning theories that could come in handy in the development of a nursing education course. One such theory happens to be the cognitive learning theory. In basic terms, this particular theory, as Dyson and McAllister (2019) observe, largely concerns itself with the way a person receives information, organizes it, stores it, and retrieves it. Thus, as the authors further indicate, on this front, learners are actively involved in the way they process information (Dyson and McAllister, 2019, p. 95). In the development of a nursing education course, this theory would likely influence the choice of learning strategies to be used in the dissemination of key course concepts. With this in mind, it appears that this learning theory happens to be in favor of the deployment of an active learning strategy. This is…
References
Attard, C., Berger, N. & Mackenzie, E. (2021). The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement with STEM. Frontiers in Education, 6, 319-325. https://doi.org/10.3389/feduc.2021.693221
Bonney, K.M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology & Biology Education, 16(1), 21-28. https://doi.org/10.1128/jmbe.v16i1.846Bachhel, R. & Thaman, R.G. (2014). Effective Use of Pause Procedure to Enhance Student Engagement and Learning. Journal of Clinical and Diagnostic Research, 8(8), XM01-XM03. https://doi.org/10.7860/JCDR/2014/8260.4691
Carr-Lopez, S.M., Galal, S.M., Vyas, D., Patel, R.A. & Gnesa, E.H. (2014). The Utility of Concept Maps to Facilitate Higher-Level Learning in a Large Classroom Setting. American Journal of Pharmaceutical Education, 78(9), 171-174. https://doi.org/10.5688/ajpe789170
Dyson, S. & McAllister, M. (2019). Routledge International Handbook of Nurse Education. Routledge.
Faezi, S.T., Moradi, K., Amin, A.G., Akhlaghi, M. & Keshmiri, F. (2018). The effects of team-based learning on learning outcomes in a course of rheumatology. Journal of Advances in Medical Education & Professionalism, 6(1), 22-30. PMC5757153Ghesemi, M., Moonaghi, H.K. & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103-107. https://doi.org/10.3946/kjme.2020.159
Goswami, B., Jain, A. & Koner, B.C. (2017). Evaluation of Brainstorming Session as a Teaching-learning Tool among Postgraduate Medical Biochemistry Students. International Journal of Applied and Basic Medical Research, 7(1), s15-s18. https://doi.org/10.4103/ijabmr.IJABMR_191_17
O’Neil, H.F. (2014). Learning Strategies. Academic Press.
Schmeck, R.R. (2013). Learning Strategies and Learning Styles. Springer Science & Business Media.
Stevens, R. (2014). Role-play and student engagement: reflections from the classroom. Teaching in Higher Education, 20(5), 481-492. https://doi.org/10.1080/13562517.2015.1020778Whitton, D. (2015). Teaching and Learning Strategies. Cambridge University Press.
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