C919 MGP Task 1_Facilitation of Context-Based Student-Centered Learning Template_ APA 7ED (1)
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Writing Facilitation of Context-Based Student-Centered Learning: Course Outline
Stephani Lancaster
Leavitt School of Health, Western Governors University
C919: Facilitation of Context-Based Student-Centered Learning
Dr. Terri Reyes
July 7, 2023
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Facilitation of Context-Based Student-Centered Learning:Course Outline
This paper is being constructed in order to show the development of the course outline and active learning strategies. It will also demonstrate how this course outline measures up to accepted standards in nursing education. Additionally, it will examine how each week of the curriculum develops the students’ knowledge in public health nursing and their role in it.
Aspects of the Course
The learner will benefit from this course in many ways, but specifically, they will learn all the many facets of public health nursing and how they contribute to their community as a nurse whether directly or indirectly in the public health realm.
The specific concepts that will be emphasized in this course are as follows:
a)
Discuss the origins and future of the role of a community health nurse.
b)
Community Assessment
c)
Discuss the relevance of cultures and values in community health nursing.
d)
Women’s Health
e)
Homeless Populations
f)
Substance Abuse
g)
Home Health and Hospice
h)
Nursing Responsibilities in Disaster Management
The relevance of these topics to the student’s professional nursing practice will be a continuing learning experience for each student as they gain experience as a nurse on the job. If a
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student becomes a community health nurse, acute or long-term care nurse, they will need to understand that each individual patient came from the community and helping them achieve their
health goals includes understanding all these various aspects. A patient comes from the community and will go back to the same community. Is the patient homeless? Do they have access to preventative care? Do they understand their own health and ways that they can improve
it? What community resources are available to the patient and are they aware of them? These are just a few of the questions a nurse must ask themselves no matter what setting they work in. Nursing students in this course will learn to think outside of the proverbial “box” to see their patient as a whole and how they can assist them in achieving their health goals. Student-Centered Learning Introduction to Community Health Nursing. This topic, as the title describes, introduces the students to community health nursing. In more detail that means opening the students understanding to view all the various aspects of public health. This course will also encourage class discussion on what experiences the students have had with public/community health, what they believe it is and what more is it than they knew. The Art and Science of Community Health Nursing. Moving to the second week, the course builds on the understanding of community health nursing and furthers the discussion in understanding how a nurse would assess the community. Is this something you can do in one session, what does it entail? When a student thinks of assessment, they think in terms of nursing physical assessment. In this week we will learn how a community is assessed and how to use
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nursing judgement to decipher the health of a community and not just the individual patient that resides in it.
Factors that Influence the health of the community. To further the previous weeks discussion, we now build more in-depth knowledge of what community health nursing is and how to fine tune the assessments to the individual cultures and values of those residing in the community. The students will learn about these differences through group projects where they can bring their own firsthand experiences to reflect. The students will start to associate themselves with being part of a community both as residents and as nurses.
Aggregates in the Community. Now it is time to delve into more of the specific areas of community health nursing. One of the topics is Women’s Health. In the current political climate this is a hot topic, however, the goal of this course is not to get lost down a rabbit hole of personal beliefs or values. The goal is to help the students see what needs are in the community for women and their health. This course hopes to stimulate conversation with the class by presenting case studies of health issues specifically that women deal with and critical thinking by
the students by helping to solve a particular patient’s health issues. The course will guide students in understanding that nursing in general is about caring for an individual where they are at and not where you feel they should be. Difficult topics will be addressed such as abortion, std’s and their effect on fertility, menopause, race, and social status. The topics within the case studies help students separate themselves from the needs of a patient despite differences in values and beliefs and provide appropriate patient care. Vulnerable Populations. In continuing with the previous topic, this week will specifically address the vulnerability of certain individuals within a community. One such population is the homeless people that might reside in any given community. The course will require four hours of
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community service in an approved resource for the homeless. The course will discuss all vulnerable populations and continue to provide and expand the knowledge base for students on community health nursing.
Population Health Problems. Substance abuse is a large issue for many communities in this country. The course shows that there are many ways a person exists within a community, but
each community has its own struggles and needs. This week the students will participate in two hands-on projects in small groups to apply learned knowledge in this area to include substance abuse. The classroom discussion will be a candid one on the realities of substance abuse and its effect on not just the individual but the whole community.
Community Health Settings. Now that we have thoroughly reviewed what community health is, the student’s role in it and community specific needs, the students will learn what resources are available in their community. Guest speakers bring an interesting and informative question and answer session. Hospice is an often-misunderstood resource for patients and a guest
speaker will provide personal experience and guidance to dispel misconceptions and allow students to ask questions. Emergency and Disaster Preparedness. Finally, there is always a bigger picture than just individuals in a community that need help. There are disasters and emergencies that can happen that affect the whole community. A licensed nurse understands that they are responsible to their community in these situations. Students will participate in a simulation to bolster their learning experience and make it more realistic.
Professional Standards and Guidelines
The weekly key course concepts promote student centered learning by the following:
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a.
The key concept for week one is to discuss the origins and future of the role of a community health nurse. Students participate in a collaborative learning experience when they hear from the instructor and then discuss as a class.
Group discussions allow students to gain a deeper understanding of the topic by promoting reflective thinking. Students are not just “told” something, they are encouraged to participate in questions they might have and even supplying answers for other students, depending on their own life experiences. b.
The key concept for week two is community assessment. The students will participate
in concept mapping. They will collect data that is already available for the United States as a whole, then data pertinent to their specific community and additionally any
new data to create a holistic and realistic view of their community. Students will work
in groups and will choose from a bowl the group’s particular topic to create their informative six slide PowerPoint. This will start helping students see how they are connected to their community and what their community’s “health” looks like. c.
The key concept for week three is to discuss the relevance of cultures and values in community health nursing. This week students will collaborate to bring to the class one concept that discusses distinct cultures or values within their communities. This will again be a collaborative effort where the students will be grouped and given distinct cultures and values for each group. Each group will bring their short presentation on these to class for week three. Questions for this section’s test will be taken from the student’s presentations so as to assist students in note taking while presentations are being done. The goal is to promote community within the class as
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well as promoting confidence in what they know while learning how cultures and values affect their community’s health. d.
The key concept for week four is to discuss Women’s Health. The students will review a case study and decide on how they would address the issue within. The goal is to create an environment where the students can safely begin using their critical thinking skills in nursing and specifically with regards to their community. They will analyze the information given and use their own reflective judgements to discuss. e.
The key concept for week five is to discuss homeless populations. This week students
will have already arranged for an assignment of community service and bring back their experiences to class to discuss the vulnerability of this population and what their
community service provided. Students will be given a list of places they can volunteer
at and in order to provide a variety of learning opportunities, students will draw from a hat again for said assignments. Students will go in groups of three so as to maintain any safety concerns they may have and to again promote community within and outside the classroom. f.
The key concept for week six is to discuss substance abuse. The students will be assigned groups and a different piece of a puzzle regarding the topic that they must bring individually to their group to create a poster to present. The task will allow students the ability to use their own knowledge, critical thinking, and ability to find resources but to also work as a group or community in creating the poster. Test questions will be chosen from the information presented so as to encourage participation but to also bring ownership to the task. Students are participating in their
own learning and further learning of fellow students.
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g.
The key concept for week seven is to discuss Home Health and Hospice. Initially, the instructor will open the topic, discuss myths, and concerns the students may harbor. Next, two RN case managers from hospice and home health will give an informative presentation of 15 min each. Then the last half of the class will be open to asking questions from these nurses. This will allow students to gain a better understanding of
these two particularly important aspects of community healthcare settings. The collaboration with community nurses brings more credibility to the topic for the students. The students’ take away will be broader than what they arrived with.
h.
Finally, the key concept for week eight is to discuss nursing responsibilities in disaster management. The students will participate in a simulation of an earthquake. The setting is a hospital, and the students are nurses in said hospital on duty and off duty at the time. Students will acquire hands on training within a safe environment, collaborating with volunteers from the community such as first responders and emergency management personnel. Professional Standards and Guidelines
In nursing education, it is important that there is a standard and guideline for the structure
of courses so that students across the country learn consistently and measurably. In the following
table we will see how each weekly concept of this course aligns with the competencies noted in “Quad Council Competencies for Public Health Nurses” (Cravetz et al., 2011).
Table 1
Key Concept Alignment with Professional Standards and Guidelines
Weekly Key Concept
Competency
Alignment Explained
Week 1: Discuss the origins Domain 6: Public Health This week’s key concept
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and future of the role of a community health nurse
Sciences Skills
aligns with Domain 6 in that students will learn what in general is encompassed in public health nursing and its origins. Additionally, their role in the community as a nurse.
Week 2: Community Assessment
Domain 1: Analytic and Assessment skills
This week’s key concept aligns with Domain 1 in that the students are analyzing data and creating a personalized assessment of their own community.
Week 3: Discuss the relevance of cultures and values in community health nursing
Domain 4: Cultural Competency Skills This week’s key concept aligns with Domain 4 in that students are learning about diverse cultures and values within their community and how nursing can assess the particular needs of these cultures. Week 4: Women’s Health
Domain 6: Public Health Science Skills
This week’s key concept aligns with Domain 6 in that students are applying not just
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nursing science basics, but public health needs are considered to provide holistic
care.
Week 5: Homeless Populations
Domain 5: Community Dimensions of Practice Skills
This week’s key concept aligns with Domain 5 in that students are learning about the need for community involvement and see the homeless as stakeholders who
should be involved in community resource decision making.
Week 6: Substance Abuse
Domain 3: Communication Skills
This week’s key concept aligns with several domains, but Domain 5 specifically teaches students to communicate what they have learned on this topic to their peers. They had to learn to disseminate information that makes it understandable to the population of concern.
Week 7: Home Health & Domain 2: Policy This week’s key concept
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Hospice
Development/Program Planning Skills
aligns with Domain 2 in that within both of these health agencies lie some especially important policies that have improved community health but also how there is still room to grow and improved policies.
Week 8: Nursing Responsibilities in Disaster Management
Domain 7: Financial Management and Planning Skills
This week’s key concept aligns with Domain 7 in that students are learning how the community comes together with many groups both inside
the community and outside in
planning for and preventing disasters. Additionally, how these entities like the federal, state, and local governments have authority during such times of disaster. Alignment of Weekly Key Concepts to Overview
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This course is an introduction to the role and context of community health nursing, the art
and science of community health nursing, factors that influence the health of the community, aggregates in the community, vulnerable populations, population health problems, community health settings and emergency and disaster preparedness. Students will be encouraged through active learning strategies to develop and demonstrate their understanding of community and public health nursing.
The first week key concept is to discuss the origins and future role of the community health nurse, aligning it with the overview of introducing students to the role and context of community health nursing. The second week key concept is to learn about assessment of a community aligning it with the overview of the art and science of community health nursing. The
third week key concept is to discuss the relevance of cultures and values in community health nursing aligning it with the overview of factors that influence the health of the community. The fourth week key concept is to discuss the discuss women’s health aligning it with the overview of aggregates in the community. The fifth week key concept is to discuss homeless populations aligning it with the overview of vulnerable populations. The sixth week key concept is to discuss
substance abuse and aligns with the overview of population health problems. The seventh week key concept is to discuss home health and hospice aligning it with the overview of community health settings. The eighth week key concept is to discuss nursing responsibilities in disaster management aligning it with the overview of community health settings and emergency and disaster preparedness.
Course Outline Relevance
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The course outline is relevant in that it allows at a quick glance knowledge of the competencies that will be learned throughout. Additionally, it will assist the instructor preparing the course to have a solid guideline from which to expand the course. It is important that the course be relevant to current events and also to the competencies approved from BSN students. Once the instructor has an outline that encompasses these things, then the course can be formed around the outline, activities can be planned, and finally, evaluation of learning. Learning Strategies
The three learning strategies chosen are lectures followed by group discussion, case studies and simulations (Bastable, 2023). Every learner comes to the classroom with different learning strategies or lack of them. The hope is that the BSN student has gained some knowledge
by now of how they learn best. The educator knows that in a classroom full of students there will
be many learning styles so must create curriculum that encompasses all learning strategies. In keeping with the VARK Learning Styles, the ANE can further assist the students in being successful with their individual learning styles such as auditory, visual, and kinesthetic (Bastable, 2023). The lecture allows an auditory learner to hear the content and including PowerPoints gives the visual learner a visual memory application. Students who are more hands-
on/kinesthetic will find that simulations and case studies promote their particular style of learning. Case studies allow students to apply their common sense and analytical skills while simulations allow for imagination and kinesthetic learning. Implementation of Learning Strategies
Implementing case studies is a great learning strategy for nursing students. It allows students to start practicing their critical thinking skills while applying the nursing knowledge
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they have gained so far. Implementing this strategy does require some forethought into the most important takeaways, whether to have students work in collaboration or on their own. This strategy allows for both. It also boosts the student’s confidence in what they are learning and their ability to apply this knowledge once they are on the job as a nurse. This learning strategy will be implemented at the start of the class and students will get into assigned groups and discuss the case study and decide on the best course of action for their “patient.” Assessment of Learning Needs and Styles
The predominant learning style is analytical
. Students must evaluate the case study and decide on the best course of action for their patient, what the diagnoses are and what the next steps should be. Clinical Reasoning and Self-Reflection Skills
In order to “solve” a case study, the students must first assess the patient as a whole using
all the information given. They then will use their own analytical and clinical knowledge to reason out what the next steps are such as labs, tests, diagnosis, treatment etc. Students will develop their clinical reasoning by practicing in a safe environment such as a classroom case study. They will be working with a group and increasing their collaboration skills, but they will also find themselves reflecting on their own skills when compared to their classmates in this group assignment. Self-reflection includes understanding where one does well and where one can improve. In working with other students in a case study, students are able to develop their ability to reflect on both. Learning Environments
In order to foster student-centered learning outcomes, an educator has to see their students as future peers. You and your students could potentially work in the same environment.
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In order to bring success to both you and your students’ future work environments you must help
them acquire or further develop their interprofessional collaboration skills and encourage teamwork. The way you as an instructor approach the learning experience, how you encourage learning and personal growth in your students will be the groundwork they need to begin their careers as nurses. While being in the classroom providing face-to-face instruction an educator needs to provide lots of opportunities for students to use their knowledge and skills to solve problems and work with each other effectively. Every lecture, project, simulation, poster, test, and more is to promote students’ confidence in what they know. The students will reflect a lot on
what they do not know on their own. Nursing school and the first few years of nursing are a great
teacher of what a student does not know. It can be overwhelming at best. The way an instructor engages with all his or her students and encourages this collaboration of learning will help ensure the success of each individual student. One such way is
for students to gain these skills is through simulations. In the simulations the students will be broken into groups, given a scenario and each group member plays a different role with the ANE
being the physician, pharmacist, or case manager. The students will learn to work with each other and with others within the professional environment. Online learning environments are a two-edge sword in learning. It is a wonderful place for a student to work on their own but in order to promote teamwork and collaboration, an instructor must be creative and keep the students engaged. Students will learn about using the online environment for research, guarding patient data safely, proper documentation, Microsoft products and more. Students will be able to work with other students on group projects by using computer programs that allow work sharing. They will check each other’s work to create a correct whole project. It is easy for students to forget things like patient privacy when working
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online, but sharing patient information must follow HIPAA correctly and students will have guidelines for this. Students will be required to put in equal amounts of work on online-based projects. Working together on a project online will still require respectful communication despite
challenges that may come up. Additionally, the students will need to gather information to complete the project from actual clinical staff who have volunteered their time. These volunteers
would be respiratory therapists, pharmacists, case managers, social workers, and radiology professionals. Names and email addresses of the clinical staff who have volunteered will be provided. Students will be required to communicate professionally as they interview the clinical staff as research for their collaborative online projects.
The clinical learning environment is the more obvious environment to promote interprofessional collaboration and teamwork. Once the first two areas of learning environments have been established, it creates the background and foundation for the instructors’ students to be
successful in the clinical environment. The instructor will assist the students as they collaborate with clinical staff to see how each nurse must work with many other professions within the clinical environment. Students will gain experience in using lab, respiratory therapy, occupational therapy, physical therapy, pharmacy. They will learn how to communicate with these entities along with fellow nurses and doctors. As part of their daily clinical tasks the instructor will require students at each clinical to have at least one communication with ancillary staff such as RT or PT instead of their precepting RN doing it. Fostering this sort of learning experience requires an instructor to be hands on in making sure that the students are rounded on, are acquiring the skills, nurses in the clinical environment are allowing students to get the experience as that can be a problem. When the instructor rounds on each individual student they can assist with the student lead collaboration with other staff and or check off with the precepting
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RN that the student has accomplished the required collaboration. Additionally, the instructor can
arrange for students to follow ancillary staff for 1-2 hours thus allowing the student to gain personal insight into what each staff member does in a clinical environment. The students will build relationships with all staff throughout their clinicals this way. An instructor also needs to let the students gain footing and practice acquiring skills on their own as well. Treasure hunts can be done to make sure students know where everything is at, check-off lists for tasks that students have done with their nurses, and candid discussions at post clinical conference to discuss how it all went will promote the learning for students. Nursing Students’ Experiences
Nursing students’ cultural, societal, and life experiences can influence their abilities to learn. The instructor must be cognizant of the individual students’ needs in the classroom, not just the class as a whole. I was a non-traditional student in a classroom full of students younger than my own children. It was difficult at times to navigate and some of my instructors were better than others at having a more multi-dimensional learning experience. As an instructor, one must see the experience as two-fold for the students. As you acknowledge the differences your students have and honor them, you also show your students how to do the same with their patients and the world around them. Being respectful of and honoring someone’s cultural, societal and life experiences does not mean that you have to have the same beliefs and experiences as them. Nursing teaches us that we can function in the role and respect our patients without having to dishonor or disrespect our own beliefs and experiences. We care for humans who are sick and respect them as such. With the increase in immigration in recent years, the instructor is likely to experience a wide variety of cultures within their classroom. It will be important to understand these cultures
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in order to be an effective educator. Culture, however, has become something that is impossible to understand all of its nuances. Culture is different depending on the age, gender, location, and such. A “patient centered approach” is estimated to be the best approach when considering all the
factors (Bastable, 2023). Let the patient and their family lead the care. Again, this is how an educator can lead the classroom, by providing the structure but allowing for the students to settle in and find their flow within. The instructor guides and maintains appropriate boundaries and assists their students in doing the same.
Learning Theories
The humanistic theory states that the role of the educator is to function as a facilitator (Bastable, 2023). The best instructors that this author has had were ones that took the time to get to know the students and genuinely were interested in their success as a whole, not just in the class. This required the instructor to listen to the student, which is part of humanistic theory. To apply this theory to nursing education courses an instructor has previously taught a course and facilitates a closing survey from the students. The instructor then takes the information gleaned from the surveys to fine tune the course for the next class. The idea is to create a sense of ownership, responsibility, and curiosity in the content for students. If you look back at classes you genuinely enjoyed and did well in, it is due to these attributes. Humanistic theory takes a comprehensive approach in that it looks at all the aspects of a student’s life, their experiences, their learning styles, and their cognitive abilities and encourages growth from those foundational points. Within the classroom this will provide confidence that will reverberate throughout the student’s education, career and into the lives of those they care for. Learning is a privilege to have, but even better to give!
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References
Bastable, S. B. (Ed.). (2023).
Nurse as educator: Principles of teaching and learning for nursing practice
(6th ed.) Jones & Bartlett Learning.
Cravetz, M., Krothe, J., Reyes, D., & Swider, S. (2011). Quad Council Competencies for Public Health Nurses.
Council of Public Health Nursing Organizations: https://www.cphno.org/wp-content/uploads/2020/08/2011_QCC-Quad-Council-
Competencies-for-Public-Health-Nurses.pdf