C920 Course Overview: Community Health Nursing & EPDM Module
Student Name
Western Governors University
C920 Contemporary Curriculum Design and Development in Nursing Education
Prof. Name
Date
Course Overview
This course is designed to provide learners with essential skills and knowledge for performing thorough community health assessments. It emphasizes the application of the nursing process—assessment, diagnosis, planning, implementation, and evaluation—tailored to diverse populations throughout their lifespan. Special focus is placed on population-centered nursing practices, with particular attention to vulnerable and underserved groups who often experience health disparities.
The curriculum incorporates the six competencies outlined by the Quality and Safety Education for Nurses (QSEN) framework: patient-centered care, evidence-based practice, teamwork and collaboration, safety, quality improvement, and informatics. These competencies serve as a foundation to guide students in delivering care that is safe, effective, and equitable within community settings (Hunt, 2012). Through this course, learners gain a comprehensive understanding of community health nursing principles and strategies aimed at improving health outcomes on individual, family, and community levels.
Foundations of Community Health Nursing
Course Objectives
What are the primary learning goals of this module?
Upon completion, students will be able to:
- Analyze the historical evolution of community health nursing and understand its impact on modern nursing practice.
- Examine the regulatory and policy frameworks influencing community health nursing at various government levels—local, state, and national.
- Evaluate the nurse’s role in health promotion and disease prevention, with an emphasis on initiatives such as Healthy People.
Student Learning Outcomes
What skills and knowledge should students demonstrate by the end of this module?
By module end, students will be capable of:
- Differentiating community health nursing from public health nursing by recognizing their shared and unique attributes.
- Providing practical examples of community health nursing roles and explaining the influence of public policy on population health efforts.
Content Overview
This module traces the development of community health nursing over the last two centuries, highlighting key milestones at national and state levels. Students explore the social, cultural, and economic barriers that hinder patient participation in health planning and how nurses advocate for patients by educating, coordinating resources, and promoting equity.
Learners also analyze state-specific regulations governing community health nursing, developing an understanding of how legal and ethical mandates shape nursing care delivery in community environments.
Learning Resources
Joyce et al. (2015) emphasize the critical role of preparing community and public health nurses to meet evolving population health needs. Nies and McEwen (2015) provide foundational theories and practical strategies, complemented by multimedia tools that clarify distinctions among community, population, and public health nursing.
Scenario-Based Learning Activity: Foundations of Community Health Nursing
Overview
Students independently engage with one of four case studies on Elsevier’s Evolve platform. Following case completion, learners participate in structured group discussions with peers who worked on the same scenario, fostering critical reflection on nursing roles and theoretical application to real-world community health challenges.
Scenario Reflection Questions and Answers
| Question | Answer |
|---|---|
| Why did you choose this case study? | Students select cases based on personal interest, relevance to career goals, or curiosity about specific community health challenges. |
| What did you learn about the community health nursing role in this case? | The case study reveals how community health nurses advocate, educate, and coordinate care in diverse settings, emphasizing cultural competence and resource linkage. |
| What aspects of the nurse’s role were surprising? | Unexpected elements often include the breadth of roles beyond clinical care, such as policy advocacy and social determinants of health intervention. |
| What insights did peer discussions provide? | Discussions broaden understanding by highlighting diverse nursing approaches and community contexts encountered by classmates. |
Students also engage with at least three peers’ reflections to expand their comprehension of community health nursing responsibilities through diverse perspectives.
The Community Assessment
Course Objectives
What competencies will students develop in this course component?
By course completion, students will be able to:
- Design and coordinate nursing interventions focused on populations, employing the community nursing process.
- Utilize research evidence to inform community nursing practice.
- Develop comprehensive, interdisciplinary care plans addressing the needs of varied populations.
Student Learning Outcomes
What are the expected skills and knowledge at the module’s conclusion?
Students will be able to:
- Identify barriers to healthcare access and assess available community resources for vulnerable groups.
- Formulate community and aggregate nursing diagnoses and implement evidence-supported interventions.
Content Overview
Learners perform community assessments through windshield surveys and role-playing exercises, which facilitate systematic data gathering about environmental, social, and health factors. Students assess the availability of local services and identify gaps impacting populations with chronic illnesses or limited financial resources.
The module stresses the importance of multidisciplinary collaboration and culturally sensitive planning to ensure interventions are both inclusive and sustainable.
Windshield Survey Focus Areas
| Assessment Domain | Key Observations |
|---|---|
| Housing | Quality, affordability, and safety conditions |
| Transportation | Accessibility and availability of public transit |
| Health Services | Presence of clinics, hospitals, and health centers |
| Community Safety | Availability of emergency and protective services |
| Population Characteristics | Demographic trends and cultural diversity |
| Health Promotion Resources | Availability of preventive and wellness programs |
Students synthesize findings into PowerPoint presentations, analyzing how community conditions influence health behaviors, especially among those managing chronic diseases.
Emergency Preparedness, Disaster Management, and Community Violence
Course Objectives
What knowledge and skills will students gain?
Upon course completion, students will be able to:
- Evaluate key components of Emergency Preparedness and Disaster Management (EPDM) models.
- Distinguish nursing roles throughout the various disaster phases.
- Anticipate and address the specific needs of vulnerable populations during emergencies to reduce adverse effects.
Student Learning Outcomes
What abilities should students demonstrate after this module?
Students will:
- Explain nursing roles in disaster preparedness, response, recovery, and evaluation.
- Propose interventions that enhance safety and promote recovery in affected communities.
Content Overview
The module covers disaster management phases: prevention, mitigation, preparedness, response, recovery, and evaluation. It highlights the collaborative efforts among healthcare providers, public health officials, and emergency responders. Through simulated disaster drills, students develop skills to make critical decisions in high-stress situations and assess community impacts.
Disaster Management Nursing Roles
| Disaster Phase | Nursing Responsibilities |
|---|---|
| Preparedness | Developing plans, conducting education, and leading drills |
| Response | Providing triage, emergency care, and coordinating services |
| Recovery | Facilitating rehabilitation and addressing mental health needs |
| Evaluation | Analyzing outcomes and improving disaster response systems |
Scenario-Based Learning Activity: Virtual Reality Simulation
Overview
Students participate in a Virtual Reality Simulation that replicates a large-scale disaster scenario, encouraging interprofessional collaboration and strategic intervention planning. Automated feedback and online debriefings support reflective learning and enhance clinical decision-making skills.
Scenario Description
The student assumes the role of a community health nurse in a rural, low-income county with diverse populations, including migrant workers with limited English proficiency and residents with chronic illnesses. After a chlorine-related train derailment necessitates mass evacuation, the nurse manages triage for 150 evacuees while addressing language barriers, chronic disease management, and disaster-related respiratory conditions.
References
Alfred, D., Chilton, J., Conner, D., Deal, B., Fountain, R., Hensarling, J., & Klotz, L. (2015). Preparing for disasters: Education and management strategies explored. Nursing Education in Practice, 15(1), 82–89. https://doi.org/10.1016/j.nepr.2014.08.001
Centers for Disease Control and Prevention. (n.d.). The public health approach to violence prevention.
Hunt, D. (2012). QSEN competencies: A bridge to practice. Nursing Made Incredibly Easy!, 10(5), 1–3.
Joyce, B. L., Harmon, M. J., Pilling, L. B., Johnson, R. H., Hicks, V. L., & Brown-Schott, N. (2015). The preparation of community/public health nurses: Amplifying the impact. Public Health Nursing, 32(6), 595–597. https://doi.org/10.1111/phn.12236
Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations (6th ed.). Elsevier.
C920 Course Overview: Community Health Nursing & EPDM Module
C920 Course Overview: Community Health Nursing & EPDM ModuleSimon, T., & Hurvitz, K. (2014). Healthy People 2020 objectives for violence prevention and the role of nursing. Online Journal of Issues in Nursing, 19(1).