Student Name Western Governors University C920 Contemporary Curriculum Design and Development in Nursing Education Prof. Name Date C920 – Contemporary Curriculum Design and Development in Nursing Education Curriculum Committee Curriculum development within nursing education requires deliberate organization, shared governance, and scholarly grounding. The Sycamore University College of Nursing case illustrates how academic institutions must periodically reassess curricular relevance to ensure alignment with contemporary healthcare demands. The guiding questions associated with this case function as an analytical framework to support decision-making related to curriculum structure, committee organization, faculty engagement, and instructional design. Sycamore University College of Nursing Scenario The undergraduate nursing curriculum at Sycamore University College of Nursing was developed over a three-year period and has remained largely unchanged for nearly ten years. Since its original implementation, faculty composition has shifted significantly, with only approximately one-third of current faculty having participated in the original curriculum design. Over time, increasing concerns have emerged among faculty members, administrators, and alumni regarding the curriculum’s continued reliance on a traditional medical model. Critics argue that the existing framework insufficiently integrates community-based nursing, population health, and social determinants of health—areas now recognized as foundational to contemporary nursing practice. While consensus is not absolute, there is widespread agreement that incremental revisions would be inadequate and that a comprehensive curriculum redesign is both timely and necessary. In response, Dr. Isabel Perkins, the academic leader of the College of Nursing, appointed Dr. Lakeisha Williams as chair of the Curriculum Committee and charged her with leading the redesign initiative. Dr. Williams was selected based on her demonstrated expertise in curriculum development, strong interpersonal and organizational skills, and thorough understanding of institutional culture. Upon convening, the Curriculum Committee agreed to function as a Steering Committee tasked with coordinating the overall process, ensuring stakeholder engagement, monitoring timelines, and maintaining transparent communication. Early deliberations focused on whether curriculum development should be centralized within a single design team or distributed across multiple committees with specialized responsibilities. The committee also began identifying essential stakeholders and establishing a general project timeline. Dr. Williams committed to synthesizing these preliminary discussions into a structured proposal with defined milestones to be presented at an upcoming faculty meeting. These organizational decisions were viewed as critical to enabling timely and efficient initiation of curriculum development activities. Reflection Questions and Responses The advantages and disadvantages of the curriculum structures under consideration reveal important trade-offs. A single design team approach offers consistency, coherence, and unified philosophical direction across curriculum components. However, this structure risks overburdening a small group and may limit broad faculty participation and ownership. Conversely, a multiple-committee structure promotes shared governance, distributes workload, and incorporates diverse expertise, but it increases the risk of fragmentation and misalignment if coordination is inadequate. A hybrid model—combining centralized oversight with specialized working groups—emerges as the most balanced and effective strategy. Several committees could effectively facilitate curriculum development, each with clearly defined roles. These committees and their responsibilities are outlined below. Committee Name Primary Responsibilities Curriculum Design Committee Establishes curricular philosophy, program outcomes, and conceptual framework Course Content Committee Develops course objectives, content outlines, and sequencing Assessment and Evaluation Committee Designs student assessment strategies and program evaluation measures Faculty Development Committee Prepares faculty through training, mentoring, and scholarly support Committee membership should extend beyond full-time faculty to include clinical partners, alumni, students, and community representatives to ensure curricular relevance and stakeholder investment. Dr. Williams can promote scholarship as a central component of curriculum work by framing curriculum development as a form of scholarly inquiry. Encouraging evidence-based decision-making, supporting collaborative research on teaching and learning outcomes, and recognizing curriculum-related scholarship in promotion and tenure processes can foster faculty engagement. Embedding systematic evaluation and dissemination of outcomes further reinforces curriculum development as a legitimate academic endeavor. Faculty development activities are essential to sustaining effective curriculum redesign. Targeted workshops on curriculum theory, instructional design, assessment strategies, educational technology, and integration of community health principles can enhance faculty readiness. Longitudinal mentoring, peer review, and interdisciplinary collaboration further support sustained engagement and competence throughout the redesign process. Instructional Design Models and Frameworks Model Selection and Application Instructional design models provide structured approaches to curriculum development while accommodating the complexity of nursing education. The ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—is widely used due to its clarity and systematic progression. Its emphasis on evaluation supports continuous quality improvement. Alternatively, learner-centered models such as Morrison, Ross, and Kemp allow for flexibility and iterative revision, making them well suited for dynamic educational environments where learner needs and contextual factors evolve. Benefits of Needs Analysis in Nursing Education A comprehensive needs analysis is foundational to effective curriculum development. It enables identification of gaps between current educational outcomes and practice expectations, ensuring alignment with clinical competencies and workforce demands. In nursing education, needs analysis also accounts for student diversity, community health priorities, and institutional resources. This process supports targeted learning outcomes, efficient resource allocation, and human performance improvement tailored to professional nursing roles. Phases of ADDIE: Strengths and Weaknesses The ADDIE model offers several strengths, including structured sequencing, clarity of roles, and an explicit evaluation component that informs ongoing revision. However, its linear nature can limit responsiveness if rigidly applied. In rapidly changing healthcare and educational environments, faculty may need to adapt phases concurrently to address emerging needs more effectively. Building a Learning Activity Using the Morrison, Ross, and Kemp Model An instructional problem was identified within the course “The Role of the BSN Nurse in Promoting Community Health,” specifically the need to enhance student competence in community engagement and health promotion. Learners represent diverse cultural, educational, and clinical backgrounds, necessitating flexible instructional strategies. Instructional objectives include analyzing community health needs, developing culturally responsive interventions, and demonstrating effective communication with community stakeholders. Content analysis encompasses epidemiology, social determinants of health, collaborative practice, and evidence-based intervention strategies. The Morrison, Ross, and Kemp model supports alignment of objectives, learner characteristics, content, instructional strategies, and evaluation in a non-linear, adaptable manner. Approaching Course Design and Construction Alignment of course concepts, context, and content is achieved through curriculum mapping

Student Name Western Governors University C920 Contemporary Curriculum Design and Development in Nursing Education Prof. Name Date C920 Developing Course Elements ADDIE Instructional Design Model The ADDIE instructional design model is a well-established framework that guides the structured development of educational courses. The acronym ADDIE stands for five essential phases: Analysis, Design, Development, Implementation, and Evaluation (Western Governors University, 2023). These phases collectively ensure a comprehensive approach to course creation. For example, in designing the initial module on communicable diseases, the process started with the analysis phase. This involved an in-depth review of the subject to clearly define the module’s objectives and to plan the visual layout of content. The analysis stage established foundational goals and structural expectations. Next, the design phase laid out the course’s structure, specifying instructional strategies and selecting appropriate materials. During development, the detailed content was created, aligning learning objectives with activities that encourage student engagement and active participation. The implementation phase marked the rollout of the finalized course to students, ensuring accessibility and usability. Finally, the evaluation phase is planned to measure the module’s effectiveness after completion, identifying successes and areas for improvement to refine subsequent versions. Challenges Unique to the Online Learning Environment Online learning offers flexibility but also introduces unique challenges that affect both students and educators. One major obstacle is internet connectivity. Interruptions can disrupt live sessions or exams, sometimes causing automatic test termination if a connection is lost. This technical issue can unfairly impact student performance. Similarly, unstable internet access might lead to missed deadlines, such as participation in discussion boards. Another common barrier is technological literacy. This is especially relevant for older nursing students who may find it difficult to navigate digital platforms, access assessments, or locate course components. These factors can prevent students from achieving course objectives and desired learning outcomes. To address these challenges, instructors can employ several strategies as summarized below: Challenge Potential Solutions Internet Connectivity Offer multiple live sessions for key activities, allowing students to attend at least one session. Technological Literacy Provide clear, step-by-step instructions on platform use, along with support during initial weeks. Establishing open, empathetic communication about these challenges fosters trust and encourages students to seek help when needed, ultimately promoting successful learning outcomes. Established Learning Theory The second module’s primary learning outcome is grounded in Cognitive Learning Theory, which emphasizes the mental processes involved in acquiring and understanding knowledge. This theory prioritizes active learner engagement with content rather than passive memorization (Billings & Halstead, 2020). Within the module, students are tasked with explaining health promotion concepts and the role of community health nurses in supporting these initiatives. One effective teaching strategy aligned with this theory is encouraging students to articulate what they have learned in their own words. Such reflective practice reinforces deeper comprehension and better long-term retention. Adapting Learning Theory to the Online Environment To translate Cognitive Learning Theory into an online format, students participate in an interactive case study accompanied by reflective questions related to the learning outcomes. This practical exercise connects theoretical knowledge to real-world scenarios, helping students develop situational analysis skills critical for clinical practice (Billings & Halstead, 2020). By integrating reflective activities within a virtual platform, students engage in critical thinking and meaningful learning experiences, fostering cognitive growth in an online classroom setting. Learning Resources Four distinct learning resources were selected to support the modules, each serving a specific educational purpose. These resources vary in format and pedagogical value, enhancing student engagement and facilitating knowledge acquisition. Resource Type Description & Relevance Educational Value Textbook Chapter Provides comprehensive theoretical background underpinning course content. Builds foundational understanding of the subject matter. Scholarly Article Offers current research insights into communicable diseases and nursing. Develops critical appraisal skills and awareness of recent advances. Video (Carmichael, 2021) Features a practicing public health nurse discussing health promotion. Delivers practical, real-world perspectives that stimulate intellectual curiosity. Chart (American Academy of Pediatrics, 2020) Colorful immunization schedule illustrating vaccine timing and benefits. Acts as a visual aid that simplifies understanding of preventive health measures like immunizations. The video and chart stand out for their ability to link theory with practice visually and contextually, which aids students in grasping complex topics such as vaccination schedules and health promotion techniques. Skill Development through Learning Activities A prominent learning activity is a discussion board that prompts students with reflective questions based on clinical scenarios. Students are required to respond and engage with peers’ posts, facilitating collaborative learning. This activity encourages integration of both factual knowledge (content-specific understanding) and metacognitive knowledge (awareness of one’s thinking processes) (Billings & Halstead, 2020). Discussion boards foster analysis, synthesis, and expression of ideas, which are key components of higher-order thinking. Research shows that discussion boards are effective for student engagement by promoting debate, viewpoint sharing, and improving written communication skills (Scott & Turrise, 2021). These outcomes align with course goals of applying knowledge practically and enhancing critical thinking abilities. Designed inclusively, this activity supports diverse perspectives and learning styles. Online accessibility allows broad participation, while reflective questions encourage deep thinking and reinforce course objectives. Feedback Feedback plays an essential role in continuous course improvement. To obtain honest and useful input, an anonymous electronic survey will be conducted at the end of the course. This approach encourages candid student evaluations without fear of repercussions. In addition, oral feedback will be gathered at the beginning and midway points of the course to understand student expectations and ongoing experiences. Continuous Improvement Plan Effective nurse educators commit to an iterative process of course refinement. This starts by incorporating prior feedback and student expectations during course planning to better align with learning goals. Throughout the course duration, continuous feedback will inform adjustments to content clarity, assignment design, and student comprehension support. After course completion, survey data will be analyzed to guide further revisions, ensuring the course remains relevant and effective for future students. This cyclical improvement process guarantees that the course evolves responsively to meet both educational standards and learner needs. References American Academy of Pediatrics. (2020). Pediatric vaccines:

Student Name Western Governors University C920 Contemporary Curriculum Design and Development in Nursing Education Prof. Name Date LABORATORY REPORT Predictions In cases of acidosis, it is expected that the arterial blood pH will be below the normal physiological range, indicating increased acidity. Conversely, alkalosis is characterized by arterial blood pH values exceeding the normal limits, reflecting a more alkaline state. For respiratory acidosis, an increase in the partial pressure of carbon dioxide (pCO2) in arterial blood is anticipated due to impaired gas exchange or hypoventilation. In metabolic acidosis, a decrease in bicarbonate ion (HCO3⁻) concentration in the blood is predicted as a consequence of excess acid accumulation or bicarbonate loss. In respiratory alkalosis, pCO2 is expected to decrease, caused by excessive elimination of CO2 through hyperventilation. In metabolic alkalosis, arterial bicarbonate levels should be elevated due to loss of acid or increased bicarbonate retention. Materials and Methods Variables Calculation of Bicarbonate Concentration Bicarbonate levels in arterial blood are derived indirectly from measured pH and pCO2 values, reflecting the underlying chemical equilibrium: [\text{CO}_2 + \text{H}_2\text{O} \leftrightarrow \text{H}_2\text{CO}_3 \leftrightarrow \text{H}^+ + \text{HCO}_3^-] This dynamic balance means that any increase in CO2 concentration drives the formation of carbonic acid (H2CO3), which dissociates into hydrogen ions (H⁺) and bicarbonate ions (HCO3⁻). Changes in one component cause compensatory shifts in the others to maintain blood pH homeostasis. Results Table 1: Acid-Base Imbalance Parameters and Patient Data Parameter Normal Range Patient 1 (Respiratory Acidosis) Patient 2 (Metabolic Alkalosis) Patient 3 (Respiratory Alkalosis) Patient 4 (Metabolic Acidosis) Respiratory Rate (breaths/min) 12-18 24 (Elevated) 8 (Reduced) 39 (Elevated) 28 (Elevated) pH 7.35 – 7.45 7.25 (Low) 7.50 (High) 7.55 (High) 7.29 (Low) pCO2 (mmHg) 35 – 45 72 (High) 49 (Slightly High) 27 (Low) 30 (Low) HCO3⁻ (mEq/L) 22 – 26 31 (High) 38 (High) 23 (Normal) 14 (Low) Acid-Base Disorder – Respiratory Acidosis Metabolic Alkalosis Respiratory Alkalosis Metabolic Acidosis Compensation Type – Metabolic (Renal) Respiratory None Respiratory Interpretation of Results Respiratory Rate Trends Blood pH Analysis pCO2 Concentrations Bicarbonate Levels Discussion Is There Evidence of Compensation in Respiratory Acidosis? Yes. In respiratory acidosis (Patient 1), kidneys compensate by reabsorbing bicarbonate and excreting hydrogen ions, which helps buffer excess acidity and raise blood pH (Hamilton, Gurley, & Abraham, 2017). This metabolic compensation is slower but effective in restoring acid-base balance. Are Compensatory Mechanisms Present in Respiratory Alkalosis? No significant metabolic compensation is observed in Patient 3. The bicarbonate remains within normal limits despite a low pCO2 and elevated pH, suggesting that renal compensation is either minimal or has not yet occurred. How Does Compensation Manifest in Metabolic Acidosis? Patient 4 demonstrates respiratory compensation by increasing ventilation, which lowers pCO2 and thereby reduces acidity. This hyperventilation is an immediate mechanism to counteract metabolic acidosis (Hamilton et al., 2017). What Type of Compensation Occurs in Metabolic Alkalosis? Patient 2 shows respiratory compensation through reduced breathing rate (hypoventilation), which increases arterial pCO2, offsetting the elevated pH. However, this can risk hypoxemia, potentially triggering reflexes to limit further hypoventilation. Were the Initial Predictions Confirmed by the Results? Yes. The data align with predictions regarding pH changes and associated pCO2 and bicarbonate levels in each disorder. For example, increased bicarbonate during respiratory acidosis and decreased bicarbonate during metabolic acidosis were both observed as expected. Practical Applications Why Do COPD Patients Often Develop Respiratory Acidosis and Elevated Respiratory Rates? Chronic obstructive pulmonary disease (COPD) impairs effective ventilation, leading to CO2 retention and respiratory acidosis. Patients respond by increasing their respiratory rate in an attempt to clear CO2 and improve oxygenation (Pahal, Gupta, & Jain, 2020). What Triggers the Reflex to Breathe After Holding One’s Breath? Rising arterial CO2 and falling oxygen levels stimulate central and peripheral chemoreceptors. These receptors activate the respiratory centers in the brainstem, triggering involuntary contraction of the diaphragm and intercostal muscles via the phrenic and vagus nerves to restore breathing (Parkes, 2005). How Does Anxiety Cause Respiratory Alkalosis? Anxiety often causes hyperventilation, which reduces CO2 levels in the blood. This lowers carbonic acid concentration, increasing blood pH and resulting in respiratory alkalosis due to an altered bicarbonate to CO2 ratio. What Mechanism Underlies Metabolic Acidosis in Uncontrolled Diabetes? In the absence of insulin, glucose uptake is impaired, leading to fat metabolism and production of acidic ketone bodies. Accumulation of these ketones causes metabolic acidosis, a dangerous state known as diabetic ketoacidosis (Chiasson et al., 2003). References Chiasson, J. L., Aris-Jilwan, N., Bélanger, R., et al. (2003). Diagnosis and treatment of diabetic ketoacidosis and the hyperglycemic hyperosmolar state. CMAJ, 168(7), 859–866. Hamilton, R., Gurley, K., & Abraham, S. (2017). Acid-base balance and compensation mechanisms. Journal of Clinical Physiology, 12(4), 215-228. C920 Laboratory Report Pahal, A., Gupta, K., & Jain, N. (2020). Pathophysiology of COPD: Impact on acid-base balance. Respiratory Medicine, 165, 105937. Parkes, M. (2005). Respiratory physiology: The essentials. Elsevier Health Sciences.

Student Name Western Governors University C920 Contemporary Curriculum Design and Development in Nursing Education Prof. Name Date Course Overview The course titled “The Role of the BSN Nurse in Promoting Community Health” provides an introductory exploration into Community Health Nursing. This class meets once a week for two hours, focusing on delivering foundational knowledge related to community health concepts. Among the central themes covered are the Social Determinants of Health, strategies for health promotion, and the different levels of health prevention, which range from primary to tertiary interventions. Students are also introduced to crucial communication and collaboration techniques that are essential to ensuring patient safety within healthcare environments. A special emphasis is placed on understanding the unique healthcare needs of vulnerable populations, recognizing how social, economic, and environmental factors influence their health outcomes. To foster active student engagement, the course incorporates interactive teaching strategies such as concept mapping, role-playing, and group discussions. These methodologies align with the standards set by the American Association of Colleges of Nursing (AACN) Essentials, ensuring that the content remains both relevant and rigorous for nursing education. Module Title Communication and Collaboration in Public Health Course Objectives Upon completion of this course, students will be equipped to: Objective Number Objective Description 1 Explain the significance of professional communication within healthcare settings. 2 Summarize how professional communication supports effective collaboration among healthcare professionals. 3 Discuss the role of communication in enhancing patient safety and reducing medical errors. Student Learning Outcomes By the end of this module, students will demonstrate the following abilities: Outcome Number Outcome Description 1 Identify and distinguish characteristics of professional versus unprofessional communication. 2 Explain how collaboration contributes to delivering patient-centered care effectively. Content Overview: Communication and Collaboration in Public Health This module addresses several essential topics related to communication and teamwork in the healthcare context, including: Scenario-Based Learning Activity Scenario:Imagine you are a newly employed nurse at a local health department. You are tasked with educating a 40-year-old patient recently diagnosed with a sexually transmitted infection (STI). Despite your clear efforts to provide preventive education and support, the patient shows resistance and dissatisfaction. Group Role Play:Students will be divided into small groups to create role-play scenarios. These will demonstrate examples of both professional and unprofessional communication between a Bachelor’s-prepared community health RN and patients or coworkers. Each student will alternate roles between nurse and patient. After each role-play, a debriefing session will help identify communication strengths and areas for improvement, with a focus on reducing unprofessional behaviors and enhancing empathetic engagement. Frequently Asked Questions Why is professional communication important in healthcare?Professional communication is critical because it facilitates clear, respectful, and effective exchanges of information among healthcare providers. This clarity is essential for accurate diagnosis, appropriate treatment planning, and ultimately, ensuring patient safety. How does professional communication promote collaboration?By fostering trust and minimizing misunderstandings, professional communication ensures that all healthcare team members share a common understanding of patient care objectives and interventions, which is vital for effective teamwork. In what ways does communication promote patient safety?Effective communication minimizes the risk of healthcare errors by guaranteeing that crucial information is relayed accurately and promptly, thereby preventing mistakes that could potentially harm patients. How can one recognize professional versus unprofessional communication? Communication Type Characteristics Professional Communication Uses a respectful tone, promotes clarity, involves active listening, and provides appropriate feedback. Unprofessional Communication Includes interruptions, dismissive or disrespectful language, unclear messages, and lack of empathy. References American Association of Colleges of Nurses (AACN). (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice (pp. 1–62). Retrieved March 18, 2022, from http://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf C920 Module 2 O’Daniel, M., & Rosenstein, A. H. (2008). Professional communication and team collaboration. In R. G. Hughes (Ed.), Patient Safety and Quality: An Evidence-Based Handbook for Nurses (Chapter 33, pp. 271–281). Agency for Healthcare Research and Quality (US). https://www.ncbi.nlm.nih.gov/books/NBK2637/

Student Name Western Governors University C920 Contemporary Curriculum Design and Development in Nursing Education Prof. Name Date C920 Community Assessment and Planning Course Overview What is the focus of the Community Assessment and Planning course?This course is designed to immerse nursing students in community and public health nursing through active and engaging learning methods. It emphasizes understanding the diverse roles of community health nurses, recognizing vulnerabilities in specific populations, and examining the epidemiology of communicable diseases. These elements form the foundation for nurses to operate effectively within community settings. How does this course ensure competency development?Students participate in various interactive learning activities, often collaborating with peers to deepen their understanding. By the end of the course module, students are expected to produce a concept map for a chosen community and develop a health assessment and planning strategy within two weeks. The course is structured to meet the American Association of Colleges of Nursing (AACN) Essentials VI standards for Bachelor of Science in Nursing (BSN) programs, highlighting the importance of patient-centered care across populations (Mailloux, 2008). Course Objectives Objective Number Description 1 How do students prioritize healthcare needs in a community?   By conducting a thorough and comprehensive community assessment. 2 What kind of interventions do students develop?   Health and wellness interventions tailored to the specific needs of the community population. 3 How are major health issues in the community identified?   Through analyzing data collected from community assessments. Student Learning Outcomes Outcome Number Description 1 How is the community of interest defined for assessment?   Students learn to clearly identify and define the community that will be the focus of their assessment. 2 What components are essential in a community assessment?   Students identify key assessment components and understand the data collection procedures. Content Overview How is the nursing process applied at the community level?The course begins by guiding students to apply the nursing process to community settings, which involves defining the target population and the community clearly. This initial step is crucial for gathering appropriate data necessary for the community health assessment. What is the purpose of creating a concept map?Students create a concept map placing the selected community at its center. They then identify and connect various factors influencing the community’s health outcomes. This visual representation facilitates an understanding of the complex relationships between health determinants and helps in planning targeted interventions. Learning Resources What textbook supports this course content?The course heavily relies on Community/Public Health Nursing: Promoting the Health of Populations by Nies and McEwen (2018). Specifically, Chapter 7 delves into planning community assessments and implementing interventions aimed at addressing healthcare needs in populations. This textbook provides a comprehensive foundation necessary for understanding community health nursing practices. Scenario-Based Learning Activity How are students engaged in practical learning activities?Students are divided into five groups, each containing eight members. Each group focuses on a specific population group, such as elderly adults aged 65 and older. They develop a concept map by placing the community at the center of a poster board and researching the surrounding health issues. What are the benefits of this activity?This hands-on approach helps students visualize the multifaceted health challenges faced by different demographic groups. It encourages critical thinking and reflection on how best to address the targeted healthcare needs within the community. References Mailloux, L. (2008). The Essentials of the BSN Education for Professional Nursing Practice (No. VI). American Association of Colleges of Nursing. Nies, M. A., & McEwen, M. (2018). Community, health planning, implementation, and evaluating. In Community/Public Health Nursing: Promoting the Health of Populations (7th ed., pp. 107-122). Elsevier.

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: Student Learning Outcomes What skills and knowledge should students demonstrate by the end of this module? By module end, students will be capable of: 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: Student Learning Outcomes What are the expected skills and knowledge at the module’s conclusion? Students will be able to: 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: Student Learning Outcomes What abilities should students demonstrate after this module? Students will: 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

Student Name Western Governors University C920 Contemporary Curriculum Design and Development in Nursing Education Prof. Name Date C920 Course Module Template A1. Course Description What is the focus of this course? This course offers an introduction to essential and practical concepts in community and population health nursing. It places significant emphasis on understanding social determinants of health, principles of epidemiology, health equity, and the delivery of culturally sensitive care. Through hands-on learning approaches—including community assessments, case studies, and evidence-based practice exercises—students acquire the skills needed to advocate effectively for underserved groups. Additionally, the course prepares students to work collaboratively within multidisciplinary teams and to design interventions targeting population health improvements at the community level. Module 1 A1a. What is the focus of Module 1? Module 1 centers on the expanding role and responsibilities of Bachelor of Science in Nursing (BSN)-prepared nurses working in community health environments. The module highlights the concept of Social Determinants of Health (SDOH) and their significant effects on health outcomes at both individual and population levels. Students explore the definitions, scope of practice, and practical applications of community health nursing. Interactive and reflective learning activities help students bridge theoretical knowledge with real-world practice. A2. What is the title of Module 1? Introduction to Community Health Nursing and Social Determinants of Health A3. What are the course objectives for Module 1? A4. What student learning outcomes are expected from Module 1? By the end of this module, students will be able to: A5. What topics are covered in Module 1? A6. What learning resources support Module 1? Ahmed, Z. (2025). Transitioning to competency-based education in nursing: A scoping review of curriculum review and revision strategies. BMC Medical Education. Module 1 Overview Table Task Area Description Focus Community health nursing roles and social determinants of health (SDOH) Instructional Approach Active learning, case discussions, applied examples Key Competencies Population health advocacy, health equity awareness Module 2 A1a. What does Module 2 focus on? Module 2 delves into evidence-based strategies for health promotion, disease prevention, and conducting community assessments. Students engage with epidemiological principles to identify health trends and manage disease outbreaks effectively. The module underscores the importance of culturally responsive interventions and leveraging data analytics to guide decision-making in community health. A2. What is the title of Module 2? Health Promotion and Community Assessment A3. What are the objectives of Module 2? A4. What outcomes should students achieve by the end of Module 2? Students will be capable of: A5. What topics does Module 2 cover? A6. Which learning materials are used in Module 2? A7. What learning activities are involved in Module 2? A7a. What are the scenario-based learning details? Students simulate nurse-led health education sessions to practice communication and teaching skills. They also analyze case studies on outbreak investigations to apply epidemiological reasoning and formulate intervention plans. Module 2 Overview Table Task Area Description Focus Health promotion, epidemiology, community assessment Applied Learning Public service announcements, windshield surveys, outbreak case analysis Key Skills Developed Cultural competence, data interpretation, preventive care planning References Ahmed, Z. (2025). Transitioning to competency-based education in nursing: A scoping review of curriculum review and revision strategies. BMC Medical Education. Bowen, S. A., Alamian, A., & Onufrak, S. (2025). Public health research and program strategies for diabetes prevention and management. Preventing Chronic Disease, 22, E11. https://doi.org/10.5888/pcd22.240501 Heath, L., Stevens, R., Nicholson, B., Wherton, J., Gao, M., Callan, C., Haasova, S., & Aveyard, P. (2024). Strategies to improve the implementation of preventive care in primary care: A systematic review and meta-analysis. BMC Medicine, 22, Article 412. https://doi.org/10.1186/s12916-024-03588-5 C920 Course Module: Community Health Promotion and Nurse Advocacy Lauwers, E. D. L., Vandecasteele, R., McMahon, M., De Maesschalck, S., & Willems, S. (2024). The patient perspective on diversity-sensitive care: A systematic review. International Journal for Equity in Health, 23(1), 117. https://doi.org/10.1186/s12939-024-02189-1 Mora, R., & Maze, M. (2024). The role of cultural competency training to address health disparities in surgical settings. British Medical Bulletin, 150(1), 42–59. https://doi.org/10.1093/bmb/ldae005