Western Governors University: NURSING MSC919 community health paper-take 3,100% CORRECT
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Course
: NURSING MSC919
Institution
: NURSING MSC919
Western Governors University: NURSING MSC919 community health paper-take 3
Paula Glasser
College of Health Professions, Western Governors University
C919: Facilitation of Context-Based Student-Centered Learning
Facilitation of Context-Based Student-Centered Learni...
western governors university nursing msc919 community health paper take 3
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Western Governors University: NURSING MSC919 community health
paper-take 3
Paula Glasser
College of Health Professions, Western Governors
University
C919: Facilitation of Context-Based Student-Centered
Learning
, 2
Facilitation of Context-Based Student-Centered
Learning
The purpose of this task is to examine various learning strategies, design a
Community Health course outline, and effectively communicate how the learning
strategies will meet the educational needs of a diverse student population.
Aspects of the Course
The learner will benefit from taking this course because it clearly outlines
and covers the basics of Community Health nursing. Throughout the course the
students will gain a superior sense of understanding of how public health nurses
assist the community in a magnitude of ways including during community
disasters, community violence, and care of patients through end-of- life, all while
engaging in a variety of learning activities. This will make them better prepared
for clinical practice, taking the NCLEX licensing exam, and preparing them for
their career (WHO Regional Office of South-East Asia, 2012).
Some specific concepts that are emphasized in the course are improving
assessment skills, providing compassionate care, identifying health issues and
disparities within the community, and discovering resources for patients and
families. We will utilize a variety of educational settings including traditional
lecture and simulation. In a journal article by Walters, Potetz, & Fedesco, they
stated that students performed better on quizzes and perceived the learning
environment to be more student centered when they included simulations
(Walters, Potetz, & Fedesco, 2017).
, 3
This course is relevant to professional nursing practice by providing a
learning environment that simulates real-life scenarios. With the use of
simulations and research for an educational pamphlet for example, I will be able
to assess their learning using active learning
, 4
strategies. Their work can be used to assist the real community outside of the
classroom setting (Shin, Sok, Hyun, & Kim, 2015).
Cultivation of Course
The weekly course module topics provide a foundation and framework for
the students taking the Community Health course. The progression of class
concepts starts out with simply learning about community health and what the
nurse’s roles and responsibilities will be. From there, students will learn about
assessing a community and implementing a community assessment. It will be
important to look at community demographics to assess its needs. After we learn
about the community assessment, we will look at some of the health disparities
that exist for people and communities. This will assist students in learning how to
best help their community and foster and promote health. Next, we will research
mental health and treatments as this illness is one that affects people across all age
groups, cultures, communities, and socio- economic groups. Surely these learners
will encounter a multitude of patients in their practice that will need mental health
care. It is also important to examine the setting of your community in relation to
safety and violence as these can be reasons why some people do not access
healthcare appropriately or at all. Following that topic, we will examine
environmental health concerns. From natural disasters, chemical issues, to illness
such as COVID, the community health nurse will encounter a multitude of issues
that will affect the community. During the last two weeks of the course we will
look at caring for the aging population, end-of-life care, and hospice. The learner
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