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NSG C919C919 Course Outline Template Task Essay
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NSG C919C919 Course Outline Template Task EssayThe Role of the BSN Nurse in Promoting Community
Health
Course Overview (brief and no longer than 75 words): This course provides both theoretical and practicum with the
focus on the synthesis and analysis of population-based health and wellness concepts to aid learners in the
development of the knowledge, skills, and attitudes required for the promotion, maintenance, and restoration
of health to the community. Community assessments, planning, and utilization of community health nursing
interventions are emphasized to promote positive outcomes of vulnerable populations.
Weekly Course Weekly Key Evidence- Citation of Scholarly Sources Using APA Format (at least 1
Module Topics (8 Concepts (1 Based Active citation per strategy per week)
total weeks) concept per Learning
week) Strategies (1–
2 strategies
per week)
1. Introduction to Differentiate Collaborative
Community/Pu the evolving learning Stoerger, S., & Kreiger, D. (2016). Transforming a large-lecture course
blic Health roles and
responsibilities into an active, engaging, and collaborative learning
Nursing
of the environment. Education for Information, 32(1), 11–26.
community
health nurse https://doi.org/10.3233/efi-150967
including:
practitioner,
educator,
patient
advocate, Zhang, J., & Cui, Q. (2018). Collaborative learning in higher nursing
leader, and education: A systematic review. Journal of Professional
team member.
Nursing, 34(5), 378–388. doi:10.1016/j.profnurs.2018.07.007
PAGE 1
, NSG C919C919 Course Outline Template Task Essay
2. Community Explain all Concept
Assessment & components of mapping
Yue, M., Zhang, M., Zhang, C., & Jin, C. (2017). The effectiveness of
Planning the community
assessment concept mapping on development of critical thinking in
and assess, nursing education: A systematic review and meta-analysis.
then implement
a plan to meet Nurse Education Today, 52, 87–94.
the health doi:10.1016/j.nedt.2017.02.018
needs for a
vulnerable
population.
3. Promoting Identify the Faculty led
Health that is necessary role- play
Dreifuerst, K.T. (2015). Getting started with debriefing for meaningful
Population health screen simulation
Based needs across learning. Clinical Simulation in Nursing, 11(5), 268–275.
the lifespan. doi:10.1016/j.ecns.2015.01.005
Determine age
and
developmentall
y appropriate
health Powers, S.C., Morris, M.H., Flynn, H., & Perry, J. (2019). Faculty- led
promotion and
disease role-play simulation: Going live to teach patient-centered care
prevention to nursing students. Journal of Nursing Education, 58(11), 665–
activities
across the 668. https://doi.org/10.3928/01484834-20191021-10
lifespan
PAGE 2
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