NURS 250 Health Promotion in Nursing

Curriculum Revision

Georgia Elmassian Academic Education GroupFerris State University

Google Images 2013Google Images 2013

Integration Legal and Accreditation Standards

Accreditation Commission for Education in Nursing (ACEN)• Recognized by U.S. Department of Education

• Sets criteria and standards

Professional Practice Standards

American Nurses Association (ANA)• Sets forth nursing scope of practice

Integration Quality and Safety National Standards

Quality and Safety Education for Nurses (QSEN)• 6 Competencies

• Patient-Centered Care• Teamwork and Collaboration• Evidence-Based Practice• Quality Improvement• Safety• Informatics

Diversity and Cultural Competence

NURS 250 Health Promotion in Nursing

Course DescriptionCurrent Course: This course focuses on health promotion concepts,

change process, and the health promotion model for individuals, groups, and communities along the lifespan.

Concepts of client education include normal nutrition, exercise, stress management, social support, and

evidence-based complementary healing methods as therapeutic nursing modalities.

Revised Course: This course focuses on health promotion concepts, global awareness

and knowledge of the cultural and social diverse patient and family, change process, and the health promotion

model for individuals, groups, and communities along the lifespan. Concepts of client education include

selecting healthy behavior, cultural humility, normal nutrition, exercise, stress management, social support,

and evidence-based complementary healing methods as therapeutic nursing modalities.

NURS 250 Course Outcomes

ACEN Standards

ANA Standards

QSEN Competencies

Level One

1. Demonstrates knowledge of nurse’s role in optimal health promotion in multiple practice settings across the lifespan. (collaborative leadership)

*Integrates Standard 4.5

Discusses knowledge of nurse’s role in optimal health promotion in multiple practice and culturally diverse settings across the lifespan

*Integrates Standard 5

Recognizes the importance of diversity focused plan of care

*Integrates patient centered care and safetyIdentifies nurses role in supporting optimal health care, appropriate behaviors and patient safety from the global perspective of the diverse patient population

2.) Demonstrates awareness of relevant nursing and related theories to health promotion practices. (theoretical basis for practice

Summarizes theory and understanding in caring for culturally diverse populations

Defines the significance of evidenced based care for the diverse population

Demonstrates how to find cultural competent scholarly research for the diverse population

3. Demonstrates awareness of lifespan and cultural issues in health promotion. (generalist nursing practice)

Defines respect for gender, cultural, and ethnic differences of patients and families

(in plan of care)

Explains a whole care approach to the cultural, social, and/or ethnic patient of all ages

Recognizes the needs of all patients cultures, ethnicities across the lifespan

NURS 250 Course Outcomes

ACEN Standards

ANA Standards

QSEN Competencies

Level One

4. Identifies health promotion and risk reduction evidence in relation to nursing practice. (scholarship for practice)

*Integrates Standard 4.5

Defines self-growth in cultural competence, awareness and humility

*Integrates Standard 5

Describes cultural competence and sensitivity and care to all patients

*Integrates patient centered care and safetyDemonstrates compassionate care to all patients regardless of gender, culture, or ethnicity

5. Uses the nursing process in applying health promotion principles in simulated settings. (health care environment)

Indicates the importance of quality care for all patients irrespective of traditional or diverse environment

Demonstrates the ability to work alongside health professionals regardless of gender, culture or ethnicity

Identifies unsafe environment for all patients regardless of culture, ethnicity, or gender

6. Shows an awareness of influence of health disparities on health status and behaviors of individuals. (professionalism)

Discusses the importance of optimal health for all diverse people

Identifies cultural, ethnic, and gender health care differences

Describes how cultural and ethnic backgrounds influences the patient and family options for healthy behaviors and health care

NURS 250 Health Promotion in Nursing Current Instructional Delivery Method• Didactic

• Mixed delivery format

• Meets once per week

• Online coursework

Current Course Learning Activities & Assessment Methods• Active in-class participation

• Online participation in learning activities

• Partner risk reduction/health promotion focused assessment, diagnosis, plan, intervention and evaluation

• Bridging Scenario

• Patient education role play

• Midterm & Final Exam

NURS 250 Health Promotion in Nursing Revised Instructional Delivery Method• Didactic and Learner Centered• Mixed delivery format• Meets one-to-two times per week• Online coursework• Reflective Journaling

Revised Course Learning Activities & Assessment Methods• Active in-class discussion, reflection and project participation

• Online participation in learning activities

• Partner risk reduction/health promotion focused assessment, diagnosis, plan, intervention and evaluation

• Bridging Scenario

• Patient education role play

• Lab Simulation

• Self -Assessment

• Midterm & Final Exam

Optimal LearningLearner Centered• Student Primary Focus

• Goal Based

• Instructor Directs, Leads, or Helps

Learning Activities• Build

• Course to Course• Level to Level (Billings & Halstead, 2012)

Optimal Learning

“The paradigm shift [to student centered learning] is reflected in the

National League for Nursing's call for nursing education to respond

to the changing needs of our student population by providing an

educational learning environment substantiated in evidence for both curriculum and pedagogical practice” (Stanley & Dougherty, 2010, para. 1)

Optimal LearningLearner Centered Concepts

• Interactive• Continuous Involvement

• Active Engagement• Discussion

• Journaling

• Lab Simulation

Bloom’s Taxonomy

NURS 250

Learning

Competency

Mastery

Graduation

Licensure

NURS 250Diversity

• Gender

• Ethnic

Cultural • Awareness

• Competence

• Humility

References Accreditation Commission for Education in Nursing. (2013). Accreditation manual: Section III: Standards and criteria glossary. Retrieved from http://www.acenursing.net/manuals/SC2013.pdf

American Nurses Association. (2010). Standards of professional nursing practice. In Scope and standards of practice: Nursing (2nd ed., pp. 31-62). Silver Spring, MD: Nursesbooks.org.

Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.

Clark, D. [Big Dog Little Dog]. (2013, Updated May 1). Bloom’s taxonomy of learning domains [Blog post]. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

Ferris State University. (2013). NURS 250 Health promotion in nursing. Retrieved from http://www.ferris.edu/HTMLS/colleges/alliedhe/docs/nursing/ NURS_250_Health_Promotion_in_Nursing.pdf

Google Images. (2013). Retrieved from http://www.google.com/imghp

Quality and Safety Education for Nurses. (2013). Competencies. Retrieved from http://qsen.org/competencies/

Stanley, M. C., & Dougherty, J. P. (2010, November). A paradigm shift in nursing education: A new model. Nursing Education Perspectives, 31(6), 378-380. http://dx.doi.org/http://dx.doi.org/10.1043/1536-5026-31.6.378

Weimer, M. (2012, August 8). Five characteristics of learner-centered teaching [Blog post]. Retrieved from http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/