NURS 250 Health Promotion in Nursing Curriculum Revision

NURS 250 Health Promotion in Nursing Curriculum Revision Google Images 2013 Georgia Elmassian Academic Education Group Ferris State University

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 Description Current 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 *Integrates Standard 5 QSEN Competencies Level One *Integrates Standard 4. 5 1. Demonstrates knowledge of nurse’s role in optimal health promotion in multiple practice settings across the lifespan. (collaborative leadership) Discusses knowledge of nurse’s Recognizes the importance of role in optimal health diversity focused plan of care promotion in multiple practice and culturally diverse settings across the lifespan *Integrates patient centered care and safety Identifies 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 Demonstrates how to find cultural competent scholarly research for the diverse population Defines the significance of evidenced based care for the diverse population 3. Demonstrates awareness of lifespan Defines respect for gender, Explains a whole care approach to Recognizes the needs of all and cultural issues in health promotion. cultural, and ethnic differences the cultural, social, and/or ethnic patients cultures, ethnicities across (generalist nursing practice) of patients and families patient of all ages the lifespan (in plan of care)

NURS 250 Course Outcomes ACEN Standards ANA Standards Level One *Integrates Standard 4. 5 *Integrates Standard 5 5. Uses the nursing process in applying health promotion principles in simulated settings. (health care environment) 6. Shows an awareness of influence of health disparities on health status and behaviors of individuals. (professionalism) Indicates the importance of quality care for all patients irrespective of traditional or diverse environment Discusses the importance of optimal health for all diverse people Demonstrates the ability to work alongside health professionals regardless of gender, culture or ethnicity Identifies cultural, ethnic, and gender health care differences QSEN Competencies *Integrates patient centered care and safety 4. Identifies health promotion and risk Defines self-growth in cultural Describes cultural competence and Demonstrates compassionate care reduction evidence in relation to competence, awareness and sensitivity and care to all patients regardless of gender, nursing practice. (scholarship for humility culture, or ethnicity practice) Identifies unsafe environment for all patients regardless of culture, ethnicity, or gender 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 Learning Learner 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 Learning Learner Centered Concepts • Interactive • Continuous Involvement • Active Engagement • • Discussion • Journaling Lab Simulation

Bloom’s Taxonomy

NURS 250 Learning Competency Mastery Graduation Licensure

NURS 250 Diversity • 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/SC 2013. pdf American Nurses Association. (2010). Standards of professional nursing practice. In Scope and standards of practice: Nursing (2 nd ed. , pp. 31 -62). Silver Spring, MD: Nursesbooks. org. Billings, D. M. , & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4 th 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/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/