Role of BSN Students in the Promotion of Health

Course Overview:
The course aims to introduce BSN students to their role in the promotion of health in the community. This outline will concentrate mainly on learning to think objectively and address healthcare professionals’ roles in the communities. Learners will be exposed to various cultures and health gaps in the region and the global arena. The students will learn how health care professionals battle in the field against threats in the environment; scholars will also understand how a service-learning initiative can strengthen their group’s strategic thinking and plan capabilities.
Weekly Course Module Topics (8 total weeks) Weekly Key Concepts(1 concept per week) Evidence-Based Active Learning Strategies (1–2 strategies per week) Citation of Scholarly Sources Using APA Format (at leastone citation per strategy per week)
  1. Social and economic factors affecting the health inequities in the community
The student will learn how to organize useful customer service community resources. Students will understand significant social and economic issues connected to group counseling. An experience based on a scenario will be planned for this module. Students will develop their expertise by planning the data and delivering it at the health fair for different community health topics. (Zook et al., 2018)
  1. Accessibility of the community to the medical facility
Students will understand how effective practices can expand healthcare access for under-income, uninsured, or minority adults and their families. Teachers are advised to use concept map strategies to cover the acquisition of content, student tests, or application of perceptions. (Tidwell, 2017)
  1. How mental health affects community health
Students will understand how to improve good mental health integrally. Instructors use the simulation exercise methodology in this module. This would allow students to break into classes and practices, such as a code blue situation. (Zaccagnini & Pechacek, 2019)
  1. Obesity and community health
Students will learn from strategies in the society for the reduction of obesity by communities. Mentor will apply the fishbowl learning strategy in the module. The module encourages a select number of pupils to explore theories. (Barkan, 2020)
  1. Substance abuse and community health
  1. Students will identify common medications used to aid in opiate addiction and discuss possible side effects. Besides, they will establish strategies to deal with obstacles to treating people with obesity.
A scenario-based learning activity that will support skill development and encourage reflective practice will attend either an AA or NA meeting. (Pearson, 2018)
(Harvey et al., 2018)
  1. Smoking cessation and community health
The whole chapter explores the history and efficiency of Tabacco prevention and mitigation activities by young people under 18. The module will employ the use of posters and gallery walk strategy. The teacher will offer students a job to work together and show their opinions on a map paper. Upon creating the sign, the individual will display it on the wall, like a science poster session. Each of their classes sticks with the poster and helps explain it while the level heads around looking at all the signs. (Brown et al., 2019)
  1. Sexually transmitted infections and community health
Students will learn a systematic sexually transmitted diseases plan for selected group families- the primary prevention efforts to address risk- and protective factors in the public health language. The instructor will use ‘what if’ examples to transfer ideas or revisit class theories. Questions regarding the clinical condition of people or small groups to impel their critical thinking capabilities. (Savage, 2019)
  1. Domestic violence and community health
Students will learn about the methods to deal with domestic violence in society. The instructor will use ‘what if’ examples to transfer ideas or revisit class theories. Questions regarding the clinical condition of people or small groups to impel their critical thinking capabilities. (Alshammari et al., 2018)

The Benefit of Taking the Course

For clinical nursing practice, the principal principles underlined in the course overview are essential in nursing education. The learner will profit from the course because the community’s welfare is a significant health concern. After all, it impacts everybody, even though they are well. Nurses should give both patients who come through the doors of the hospital health service. A few of the nurses would be luxurious and never treat someone who is one way or another as a health statistic group. Students will understand how they can influence by talking about many of the Americans’ health problems today.

The critical issues addressed in the course concentrate on social and economic conditions that impact inequities in wellness, community access for the healthcare center, mental health affects the health of the community, obesity and community health, substance addiction and the health of the community, prevention of smoking and the community’s health. In solving the more poignant issues such as the ones mentioned above, nurses will start to search to avoid illness transmission and become healthier and more caring nurses. Finally, it is critical for skilled care professionals that community well-being is a significant part of professional care. If drugs can move into disease control and away from the post-diagnostic response, they can put the environment and the patients into a healthier life.

How Course Outlines Subjects Will Facilitate the Course’s Creation

The Eight weekly courses promote the program’s development by introducing students to the vicinity’s health and welfare. The students strive to give them a simple exposure to community well-being threats and how they can come up with answers by providing the framework for students and clarifying various health problems. Eight weekly themes foster the course’s success by the immersion of the community’s health values. The first week will focus on social and well-being issues in the area.

Connections illustrate how the city’s health sector influences different social classes. Week 3 provides an analysis of the links between culture and mental health. Mental well-being can create obstacles and access to health care in both socioeconomic areas. The nursing student will learn how it is more affordable to receive care than just having an insurance package. The student will closely interact with its influence on all the next subjects and eventually re-establish them in the course summary.

The fourth week will concentrate on obesity in health care in the community. Although obesity can be a problem for both races, classes, and sexes, it creates different issues for individuals not needing assistance with the harm it causes to their bodies. The long-term consequences are usually a less healthy environment. This course presents students with an explanation of how obesity can influence the community as it is an essential aspect of society. Public health and drug abuse are the subjects of week five. When drugs swarm the villagers more and more, this becomes a huge issue. There is an immense health problem for the entire drug population and the damage they inflict by their patients, such as local and bloodstream infections. This links with the course description, which compounds community well-being challenges such as the former mental health crisis. Some people with mental disorders tend to medicate themselves with illicit drugs. Then all of us get into the summary.

Week 6 deals with the elimination of smoke. Tobacco is a significant tax on the health of the population. Smoking is harmful and induces heart and lung issues dependent on a healthy, at times, obese culture. It is a biological attack that smoking has a detrimental influence on general well-being through the growth of obesity, including smokers, and after discussing drug misuse. Week 7 addresses well-being and sexually transmitted disorders in the community. Although it can sound like a leap, such sexually transmitted viruses may also be distributed by filthy nightmares by opioid users. The act doubly affects the population of sexually transmitted diseases. The sexually transmitted disease is not only an individual issue but also related to drug addiction. The subject may also often be discussed in the module next week.

How the Key Concepts Promote Student-Centered Learning

The vital weekly principles foster research based on students, which encourages them to engage in learning. When engaging consistently in their knowledge experience, they learn more and more. The key ideas help students understand how to believe in their work. They will allow them, both academically and professionally, to understand community health issues to talk more intelligently about the future. The individual sees words such as appraisal and comprehension through weekly critical principles in nursing. The instructor creates a student-centered learning classroom by developing the concepts for this course. Ultimately, the teacher will include the students and guard their learning in a student-centered classroom. The tutor will not tell the student precisely what to think or know about the subject; they only encourage the student to analyze and consider the details. This makes it possible for students to be self-direct in their preparation to meet their needs better based on their move.

How the Weekly Key Concepts Align with One of The Professional Standards or Guidelines

The Quad Council on Computer Professional Requirements’ core concepts is consistent with the Bachelor’s degree in career practice, uniformity, and safety training for the nursing profession or the quad board’s competencies in public health science. This is how the healthcare process demands public health’s leadership role (Agmon et al., 2018). Students take care to assess a health issue for the group and then create a strategy to inform and inspire the person on the subject with any main principle. The Quad Council’s advice is the practical assessment, diagnosis, planning, intervention, and evaluation of all critical public health nursing practice (Miedany, 2018). The mentor assumes that the fundamental principles are in line with assessing the situation, establishing the nursing diagnosis, preparing a solution, and executing a resolution.

How Key Concepts Align with The Course Overview

The Eight core themes fit with the course’s description by presenting environmental well-being and health concerns. The course details proposals for a group discussion on health issues and training students in health promotion—social and economic factors affect the community’s health inequities.

  1. Access to a treatment center for the community.
  2. Why the well-being of the environment impacts mental health.
  3. Obesity and well-being in the community.
  4. Abuse of drugs and the well-being of the community.
  5. Cessation of smoking and the well-being of society.
  6. Infections and community well-being that is sexually transmitted.
  7. Health and domestic abuse.

The Relevance of Creating a Course Outline

The formation, implementation, and instruction of a coherent class are essential for a quality nursing instructor. There is no beginning for a class program without a contour because the template is a curriculum voucher. A course description properly leads the class dialogue to ensure that the class expectations are fulfilled according to the state nursing board’s standards.

Three Learning Strategies from the Course Outline

  1. Partial outlines/PPTs for lectures – the approach meets students’ different interests and calls for learners to stay in class. The students will come to classes and prepare for the lesson if they are not given finished PowerPoints or outlines. The individual will not provide all the details until the course has ended, and the blanks are filled in at the PowerPoint.
  2. Posters and galleys this approach allows students to collaborate to produce a poster or visual presentation of the subject. Then students go around the “gallery” to receive the details required for the poster’s topic. Still, the learning strategy moves students and allows them to educate themselves and their colleagues.
  3. Pausing a lectureby pausing for some time, the instructor allows the students to focus on the educator’s theories, explore them, and incorporate them. It also gives students more time to take records than picking notes in the current lesson.

How to Adapt the Learning Techniques Found

The teacher will implement one of the learning strategies applied in the course outline (partial outlines/ppts for lectures, posters and galleys, and pausing a class) by giving students a partial PowerPoint before the lesson. The teacher should fill up the course or complete it with styles and extra notes before registering. The tutor will also contrivance the teaching by pre-teaching the vocabulary. By showing students the meanings of the words before they hear them, pre-teaching terminology can promote reading the new text. This approach would decrease the number of unknown words heard and promote better awareness.

The Key Method of Learning in The Approach

The dominant form of learning presented above is possibly tactile or kinesthetic. It is something the individual can touch physically. PowerPoint presentations are printed hands-on and only filled out after the presentation to the students. According to Susanti (2019), a tactile or kinesthetic form of learning can help adapt to the classroom by writing notes, contours, rewrite notes, and pictures of knowledge they learn. It is focused on ways of producing and creating a fusion of perception and memory.

Production of the Expertise of Clinical Justification and Self-Reflection in the Course Outline

The students can improve clinical thinking and self-reflection by using the defined learning technique. Students must come to class informed to continue the conversation about community health issues. Scholars initially model and practice clinical logic by deciding what is essential and not based on the void in the PowerPoint display, using related principles for other lessons. When looking back on the notes, the instructor will assess if a good job was done and how he/she can develop the learning contents in the future.

Fostering Student-Centered Outcomes

Face-to-face 

The teacher will encourage student-centered results and facilitate inter-professional cooperation and coordination. The mentor aims to provide learning elements in all four different types and connect the material better for most students in each group. The instructor will often allow students with various learning types to collaborate to support another learning type with the knowledge if the content is best learned by one kind.

Online

The teacher will encourage student-centered results in the academic community by providing a weekly video chat online class to facilitate interprofessional coordination and teamwork. The teacher will group students into “pods” depending on their educational preferences, ensuring various students were positioned in each pod. Students will study material that the tutor plans to learn, then split it into pods, and speak to each other about the topic. The mentor will give them the knowledge they need and allow them to strengthen each other.

Clinical

The trainer will foster student-centered results in this learning atmosphere. The instructor will facilitate inter-professional communication. It is possible to get distracted in the healthcare setting. The approach will show participants cooperation and encourage them to learn to ask a friend for help if necessary.

How Cultural, Social, and Life Experiences of Nursing Students Affect Learning Ability

Everyone attends school with a collection of beliefs and convictions and perspectives distinct from others. Students may have been discouraged from seeing a person of the same sex in the nude from their faith or life experience. They may refuse to violate tradition or religious opinions to provide the necessary treatment. The same happens to students living in areas where there is no racial diversity or ethnic diversity. The course outline may have preconceived ideas of how a particular race or religion is.

Life interactions can also impair learning ability. Suppose the person is a Certified Nursing Assistant (CNA) or an Emergency Medical Technicians (EMT). In that case, the person has a different way of viewing a subject. A CNA may be based on how procedures are conducted at its facilities rather than studied and checked. It is also not how the real world operates in terms of a National Council License Examination (NCLEX). Before completing an assessment, an EMT can immediately jump into disaster care initiatives. This must be mitigated as well. They are all present with perceptions and beliefs that affect our learning; the mentors must meet the students, as educators, from a slate as clean as possible to educate them.

The Application of Constructivist Philosophy in the Development of an Infirmary Education

Constructivist theory can be used in many ways to formulate a nursing course; only one is directly discussed in the excerpt. The constructivist approach states that no pupil is a “blank slate” but has life-experience in the schoolroom that affects his schooling and learning (Kumar Shah, 2019). The theory can be used as a social paradigm using constructivism to promote autonomous learning. When – the student comes to the classroom with his or her mind packed with life experiences, he or she will interpret content differently or not. The person encourages students to control their learning by using what they know and contributing to what they do not. This will also be used as a starting point during class discussions. Students exchange their information and insight to further their classmates’ knowledge and skills. By incorporating the idea in a nursing course, the teacher claims it can help disseminate knowledge that is not truthful.

References

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Alshammari, K. F., McGarry, J., & Higginbottom, G. M. (2018). Nurse education and understanding are related to domestic violence and abuse against women: An integrative literature review. Nursing Open, 5(3), 237-253. Web.

Barkan, S. E. (2020). Health, illness, and society: An introduction to medical sociology. Rowman & Littlefield Publishers.

Brown, D., Edwards, H., Buckley, T., & Aitken, R. L. (2019). Lewis’s medical-surgical nursing EBook: Assessment and management of clinical problems (5th ed.). Elsevier.

Harvey, S. T., Bennett, J. A., Burmeister, E., & Wyder, M. (2018). Evaluating a nurse-led community model of service for perinatal mental health. Collegian, 25(5), 525-531. Web.

Kumar Shah, R. (2019). Effective constructivist teaching-learning in the classroom. Shanlax International Journal of Education, 7(4), 1-13. Web.

Miedany, Y. E. (2018). Rheumatology teaching: The art and science of medical education (2nd ed.). Springer.

Pearson, G. S. (2018). Thoughts from the American psychiatric nursing association health policy summit. Journal of the American Psychiatric Nurses Association, 24(3), 185-186. Web.

Savage, C. L. (2019). Public/Community health and nursing practice: Caring for populations (2nd ed.). F.A. Davis.

Susanti, L. E. (2019). Media preference for note-taking upon students’ cognitive process. Yavana Bhasha: Journal of English Language Education, 1(2), 49-63. Web.

Tidwell, J. (2017). Pediatric critical care, an essential issue of nursing clinics, E-book. Elsevier.

Zaccagnini, M., & Pechacek, J. M. (2019). The doctor of nursing practice essentials: A new model for advanced practice nursing (4th ed.). Jones & Bartlett Learning.

Zook, S. S., Hulton, L. J., Dudding, C. C., Stewart, A. L., & Graham, A. C. (2018). Scaffolding interprofessional education. Nurse Educator, 43(2), 87-91. Web.