NURS 250 Health Promotion in Nursing Curriculum Revision Google Images 2013 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 ACEN Standards ANA QSEN Competencies Course Outcomes ACEN Standards ANA 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 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 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 ACEN Standards ANA QSEN Competencies Course Outcomes ACEN Standards ANA 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 safety Demonstrates 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 Learning Learner Centered Learning Activities 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 Cultural Gender Ethnic 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/