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

2. 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

3. 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

4. Diversity and Cultural Competence

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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)

11. 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)

12. Optimal Learning Learner Centered Concepts Interactive
Continuous Involvement
Active Engagement
Discussion
Journaling
Lab Simulation

13. Bloom’s Taxonomy

14. NURS 250
Learning Competency Mastery Graduation Licensure

15. NURS 250 Diversity Cultural Gender Ethnic Awareness Competence
Humility

16. References
Accreditation Commission for Education in Nursing. (2013). Accreditation manual: Section III: Standards and criteria glossary. Retrieved from
American Nurses Association. (2010). Standards of professional nursing practice. In Scope and standards of practice: Nursing (2nd ed., pp ). 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
Ferris State University. (2013). NURS 250 Health promotion in nursing. Retrieved from NURS_250_Health_Promotion_in_Nursing.pdf
Google Images. (2013). Retrieved from
Quality and Safety Education for Nurses. (2013). Competencies. Retrieved from
Stanley, M. C., & Dougherty, J. P. (2010, November). A paradigm shift in nursing education: A new model. Nursing Education Perspectives, 31(6),
Weimer, M. (2012, August 8). Five characteristics of learner-centered teaching [Blog post]. Retrieved from