C920 Course Module: Community Health Promotion and Nurse Advocacy

C920 Course Module: Community Health Promotion and Nurse Advocacy

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Name

 Western Governors University

C920 Contemporary Curriculum Design and Development in Nursing Education

Prof. Name

Date

C920 Course Module: Community Health Promotion and Nurse Advocacy

A1. Course Description

What is the focus of this course?

This course provides a comprehensive foundation in community and population health nursing, emphasizing the evolving responsibilities of nurses in addressing health needs beyond acute care settings. The curriculum focuses on practical and theoretical principles related to social determinants of health, epidemiology, health equity, and culturally responsive nursing practice. Students examine how socioeconomic, environmental, and structural factors influence health outcomes across populations. Through experiential learning strategies such as community assessments, applied case studies, and evidence-based practice activities, learners develop competencies necessary to advocate for vulnerable and underserved populations. The course also prepares students to collaborate effectively within interprofessional teams and to design, implement, and evaluate population-focused interventions aimed at improving community health outcomes.

Module 1

A1a. What is the focus of Module 1?

Module 1 concentrates on the foundational role of Bachelor of Science in Nursing (BSN)-prepared nurses within community and public health settings. It introduces community health nursing as a professional discipline and explores its scope, responsibilities, and ethical obligations. A central emphasis is placed on Social Determinants of Health (SDOH) and their profound influence on individual and population-level health outcomes. Students analyze how factors such as income, education, housing, access to healthcare, and social support systems contribute to health disparities. Through reflective exercises, case-based discussions, and applied examples, learners connect theoretical frameworks to real-world community health challenges.

A2. What is the title of Module 1?

Introduction to Community Health Nursing and Social Determinants of Health

A3. What are the course objectives for Module 1?

The objectives of Module 1 are to equip students with the knowledge and analytical skills needed to function effectively in community health roles. Specifically, students are expected to assess the role of nurses in advancing community and population health using evidence-based strategies. Additionally, students analyze how social determinants of health contribute to health inequities by applying concepts to real-world and case-based scenarios.

A4. What student learning outcomes are expected from Module 1?

By the conclusion of Module 1, students will be able to articulate a clear definition of community health nursing, including its scope of practice, core functions, and professional responsibilities. Students will also be able to identify major social determinants of health and explain how these determinants shape health outcomes, influence access to care, and contribute to disparities among different population groups.

A5. What topics are covered in Module 1?

Module 1 addresses the professional roles and responsibilities of community health nurses, with particular attention to advocacy, prevention, and population-focused care. The module also provides an overview of social determinants of health and examines their impact on health outcomes, health equity, and community well-being.

A6. What learning resources support Module 1?

Scholarly literature supporting Module 1 emphasizes competency-based nursing education and curriculum development strategies that align with population health priorities (Ahmed, 2025).

Module 1 Overview Table

Task Area	Description
Focus	Roles of community health nurses and social determinants of health
Instructional Approach	Active learning strategies, case-based discussions, applied examples
Key Competencies	Population health advocacy, health equity awareness, professional role development

Module 2

A1a. What does Module 2 focus on?

Module 2 builds upon foundational concepts by examining evidence-based approaches to health promotion, disease prevention, and comprehensive community assessment. The module introduces core epidemiological principles used to identify health trends, assess risk factors, and respond to disease outbreaks. Students learn how data-driven decision-making supports effective public health interventions. Emphasis is placed on designing culturally responsive and equitable health promotion strategies that address the unique needs of diverse populations. Learners also explore the use of surveillance data and community assessment tools to guide planning and evaluation in community health nursing practice.

A2. What is the title of Module 2?

Health Promotion and Community Assessment

A3. What are the objectives of Module 2?

The objectives of Module 2 are to enable students to develop targeted health promotion initiatives that reflect the cultural, social, and environmental contexts of diverse communities. Additionally, students apply basic epidemiological concepts to assess, prioritize, and evaluate community health concerns.

A4. What outcomes should students achieve by the end of Module 2?

By the end of Module 2, students will be capable of designing evidence-based and culturally sensitive health promotion interventions that address identified community needs. Students will also demonstrate the ability to conduct community assessments using epidemiological data, surveillance methods, and structured assessment frameworks to inform public health planning.

A5. What topics does Module 2 cover?

Module 2 covers principles of health promotion and disease prevention across the lifespan. It also examines community assessment methodologies, including epidemiological concepts such as incidence, prevalence, risk factors, and outbreak investigation.

A6. Which learning materials are used in Module 2?

Module 2 is supported by peer-reviewed literature addressing public health strategies, preventive care implementation, cultural competence, and equity-focused healthcare delivery (Bowen et al., 2025; Heath et al., 2024; Lauwers et al., 2024; Mora & Maze, 2024).

A7. What learning activities are involved in Module 2?

Students participate in applied learning activities that include the design and evaluation of public service announcements (PSAs) addressing priority community health issues. Learners also conduct windshield surveys to systematically observe environmental, social, and structural factors influencing health within selected communities.

A7a. What are the scenario-based learning details?

Scenario-based learning activities allow students to simulate nurse-led health education sessions, fostering the development of communication, teaching, and advocacy skills. Students also analyze outbreak investigation case studies, applying epidemiological reasoning to identify sources of infection, assess risk, and propose evidence-based intervention strategies.

Module 2 Overview Table

Task Area	Description
Focus	Health promotion, epidemiology, and community assessment
Applied Learning	PSAs, windshield surveys, outbreak case analyses
Key Skills Developed	Cultural competence, data interpretation, preventive care planning

References

Ahmed, Z. (2025). Transitioning to competency-based education in nursing: A scoping review of curriculum review and revision strategies. BMC Medical Education.

Bowen, S. A., Alamian, A., & Onufrak, S. (2025). Public health research and program strategies for diabetes prevention and management. Preventing Chronic Disease, 22, E11. https://doi.org/10.5888/pcd22.240501

Heath, L., Stevens, R., Nicholson, B., Wherton, J., Gao, M., Callan, C., Haasova, S., & Aveyard, P. (2024). Strategies to improve the implementation of preventive care in primary care: A systematic review and meta-analysis. BMC Medicine, 22, Article 412. https://doi.org/10.1186/s12916-024-03588-5

Lauwers, E. D. L., Vandecasteele, R., McMahon, M., De Maesschalck, S., & Willems, S. (2024). The patient perspective on diversity-sensitive care: A systematic review. International Journal for Equity in Health, 23(1), 117. https://doi.org/10.1186/s12939-024-02189-1

Mora, R., & Maze, M. (2024). The role of cultural competency training to address health disparities in surgical settings. British Medical Bulletin, 150(1), 42–59. https://doi.org/10.1093/bmb/ldae005

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