C920 Course Overview: Community Health Nursing & EPDM Module

C920 Course Overview: Community Health Nursing & EPDM Module

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Name

 Western Governors University

C920 Contemporary Curriculum Design and Development in Nursing Education

Prof. Name

Date

Course Overview

This course equips learners with fundamental skills and knowledge necessary for conducting comprehensive community health assessments. Central to the curriculum is the nursing process—comprising assessment, diagnosis, planning, implementation, and evaluation—applied specifically to diverse populations across the lifespan. The course particularly emphasizes population-focused nursing, highlighting the needs of vulnerable and underserved groups who frequently face health disparities.

Students engage with the six core competencies from the Quality and Safety Education for Nurses (QSEN) framework, which include patient-centered care, evidence-based practice, teamwork and collaboration, safety, quality improvement, and informatics. These competencies provide a solid foundation for delivering safe, effective, and equitable nursing care in community settings (Hunt, 2012). Through this learning experience, students develop a broad understanding of community health nursing principles and effective strategies to enhance health outcomes at individual, family, and community levels.

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Foundations of Community Health Nursing

Course Objectives

What are the primary learning goals of this module?

Upon completing this module, students will be able to:

• Analyze the historical development of community health nursing and its influence on contemporary nursing practice.
• Examine regulatory and policy frameworks that shape community health nursing at local, state, and national levels.
• Evaluate the nurse’s role in health promotion and disease prevention, with an emphasis on initiatives such as Healthy People.

Student Learning Outcomes

What skills and knowledge should students demonstrate by the end of this module?

By the end of the module, students will be able to:

• Differentiate community health nursing from public health nursing by identifying their shared and unique characteristics.
• Provide real-world examples of community health nursing roles and explain how public policy impacts population health efforts.

Content Overview

This module offers a historical perspective on community health nursing’s evolution over the past two centuries, identifying significant milestones at the national and state levels. It explores the social, cultural, and economic barriers that restrict patient engagement in health planning and illustrates how nurses advocate for patients by educating them, coordinating community resources, and promoting health equity.

Additionally, students investigate state-specific regulations that govern community health nursing, gaining insight into how legal and ethical standards influence care delivery in community contexts.

Learning Resources

Key texts such as Joyce et al. (2015) underscore the necessity of preparing nurses to meet dynamic population health demands. Nies and McEwen (2015) provide foundational theories and practical strategies, supplemented by multimedia resources that clarify distinctions between community, population, and public health nursing.

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Scenario-Based Learning Activity: Foundations of Community Health Nursing

Overview

Students engage independently with one of four case studies available on Elsevier’s Evolve platform. After completing their assigned case, they join peer group discussions focused on critical reflection regarding nursing roles and applying theoretical knowledge to real-world community health issues.

Question	Answer
Why did you choose this case study?	Students choose cases based on personal interest, relevance to their career goals, or curiosity about specific challenges in community health.
What did you learn about the community health nursing role in this case?	The case highlights how community health nurses advocate, educate, and coordinate care, emphasizing cultural competence and linking clients with resources.
What aspects of the nurse’s role were surprising?	Many students are surprised by the nurse’s involvement beyond clinical care, including policy advocacy and addressing social determinants of health.
What insights did peer discussions provide?	Peer discussions expand understanding by showcasing diverse nursing strategies and the various community contexts classmates encounter.

Students also review reflections from at least three peers, enriching their comprehension of community health nursing responsibilities from multiple perspectives.

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The Community Assessment

Course Objectives

What competencies will students develop in this course component?

By the end of this section, students will be able to:

• Design and manage nursing interventions targeting populations through the community nursing process.
• Apply research evidence to inform nursing practice within communities.
• Develop interdisciplinary care plans that address the needs of diverse populations.

Student Learning Outcomes

What are the expected skills and knowledge at the module’s conclusion?

Students will be able to:

• Identify obstacles to healthcare access and assess the availability of community resources for vulnerable groups.
• Formulate community and aggregate nursing diagnoses and implement interventions supported by evidence.

Content Overview

Students conduct community assessments using windshield surveys and role-playing exercises that promote systematic collection of environmental, social, and health-related data. These activities help identify available local services and highlight gaps that impact populations with chronic conditions or limited financial means.

The module stresses the importance of interdisciplinary collaboration and culturally sensitive planning to ensure that interventions are inclusive, effective, and sustainable.

Windshield Survey Focus Areas

Assessment Domain	Key Observations
Housing	Evaluation of quality, affordability, and safety conditions
Transportation	Accessibility and availability of public transit
Health Services	Presence of clinics, hospitals, and health centers
Community Safety	Availability of emergency and protective services
Population Characteristics	Demographic trends and cultural diversity
Health Promotion Resources	Availability of preventive and wellness programs

Students compile their findings into PowerPoint presentations that analyze how community conditions affect health behaviors, with a focus on those managing chronic diseases.

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Emergency Preparedness, Disaster Management, and Community Violence

Course Objectives

What knowledge and skills will students gain?

After completing this module, students will be able to:

• Evaluate the essential elements of Emergency Preparedness and Disaster Management (EPDM) frameworks.
• Differentiate nursing roles across the different disaster phases.
• Anticipate and meet the specific needs of vulnerable populations during emergencies to mitigate adverse outcomes.

Student Learning Outcomes

What abilities should students demonstrate after this module?

Students will:

• Describe nursing responsibilities in disaster preparedness, response, recovery, and evaluation phases.
• Recommend interventions that enhance safety and support recovery in affected communities.

Content Overview

The module discusses disaster management phases—prevention, mitigation, preparedness, response, recovery, and evaluation—highlighting the coordinated efforts of healthcare providers, public health officials, and emergency responders. Through simulated disaster drills, students develop critical decision-making skills under pressure and learn to evaluate community impacts effectively.

Disaster Management Nursing Roles

Disaster Phase	Nursing Responsibilities
Preparedness	Developing disaster plans, conducting education, and leading drills
Response	Delivering triage, emergency care, and coordinating services
Recovery	Supporting rehabilitation and addressing mental health needs
Evaluation	Analyzing outcomes and improving disaster response systems

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Scenario-Based Learning Activity: Virtual Reality Simulation

Overview

Students participate in an immersive Virtual Reality Simulation that replicates a large-scale disaster scenario. This experience fosters interprofessional collaboration and strategic planning for interventions. Automated feedback and online debriefings enhance reflective learning and improve clinical decision-making.

Scenario Description

The student takes on the role of a community health nurse working in a rural, low-income county with a diverse population, including migrant workers with limited English proficiency and residents with chronic illnesses. Following a chlorine-related train derailment that prompts a mass evacuation, the nurse manages triage for 150 evacuees while addressing language barriers, chronic disease management, and respiratory conditions related to the disaster.

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References

Alfred, D., Chilton, J., Conner, D., Deal, B., Fountain, R., Hensarling, J., & Klotz, L. (2015). Preparing for disasters: Education and management strategies explored. Nursing Education in Practice, 15(1), 82–89. https://doi.org/10.1016/j.nepr.2014.08.001

Centers for Disease Control and Prevention. (n.d.). The public health approach to violence prevention.

Hunt, D. (2012). QSEN competencies: A bridge to practice. Nursing Made Incredibly Easy!, 10(5), 1–3.

Joyce, B. L., Harmon, M. J., Pilling, L. B., Johnson, R. H., Hicks, V. L., & Brown-Schott, N. (2015). The preparation of community/public health nurses: Amplifying the impact. Public Health Nursing, 32(6), 595–597. https://doi.org/10.1111/phn.12236

C920 Course Overview: Community Health Nursing & EPDM Module

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations (6th ed.). Elsevier.

Simon, T., & Hurvitz, K. (2014). Healthy People 2020 objectives for violence prevention and the role of nursing. Online Journal of Issues in Nursing, 19(1).

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