C920 Course Overview: Community Health Nursing & EPDM Module
Student Name
Western Governors University
C920 Contemporary Curriculum Design and Development in Nursing Education
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Date
Course Overview
This course is structured to equip learners with the competencies required to conduct comprehensive community health assessments and apply the nursing process to the planning, implementation, and evaluation of care for diverse populations across the lifespan. Emphasis is placed on population-focused nursing practice, with particular attention to vulnerable and underserved groups. Learners are introduced to foundational concepts in community health nursing and strategies that promote improved health outcomes at the individual, family, and community levels.
The course framework is grounded in the six Quality and Safety Education for Nurses (QSEN) competencies: patient-centered care, evidence-based practice, teamwork and collaboration, safety, quality improvement, and informatics. These competencies guide students in delivering safe, effective, and equitable care within community-based settings (Hunt, 2012).
Foundations of Community Health Nursing
Course Objectives
Upon completion of this course, the student will be able to:
Analyze the historical development of community health nursing and its influence on contemporary practice.
Examine regulatory and policy frameworks that shape community health nursing at the local, state, and national levels.
Evaluate the health promotion and disease prevention roles of the community health nurse, with emphasis on Healthy People initiatives.
Student Learning Outcomes
By the end of this module, students will be able to:
Distinguish between community health nursing and public health nursing, identifying both shared and unique characteristics.
Illustrate practical examples of community health nursing roles and explain how public policies influence population health interventions.
Content Overview
This module explores the evolution of community health nursing over the past two centuries, emphasizing significant national and state-level developments. Learners examine barriers that limit patient engagement in health planning, including socioeconomic constraints, cultural factors, and health literacy challenges. The role of the community health nurse in addressing these barriers through advocacy, education, and resource coordination is emphasized.
Students also analyze regulatory requirements governing community health nursing practice within their state. By compiling and interpreting these regulations, learners gain insight into how legal and ethical standards shape community-based nursing care.
Learning Resources
Joyce et al. (2015) emphasize the importance of adequately preparing community and public health nurses to meet population health demands. Nies and McEwen (2015) provide foundational theory and applied practice strategies, while multimedia resources further clarify distinctions among community, population, and public health nursing roles.
Scenario-Based Learning Activity: Foundations of Community Health Nursing
Overview
Students independently complete one of four case studies available through Elsevier’s Evolve platform. Upon completion, learners engage in structured discussion groups with peers who selected the same scenario. This collaborative debriefing allows students to reflect on professional roles and apply theoretical concepts to real-world situations.
Scenario Selection and Reflection Questions
The following questions are addressed in paragraph format:
Why did you choose this case study?
What did you learn about the community health nursing role in this case study?
What aspects of the community health nurse’s role were most unexpected or surprising?
Based on peer discussions, what insights were gained regarding other community health nursing roles?
Students also respond to at least three classmates, reflecting on how peer perspectives expanded their understanding of community health nursing responsibilities.
The Community Assessment
Course Objectives
Upon completion of this course, the student will be able to:
Design and coordinate population-focused nursing interventions using the community nursing process.
Integrate research evidence to support community-level nursing practice.
Develop comprehensive care plans that address diverse populations through interdisciplinary collaboration.
Student Learning Outcomes
At the conclusion of this module, students will be able to:
Identify barriers to care and evaluate community resources for vulnerable populations.
Develop community and aggregate nursing diagnoses and implement evidence-based interventions.
Content Overview
Learners conduct community assessments using windshield surveys and simulated role-play activities. These methods support the systematic collection of environmental, social, and health-related data. Students analyze resource availability and service gaps affecting populations with chronic conditions and limited financial means.
The module emphasizes multidisciplinary collaboration and culturally responsive planning to ensure nursing interventions are inclusive and sustainable.
Windshield Survey Focus Areas
| Assessment Domain | Key Observations |
|---|---|
| Housing | Quality, affordability, and safety |
| Transportation | Accessibility and public transit options |
| Health Services | Availability of clinics and hospitals |
| Community Safety | Presence of emergency and protective services |
| Population Characteristics | Demographics and cultural diversity |
| Health Promotion Resources | Preventive and wellness programs |
Students present findings in a PowerPoint presentation and discuss how community conditions influence health behaviors, particularly among individuals with chronic illnesses.
Emergency Preparedness, Disaster Management, and Community Violence
Course Objectives
Upon completion of this course, the student will be able to:
Evaluate components of the Emergency Preparedness and Disaster Management Model.
Differentiate nursing responsibilities across disaster phases.
Anticipate the needs of vulnerable populations during emergencies to mitigate negative outcomes.
Student Learning Outcomes
Students completing this module will be able to:
Explain nursing roles and responsibilities during disaster preparedness and response.
Propose nursing interventions that promote safety and recovery among affected populations.
Content Overview
This module introduces disaster management phases, including prevention, mitigation, preparedness, response, recovery, and evaluation. Learners examine collaborative roles among healthcare professionals, public health agencies, and emergency responders. Through simulated disaster drills, students assess the impact of emergencies on communities and practice decision-making in high-risk scenarios.
Disaster Management Nursing Roles
| Disaster Phase | Nursing Responsibilities |
|---|---|
| Preparedness | Planning, education, and drills |
| Response | Triage, emergency care, coordination |
| Recovery | Rehabilitation and mental health support |
| Evaluation | Outcome analysis and system improvement |
Scenario-Based Learning Activity: Virtual Reality Simulation
Overview
Students participate in a Virtual Reality Simulation (VRS) that replicates a large-scale disaster scenario. The simulation promotes interprofessional collaboration and population-level intervention planning. Learners receive automated feedback and engage in an online debriefing to reflect on performance and decision-making.
Scenario Description
The learner assumes the role of a community health nurse working in a rural, economically disadvantaged county. The population includes individuals across the lifespan, migrant workers with limited English proficiency, and residents with chronic illnesses. Following a chlorine-related train derailment requiring mass evacuation, the nurse coordinates triage services for 150 evacuees while addressing language barriers, chronic disease management, and disaster-related respiratory conditions.
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).
World Health Organization. (2005). Public health response to biological and chemical weapons: WHO guidance.
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