NURS 250 Health Promotion in Nursing Curriculum Revision

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 diversepatient 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.

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 • 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 • Gender • Ethnic Cultural • Awareness • Competence • Humility

16. 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/