Facilitation of Context-Based Student-Centered Learning

Running head: CONTEXT-BASED STUDENT LEARNING 1
Facilitation of Context-Based Student-Centered Learning

CONTEXT-BASED STUDENT LEARNING 2
Facilitation of Context-Based Student-Centered Learning
Justification One
The Community Health Nursing module is instrumental in the BSN course because it
broadens nursing students’ knowledge by making them think beyond their work setting. The
primary objective of community health nursing is health promotion and disease prevention.
Understanding the environment of the patients also plays a vital role in preventing health issues
that affect them.
Justification Two
The course will play an instrumental role in helping nursing students understand the
various needs of the community, especially the prevalent diseases, natural and human-made
disasters that affect health, and the multiple strategies they can apply to address issues.
Justification Three
The course develops critical areas that medical stakeholders should consider concerning
the quality of healthcare in the community. Integrating information technology in community
health nursing can play a vital role in advancing healthcare. Community health nursing requires
that nurses have the skills to teach and educate patientsabout ways to achieve a healthier
lifestyle. The nurse can encourage the patient to participate and take ownership of their
healthcare, thus achieving overall positive patient outcomes.
Cultivation of Course
The Community Health Nursing Module will be covered in eight sessions. This ANE
divided the modules into eight important topics, which contain various critical concepts that will
help improve a nurse’s skills and knowledge. The skills and knowledge developed in the
modules will primarily focus on disease prevention and improvement of community health. The
first week will involve introducing the nursing students to the basics of community and public
health nursing. Students will learn the significant function of public health nursing, the
determinants of health as illustrated in the Healthy People 2020 strategic plan, and the techniques
they can apply to advance the quality of healthcare in the community. In essence, many diseases
people suffer from in society are preventable through the improvement of a range of factors.
Community health nurses are integral to the healthcare system because of their involvement in
taking care of patients, coordinating medical services, researching of essential matters, and, as a
primary goal, maintaining high levels of communitywelfare.
The second week will focus on community health assessments and health planning.
These topicshighlight the nature of a community and the essential qualities that constitute a
healthy community. The topics will instruct the students on how to conduct various community
assessments. The students will apply critical parameters in their community assessments such as
recreation, physical environment, economics, education, communication, health and social
services, politics, and governances. Assessing the community based on the parameters will
uncover various factors that hinder valid health promotion within it. The epidemiology of a
community denotes disease rates, exceptionally high infectious rates, and chronic diseases. It
will enable nursing students to analyze how health planning strategies correlate in countering
health issues within a community.
The third week will instruct the nursing students on caring for vulnerable populations.
Individuals have differentperceptionsregarding vulnerable populations of people. Vulnerable
populations are those people that encounter various inequities such as social status, economic
status, healthcare access, and individuals susceptible to multiple health risks (Bell, 2016).
Knowing the vulnerabilities of a community aids nurses in identifying the strategies to

implement and how to care for the vulnerable populations. Developing effective policies to
strengthen weak healthcare systems is essential because these systems promote a healthy society
(Jones & Smith, 2014). The gap between the rich and the poor continues to widen because of
various risk factors,which are both modifiable and non-modifiable. This week, the students will
focus on substance abuse, mental health issues, and primary prevention of issues within a
community.
The fourth week will focus on the role of community health nurses, settings, and
interventions. The nursing students will learn the three-significant levels of prevention: primary,
secondary, and tertiary prevention activities. A nursing career is collaborative, in that individuals
have to work in partnership with various stakeholders in the community to promote quality
healthcare;thus, knowing how to establish strong partnerships is crucial. Nursing students will
get advanced knowledge on the Healthy People 2020 concept, which contains the 10-year
objective that the United States healthcare stakeholders aim to achieve by 2020 (Healthy People,
2018). Students’ recognition of the goals can inspire them to improve their society’s health by
identifying factors that hinder the development of healthy societies. Some of the factors
identified as hindering the development of a healthy society include the people's culture,
economic and social status, poor distribution, and access to social amenities, genetics, and
educational levels. The World Health Organization groups determinants into three categories.
These categories include the character and behaviors of individuals, physical surroundings, and
the socialand economic environment.
The fifth week will equip nursing students with the best strategies for managing a
population’s health problems such as communicable and non-communicable diseases. One
health problem adversely affecting society is drug and substance abuse. People of all ages,
especially young adults, are heavily influenced by drug and substance abuse. Substance abuse
causes various health complications, such as hypertension, liver cirrhosis, diabetes, and mental
illness, among other diseases (Bell, 2016). Violence is another growing health problem in
society. Training nurses on disaster management equips them with specialized skills and
knowledge that helps improve the quality of life of the victims they treat. Natural disasters, such
as earthquakes, floods, and tornadoes,can have a rapid or slow onset of diseases as well as social
and economic problems. For example, after a flood outbreak of water-borne diseases such as
cholera or typhoid is witnessed in many areas. Through the destruction of properties by natural
disasters, many people do suffer from economic constraints and lack finances to access proper
health care. Also, a natural disaster may lead to the destruction of the health care facilities and
equipment, and in turn, it affects the availability of essential health services to the affected
community. Effects of natural calamities such as loss of loved ones, and lifetime investments
may cause emotional and mental health distress in the affected population. Mental health
disorders may arise due to stress the victims face. Some other diseases that may be transmitted
due to access to clean water and sanitation include hepatitis A and E, and leptospirosis. In
addition, communicable diseases are the most common population health concerns considering
they affect people of all ages. Equipping nursing students with knowledge on how to contain
various infectious diseases can limit their spread and prevalence in society.
In the sixth week, the students will study the environmental factors influencing the health
and community. Fundamentally, numerous factors in the environment affect the health of
individuals because they make them susceptible to multiple health risks in society. Most
government and non-governmental organizations are collaborating with the health sector to
increase awareness of the importance of environmental conservation. Community health nurses

need to know the various environmental hazards that might reduce the quality of life for citizens.
Most environmental health problems are preventable. According to the Alliance of Nurses for
Healthy Environments (2017), community health nurses should be at the forefront of advocating
for the management of health issues in society.
The seventh week will feature health policies, healthcare, interdisciplinary collaboration,
and ethics. Fundamentally, effective strategies promote health care in a country. For instance, the
enactment of policies against environmental pollution can help eliminate various health problems
caused by toxic waste. Many government institutions are developing multiple policies that aid in
upholding healthcare. Community health nurses interact with different members of the
legislature as they sensitize them on the importance of upholding healthcare in society
(American Nurses Association, 2018). Teamwork, communication, and collaboration are
essential pillars of interdisciplinary communication and collaboration.Interdisciplinary
collaboration is essential in the health care field. Interprofessional collaboration can improve
nursing education and health care in several ways. Most of the hospital medical errors
experienced in the health care area are associated with weak interdisciplinary collaborations. In
turn, weak collaboration leads to poor communication and ineffective teamwork.
The eighth week will focus on the future of community health nursing. In essence, the
nursing students will learn the essentials of nursing informatics. Involving nurses in information
management is crucial. Under nursing informatics, the students will examine public health
informatics and clinical informatics (Murphy, 2010). The nursing student will also analyze
several tools crucial for information management, such as leadership,critical thinking, cultural
competency, and policy development.

Key Concepts to Promote Student-Centered Learning
The First Week
The first week involves introducing the community health module to the students, which
has vast benefits to their future nursing career. Essentially, it equips nurses with the necessary
skills needed to advance patient safety (QSEN, 2019). The knowledge gained is in line with the
Quality and Safety of Education for Nurses.The first week is the week where the instructor gets
to study the students and identify the classroom diversities. Through group discussions and
assignments, the student will be able to identify some of the techniques that can be used to
improve the quality of healthcare services in the community. Some of their expected findings
should include excellent communication between patient and families as well as the nursing and
interdisciplinary teams. During the first week lecture, students are to use their study materials to
do research of the necessary definitions of medical terminology and study topic related to the
lectures as guided by the course outline.
The Second Week
Social justice issues are common for the majority of communities located in the country.
Hence, nursing staff are required to handle and resolve controversial social justice issues and
promote equality and diversity as a means of reducing conflict in a community. Through
teamwork, the students are expected to use the work groups assigned to them in week one to
carry out various research related to community health assessment and planning. They are then
able to discuss their findings with the class. From this weeks discussion, the student's
participation in identifying the vulnerable populations in their community and the various ways
of promoting health safety proved that they are well equipped and advanced in understanding the
lecture content.
The focus of this week is to encourage teamwork, cooperation with other health care
workers inthe community, and the promotion of safety for members inthe community.
Determinants of vulnerable populations, and public health policies protecting vulnerable
populations, concepts taught in the third week, are in line with the Quality and Safety of
Education for Nurses (QSEN, 2019). These competencies bring out essential knowledge that
nursing students needfor developing effective health policies and strategies that can be applied to
eliminate various health problems in a community.
The Third Week
The program of this week continues to develop concepts from the second week.
Additionally, students can become more familiar with patient-centered care theory. It establishes
a closer connection between professionals and the community with which they join. In thethird
week activities, students are now fully aware of each others strength and weakness. The initial
group can be broken up, and the students paired with new individuals. This new grouping will
enable the student to share their experiences and learn on how to handle and understand their
academic differences and weakness. Each group will identify a theory related to patient care and
discuss it amongst themselves. Later during class lessons, they will share their findings. Lastly,
to make sure that the students are on the same page with the academic nurse educato. The
students can work togehterand have group discussion followed by a written exam to evaluate
their understanding of the past three weeks.
The Fourth Week
The Healthy People 2020 concept levels of prevention, collaboration in nursing, and
evidence-based community health interventions are taught in the fourth week are in line with the
QSEN standards of teamwork, collaboration, and quality improvement initiatives.The primary

objective of nursing practice is to uphold patient safety.Before the beginning of the lecture,
students will do a random presentation of the most important points covered in the previous
lecture. The student, through their group leader, will present their exam outcome to the rest of
the class members. During this period, all the groups must take the class through their exam
questions. The class will work together and collaborate to provide answers to areas that they had
difficulty with.
The Fifth Week
Violence, natural and human-made disasters, and communicable diseases are subtopics in
line with Quality and Safety of Education for Nurses (QSEN). These competencies learned are
about the significant problems hindering the development of healthy communities. Knowing the
prevalence of issues plays a vital role in the development of mitigation strategies.This week
lessons will be based on the method of active learning strategies. Since the topic is based on
strategies for managing population health, the students will identify the health problems caused
by violence, natural, and human-made disasters, including infectious disease. The fifth lecture
will be about students teaching themselves by identifying the issues and solving them, setting
questions for themselves, discussing the questions, and later on each is to present their reflections
for evaluation.
The Sixth Week
During this module, the students learn the QSEN standards and how they correspond with
the promotion of cultural diversity and equality among patients. The professional activity of
nursing students will focus on the creation of a safe environment for all members of the
community. This week, theacademic nurse educator will give a lecture and host a guest speaker
form the health department. Additionally, after each sub-topic, students will be allowed to ask
questions regarding the subtopic that they did not thoroughly understand. Also, they can request
the instructor to expand or elaborate more on specific areas. On the last day of the lecture, a 30-
minute session will be held to let the students demonstrate the various skills they can use to
promote cultural diversity amongst patients.
The Seventh Week
The source of health policies and essentials of interdisciplinary collaboration concepts
equip nursing students with knowledge and skills on policy development to promote and uphold
effective service delivery and patient safety.Basically, after the instructions, students will assist
the lecturer in coming up with questions that they will use to revise as they prepare themselves
for the final exam. The questions will include up to week eight study topics. So, the students are
required to read ahead of the lecture and formulate their questions on the last semester week
class topics.
The Eighth Week
Nursing informatics and tools for information management are in line with the QSEN
standards of practice. These standards involve the integration of information technology in
nursing practice in order to advance the quality of service delivery in healthcare facilities.To
engage the class during this weeks work, the instructor will let the students identify the current
improved technologies used in nursing practices and align them with their various uses. In
addition to that, the student will also research how this tool has improved nursing education and
service delivery. Since this is the last week of the course, the instructor will use the last day to
revise the questions formulated during the last session of week seven. A student will be chosen
based on his or her capability and participation to help guide the class through the assessment
questions. These questions will help individual students to better understand the teachings and
identify their areas of weakness and consult with the instructor if necessary.
Professional Standards and Guidelines
To establish professional deontology, the students will learn the competencies, principles,
and values of a nurse. One of the universal sources from which to learn this information is
through QSEN, which contains integral components of professional activity and alignmentfor
every nurse. The patient-centered care theory helps medical professionals to be more responsible
regarding the life of a patient and one's needs outside of the medical realm. It is essential to
recognize a patient’s personal needs, such as religious practices, cultural preferences, and
language.
Additionally, each professional should not only excel at their mechanical skills, but one
should also seek tocontinuously improve their skills in all areas. Self-improvement is a crucial
trait of any professional; however, it is even more important for a healthcare professional
because lives depend on one’s actions and decisions. Each weeks’ modules will focus on
learning the values and standards required for successful healthcare professional. Each module
will reinforce these principles with practical tasks and simulations of real-life situations.
The QSEN competencies are:
 Patient-centered Care
 Quality Improvement
 Teamwork and Collaboration
 Informatics
 Safety (QSEN, 2019)

Alignment of Weekly Course Concepts Overview
A primary goal for the weekly course is to familiarize students with the standards
and policies that are common in nursing practice. Each module focuses on a specific set of
standards and principles that encourage nursing professionals to recognize the needs of a
community, issues existing within the community, and how to handle difficult situations. The
modules provide theoretical and practical knowledge that is essential for serving a community.
Students must understand that their professional activity will revolve around people from diverse
cultural backgrounds. A nurse should recognize the cultural values of an individual and protect
them. One of the main lessons the student will learn during the course is to promote equality,
diversity, and inclusion for all patients, no matter their personal opinions. In a stressful hospital
environment, both professionals and patients must collaborate to treat a disease or an injury.
Without this fundamental knowledge, quality of nursing care and its impact might negatively
influence the experience of the patient. Therefore, this course prepares future nursing
professionals for the real-life experience of working in a hospital and community health setting.
The following QSEN competenicies are aligned to the weekly course topics as follows:
 Week One:Patient-Centered Care
 Week Two: Patient-Centered Care
 Week Three: Teamwork and Collaboration
 Week Four: Teamwork and Collaboration
 Week Five: Evidence-Based Practice
 Week Six: Quality Improvement
 Week Seven: Safety
 Week Eight: Informatics

Weekly Alignment to the Concept Overview
The first-week lecture will explore the QSEN patient-centered care guidelines to
understand the multiple dimensions of patients and family within the community. Through
patient-centered care, the students will gather information and use various mechanisms such
education, communication, emotional support, and physical support as a way of understanding
the different community cultures, social backgrounds, and ethnicity. Such attributes align with
interventions of disease prevention and health promotion after identifying the public health
statuses of individuals from different communities. Gradually, these ideas will propel towards
the creation of a healthy and safe environment. This criterion will also apply to week two when
the students will be researching community evaluation and health assessments. The information
obtained from the community health evaluation procedures can be used in developing strategic
plans that go hand in hand with measures of preventing diseases, understanding the environment,
and promoting health.
On the third week, the academic nurse educator will focus on teamwork and collaboration
guidelines to educate the students on how the principles can be applied when offering care to the
vulnerable populations in the community. Similarly, subjecting caring measures to the vulnerable
people aims at promoting health, creating a better environment, and preventing diseases.
Teamwork and collaboration will also apply to week four, which involves community health and
interventions. Application of knowledge obtained on the evidence-based practice that dictates the
role of nurses will align the main objective of the course overview, which includes reinstating a
healthy population and creating a safer environment for individuals. Through team-based
learning, the guidelines will help in identifying the various functions and roles of the community
health nurses.
During week five, the academic nurse educator will use Evidence-Based practices to help
the student gather research information and data from reliable sources on how to manage and
contain communicable and non-communicable diseases. Similarly, students will utilize their
strategies formulation skills as well as information gathered on ways to mitigate the spread of
diseases to control the population problems that will promote health, prevent diseases, and assist
individuals in understanding the environment. The sixth week will focus on Quality
Improvement (QI) guidelines and how to improve health care in the communities by managing
environmental health hazards. Through QI, the students can identify the root cause of health
hazards which are related to the community environments. In connection with the course
overview, identifying the root causes of infections as well as their mode of transmission will
assist in minimizing the prevalence of diseases that eventually promotes health. Week seven
teachings will be based on safety measures. Through safety guidelines, the student will learn the
various policies, professional ethics, and health care cost policies which can be used to reduce
the health risks of patients. Still, the interdisciplinary collaborations dictated by ethical practices
will assist in reducing and controlling diseases irrespective of the region, cultural backgrounds,
and the socioeconomic status of the patient. Eventually, these measures will create interventions
for promoting health as well as understanding the environment. The last week (8), will use
nursing informatics to predict the future of community health nursing through tools and
technological analysis. The students will be able to assess the variations of how technology has
been used and is still being used to improve the provision of care and service to patients
including communication management, work or task coordination, management of health
records, and use of the technology and tools for safe care provisions and processes. In the same
way, predictions of chronic or acute infections as well as measuring the spread of pathogens
using technology will assist in determining the likelihood of incidences and prevalences of
certain diseases and means of preventing them. This move will promote a healthy environment,
which is the main agenda of the course overview.
The Relevance of Creating Course Outlines
Course outlines are legally binding documents that provide relevant module information,
especially, important topics to be covered, course expectations, and unit grading structures.
Instructors and students are obliged to follow the contents of the course outline. Course outlines
contain various policies that students must uphold in order to promote academic honesty and
learning (Robertson, 2012).Creation of a course outline by the instructor is relevant for several
reasonswhich include defining course goals, schedules, policies, design, content, and developing
teaching tools and materials. The most important factor is determining the course goals
becausethe instructor can quickly generate course content, teaching methods, and scheduling of
tasks such as exams and group/class assignments. Therefore, creation of a course outline enables
the instructor to schedule the activities in eight weeks, define the class expectation, and assemble
all the tools required to promote the best learning outcomes for the student.
Learning Strategies
Learning strategies are the approaches used to deliver learning materials to students,
organize students,and apply defined skills to learn different content. The instructor should design
the learning strategies after learning the diverse needs of the learners. The essential idea is for the
instructor to recognize that in a classroom, diversity is not about culture; it entails more than that.
Today, some of the classroom diversities under consideration include students’ socioeconomic
backgrounds, LGBTQ population, learning and physical disability of the students, and students’
different gifts and learning styles. The first week of the lecture is the period where the nurse
educator gets to learn the classroom diversity, gets to know the students well and create a good
connection or relationship with them, and come up with different learning tools that
accommodate the student's variety.
One of the essential learning strategies to be applied in the Community Health Nursing
Module is personal reading and homework.The plan entails assigning students particular
readings in line with study topics and giving them specific assignments to complete at their
convenience (Freeman, 2004). The instructor can modify the homework in a way that it meets
the needs and requirements of every student. Through the specific assignments, the instructor can
identify the student's weak study areas and assist them. Also, through the homework and
collected assignments, the educator can identify the different learning styles and needs of the
student and provide special learning activities to those that may have physical and learning
disabilities. For example, creating a separate learning session after the regular class timetable or
instead take thirty minutes of the class time to provide a mentor or tutor to these
individuals.These activities enable the students to expand on the study topics and to review the
lecture notes from class. This study technique improves students’ understanding and recall. In
addition, it enables students to read ahead of the instructor and helps them to engage in the
delivery of the content.
An important learning strategy is a group discussion. Group discussions are crucial as
they promote healthy interactions between students. Group discussions entail arranging students
in groups of 5 to 10 students and providing them discussion questions to address. This activity
plays a significant role in keeping the students focused as they apply reciprocal questioning to
encourage open dialogue (Freeman, 2004). It is crucial to appoint a group leader and to set
various rules to encourage group participation. Through the group leaders, reading materials and
sharing the lessons plans ahead of time help the students know the week goals and what is
planned. The group leader can then help the students to go through the reading the materials and
help teach individuals to identify their weak areas and consult with the instructor.
Another key learning strategy is fieldwork. The field of community health involves
engaging with community members to study their health issues and respond promptly to health
problems.Fieldwork allows the students to put into practice that which they have learned in class.
The instructor sends the students to different work stations according to their capabilities and
gives them more challenging tasks to complete. For example, if a student is weak in
understanding class reading on a particular disease, they are sent to a hospital or specific unit in
the hospital with patients suffering from the specific illness.This will allow the student to
observe the real picture of the disease’s symptoms and characteristics. The observations will help
complement and understand their class teachings.Allowing students to go out into the
community to gather various information helps prepare them for a career as a community health
nurse. It enables them to see real-life challenges they may face by helping them to develop
mitigation strategies that address problems. During the fieldwork, the student can also share their
experiences and cultures. In turn, they will create beneficial connections, which contributes
positively their learning outcomes.
Implementation of Learning Strategies
Personal reading and homework should be encouraged as a means to sharpen one’s skills
and mind. Reading and homework are perfect tools to develop basic skillsand enables the learner
to identify his or her study strength and weakness areas. This step is an essential procedure that
helps the students to achieve success in their study areas. It also enables the slow learners to
learn and digest that which they could not understand in class due to the pace of teaching used by
the instructor. In addition, students will be able to discuss their experience, collaborate, and
develop teamwork skills. Working with a group of people might be stressful and unusual for
many students; however, it will teach them how to achieve the desired outcome
throughcollaboration.
Predominant Learning Styles
Personal reading and homework as a predominant learning style enable the students in learning
new ideas and skills with minimal supervisions for the instructors. Assignments provided in the
form of homework trigger further research and reading as well as developing questions that can
be brought up in the question and answer session as a self-centered learning concept. If a student
can show their realistic responses in homework as directed by further studies, then the practice
activity can provide insight into their performance during a real situation. Evaluation of
assignments by the instructor simulate conditions that can reveal the exact progress and
professional development of a student. However, to learn the needs of each student, assessments
can be carried out by requesting the students to write a personal reflection after the fourth-week
lecture and lastly after the final week lessons. From personal observation, the instructor can
understand each student's requirements through weaknesses and address them.
Clinical Reasoning and Self-Reflection Skill
Concerning clinical reasoning, critical thinking is a fundamental tool in nursing practice.
In this case, it will propel the students towards quality healthcare and professional accountability.
As a result of clinical thinking and critical reasoning, students will reveal the mind habits of
flexibility, creativity, contextual perspective, intuition, confidence, perseverance, open-

mindedness, and intellectual integrity in health promotion and diseases prevention. Still, clinical
reasoning points towards the transformation of knowledge from the nursing module to analysis,
predicting, research, and logical interpretations to solve health problems as well as the
understanding of different environments.
On the other hand, self-reflection skills will instigate self-monitored, self-discipline, self-
directed, and self-thinking. The concept will assist students in applying mindful command skills
as well as rigorous excellence standards. Such insight will add to their problem solving and
communication abilities with populations from different communities and socio-economical
statuses. Correspondingly, the self-revelation skills help in overcoming native sociocentrism and
egocentrism. Altogether, critical reasoning, as well as self-reflection skills, will promote a quick
decision-making process to counter clinical situations in the community.
Fostering Student-Centered Outcomes in Collaborative Environments
Face to Face
Nursing educators apply various strategies to foster student-centered outcomes in
collaborative environments. Communication is critical in the delivery of content. Primarily, the
nursing educator’s delivery determines the level of understanding of the material. Nursing
educators use face-to-face communication while delivering most of the content. A face-to-face
lecture entails communicating to students in a lecture room by dictating notes and explaining
complex concepts or writing on whiteboards for students to copy (Kemp & Grieve, 2014). The
lectures are timed for two hours per week in most instances, which are broken into one-hour or
two-hour sessions. The significant benefit of face-to-face learning is that it is more interactive,
considering the nursing educator can engage the students and understand their needs (Kemp &
Grieve, 2014).
Moreover, learners have an opportunity to seek clarification and feedback on various
study topics. In addition to that, face-to-face communication helps the educator to create space to
listen to the student views, give students chances to identify and solve problems, and propose
various ways that the lectures can be made fun and exciting. Face-to-face communication helps
in developing a good connection and relations between students and the educator.
Learning the face-to-face communication skills in a learning environment assist students in
taking part in interdisciplinary matters that entails the formulation of strategies, objectives,
missions, and goals outside the learning environment. The skills obtained from the face-to-face
learning environment also increase the participation of students in the field, group discussions,
and future meeting that require the collaboration of colleagues to solve particular problems such
as disease prevention and to impact health promotion.
Online
Advancement in information technology has led to the introduction of online interactive
platforms where nursing instructors and students communicate to achieve various learning
outcomes. Students are required to have portals where they log in to access study materials, view
course outlines, and interact with teachers and other students. The best way to foster inter-
professional collaboration in an online study platform is by posting questions and readings for
the learners to review and provide a response (Kemp & Grieve, 2014). Also, the nursing educator
can have each student write a discussion post on the assigned question and respond to a
minimum of three discussion posts before a set period. The students will be given grades based
on their discussion posts and responses to other students’ post (Kemp & Grieve, 2014). The
instructor should ensure that students make their posts at various times to encourage them to read
other students’ discussion posts and responses. Also, online services enable students to retrieve
important lecture schedules, notes, and class programs. Again, some online platforms encourage
the registration of healthcare practitioners from the different region who share common
objectives and goals that require collaboration. Together, such individuals with low to high
levels of experience can provide ideas and as well as involve themselves in rational decision-
making activities to solve everyday problems.
Clinical
The clinical student-centered learning is another tool that promotes interprofessional
collaboration as well as teamwork. This aspect functions by preparing students for complex
working environments that require togetherness as well as skills and efforts from colleagues to
counter the health problem. Still, the clinical learning chances stretch further from delivering the
appropriate content to providing students with opportunities of experiencing discipline in the
clinical practice context. In turn, it improves their critical thinking capacity, knowledge
development, and creativity that is relayed to other students through interprofessional
collaborations and teamwork. Clinical learning is also viewed as a necessary concept in
community health nursing that prepares collaborative practice that prepares them to react
towards the health needs of local people. Continous series of decision-making through
collaborative execution of tasks will assist students in improving the quality of healthcare
services as well as improving collaboration. Students can learn what is not taught in the
classroom environment from the experience of working nurses and other interdisciplinary health
care professionals.
Factors Affecting Students’ Ability to Learn
Culture
Students learn effectively in a favorable learning environment. For this, nursing educators
should ensure that the lecture room has limited distractionsto assist in achieving the best learning
outcomes for the students. However, some internal factors, such as cultural norms, beliefs, and
traditions, might affect students learning. The nursing educator should understand the cultural
diversity of the classroom and assist the student in controlling its effects on their academic
career. In every organization, there are people from different cultures, and control of the cultural
element is essential for quality performance and production. The cultural background of a learner
can immensely affect his or her ability to learn(Bednarz, Schim, & Doorenbos, 2010).Cultural
influences start at an early age and are learned experiences. Culture involves a specific
background knowledge, belief system, and morals.
Society
Societal differences and perceptions may affect students learning abilities. Women still
dominate the nursing field. However, more men have been entering the nursing profesession.
Nevertheless, various societies have misguided perceptions about male nurses, as they doubt
their capability to deliver services in a field highly dominated by women. In some communities, '
men prefer male nurses, while females prefer female nurses (Bednarz et al., 2010). This
preference can affect service delivery in the healthcare setting, especially when there is limited
staff. Poor societal perception regarding a nursing career can affect student-learning abilities
since it can change their interest in the course.The society attitude, as well as that of the family,
affects children's decisions regarding a career path they choose to pursue. Family's and society's
with negative perceptions of nursing as a career leads to negative attitudes in the youth to pursue
nursing career. This is believed to be one of the reasons behind the nursing shortages.
Additionally, language is one of the main factors that can hinder student-learning
abilities. Nursing educators use English to deliver their content (Bednarz et al., 2010). It is a
significant barrier for students from international communities that do not speak English.
Life Experiences
Various life situations affect studentsuccess. For nursing students to excel in their
courses, they need limited distractions and a stress-free environment. Financial instability can
hinder active learning and create barriers to education due to the lack of resources. Family
economic stability may affect a students’ access to higher education. Also, financial security is
often associated with poverty and criminal issues. Poverty and illegal activity may hinder a
students concentration and participation in class.Students from poor backgrounds face this
challenge andmay be forced to drop out of school. Some students are forced to take second or
third jobs to raise tuition money, which affects their concentration because they are too tired to
study. Peer pressure in college is another major destructive factor in learning
institutions.Students who have a bad influence on others can easily manipulate the whole class,
mostly those with low self-esteem or weak personalities.These students can easily be persuaded
to engage in harmful activities such as drug abuse, class absenteeism, and alcohol abuse.
Students who participate in such activities may end up dropping out of school or dismissed from
the college.
Cognitivist Learning Theory
The cognitivist theory of learningfocuses on information processing. The theory asserts
that human beings process the information they receive instead of responding to stimuli. The
learning process, according to the cognitive theory, occurs when the learner looks for ways to
process the information they receive. In essence, cognitive theorists assert that the learning
process is attributed to the internal processing of information in the learner’s head (Harasim,
2012). The difference is that learning abilities in children can be attributed to the different
capabilities of processing information. Also, the learning process entails the reorganization of
ideas by altering new insights or changing old ones. Cognitive learning theorists claim that the
learning process involves a change in knowledge rather than a change in behavior (Harasim,
2012). The cognitivist theory is the most compelling theory in developing nursing knowledge
considering nursing education changes proportionately in facts and skills. Nursing students are
expected to maintainaminimum grade to succeed in nursing, and the grades can only be achieved
through acquiring knowledge from multiple sources, such as books, medical journals, websites,
and other accredited sources.
Conclusion
The Community Health Nursing Module cultivates nursing students’ knowledge of
various community health issues, which helps in the development of effective community
policies that promote health. Additionally, it aids in the advancement of effective mitigation
strategies that prevent the prevalence of various infectious and chronic diseases in the
community. The course is divided into multiple topics to be covered over eight weeks. This
nursing educator has created an effective course outline that guides the students. Both the
nursing educator and the students are to adhere to the course outline. This ANE intends to apply
various learning strategies to deliver the course content to the students. The learning strategies
include individual reading assignments, group study, and fieldwork. Multiple factors hinder
students learning abilities proportionately, and the major ones include culture, society, and life
experiences. The best learning theory to apply while studying the Community Health Nursing
module is the cognitivist learning theory.
References
American Nurses Association. (2018). About ANA. Retrieved from
https://www.nursingworld.org/ana/about-ana/
Alliance of Nurses for Healthy Environments (ANHE). (2017). Alliance of Nurses for Healthy
Environments: About us. Retrieved from https://envirn.org/about/
Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils,
pitfalls, and pearls. Journal of Nursing Education, 49(5), 253–260. doi:
10.3928/01484834-20100115-02
Bell, D. (2016). CDC’s response to the 2014–2016 Ebola epidemic — West Africa and the
United States. Morbidity and Mortality Weekly Report, 65(3). Retrieved from
https://www.cdc.gov/mmwr/volumes/65/su/pdfs/su6503.pdf
Freeman, J. (2004). Learning strategies. LD Online. Retrieved from
http://www.ldonline.org/article/5627/
Harasim, L. (2012). Learning theory and online technologies, 1-16. Retrieved from
https://pdfs.semanticscholar.org/4027/f809f9bef6fbe00d9517312878f1500207db.pdf
Healthy People 2020. (2018). Retrieved from

https://www.healthypeople.gov/2020/Leading-Health-Indicators
Jones, M., & Smith, P. (2014). Population-focused nursing: Advocacy for vulnerable populations
in an RN-BSN program. Public Health Nursing, 1-18. Retrieved from
https://digitalcommons.linfield.edu/cgi/viewcontent.cgi?
article=1005&context=nursfac_pubs
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and
test performance in classroom vs. online learning. Frontiers in Psychology, 5(1278). doi:
10.3389/fpsyg.2014.01278
Murphy, J. (2010). Nursing informatics: The intersection of nursing, computer, and information
sciences. Nursing Economics, 28(3), 204-207. Retrieved from
https://www.researchgate.net/publication/45437445_Nursing_informatics_The_intersecti
on_of_nursing_computer_and_information_sciences
QSEN. (2019). Competencies. Retrieved from http://qsen.org/competencies/
Robertson, C. (2012). The Purpose of a Course Outline. Retrieved from
http://www.lc2.ca/item/30-the-purpose-of-a-course-outline

Facilitation of Context-Based Student-Centered Learning

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Running head: CONTEXT-BASED STUDENT LEARNING 1

Facilitation of Context-Based Student-Centered Learning

Facilitation of Context-Based Student-Centered Learning

that affect them.

the quality of healthcare in the community. Integrating information technology in community

healthcare, thus achieving overall positive patient outcomes.

primary goal, maintaining high levels of communitywelfare.

recreation, physical environment, economics, education, communication, health and social

health issues within a community.

Individuals have differentperceptionsregarding vulnerable populations of people. Vulnerable

Knowing the vulnerabilities of a community aids nurses in identifying the strategies to

the socialand economic environment.

population’s health problems such as communicable and non-communicable diseases. One

increase awareness of the importance of environmental conservation. Community health nurses

for the management of health issues in society.

legislature as they sensitize them on the importance of upholding healthcare in society

(American Nurses Association, 2018). Teamwork, communication, and collaboration are

essential pillars of interdisciplinary communication and collaboration.Interdisciplinary

turn, weak collaboration leads to poor communication and ineffective teamwork.

competency, and policy development.

Key Concepts to Promote Student-Centered Learning

The First Week

lectures as guided by the course outline.

The Second Week

promote equality and diversity as a means of reducing conflict in a community. Through

Determinants of vulnerable populations, and public health policies protecting vulnerable

eliminate various health problems in a community.

The Third Week

their understanding of the past three weeks.

The Fourth Week

QSEN standards of teamwork, collaboration, and quality improvement initiatives.The primary

The Fifth Week

The Sixth Week

promote cultural diversity amongst patients.

The Seventh Week

The source of health policies and essentials of interdisciplinary collaboration concepts

The Eighth Week

standards of practice. These standards involve the integration of information technology in

Professional Standards and Guidelines

The QSEN competencies are:

 Teamwork and Collaboration

 Safety (QSEN, 2019)

Alignment of Weekly Course Concepts Overview

 Week One:Patient-Centered Care

 Week Two: Patient-Centered Care

 Week Three: Teamwork and Collaboration

 Week Four: Teamwork and Collaboration

 Week Five: Evidence-Based Practice

 Week Six: Quality Improvement

 Week Seven: Safety

 Week Eight: Informatics

Weekly Alignment to the Concept Overview

education, communication, emotional support, and physical support as a way of understanding

and promoting health.

including communication management, work or task coordination, management of health

which is the main agenda of the course overview.

The Relevance of Creating Course Outlines

accommodate the student's variety.

delivery of the content.

An important learning strategy is a group discussion. Group discussions are crucial as

positively their learning outcomes.

Implementation of Learning Strategies

Predominant Learning Styles