C920 NURS 6003 Developing Course Elements Paper Example

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C920 NURS 6003 Developing Course Elements Paper Example

C920 NURS 6003 Developing Course Elements Paper ExampleC920 NURS 6003 Developing Course Elements Paper Assignment

C920 NURS 6003 Contemporary Curriculum Design and Development in Nursing Education Course

C920 NURS 6003 Developing Course Elements Paper Assignment Brief

Assignment Instructions Overview

This assignment focuses on designing key elements of a nursing education course that enhances student learning and skill development. You will develop course modules that incorporate instructional design principles, scenario-based learning, and evidence-based educational strategies. The goal is to create an engaging and intellectually stimulating environment that prepares students for contemporary nursing practice.

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Understanding Assignment Objectives

This task requires the development of three unique course modules within an eight-week nursing course titled The Role of the BSN Nurse in Promoting Community Health. Each module should include:

  • A title and topic relevant to community health nursing.
  • Measurable course objectives that define what students will learn.
  • Student learning outcomes that describe demonstrable skills or knowledge students will acquire.
  • A content overview outlining key topics and their connection to learning outcomes.
  • Learning resources that supplement instructional materials, utilizing various sources.
  • Scenario-based learning activities to enhance skill development and reflective practice.

Additionally, a formal narrative paper is required, justifying course design decisions, learning theories applied, and the effectiveness of chosen learning resources and activities.

The Student’s Role

As the lead faculty member for the course, you are responsible for:

  • Designing structured and meaningful online learning experiences.
  • Integrating evidence-based instructional strategies to support student success.
  • Aligning course components with nursing education competencies.
  • Ensuring that course content is relevant to contemporary nursing practice.
  • Justifying the effectiveness of course elements in fostering critical thinking and professional skill development.

Competencies Measured

The assignment evaluates your ability to design and develop course elements that meet the following competencies:

  • Designing and Developing for the Future – Creating a stimulating and challenging intellectual environment that fosters nursing knowledge and competency development.
  • Designing and Developing for Quality – Incorporating instructional design models and continuous improvement strategies to promote safe, high-quality patient care through nursing education.
  • Designing and Developing for Nursing Practice – Implementing scenario-based learning approaches that support skill development and reflective practice.
  • Designing and Developing for Knowledge Acquisition – Using contemporary educational principles and evidence-based research to enhance student-centered learning and achievement of learning outcomes.

C920 NURS 6003 Developing Course Elements Paper Example

Developing Course Elements: The Role of the BSN Nurse in Promoting Community Health

Course Description

The course “The Role of the BSN Nurse in Promoting Community Health” is designed to prepare nursing students to effectively engage with diverse communities and address public health challenges. Through an evidence-based and student-centered approach, this course provides an overview of community health nursing, emphasizing the role of the BSN nurse in health promotion, disease prevention, and patient advocacy. Students will develop essential skills in community assessment, intervention planning, and interprofessional collaboration. By the end of the eight-week course, students will be equipped with the competencies necessary to contribute to public health initiatives and address social determinants of health.

Module 1: Introduction to Community Health Nursing

Course Objectives

  1. Define the role and scope of community health nursing in modern healthcare.
  2. Examine the historical evolution and future trends in community health nursing.
  3. Identify key public health initiatives that impact community health nursing practice.

Student Learning Outcomes

  • Summarize the roles and responsibilities of a community health nurse.
  • Analyze the impact of historical developments on contemporary community health nursing.

Content Overview

This module provides an introduction to community health nursing, exploring the foundational principles and responsibilities of nurses in community settings. Students will examine the historical roots of community health nursing, including significant public health movements and policy changes. A discussion on the evolving role of community health nurses in addressing population health needs will be included, linking theory to practice through case studies and real-world applications.

Learning Resources

  • Holsinger, J. Jr., & Scutchfield, F. (2021). Contemporary Public Health: Principles, Practice, and Policy. University Press of Kentucky.
  • NHS Health Centers (2020). Nursing in the community. [Video]. YouTube.

Scenario-Based Learning Activity

Students will participate in a small group discussion where each group is assigned a different historical public health event that shaped community health nursing. Groups will present their findings, focusing on how past events influence present-day community health nursing practices.

Module 2: Community Assessment and Public Health Interventions

Course Objectives

  1. Explain the principles of community assessment in nursing practice.
  2. Identify key social determinants of health that impact community health outcomes.
  3. Develop strategies for effective public health interventions.

Student Learning Outcomes

  • Conduct a basic community health assessment using evidence-based tools.
  • Propose an intervention plan to address an identified community health need.

Content Overview

This module focuses on the importance of assessing community health needs and implementing public health interventions. Students will learn about data collection methods, including surveys, interviews, and epidemiological tools. The module will explore social determinants of health and their influence on health disparities. Practical case studies will illustrate effective intervention planning and execution.

Learning Resources

  • World Health Organization (2022). Community Health Assessment Toolkit. WHO Publications.
  • Centers for Disease Control and Prevention (CDC) (2021). Social Determinants of Health: Definitions and Implications. CDC Website.

Scenario-Based Learning Activity

Students will complete a simulated community health assessment using online public health data. They will identify key health concerns and propose a tailored intervention strategy for improving health outcomes within a selected population.

Module 3: Health Promotion and Disease Prevention in the Community

Course Objectives

  1. Evaluate evidence-based health promotion strategies used in community settings.
  2. Develop culturally competent approaches to disease prevention.
  3. Explore the role of technology in community health education.

Student Learning Outcomes

  • Design a health education campaign tailored to a specific community.
  • Assess the effectiveness of a selected disease prevention strategy.

Content Overview

This module explores methods for promoting health and preventing disease in diverse populations. Students will examine best practices in health promotion and the role of community partnerships in fostering sustainable health initiatives. Culturally competent care and ethical considerations in public health education will also be addressed. The module will highlight the increasing role of digital tools in community health outreach.

Learning Resources

  • Healthy People 2030 (2023). National Health Promotion Objectives. U.S. Department of Health and Human Services.
  • Online Course Module: Digital Strategies for Community Health Outreach (2022).

Scenario-Based Learning Activity

Students will create a health promotion campaign addressing a prevalent public health issue (e.g., smoking cessation, diabetes prevention). They will design educational materials and propose an implementation plan suitable for an online or in-person community setting.

Justification of Course Elements

Intellectually Stimulating Learning Environment

The course is designed to challenge students through interactive and reflective learning activities. The use of scenario-based learning, real-world case studies, and collaborative discussions fosters critical thinking and problem-solving skills. By engaging with contemporary public health issues, students enhance their ability to apply theoretical knowledge in practical settings.

Learning Theory Application

One student learning outcome from Module 1—summarizing the roles and responsibilities of a community health nurse—aligns with the constructivist learning theory. This theory emphasizes knowledge acquisition through active engagement and personal experience. The use of small-group discussions and reflective practice supports students in constructing new knowledge by integrating prior learning with newly acquired concepts.

Justification of Learning Resources

Each learning resource was selected for its relevance and ability to engage students in critical thinking. The textbook chapter provides foundational knowledge, while digital resources such as videos and toolkits offer real-world perspectives. The diversity in resource types ensures that students with different learning preferences can access content in a meaningful way.

Support for Student Skill Development and Reflective Practice

The scenario-based learning activities encourage students to apply theoretical knowledge to practical situations, promoting skill development in assessment, intervention planning, and health education. These activities also encourage reflective practice, as students evaluate their decision-making processes and adapt their strategies based on peer feedback and evidence-based guidelines.

Conclusion

This course is structured to equip nursing students with the essential competencies for community health practice. By incorporating interactive learning experiences, diverse educational resources, and evidence-based methodologies, the course fosters a dynamic and engaging learning environment. Through scenario-based activities and reflective discussions, students will be prepared to address real-world public health challenges and make meaningful contributions to community health nursing.

References

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Centers for Disease Control and Prevention (CDC). (2021). Social Determinants of Health: Definitions and Implications.

Holsinger, J. Jr., & Scutchfield, F. (2021). Contemporary Public Health: Principles, Practice, and Policy. University Press of Kentucky.

NHS Health Centers. (2020). Nursing in the Community [Video]. YouTube.

World Health Organization (WHO). (2022). Community Health Assessment Toolkit. WHO Publications.

Detailed Assessment Instructions for the C920 NURS 6003 Developing Course Elements Paper Assignment

MHP2 — MHP TASK 1: DEVELOPING COURSE ELEMENTS

CONTEMPORARY CURRICULUM DESIGN AND DEVELOPMENT IN NURSING EDUCATION — C920 PRFA — MHP2 

TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

COMPETENCIES

7055.1.1 : Designing and Developing for the Future

The graduate creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies.

7055.1.2 : Designing and Developing for Quality

The graduate incorporates instructional design models, principles, theories, and continuous improvement methods in the development of high quality course design in a nursing education environment to promote safe and quality patient care.

7055.1.3 : Designing and Developing for Nursing Practice

The graduate develops scenario-based learning approaches to support student skill development and encourage reflective practice.

7055.1.4 :  Designing and Developing for Knowledge Acquisition

The graduate develops course elements based on contemporary educational principles and evidence-based research that facilitate student-centered learning and achievement of learning outcomes.

INTRODUCTION

Online learning has become a major modality for the delivery of education. In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic online education. Although the mode of delivery of the learning differs from traditional classroom learning, faculty must still create an environment that is intellectually stimulating and challenging and encourages student development of contemporary nursing knowledge, skills, and competencies.

SCENARIO

You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled, “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In this task, you will create three of these weekly course modules. Each of these modules

should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed online learning activities.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

  1. Develop a course description for “The Role of the BSN Nurse in Promoting Community Health” that gives a high-level overview of the content and purpose of the course.

Note: Prompts B through F will guide you through the creation of three unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each prompt by module. Present Module 1 with all the information required by prompts B through G. Then present Module 2 and 3 in the same manner. Each prompt will be evaluated on whether the required information is included for each of the three modules.

  1. Provide a title for each
  2. Develop three measurable course objectives for each module that describe what the students will learn in the module.
  3. Develop two measurable student learning outcomes for each module that describe what the student will be able to do at the end of the module to demonstrate learning.
  4. Develop a brief content overview for each module that describes each topic that will be covered in the module. Be sure to describe how each topic connects with one of the student outcomes for the module provided in part D.
  5. Identify a unique learning resource for each module that will supplement your course materials and facilitate student learning. Be sure to choose two or more different types of learning resources (e.g., textbook, website, research article).
  6. Describe a scenario-based learning activity for each module that will support student skill development and encourage reflective practice.

Note: A formal narrative paper in APA format will be submitted that includes aspects H1, H2, H3, and H4.

  1. Use the information in your weekly course modules to complete the following:
    1. Justify how the course elements you included in each module will create an environment that is intellectually stimulating and challenging and encourages student development of nursing knowledge, skills, and competencies.
  2. Describe how one student learning outcome from part D reflects an established learning theory and how that theory applies to an online learning environment.
  3. Justify why each learning resource from part F is best-suited for your course.
  4. Justify how one scenario-based learning activity from part G will support student skill development and encourage reflective practice.
  5. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.
  6. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:COURSE DESCRIPTION

B:MODULE TITLES

C:COURSE OBJECTIVES

D:STUDENT LEARNING OUTCOMES

 E:CONTENT OVERVIEWS

F:LEARNING RESOURCES

 G:LEARNING ACTIVITIES

 H1:LEARNING ENVIRONMENT

H2:LEARNING THEORY

 H3:LEARNING RESOURCE JUSTIFICATION

 H4:SCENARIO-BASED  LEARNING  ACTIVITY

I:APA

 J:PROFESSIONAL  COMMUNICATION

This Document for C920 is aligned with your Assessment Instructions for this Task. It included additional clarifying information so please review while you are working on the Task for MHP- 2 C920

 CONTEMPORARY CURRICULUM DESIGN & DEVELOPMENT IN NURSING EDUCATION

 Competencies:

7055.1.1: Designing and Developing for the Future – The graduate creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies.

7055.1.2: Designing and Developing for Quality – The graduate incorporates instructional design models, principles, theories, and continuous improvement methods in the development of high quality course design in a nursing education environment to promote safe and quality patient care.

7055.1.3: Designing and Developing for Nursing Practice – The graduate develops scenario-based learning approaches to support student skill development and encourage reflective practice.

7055.1.4: Designing and Developing for Knowledge Acquisition – The graduate develops course elements based on contemporary educational principles and evidence- based research that facilitate student-centered learning and achievement of learning outcomes.

Task 1: Developing Course Elements

Introduction:

Online learning has become a major modality for the delivery of education. In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic online education. Although the mode of delivery of the learning differs from traditional classroom learning, faculty must still create an environment that is intellectually stimulating and challenging and encourages student development of contemporary nursing knowledge, skills, and competencies.

Scenario:

You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled, “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In this task, you will create three of these weekly course modules. Each of these modules should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed online learning activities.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperl inks to relevant portions of the course.

  1. Develop a course description for “The Role of the BSN Nurse in Promoting Community Health” that gives a high-level overview of the content and purpose of the course. Your course description should include the module topics along with how the course aligns with professional standards (contemporary educational principles).

Note: Prompts B through G will guide you through the creation of three unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each prompt by module. Present Module 1 with all the information required by prompts B through

  1. Then present Module 2 and 3 in the same manner. Each prompt will be evaluated on whether the required information is included for each of the three modules.
  2. Provide a title for each
  3. Develop three measurable course objectives using SMART criteria for each module that describe what the students will learn in the module. Please use the Bloom’s taxonomy with one action verb to develop the course objectives. The Bloom’s table is in the course tips. Review Course of Study unit 4 page 23 including essential readings.
  4. Develop two measurable student learning outcomes using SMART criteria

for each module that describe what the student will be able to do at the end of the module to demonstrate learning.

  1. Develop a brief content overview for each module that describes each the topics topic that will be covered in the module. This is a synopsis of the topics that will be presented in the module. Be sure to describe how each topic connects with one of the student outcomes for the module provided in part D.
  2. Identify a unique learning resource for each module that will support your course content and facilitate student learning (Active learning strategy?). Be sure to choose two or more different types of learning resources (e.g., textbook, website, research article).
  3. Describe a scenario-based learning activity for each module that will support student skill development and encourage reflective practice. Provide sufficient detail about the context-relevant scenario, including clear and precise instructions to be able to complete the activity without additional directions

Note: A separate formal narrative paper in APA format will be submitted that includes aspects H1, H2, H3, and H4.

  1. Use the information in your weekly course modules to complete the following:
  2. Justify how the course elements you included in each module will create an environment that is intellectually stimulating and challenging and encourages student development of nursing knowledge, skills, and competencies.
  3. Describe how one student learning outcome from part D reflects an established learning theory and how that theory applies to an online learning environment. You will discuss challenges that are unique to the online learning environment to achieving that student learning outcome and provide specific examples of how to address each of those challenges.
  4. Justify why each learning resource from part F is best suited for your course.
  5. Justify how one scenario-based learning activity from part G will support skill development and reflective practice. Your justification should include:
    • A description of skills that the scenario-based context relevant activity is intended to develop (may be derived from established research, educational principles, or logical reasoning).
    • How scenario-based context relevant scenarios facilitate student learning.
    • The elements of the scenario-based context relevant activity that promote reflective practice.
  1. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.

Task Tips for C920

As you get started in C920, please be sure to review your Course of Study, learning resources, Course Tips, recorded cohort, and assessment instructions. In the Task for this course, you will be continuing to work o n the Community Health Nursing Course you began in C919. You will select 3 out of 8 course modules, and more fully develop each of these modules. There is a template in your Course Tips, be sure to use this template to build each of your three course modules (you will be submitting 3 templates). After completing the template for each of the three modules, then start working on your narrative paper.

Course Outline Template for C920

  1. Course Description – For each module, you will be providing the Course Overview (which should be more detailed than the 75 word overview provided in C919). Your Course Overview will be the same for each of the modules. Remember to include all the module topics from your original Course Outline and be sure to reference back to the professional standards or guidelines you discussed in C919. Discuss how your course overview aligns with the professional standards (AACN Essentials, Quad Council, QSEN, or ACEN). Be sure to reference your professional standards at the end of each of your module templates. (No word limit)

 

  1. Module Titles – Within the template, you will provide the Title of your Module, this title can be the same title you gave your module in C919 but you may modify it if you choose to.
  2. Course Objectives and D. Student Learning Outcomes – The primary difference between course objectives and student learning outcomes is that course objectives focus on student acquisition of knowledge and skills over the time spent in the entire course; student learning outcomes focuses on student acquisition of knowledge and skills over a unit of study or the module. Course Objectives and Student Learning Outcomes should contain the following 4 components:
    1. The Condition– ie: After completing the module or the course (module for SLOs and Course for COs)
    2. The student (learner) will be able to…..
    3. Behavior which is your Action verb from Bloom’s Taxonomy – What will the student be able to do or demonstrate? (insert one Action Verb) such as describe, explain, apply, analyze as appropriate to the cognitive level
    4. Criterion – what will the student be able to do after completing the module or course? ie:

The student will be able to describe four social determinants of health within a community setting.

Example of a Student Learning Outcome: After completing the module, the student will be able to describe four social determinants of health within a community.

Example of a Course Objective: After completing the course, the student will be able to

analyze  (higher cognitive level) the impact social determinants have on the health of a community

It is important to keep your Course Objectives and Student Learning Outcomes clear, distinct and measurable statements.

Course Objectives are written using action verbs f rom Blooms Taxonomy at the higher cognitive level such as applying, analyzing, or evaluating levels. This is because the knowledge related to that specific module is higher at the end of the course. So, your course objectives are what the student’s are expected to be able to do or demonstrate at the end of the entire course, are more broad, and are specific to the knowledge related to the module but at a different point in time.

The Student Learning Outcomes are what the students are expected to be able to do or demonstrate right after you have taught the module, so the cognitive level is at the Remembering or Understanding levels, since this is the knowledge expected right after the module has been taught. In the course tips, there is a Bloom’s taxonomy list. We recommend this list be used in the development of your course objectives and student learning outcomes as you work on completing your Course Outline Template. Keep in mind that you should use only ONE ACTION VERB in each of your course objectives and student learning outcomes. In the cohort as well as in the course of study in Unit 4 there are excellent resources to help support your efforts in the development of these two concepts.

Please review the following learning resource: Bastable, Nurse as Educator Chapter 10 pg 428-432. Also be sure to review the Cohort Recording in the Course Tips!

  1. Content Overviews – In this section of the template, you will provide a detailed overview of the Content that will describe what you will be teaching in each specific module. Be sure to indicate the topics and/or main areas of focus that you will be teaching in each specific module. This is about what your students will learn in each module. You can get some great insights about what the content for modules should be by looking at community health textbooks (i.e. check Amazon for textbooks and review); look at websites – i.e. the CDC website (https://www.cdc.gov/ )

or Healthypeople website (https://www.healthypeople.gov/) are excellent resources. Be sure that each content overview connects each topic to one student outcome in the module, be detailed in the description and be clear which student learning outcome you are discussing and how it aligns with the content you will be teaching.

  1. Learning Resources – You will provide at least one learning resource for each of the 3 modules (this resource may be in the form of a textbook, website, research article etc…) You will need to have two different types of learning resources overall. Remember to utilize just one resource per module, but at least two different types across all three modules. Please be sure to reference each of your learning resources using APA formatting.
  2. Scenario Based Learning Activities – In this section of the template, you will describe the scenario based learning activity that you will be providing to the student. Billings and Halstead book – chapter 10 – starting on page 163 has great information on designing learning experiences.

Describe the scenario ( you will need to describe that in detail such as the case study, description of a community, role play scenario or simulation) that you will base your activity on, then indicate what the activity will be to follow, such as: follow up questions, short paper, reflection, community

assessment etc… based on that scenario.  Some examples of scenario based learning activities may include: case studies with questions that follow, role play with debriefing or reflection questions,

simulation, conducting a windshield survey based on observations of a community setting etc. Scenario

Based means that you are actually providing the students with a real like lif e scenario (context based) to work through. This description should be so detailed that any student and/or any faculty

member would be able to carry out the learning activity and know exactly what to do. Scenario based

activities engage the student in the activity to facilitate deeper learning. Quizzes alone, questions alone, powerpoint presentations, papers, tests, gaming are not scenario based activities unless these activities are based on a scenario that you create.

Narrative APA formatted Paper

H1. Learning Environment

In this section you include a discussion of each of the 3 modules (one paragraph per module) providing an explanation and examples of how each of the elements within each particular module (the learning resources and learning activity) will challenge, stimulate and promote nursing knowledge, skills and competencies of the students. Be sure to use the words “knowledge, skills, and competencies” within your discussion for each course module and address each of these elements (K,S,A). How will the learning resource and learning activity for each module build the knowledge, skills, and competencies of the student?

H2. Learning Theory

In this section, you will need to select a Learning Theory and link it to one of your student learning outcomes. Refer to your COS Unit 5, Billings and Halstead, Teaching in Nursing pg. 212, and Iwasiw & Goldenberg, Curriculum Development in Nursing Education Chapter 10 for information on learning theories. Some examples include: Constructivism, Cognitivism, Social Learning Theory, Humanism, Situated Learning etc… Discuss the Learning Theory your selected and demonstrate how that particular learning theory can be used to support the student learning outcome.

You will then discuss how the online learning environment can pose challenges to achieving that student learning outcome and provide examples of how to address each of these challenges (Time,

flexibility, accessibility to resources, use of various teaching strategies).

H3. Learning Resource Justification

In this section, you will need to discuss each learning resource (ie. Website, peer reviewed article, textbook, video etc…) for each of your modules and discuss how that specific resource supports the course elements in the module. Be sure to cite each resource and discuss how it supports or aligns with your module topic and content. Think about how that resource will enhance learning of the content, achievement of the student learning outcomes, promote critical thinking, meet various learning styles of the student, enhance knowledge and skills etc…

H4. Scenario Based Learning Activity

Several elements need to be addressed in this section. You will select one of your scenario based learning activities and discuss the following:

  1. How is the learning activity context based? What context or scenario did you create for the student to make the activity more engaging and life like?
  2. How does context based learning scenarios facilitate or enhance learning? Refer to C919 pg. 8 for a refresher on context based learning
  3. How does your learning activity encourage reflective practice and describe the elements of the learning activity that involve student reflection.

Be sure to include citations and/or logical reasoning to provide the justification in this section as you address a, b, and c.

C920 Frequently Asked Questions

  1. Where can I find the welcome letter for the course?
    1. The welcome letter is located under “Course Tips.”
  1. Is there a cohort for C920?
    1. You may enroll in the C920 cohort directly from the Course of Study under “Explore Cohort Offerings” tab. Your attendance and participation may facilitate your understanding of course content and success in the course.
  1. Which three (3) modules from the C919 course should I use for the C920 PA?
    1. It’s up to you which 3 modules you select for the C920 course. Choose wisely;

look at modules that you have a good grasp of the concepts which are discussed in the module. Keep in mind that you will be developing assessments for these modules in C921.

  1. Can I change or modify the course objectives (C0) and student learning outcomes (SLO) that I developed in C919?
    1. Yes, you may change or revise the CO and SLOs that you developed in C919.
  1. Do I have to follow APA format for the tables (A to G)
    1. No, you do not have to follow APA format in completing the tables (template); however, if you cite a source, you may indicate the reference citation using APA format on the bottom of the table.
  1. What does it mean to develop course elements?
    1. Course elements are present in all academic courses. You began the development of course elements in the C919 course, now in C920 you will continue to develop those elements. To review, course elements include the following:
      • The title of your course
      • your course description
      • CO and SLOs
      • Content overview of your course
      • Learning strategies/methods
      • Learning resources
      • Course assessments – the development of formative and summative assessments is the focus of the C921 course

Helpful resources in the COS include Iwasiw’s eBook, Curriculum Development in Nursing Education, chapter 13 (Creating courses for an evidence informed, conext- relevant unified program); and Bastable’s eBook, Nurse as Educator, chapter 10 on writing behavioral objectives. Be sure to review pg. 32 in the COS which provides an excellent introduction to building a course.

  1. What are Scenario-based learning activities?
    1. They are learning activities designed to fully engage students using realistic scenarios. They are active, learner centric, interactive activities that are great for developing skills such as communication, collaboration, reflection and critical thinking. Excellent resources in the COS for developing scenario based learning activities include:
      • Iwasiw’s eBook, Curriculum Development in Nursing Education, chapter 13; specifically the topic on strategies to ignite learning, starting on page 348

 

  • Billings and Halsted’s eBook, Teaching in Nursing, chapter 15 (Strategies to promote student engagement and active learning).
  • You may want to review the C919 COS on p. 24, there’s a discussion on scenario based learning activities along with an excellent article, ‘Seeing the bigger picture through context-based learning.’
  1. Q. Please suggest a resource to use for the learning theories section of the paper.
    1. Almost all of your textbooks have a section on learning theories, however, the

Billings and Halstead’s eBook, provides an excellent layout of learning theories with implications for nursing education. This is found in chapter 13, Theoretical Foundations of Teaching and Learning.

  1. What should I do if I have a task revision?
    1. While every student’s needs will be different, here is a generalized plan for working with revisions. We recommend that you work with your Course Instructor for

your individualized needs.

Revisions:

  • Units of study should be reviewed for content areas where performance competency was not met;
  • Carefully review and complete the evaluator’s guidance for revising the task;
  • Meet with your course instructor for any questions about the revision(s);
  • When competency is not achieved in APA or professional communication, please schedule an appointment with the Writing Center. Be sure to bookmark your APA manual on your computer and use this as you work on revisions.
  • Grade yourself with the rubric prior to resubmitting the task.

Locked task:

  • Meet with your course instructor
  • For content revisions on locked task, you must meet with your course instructor; for APA and/or professional communication revisions, you must meet with an instructor from the writing center;
  • After meeting with your course instructor, and your understanding regarding the revisions is verified, your Task will be unlocked.

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