The Case For Culturally Responsive Teaching in Nursing Education Essay
MPG Task 1 Course Outline
Nursing courses are developed with various considerations, such as the learner and relevance to the profession. Concepts in the courses must be relevant and promote the various nursing competencies outlined by the regulatory bodies. Nursing is a profession built on nursing knowledge and clinical practices hence the need for learning strategies that incorporate both. The profession is broad and prepares nurses to function in learning institutions, healthcare facilities, communities, and other institutions requiring healthcare providers. Thus, the profession emphasizes assessment, leadership, management, and collaboration competencies. Nursing Education occurs in various environments, such as online, clinical, and face-to-face. Nurse educators are at the frontline in developing and evaluating courses to ensure they are relevant to the profession and study objectives. This paper evaluates a course, the role of the BSN in community health Nursing, the specific concepts related to the course topics, and various supporting factors such as learning strategies involved in the course. The Case For Culturally Responsive Teaching in Nursing Education Essay
Course Aspects Justification
Nursing education is complex and requires consideration of critical competencies and skills in nursing practice. Community health nursing is an area of interest for all BSNs. The learner will benefit significantly from the course. The course’s primary objective is to help BSN functions in communities and increase access to healthcare services in communities. Learners will benefit through. The course will equip nurses with vital information as they prepare to work with communities in their workplaces. It will also equip the BSN with skills and knowledge to evaluate care delivery in the community and thus remedy necessary changes.
Justficatio for Selecting the Key Concepts
The specific concepts emphasized in the course are evidence-based competencies of the most significance and relevance to the nursing profession. The concepts discussed in the course are family planning, community diagnosis, home healthcare, community health promotion healthcare, community empowerment, disaster preparedness, and community assessment. These concepts are all related to community health and significant to healthcare institutions’ health improvement. They also form part of the most important roles of a community health nurses. They scope of practice may vary based on the states, but requires these specific concepts hence their inclusion.
Relevance to the Nursing Profession
Healthcare and health needs do not end at the facility but extend to the community, and so is the need to extend healthcare services to communities. Healthier communities often translate to better healthcare outcomes. Nursing practices are not limited to health facilities and scholarly roles but extend to communities, families, and homes (Melo & Alves, 2019). Nurses work with communities and with interprofessional teams to improve population health. All healthcare services (preventive, promotive, curative, and rehabilitative) are treated equally. The community health nursing course emphasizes all these services at the community level, hence its significance to nursing practice. Factors such as poor access to healthcare resources, inadequate community resources, and the rising burden of chronic illnesses warrant the need for the course in BSN education. The Case For Culturally Responsive Teaching in Nursing Education Essay
Clinical Concepts in Promoting Student-Centered Learning
The key concepts will enhance student-centered learning in various ways. The selected active learning strategies will be the basis for student-centered learning. In acute care versus community health nursing, home healthcare, and community empowerment, students will engage in constructive peer reviews that will enhance their understanding and application of these concepts. In family planning and community health-promoting opportunities and strategies, students will engage in the case study analysis, reviewing case studies and excerpts from community health reports. These reports will expose students to real-life community situations that they will solve to enhance their competencies. Disaster preparedness, disaster planning, and community diagnosis are complex areas requiring BSNs to participate in nursing simulations to help gather data and use it to prepare preparedness plans and diagnose community problems. Disaster preparedness is one of the vital roles of community helath nurses hence its inclusion. It prepares the nursing profession to prepare for dioasyters adequately and thus full participation oin mitigation and recovery efforts. Family planning is a vast area that requires students’ keenness. The nursing process in the community assessment concept will utilize concept mapping and networking activities, which will require BSNs to fully engage in explorative and engaging activities that will promote student-centered learning. All these concepts will enhance student-centered learning by providing engaging activities that will ensure students participate and understand these concepts in community health.
Professional Standards and Guidelines
Nursing is a caring profession and aims to improve patient outcomes in and out of the facility. The nurse cannot be complete without knowledge of community health nursing. Community health nursing is deeply rooted in population health. The Quad Council of Public Health Nursing developed and recently updated its Public Health Professionals Core competencies. These competencies can help all professionals, from entry-level professionals (such as BSNs) to senior management in clinical and non-clinical settings. Thus, aligning the course concepts to the core competencies will enhance the course’s relevance and move towards significance to the nursing profession.
The first concept, Acute care versus community health nursing, aligns with the eight domains, which all require skills and knowledge in public health to help public health nurses succeed in community roles. The Case For Culturally Responsive Teaching in Nursing Education Essay
The second concept, healthcare/ home-based care, aligns with public health science skills (domain 6) and community dimensions of practice (domain 5). These domains outline the skills, knowledge, and networking these nurses require to provide care to individuals, families, and communities. The third concept, community health promotion opportunities and strategies, aligns with the analytical and assessment skills (domain 1) and policy development/ program planning skills). The concept will equip the BSN with skills to assess communities for health promotion opportunities from healthcare data and develop and implement community health promotion strategies. The fourth concept, Community empowerment, aligns with Financial Management and planning skills (domain 7) and Analytical and assessment skills (domain 2). The concept involves assessing communities’ health promotion needs and utilizing managerial, financial, and planning aid to manage these problems.
The fifth concept, family planning, will equip nurses with skills and knowledge in communicating with populations to influence their family planning and birth control decisions. Reproductive health is a sensitive area that requires caution and also precision for the success of interventions. The concept will also help the nurse understand current family planning-related courses and their significance to nursing practice and will thus help them uphold, promote, and improve these projects. The concept aligns with domains 2 and 3: policy development and program planning, and communication skills. The sixth concept, disaster preparedness and disaster planning, prepares nurses for disaster management and developing disaster preparedness plans focusing on communities. The concept aligns with domains 2, 5, and 6: policy development/program planning skills, community dimensions of practice, and public health science skills. These domains require public health nurses to have good research and analysis skills and to lead changes in public health systems for the population’s health.
The last two concepts, the nursing process in community assessment and community diagnosis, equip nurses with assessment skills. The nursing process is often applied in clinical settings, but this course enables students to use the process to assess communities and manage their problems. Thus, the two concepts equip nurses with skills and knowledge in communication with communities with varied cultures, program planning and management, leadership, and other clinical skills. Thus, these two concepts facilitate the development of all the core competencies mentioned in the eight core competencies for public health nurses by the Quad Council of Public Health Nursing. Notably, the course concepts align with and facilitate the Quad Council of Public Health Nurse Core Competencies hence the significance and relevance to the BSN nurses and the nursing profession.
Alignment of the Key Concepts to the Course Overview
The concept of acute care versus community health nursing will help differentiate hospital care from community health nursing. The two are varied, and understanding the same will help the BSN succeed in community health nursing roles. Home healthcare forms a vital aspect of community health nursing because it entails continuity of healthcare. Current trends show increased demand for home healthcare and telehealth owing to technological growth and the rising need to reduce healthcare costs (Grabowski & Mor, 2020). The rising number of elderly and patients with chronic illnesses have a growing need for home healthcare, hence the need for the concept in the course. Health promotion and prevention interventions form a vital aspect of nursing interventions. Other nursing interventions fall under curative, rehabilitative, and preventive services. Equipping the BSN with knowledge of community health promotion strategies and opportunities will help BSNs utilize and improve them to promote community health.
The guidelines by WHO in community and population health emphasize community empowerment, which entails helping communities identify and work on social determinants of health to promote better health outcomes (Melo & Alves, 2019). Thus, the community empowerment concept is critical to the BSN in community health nursing. Family planning methods and birth planning are critical parts of communities. Family planning methods are a vital yet uncommon knowledge among women of reproductive age. Adequate family planning knowledge is linked to improved professional performance, healthy family, and quality of life hence the concepts’ significance to community health nursing. Community assessment utilizes the nursing processes, a vital pillar of nursing practice and the nursing profession. However, various variations help nurses assess community needs and plan interventions. Assessing community needs helps nursing professionals plan
Understanding and interpreting data in community health assists professionals in decision-making regarding patient outcomes. Community diagnoses entail analyzing community data, such as morbidity and mortality associated with common chronic illnesses, and remedying them. Community diagnosis is one of the methods of epidemiology and disease surveillance in communities and help explain the health status of a community. Community assessment is a complex process that incorporates all interrelated factors in a community. Nurses can use available data in communities to observe changes in disease pattern. Unlike community assessment, community diagnosis relies on collected data, and community assessm Thus, all these concepts in the “roles of the BSN in community health nursing” course relate and help achieve the course objectives. Disasters are sudden and unplanned effects that have various effects on communities, such as loss of life. According to Siemon et al. (2019), community involvement in disaster planning enhances their participation in disaster preparedness, including mitigation and recovery processes. Community assessment and involvement in disaster planning increase the success of disaster management
- Importance of Course Outline to the Nurse Educator
Most learning institutional policies make developing a course outline mandatory, and the outline is one of the prerequisites for every course in nursing. The institution reviews the outline before being sent to the students. It helps evaluate the course and ensure it aligns with the institutional and regulatory agencies’ requirements (Van Hong & Van Hien, 2021). Nurse educators have many roles and responsibilities in the parent institution, and thus preparation is critical. The course outline serves as the basis for planning for teaching and personal preparation. Nurse educators have other roles and responsibilities in the parent institution besides teaching, such as administrative roles. Some also work for different facilities, and it is thus necessary to plan time adequately and prevent activities from overlapping. Course outlines help nurse educators prepare for their classes and allocate time for supporting activities related to the course, such as marking assignments. The Case For Culturally Responsive Teaching in Nursing Education Essay
A course outline shows the concepts and topics and helps the nurse educator gather and prepare the necessary resources. These include gathering case studies, preparing communities for student receipt, and gathering books for the classes. Necessary resources also include books and other scholarly materials to send to students to enhance learning and understanding of concepts. A course outline provides a vivid roadmap for learners and nurse educators. It explains the learning objectives and shows how the concepts interrelate. It also shows how the courses will occur. Students utilize the course outline to plan their time and allocate time for personal and group assignments and other necessary activities. Prepared students often have better grades, and hence their relevance. Nurse educators focus on ensuring their students succeed in the classroom and out-of-classroom activities; thus, course outlines are crucial to fulfilling this role. It also explains how the learning will occur hence enhancing learner preparedness. A study by Dong-Hamilton and colleagues shows that sending the course outlines early helps students prepare adequately for learning, thus producing quality results (Dong-Hamilton et al., 2022). Thus, creating a course outline is vital to my role as a nurse educator.
Three Learning Strategies in Nursing Education
The three active learning strategies identified in the course outline are online simulations, group learning (assignments and presentations), and case studies. Foronda et al. (2020) show that gamification and online nursing simulations are vital technologies that help deliver concepts to nursing students. Simulations such as Shadow Health and Sentinel City help students practice skills, access communities, and perform tasks that would be difficult to accomplish physically or in assignments. Case studies are used to present real-life scenarios that nurses require to solve. Tyo and McCurry (2019) note that active learning strategies such as case studies, journaling, and reflections are vital critical reasoning techniques in nursing education. They help understand concepts and how they can be applied in real-life situations and equip nurses with critical thinking and creative skills to succeed in their BSN in community health nursing.
Group assignments are vital learning strategies that help foster teamwork and collaborative skills among nursing students. Day and Beard (2019) show that group assignments in nursing education are complex but help achieve learning objectives and improve collaboration and teamwork skills. They help nursing students work in teams, become organized, and team-play. Group members appoint a leader who divides the work to be done, thus enhancing team-playing and leadership skills among students.
Case studies are active learning methods in nursing education to enhance critical reasoning skills. They entail past real-life situations that can help students develop skills and competencies in relevant areas such as ethics, patient and community assessment, and community/patient assessment. Case studies provide in-depth information that helps nurses use their theoretical knowledge and convert them to clinical skills, like simulations (Englund, 2020). Case studies are often problems that require solving. The Case For Culturally Responsive Teaching in Nursing Education Essay
How the Strategies Meet Diverse Learner needs
Case studies help nursing students practice their skills and enhance their knowledge before working with patients and populations. Group assignments help bring varying yet vital perspectives of students, hence the creation of ideas, enhancement of innovation, and promotion. Thus, it will prepare the student to work with communities. The skills emphasized range from simple skills such as patient assessment to quality improvement and policy development. Case studies are leading interventions in improving logical and clinical reasoning. These learning strategies allow students to function in groups and alone, thus suiting learner needs for diverse students. They also enhance a broad range of skills, including logical and critical reasoning, problem-solving, decision-making, leadership, cultural competence, and team playing. The skills emphasized and used in achieving competence in these concepts will thus promote student-centered learning.
Implementation of Learning Strategy
The learning strategy of interest is online nursing simulations. The strategy is predominantly kinesthetic learners and utilizes logical/ analytical reasoning styles. Foronda et al. (2020) note that online simulations are skill-based and emphasize hands-on skills such as assessment, delegation, and community evaluation. Rajaguru and Parker (2021) note that nursing simulations help transform knowledge into practical skills and competencies and enhance knowledge retention. Simulations such as Sentinel and Shadow Health are the most common nursing simulations used in nursing education. These simulations help nurses implement their skills and knowledge in safe and free microenvironments, improving their confidence in performing these specific tasks. For example, a cholera outbreak simulation can be used to educate students on community assessment, diagnosis, and working with culturally diverse populations. The simulations represent Logical and analytical reasoning that helps develop skills in transforming knowledge into practice and implementing skills in nursing practice.
Nursing simulations are vital in self-assessment and the development of clinical reasoning. One of the best characteristics of online nursing simulations is providing a safe environment for limitless practice (Karabacak et al., 2019). Many online simulations provide nurses unlimited opportunities to learn and improve clinical reasoning. Nurses can do tasks over and over until they master the skills. Most simulations provide instant results and feedback, ensuring nursing students learn their weaknesses and implement corrective interventions. Kabaracak et al. (2019) note that online simulations are challenging and require logical and clinical reasoning skills, promoting the development of clinical reasoning skills. Most simulations are calibrated to disallow students from continuing with the exercises when they fail in specific areas. They ensure students repeat the exercises until they understand the concepts, promoting the development of clinical reasoning. Thus, the learning strategy will help promote self-assessment and the development of clinical reasoning skills.
Fostering Student-Centered Outcomes in Learning Environments
Nurses require skills and knowledge to function constructively in interprofessional teams. These can be enhanced through student-centered learning. Student-centered learning refers to the focus on ensuring students achieve their learning objectives. It also implies that learning strategies are student-focused and students actively participate in all the learning phases. Donovan et al. (2022) state that the four tenets of student-centered learning are personalization, competency-based, independent of time and place, and ownership of learning. Generally, nursing students should develop measurable skills, knowledge, and values reflected in the nursing profession (Donovan et al., 2022). Student-centered learning entails student-student, student-educator, and student-content interactions. In all learning environments, sharing the course outline early, delivering lectures, and facilitating access to supporting materials are the primary priority to enhance student-centered learning. As mentioned earlier, sending the course outline increases student preparedness and participation in learning.
Interprofessional collaboration refers to the interdependence of professionals working together to achieve desired goals. In clinical settings, nurses, physicians, pharmacists, and nutritionists work together to assess patients in various areas to achieve holistic care outcomes. Interprofessional collaboration is fostered in students through developing activities requiring students to work together and with other professionals to achieve learning objectives. Wei et al. (2022) note that activities to promote collaboration and teamwork include providing clear expectations, social interactions, offering feedback, and conducting team interaction activities. As a nurse educator, integrating these activities into learning will thus promote student-centered learning and foster
Besides the interventions promoting student-centered learning mentioned above, innovative classroom techniques will foster student-centered learning in face-to-face learning. Developing interactive classroom interactions to aid learning is critical to enhancing student-centered learning. Group presentations, role-playing, and small group discussions are vital strategies to aid face-to-face learning (Garcia, 2020). These interventions will ensure students work in teams and collaborate to achieve objectives. These interventions foster collaboration and teamwork and are thus the choice interventions for face-to-face learning. Group presentations hence nursing students develop collaborative and leadership skills and also increases their confidence (Garcia, 2020). Role-playing helps students appreciate others and respect other people’s opinions. Small group discussions increase students understanding of the subject matter and their ability to evaluate and understand concepts. They also enhance creativity and appreciate diversity.
In online education, there are various strategies to enhance student-centered outcomes in online learning. The first intervention will be providing active learning experiences for the students. These include asking them to do summaries of concepts and doing cats to ensure they study and understand concepts in nursing education. Learning can also include online simulations that help develop skills and competencies such as delegation, staffing, and healthcare accounting. I will also enhance and oversee student-student interactions through discussion forums and group assignments to foster teamwork and collaboration. Wong (2021) states that discussion forums in online education enhance active learning, colleagues’ socialization, and peer evaluation and ensure peers learn from each other. In addition, I will review their discussions and provide feedback to students besides the teaching and marking assignments.
More, healthcare
Student-centered learning in clinical practice ensures nurses have the necessary skills to practice professionally and according to set standards and procedures. In clinical settings, learning by observation is critical. I would ensure all my students have active clinical preceptors and record their procedure observation experiences. Besides increasing their access to resources, I will demonstrate the required clinical skills to the nurses to ensure they understand the procedures. For example, explaining the insertion of an intrauterine contraceptive may require demonstration to enhance understanding and mastery of the skills. Clinical preceptors and nurse educators collaborate in assisting students in performing tasks and assessing their skills. Practicing skills with students increases their understanding of ideal procedures, enhances learning, and increases confidence in their practice (Donovan et al., 2022). Organizing networking activities, such as outreaches, interviews with professionals, screening activities, and medical camps, for students to participate can also foster nursing skills and competence in performing these activities because chances are rare (Donovan et al., 2022). These activities will increase the BSNs’ interaction with other professionals and improve their appreciation of interprofessional collaboration roles in nursing. Thus, as a nurse educator, these strategies and activities in face-to-face, online, and clinical learning will enhance student-centered learning, promoting quality education outcomes. The Case For Culturally Responsive Teaching in Nursing Education Essay
Cultural, Societal, and Life Experiences effects on Student’s Ability to Learn
Culture is a social aspect of life, and each student has different cultural influences. Culture affects listening, speaking, thinking/ reasoning, reading, and writing. The thoughts and logical reasoning are shaped by the community in which a child is brought up. Cultural insights, such as in childbirth, affect students’ ability to understand and accept facts in childbirth. When bringing up a child, language and behavior may affect their ability to speak up and participate in learning. Language barriers and cultural concerns also affect how students understand concepts and express themselves (Simamora et al., 2019). For nursing students, language is often developed, but there are problems with self-expression, especially for international students who present problems communicating and delivering points. These students thus fear participating in learning activities and social classroom learning activities, hence poor learning ability (Lee & Castiello-Gutiérrez, 2019). Lee and & Castiello-Gutiérrez (2019) note that cultural differences with other students, including skin color and race, expose students to discrimination and stereotyping, making learning ability and coping difficult. Some views in societies, such as education corrupting the mind and inhibiting the student’s ability and desire to learn. Such negative views and beliefs can be denoted when learners and teachers engage in constructive feedback.
Societal effects such as negative children-adult interactions in societies affect their readiness and ability to learn. Students can spend the early years of learning without knowing the roles of teachers and students in their lives, and the problem may persist in the future. Such students cannot form constructive relationships with their teachers and colleagues, hence poor learning outcomes. Children brought up in societies with low education, low income, and high dropout rates tend to have high dropout and decreased desire and ability to learn. Poverty in most societies demeans the desire to study, as students opt for money-seeking platforms over the school. In addition, some tendencies, such as disliking subjects, may arise from a lack of their significance. That is, students view subjects as less or more critical or irrelevant hence positively or negatively impacting their desire to learn (Mazana et al., 2019).
Life experiences can facilitate the ability to learn or demean them. Many students have dreams and ambitions, and their experienced related to learning can affect their ability to learn. Nymberg et al. (2019) note that individuals gauge the relevance of education interventions based on their life experiences and perception of their impact. The nursing student’s perspective and view of the relevance and importance of educational context thus affect their ability to learn. During the study by Nymberg and colleagues, elderly patients were reluctant and uncooperative in learning e-health interventions because they are old and may not benefit from the intervention (Nymberg et al., 2019). For example, many nursing and medical students were motivated to study by losing a friend or family to illness or experiencing a critical illness in their past life. Poverty in the family can be a motivating factor for most studies. The desire to alleviate suffering in the family and eliminate poverty increases the will and ability to learn.
On the contrary, attaching school with negative experiences prevents the learner from putting effort into learning. For example, some students come from families with educated but jobless parents or siblings. They observe educated people still suffering in societies that demean their desire to learn. Labrague et al. (2019) note that individuals preexisting knowledge and self-confidence also affect their learning ability. Knowledge in an area such as family in previous classes can facilitate learning skills such as Intrauterine Contraceptive Devices and Implanon insertion procedures. The Case For Culturally Responsive Teaching in Nursing Education Essay
On the contrary, students with poor past experiences in learning may be reluctant to perform clinical skills based on these experiences. For example, a lack of preexisting classroom knowledge in emergency care can inhibit the development of community emergency measures. Health issues like chronic illnesses can affect an individual’s learning ability. Some problems, such as seizures and mental health illnesses like attention deficit hyperactivity disorder, also affect an individual’s learning ability. Thus, societal, cultural, and life experiences influence nursing students’ learning abilities.
- Learning Theories in the Development of a Nursing Education Course
Learning theories developed over time have been developed to facilitate learning. They help develop courses, topics, and concepts and help determine the best learning strategies based on the student and course characteristics. Choosing the correct theory to influence course development enhances the success of the learning interventions and objective achievements. Nursing education courses are developed to improve nurses’ knowledge to inform their care decisions. In addition, nursing education emphasizes growth in logical reasoning, and concepts are introduced based on the learners’ cognitive abilities. Concepts get more complex as they advance from their first years. Foronda et al. (2020) note that clinical practice is a significant part of nursing education, and students must develop and enhance their knowledge and clinical skills. Recent developments, such as the introduction of the DNP program emphasizing clinical knowledge and skills, indicate the importance of integrating clinical knowledge and skills in nursing students. A theory that emphasizes clinical practice, nursing knowledge, and professional development is thus the best to inform the development of a nursing education course.
The constructivist theory holds that students construct knowledge, and passive learning is not enough because they cannot passively take the information. Nursing education emphasizes understanding rather than memorizing information for effective replication in practice. The theory explains that individuals experience things and reflect upon them, building on their existing knowledge and improving their knowledge, skills, and perspectives. O’Connor (2021) notes that cognitive constructivism courses are based on the learner’s cognitive development. Thus, the theory can guide the development of courses throughout the learning experience as the learning goes through cognitive development stages. The theory implies that students understand the information in their unique ways. The theory holds that individuals build on their existing knowledge, hence the need to connect learned information with other areas and disciplines. It also implies that people learn to learn as they learn and construct meaning from systems as experiences increase.
The constructivist theory is applied to developing nursing courses with related topics and concepts that help build on each other (O’Connor, 2022). For example, a course dealing with reproductive health can be developed from simple concepts, such as introduction to reproductive health, to complex ones, such as standard and abnormal reproductive system physiology and later healthcare interventions to manage reproductive health. The concepts build on each other, enhancing the knowledge and skills of the nurse. The theory can help develop courses with varied evaluation and active learning strategies to incorporate interpersonal differences because individuals understand concepts and construct knowledge uniquely. In addition, it can be used to develop physical and social learning platforms in graduate and undergraduate learning because learning occurs when connecting with other people and performing activities utilizing learned knowledge and skills (Karpouza & Emvalotis, 2019). Knowledge is personal; thus, these activities, such as wound cleaning, should be learned in class and implemented. The theory is the best fit for developing nursing courses because it emphasizes knowledge creation, skills and practice, and integration of knowledge and practices in knowledge creation.
Conclusion
Course outline development is a nurse educator’s task requiring critical thinking. Nurse educators have tasks to ensure that courses are well-structured topic-wise and each topic has concepts emphasized. The development process can utilize insights from regulatory agencies and learning theories. The insights ensure the courses instill knowledge and skills relevant to the profession and professional core competencies. The Quad Council Competencies for Public Health Nurses and the constructivist theory have been critical in developing the course concepts and student-centered learning strategies to foster skills and knowledge among nursing students. The course developed above will utilize active learning strategies such as networking, online simulations and gamification, group assignments, and case studies to deliver content and enhance competencies. The course outline will guide students and the nurse educator to prepare for learning through material gathering and personal preparation. The Case For Culturally Responsive Teaching in Nursing Education Essay
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