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

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

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

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

ORDER A CUSTOMIZED, PLAGIARISM-FREE Assignment: You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience levels, age groups, and cultures reflective of their diverse community population  HERE

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The nursing program director 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. You will create two weekly course modules and each module should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed 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. The similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

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.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

A. Complete each of the following parts of the “C920 Course Module Template” provided below by doing the following:

1. Using contemporary educational principles, describe your course for “The Role of the BSN Nurse in Promoting Community Health,” including a high-level summary of the content and purpose of the course.

a. Develop a brief module summary (suggested length of 50 words or fewer) for each module created.

Note: Part A2 through part A7 will guide you through the creation of two unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each part by module. For example, present Module 1 with all the information required by part A2 through part A7. Then present Module 2 in the same manner. Each part will be evaluated on whether the required information is included for each of the two modules.

2. Provide a unique title for each of the two unique weekly course modules.

3. Develop two unique course objectives for each module, using SMART criteria (specific, measurable, attainable, realistic, time-bound), that indicate what your students will learn by the end of the course. Each course objective should be limited to one major action verb at the appropriate level that conveys an understanding of Bloom’s taxonomy.

4. Develop two unique student learning outcomes using SMART criteria (specific, measurable, attainable, realistic, time-bound) for each module that indicate what your students will be able to do at the end of the module to demonstrate learning. Each student learning outcome should be limited to one major action verb at the appropriate level that conveys an understanding of Bloom’s taxonomy.

Note: For parts A3 and A4, use the “Bloom’s Taxonomy” from the Web Links section when selecting the action verbs for your course objectives and student learning outcomes. Remember, you should have only one action verb for each course objective or student learning outcome, and the verbs should be within the higher levels of the cognitive/psychomotor/affective domain for course objectives and at the lower levels of the cognitive/psychomotor/affective domain for student learning outcomes.

5. Describe at least two topics that will be covered in each module and how each topic will help your students achieve the course objectives and student learning outcomes.

6. Provide two or more unique learning resources (e.g., textbook chapter, article, website, videos, research article), no older than five years, for each module that will supplement your course materials and facilitate student learning.

7. Develop a learning activity for each module that promotes student engagement and encourages reflective practice. One of your module’s learning activities must be a context-based scenario.

Note: The following are examples of what can be used to create the context-based scenario: discussion board with questions, narrative video, case study, and role play.

a. Provide sufficient detail about the context-based scenario learning activity, including clear and concise instructions for your students to be able to complete the activity without additional directions.

B. Use the information from your weekly course modules to write a formal narrative paper by doing the following:

1. Describe how the applicable phases of the ADDIE instructional design model influenced the design and development of one course module.

2. Discuss at least two challenges unique to the online learning environment that may hinder the achievement of course objectives and student learning outcomes, and include specific examples of how you would address each of those challenges.

3. Describe how one student learning outcome from part A4 reflects an established learning theory.

a. Describe how you will adapt the learning theory to an online environment.

4. Choose two learning resources from part A6, and explain why each is intellectually stimulating and is best suited for your module.

5. Using evidence-based research and educational principles, justify how one learning activity from part A7 supports skill development consistent with the module’s course objectives and student learning outcomes. Your justification should include the following:

• the specific skills that the learning activity is intended to develop

• how the learning activity will facilitate student engagement and promote learning

• how the learning activity is inclusive and supportive of all learners

• the elements of the learning activity that promote reflective practice

• how the learning activity creates an intellectually stimulating environment

6. Describe the types of feedback you would solicit to improve your course module.

a. Describe how you will use the feedback in your continuous improvement plan, including before, during, and after course development.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. 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, csv, 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

A1:COURSE DESCRIPTION

NOT EVIDENT

A description of the course for “The Role of the BSN Nurse in Promoting Community Health” is not provided.
APPROACHING COMPETENCE

The description of the course for “The Role of the BSN Nurse in Promoting Community Health” does not use contemporary educational principles or convey a clear or high-level summary of the content and purpose of the course.
COMPETENT

The description of the course for “The Role of the BSN Nurse in Promoting Community Health” uses contemporary educational principles to convey a clear, high-level summary of the content and purpose of the course.

A1A:MODULE SUMMARY

NOT EVIDENT

Module summaries are not provided.
APPROACHING COMPETENCE

A summary is not provided for each module or 1 or both module summaries provided are not brief.
COMPETENT

A brief summary is provided for each module created.

A2:MODULE TITLES

NOT EVIDENT

Module titles are not provided.

APPROACHING COMPETENCE

Only 1 module title is provided or 1 or more of the provided module titles are not unique.

COMPETENT

A unique module title is provided for each of the 2 weekly course modules.

A3:COURSE OBJECTIVES

NOT EVIDENT

Course objectives are not provided.
APPROACHING COMPETENCE

2 unique course objectives are not developed for each module or the course objectives for a module are missing 1 or more of the SMART criteria or do not indicate what the student will learn by the end of the course. Or developed course objectives are not limited to 1 major action verb that conveys an understanding of Bloom’s taxonomy, or the action verb provided is not at the appropriate level or conveys a lack of understanding of Bloom’s taxonomy.
COMPETENT

2 unique course objectives are developed for each module. Each course objective follows the SMART criteria and indicates what the students will learn by the end of the course. Each course objective is limited to 1 major action verb at the appropriate level that accurately conveys an understanding of Bloom’s taxonomy.

A4:STUDENT LEARNING OUTCOMES

NOT EVIDENT

2 student learning outcomes are not provided.

APPROACHING COMPETENCE

2 unique student learning outcomes are not provided for each module, or the student learning outcomes do not clearly describe how students will demonstrate achievement of student learning outcomes by the end of the module. Or the student learning outcome is missing 1 or more of the SMART criteria or is not limited to 1 major action verb that conveys an understanding of Bloom’s taxonomy. Or the action verb provided is not at the appropriate level and conveys a lack of understanding of Bloom’s taxonomy.
COMPETENT

2 unique student learning outcomes provided for each module clearly describe how students will demonstrate achievement of student learning outcomes by the end of the module. Each student learning outcome follows the SMART criteria, and each student learning outcome is limited to 1 major action verb that conveys an understanding of Bloom’s taxonomy.

A5:MODULE TOPICS

NOT EVIDENT

A description of 2 module topics is not provided.

APPROACHING COMPETENCE

The description includes 1 or more topics that lack the clarity or details necessary to provide a clear understanding of the content that will be covered in each module. Or the description does not address how 1 or more of the topics will help students achieve the course objectives or student learning outcomes.

COMPETENT

The description of at least 2 topics is provided with enough details to give the reader a clear understanding of the covered content in each module and how the topics will help students achieve the course objectives and student learning outcomes.

A6:LEARNING RESOURCES

NOT EVIDENT

2 or more learning resources are not provided.

APPROACHING COMPETENCE

1 or more unique learning resources are not provided for each module, or 1 or more learning resources are of the same type, are inappropriate, or are older than 5 years. Or the learning resources provided do not appropriately supplement the course materials or facilitate student learning.
COMPETENT

2 or more unique and appropriate learning resources are provided for each module. Each learning resource provided is no older than 5 years, appropriately supplements the course materials, and facilitates student learning.

A7:LEARNING ACTIVITY

NOT EVIDENT

A learning activity is not developed for each module.

APPROACHING COMPETENCE

A relevant learning activity is not developed for each module, or at least 1 learning activity is not context based. Or 1 or more of the learning activities do not promote student engagement or do not encourage reflective practice.

COMPETENT

A relevant learning activity is developed for each module that promotes student engagement and encourages reflective practice. 1 of the modules contains a context-based scenario.

A7A:CONTEXT-BASED SCENARIO DETAILS

NOT EVIDENT

Details for the context-based scenario learning activity are not provided.
APPROACHING COMPETENCE

The details of the context-based scenario learning activity do not provide clear or concise instruction for the reader to complete the activity on their own with minimal or no clarification.
COMPETENT

Sufficient detail about the context-based scenario learning activity includes clear and concise instruction for the reader to complete the activity on their own with minimal or no clarification.

B1:ADDIE MODEL AND COURSE MODULE

NOT EVIDENT

A description of how the ADDIE instructional design model influenced the design and development of 1 course module is not provided.

APPROACHING COMPETENCE

The description of how the applicable ADDIE instructional design model phases influenced the design and development of 1 course module does not convey an accurate understanding of the ADDIE model. Or the phases mentioned are not applicable to the design or development of the course module.

COMPETENT

ORDER A CUSTOMIZED, PLAGIARISM-FREE Assignment: You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience levels, age groups, and cultures reflective of their diverse community population  HERE

The description of how the applicable ADDIE instructional design model phases influenced the design and development of 1 course module conveys an accurate understanding of the ADDIE model.

B2:ONLINE LEARNING ENVIRONMENT

NOT EVIDENT

A discussion of challenges unique to the online learning environment is not provided.
APPROACHING COMPETENCE

The discussion provides only 1 challenge, or the challenges provided are not unique to the online learning environment, or the discussion does not address how the challenges may hinder the achievement of course objectives or student learning outcomes. Or the discussion does not include specific or logical examples of how each challenge would be addressed.
COMPETENT

The discussion provides at least 2 challenges unique to the online learning environment and addresses how the challenges may hinder the achievement of course objectives and student learning outcomes. The discussion includes specific and logical examples of how each challenge would be addressed.

B3:LEARNING THEORY

NOT EVIDENT

A description of how the student learning outcome reflects an established learning theory is not provided.
APPROACHING COMPETENCE

The description of how the student learning outcome from part A4 does not reflect a relevant or established learning theory.
COMPETENT

The description of how 1 student learning outcome from part A4 reflects a relevant and established learning theory.

B3A:ONLINE ENVIRONMENT

NOT EVIDENT

A description of how the learning theory will be adapted to an online environment is not provided.
APPROACHING COMPETENCE

The description does not logically address how the learning theory would be adapted to an online environment.

COMPETENT

The description logically addresses how the learning theory would be adapted to an online environment.

B4:INTELLECTUALLY STIMULATING LEARNING RESOURCES

NOT EVIDENT

An explanation of why 2 learning resources from part A6 are intellectually stimulating and best suited for the module is not provided.
APPROACHING COMPETENCE

The explanation does not logically address why 2 learning resources from part A6 are intellectually stimulating or does not address why they are best suited for the module. Or the explanation addresses only 1 learning resource from part A6.
COMPETENT

The explanation logically addresses why 2 learning resources from part A6 are intellectually stimulating and why they are best suited for the module.

B5:LEARNING ACTIVITY JUSTIFICATION

NOT EVIDENT

A justification is not provided.
APPROACHING COMPETENCE

The justification of how 1 learning activity from part A7 does not use relevant evidence-based research or educational principles to support the skill development consistent with the module’s course objectives or student learning outcomes. Or the justification does not support the skill development consistent with the module’s course objectives or student learning outcomes. Or the justification is missing 1 of the given points.
COMPETENT

The justification of how 1 learning activity from part A7 uses relevant evidence-based research and educational principles to support the skill development consistent with the module’s course objectives and student learning outcomes. The justification includes the 5 given points.

B6:TYPES OF FEEDBACK

NOT EVIDENT

A description addressing any types of feedback is not provided.
APPROACHING COMPETENCE

The description does not logically address the types of feedback that would be solicited to improve the course module.

COMPETENT

The description logically addresses the types of feedback that would be solicited to improve the course module.

B6A:CONTINUOUS IMPROVEMENT

NOT EVIDENT

A description of how the feedback will be used is not provided.

APPROACHING COMPETENCE

The description does not logically address how the feedback will be used in the continuous improvement plan. Or the description does not address before, during, or after course development.
COMPETENT

The description logically addresses how the feedback will be used in the continuous improvement plan, including before, during, and after course development.

C:SOURCES

NOT EVIDENT

The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE

The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT

The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

D:PROFESSIONAL COMMUNICATION

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.
APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.
COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.