Task Tips for C920 v3 (RAM1) As you get started in C920,

Task Tips for C920 v3 (RAM1)

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 on the Community Health Nursing Course you began in C919. You will select 2 out of 8 course modules, and fully develop both these modules. There is a template in your Course Tips, be sure to use this template to build each of your two course modules. After completing the template for each of the two modules, then start working on your narrative paper. 

Course Outline Template for C920 

A1. Course Description – For each module, you will provide a high-level summary of this course’s purpose and content.  This section will be the same for both 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.

A1a. Module Summary. Provide a summary of each of the two modules. The suggested length of this section is 50 words or less. We recommend one paragraph for Module 1, and one paragraph for Module 2.

A2. 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.  These Module Titles in C920 were termed Weekly Course Module Topics in C919 (first column of your C919 Course Outline Template).

A3 & A4 Course Objectives and 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 be written using the SMART (Specific, Measurable, Achievable, Realistic, Time) format and the Blooms’ taxonomy from the C920 course materials. Unit 4 in Course Materials has detailed information on writing Course Objectives and Student Learning Outcomes.   

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

Example of a Course Objective: After completing the course, the student will be able to analyze 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 from 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 students are expected to be able to do or demonstrate at the end of the entire course, are broader, 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, Understanding, or Applying levels, since this is the knowledge expected right after the module has been taught.  Keep in mind that you should use only ONE ACTION VERB in each of your course objectives and student learning outcomes.  In the recorded cohort as well as during 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. Also be sure to review the Cohort Recording in the Course Tips! 

A5. Module Topics – In this section of the template, you will describe at least two topics covered in the module.  This is about what your students will learn in the 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 (Centers for Disease Control) website (https://www.cdc.gov/ ) or Healthy people website (https://www.healthypeople.gov/) are excellent resources.

You will also describe how each topic will help your students achieve the module’s Course Objectives and Student Learning Outcomes. These Module Topics in C920 were termed Weekly Key Concepts in C919 (second column of your C919 Course Outline Template).

A6. Learning Resources – You will provide at least two unique learning resources for each of the modules (this resource may be in the form of a textbook chapter, website, research article, etc…). Resources should not be older than 5 years.   Please be sure to reference each of your learning resources using APA formatting.   

Note: You will do a total of 2 learning activities, one which must be context based

A7. Learning Activities – 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, the other activity doesn’t have to be.

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. Remember to include an actual scenario that you create.

Billings and Halstead book has valuable information on designing learning experiences.   

A7a Context-Based Scenario Details. In this section you will 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. You must include a scenario that you create.

You will have developed a context-based scenario in either Module 1 or Module 2 and placed this scenario in A7. Copy and paste this scenario into A7a – so one of the modules will have the context-relevant scenario in A7 AND the same scenario in A7a. 

Narrative Paper   

B1. ADDIE Instructional Design Model 

In this section you will choose one of the two modules you have developed and discuss how the applicable phases of the ADDIE model influenced the design and development of this module. Unit 5 in the Course Material has some useful information on the ADDIE model.

B2. Online Learning Environment 

In this section, you will then discuss how the online learning environment (OLE) can pose at least 2 challenges to achieving course objectives & student learning outcomes and provide examples of how to address each of these challenges (Time, flexibility, accessibility to resources, use of various teaching strategies).    

B3. Learning Theory

In this section, you will need to identify a specific learning outcome (SLO) from A4 and discuss how that SLO reflects an established learning theory. You will then discuss how you will adapt that learning theory to an online learning environment. Chapter 14 in the Billings & Halstead textbook has information on learning theories.

B4. Learning Resources

In this section, you will identify two of the learning resources from A6 and discuss why each of these learning resources is best suited for your module and is intellectually stimulating. Why did you choose this learning resource for your students?

B5. Learning Activity Justification 

Several elements need to be addressed in this section. You will select one of the learning activities from A7 and justify the following:  

The specific skills that the learning activity is intended to develop.

How this learning activity facilitates student engagement and promotes learning.

How is your learning activity 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.

Be sure to include citations from evidence-based research and educational principles to provide the justification in this section as you address a, b, c, d, and e.