Severe abdominal pain and liquid stools for average days

C920 Contemporary Curriculum Design and Development Task 1 – A.-G.

B. Title of Module
	Upon completion of this course, student will be able to: 1. Compare the evolving roles and responsibilities of public/community health nursing throughout history. 2. Analyze the similarities and differences of public health and community health nursing.

A. Conte nt Overview
	Apple, R. D. (2017). School health is community health: School nursing in the early twentieth century in the USA. History of Education Review, 46(2), 136-149.

https://www.emerald.com/insight/content/doi/10.1108/HER-01- 2016-0001/full/html
Stanhope, M. & Lancaster, J. (2017). Foundations for population health in community/public health nursing (5th ed.). St. Louis, MO: Elsevier Mosby. ISBN-13: 978-0323443838
World Health Organization. (n.d.). Public health nursing: Past and future. Retrieved from
https://apps.who.int/iris/bitstream/handle/10665/108460/E74237.

During the role-play scenario, the nursing instructor will have
opportunities to intervene and invite class for feedback to further develop the students’ critical thinking skills. This strategy allows the opportunity for students to move about the classroom and have fun learning.

A brief introduction will be given via power-point by the nursing instructor on the history of public & community health nursing, including foundations, history, concepts and misconceptions of public health.

B. Title of Module	Cultural Competency, Health Outreach & Disease Prevention

D. Student Learning Outcomes	At the end of this module, student will be able to: 1. Identify barriers of health in diverse populations related to age, race, culture and background.
	Students will learn the importance of becoming culturally aware of diverse populations and practice culturally sensitive best-practice approaches. Students will explore learning opportunities to educate diverse populations about nutrition, health screenings, and other available resources to improve positive health outcomes. Students will observe and practice evaluating health literacy levels and discuss strategies to accommodate for low patient health literacy levels.
C. Learning Resources

	Global Health & Emergency Preparedness

Activity

Open-ended questions:
What is Cryptosporidium? How is it transmitted? What is the possible mode of transmission among these patients? What steps should be taken? How do we control the disease spread? What information would you use to inform and teach the public? How does this
knowledge help in the prevention of future outbreaks? What can the BSN do to plan/prepare for disease outbreak or disasters?

References
Flavin, B. (2018). What are QSEN competencies and why are they important for nurses.