C920 Course Module
C920 Course Module Template
A1. Course Description (enter your response below):
The BSN nurse’s role in promoting community healthcare involved designing and delivering an eight-week community health course for 40 BSN students of varied experience levels, ages, life experiences, and cultural backgrounds. The curriculum covers eight core topics – disease prevention, foundations of community health and nursing, community assessment, health promotion and health education, environmental health, vulnerable populations, family health and family nursing, and leadership and collaboration – each with clear course objectives, measurable student learning outcomes, a concise content overview, curated learning resources, and a detailed, culturally tailored learning activity. All modules align with the ANA’s Community/Public Health Nursing Scope and Practice (Standard 8: Health Teaching and Health Promotion). The purpose of the course is that students will choose a specific population, adapt their educational approach to its cultural context, and deliver health-teaching interventions through multiple modalities – partnering with key stakeholders, creating posters, conducting home visits, leveraging social media, and leading in-class sessions – to promote lasting behavior change and improve health outcomes across the community.
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Module #1 (enter your responses in the second column of the table below)
| Task Column | Response Column |
| A1a. Module Summary | Community health nursing addresses vulnerable populations like veterans, who face heightened physical, mental health risks and care barriers. Nurses advocate through culturally competent, situation-sensitive, collaborative, evidence-based, responsive interventions- trust-building, leveraging community partnerships, and ensuring holistic, whole-person care that promotes equity, resilience, and improved health outcomes. |
| A2. Module Title | Saluting Health: Bridging Community Care for Veterans |
| A3. Course Objectives | 1. By the end of the eight-week course, students will develop and rank the top five physical and mental health risks unique to veterans, producing a risk-barrier matrix that earns at least an 85% score on the standardized evaluation rubric.
2. By course completion, students will construct a culturally competent, veteran-centered advocacy plan—integrating a minimum of three community partners—as demonstrated in a project proposal, achieving at least 90% of the grading rubric. |
| A4. Student Learning Outcomes | 1. By the end of the community health clinical rotation, the student will analyze two prevalent mental health issues affecting veterans (e.g., PTSD and depression) and identify three evidence-based community resources to support veteran mental health.
2. Within a two-week module, the student will design a culturally competent care plan based on current community health nursing guidelines that addresses one physical and one psychosocial need of a veteran patient. |
| A5. Module Topics | Two topics that will be focused on in vulnerable populations with Veterans are PTSD and depression. They directly support the course objectives and student learning outcomes by deepening students’ understanding of Veteran vulnerability, enhancing holistic and evidence-based care planning, promoting community and interdisciplinary resources, and reinforcing health promotion and advocacy skills. |
| A6. Learning Resources | Lovelace, C., & Elliott, B. (2024). Care Considerations for Veterans in rural communities, MEDSURG Nursing, 33(4). 205-206. https://doi.org/10.62116/MSJ.2024.33.4.205
Schauer, C.M. (2023). Understanding Veterans’ Unique Needs is Crucial to Their Care: Health Progress, 104(3), 27-30. |
| A7. Learning Activity | The learning activity: “Through Their Eyes” – A Veteran’s Journey. The objective is to engage BSN students in understanding the complex needs of veterans experiencing PTSD, depression, and barriers to care through a simulated scenario, promoting empathy, clinical reasoning, and reflection. |
| A7a. Context-Based Scenario Details | Scenario Title: “Wounded but Invisible”
Description: Students are introduced to Paul, a 40-year-old Navy Veteran who recently became homeless after losing his job. He suffers from chronic pain, PTSD, and untreated depression. Paul has had negative past experiences with the VA system, distrusts healthcare providers, and avoids crowded places. He visits a community outreach van staffed by a nurse-led health team. Learning Activities: 1. Group Simulation (30-40 minutes): a. In groups of 3-4, students review Paul’s case and role-play as community health nurses assessing his needs. b. Tasks include: i. Identifying immediate and long-term needs (physical, mental, social). ii. Developing a trauma-informed care plan. iii. Selecting appropriate local veteran resources and services. iv. Addressing potential barriers (transportation, stigma, distrust) 2. Guided Reflective Journaling (Post-Simulation, 15-20 minutes) a. Prompt questions: i. What emotions did you experience during this scenario? ii. How did your perception of veterans’ health needs change? iii. What would you do differently in real-life practice? b. Students submit a 1-2 page reflection. 3. Whole-Class Debrief (30 minutes): a. Faculty facilitates discussion: i. How did group decisions vary and why? ii. What ethical or cultural considerations emerged? iii. How does this apply to public health nursing and advocacy? Materials needed: · Veteran case packet (back history, health history, community content) · Local resource list · Reflective journal prompts
Outcomes Supported: · Apply trauma-informed care in a culturally competent framework. · Analyze barriers to care in vulnerable populations. · Design individualized, evidence-based plans using community resources. Reflect on personal biases and the nurse’s advocacy role. |
Module #2 (enter your responses in the second column of the table below)
| Task | Response |
| A1a. Module Summary | The BSN-prepared nurse promotes community health by leading and collaborating across disciplines to assess and support families as dynamic systems. Guided by AACN and ANA standards, the nurse evaluated family roles, communication, and resilience, especially in vulnerable groups like veterans. Through partnerships with community resources, the nurse fosters culturally sensitive, family-centered care, empowering families to manage health challenges and access needed services while advocating for policies that address broader social determinants of health. |
| A2. Module Title | “Nurses as Catalysts: Leadership and Teamwork for Health Equity” |
| A3. Course Objectives | 1. By the end of the course, the student will analyze at least two interprofessional case studies involving community-based care teams to identify the roles, responsibilities, and contributions of each discipline in improving health outcomes for vulnerable populations.
2. By the end of the course, the student will develop a comprehensive community health initiative plan in collaboration with at least two other disciplines, demonstrating leadership skills and effective communication strategies for promoting population health. |
| A4. Student Learning Outcomes | 1. By the end of the course, the student will evaluate the effectiveness of interprofessional collaboration models used in a community health setting by comparing at least two case examples and presenting findings in a structured reflection or presentation.
2. By the end of the course, the student will construct a leadership-based action plan that addresses a public health issue through coordinated efforts with at least two other disciplines, demonstrating teamwork and role clarity. |
| A5. Module Topics | Two key topics in the module are the leadership roles of the BSN nurse in community health, effective interprofessional communication, and teamwork. The first topic focuses on how BSN nurses lead health initiatives, advocate for vulnerable populations, and apply leadership theories in real-world settings. The second emphasizes collaborative strategies, role clarity, and structured communication tools. These topics help students develop leadership action plans and evaluate interprofessional models, directly supporting the course objectives and learning outcomes. |
| A6. Learning Resources | Braithwaite, S, Gilmer, C, Lukewich, J., & Myles, S. (2025) Registered Nurse Leadership in Primary Care : Embracing “Every Nurse a Leader.” Nursing Leadership (1910-622X), 37, 133-141. https://doi.org/10.12927/cjnl.2025.27547
Lukewich, J., Ryan, D., Mathews, M., Hedden, L., Marshall, E.G., Vaughan, C., Idrees, S., Bulman, D., Renaud, L.R., Cusack, C., Martin-Misener, R., Bruneau, J., Wickett, J., Asghari, S., Meredith, L., Spencer, S., & Young, G. (2025). Nurses Leading the Way: A Qualitative Study of Nursing Leadership, Innovation and Opportunity in Primary Care during a Public Health Crisis. Nursing Leadership (1910-622X), 37, 77-95. https://doi.org/10.12927/cjnl.2025.27551
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| A7. Learning Activity | Activity Title: “Coordinating Care for a Veteran in Crisis: A Leadership Challenge”. This discussion board learning activity aims to engage BSN students in leadership and interprofessional collaboration by analyzing a real-world case of a vulnerable veteran through a discussion board platform. Students will identify key priorities for coordinating care for a veteran in crisis, evaluate and define the roles of various interprofessional team members, demonstrate leadership skills by proposing strategies for effective communication, teamwork, and collaboration, and reflect on their role as a leader within a team. |
| A7a. Context-Based Scenario Details | Activity Title: Discussion Board
Scenario: You are a BSN-prepared community health nurse assigned to follow up with Mr. Anderson, a 55-year-old Marine Corp veteran recently hospitalized for suicidal ideation and substance use relapse. He was discharged with minimal support and is now living in transitional housing. Mr. Anderson has missed two follow-up appointments and is no longer taking his prescribed medication. You have been asked to lead an interprofessional team – including a VA social worker, mental health provider, and peer support specialist – to create an intervention plan that addresses his mental health, housing stability, and reintegration needs.
Instructions: Initial post (250-300 words): Respond to the following prompts 1. As the BSN nurse leading this case, what are your top three priorities for Mr. Anderson’s care? 2. Which interprofessional team members would you involve, and what specific roles would each play? 3. How would you use collaborative leadership and communication strategies (SBAR, team huddles) to keep the veteran at the center of care?
Reply to Two Peers (100-150 words each): · Offer feedback on their care priorities or collaboration approach. · Suggest an additional team strategy, resource, or community support that could enhance the plan.
Purpose and Learning Outcome:
This discussion board promotes critical thinking, leadership development, and team-based problem solving in veteran care. Students will reflect on how their decisions impact outcomes and evaluate interprofessional dynamics, aligning with course objectives to construct care plans and analyze collaborative roles in community health settings. |
C920 Course Module