Using the Instructor Guide
This instructor guide aims to supplement Community and Public Health Nursing: A Call to Action by providing scaffolding for its use and sharing additional activities to accompany the text in the classroom.
For each chapter, we have provided:
- Additional guidance for the end of chapter practical application activity
- Supplementary activities on the chapter topic, including:
- A role-play or communication exercise
- A reflective activity (e.g. discussion board question)
- An interactive module with sample NCLEX-type questions
- A case study
- A simulation scenario
- A competency assessment activity
- Suggested clinical activities
The exercises may be used as a whole or in-part. We encourage instructors to select the activities that will best fit their teaching style and the pedagogical needs of their class and students.Additionally, the activities are openly licensed so that instructors may customize them to their specific teaching context and the needs of your nursing students. See Using An OER for additional information on open licensing, reuse, and editing of both the textbook and instructor guide.
Answers for the NCLEX-type questions are included in the backmatter of the Pressbook (digital only) and are password protected. Please reach out to vivapub@gmu.edu if you are an instructor and would like access to the answers.
This chapter provides an overview of how to apply the materials in this guide your classroom and how to maximize benefit to your classroom. Please take the time to explore the many free resources included in the text and instructor guide.
Remember to adapt these strategies discussed to your specific context, student demographics, and available resources.
Meeting Educational Goals
This instructor guide can help Nurse Educators meet the educational goals of nursing students. Specifically, Nurse educators should take care to include nursing-specific elements in the classroom, such as:
- Clinical Relevance: Emphasize connections between theories and models and clinical practice. In Community and Public Health, the community is the patient. Include assessment models, nursing theory, behavioral health theories, and community based participatory models.
- Holistic Approach: Address physical, mental, and social aspects of health. Recognize the intersection of aspects of health and their impact on health and well-being.
- Ethical Considerations: Discuss ethical dilemmas and decision-making.
- Evidence-Based Practice: Teach students to evaluate research critically.
Learning Outcomes
This instructor guide gives guidance on how to collect and document evidence of Learning Outcomes. Including:
- Assessment Strategies: To measure learning outcomes, use formative (reflections, one-minute essays, exit passes) and summative assessments (quizzes, projects, presentations).
- Rubrics: Develop clear rubrics for assignments to assess specific skills and knowledge.
- Reflection: Encourage students to reflect on their learning journey and growth.
Enriching Student Experiences
This instructor guide can assist Nurse Educators using Community and Public Health Nursing: A Call to action in their classrooms by enhancing a positive student learning environments and promoting engagement. The guide focuses on enrichment through the following methods.
Interactive Technology
Leverage online platforms, quizzes, and interactive simulations to enhance engagement. Examples might include kahoot.it, odoo.com, Solve The Outbreak (cdc.gov)
Real-World Applications
Relate concepts to real-life scenarios, emphasizing practical implications.
Active Learning
Encourage active participation by incorporating group discussions, case studies, role-playing, and problem-solving activities. Consider using techniques like think-pair-share, jigsaw, or debates.
| Pros | Cons | |
|---|---|---|
| Active Learning | Enhances critical thinking, retention, and application | Requires more preparation time.
*Using this guide can help reduce your preparation time. |
| Lecturing | Efficient for content delivery. | May lead to passive learning. |
The Flipped Classroom
One form of active learning is the Flipped Classroom. This instructor guide provides many of the resources and activities you need to design this type of course. To develop a class guide, follow these steps:
- Pre-Class Preparation: Assign readings, videos, or podcasts before class. You may choose to add a short reflection or quiz due before class to ensure student preparation.
- In-Class Activities: Use class time for discussions, problem-solving, and practical application exercises, and debriefing.
- Benefits: Increases engagement, allows personalized learning, and fosters deeper understanding.
Other Effective Teaching Techniques
You will also find these Effective Teaching Techniques in this instructor guide:
- Case-Based Learning: Analyze real-world cases to apply theoretical knowledge.
- Role-Playing: Simulate scenarios (e.g., patient/family/community member interactions) to develop communication skills.
- Guest Speakers: Invite experts to share practical insights.
- Service-Learning: Engage students in community health projects.
- Peer Teaching: Encourage students to teach each other.
Developing Competencies
The supplementary activities in this guide are designed to engage students in practical applications of healthcare planning and policy advocacy, helping them develop essential skills and competencies for working with vulnerable populations.
Table 1 maps competencies to each supplementary activity type.
| Activity | Competency Development |
| Role-Playing/Communication Exercise |
|
| Reflective Practice |
|
| Interactive Module |
|
| Case Study |
|
| Simulation |
|
| Competency Assessment |
|
| Clinical |
|