SCENARIO You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience levels

RAM1 — RAM1 TASK 1: DEVELOPING COURSE ELEMENTS CONTEMPORARY CURRICULUM DESIGN AND DEVELOPMENT IN NURSING EDUCATION — C920 PRFA — RAM1 Preparation Task Overview Submissions Evaluation Report COMPETENCIES 7055.1.1 : Create Environmentfor Student Development The learner creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies. 7055.1.2 : Incorporate Instructional Design The learner incorporates instructional design models, principles, theories, and continuous improvement methods in the development of high-quality course design in a nursing education environment to promote effective and efficient patient care. 7055.1.3 : Developing Learning Approaches to Encourage Reflective Practices The learner develops scenario-based learning approaches to support student skill development and encourage reflective practice. 7055.1.4 : Develop Course Elements The learner develops course elements based on contemporary educational principles and evidence-based research that facilitate student-centered learning and achievement of learning outcomes. INTRODUCTION In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic education. Although the mode of delivery of the learning may vary, faculty must still create an intellectually stimulating and challenging environment that encourages student development of contemporary nursing knowledge, skills, and competencies. In C919, you created a course outline that listed eight weekly course module topics. In this course, you will build on those skills by developing weekly course modules. Note: You must submit and pass C919 before submitting a task in C920. SCENARIO 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. 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 represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information. Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information. Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.For more information, please see Computer System and Technology Requirements. 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). Submit the C920 Course Module Template and the formal narrative paper as separate documents. A. Complete each of the following parts of the “C920 Course Module Template” provided below by doing the following:

1. Using professional standards or guidelines, 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. Note: The course description must include the eight topics from C919 and support for the course from a professional standard or guideline. 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 oftwo 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 leasttwo 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:
8. Describe how the applicable phases of the ADDIE instructional design model influenced the design and development of one course module.
9. Discuss at leasttwo 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.
10. 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.
11. Choose two learning resources from part A6, and explain why each is intellectually stimulating and is best suited for your module.
12. 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
13. 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 professional stan COMPETENT The description of the course for “The Role of the BSN Nurse in Promoting Community Health” uses professional standards or guidelines to convey a clear, high- A1A:MODULE SUMMARY NOT EVIDENT Module summaries are not provided. A2:MODULE TITLES NOT EVIDENT Module titles are not provided. A3:COURSE OBJECTIVES NOT EVIDENT Course objectives are not provided. dards or guidelines or convey a clear or high-level summary of the content and purpose of the course. APPROACHING COMPETENCE A summary is not provided for each module or 1 or both mod ule summaries provided are not brief. APPROACHING COMPETENCE Only 1 module title is provided or 1 or more of the provided module titles are not unique. 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 in dicate 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 under standing 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. level summary of the content and purpose of the course. COMPETENT A brief summary is provided for each module created. COMPETENT A unique module title is provided for each of the 2 weekly course modules. 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 appro priate level that accurately con veys an understanding of Bloom’s taxonomy. A4:STUDENT LEARNING OUTCOMES NOT EVIDENT 2 student learning outcomes are not provided. A5:MODULE TOPICS NOT EVIDENT A description of 2 module topics is not provided. A6:LEARNING RESOURCES NOT EVIDENT 2 or more learning resources are not provided. APPROACHING COMPETENCE 2 unique student learning out comes are not provided for each module, or the student learning outcomes do not clearly de scribe how students will demon strate 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 under standing 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. APPROACHING COMPETENCE The description includes 1 or more topics that lack the clarity or details necessary to provide a clear understanding of the con tent 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. APPROACHING COMPETENCE 1 or more unique learning re sources are not provided for COMPETENT 2 unique student learning out comes 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 stu dent learning outcome is limited to 1 major action verb that con veys an understanding of Bloom’s taxonomy. COMPETENT The description of at least 2 top ics is provided with enough de tails to give the reader a clear un derstanding of the covered con tent in each module and how the topics will help students achieve the course objectives and stu dent learning outcomes. COMPETENT 2 or more unique and appropri ate learning resources are pro vided for each module. Each A7:LEARNING ACTIVITY NOT EVIDENT A learning activity is not devel oped for each module. A7A:CONTEXT-BASED SCENARIO DETAILS NOT EVIDENT Details for the context-based scenario learning activity are not provided. B1:ADDIE MODEL AND COURSE MODULE NOT EVIDENT A description of how the ADDIE instructional design model influ enced the design and develop ment of 1 course module is not provided. each module, or 1 or more learn ing resources are of the same type, are inappropriate, or are older than 5 years. Or the learn ing resources provided do not appropriately supplement the course materials or facilitate student learning. 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. APPROACHING COMPETENCE The details of the context-based scenario learning activity do not provide clear or concise instruc tion for the reader to complete the activity on their own with minimal or no clarification. APPROACHING COMPETENCE The description of how the ap plicable ADDIE instructional de sign model phases influenced the design and development of 1 course module does not convey an accurate understanding of learning resource provided is no older than 5 years, appropriately supplements the course materi als, and facilitates student learning. COMPETENT A relevant learning activity is de veloped for each module that promotes student engagement and encourages reflective prac tice. 1 of the modules contains a context-based scenario. COMPETENT Sufficient detail about the con text-based scenario learning ac tivity includes clear and concise instruction for the reader to complete the activity on their own with minimal or no clarification. COMPETENT The description of how the appli cable ADDIE instructional design model phases influenced the de sign and development of 1 course module conveys an accurate un derstanding of the ADDIE model. B2:ONLINE LEARNING ENVIRONMENT NOT EVIDENT A discussion of challenges unique to the online learning en vironment is not provided. B3:LEARNING THEORY NOT EVIDENT A description of how the stu dent learning outcome reflects an established learning theory is not provided. B3A:ONLINE ENVIRONMENT NOT EVIDENT A description of how the learn ing theory will be adapted to an online environment is not provided. the ADDIE model. Or the phases mentioned are not applicable to the design or development of the course module. APPROACHING COMPETENCE The discussion provides only 1 challenge, or the challenges pro vided are not unique to the on line learning environment, or the discussion does not address how the challenges may hinder the achievement of course ob jectives or student learning out comes. Or the discussion does not include specific or logical ex amples of how each challenge would be addressed. APPROACHING COMPETENCE The description of how the stu dent learning outcome from part A4 does not reflect a relevant or established learning theory. APPROACHING COMPETENCE The description does not logi cally address how the learning theory would be adapted to an online environment. COMPETENT The discussion provides at least 2 challenges unique to the online learning environment and ad dresses how the challenges may hinder the achievement of course objectives and student learning outcomes. The discussion in cludes specific and logical exam ples of how each challenge would be addressed. COMPETENT The description of how 1 student learning outcome from part A4 reflects a relevant and estab lished learning theory. COMPETENT The description logically ad dresses how the learning theory would be adapted to an online environment.

B4:INTELLECTUALLY STIMULATING LEARNING RESOURCES

NOT EVIDENT An explanation of why 2 learn ing resources from part A6 are intellectually stimulating and best suited for the module is not provided. B5:LEARNING ACTIVITY JUSTIFICATION NOT EVIDENT A justification is not provided. B6:TYPES OF FEEDBACK NOT EVIDENT A description addressing any types of feedback is not provided. B6A:CONTINUOUS IMPROVEMENT APPROACHING COMPETENCE The explanation does not logi cally address why 2 learning re sources from part A6 are intel lectually stimulating or does not address why they are best suited for the module. Or the ex planation addresses only 1 learning resource from part A6. APPROACHING COMPETENCE The justification of how 1 learn ing activity from part A7 does not use relevant evidence-based research or educational princi ples to support the skill develop ment consistent with the module’s course objectives or student learning outcomes. Or the justification does not sup port the skill development con sistent with the module’s course objectives or student learning outcomes. Or the justification is missing 1 of the given points. APPROACHING COMPETENCE The description does not logi cally address the types of feed back that would be solicited to improve the course module. COMPETENT The explanation logically ad dresses why 2 learning resources from part A6 are intellectually stimulating and why they are best suited for the module. COMPETENT The justification of how 1 learn ing activity from part A7 uses rel evant evidence-based research and educational principles to support the skill development consistent with the module’s course objectives and student learning outcomes. The justifica tion includes the 5 given points. COMPETENT The description logically ad dresses the types of feedback that would be solicited to im prove the course module.

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

A description of how the feed back will be used is not provided. C:SOURCES NOT EVIDENT The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or summarized. D:PROFESSIONAL COMMUNICATION NOT EVIDENT This submission includes perva sive errors in professional com munication related to grammar, sentence fluency, contextual spelling, or punctuation, nega tively impacting the professional quality and clarity of the writing. Specific errors have been identi fied by Grammarly for Education under the Correctness category. The description does not logi cally address how the feedback will be used in the continuous improvement plan. Or the de scription does not address be fore, during, or after course development. APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference list is incomplete or inaccurate. APPROACHING COMPETENCE This submission includes sub stantial errors in professional communication related to gram mar, sentence fluency, contex tual spelling, or punctuation. Specific errors have been identi fied by Grammarly for Education under the Correctness category. The description logically ad dresses how the feedback will be used in the continuous improve ment plan, including before, dur ing, and after course development. COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the au thor, date, title, and source loca tion as available. COMPETENT This submission includes satis factory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote ac curate interpretation and understanding.

SUPPORTING DOCUMENTS Course Module Template.docx Blooms Taxonomy.docx