Feb 1, 2017 Wednesday; Feb 2, 2017 Thursday; Feb 3, 2017 Fri

Feb 1 2017wednesdayfeb 2 2017thursdayfeb 3 2017fridayfeb 4 2017sat

From February 1, 2017, to March 5, 2017, a comprehensive series of academic activities and assignments are scheduled, primarily focused on health promotion, cultural competency, family health, and community resource teaching within a nursing education context. The schedule includes multiple discussion questions (DQs), assignments, and projects that span various weeks, each with specified start and end dates, culminating in final submissions due dates. These activities aim to deepen understanding of health promotion strategies, cultural considerations in healthcare, family dynamics, and community resource utilization, essential for nursing students to develop holistic care competencies.

Paper For Above instruction

The schedule of academic activities from February 1, 2017, through March 5, 2017, outlines an intensive learning plan centered on essential themes in nursing education related to health promotion and cultural competency. This timeline includes various discussion questions (DQs), assignments, and projects designed to enhance students’ understanding and application of theoretical concepts in practical settings.

Initially, during the first week, students engage with two discussion questions as part of the topic on health promotion in nursing care, focusing on starting the discourse between January 30 and February 1, 2017. These questions serve as a foundation for understanding core principles, policies, and strategies aimed at promoting health across different populations. The first DQ encourages critical thinking about the role of nurses in health promotion, while the second deepens this understanding by discussing specific intervention strategies.

Simultaneously, students begin a VARK analysis paper, scheduled from January 30 to February 5, 2017. The purpose of this assignment is to explore individual learning preferences as a tool for improving educational strategies tailored to diverse learners, thereby optimizing health education delivery.

Moving into the subsequent week, the focus shifts to cultural competence in nursing. From February 6 to 8, 2017, students participate in two discussion questions under the topic of culture and cultural competency in health promotion. These discussions are pivotal in fostering awareness of cultural influences on health behaviors and the importance of culturally sensitive care. Additionally, from February 6 to 12, students undertake an assignment on health promotion among diverse populations. This task aims to synthesize knowledge of cultural differences and develop strategies to effectively promote health in multicultural settings.

The third week emphasizes understanding family dynamics, with discussion questions scheduled from February 13 to 17, 2017. These questions guide students in examining the role of family systems, structures, and functions in health outcomes. A heritage assessment assignment during this period supports the practical application of cultural assessment skills, enabling students to evaluate family and community heritage factors influencing health behaviors.

In the fourth week, students explore health education, promotion, and current challenges for family-centered health promotion. Discussions from February 20 to 24, 2017, are complemented by an assignment on family health assessment, which encourages students to assess family health dynamics comprehensively. The integration of these activities aims to prepare students for developing and implementing family-focused health promotion interventions.

The final week outlined in the schedule centers on community health, with discussions from February 27 to March 3, 2017, focusing on health promotion and community resources. A culminating CLC (Collaborative Learning Community) project involves developing a health promotion and community resource teaching project, due by March 5, 2017. This project synthesizes all prior learning, emphasizing the application of theoretical knowledge to real-world community health promotion efforts, fostering skills necessary for impactful nursing practice in diverse settings.

Throughout this schedule, the progression of activities reflects an increasingly complex and applied learning trajectory, designed to equip nursing students with the competencies required for effective health promotion, cultural sensitivity, family assessment, and community engagement. These competences are critical in fostering holistic, patient-centered care tailored to the unique needs of diverse populations and community contexts.

References

• Anderson, L. M., & McFarlane, J. (2011). Community as partner: Theory and practice in nursing. Lippincott Williams & Wilkins.
• Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services: A model of care. Journal of Transcultural Nursing, 13(3), 181-184.
• Giger, J. N., & Davidhizar, R. E. (2008). Transcultural nursing: Assessment and intervention. Elsevier.
• Kreuter, M. W., & McClerith, J. (2004). Understanding how social networks influence health: Guidance for health promotion. American Journal of Health Promotion, 19(4), 248-253.
• Leininger, M. (2002). Culture care theory: A major contribution to advance transcultural nursing knowledge and practices. Journal of Transcultural Nursing, 13(3), 189-192.
• Pender, N. J., Murdaugh, C. L., & Parsons, M. A. (2010). Health promotion in nursing practice. Pearson.
• Russell, C. L., & McKinney, K. (2013). Connecting cultural competence in nursing to community health care. Journal of Transcultural Nursing, 24(1), 86-94.
• Stanhope, M., & Lancaster, J. (2012). Community health nursing: Evidence for practice. Elsevier Saunders.
• Valente, T. W. (2010). Social networks and health: Models, methods, and applications. Oxford University Press.
• World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. WHO.