NURS 302

Program: BS in Nursing (RN to BS)

Course Name and Number: NURS 302 Health Teaching in Diverse Cultures
Semester: Summer 2017
Type of Course: Required
Credits: 3 credits, undergraduate
Prerequisite(s): NURS 300 is a pre or co-requisite

Course Description:
This course is designed to explore the role of the professional nurse as an educator for a population
with a specific health problem. Education theory, evidence-based teaching strategies, and the use of
appropriate interventions for culturally diverse or at risk populations will be discussed. A teaching plan
will be developed using a client population of the students choice.

Course Learning Outcomes:

By then end of the course, students should be able to:

1. Apply teaching/ learning principles to a diverse population.
2. Analyze the learning needs of a particular population taking into consideration health literacy,
socioeconomic, gender, and cultural influences.
3. Utilize information technology to address the educational needs of a diverse population
4. Create a teaching plan for a population that reflects evidence based strategies.
5. Utilize appropriate criteria and resources to evaluate the effectiveness of educational
interventions

Program Learning Outcomes (PLO) addressed by the course:

PLO 1: Provide care that is cognizant of and respectful of the patients cultural beliefs and practices.
PLO 3: Practice the profession of nursing based on a set of core values which incorporate a
humanitarian, altruistic and social justice perspective.
PLO 4: Communicate effectively with patients, families, communities and other healthcare providers
to promote health.
PLO 5: Integrate reliable evidence to provide the highest quality patient care.
PLO 8: Use critical thinking skills to make sound clinical judgments.
PLO 9: Utilize and manage all available health information technology to provide safe and effective
patient care.

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NURS 302

Instructor Contact Information:

Name: Dr. Laura Jannone RN, NJ-CSN, FNASN

Email: ljannone@sps.cuny.edu or ljannone@verizon.net

Phone: 848-702-4073 I am available 10-12N on Mondays if I do not pick up please leave a message & I will
get right back to you.

This instructor will:

Grade and return assignments within 7 days of submission of the assignment
Respond to emails and questions posted in the Ask Your Professor discussion Board forum
within 24 hours
Access and review the Discussion Boards once daily

Students will be expected to:

Log into your Blackboard course at least once a day to check for announcements and respond
to weekly discussion questions, in a timely manner according to their due dates. The responses
must be researched and referenced using APA format as appropriate.
Post on the Blackboard Discussion Board at least 3 times weekly with a minimum 2 substantive
posts to classmates Discussion Board responses
Submit all assignments to the Blackboard Assignment site on or before the assignment due
date.
o Discussion Board and Graded Assignment Detailed Guidelines and Rubrics are posted
in the Course Information site of your Blackboard course

Course Grading and Requirements: [Include chart showing major assignments and their
contribution to grade]

Discussion Board Participation 25%

Paper: Application of a Health Behavior Theory (3-4 pages for body of 15%
paper, APA format, double spaced lines). Due Week 3.

Assignment: Observation of an Experienced Educator (Video) 10%

Due Week 5.

Health Teaching Project: Due Week 6 30%

a) Teaching Plan
b) Sample Script
c) Brochure and/or Handout

Assignment: Idea for a Health Promotion Program in Your Community 20%

Due Week 7.

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Required Texts:
Bastable, S.B. (2014). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice.
Burlington, MA: Jones & Bartlett Learning.

Recommended Text:
American Psychological Association (2009). Publication Manual of the American Psychological
Association, 6th Edition. Washington DC: American Psychological Association.

Discussion Board Questions: The Discussion Board questions are considered an important forum for
participation for this online course. Each week Discussion Questions will be posted in the Weekly
materials. Students are expected to respond to assigned questions. Responses are expected to use
proper grammar and spelling, be researched and referenced using APA format. Main responses should
be at least 150-300 words in length. Responses to at least two classmates main response per week
should be a minimum of 100-150 words in length and be substantive. Guidelines for Discussion Board
responses and the Grading rubric can be found on the Course Information site of your NURS 302
Blackboard Course.

Writing Assignments: All writing assignments will be submitted to the Assignment site via a link
provided to you. Assignments will be submitted using SafeAssign a program that checks for
plagiarism by comparing student papers to electronic databases. Students should review the policy on
Academic Integrity listed at the end of this syllabus. A Grading Rubric for Writing Assignments is
posted in the Course Information menu tab of the NURS 302 Blackboard Course. Details for the
Writing Assignments are posted in the Assignments menu tab of the NURS 302 Blackboard Course.

Health Teaching Project: Each student will identify a population group for which they will develop
and present to their classmates a formal teaching presentation that will be posted to the NURS 302
Blackboard Course Discussion Board site. The teaching project includes the following components:
a) a teaching plan; b) a sample script; c) a handout/brochure for the target population group.

Guidelines and Rubrics

A detailed description of assignment guidelines, rubrics for the Discussion Board Questions and
Graded Writing Assignment Papers and a peer evaluation form for use with the Health Teaching
Presentation assignment are available in the Course Information as well as the Assignment menu tabs
of the NURS 302 Blackboard course.

E Portfolios: E Portfolios will be used to showcase students achievements as well as for evaluation of
program effectiveness. Students need to create an e Portfolio using the CUNY SPS template
(ePortfolio Overview for Nursing Students). A step by step guide and video can be found in each
Blackboard course. Faculty members have determined signature assignments for each nursing course
that students need to upload into their e Portfolio by the end of each semester.

The signature assignment for this course is: Health Teaching Paper: Teaching Plan, Script and
Handout/Brochure. Please submit to the e Portfolio and Assignments.

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NURS 302
CUNY School of Professional Studies Grading Scale

Letter
Quality of Performance Range % GPA/ Quality
Grade
Pts.
A 93 - 100 4
Excellent - work is of exceptional quality
A- 90 - 92.9 3.7
B+ 87 - 89.9 3.3
Good - work is of above average quality B 83 - 86.9 3
B- 80 - 82.9 2.7
C+ 77 - 79.9 2.3
Satisfactory
C 73 - 76.9 2
C- 70 - 72.9 1.7
Poor
D 60 - 69.9 1

Failure F < 60 0

***Retention in the Nursing Program (CUNY SPS Nursing Program Policies Student Handbook,
p12)

A minimum grade of C is required in all courses in the Nursing major. A student may not progress
to the next course in the sequence without attaining a grade of C. Students earning less than a C
grade in a Nursing course may repeat the course one time and must attain a grade of C or better. A
second earned grade of less than C in any Nursing Program Course will result in dismissal from the
program.

Academic Integrity
The CUNY SPS nursing program considers academic integrity an essential value and all incidents will
be investigated with appropriate consequences applied. Potential consequences for academic integrity
violations will follow CUNY Academic Integrity procedures and may include: suspension; notation on
ones records of academic integrity violations; program dismissal; and/or notification to the NYS
Office of Professions. Please see Nursing Student Policies Handbook pages 11-12.
https://media.sps.cuny.edu/filestore/1/8/7/5_e6b04bb404c6405/1875_1b18aad69958866.pdf

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Course Outline:

(PLO = Program Learning Outcome)

Discussion PLO Course Content: Readings; Websites; Lectures; Learning Activity Outcome
Topics # Learning Videos/ Resources Evaluation
Outcome

Week 1 (Part 1): Carefully Review the Course Discussion Board:

Mon 6/5 to Sun 6/11 Go to Weekly Materials for Assignment Participate in Week 1
Getting Started and Introductions Introductions
Introductions
Post due by Thursday 6/8
by 11:59 PM.

Week 1 (Part 2): 1 1,2 Review all content posted in Weekly Materials Discussion Board: DB rubric
Mon 6/5 to Sun 6/11 Participate in Week 1
Nurse as Educator: Readings: forum on class topic.
Social, Economic, Legal, Bastable, Ch. 1 & 2
Ethical and Political Post by Thursday 6/8
Influences Affecting Respond by Sunday 6/11
Healthcare. Weblinks:
Role of the Nurse as Affordable Care Act
Educator, Barriers to http://www.hhs.gov/healthcare/rights/
Teaching/Learning
Submit for Approval: Topic and Target Audience
of patients/families for Health Teaching
Presentation

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NURS 302
Discussion PLO Course Content: Readings; Websites; Lectures; Learning Activity Outcome
Topics # Learning Videos/ Resources Evaluation
Outcome

Week 2 (Part 1): 1 1 Review all content posted in Weekly Materials Discussion Board: DB rubric
Mon 6/12 to Sun 6/18 Participate in Week 2
Assessment of the Readings: Bastable, Ch. 4 forum on class topic.
Learner
Readiness to Learn Weblinks: Healthy People 2020 Post by Thursday 6/15
Learning Styles http://www.healthypeople.gov/2020/default.aspx Respond by Sunday 6/18

Week 2 (Part 2): 1, 5 1, 4 Review all content posted in Weekly Materials Discussion Board: DB rubric
Mon 6/12 to Sun 6/18 Participate in Week 2
Application of Learning Readings: Bastable, Ch. 3 forum on class topic.
Theories to Healthcare
Practice: Post by Thursday 6/15
Learning Theories Respond by Sunday 6/18
Principles of
Learning
Determinants of Learning

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NURS 302
Discussion PLO Course Content: Readings; Websites; Lectures; Learning Activity Outcome
Topics # Learning Videos/ Resources Evaluation
Outcome

Week 3 (Part 1): 1, 5 1, 4 Review all content posted in Weekly Materials Discussion Board: DB Rubric
Mon 6/19 to Sun 6/25 Participate in Week 3
Behavioral objectives Readings: Bastable, Ch. 10 forum on class topic.
Blooms Taxonomy Power Point: Writing Behavioral/Learning
Development of a Objectives Post by Thursday 6/22
Teaching Plan Respond by Sunday 6/25

Week 3 (Part 2): 1, 5 1, 4 Review all content posted in Weekly Materials Paper Due: Application Writing
Mon 6/19 to Sun 6/25 of a Health Behavior Assignment
Health Behaviors of the Readings: Bastable, Ch. 6 Theory Rubric
Adult Learner Penders Health Promotion Model
Motivation, Adherence, Banduras Self-Efficacy Model Due on Sunday 6/25
and Control Theory of Reasoned Action
Models for Health
Behaviors Library: Search CINAHL for a nursing research
study related to the assignment.

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Discussion PLO Course Content: Readings; Websites; Lectures; Learning Activity Outcome
Topics # Learning Videos/ Resources Evaluation
Outcome

Week 4 (Part 1): 1,4
Mon 6/26 to Sun 7/2
Literacy in Adults
Assessment of Literacy
Tools to Measure
Literacy
Teaching Strategies for
Low Literate Clients
4 Review all content posted in Weekly Materials Discussion Board: DB Rubric
Participate in Week 4
Readings: Bastable, Ch. 7 forum on class topic
Power Point: Literacy Post by Thursday 6/29
Respond by Sunday 7/2
Review: Brochures for low literacy learners
Review: Sample Teaching Plan and Script

Video: Culture, Language and Health Literacy

http://www.hrsa.gov/culturalcompetence/index.htm
l
Weblinks
About Health Literacy
http://www.hrsa.gov/publichealth/healthliteracy/

Health Literacy QuickGuide

http://www.health.gov/communication/literacy/quic
kguide/

Week 4 (Part 2): 1, 3
Mon 6/26 to Sun 7/2
Developmental Stages
of the Learner
Principles of Learning
Teaching Strategies
1, 2 Review all content posted in Weekly Materials Discussion Board: DB rubric
Participate in Week 4
Readings: Bastable, Ch. 5 forum on class topic
Post by Thursday 6/29
Respond by Sunday 7/2

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Discussion PLO Course Content: Readings; Websites; Lectures; Learning Activity Outcome
Topics # Learning Videos/ Resources Evaluation
Outcome

Week 5 (Part 1): 5, 9
Mon 7/3 to Sun 7/9
Instructional Methods,
Settings and Materials
Evaluation of Learning
Methods: Lecture, Group
Discussion,
Demonstration, Role
Playing, etc. Settings:
health care facility and
community
Materials: Written,
Models, Audiovisual, etc.
Selection Criteria
3, 4, Review all content posted in Weekly Materials Discussion Board: DB rubric
Participate in Week 5
Readings: Bastable, Ch. 11, 12 and 14 forum on class topic
Posted PDF: Key Points About Evaluation of Post by Thursday 7/6
Learning Respond by Sunday 7/9
Power Point: Instructional Methods
Videos:
Evaluation of Learning: Teach Back Method
Evaluation of Learning: Return Demonstration

Week 5 (Part 2): 1,4 1,4 Review all content posted in Weekly Materials Assignment Due: Writing
Mon 7/3 to Sun 7/9 Observation of an Assignment
Educational Readings: Bastable, Ch. 9 Experienced Educator Rubic
Considerations for (video). Due Sun 7/9
Learners with Videos:
Disabilities Understanding the Visually Impaired
Assessment Understanding the Hearing Impaired
Teaching Strategies
Weblinks
Americans with Disabilities Act
http://www.ada.gov/cguide.htm

http://www.ada.gov/q%26aeng02.htm

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NURS 302

Discussion PLO Course Content: Readings; Websites; Lectures; Learning Activity Outcome
Topics # Learning Videos/ Resources Evaluation
Outcome

Week 6 (Part 1): 1, 3 1, 4 Review all content posted in Weekly Materials Discussion Board: DB Rubric
Mon 7/10 to Sun 7/16 Participate in Week 6
Attributes of the Readings: Bastable, Ch. 8 forum on class topic
Diverse Learner
Gender, Socioeconomic, Healthy People 2020 Post by Thursday 7/13
And Cultural https://www.healthypeople.gov/2020/Leading- Respond by Sunday 7/16
Considerations Health-Indicators
Assessment and Teaching
Strategies New York State Prevention Agenda 2013-2017
http://www.health.ny.gov/prevention/prevention_ag
enda/2013-2017/index.htm

Healthy New Jersey 2020

http://www.state.nj.us/health/chs/hnj2020/

New York City Department of Health and Mental

Hygiene
http://www.nyc.gov/html/doh/html/home/home.sht
ml

Week 6 (Part 2): 1, 4, 1,3,4,5 Submit Health Teaching Project (Teaching Plan, Assignment Due: Writing
Mon 7/10 to Sun 7/16 5, 9 Script, Brochure/Handout) for grading. Health Teaching Project Assignment
(Teaching Plan, Script, Rubric
Also submit to your ePortfolio by Sunday 7/16 Brochure/Handout) for
by 11:59PM grading. Due by Sun 7/16

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NURS 302
Discussion PLO Course Content: Readings; Websites; Lectures; Learning Activity Outcome
Topics # Learning Videos/ Resources Evaluation
Outcome

Week 7 (Part 1): 9 3, 4 Review all content posted in Weekly Materials Discussion Board: DB rubric
Mon 7/17 to Thurs 7/20 Participate in Week 7
Use of Technology in Readings: Bastable, Ch. 13 forum on class topic
Healthcare Education
Strategies for Using Review: Posted articles Post by Wed 7/19
Issues Related to Its Use Respond by Thurs 7/20

Week 7 (Part 2): 1, 4, 2,3,4,5 Review all content posted in Weekly Materials Assignment Due: Writing
Mon 7/17 to Thurs 7/20 5, 9 Idea for a Health Assignment
Assignment Due: Idea for a Health Promotion Promotion Program in Rubric
Program in Your Community Your Community

Submit to the
Assignments by
Wed 7/19

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ACCESSIBILITY AND ACCOMMODATIONS
The CUNY School of Professional Studies is firmly committed to making higher education accessible
to students with disabilities by removing architectural barriers and providing programs and support
services necessary for them to benefit from the instruction and resources of the University. Early
planning is essential for many of the resources and accommodations provided. Please see:
http://sps.cuny.edu/student_services/disabilityservices.html
ONLINE ETIQUETTE AND ANTI-HARASSMENT POLICY
The University strictly prohibits the use of University online resources or facilities, including
Blackboard, for the purpose of harassment of any individual or for the posting of any material that is
scandalous, libelous, offensive or otherwise against the Universitys policies. Please see:
http://media.sps.cuny.edu/filestore/8/4/9_d018dae29d76f89/849_3c7d075b32c268e.pdf

STUDENT SUPPORT SERVICES

If you need any additional help, please visit Student Support Services:
http://sps.cuny.edu/student_resources/

IMPORTANT POINTS TO REMEMBER

1. All assignments must be submitted on time.

2. When emailing me always include the course number and section on the subject line.

3. Your email must be checked at least once a day. I may send out notifications, updates and other
communication regarding the course.

4. When posting in the Discussion area, the subject line must be distinct and limited to 5-6 words.
When too many words are used it creates a problem in viewing the postings.

5. Copying sentences directly from a publication for use in a paper or summarizing a study for an
online assignment is not acceptable, even if referenced. Only the purpose of a study, or a hypothesis,
may be quoted using APA format.

6. Assignments submitted as a Word document must be use Times New Roman font size 12 and have
double spaced lines. There should also be a cover page and reference page.

7. The syllabus may be revised by the instructor during the course of the semester.

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Paper: Application of a Health Behavior Theory
(Due Week 3 - Sunday 6/25 by 11:59PM)

Objective: To analyze the application of a health behavior theory or model to explain the health
behavior of a selected client population.

Select one health behavior theory or model from your text and listed below that you would like
to explore. Conduct a library database search using CINAHL, to find a nursing research study
that uses the theory or model you would like to explore. Use search terms such as "Self-
Efficacy" and "Patient Education" or "Pender's Health Promotion Model" and "Patient
Education."
Self-Efficacy
Penders Health Promotion Model
Theory of Reasoned Action

In a 3-4 page paper write a summary of the nursing study and address in paragraph form the
following areas: a) the purpose of the study, b) the sample size, c) the description of the sample,
d) the instrument used to measure health behavior, e) the research findings of the study, f)
implications for practice. Reference the research study article and any other references used by
you (such as your text) at the end of your essay using APA format.

Submit your paper as a Word Document to the Assignment link and submit the PDF of the
chosen study.

Remember to follow the guidelines for double-spaced, Times New Roman 12 point font, one
inch margins all around. Please include your name on the paper and submit with your last name
and Paper 2 (eg: Reilly_Paper_2) in the subject line. The writing assignment rubric used to
grade the paper is posted in the Course information menu tab.

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NURS 302

Assignment Week 5: Observation of an Experienced Educator (video)

Due Sunday 7/9 by 11:59PM

Carefully review the video Educator and Stroke Survivors/Family Caregivers

http://www.youtube.com/watch?v=v_wnSMiVffU

Directions for completion - Complete the assignment in this Q and A format. Responses should
be completed in at least 3 sentences for each question.
1. What did the educator do to connect with the group of stroke-survivor patients and family
caregivers?

2. What did the educator say to connect with the group?

3. What non-verbal approaches were used?

4. How did the appearance and voice of the educator contribute to the session?

5. How did the use of space and physical position of the educator contribute to the session?

6. How was humor used? Was it effective or ineffective?

7. How complex or simple were the words chosen by the educator?

8. How was positive reinforcement used by the educator? Was it effective? How did the patient
and/or family caregiver respond?

9. Did the educator rely on power point, teaching materials or use other ways to educate?

10. How did you feel after watching the video?

11. What was learned that can be applied to your teaching plan and script?

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Health Teaching Project (Teaching Plan, Script and Handout/Brochure)

Due Week 6 Sun 7/16 by 11:59PM to e Portfolio

and submit to Assignments for grading

Guidelines for the Health Teaching Project

Target Audience is a Low-Literacy Group of Clients
Each student will prepare a health teaching project that will be posted in the Discussion Board.
Each presentation is expected to be 60 minutes in length and be prepared for a low-literacy
group of clients. The teaching project will include three components: a) a teaching plan; b)
sample script, and c) a handout/brochure appropriate for the target audience.

1. The teaching plan should be for a 60 minute presentation and include the following:

a) identify the target audience and state the overall goal of the teaching session
b) at least 5 measurable behavioral objectives
c) detailed content outline - specific topics to be addressed
d) a variety of teaching strategies appropriate for the target group
e) time allotted for each part of the content
f) all types of instructional materials needed for the teaching session
g) specific method of evaluating the extent of learning that has at least 15 minutes
allotted in the plan (Do not use a post-test evaluation).
h) reference list from 5 peer reviewed nursing journals

2. Script of exactly what is planned to be said and done in the 60 minutes.

3. Provide a low literacy handout/brochure appropriate for the target audience. The
handout/brochure may be chosen from a quality internet source and should meet the following
criteria:
1. literacy level 5th to 8th grade
2. visually appropriate/creative
3. meets current standard of care for the health issue of the target audience

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Assignment Week 7: Idea for a Health Promotion Program in Your Community
Submit to Assignments by Wed 7/19 by 11:59PM

Directions for completion - Complete the assignment in this Q and A format. Responses should
be completed in at least 3 sentences for each question. Reference where appropriate. Submit to
"Assignments" Wednesday 7/19 by 11:59PM.

1. Describe the area where you live.

2. Describe the groups represented within a 2-3 mile radius?

3. Describe a major health problem or high risk behaviors of patients/families in the area.

4. What type of health education program could be held in your community to address the

major health problem or high risk behaviors of patients/families in the area.

5. Name the place and describe exactly where the program could be held in your community in

order to attract patients/families to the program.

6. What day of the week and time of day would work for the group? Describe why.

7. What interpersonal skills would the nurse educator need in order to effectively educate and

motivate the patients/families in your community?

8. Who is a key person (name and position) in your community that you could possibly partner

with to plan health education programs for patients/families after you complete the BSN?

9. Thoughts and feelings about teaching in your own community.

10. Describe what you have learned this semester that is most interesting and useful regarding

the education of groups of patients/families?

11. Describe how you have changed, from the beginning of the semester until now, regarding

your belief in your ability to teach groups of patients/families?

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