Attached paper that has information about the project. Read the paper first in order to complete this task. Do not change anything in the paper. Implementation phase rubric is on pages 23-24. (Attached example paper: DO NOT COPY ANYTHING FROM IT!!! example of Implementation phase on pages 51-60).
Role of a School Nurse in Mental Health Crisis Assessment and Intervention for Adolescent
Students
Role of a School Nurse in Mental Health Crisis Assessment and Intervention for Adolescent
Students
Executive Summary(COMPLETE IN C947)
Complete the “Executive Summary” section of your curriculum proposal by summarizing key points from each of the five ADDIE phases described in your proposal, using no more than five sentences for each phase. Maximum page limit is two pages.
The executive summary concisely details the specific purpose and milestones of each of the 5 ADDIE phases included in the curriculum proposal. Each ADDIE phase is described using no more than 5 sentences and the executive summary is no longer than 2 pages.
Introduction
The curriculum proposal aimsto add a module addressing adolescents with mental health crises in school settings to Week 2 of NURS 307 Developing Family and Community course at West Coast University.The proposal focused on addressing the gap in the nursing program curriculum about the role of a school nurse in mental health crisis assessment and intervention for adolescent students. The analysis of peer-reviewed articles addresses the correlation between the increase in mental health crisesamong adolescents and the lack of nursing interventions and assessment skills training in the nursing school curriculum.
The theoretical framework used in this proposal is based on constructivist learning
theories with the application of evidence-based research from various sources, including pharmacological, behavioral, and psychosocial sciences in the nursing process.The objectives focused on nursing students to illustrate knowledge in nursing processes to identify, assess, triage, and use nursing interventions when providing first aid to adolescent/school-aged children in the school settings during mental health crises. Students’ learning outcomes aim to distinguish signs and symptoms of a mental health crisis in school-aged children and develop assessment skills to offer preventative, health-promoting, and protective nursing care.
Literature Review
When conducting a literature review search, I used the Western Governors University online library and google search engines. I found over 15 articles related to the roles of the school nurse in mental health interventions and gaps in training. I included the keywords “ School Nurse first aid, adolescent behavioral crisis triage, adolescent health risks behaviors,” etc. To narrow down the search, I used the following parameters: peer-reviewed academic journals within the years 2017-2022, full texts available, and similar words. By readings the abstracts of each article, I eliminated many articles right away because it was not relatable to my topic. I had to revise my topic after going through search engines and not finding anything that could help me with my proposal. Due to the recent events of COVID-19, many articles used data from over five years ago due to school closures.
See Table 1 (Literature Review Summary Table).
Curriculum Gap and Potential Causes
After reviewing the syllabus of a NURS 307 Developing Family and Community course from West Coast University, I was able to identify gaps in the educational curriculum regarding mental health crises due to health risks and lifestyle activities in the adolescent population. For example, behavioral concerns from drug and alcohol abuse in the teen population is an important topic that is currently not covered in nursing courses like Mental Health, Public Health, or Pediatrics. School-aged children are not open to discussing their addictions or being truthful about the type, amount, and reasons behind being involved in health risk activities. The current curriculum covers only prescription drugs such as Adderall, excluding illicit drug use shared in this population/group. The potential cause of this topic is not covered in West Coast University’s curriculum due to the educational framework process, limited-term time frame, and administrative rigidity to change.
The module will be incorporated into the BSN program at West Coast University using the Cognitive Learning Theory. All stakeholders will build their knowledge through assessments, feedback, and personal and professional experiences. Educators and administrators will reconstruct learning material and estimate based on students’ grades and evaluation scores. Students are encouraged to reflect on their experiences and discover new solutions to problems, which inflicts Constructivism learning theory use(Billings & Halstead, 2018). The cognitive process of education will train nursing students to use the nursing process to identify, assess, triage, and provide nursing quality care when providing first aid/intervention when working with adolescence/school-aged children in public health settings. Nursing students need to demonstrate physical assessment skills in identifying signs and symptoms of a mental health crisis and type of drug identification through assessments; be prepared to provide first aid in case of a mental health crisis to school-aged children.
Research Findings and Support of Proposal
After reviewing the literature online, I found six articles that addressed the role of a school nurse in mental health crisis assessment and intervention for adolescent students. The first article, “School Nurses’ Perceptions, Learning Needs and Developmental Suggestions for Mental Health Promotion: Focus Group Interviews,” by Anttilaet al. (2020), discusses the lack of essential resources available for mental health promotion, as well as adequate school nursing skills to meet the mental health assessments needs in school health care services. “Evidence-based and less time-consuming interventions in schools and early accessible services are needed in promoting adolescents’ mental health and well-being” (Anttila et al., 2020).
The second article is “Effectiveness of school-based eHealth interventions to prevent multiple lifestyle risk behaviors among adolescents: a systematic review and meta-analysis” (Champion et al., 2019). This article focused on understanding how eHealth school-based interventions can be used to promote physical activities among young people. The use of technologies and gadgets like computers and smartphones has enhanced health by minimizing engagement in risky behaviors. The article’s findings indicate that eHealth among adolescents can improve their health outcomes. Conducting research among adolescents is important because it offers insights into how mental health can be enhanced while at the same time improving performances (Champion et al., 2019).
I used the third article, “Risk Assessment and Crisis Intervention for Youth in a Time of Telehealth” (Holland, 2021). This article aimed to determine how telehealth has promoted healthcare in schools. The article discusses how telehealth can promote social, emotional, and behavioral well-being for children with suicidal behaviors. The article results indicate that telehealth risk assessment and safety planning are safe and efficient (Holland, 2021). The use of technologies to promote health in schools is essential because they allow nurses to understand the needs of children from diverse cultures and with different needs.
Another article I reviewed was “Effectiveness of school-based mental well-being interventions among adolescents: A systematic review” (Cilar et al., 2020). This article aimed to explore school-based interventions to improve adolescents’ mental well-being and health. Promoting the health of adolescents is imperative because it guarantees a healthy and productive community. Investing in interventions is essential because it helps prevent mental health disorders (Cilar et al., 2020). This article supports my arguments that having effective intervention plans in schools can improve young people’s health and promote their performance.
The fifth article I used was “The Role of the School Nurse Suicide Interventions: An Integrative Review” (Pestaner et al., 2021). This article is essential for the research because it helps understand how nursing interventions can be used to minimize suicide cases. The report also discusses the barriers that prevent nurses from interventions. The article shows how school nurses can help prevent suicide cases. Findings indicate that when nursing interventions are put in place, suicide cases among students decrease significantly (Pestaner et al., 2021). The last article is “The Mental Health Training Intervention for School Nurses and Other Health Providers in School” (Bohnenkamp, 2019). The article focuses on understanding how the training of nurses in schools can increase their competence to address student needs optimally. The article helps understand how intervention programs in schools can be improved, improving health outcomes for students in pre-school through to high school. The findings of this paper indicate the importance of assessments for positive therapeutic mental health interactions. Nurses need additional training and resources to support students’ mental health (Bohnenkamp, 2019).
There are similar findings from the reviewed articles. The articles of Champion et al.(2019) and Holland (2021) indicate that telehealth and eHealth in schools is acriticalapproaches that can help improve health outcomes among students. The use of telehealth is necessary because it allows nurses to understand students’ needs effectively, allowing them to implement effective treatment and management strategies. Cilar et al. (2020) findings are consistent with those of Anttila et al. (2020) because they show the importance of having practical nurse training. Effective training programs are vital because they can allow nurses to adopt effective intervention strategies promptly.
Training nurses can also provide them with the necessary skills to understand students. By understanding the needs of students, nurses can be in a better position to help students, thus improving their learning outcomes. Bohnenkamp (2019) also discusses the importance of training nurses in schools. Bohnenkamp (2019) argues that nursing training can help nurses develop effective intervention programs that can be tailored to meet the needs of each student. Pestaner et al. (2021) address the complex issue of suicide among students and how it can be addressed by adopting better nursing intervention programs. According to Pestaner et al. (2021), effective nursing interventions play a vital role in allowing nurses to understand the needs of suicidal students and the strategies that can effectively meet their needs. These six articles indicate that it is essential to promote nursing training in schools, which can help develop effective intervention programs to address the increasing demands of students with mental illnesses or at risk of developing mental health disorders.
Theme 1 Gaps in School Nurse Training
Theme 2 Nursing Interventions Success
Application of the ADDIE Model Introduction
According to Kurt (2018), ADDIE is an instructional model that helps develop a curriculum and syllabus for the theory or clinical classes. The Analysis phase establishes theneed identified using assessment tools like Force Field Analysis, identifying stakeholders, learning objectives, goals, and learning outcomes. The Design phase is where the actual lesson plan or course plan begins to develop, which will help achieve set goals. The instructor determines the learning objectives, teaching methods, learning materials, learning activities, and presentation methods. TheDevelopment phase consists of developing testing methods that include course overview, lecture content, learning activities, and assessments using information from previous phases. In the Implementation phase this step, the complete work is presented to stakeholders and continuously evaluated and revised during the teaching process; in this phase, educators estimate/analyze if the course objectives and learning outcomes meet the set goals of the teaching methods are practical and if the learner is ready to be evaluated based on taught material. The last phase is the Evaluation phase – here, students are tested via formative and summative assessments. The primary purpose is to evaluate if set goals were met and if the updated curriculum effectively achieves success in learning outcomes and module objectives.
Analysis Phase
Academic Setting Description
NURS 307 Developing Family and Community course at West Coast University taken during the 2nd or 3rd semester of the BSN program. West Coast University offers three years accelerated BSN program. West Coast University offers undergraduate BSN programs such as LVN-to-BSN, RN-to-BSN, or High School graduates to BSN. Most of the students that attend the institution are high school graduates and have no previous experience in nursing. Due to the current events of the COVID-19 pandemic, all the instructions are done via Zoom/ Online. All didactic and supportive positions are still online and will be online indefinitely, secondary to the pandemic. The campus has approx.—2,400 BSN nursing students. Students have a list of available workshops, Peer-Assisted Learning (PAL) tutoring sessions, and lecture links. Educators provide nursing students with resources like textbooks, educational platforms, and other web-based study programs. By the time students took this course, they already had taken science classes, theory and clinical introductory med-surgical nursing courses, mental health, and pharmacology courses. Through assessments and evaluations, previous theoretical knowledge, clinical skills, and personal experiences will improve the syllabus framework.
Needs Assessment and Gap Analysis Creation Procedures
To integrate an additional module into nine weeks course, several steps needed to be followed to identify its need in curriculum inclusion. After reviewing the course syllabus, it was clear that this topic needs to be taught in week 2. Issues such as Cognitive, Sensory, and Communication Impairment; Drug Therapy-ADHD are discussed. After that, I reviewed 10-15 peer-reviewed articles about this topic. As a result, I needed to change the topic’s name several times due to limited information available in recent years (last five years). Frame Factor Model (Table 2) helped me identify stakeholders (external and internal factors) and the positive impacts they will make on the curriculum amendment process. Based on the Curriculum Needs-Gap Analysis (Table 3) and Frame Factor Model, the current curriculum has a gap in the preparation of nursing students to provide care for adolescent students in the school-based setting during a mental health crisis. The first step is to present the idea to stakeholders (academic staff and administration). Second, create a PowerPoint presentation about statistics on drug use in school systems and curriculum gaps. Third, brainstorm ideas with faculty on fitting this module into the nine-week class. The last step is to create a course outline.
One of the essential parts of the proposal pitching is to get stakeholders on board for a change. Internal and external stakeholders influence the likelihood of a curriculum amendment process with shown beneficial factors. External factor stakeholders are future employees ( School District/ SD Nursing Department) who would prefer to hire nurses with training in mental health crises, and the community (high school students) will feel safer with school nurses that are trained in this field; internal stakeholders are organization/university (resources available at no cost, as well as academic experience) and nursing students, which will give preference to this university if extra-curriculum modules would potentially increase job acquisition.
See Table 2 (Frame Factor Model) and Table 3 (Curriculum Needs Gap-Analysis).
Current and Desired Curriculum
Course NURS 307 Developing Family and Community at West Coast University focused on “nursing concepts in the therapeutic care of children, adolescents, and their families. Concepts include major health promotion and disease prevention, nursing process, therapeutic communication, evidence-based practice, teaching/learning principles, and role development” (WCU, 2022). I propose to add a module addressing mental health crises in adolescents with addictions to week two, where Respiratory Dysfunction, Cognitive, Sensory, and Communication Impairment; Drug Therapy-ADHD are covered. The module covers only prescription drugs such as Adderall, excluding illicit drug use, shared in this population/group.
Nursing students will learn how to distinguish signs and symptoms of a mental health crisis in school-aged children due to health risks behaviors such as drug and alcohol use. Students will illustrate knowledge in nursing processes to identify, assess, triage, and use nursing interventions when providing first aid to adolescence/school-aged children in the public health setting. Module objectives will be: Distinguishing signs and symptoms of behavioral crisis in school-aged children, Illustrating triage and first aid interventions for behavioral concerns.
See Table 3 (Curriculum Needs Gap-Analysis).
Curriculum Changes
Both internal and external factors influence the curriculum gap. The internal factors such as the university/organization and nursing students themselves are the most potent forces in the curriculum amendment. After collaborating with faculty over zoom meeting, voting determinedthat adding this module will increase the likelihood of potential students entering the BSN program at West Coast University. All agreed that University already has all the resources and experienced staff. The team agreed that mental health issues and addictions are prevalent in adolescents, especially after COVID-19 school closures. This curriculum change proposal will help nursing students become experienced in first aid and nursing interventions while assisting teenagers during mental health crises. Literature review showed that currently, nurses are not appropriately trained nor have adequate resources to deal with multiple lifestyle risk behaviors and mental health issues among adolescents (Anttila et al., 2020). Per several articles mentioned above, it is evident that better-prepared nurses improve mental health outcomes and prevent suicide in adolescents. Students positively responded to a need to incorporate this module into the program if that will help them gain employment from school districts and make them more confident in their skills.
Having better-prepared nurses leads us to external factors that influence change in the curriculum gap. School districts and high school students are the reason for the gap analysis. As a school nurse, I faced many challenges in providing first aid to students. I felt that we could’ve been trained better in interventions outside of hospital settings. When witnessed sports injuries, anaphylactic reactions, drug intoxication and withdrawal, unplanned pregnancy, behavioral crisis, and many more. Unfortunately, these topics were not fully addressed in Public Health, Mental Health, or Pediatric courses. School administration was expecting me to be able to assess and triage students. It was often mentioned that nursing school needs to cover this topic to better prepare nurses. Not to say that High school students also rely on nurses’ skills and expertise to assess them in their time of need.This module will provide an overview of the role of a school nurse in mental health crisis assessment and intervention for adolescent students.
Organizational Strengths and Weaknesses
Force Field Analysis was created to identify the forces for the change and against the change. Organizational strengths could support the acceptance of a curriculum proposal to incorporate the module into the BSN program that will train nursing students to use the nursing process to identify, assess, triage, provide nursing quality care when providing first aid/intervention when working with adolescents/school-aged children in the public health setting.
The Improvement of quality care for the school-aged population is an organizational strength aimed at improving the well-being ofchildren, which can further guarantee a healthy society. Homer et al. (1998) argue that pediatric care is essential in society because it ensures that children benefit and develop in a healthy environment. This force will positively impact this proposal because it can help have a better community, where the probability of developing mental health issues is decreased. Increasing knowledge, competence, and nursing skills is essential because it can ensure that better care is provided to students. Increasing knowledge and nursing skills will ensure that better intervention strategies are developed. According to Bohnenkamp (2019), training nurses will provide nurses with the skills neededto help assess students’ needs, particularly those with mental health issues. These skills can be used to help improve student performances and learning outcomes. Providing students with employment opportunities after graduation from the WCUwill act as a motivation, allowing students to accept and engage in nursing training and increasing their chances of passing NCLEX. Providing adequate healthcare for this proposal is critical because it will guarantee that learners have improved learning outcomes. Better performances are necessary and increase the chances of getting employed.
Organizational weaknesses that could limit the acceptance of my curriculum proposal are that Opposing forces play a significant role in convincing stakeholders to implement the change, and these factors can be mitigated by providing evidence-based literature reports, analysis, and charts. Short semesters are a weakness because they limit the time required to complete this module, which implies that students will not attain the necessary skills. Resistance of the staff to change the curriculum is a challenge because it can limit the chances of including essential components in the course that can help address the diverse needs of students. The broadness of the topic can also inhibit the implementation of changes because it limits the ability of stakeholders to manage all concepts needed for practical nursing interventions.
See Diagram 1 (Organizational Readiness for Curriculum Proposal).
Design Phase Section E
Syllabus Creation Procedures
The preparation of a syllabus is a delicate component of any instructional practice. As a result, there was some debate about the syllabus’s aims. The architecture of the college’s nursing program might be one of the probable sources of the curriculum gap or need with the existing course curriculum. There is a need to include a syllabus that will train nursing students to use the nursing process to identify, assess, triage, and provide nursing quality care when providing first aid/intervention when working with adolescents/school-aged children in a public health setting.
Furthermore, the syllabus was presented to the curriculum committee for approval, and there were no significant difficulties. As a result, the committee authorized it, and it is now ready for execution. The development of the syllabus involved several steps in making it excellent for the nursing student. First, it is essential to note and understand the gaps and how the syllabus amendment can improve them. This will ensure that the syllabus meets the primary objective of the development. While creating the syllabus, I engaged with instructors to determine what the course changes would achievein nursing training improvements and let nursing students know how they will benefit from it, which will motivate them. Talking with the Pediatric instructor and my preceptor was vital because it would ensure that the needs of all students were addressed equally. The objectives of the course were created. Creating achievable goals was vital because it would ensure that students understood all concepts regarding nursing interventions and how the needs of students with mental health issues can be addressed. Creating learning objectives is anothercrucial step thathelps developrelations between modules, learning materials,and assessments. The other step in creating the syllabus isbalancing technique with overall takeaways. Using a balancedlearning technique using constructivism learning theory ensures the ability of students to make judgments and develop a conceptual learning framework. Selecting resources and teachingmaterialsis necessary because it can help decrease anxiety, improve learning experiences, and ensure the retention of information.
See Appendix A (Course Syllabus).
Course Description
NURS 307 Developing Family and Community course description read, “Ideas include major health promotion and disease prevention, nursing process, therapeutic communication, evidence-based practice, teaching/learning principles, and role development” (WCU, 2022). This module provides an overview of the role of a school nurse in mental health crisis assessment and intervention for adolescent students.
Students will be actively engaged in the course by ensuring that there are question and answer sessions, integrating discussions into lectures, designing impromptu writing assignments, having experiential learning activities, and implementing hand-on activities. Question and answer sessions are vital because they can improve students’ attention and provide students with an opportunity to break from passive attention to teachers. Integrating discussions during lectures is another approach that can increase active engagement in the course. Meetings are necessary because they allow students to share ideas and knowledge. Impromptu discussion assignments will ensure that students are actively engaged in the system. They can develop confidence, enable students to express their thoughts and opinions, enhance public speaking, and build communication skills.
The two course objectives will be aligned to the course teaching material and description of the module. Connecting learning materials, module objectives, and learning outcomes with assessments will ensure consistency between the course description and expected outcomes. Expected outcomes demonstrated by students are understanding mental health issues, helping other students address mental health issues, developing practical nursing intervention skills, and recognizing mental health issues in different students. The implications for the students in their future professional nursing practice are that there can be challenges in understanding adolescents’ varied mental problems.
Course Objectives
The primary course objective will ensure that learners acquire relevant knowledge regarding the behavioral crisis in school-aged children. As a result, the learners will be expected to distinguish between signs and symptoms of behavioral problems in school-aged children. Moreover, the learners will be required to illustrate triage and first aid interventions for behavioral concerns at the end of the course. This will require incorporating specific teaching techniques, learning resources, and instruction delivery strategies.
Teaching Strategies
The course will employ various teaching strategies, primarily lectures, simulations, and links with PDF attachments. Outlining lessons, preparing a presentation, and delivering material to students are all part of giving a lecture. Constructivism learning theory uses a teaching strategy, visually appealing and well-organized presentations, and enables students to ask questions throughout, which can help retain student attention. Working in small groups on case study simulations offers real-world scenarios. A manikin or student-to-student role-play is widespread in nursing education settings because it allows students to learn and practice critical patient care practices in a safe, controlled environment. It is one tool you may use for simulations when students return to campus. Lectures and PowerPoint presentations will help students learn how to distinguish the signs and symptoms of a behavioral crisis. The materials included in the course are books, videos, computer software and apps, flashcards, readings, and multimedia components. Evidence-based practice (EBP) in nursing educationintegrates scientific evidence, clinical competence, and patient preferences. EBP supports learning by providing high-quality care, eliminating obsolete practices, improving patient outcomes, generating new knowledge, promoting knowledge translation and efficacy, and helping implement problem-solving techniques. This problem-solving approach to clinical practice motivates nurses to deliver personalized patient care.
Instructional Delivery Methods
This course and module’s instructional delivery style is offered in an online asynchronous mode. Learners are given information via pre-recorded videos, YouTube links, PowerPoint presentations, online books, pdf attachments, and an online discussion board/useful educational links. This will ensure excellent delivery of instructions in the course syllabus. For example, the PowerPoint presentation will provide that the learner can clarify triage and first aid interventions for behavioral crisis adolescents.
Learning Materials This course and module’s learning resources include a textbook, related research papers, pertinent case studies, PDF attachments, and helpful online links. Because textbook readings and scholarly articles give the core information on which learners may build and develop their nursing expertise, constructivist learning theory and evidence-based practice promote the learning as mentioned above. The learning materials will ensure that students acquire extra knowledge outside of class time. For instance, the textbooks will be significant in ensuring that the learners can distinguish between signs and symptoms of behavioral crisis. But all additional learning materials that the instructor provides will complete the learning experience.
Student Learning Outcome Analysis
Student learning objectives (SLO) are academic goals specified for students in the syllabus on the first day of the course start date. When creating SLO, nurse educators must pay close attention to language specificity and connection to current course objectives, content, and activities. SLO must be explicit, quantifiable, and based on the learner’s present cognitive level of learning. Upon completing the system, the learners will be able to apply evidence-based research from various sources, including pharmacological, behavioral, and psychosocial sciences, in the nursing process while planning care for adolescents with addictions and mental crises in public health settings.
This SLO may be met by completing both the case study and the lecture strategies n the course’s scenario-based learning activities. This SLO fits with the course goals because the learner will be able to deal successfully with the issue of mental health crises after completing the course. Because learning outcomes are tested at the end of the course rather than at the end of the module, they are written at higher cognitive levels than SLO.
Course and Grading Policies Grading policies were developed by the course’s SLO, goals, learning activities, course objectives, and quantifiable course assessments. Learners, for example, will be graded on both formative assessments and summative assessments. Students will be expected to submit their assignments on time to avoid the deduction of points. The points gained from the assignments will be posted on the students’ portal four days after submitting the assignments. Passing marks on all activities and assessments ensures topic and course objective mastery. Course policies were written and included in grading procedures to ensure that they were aligned with course objectives, SLO, learning activities, and quantifiable course assessments. Course regulations, including participation, attendance, academic honesty, and professionalism, are considered the learner’s grade. For example, the simulated learning exercises necessitate that students participate in group discussions during class and on online discussion boards. The grading system was average, with the pass mark being 76%. The grading framework supports the objectives because it is basedon the ability of students to demonstrate mastery of learning objectives. Students are allowed to be evaluated by performance and summative assessments and graded in different ways to ensure all learning methods are implemented to measure their understanding of the course.
Development Phase
Course Material Creation Procedures
Impacting students with knowledge is not an easy process, nor is creating a module with significant levels of efficacy while maintaining simplicity for them to gain essential understanding from it. In creating a course material that enables students to tackle the issue of the mental health crisis in adolescents, my preceptor and I embarked on both collaborative and independent journeys that sought to create the best possible course material. The first step I took was to conduct extensive research on what past researchers had discovered about the role of school nurses in assessing adolescents’ mental health and activating intervention methods that would attenuate the crisis; also, the gaps in training nurses on techniquesfor adolescent mental health management. This process provided me with a thorough understanding of the subject matter, allowing me to expound on it. In the second step, I conducted both an evaluation and a needs analysis. The review involved a thorough analysis of the existing course, NURS 307: Developing Family and Community, to find gaps in addressing adolescents’ drug-related mental health crises. Having worked as a nurse in all grade levels, I conducted a needs analysis. Drug-focused topics should be included in mental health, public health, or pediatrics nursing courses. I used the ADDIE model during the third process. It is a great instructional model for developing theory and clinical sessions course materials. The ADDIE model involves analyzing the knowledge needed to fill the gap, designing lesson plans and class learning objectives (CLOs), developing details of the lessons, implementing the course material, and finally evaluating the course material for revision. The benefits of using this model are its flexibility and, thus, its ease of modifiability. It enables me to develop the course materials to suit the students’ needs significantly when restructuring the course.
Learning Resources and Learning Activity
The learning resources for the proposed module include one e-book, an online PDF booklet, and a scholarly link, each of which was carefully selected based on content depth, quality of presentation, and relevance; to ensure that the module is comprehensively covered while maintaining efficient accomplishment of Student Learning Outcomes (SLO).
The book Principles of Pediatric Nursing by Ball et al. forms an essential component of this module’s learning resources because it covers content concerning health maintenance and promotion, social and environmental influences, and alterations in mental health and cognitive function of the school-aged child and adolescents. In addition, this literature provides other aspects such as pain assessment and management, nutrition, and alterations in the physiological functions of various organs and organ systems in children and adolescents. These factorssignificantly contribute to the general well-being of the child’s mental health. The Emergency First Aid Guidelines for California Schoolsby Emergency Medical Services Authority California Health and Human Services Agency are guidelines with step-by-step procedures for each emergency case. The outstanding feature of this PDF file is its unique way of presenting the information. The steps of managing emergencies are shown in flow charts are significant in this module because it structures information in the student’s minds, enhancing memorability. Finally, the article Drug Withdrawal Symptoms, Timelines, and Treatment provide insights into the different withdrawal symptoms and how to counter them. It is essential to this module since it involves ways of tackling withdrawal symptoms;
The scenario-based activity involves assessing and intervening of an adolescent presenting with symptoms of drug intoxication. This activity equips the students with the ability to hastily and comprehensively assess such cases in the future to help the adolescent as quickly as possible and in the best way possible. The students can learn good nursing communication skills, observation skills, and good psychological skills, which are crucial to making a good assessment. By practicing and acquiring the appropriate ways to approach and communicate withadolescent patients when conducting this activity, the students can gain the necessary communication skills for combating mental health crises. As a role-play, practicing communication skills between the nurse and the adolescent patient builds confidence and decreases anxiety when real-life crisis events occur. Also, good observation skills arevital in addressing mental health crises in school. This scenario-based activity enables students to learn how to pay attention to detail, such as the breathing patterns of the patient and any other observable features that are essential for a successful assessment. And finally, students will learn by observation and feedback from each group.
See Appendix B(One scenario-based learning activity).
Formative Assessment
Formative assessments are meant to provide feedback to both learners and instructors concerning progress in achieving the course learning outcomes, identify weaknesses for improvement, and identify strongholds to reinforce, thus maintaining them. In this case, the students will be subjected to five multiple-choice questions that are to be done online under stringent supervision.
The formative assessment consists of five questions, each with a single answer. The instructor will mark the choices submitted by the students and send the results to their respective portals after the class break. Students with a 5/5 will be given 10 points. Students with a 4/5 will be given 8 points, and those with a 3/5 will be given 6 points. Students will be encouraged to look into the questions they failed and return to those specific aspects of their class notes for revision to get their content right. The ones with 2/5 and 1/5 will be given a warning notice. Students with low scores will be encouraged to see on-site tutors and attend academic nurse specialists’ workshops. They will also be advised to use video tutorials, demonstrations, and other engaging materials for better learning. Finally, the instructor will encourage the whole class to freely approach them if they have urgent questions or topics needing clarification via Zoom or Google Meet.The instructor should also analyze the most missed questions and review the contents of the issues within which the questions failed the majority.
See Appendix C.
Summative Assessment
Summative Performance Assessment
My curriculum proposal is the addition of a module addressing adolescent mental health crises to NURS 307, Developing Family and Community Course. The performance assessment I propose represents an authentic activity relevant to my curriculum proposal since it evaluates the ability of students to acquire and apply in-depth knowledge concerning the evaluation and intervention of mental health crises in adolescents with risky lifestyle behaviors. Therefore, it encompasses a carefully picked series of tasks that ensure that the proposed curriculum is thoroughly assessed. The summative assessment requires the student to complete the tasks and complete them in the required manner, thus evaluating their ability to pay attention to details, an essential skill needed in assessing and intervening in the prognosis and de-escalation of the mental health crisis in adolescents. This reinforces the reason why clinically-applied knowledge is tested in summative assessment.
The summative assessment ensures that the proposed curriculum change reaches its intended goals. Since the rubric has seven main tasks that coincide with the purposes of the proposed curriculum, the average performance of students in each title will be calculated, and the overall result will be used as a determinant of achievement. Since the rubric has three columns measuring the degree of accuracy, the “not competent” will be awarded a 0 to 3 depending on what they have written. For the “approaching competence,” students will be awarded a grade of 2 points for each title. Finally, those with competent answers will be awarded 3 points.
For example, in the first rubric task, the students must explain one lifestyle health risk in detail and give a credible source of information. However, the “not competent” students just mention the lifestyle health risk without any detailed information or providing a credible source. The “approaching competence” students are the ones who say the lifestyle health risk, give detailed information, but forget to provide credible sources of information. Finally, the competent students are the ones that mention, explain in detail, and provide credible sources of information. The rubric provides the students with precise instructions on what is needed in the curriculum.The short-term recommendation may be to revise the topics of the proposed curriculum that failed the most in the rubric. The long-term advice may be to increase the length and breadth of this performance assessment from 3 pages to 6 pages to cover more topics of interest.
See Appendix C.
Implementation Phase (COMPLETE IN C947)
The description addresses the resources needed to implement the proposed course.The description includes realistic human, financial, and technology resources.
Complete the “Proposal Implementation Planning Phase” section of your curriculum proposal (continue using the attached “Curriculum Proposal Template” from C946) by doing the following:
1. Describe the human, financial, and technology resources needed to implement the course.
2. Describe the procedures that will precede full implementation, including each of the following:
• each stakeholder that will be involved in the procedure and a rationale for each stakeholder’s inclusion (do not include actual names)
• the process for gathering feedback on the new course developed or course content changes
• the process for editing and improving the new course or course content changes based on stakeholder feedback
3. Describe the faculty training plan that will support course implementation including the academic setting, knowledge and skills required, and relevance of the faculty training plan to implementing the course.
4. Describe potential technical problems that could prevent students from accessing or completing the course and how those problems will be mitigated. Consider online learning management systems, wifi access, and how the learning resource aligns with the academic setting and instructional format (e.g., online, on ground, or hybrid course).
Implementation Resources The description addresses the resources needed to implement the proposed course.The description includes realistic human, financial, and technology resources.
Pilot Testing Procedures The description of the procedures that will precede full implementation includes each of the given elements. The procedures are thorough and clearly convey how the course will be evaluated and improved prior to full implementation.
Faculty Training Plan The description of the faculty training plan is realistic and appropriate to support the implementation of the proposed course including the academic setting, knowledge and skills required, and relevance of the faculty training plan to implementing the course.
Technical Problems to Implementation The description of the potential technical problems is thorough and includes realistic solutions to ensure students can access or complete the course in alignment with the academic setting and instructional format.
Evaluation Phase (COMPLETE IN C947)
Complete the “Proposal Evaluation Planning Phase” section of your curriculum proposal by doing the following:
1. Describe the procedures you used to determine course performance metrics (KPIs and benchmark) and why you chose them.
2. Describe the procedures you used to develop the 10-item end-of-course (EOC) student survey, including independent and collaborative strategies used.
a. Analyze how your 10-item EOC survey will yield information on each of the following:
• instructor performance
• learning materials/resources
• learning management system/technology usability and usefulness
• assessments and assignments
• social learning/peer collaboration
• overall satisfaction with the course
Course Performance Metrics Procedures The description gives a thorough account of the procedures used to determine course performance metrics. The description gives a rationale for the selection of the specified evidence-based course performance metrics to support the proposed course.
End-of-Course Survey Procedures The description provides a thorough account of the independent and collaborative procedures used to develop the end-of-course student survey. All 10 questions are listed in the survey.
Survey Question Analysis The analysis is relevant and provides a logical connection between the end-of-course survey questions and the importance of gathering student feedback to improve each of the given elements.
Formative Evaluation Plan The description of the formative evaluation plan is relevant to the course setting and defines the process, tasks, and stakeholder actions required for consistent monitoring of a live course performance.
Describe the formative evaluation plan, including process, tasks, and stakeholders, that will be used to monitor whether the course is meeting student and instructor needs.
Conclusion (COMPLETE IN C947)
The conclusion summarizes each of the given elements in an organized, accurate, and cohesive way.
Complete the “Conclusion” section of your curriculum proposal including a brief summary of each of the following:
• rationale and purpose of the proposal
• how the proposal will fill the identified curriculum gap or need
• importance of implementing the proposal (impact of the new course or course redesign on curriculum, students, and faculty)
• new insights and creative approaches used to meet the curriculum gap or need
• how the proposed course will benefit the diverse learning styles in the student population of your clinical/practice experience (CPE) academic setting
• how the proposed course aligns with and contributes to nursing education (students as practitioners of tomorrow) and nursing as a science and profession
References
Anttila, M., Ylitalo, M., Kurki, M.H., Hipp, K., &Välimäki, M. (2020). School Nurses’
Perceptions, Learning Needs and Developmental Suggestions for Mental Health
Promotion: Focus Group Interviews. Int J Environ Res Public Health.,17(24):9503.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7767091/
Billings, D. M., & Halstead, J. A. (2011). I was teaching in nursing: A guide for faculty,
Elsevier. https://ebookcentral.proquest.com/lib/westerngovernors-ebooks/reader.action?docID=2072250
Bohnenkamp, J. H., Hoover, S. A., Connors, E. H., Wissow, L., Bobo, N., & Mazyck, D. (2019).
The Mental Health Training Intervention for School Nurses and Other Health Providers in Schools. The Journal of school nursing: the official publication of the National Association of School Nurses, 35(6), 422–433.
https://eds.p.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=6c02f3fc-8730-4677-918d-0c85412f3bb0%40redis
Champion, K. E., Parmenter, B., McGowan, C., Spring, B., Wafford, Q. E., Gardner, L. A.,
Thornton, L., McBride, N., Barrett, E. L., Teesson, M., Newton, N. C., & Health4Life team (2019). Effectiveness of school-based eHealth interventions to prevent multiple lifestyle risk behaviors among adolescents: a systematic review and meta-analysis. The Lancet. Digital Health, 1(5), e206–e221. https://www.sciencedirect.com/science/article/pii/S2589750019300883
Cilar, L., Štiglic, G., Kmetec, S., Barr, O., & Pajnkihar, M. (2020). Effectiveness of school-based mental well-being interventions among adolescents: A systematic review. Journal of Advanced Nursing 76(8), 2023-2045. https://onlinelibrary.wiley.com/doi/abs/10.1111/jan.14408
Holland, M., Hawks, J., Morelli, L. C., & Khan, Z. (2021). Risk Assessment and Crisis Intervention for Youth in a Time of Telehealth. Contemp School Psychol, 25, 12–26.
https://link.springer.com/article/10.1007/s40688-020-00341-6
Homer, C. J., Kleinman, L. C., & Goldman, D. A. (1998). Improving the quality of care for children in health systems. Health Services Research, 33(2), 1091-1109. https://www.ncbi.nih.gov/pmc/articles/PMC1070305
Kurt, S. (2018). ADDIE Model: Instructional Design. Educational Technology.
ADDIE Model: Instructional Design
Pestaner, M. C., Tyndall, D. E., & Powell, S. B. (2021). The Role of the School Nurse in Suicide
Interventions: An Integrative Review. The Journal of school nursing: the official publication of the National Association of School Nurses, 37(1), 41–50. https://doi.org/10.1177/1059840519889679
West Coast University (2022).NURS 307 Developing Family and Community (PEDS)
202201SPI VR-1M: Course Description.
https://westcoastuniversity.campusconcourse.com/view_syllabus?course_id=39556#
Table 1
Literature Review Summary Table
Table 2
Frame Factor Model
Table 3
Curriculum Need-Gap Analysis Tab
Table 4
Timeline or Gantt Chart (COMPLETE IN C947)
Diagram 1
Organizational Readiness for Curriculum Proposal
Staff resistance to revise curriculum and syllabus Students will be drawn to enter the course with this University due to the increased chance of getting employed by a school district. This topic is too broad, needs to be a specific type of a problem
Appendix A
Course Syllabus
Course Name: NURS 307 Developing Family and Community (PEDS)
Program Type: BSN
Course Description: NURS 307 Developing Family and Community course focus on nursing concepts in the therapeutic care of children, adolescents, and their families. Ideas include major health promotion and disease prevention, nursing process, therapeutic communication, evidence-based practice, teaching/learning principles, and role development. This module provides an overview of the role of a school nurse in mental health crisis assessment and intervention for adolescent students. Nursing students will learn how to distinguish signs and symptoms of a mental health crisis in school-aged children due to health risks behaviors such as drug and alcohol use. Students will illustrate knowledge in nursing processes to identify, assess, triage, and use nursing interventions when providing first aid to adolescence/school-aged children in the public health setting. Module objectives: Distinguish signs and symptoms of behavioral crisis in school-aged children; illustrate triage and first aid interventions for behavioral concerns.
Course Format: Online course, synchronous course* is delivered by faculty to students using online lessons and resources in real-time with live online instruction and uses the institution’s Learning Management system. Online course, asynchronous* is delivered by faculty to students using online lessons and resources, but without live online instruction and uses the institution’s Learning Management System.
*Online courses are 100% asynchronous, 100% synchronous, or both. See course syllabus for details.
Class Week: A “class week” for 100% online asynchronous learning courses starts on a Monday and ends the following Sunday at 11:59 PM PST.
Course Objectives:
Analyze family structures, coping mechanisms, roles, relationships, and stages for planning, implementing, and evaluating nursing care.
Identify community resources and referrals appropriate for children with significant health problems and special healthcare needs.
Distinguish signs and symptoms of behavioral crisis in school-aged children
Illustrate triage and first aid interventions for behavioral concerns
Module Blueprint
Grading Scale and Policies
The minimum passing grade in the core nursing program is a C+
Grading and Attendance: 100% of online asynchronous courses require Academically Related Activities (ARAs). When the assignment includes participation in a discussion board, please see the rubric for grading criteria and the Course and Program Specific Policies section of the syllabus for more detail. Points received for graded activities are posted in the Canvas Gradebook. Points are typically posted 3-4 days after submitting assignments or assessments. No late submission of assignments or assessments is accepted after the academic term. Final course grades are typically available 3-4 days after the end of the term. Please see the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) for the University attendance policy for 100% online asynchronous courses.
Grade Rounding At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest whole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring (e.g., Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination.
WCU Quiz, Test, and Exam Policies Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a timed approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must follow the policies outlined in the syllabus and by the university, program, and any third-party company (i.e., ATI®) policies. Refer to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and Make-Up Work policy for specifics regarding missed quizzes, tests, and exams.
Late and Make-Up Work Policy All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course syllabus. Students must meet the course objectives by submitting coursework no later than the assigned due date. Students may be allowed to submit late work to demonstrate achievement of the course learning outcomes. Specifics regarding late work are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her or his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies. Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Canvas outages, or third-party content providers.
Course Policies
Academic Integrity and Dishonesty
Students should review the Academic Dishonesty Policy in the University Student Handbook. (http://westcoastuniversity.edu/student- affairs/student-services.html) Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources and submit original work. Academic honesty is central to the institution/student partnership toward student success. Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the University Student Handbook. (http://westcoastuniversity.edu/student-affairs/student-services.html)
Attendance Policy
West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the University Catalog. (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog)
Reasonable Accommodations
West Coast University strives to provide reasonable accommodations to students with a defined need and follow the appropriate steps toward seeking accommodation. The Reasonable Accommodations Policy is found in the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog), the Student Handbook. (http://westcoastuniversity.edu/student-affairs/student-services.html)
Appendix B
Course Materials
Course Unit Overview
This module provides an overview of the role of a school nurse in mental health crisis assessment and intervention for adolescent students. Nursing students will learn how to distinguish signs and symptoms of a mental health crisis in school-aged children due to health risks behaviors such as drug and alcohol use. Students will illustrate knowledge in nursing processes to identify, assess, triage, and use nursing interventions when providing first aid to adolescence/school-aged children in the public health setting.
Course Outline
Week 2 Module Major Topics
-Caring for the child with disturbance of oxygen and carbon dioxide exchange -Caring for the child with respiratory dysfunction and disorders of unknown etiology
-Caring for the child with cognitive, sensory, or communication impairment -Drug therapy for ADHD and narcolepsy -Amphetamines: amphetamine and dextroamphetamine sulfate (Adderall)
-Methylphenidate: methylphenidate (Ritalin, Concerta) Non-amphetamine: modafinil (Provigil)
-Signs and symptoms of drug and alcohol intoxication
-Nursing Interventions and first aid during a mental health crisis
Unit Content (Content to be provided, outline format with all learning materials identified).
PowerPoint Presentation attachment during week two lecture
Scenario-Based learning activity in class with 1-page reflective paper
Formative assessment – 5 questions quiz
Summative performance assessment – 3-page essay
Learning Resources
Ball, J., Bindler, R., Cowen, K., & Shaw, M.R. (2017). Principles of Pediatric Nursing: Caring
for Children Plus MyNursingLab with Pearson eText (7th ed.).Pearson.
Emergency Medical Services Authority California Health and Human Services (2013). Emergency First Aid Guidelines for California Schools. Pasoschool.org. https://www.pasoschools.org/cms/lib/CA01801048/Centricity/Domain/95/EMSA-%20California%20First%20Aid%20Guidelines.pdf
Sharp, A., Generes, W.M., and Thomas, S., MD. (2022). Withdrawal Timelines Treatments:
Drug Withdrawal Symptoms, Timelines, and Treatment. American Addiction
Centers. https://americanaddictioncenters.org/withdrawal-timelines-treatments
One Scenario-Based Learning Activity
Students are presented with a case scenario that will involve a high-school student presenting in the nurse’s office with side effects of possible drug intoxication. Nursing students will need to identify what type and amount of drug adolescents took, and first aid and nursing interventions must be provided. Students will be divided into groups of 5 people. Groups will be given 10 minutes to debrief and present: identifying drugs students took, one behavioral sign, one physical sign, one first aid action, and 1one nursing intervention. While groups are presenting instructor will write down answers in columns on the blackboard. One designated person per group will submit a 1-page reflective paper by e-mail. Each student will receive 10 points for this assignment.
Sylmar High School nurse was called in for a female student lying on the bench in the school cafeteria. The student is unable to walk and is incoherent. The school staff brought the student in the wheelchair to the nurse’s office. The student’s friends reported that she has been stressed about her finals and has some family problems at home. They did not know what she had possibly taken. But they called for help when they noticed that she was falling asleep after lunch. Student’s B/P 86/60, pulse 90 b/min, red eyes, pale skin color, poor muscle coordination, delayed reaction time answering questions, unable to tell what she took.
Answer the following questions:
What type of drug did students possibly ingest?
What behavioral and physical symptoms the student presented made you believe she took a particular drug?
What are the first next steps school nurse should take?
What nursing interventions must be implemented?
Appendix C
Assessments
Formative Assessment Formative Quiz will be given through the VATI website. Students will be given a passcode to start the test. The link to the quiz page can be found on WGU’s portal dashboard. The test will be monitored via zoom by the instructor and proctor. Cameras must always be on, and the table has to be free of any item except the computer.
Please answer five questions. Choose the best answer and press SUBMIT when you finish. After submitting the quiz, you cannot access it. You have 15 minutes to complete the quiz. Debriefing will be done after the break.
High School Student was brought into the Nurse’s office with muscle weakness, slurred speech, pallor, sweaty skin, and nausea. The student’s friends report that he ate chocolate containing Marijuana. What is a nurse’s first action must be?
Put on gloves
Ask for the age and weight of a student
Find out who else ate it
Call guardians/parents
Answer: a
Fourteen-year-old boy with previous suicidal ideations came to School Nurse’s office and said that he had taken the entire bottle of his ADHD medication about 30 minutes ago. He says that he has panic attacks, severe dizziness, and nausea. What should school nurses NOT do?
Call poison control
Call 911
Induce vomiting
Restrict drinking water or food
Answer: c
A student that overdosed on medication lost consciousness. In what order nurse should provide first aid:
Observe and feel for breathing; If not breathing, start CPR; Call administrator/parent.
Call administrator/parent; If not breathing, start CPR; Observe and feel for breathing.
Observe and feel for breathing; call administrator/parent; if not breathing, start CPR.
All the above are correct
None of the above correct
Answer: a
What are the alcohol withdrawal symptoms?
Runny nose, excessive sweating, anxiety, frequent yawning, muscle crumps
Increased heart rate, seizures, sweating, nausea/vomiting
Intense drug craving, paranoia, increased appetite
Tremors, insomnia, elevated blood pressure, racing pulse
Answer: d. (a. opioids; b. benzos; c. cocaine)
A student was sent to the nurse’s office by the teacher due to the student’s irritability, nervousness, and aggressiveness. What intervention should NOT be implemented by the school nurse?
Find out if a student took any kind of drug.
Let students rest in the room.
Call parents/guardians.
Call 911
Answer: d
Summative Assessment
Summative Performance Assessment Write a three (3) page long paper (not counting the title page) using 7th edition APA format, professional communication, and a minimum of three evidence-based scholarly references to support your findings. Your assignment must be below a 10% similarity score. Competency in all rubric areas must be achieved to pass the assignment. Use a plagiarism program to check your work before submitting it (example: Unicheck). The essay is due Sunday of week 7.
Your paper must describe Mental Health Crisis Assessment and Intervention for Adolescent Students with Lifestyle Risks Behaviors. Follow the guideline below to complete the assignment:
Choose one primary adolescent behavioral lifestyle risk factor most prevalent in your community that contributes to mental health crisis (Use information from credible government sources).
Describe how this lifestyle risk factor (example: illicit drugs, alcohol, screen time) affects students’ mental, developmental, and physical health. Include physical and behavioral signs and symptoms of health risks, addiction, or intoxication.
Identify three nursing interventions school health nurses can use to deescalate mental health crises in adolescents while under the influence.
Identify two community recourses available for adolescents with drug and alcohol addictions (example: https://americanaddictioncenters.org/withdrawal-timelines-treatments).
Summarize the effectiveness of the recourses for decreasing dependence in the adolescent age group by providing evidence from two reliable, evidence-based literature reviews or government-based sources
Summative Performance Assessment Ru
Appendix D
End-of-Course Survey (COMPLETE IN C947)
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