Benchmark - Summative Assessment

4

Course Design

Students’ Name

Instructors’ Name

Institution Affiliation

Course Name and Number

Date

Introduction

Health care refers to the maintenance or improvement of health by an individual and medical practitioners. It is achieved through diagnosis, prevention, treatment, recovery of illnesses or diseases. Primary, secondary, tertiary care, and public health are some of the services provided by health professionals in their respective fields. Evidence practices are linked to primary care services, hospital-based practices, and private settings for health delivery, as addressed below. The paper will also develop a course design outline based on primary care and healthcare setting.

Primary Care

Primary care refers to the type of care provided by health professionals trained and skilled specifically for comprehensive first and continuing care for individuals or patients. Primary care includes disease prevention, health promotion, counseling, patient education, and diagnosis. Health maintenance and the treatment of acute and chronic diseases such as hypertension, diabetes, asthma, depression, and arthritis, among many others, form part of primary health care. Primary care is administered by a personal doctor in collaboration with other health professionals accordingly. It promotes effective and efficient communication between physicians and doctors and encourages patients' role in administering healthcare.

Sources

"Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review" article aims at providing the knowledge, attitudes, implementation, facilitators, and barriers or evidence-based practice in community nurses. It aims at addressing and informing people about the stated aspects of evidence-based practice. Understanding the facilitators of evidence-based practice, such as personal knowledge and belief, is key to understanding, implementing, and transferring knowledge on evidence-based practice. To provide effective primary health care for their patients, community nurses must be trained in evidence-based practices.

"Evidence-based practice education for healthcare professions: an expert view" explains that effective education programs and curriculum will act as a medium for shaping healthcare attitude, knowledge, skills along with determining the type of quality healthcare needed. Through the article, one can see the importance of patient engagement in getting evidence and informing medical practitioners and patient interactions. EBP is vital for primary health care to influence behavior in decision making when dealing with patients. Primary care deserves well trained medical practitioners to provide satisfactory and improved patient outcomes.

"Evidence-Based Practice Models to Maximize Nursing's Contributions to Global Health" addresses the various barriers and solutions to these barriers of evidence-based practices in healthcare facilities. The articles also address the necessary steps for evidence-based practices. There are three phases that one should employ when using evidence-based practice. The actions and procedures discussed are useful in maintaining patient health through primary health care.

Course Design

A course design for professional medical practitioners in hospitals on evidence-based practices under primary care will differ from community nurses in a village or medical practitioners. Experienced physicians and doctors are aware of evidence based practitioners, unlike community nurses who might lack sufficient knowledge of evidence based practice. Therefore developing a course design for the two different settings will be different.

Designing a course for evidence based practice for community nurses, especially those dealing with primary care. The first step of course design is predesign, where the faculty understands the students' background and reviews other courses that might be of use in the topic. The second step is to design course objectives, outcomes, and competencies, which suggests what the students should do and what knowledge they should have acquired after completing the entire course. Course concepts and content are the third steps where several experts are chosen to develop the course according to the student's level to study evidence-based practice. The next step is to organize the content into modules, design lesson plans, and identify the required sources.

Health care practices include primary, secondary, and tertiary services, which, through evidence-based procedures, ensure proper health for the patient. Couse designing for health professionals at different levels and settings is very different and requires taking the time and understanding the students.

References

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F. and Hegarty, J. (2018). Evidence-based practice education for healthcare professions: an expert view. BMJ Evidence-Based Medicine, 24(3), 103-108. https://doi.org/10.1136/bmjebm-2018-111019

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review. Medicine, 98(39), e17209. https://doi.org/10.1097/MD.0000000000017209

Wilson, L., Acharya, R., Karki, S., Budhwani, H., Shrestha, P., Chalise, P., Shrestha, U. and Gautam, K.(2016). Evidence-Based Practice Models to Maximize Nursing's Contributions to Global Health. Asian Journal of Nursing Education and Research, 6(1), 41. https://doi.org/10.5958/2349-2996.2016.00009.4