Core Concept Teaching Strategies

Population Based Care

Although population health is a widely used term in health care, there is considerable
confusion about what the term actually means and how the discipline of nursing uses the term.
According to Issel & Bekemeier (2010), population-based care focuses on entire populations,
considers all the health determinants, emphasizes prevention, and intervenes at multiple levels.
Population-focused nursing practice is community oriented, collaborative, and directed toward
developing programs and policies that address the health needs of populations (Jones & Smith,
2014). The goal of population-based care is to attain the highest possible quality of life for
populations, by means of nursing activities directed toward disease prevention and health
promotion (Fawcett & Ellenbecker, 2015).
The 2010 Institute of Medicine report on the Future of Nursing calls for nursing programs
to prepare nurses for positions in non-acute care community based settings. In their supplement
to the Baccalaureate Essentials (2013), the American Association of Colleges of Nursing has
supported the need for nurses to engage in population assessment, health promotion, and
interdisciplinary efforts to improve health (Simpson & Richards, 2015). Nursing students have
traditionally focused on acute care and have not considered population health as relevant to their
nursing education. It is important that these students understand the need for population-based
nursing care in a changing healthcare system.
Attentiontopopulationheathisespeciallyimportantashealthissuesbecomemore
obviouslyglobal.Allnursingstudentswillneedtobeawareofthekeyroleandresponsibility
theyhaveinimprovingthehealthofthepopulationstheyserve.

Core Concept Teaching Strategies

CONCEPT: Population Based Care
Educational Program: Four Year BSN Program
Competency

Learner Objective(s)

Teaching Strategies

Level 1 Competency

1.The learner will define the

concept of population health.

1. Short Video Clip:

Population Health: The New
Agenda

2. The learner will discuss

population-based nursing care.

2. One-Minute Paper:
Understanding the Difference
between Illness-based Nursing
Care and Population-Based
Nursing Care.

1. Web Assignment:
Exploring Data2020.

Blooms Level: Applying

1.The learner will utilize data

collection in population-based
care.

A practitioner who applies

knowledge about the health
status of populations.

2. The learner will implement

disease prevention strategies for
populations.

2. Guest speaker: Disease

hotspots and the role of the
public health nurse.

Level 3 Competency

1. The learner will investigate

vulnerable populations that are
at risk for poor health.

1. Ways to Assist: Protecting

Vulnerable Populations.

2. The learner will examine the

effects of globalization on the
health of populations.

2. Student-Led Seminar: The

Effects of Globalization on
Populations.

1. The learner will assess disease

incidence and prevalence,
interventions and outcomes in
defined populations.

1. Jigsaw: Evaluating Health

Needs in Defined Populations.

2. The learner will create and

evaluate strategies that improve
the health of populations.

2. Project: Creating an
Intervention Strategy to
Improve Health in Populations.

Blooms Level:
Understanding
A practitioner who
understands the meaning of
population health.

Level 2 Competency

Blooms Level:
Analyzing
A practitioner who analyzes
factors that optimize health in
populations.

Level 4 Competency
Blooms Levels:
Evaluating and Creating
A practitioner who monitors
population health trends.

TEACHING STRATEGIES PLAN

NAME OF LEARNING
Short Video Clip:
ACTIVITY
Population Health: The New Agenda
Learning Activity
The learners will view a 15-minute video on Population Health. This
Summary
video explores the differences and variations in the health status of
individuals and groups associated with factors such as income,
education, early child development and neighborhood.
This video will help the students to understand the concept of
population health.
Domain of Learning Cognitive: Understanding
(Blooms Taxonomy
Affective: Receiving and responding
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Define the concept of population health.
Preparation Required by This teaching strategy will be incorporated into a lecture during an
Teacher/Facilitator and introduction to the concept of Population Health. Requires equipment
Materials Needed
in the classroom to show the video. Formulation of discussion
questions.
Time Allotted
15 minutes for video; 15 minutes for discussion questions.
Learning Styles Addressed Information Presentation: Sight, Sound
by Activity
Modality: Visual, Verbal
Approach: Active & Reflective
Understanding: Sequential
How is content connected to This serves as an introduction to Population Health. Students may
prior learning?
not have prior learning about this concept.
Reflective Debriefing with Discussion questions will follow after viewing the video:
Learners (post-learning 1. How can we promote healthy behavior and reduce the
activity) How will it be difference in the distribution of disease and illness?
accomplished?
2. How can we better address the needs of vulnerable populations?
Evaluation of Learning Learning will be accomplished during the discussion by reflecting on
(How will it be
the health status of different populations.
accomplished?)
Teacher Reflection
This video can be easily incorporated into a lecture that introduces
(justify choice of learning the concept of Population Health. It helps the students to understand
activity and good fit for the differences in health status among populations and introduces
the identified learning
them to population-based care.
objectives)

TEACHING STRATEGIES PLAN

NAME OF LEARNING
One-Minute Paper:
ACTIVITY
Understanding the Difference between Illness-Based Nursing
Care and Population-Based Nursing Care
Learning Activity
The learners will be asked to participate in a short,inclasswriting
Summary
activitywherestudentsanswerquestionsthatpromptthemtoreflect
onthedayslesson.Studentswillanswerthreequestions:1.What is
the difference between illness-based nursing care and populationbased nursing care? 2. What question(s) remain uppermost in your
mind? 3. Is there anything you did not understand?
Domain of Learning Cognitive: Understanding
(Blooms Taxonomy
Affective: Receiving and responding
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Discuss population-based nursing care.
Preparation Required by Formulation of questions. Creating copies of the minute-paper sheet
Teacher/Facilitator and with questions to be answered.
Materials Needed
Time Allotted
5 minutes to complete the minute-paper.
Learning Styles Addressed Information Presentation: Sight
by Activity
Modality: Visual
Approach: Reflective
Understanding: Sequential
How is content connected to Content will be connected to the previous lecture and video
prior learning?
introduction to Population Health.
Reflective Debriefing with Debriefing takes place at the beginning of class on the following day.
Learners (post-learning The teacher will provide feedback on the minute-papers and answer
activity) How will it be any remaining questions from the students.
accomplished?
Evaluation of Learning Feedbackfromtheteacherprovidesaformativeassessmentfor
(How will it be
studentstoidentifytheirstrengthsandweaknessesandtargetareas
accomplished?)
thatneedwork.Italsohelpsfacultyrecognizewherestudentsare
strugglingandaddressproblemsimmediately.
Thisteachingstrategyprovidesaquickandsimplewaytoassess
Teacher Reflection
(justify choice of learning studentlearningandcomprehensionoftheclasstopic.Teacher
activity and good fit for reviewallowsearlyassessmentofstudentthinkingandprocessingof
the identified learning
thematerialandallowsforearlyinterventionifproblemsare
objectives)
detected.

TEACHING STRATEGIES PLAN

NAME OF LEARNING
Web Assignment:
ACTIVITY
Exploring DATA2020
Learning Activity
The learners will log into their computers and explore the DATA2020
Summary
website (https://www.healthypeople.gov/2020/How-to-UseDATA2020). DATA2020, the Healthy People 2020 interactive data
tool, will allow the students to explore data and technical information
related to the Healthy People 2020 objectives. Students will view the
latest national data and trends that are available. They will examine
the data for demographic population groups such as race and
ethnicity, sex, educational attainment, and income, as well as other
groups. Students will discuss their findings in class.
Domain of Learning Cognitive: Applying
(Blooms Taxonomy
Affective: Receiving, responding, valuing
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Utilize data collection in population-based care.
Preparation Required by This exercise will be incorporated into a lecture when the content is
Teacher/Facilitator and about the use of data collection in population-based care. Each
Materials Needed
student needs access to a computer with internet connection.
Time Allotted
30 minutes to explore the website; 30 minutes for class discussion
Learning Styles Addressed Information Presentation: Sight
by Activity
Modality: Visual
Approach: Active
Understanding: Sequential
How is content connected to Content will be connected to prior learning that occurred in the
prior learning?
previous classes on Population Health.
Reflective Debriefing with Post activity discussion. The facilitator will lead the class to discuss
Learners (post-learning the need for data collection in providing population-based care.
activity) How will it be Students will discuss the Healthy People 2020 initiative, objectives,
accomplished?
and the results of their search on the DATA2020 interactive tool.
Evaluation of Learning Evaluation of learning will be determined during post activity
(How will it be
discussion about the importance of data collection in population
accomplished?)
health.
Teacher Reflection
This teaching strategy promotes awareness of online resources and
(justify choice of learning helps students to analyze the validity of their source. This assignment
activity and good fit for gives them an opportunity to practice the skills they need to search for
the identified learning health-related information. Students gain an appreciation for the
objectives)
importance of data collection.

TEACHING STRATEGIES PLAN

NAME OF LEARNING
Guest Speaker: Local Public Health Nurse
ACTIVITY
Disease Hotspots and the Role of the Public Health Nurse
Learning Activity
The learners will listen to a guest speaker who is a local public health
Summary
nurse. This expert will introduce students to the concept of disease
hotspots and the role of the public health nurse in disease prevention
strategies for populations. Topics will include regional differences in
the prevalence of chronic diseases, as well as global trends in
emerging infectious diseases. Students will hear how nurses use
mapping of hotspots for surveillance of diseases and the development
of strategies in disease prevention.
Domain of Learning Cognitive: Applying
(Blooms Taxonomy
Affective: Receiving, responding, valuing
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Implement disease prevention strategies for populations.
Preparation Required by Contact guest speaker and make arrangements for the time and place
Teacher/Facilitator and of the presentation. Provide any equipment needed by the guest
Materials Needed
speaker.
Time Allotted
30 minutes for presentation; 30 minutes for questions & discussion
Learning Styles Addressed Information Presentation: Sight, Sound
by Activity
Modality: Visual, Verbal
Approach: Active
Understanding: Holistic
How is content connected to Content will be connected to prior learning that occurred in the
prior learning?
previous classes on Population Health.
Reflective Debriefing with Post activity includes discussion and questions for the guest speaker.
Learners (post-learning The facilitator will guide the question and answer process, allowing
activity) How will it be for as many students to respond as possible.
accomplished?
Evaluation of Learning Evaluation of learning will be determined during the post discussion.
(How will it be
A minute paper at the end of class will be used for students to
accomplished?)
summarize what they learned from the guest speaker.
Teacher Reflection
Inviting guest speakers into the classroom enhances the learning
(justify choice of learning experience and gives students a real-life interaction with an expert
activity and good fit for in population health. Students will value the work of public health
the identified learning
nurses who are providing population-based nursing care to prevent
objectives)
disease and promote health in the community.

TEACHING STRATEGIES PLAN

Ways to Assist: Protecting Vulnerable Populations

NAME OF LEARNING
ACTIVITY
Learning Activity
The learners will be divided into groups of three or four. They will be
Summary
asked to identify a vulnerable population (from a list provided) and
explore the health risks and different interventions that could be used
to assist this population. The students will discuss the various services
that are available in the community and the collaboration that occurs
between these programs and public health nurses. Students will share
their findings with the class.
Domain of Learning Cognitive: Analyzing
(Blooms Taxonomy
Affective: Receiving, responding, valuing
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Investigate vulnerable populations that are at risk for poor health.
Preparation Required by Prepare a list of vulnerable population for the students. Provide clear
Teacher/Facilitator and instructions to the students and recommendations for finding various
Materials Needed
local, state, and federal resources.
Time Allotted
The students will be given one week to complete the assignment.
One hour class to present the group findings.
Learning Styles Addressed Information Presentation: Sight, Sound, Text
by Activity
Modality: Visual, Verbal
Approach: Active
Understanding: Holistic
How is content connected to Content is connected to prior classroom learning regarding
prior learning?
vulnerable populations and previous classes on Population Health.
Reflective Debriefing with The students will be asked to present their findings to the class during
Learners (post-learning a designated time. A hand out sheet will be available for the learners
activity) How will it be that summarize the group findings.
accomplished?
Evaluation of Learning A grading rubric will be used to assess the presentation.
(How will it be
accomplished?)
Teacher Reflection
This project will help the students understand the health needs of
(justify choice of learning vulnerable populations and the resources available to meet those
activity and good fit for needs. Students will value the role of the public health nurse in
the identified learning
collaborating with various resources and programs in the provision of
objectives)
population-based nursing care.

TEACHING STRATEGIES PLAN

NAME OF LEARNING
Student-Led Seminar:
ACTIVITY
The Effects of Globalization on Populations
Learning Activity
The learners are given a list of potential threats to global health such
Summary
as infectious diseases, chronic illness, economic trends, migration
patterns, etc. within the broad category of globalization. The students
will select one topic of focus and prepare a 10-minute seminar on
how this issue impacts the health of populations. These seminars will
be presented during class.
Domain of Learning Cognitive: Analyzing
(Blooms Taxonomy
Affective: Receiving, responding, valuing
Revised)
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Examine the effects of globalization on the health of populations.
Preparation Required by Develop the list of potential presentation topics and provide a
Teacher/Facilitator and guideline that includes the information to be covered, the time frame,
Materials Needed
possible use of resources, and specific recommendations. Develop a
grading rubric.
Time Allotted
The learners will be given one week to develop their seminar.
Learning Styles Addressed Information Presentation: Sight, Sound, Text
by Activity
Modality: Visual, Verbal
Approach: Active
Understanding: Holistic
How is content connected to Content is connected to prior classroom learning on Population
prior learning?
Health.
Reflective Debriefing with The students will be asked to present their seminar to the class during
Learners (post-learning a designated time. A hand out sheet will be available for the learners
activity) How will it be that summarize the presentation.
accomplished?
Evaluation of Learning A grading rubric will be used to assess the seminar.
(How will it be
accomplished?)
Teacher Reflection
This strategy provides a forum for students to practice giving a
(justify choice of learning presentation and developing organizational skills. Students will
activity and good fit for examine the effects of globalization on the health of populations. This
the identified learning
strategy breaks down the broad category of globalization and
objectives)
demonstrates the impact on population-based nursing care.

TEACHING STRATEGIES PLAN

Jigsaw: Evaluating Health Needs in Defined Populations

NAME OF LEARNING
ACTIVITY
Learning Activity
For this activity, the defined population will be Tobacco Users. The
Summary
learners will be divided up into five groups. Each group will be
assigned a topic to evaluate. These topics will include high-risk
groups, social determinants, role of the inter-disciplinary health team,
resources that assist in prevention and health promotion, and the
impact of population-based interventions. The groups will present
their piece of the puzzle in an area that can be seen by the whole
class.
Domain of Learning Cognitive: Evaluating
(Blooms Taxonomy
Affective: Receiving, Responding, Valuing, Organizing
Revised)
Psychomotor: Manipulation, Precision
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Assess disease incidence, prevalence, interventions and outcomes in
a defined population.
Preparation Required by Divide the class content into five categories that represent the pieces
Teacher/Facilitator and of the puzzle. Assign each group of students one category. Materials
Materials Needed
needed: sheet of paper, markers, tape.
Time Allotted
30 minutes for group work; 30 minutes for presentations and class
discussion.
Learning Styles Addressed Information Presentation: Sight, Sound, Text
by Activity
Modality: Visual, Verbal
Approach: Active
Understanding: Holistic
How is content connected to Content is connected to prior classroom learning on Population
prior learning?
Health.
Reflective Debriefing with Debriefing takes place during the discussion when the groups present
Learners (post-learning their piece of the puzzle. Each group demonstrates how their part is
activity) How will it be integral to the evaluation of the health needs of a defined population.
accomplished?
Evaluation of Learning Learning will be assessed during the group presentations and class
(How will it be
discussion. The facilitator will be able to assess if the learners have
accomplished?)
met the objectives during the presentations and class discussion.
Teacher Reflection
This strategy helps the student to develop a holistic perspective of
(justify choice of learning the health needs in defined populations and the importance of
activity and good fit for collaboration with inter-disciplinary health team members.

the identified learning

objectives)

TEACHING STRATEGIES PLAN

NAME OF LEARNING
Poster:
ACTIVITY
Planning a Health Promotion Activity for the Community
Learning Activity
The learner will plan a relevant intervention activity that could be
Summary
offered to meet the health needs of a community. Examples of
possible activities: health fair, health information focus group, health
education program, or a screening program. The student will create a
poster that visually represents the chosen intervention activity. The
student needs to evaluate the potential outcomes of the activity. The
posters will be displayed in class and all students will be encouraged
to review and evaluate the posters and activity represented.
Domain of Learning
(Blooms Taxonomy
Revised)

Cognitive: Evaluating, Creating

Affective: Receiving, Responding, Valuing, Organizing,
Characterizing
Psychomotor: Manipulation, Precision, Articulation
Student-Centered Learning At the completion of this learning activity, the learner will:
Objective(s)
Create and evaluate strategies and programs that improve the health
of populations.
Preparation Required by A grading rubric to assess the posters and presentation. A place to
Teacher/Facilitator and display the posters. Invite other teachers and students to visit the
Materials Needed
display.
Time Allotted
The students will be given several weeks to complete their poster.
Learning Styles Addressed Information Presentation: Sight, Text
by Activity
Modality: Visual
Approach: Active
Understanding: Holistic
How is content connected to The content is the culmination of all prior learning throughout the
prior learning?
courses on Population Health.
Reflective Debriefing with The students will be asked to display and present their posters to the
Learners (post-learning class during a designated time. A hand out sheet will be available for
activity) How will it be the learners that summarize the project.
accomplished?
Evaluation of Learning A rubric will be used to evaluate the poster and presentation.
(How will it be
accomplished?)

Teacher Reflection
(justify choice of learning
activity and good fit for
the identified learning
objectives)

This project will help the students to understand the process of

planning and implementing an intervention strategy to improve health
in populations. Students will also learn to evaluate the strengths and
weakness of each program.

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Issel, L., & Bekemeier, B. (2010). Safe practice of population-focused nursing care:
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Jones, M., & Smith, P. (2014). Population-focused nursing: Advocacy for vulnerable populations
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