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= Technology Integration into the Curriculum =

Background:
 Innovation into new and better ways of delivering comprehensive health care is needed and nowhere is it more true, than in the complex world of prison healthcare. Providing care to inmates in prison is a complex and costly process. Technology provides some solutions that improve the efficient and effective provision of care. Nurses are both providers of care and gatekeepers of cost containment. They are also charged with roles of patient education and advocacy (American Nurses Association [ANA], 2007). Modern healthcare has embraced consumer driven care for managing chronic illness, yet few corrections systems address comprehensive healthcare education for the growing population of incarcerated persons. Fewer still recognize the need for preventative healthcare education for those who are not currently seeking healthcare. For those who are currently receiving healthcare, the education that they receive at the time of their visit may be the only formal healthcare education they get and it is generally limited in scope due to time constraints. Clinical outcomes are greatly improved when the patient is informed and motivated. An Inmate Health Education Project could be one solution to addressing these needs at correctional facilities. Student learners will use problem-based learning to design a facility based, cost effective solution for inmate health education.

 In Nursing, the development of Corrections Nursing as a bona-fide specialty area with published standards and practices has taken place over a relatively short span. It was in 1995 that the first scope and standards of nursing practice in correctional facilities was published (ANA, 2007). Patient education however, has been a part of professional nursing practice since the era of Florence Nightingale. A modern perspective incorporates the use of technology to enhance learning and promote advocacy (Murray, 2007). Challenges to patient education in all healthcare settings is frequently described as having more to teach and less time to accomplish learning/teaching goals. It is selective use of creativity, innovation, and technology, which have provided avenues for coping with increased needs and greater diversity (Dankwa-Mullan et al., 2010).

 Inmate education has predominantly been tied to rehabilitation efforts. Similar to workforce training, rehabilitation seeks to provide basic skills that will allow formerly incarcerated individuals to have skills to have productive lives outside of the walls and prevent recidivism. This includes life skills classes that provide content on functioning outside of an institutional setting; however the depth of such classes is inherently limited (Hill, 2008). A very small part of the content within the 'Life Skills Class' addresses basic health education. Participation in programs is limited by physical space allotted for programs and by the need to choose between either school or work, but not both. Many programs offer rewards for successful participation and prospective participants must meet certain behavioral standards before they are allowed to participate (Katz, 2012).

Per the (ANA) American Nurses Association:  "Corrections' nursing delivers patient care within the distinctive environments of the criminal justice system, to include juvenile detention centers and substance abuse treatment facilities. Registered nurses in this field must demonstrate the essence of nursing in practice settings and work environments for which health care is not a primary mission, delivering adequate and humane levels of health care in an unbiased and nonjudgmental manner. An RN in any corrections setting, then, must be qualified across an enormous range of healthcare work. The corrections nurse must be prepared to address patient needs including those associated with women's health, the full arc of the age continuum (from pediatric through geriatric), and end-of-life care. Further, RNs in such settings must understand and apply the concepts of primary care services that employ the skill sets of ambulatory care, community health, emergency, occupational health, public health, and school nursing" ANA, 2013).

Per the (NCCHC) National Commission on Correctional Health Care:  Today, NCCHC's leadership in setting standards for health services in correctional facilities is widely recognized. Established by the health, legal and corrections professions, NCCHC's Standards are recommendations for the management of a correctional health services system. Written in separate volumes for prisons, jails and juvenile confinement facilities, plus a manual for mental health services and another for opioid treatment programs, the Standards cover the areas of care and treatment, health records, administration, personnel and medical-legal issues. These essential resources have helped correctional and detention facilities improve the health of their inmates and the communities to which they return, increase the efficiency of health services delivery, strengthen organizational effectiveness and reduce the risk of adverse legal judgments.

Per the (ACA) American Correctional Association:  The Standards and Accreditation Department of the American Correctional Association (ACA) serves a dual mission of providing services for ACA and the Commission on Accreditation for Corrections (CAC). These services include the development and promulgation of new standards, revision of existing standards, coordination of the accreditation process for all correctional components of the criminal justice system, semi-annual accreditation hearings, technical assistance to correctional agencies, and training for consultants who are involved in the accreditation process. = Logistics: =


 * < ===**Unit**===

**Title:**
||< ===**Corrections Nursing PBL**===

Designing a Facility-based, Cost-effective Solution For Inmate Health Education ||
 * < ===**Grade**===

**Level:**
||< ===**Grade 12+**=== ||
 * < ===**Subject:**=== ||< ===** Inmate Health Education **=== ||
 * < === **Duration:** === ||< === **3 weeks** === ||

=Goals: =
 * === **Problem:** === || The Design of a Facility based, Cost-effective Solution for Inmate Health Education

You are a member of a team of elite, experienced Corrections Nurses, chosen because

 Inmates receive little formal health education outside of contact with healthcare staff. This affects their health management. Given the greater prevalence and incidence of illness and chronic disease among the population, there will be public health impact while either in custody or upon reentry back to the community (Hawkins, O’Keefe, & James, 2010). The contact with healthcare staff is a demand based system. Inmates may request to have healthcare access, but little access is mandated beyond screening at the time of intake. This is also a limiting factor in receipt of any healthcare education by healthcare staff. It is primarily the healthcare staff members, who are educating inmates about how to manage their conditions and live a healthier lifestyle (CCA Inmate Programs: Opportunities For Living Successfully, 2008). ||
 * === **Technology** ===

**Standards:** **(NETS-S 2007) **
|| 1. Critical Thinking, Problem Solving, and Decision Making __**<span style="color: #b38a3f; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> SOLVE IT ! **__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">a. Identify and define authentic problems and significant questions for investigation <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">b. Plan and manage activities to develop a solution or complete a project <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">c. Collect and analyze data to identify solutions and/or make informed decisions <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">d. Use multiple processes and diverse perspectives

<span style="color: #b38a3f; font-family: 'Times New Roman',Times,serif; font-size: 130%;">2. Communication and Collaboration __**<span style="color: #b38a3f; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">SHARE **__**<span style="color: #b38a3f; font-family: Tahoma,Geneva,sans-serif; font-size: 17px; line-height: 1.5;"> IT ! **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">c. Develop cultural understanding and global awareness by engaging with learners of other cultures <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">d. Contribute to project teams to produce original works or solve problems

<span style="color: #b38a3f; font-family: 'Times New Roman',Times,serif; font-size: 130%;">3. Research and Information Fluency __**<span style="color: #b38a3f; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;"> FIND IT ! **__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students apply digital tools to gather, evaluate, and use information:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">a. Plan strategies to guide inquiry <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">d. Process data and report results

<span style="color: #b38a3f; font-family: 'Times New Roman',Times,serif; font-size: 130%;">4. Creativity and Innovation __ **<span style="color: #b38a3f; font-family: Tahoma,Geneva,sans-serif; font-size: 17px;">MAKE IT ! ** __

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">a. Apply existing knowledge to generate new ideas, products, or processes <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">b. Create original works as a means of personal or group expression <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">c. Use models and simulations to explore complex systems and issues <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">d. Identify trends and forecast possibilities ||
 * === **Content** ===

**Standards:**
|| <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">1. Select digital tools/resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">2. Identify a complex global issue, develop a systematic plan of investigation, & present innovative sustainable solutions. (1, 2, 3, 4)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">3. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.(4)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">4. Model legal and ethical behaviors when using information & technology by properly selecting, acquiring, and citing resources. (3)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">5. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (2,4)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">6. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4) ||
 * ===**AZ Dept. of Education**===

**Standards:**

 * (2009)** || **<span style="color: #b38a3f; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Arizona Department of Education – Health and Nutrition **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**STRAND 1**: //<span style="color: #dd9d15; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Comprehension of Health Promotion and Disease Prevention Concepts //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Concept 5: Understanding Use of Health Care
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 1. Analyze the relationship between access to health care and health status

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The concept of understanding why it is important to seek health care. __

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**STRAND 2**: //<span style="color: #dd9d15; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Analysis of Factors Affecting Health Behaviors //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Concept 1: External Influences on Personal Health
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 6. Evaluate the impact of technology on personal, family, and community health

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Concept 3: Influence of Public Policy on Health
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 1. Analyze how public health policies and government regulations can influence health promotion and disease prevention

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The concept of understanding how public health and government regulations can influence health promotion and disease prevention __

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**STRAND 3**: //<span style="color: #dd9d15; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Access to Health Information, Products, and Services to Enhance Health //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Concept 2: Accessing Help
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 2. Determine the accessibility of products and services that enhance health.

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The concept of understanding how to access valid health information from home, school and community. __

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**STRAND 4**: //<span style="color: #dd9d15; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Use of Interpersonal Communication Skills to Enhance Health //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Concept 2: Self Protection and Dealing with Conflict <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Concept 3: Asking for Help
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 1. Evaluate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 1. Evaluate effective ways to ask for and offer assistance to enhance the health of self and others

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The concept of understanding effective verbal and non-verbal communication skills to enhance health. __ __<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The concept of understanding strategies to manage of resolve conflict. __ __<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The concept of understanding how to ask for help to enhance the health of self and others. __

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**STRAND 5**: //<span style="color: #dd9d15; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Use of Decision-Making Skills to Enhance Health // <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Concept 2: Application of Decision-Making Skills to Health
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 2. Justify when individual or collaborative decision making is appropriate
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 3. Analyze and propose alternatives to health-related issues or problems
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 4. Predict the potential short-term and long-term impact of each alternative on self and others
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 6. Evaluate the effectiveness of health-related decisions

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The concept of understanding the outcomes of a health related decision. __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The concept of understanding how to access valid health information from home, school and community __

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**STRAND 8**: //<span style="color: #dd9d15; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Ability to Advocate for Health //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Concept 1: Personal Advocacy <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Concept 2: Collective Advocacy <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Concept 3: Tailoring Advocacy Message to Audience
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 2. Influence and support others to make positive health choices
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 1. Work cooperatively as an advocate for improving personal, family, and community health
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">PO 1. Adapt health messages and communication techniques to a specific target audience

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The concept of understanding the outcomes of a health related decision. __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The concept of understanding how to influence and support others to make positive health choices. __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The concept of understanding ways in which health messages can be altered for different audiences. __ ||~  ||   ||
 * ** Prerequisite **=== **Skills:** === || <span style="background-color: #ffffff; color: #b38a3f; font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Students Must:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Have basic knowledge of using the Internet and be able to utilize it as a tool for research.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Have basic knowledge of how to create, save, and edit documents using MS Office programs.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Have access to either Camtasia Studio or equivalent program to create a short video.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Be able to navigate websites.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Be able to communicate with oral, written and listening skills.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Have familiarity with the corporate chain of command at the facility level.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%; line-height: 1.5;">Follow policy & procedure guidelines. ||
 * === **Objectives,** ===

**Framing Question:**
|| # <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will comprehend concepts related to health promotion and disease prevention to enhance inmate's health
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will analyze the influence of family, peers, culture, media, technology, and other factors on inmate's health behaviors
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will demonstrate the ability to access valid information, products, and services to enhance health
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will demonstrate the ability to use interpersonal communication skills for enhancing inmate health and promotion of behaviors that avoid or reduce health risks
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks
 * 5) <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will demonstrate the ability to advocate for personal, family, and community health ||
 * ===**Selected Terms Defined**=== || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Assessment**// - The process of gathering, describing, or quantifying information about performance.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Communicable Disease**// - An infectious disease communicable by contact with one who has it, with a bodily discharge of such a patient, or with an object touched by such a patient or by bodily discharges.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Health Advocacy**// - The process by which the actions of individuals or groups attempt to bring about social and organizational change on behalf of a particular health goal, program, interest, or population

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Health Information**// - The content of communications derived from credible sources related to individual, group, and community health issues and concerns.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Health Outcomes**// - Measurable change in or reinforcement factors related to health status or quality of life attributable to a series of events, whether planned or unplanned.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**//Health Promotion//** - Any planned combination of educational, political, environmental, regulatory, or organizational mechanisms that support actions and conditions of living conducive to the health of individuals, groups, and communities.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Healthy Behaviors**// - Exercising or showing good judgment, related to one’s actions, in the promotion of good health.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Healthy Lifestyle**// - Patterns of behavior that maximize one’s quality of life and decrease one’s susceptibility to negative health outcomes.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Multiple Dimensions of Health**// - A concept of health related to the emotional, social, intellectual, and spiritual make up.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Public Health Policies**// - A formal statement or procedure often enacted through legislation or other forms of rule making for the science and art of promoting health, preventing disease, and prolonging life.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">//**Wellness**// - An approach to health that focuses on balancing the many aspects or dimensions of a person’s life through increasing the adoption of health-enhancing conditions and behaviors, rather than attempting to minimize conditions of illness. ||