| Course | C919 Facilitation of Context-Based Student-Centered Learning |
|---|---|
| Task | Task 1 |
| Paper type | Learning facilitation plan |
| Length | About 1,100 words, 4 pages |
| Format | APA 7 |
| School | Western Governors University (WGU) |
| Program | MSN Nursing Education |
| Updated | September 2026 |
Free sample paper for C919 Task 1
Facilitating an Eight-Week Online Community Health Course for Working RN-to-BSN Students: Learner Analysis, Theory, Objectives and a Staged Plan for the Community Assessment
Student Name
Leavitt School of Health, Western Governors University
C919: Facilitation of Context-Based Student-Centered Learning, Task 1
Course Instructor
Month Day, Year
Facilitating an Eight-Week Online Community Health Course for Working RN-to-BSN Students: Learner Analysis, Theory, Objectives and a Staged Plan for the Community Assessment
The Course and Its Learners
The course is an eight-week online community health nursing course in a composite RN-to-BSN program. By the end, each student must complete a community health assessment of a place they know, typically the county or neighborhood where they work, and propose one nursing intervention for a priority problem. The cohort I will facilitate has 24 students. From the program's intake survey and the first discussion, their profile is clear: most are hospital nurses with three to fifteen years of experience; almost all work full time, a third on night shifts; several are parents; four use a language other than English with their families; and few have done any population-level work. They are expert at assessing one patient and inexperienced at assessing a population.
Their learning needs follow from that profile. They need to transfer an assessment habit they already have to a new unit of analysis, find and interpret public data sources they have never used, and write for an audience of community partners rather than colleagues. Their readiness to learn is high, because many want the BSN for career reasons and some already see community problems at the bedside, but their time is fragmented. On learning preferences, the intake survey shows that most prefer short recorded explanations they can replay and real examples over long readings. I will use those preferences to shape formats, but I will not sort students into fixed learning styles, since matching instruction to style categories has weak evidence; varied formats serve everyone better.
Learning Theory
Two theories guide the plan. Knowles's andragogy describes adults as self-directed learners who bring experience, want to learn what they can apply to real problems and expect to be told the purpose of a task before they invest in it (Knowles et al., 2015). These students will engage with a community assessment if it concerns their own community and if they can see how it changes what they notice at work. Kolb's experiential learning cycle describes learning as moving from concrete experience through reflective observation and abstract conceptualization to active experimentation (Kolb, 1984). A community assessment can be structured to follow that cycle: students observe their community, reflect on what they saw, connect it to data and frameworks, and then test their thinking by proposing an intervention.
Learning Objectives
By the end of the course, the student will be able to: (1) collect primary data about a community through a structured observation; (2) retrieve and interpret at least five secondary data indicators from public sources such as county health rankings and census data; (3) compare the community's indicators with state and national benchmarks; (4) prioritize community health problems using stated criteria; and (5) propose a nursing intervention for the priority problem that includes community partners and a measure of success. The objectives move from applying and analyzing to evaluating and creating, which matches the level of a baccalaureate capstone skill.
The Staged Facilitation Plan
The assessment is divided into four stages of two weeks each, so no student faces the whole task at once and each stage produces feedback before the next begins.
| Stage | Weeks | Learning activity | Facilitation strategy | Product |
|---|---|---|---|---|
| Seeing the community | 1 and 2 | Structured observation of the student's community with a guide; short video on what to look for | Kolb's concrete experience; faculty posts an example from a community unfamiliar to all students | Observation notes and photographs without identifiable people |
| Finding the numbers | 3 and 4 | Guided search of five public data sources; live optional session on reading a county data profile | Flipped format: recorded walkthrough first, then a practice problem in small groups | Data table with sources |
| Deciding what matters | 5 and 6 | Comparing indicators with benchmarks and prioritizing problems with a criteria grid | Peer review in groups of four; faculty feedback on the priority rationale | Priority problem statement |
| Proposing action | 7 and 8 | Intervention proposal with partners and a measure | Individual coaching appointments offered on three evenings and one weekend morning | Final community assessment paper |
Why a Flipped Format for the Data Stage
Finding and interpreting public data is the stage students struggle with most, and it is where a flipped approach fits best. Students watch a short recorded walkthrough of one county's data profile when their schedules allow, then use synchronous or small group time to practice on their own county with faculty present. A systematic review of the flipped classroom in nursing education found neutral or positive effects on academic outcomes and mixed results for satisfaction, and it noted that students engaged better when faculty explained the purpose of the model (Betihavas et al., 2016). I will therefore open the data stage with a two-minute explanation of why the course uses this format and what students should bring to the practice session.
Supporting Diverse Learners
Night shift students will have every live session recorded and an equivalent asynchronous option for every synchronous activity. Students who use another language with their families will be invited to use data sources and community observations in that language where relevant, since language communities are often exactly the populations county data miss. Materials will meet accessibility standards: captioned videos, readable data tables and alternative text for images. Students who fall behind at the end of any stage receive a direct message from faculty within 48 hours with a specific next step, not a general reminder.
Evaluating the Facilitation
I will know whether the plan works from three sources: the quality of each stage's product against its rubric, a three-question pulse survey at the end of each stage on which activities moved their work forward and which slowed it, and the number of students who submit each stage on time. If the data stage again proves the hardest, the recorded walkthrough and practice session will be revised before the next cohort. Evaluation of facilitation is separate from grading students; its purpose is to change what I do.
Reflection
Designing this plan made me see how much of my own hospital teaching has been one-directional: I explain, the learner listens. These students already know how to assess; my job is to help them see a population the way they already see a patient. The hardest part for me will be letting students choose their own communities, which makes grading less uniform, because that choice is what makes the learning theirs.
References
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21. https://doi.org/10.1016/j.nedt.2015.12.010
Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
What the C919 Task 1 instructions ask
The first C919 task asks you to plan how you will facilitate student-centered learning in a specific context. Most versions ask you to describe the course and learners, identify learning theories that guide the plan, write learning objectives, describe facilitation strategies and how they are staged, address diverse learners, and explain how you will evaluate the facilitation. The course may be real or composite. The evaluator reads for a plan in which theory shapes the strategies, the strategies serve the objectives and the learners' circumstances are taken into account. The plan should also show how feedback moves between you and the learners during the course.
How this C919 Task 1 example is built
The plan describes the course and the working nurses who take it, including their schedules and experience. The theory section explains andragogy and experiential learning and what each implies for this course. Objectives are numbered and measurable. The facilitation plan stages the community assessment across four two-week periods, each with activities and feedback. A separate section explains why a flipped format suits the data stage in particular, supported by research. Supports for diverse learners are specific, and evaluation draws on three sources. A reflection describes how the plan changed the writer's approach to teaching. Each stage ends with a product the next stage builds on.
Where the C919 Task 1 rubric puts the marks
C919 Task 1 aspects are scored competent, approaching competence or not evident. A learner and context aspect checks that the course and learners are described. A theory aspect asks for learning theories explained and applied. An objectives aspect looks for measurable objectives. Facilitation aspects want student-centered strategies that serve the objectives and fit the context. A diversity aspect looks for specific supports. An evaluation aspect asks how the facilitation will be judged. Evaluators expect nursing education and learning theory sources in APA style and professional writing. Evaluators also look for evidence that the plan respects adult learners' time, such as asynchronous options and staged deadlines. Plans that explain why a strategy suits these particular learners, rather than learners in general, tend to meet the facilitation aspects.
C919 Task 1 help: what sends it back
The most common return is a plan where theory is named but does not shape the strategies. After describing andragogy or another theory, point to the activities that follow from it. Second, facilitation is sometimes described as lecture with discussion. Show how learners do the work and how you guide them. Third, staging is often missing; break large assignments into parts with feedback between them. Fourth, supports for diverse learners are generic. Name the learners' circumstances, such as night shifts, and the specific adjustment. Finally, evaluate the facilitation itself, not just student grades, so you can tell whether your approach worked. Keep the plan realistic for an eight-week term.
Get a C919 Task 1 example written to your instructions
Send the Task 1 scenario and rubric aspects from your C919 course of study. We write a custom facilitation plan to those exact aspects, returned in 24-48h. The first custom sample is free.
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C919 Task 1 questions, answered
Does the C919 plan need learning objectives?
Yes. Measurable objectives anchor the plan. The sample lists objectives for collecting data, interpreting public sources and presenting a community assessment, each tied to a stage.
How should C919 handle online learners?
Plan for their schedules and experience: recorded sessions, asynchronous options, staged work with feedback, and discussions that draw on their clinical practice, as the sample does.
Can C919 Task 1 use a course I actually teach?
Often yes, if your instructions allow it. Describe the learners and context accurately, and remove identifying information about students, colleagues or the institution before you submit.
Is the C919 course in the sample real?
No. The course and its students were made up to illustrate the plan. Knowles, Kolb and the flipped classroom review it relies on are real, cited sources.
Where can I find a free C919 Task 1 sample paper?
All four stages and the supports for learners are above with notes. Send your course details and the C919 task for a first custom facilitation plan at no charge.