NR441
NR 441COMMUNITY HEALTH NURSING THEORY
summer 2016
Professor: Dr. Delia Santana, PhD, RN,MSN, MPH, CNSClass Hour:Thursdays 6pm-9:50pm
(7/7-10/13/16)
Office: Faculty Office
Office Hours/ Consultation: During break time, 30 min before and after classupon request
Pbworks: nr441su.pbworks.com / Class Room: # A6
Phone:(323) 550-8888
E-mail:
PB works: nr441su.pbworks.com
Credit Units: 4.0
Pre-requisite: None
- MISSION STATEMENT
- Shepherd University Mission Statement is:
To educate men and women to be leaders who serve the church and improve the world through the excellent programs of Christian higher education.
- School of Nursing Mission Statement:
The mission of the School of Nursing is in agreement with the University. The School of nursing is committed to educate adult learners to become competent nursing professionals who integrate Christian faith into their nursing practice.
COURSE DESCRIPTION
Community Health Nursing focuses on population health and application of the principles of primary health care, the strategies of health promotion, and epidemiology concepts when caring for individuals, families, groups, aggregates, and communities. Professional, legal/ethical, economic, cultural, and environmental issues as they apply to community health nursing are examined.The course is designed for 4.0 units of theory. Prerequisite: None.
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- LEARNING OBJECTIVES
This class most closely aligns with Shepherd University’s institutional learning outcomes (ILOs) 4 Professional knowledge: Demonstrate professional knowledge, theory, & skills. Under ILO 4, the most relevant to this course is PLO 1 at the mastery (M) level, PLO3 at the developmental (D) level, and PLO 5 at the developmental (D) level.
ILOs & PLOs(Institute Learning Outcomes & Program Learning Outcomes) / CLOs
(Course Learning Outcomes) / AACN Essentials for Baccalaureate Education for Professional Nursing Practice
ILO4 Professional knowledge: Demonstrate professional knowledge, theory, & skills
PLO1.The student will critically integrate nursing principles to provide quality care(M)
PLO 3 The Student will use professional communication and collaboration, and demonstrate effective teaching skills to support health outcomes.(D)
PLO 5 The students will apply professional nursing knowledge in a multicultural and global community.(D) / Upon completion of this course, the student will be able to:
- Examine the health needs of vulnerable populations by interpreting various assessment data.
- Integrate knowledge and techniques to plan for alterations or maintenance of the health status of families and communities.
- Develop research skills and apply critical thinking to find new insights and innovative solutions to public health problems.
- Differentiate cultural influences in community health care and predict the impact of these influences.
- Identify therapeutic public health nursing interventions that balance the health needs of the public; the political, economic, environmental, cultural, and legal influence in a particular community as to the effect of these factors on family and community health.
- Demonstrate a responsible, professional approach to collaborate with health professionals and colleagues in planning for community health care.
- Recognize the changes of global health status from public health perspectives.
Essential VII: Clinical Prevention and Population Health
; Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice.
Essential IX: Baccalaureate Generalist Nursing Practice - The baccalaureate graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients.
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- CLASS FORMATION
Lecture: X / Discussion: X / Case Studies: X / Games:
Role-Play: / Simulations: / Q&A: X / Others:
Studio: / Lab: / Multi-Media (Online): X
Small-Groups Work: X / Audio/Visual Aids: X
Groups Demonstrations: / Student Presentations: X
- REQUIRED TEXTBOOK(S)
Title / Author / Publisher / Year / ISBN
Community/Public Health Nursing: Promoting the Health of Population (6nd Ed.) / Nies, Mary A.
McEwen, Melanie / Elsevier / 2015 / ISBN: 978-0-323-18819-7
- RECOMMENDED READING AND OTHER COURSE RESOURCES
Title / Author / Publisher / Year / ISBN
Global Health Care: Issues and policies (2nd ed.) / Holtz, Carol / Jones & Bartlett Learning / 2013 / ISBN: 1-978-1-4496-7959-0
Public Health Nursing: Scope & Standards of Practice / American Nurses Association / American Nurses Association / 2013 / ISBN: 978-1-55810-4907
Public Health Nursing: Promoting the Health of Population(8th ed.) / Stanhope, Marcia & Lancaster, Jeanette / Elsevier / 2012 / ISBN: 9780323080019
Public Health Nursing: Practicing Population-Based Care (2th ed.) / Truglio-Londrigan, Marie & Lewenson, Sandra / Jones & Bartlett Learning / 2013 / ISBN: 1-978-1-4496-8358-0
Community Health Nursing: An alliance for health / Holzemer, Stephen & Klainberg, Marilyn / Jones & Bartlett Learning / 2014 / ISBN: 978-1-4496-5177-0
Additional Reading Materials and Useful Resources:
Smith, K., & Bazini-Barakat, N. (2003). A public health nursing practice model: Melding public
health principles with the nursing process. Public Health Nursing, 20(1), 42-48.
California Board of Registered Nursing Criteria for Public Health Certificate
The Future of Children. (2009). Preventing child maltreatment [Entire Issue]. 19(2).
Retrieved from
U.S. Department of Health and Human Services, Administration on Children Youth and Families,
Children’s Bureau (2010). Child Maltreatment 2010. Retrieved from
Soni, A. (2011). Top 10 most costly conditions among men and women, 2008.
Agency for Healthcare Research and Quality. Statistical Brief 331.
Association of Public Health Nursing. (2014). The role of the public health nurse in disaster
preparedness, response and recovery. A position paper. Retrieved from
2C878633A842/0/APHN_RoleofPHNinDisasterPRR_FINALJan14.pdf
Healthy People 2020. Web site:
Los Angeles County Department of Public Health. (2013). Key indicators of health by service
planning area. Retrieved from
California Department of Health Care Services. Reports page.
- ASSIGNMENTS: Assignment details are found in Appendix I
1.Community Diagnosis25%
2.Group Presentation 5%
3.Peer Evaluation for Group Project 5 %
4.Mid-Term10%
5.Final Exam 20%
6.Family Care Study25 %
7.Class Participation 8 %
8.Child Abuse Course 2%
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Total 100 %
- Grade definition
A / Excellent. Superior knowledge regarding details, assumptions, implications, history; superior thinking with information relevant to application, critique, and relationship to other information.
B / Good. More than adequate knowledge regarding technical terms, distinctions, and possesses an ability to use information.
C / Average. Basic knowledge needed to function and carry on learning regarding major principles, central terms, and major figures. Also possesses an awareness of field or discipline.
D / Below average. Demonstrates poor, but passable awareness of course material, may not be eligible for transfer.
F / Fail.
I / Incomplete. An incomplete grade will be given in a regular course only for legitimate deficiencies due to illness, emergencies, or other extraordinary reasons acceptable to the professor, including equipment breakdown or shortages, and not because of neglect on the student’s part. A regular grade will be given by the instructor if all requirements for the course are submitted by the end of the following semester. If all work is not submitted by the end of the following semester, a grade of F will be posted automatically and counted in the computation of the GPA.
W / Withdrawal. Signifies that a student has withdrawn from a course after the Add/Drop deadline. A “Withdrawal” is not allowed after the Withdraw deadline. This is a permanent mark with no grade points assigned.
- Grade scale
98-100 / A+ / 4.0 / 77-79.9 / C+ / 2.3
94-97.9 / A / 4.0 / 74-76.9 / C / 2.0
90-93.9 / A- / 3.7 / 70-74.9 / C- / 1.7
87-89.9 / B+ / 3.3 / 67-69.9 / D+ / 1.3
84-86.9 / B / 3.0 / 64-66.9 / D / 1.0
80-83.9 / B- / 2.7 / 60-63.9 / D- / 0.7
Below 60 / F / 0.0
There is no rounding up of grades I = Incomplete W=Withdrawal
9. COURSE POLICIES
A. Attendance: Arriving promptly to class, coming fully prepared, participating actively in the discussions and activities are important components of this part of your grade for the course. Tardiness and absences must be discussed with the professor.
B. Deadlines: All assignments for the course are to be completed and submitted on time in order to receive full credit. Late assignments will be penalized 10% or one-half grade of the total points available per assignment for each week late or portion thereof. Permission for late work is granted only by special request to your instructor. Incompletes are rare and are available only in “special or unusual circumstances” as negotiated with the instructor prior to the end of the term. See Student Handbook for policies regarding withdrawals and grade record permanence.
C. Academic Honesty: There will be zero tolerance for academic dishonesty, including plagiarism. Plagiarism is the intentional use of another person’s idea, data, information, or work without giving credit. If the student is caught cheating, the student is required to meet with the Director of RN Programs to discuss his/her standing in the program. Please refer to statements on academic honesty located in your Shepherd University Catalog, Associate Degree Nursing Student Handbook.
D.Other policies: On Withdrawal and Grade Permanence, Academic Integrity, and Appeals and Grievance Procedures, Special Needs Accommodations, and HIPAA, refer to the Student Handbooks andCatalog.
E. Extra-credit work: TBA
F.Emergency procedures: In case of emergency, it is highly recommended that you leave the classroom and building location. Notify us of the emergency situation and/or your condition by calling Shepherd University’s main line at: (323) 550-8888. Leave your name and emergency contact(s).
G.Student Disability: If you are a student with a disability requiring classroom accommodation, please meet with course faculty to discuss arrangements.
H. Citations: Content demonstrates scholarly writing and use of APA (6th ed.) format throughout. Headings and subheadings are desirable.
I. Writing Center: The Writing Center provides tutoring to students who need help with writing related class assignments. The Writing Center’s goal is to help students with writing issues ranging from organization to mechanics and to empower students to become more independent and confident writers. The focus is on the process of writing and assisting the student who has writing content and structure concerns, not on editing or proofreading. Assistance is provided on walk-in basis or by appointment. Refer email the ESL Office for further assistance at: .
J. Grading Policy: Individual faculty members determine the grading policy for each course. Faculty members clearly state in the course syllabus the specific criteria by which the grade will be assigned, including the relative weight of assignments, papers, examinations, attendance and other assessments. Only the faculty member has the authority to change grades.
K. Advance Assistance: Students wishing feedback (comments, no grade) from the instructor regarding initial papers/presentations are invited to schedule appointments with the instructor sufficiently in advance of due dates to enable review, discussion, and subsequent refinement (as necessary).
L. Assignment Options: Students interested in proposing other means (different from those outlined above) of demonstrating their comprehension, inquiries, and skills relative to the purpose(s) of this course may do so upon the instructor’s discretionary consent. Such students are to submit thorough and well-reasoned proposals (appropriate to graduate-caliber study) in sufficient time for both the instructor to review and accept or modify the proposal and the student to complete it prior to the end of the term.
M. Make-Up Work: Students will be given the opportunity to make up missed assignments and/or earn extra credit. Extra credit will not apply for students with excessive unexcused absences since attendance and in-class participation is imperative in the learning process.
N. Plagiarism: Plagiarism is the presentation of someone else’s ideas or language as one’s own. Examples of plagiarism include turning in someone else’s paper or lab report under one’s own name with or without additions or modifications; downloading and turning in a paper from the Internet or including concepts, phrases, sentences, or paragraphs from print or electronic sources – whether verbatim or paraphrased –in one’s own paper without proper attribution. All assignments are to be the student’s original work. Submission of an assignment from a previous course is unacceptable and will result in a zero. Unintentional plagiarism and accidental improper citation of sources according to the APA is considered plagiarism. Students who submit papers with evidence of academic dishonesty of a more serious nature may receive an “F” for the course at the discretion of the course instructor.
When direct quotations are used, place them in quotation marks and reference them with brackets at the end of the quotation. If a direct quotation is more than three lines in length, please indent, single space and place in quotation marks.
O. Writing Assignment requirements:Check all due dates for each assignment. Lengthrequirements for written assignments must be adhered to. The length of a paper does not include the cover page, abstract, and references. All assignments must have a cover page in APA format. Format: Times New Roman font, 12 font size, double-spaced, one inch margins.
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- WEEKLY COURSE SCHEDULE
Wk / Student Learning Outcomes / CLO / Lecture Topic / Activities & Reading / Outcome Measure
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7/7 / Upon completion of the class, the students should be able to:
- Describe the focus of community health nursing practice.
- Compare and contrast the public health nursing definitions of health.
- List the three levels of prevention, and give one example of each.
- Explain the difference between public/community health nursing practice and community-based nursing practice.
- Describe the impact of aggregate living on population health.
- Identify approaches to aggregate health from pre-recorded historic to present times.
- Understand historical events that have influenced a holistic approach to population health.
- Critique a theory in regard to its relevance to population health issues.
- Explain how theory-based practice achieves the goals of community health nursing by protecting and promoting the public health.
- Discuss various theories of health promotion.
#1, 5, & 7
/Orientation
Class overviewSyllabus Overview
Self-Introduction
Unit 1. Introduction to Community Health Nursing
Ch 1. Health: A Community View
What do community health nurses do?Preventive approach to health, Definition and focus of public health nursing and community health nursing.Ch 2. Historical factors: Community Health Nursing in context: Evolution of health, advent of modern health care, social changes and community health nursing, challenges for community health and public health
Ch 3. Thinking Upstream: Nursing theories and Population-Focused Nursing Practice:
. Historical perspectives on nursing theory
. Healthy People 2020 / Syllabus
Nies & McEwen (NM): Chapter 1 - 3
Smith & Bazini-Barakat (2003)
California Directors PHN
map.pdf / Small group discussion
Wk
2
7/14 /
- Demonstrate an understanding of the difference between health promotion and health protection.
- List health behaviors for health promotion and disease prevention.
- Identify epidemiological models used to explain disease and health patterns in populations.
- Use epidemiological methods to describe the state of health in a community or aggregate.
- Calculate epidemiological rates in order to characterize population health.
- Discuss the major dimensions of a community.
- Describe the process of conducting a community assessment.
- Formulate community and aggregate diagnoses.
. Risk and health
. The relationship of risk to health and health promotion
.Health promotion & levels of Prevention
Unit 2. The Art and Science of Community Health Nursing
Ch 5. Epidemiology: mortality, morbidity, concept of risk, use of epidemiology in disease, epidemiological methods
Ch 6. Community assessment: healthy community, assessing the community, sources of data, diagnosing health problems
Community Assessment Parameters / Nies & McEwen: Chapters 4 - 6 / Small group discussion
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7/21 /
- Describe the process of conducting a community assessment.
- Describe the steps in the health planning model.
- Identify the appropriate prevention level and system level for nursing interventions in families, groups, aggregates, and communities.
- Recognize major health planning legislation.
- Describe the goals of health education within the community setting.
- Select a learning theory, and describe its application to the individual, family, or aggregate.
- Prepare an appropriate and meaningful teaching plan and evaluation criteria for the individual, family, and group.
- Define case management and care management, and compare the differences.
- Discuss the purpose of providing case management services.
- Identify the origin and purpose of case management.
- Distinguish between case management and care management.
- Discuss the trends that influence the development of case management programs.
- Identify educational preparation and skills recommended for case managers.
Ch 8. Community health education: connecting with everyday realities; health education in the community, learning theories, principles, and health education models; the nurse’s role in health education; enhancing communication; framework for developing health communications; health education resources.
Community health Education –Adult learners
Ch 9. Case Management. Overview of case management, utilization review and managed care, trends that influence case management, case manager education preparation, case identification, the referral process, case management models, application of case management in community health, & research in case management. / Nies & McEwen: Chapter 7 – 9 / Small group discussion
Submit Child Abuse Course Certificates (2)
Wk
4
7/28 /
- Analyze landmark health care legislation and its influence on the delivery system.
- Describe the organization of the public health care subsystem at the federal, state, and local levels.
- Compare and contrast the scope of the private health care subsystem and the public health care subsystem.
- Describe the roles of the members of the health care team.
- Discuss future concerns for the health care delivery system.
- Discuss factors that influence the cost of health care.
- Identify terms used in the financing of health care.
- Discuss public financing of health care.
- Discuss private financing of health care.
- Discuss health insurance plans.
- Describe trends in health care financing.
- Describe the effects of economics on health care access.
- Identify the future of health care economics.
- Discuss the nurse’s role in political activities.
- Discuss the power of nursing to influence and change health policy.
- Identify the social and political processes that influence health policy development.
- Identify the legislative, judicial, and administrative processes involved in establishing federal.
- Discuss current health policy issues, including restructuring of the health care system.