NORTHERN NEW MEXICO COLLEGE
NURSING EDUCATION PROGRAM SYLLABUS
NURS 450: Community and Global Health I
Credits: 3 (3T + 0L)
Lecture Hours: 45
GENERAL INFORMATION
Semester:
Meeting Time:
Meeting Place:
Staffing:
Office Hours:
Office Phone:
Email:
Prerequisites:
Co-requisites:
Textbooks:
NURS 400, NURS 401, and strongly suggest NURS 410
None
This first of a 2-part course provides an overview of contemporary community health nursing practice.
The influence of culture on healthcare beliefs and practices is emphasized. Self-care is linked to population health. Health problems of selected populations within New Mexico are examined. Public
Health Nursing Competencies are linked with the Theory of Integral Nursing to form the basis for student’s learning experiences.
Case management
Communicable disease risk prevention
Community as client
Community nursing roles
Community partnerships
Cultural diversity
Cultural competence
Demographics
Epidemiology
Family nursing
Genomics
Health prevention
Health promotion
Healthy People 2020
History of community nursing
Intervention Wheel
“Upstream thinking”
Population focused care
Spiritual diversity
Eco-environmental health
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1.
Examine functions and roles of the nurse in local community settings.
2.
Utilize a holistic approach to address community needs.
1.
Use the Theory of Integral
Nursing and the American
Holistic Nurses Association and the American Nurses
Association Holistic Nursing
Scope and Standards of
Practice (2007) to provide integral and holistic nursing care in a variety of settings.
2.
Demonstrate critical thinking skills from an “I”, “It”, “We”,
“Its” perspective.
4. Conduct integral holistic health assessments in relation to client needs.
2.Critical Thinking
Ability to think critically;
3. Cultural Competency
Ability to realize the role of the nurse in influencing societal consequences.
1. Effective
Communication: Ability to communicate clearly and effectively.
2. Critical Thinking a. Analyze and synthesize information.
3. Cultural Competence:
Demonstrate commitment to address cultural, social and ethical responsibilities.
Ability to perceive situations from various cultural and ethical contexts.
4. Information and
Technological Literacy:
Demonstrate ability to use current technology.
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3.
Apply demographic and epidemiological principles to selected health problems in community nursing practice.
5.
Analyze community health data to identify expected health outcomes.
6.
7.
Plan nursing interventions in collaboration with others to improve or maintain health.
Incorporate teachinglearning processes into holistic community nursing practice.
4.
Demonstrate critical thinking skills from an “I”, “It”, “We”,
“Its” perspective.
2. Critical Thinking:
Ability to think critically.
2. Demonstrate critical thinking skills from an “I”, “It”, “We”,
“Its” perspective.
6. Integrate and apply knowledge to support individual and collective health.
7. Analyze the links between and among individual, community, and global health issues from an integral world view.
8. Analyze and utilize research findings to facilitate individual and collective health.
3. Communicate effectively from a relationship-centered care perspective involving Patient-
Practitioner, Community-
Practitioner, and Practitioner-
Practitioner relationships.
6. Integrate and apply knowledge to support individual and collective health.
3. Communicate effectively from a relationship-centered care perspective involving Patient-
Practitioner, Community-
Practitioner, and Practitioner-
Practitioner relationships.
2.Critical Thinking:
Ability to think critically through analytical means
1. Effective
Communication: Ability to communicate effectively through verbal, written, listening, and visual skills.
2. Critical Thinking: Infer specific contexts and situations for learning.
3. Cultural Competence:
Demonstrate commitment to address cultural responsibilities.
1.Communication a. Express ideas coherently and persuasively through oral and written communication
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8.
Evaluate effectiveness of nursing interventions in community nursing practice.
5. Apply concepts of integral nursing to a personal plan for holistic self-care.
6. Integrate and apply knowledge to support individual and collective health.
7. Analyze the links between and among individual, community, and global health issues from an integral world view.
8. Analyze and utilize research findings to facilitate individual and collective health.
2. Demonstrate critical thinking skills from an “I”, “It”, “We”,
“Its” perspective.
6. Integrate and apply knowledge to support individual and collective health.
7. Analyze the links between and among individual, community, and global health issues from an integral world view. b. Speak coherently and appropriately for various audiences and situations.
2. Critical Thinking: Infer specific contexts and situations for learning by asking essential questions.
3. Cultural Competence:
Demonstrate commitment to address cultural responsibilities.
4. Information and
Technological literacy:
Utilizing research findings.
2.Critical Thinking:
Draw reasoned conclusions.
Lecture, PowerPoint presentations, discussion, collaborative learning, video, interviews, web-based assignments, peer teaching, reflection, formal learning groups
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ASSIGNMENTS
Individual (75%)
Cultural Interview (Due Class 5)
Points Due Date
15
NURS 450 Grading
Rubric Cultural Interview.docx
Community Planning Meeting (Due Class 8)
10
NURS 450 Grading
Rubric Community Planning Meeting.docx
Community Health Issue Paper (Due Class 13)
30
NURS 450 Grading
Rubric Community Health Issue Paper.docx
Service Learning Project: Preparation (Due Class 15)
5
NURS 450 Grading
Rubric SLP Preparation.docx
Participation (All Classes) (1 point each class)
Learning Team (25%)
Learning Team Community Nursing Presentation (Due Class 15)
Learning Team Contract (Due Class 2)
Learning Team Evaluation (Due Class 15)
15
20
NURS 450 Grading
Rubric Participation.docx
NURS 450 Grading
Rubric LT Assignment Community Nursing.docx
3
Service-Learning
Agreement.docx
2
Total 100
NURS 450 Grading
Rubric for PEER EVALUATION.docx
90-100 = A 80-89 = B 70-79 = C 60-69 = D 
60 = F
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Interview a recipient of services from a community health agency or program who is from a cultural, socioeconomic, educational, racial, ethnic, or professional background different from yours and with which you desire increased familiarity (INP 2; PHNCD 4). Prior to the interview assess your perceptions and any biases you have (INP 1). Identify knowledge gaps and review information in your text and other sources regarding the person’s background (PHNCD 4). Utilizing appropriate methods for interacting sensitively, effectively, and professionally with persons from diverse backgrounds identify factors which led to the individual obtaining services from the agency or program (PHNCD4). Identify the role of culture in the delivery of services from the recipient’s perspective (INP 1). Create a written summary of your interview and your reactions to the experience (INP 1, 2; PHNCD 3). Discuss the importance of a diverse public health workforce in your summary (PHNCD 4). Be prepared to discuss your experience in class (INP 2). See grading rubric for Cultural Interview for additional details of this assignment. This assignment is due in Class 5.

Select team members for group projects. These members will work together on the selected
Learning Team Assignment. Each team will prepare a Learning Team Agreement. See Grading
Rubric for Learning Team Agreement. Following the completion of the Learning Team
Assignment, each individual member will submit a Learning Team Evaluation which includes an evaluation of your contributions as well as that of your team members.

Group assignments are included in many of the courses in the RN to BSN nursing program.
Working effectively in groups is a critical component of today’s professional work environment. Students must collaborate and function well in teams as both leaders and followers. Students are expected to respect diversity and to behave in a respectful manner. If difficulties arise while working with your team, you are expected to resolve them with your team members. If you cannot accomplish a satisfactory resolution of problems, contact your instructor. The establishment of a successful Learning Team Agreement can do much to ensure that all team members understand what is expected for successful team participation.

While everyone in the group will normally earn the same grade for a learning team assignment, the instructor reserves the right to reduce the score, or issue a zero for anyone not participating equally, or not contributing materials to the group by the time agreed upon by the group.

Each team will select one of the following assignments. Duplication is not permitted.
1.
Community Assessment: Conduct a systematic “windshield survey” of a defined community. Use the community assessment wheel from the assessment segment of the community-as-partner model to organize your assessment. What strengths and needs did you identify? (PHNCD 1, 5)
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2.
Emergency Disaster Plans: Review web resources on competency-based training for bioterrorism and other public health emergencies. Select one agency/facility in the community to ascertain its emergency response plan. Determine the following: Has it been tested? Is there interagency coordination? Which agency is the lead agency in a disaster? (PHNCD 2)
3.
Epidemiology: Select an issue of the Morbidity and Mortality Weekly Report MMWR
( http://www.cdc.gov/mmwr/mmwr_wk.html
) and track the pattern of a disease outbreak or other health issue in the US. Compare this with what has occurred in New
Mexico. Describe the role of government agencies in the prevention of disease.
(PHNCD 1, 5, 6)
4.
Community Health Nursing Roles: Interview 5 community health nurses. Identify the ways they collaborate with community partners to promote public health. Compare and contrast their roles. What is similar? What is different? (PHNCD 5)
5.
Addictions: Identify resources in a selected community for prevention and treatment of substance abuse disorders. How are programs funded? What services are provided? Identify how private and public addiction programs work together within the community. (PHNCD 5, 6, 7)
6.
Occupational Health: Identify a population of employees who do not have access to occupational health services. Plan and implement a small health fair for the work site.
Develop a vision statement for your team project. Develop a budget for your project.
(PHNCD 7, 8)
Each team will develop a PowerPoint presentation (8-12 slides) which will be used to teach your classmates about the selected topic. Develop at least 3 learning objectives for your presentation. (See
Bloom’s taxonomy for writing objectives.) Include an evaluation component (i.e., provide a tool for the audience to evaluate the presentation). Use at least 3 current scholarly references to support your presentation. Be creative. Engage your audience. Share your reactions. (INP 1, 2, 3, 4; PHNCD 3, 5,
6)See grading rubric for Learning Team Assignment: Community Nursing for additional details of this assignment. This assignment is due in Class 15.
GS:
Reviewed 7-16-14; 8-11-14
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