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NUR 4615 FAMILY AND COMMUNITY HEALTH NURSING
ON-LINE
FALL 2008 SYLLABUS
UNIVERSITY OF WEST FLORIDA
COURSE NUMBER:
NUR 4615 On-Line
COURSE TITLE:
FAMILY AND COMMUNITY HEALTH NURSING
CREDIT:
NUR 4615
PLACEMENT:
Senior year, first semester
PRE-REQUISITE:
By Permission
TERM:
Fall, 2008
FACULTY:
Course Coordinator - Diane Gardner, EdD, MN, RN
UWF Nursing, Bldg. 8
11000 University Parkway
Pensacola, FL 32514
Assistant Professor, Nursing
dgardner@uwf.edu (Careful with this there is another person with
a similar name on campus!)
Office (850) 473-7761
Fax (850) 473-7769
IN- OFFICE HOURS:
Mondays 8am– 11am; Thursdays 8am-11am
Other times available by appointment
INSTRUCTOR
ON-LINE
AVAILABILITY:
3 credit hours (3 class hrs/wk)
You may reach me via e-mail at dgardner@uwf.edu for assistance.
Please allow 24 hours during the work week to respond to any
course work questions. Weekend e-mails will be answered on
Monday. In an emergency you may leave a detailed message on
my office line at 850-473-7611. I will have some online hours in
LiveRoom.
ABOUT THIS COURSE:
This course is delivered totally online. You must have regular and reliable access to the internet
as well as an email account. It is expected that you will have basic word processing skills, the
ability to send/receive email with attachments and able to search the internet and
upload/download files. You will also need basic knowledge of PowerPoint.
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You will generally set your own schedule as to which days and time of day that you do your
work and participate in class discussions, but please note that there are set due dates for all
assignments. You cannot wait until the end of the semester and begin turning in all your
assignments! You are responsible for your own learning – be sure to discipline yourself
appropriately.
COURSE DESCRIPTION:
The Community Health Nursing course is designed to facilitate the conceptualizing of family,
population groups, and community as units of care. The course focuses on risk reduction, health
maintenance, and promotion of high level wellness to individuals, families, and groups of all
ages throughout the health continuum.
The student is provided the opportunity to assess the health needs of selected families in the
community with selected health promotion and health maintenance needs. Variables such as
culture and environment, which influence health behaviors of families and the community, are
considered in providing nursing intervention. Students include the clients in setting goals for
interventions.
By incorporating the concepts for nursing practice and psychosocial assessment the student is
able to demonstrate more complex use of the nursing process when caring for clients
experiencing crisis. Coping skills of the client and the nurse are assessed and discussed. The
student is expected to explore and identify factors which help or hinder health practices.
The student uses the nurse-client relationship as the primary modality of nursing intervention.
Guided clinical experiences will be provided through selected community-based agencies and
other complex organizations. This provides the opportunity to view the leadership role in
official and unofficial health agencies. Validation of interventions is also accomplished through
collaboration with other members of the health team. Student will demonstrate progressive
independence in nursing practice.
STUDENT LEARNING OUTCOMES - NUR4615
Student Learning Outcomes
Upon successful completion of this course, the student will:
I. Content
A. Use the concepts of nursing theory, research and practice, based on the foundation of
the arts and sciences courses, in the provision of care to diverse clients of all ages
1. Evaluate the use of levels of prevention in prioritizing the health needs of
communities and populations
2. Integrate the science of epidemiology with the concepts of health promotion,
maintenance, and restoration for populations
3. Integrate knowledge and principles of public health nursing in designing
holistic interventions in partnership with communities and populations
B. Employ theories and principles of leadership/management in the provision of quality
nursing care
1. Examine legal, cultural, ethical, and legislative issues which influence the
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practice of public health nursing.
II. Critical Thinking
A. Use effective critical thinking skills (e.g., observation, analysis, synthesis) through the
nursing process to provide and direct quality care to diverse clients of all ages
1. Incorporate sociocultural, ethnic, religious, and other unique individual
considerations in the plan of care
B. Evaluate and use appropriate research findings in own evidence based nursing practice
1. Incorporate related research findings in discussion of community health nursing
III. Communication
C. Uses media resources and information technologies to enhance knowledge base
*1. Describe the use of computer technology and informatics in nursing care for
communities and populations
IV. Integrity/Values
C. Function as a beginning leader/change agent through participation in community,
governmental, and professional agencies/groups/organizations
1. Identify the role of the community health nurse in the promotion of the family
in illness and health
2. Analyze the effectiveness of community planning groups responsible for
generation of policies related to public health services.
* This Student Learning Outcome will be tracked in the Capstone Pathway.
SPECIAL TECHNOLOGY & REQUIRED MATERIALS:
Internet Access (The faster, the better!)
Argus Account
Submit documents in .rtf format. Do not submit work in WordPerfect.
Respondus LockDown Browser
You will need PowerPoint in order to be able to create the final project. It is available on
the computers at UWF.
If you need additional software (such as Adobe Acrobat, Flash Player, etc) to view all the
components of the course, go to the UWF eLearning home page at https://elearning.uwf.edu.
and click on the link for Software Downloads. You can download them at no cost.
Students must have the ability to use search engines for supplementary course information,
medication information, and patient teaching materials.
This course will have supplemental materials posted in eLearning. These postings will include
course syllabus, class and clinical schedule, and notes for most of the class sessions. Grades for
assignments will be posted on eLearning as well to allow students complete access to grades.
Students are urged to check eLearning regularly for course updates and announcements.
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REQUIRED TEXT:
Maurer FA, and Smith CM. (2005). Community/public health nursing practice: health for
families and populations, Third Edition. St. Louis, MO: Elsevier.
SELECTED READINGS and RECOMMENDED WEBSITES:
American Nurses’ Association. (2000). Public health nursing: A partner for healthy
populations. Washington, D.C.: ANA.*
American Nurses’ Association. (1999). Scope and standards of home health nursing
practice.Washington, D.C.: ANA.*
American Nurses’ Association. (1999). Scope and standards of public health nursing
practice. Washington, D.C.: ANA.*
American Nurses’ Association. (1998). Standards of clinical nursing practice, 2nd ed.
Washington, D.C.:ANA.*
American Nurses’ Association. (1983). Standards of school nursing practice. Kansas
City, MO: ANA.*
Clark, M.J. (1999). Nursing in the community: Dimensions of community health nursing,
3rd ed., Stamford, CT: Appleton & Lange
Dochterman, JM & Bulechek, GM. (2004). Nursing interventions classification, 4th ed..
St. Louis: Mosby. *
Merson, M.H., Black, R.E., & Mills, A.J.,(Eds.) (2001) International public health:
Diseases, programs, systems, and policies. Gaithersburg, MD: Aspen Publishers,
Inc.*
Wright L., & Leahey, M. (1994). Nurses and families, 2nd Ed.. Philadelphia: F.A. Davis,
Co.*
USEFUL LINKS:
HealthyPeople 2010: http://www.healthypeople.gov/
Center for Disease Control and Prevention: http://www.cdc.gov/
National Center for Health Statistics: http://www.cdc.gov/nchs/
Florida Department of Health: http://www.doh.state.fl.us/
*(On Reserve at UWF Pace Library)
ADDITIONAL READINGS:
Students are expected to make use of current nursing and public health literature to support all
written and oral work presented individually and collectively. Students are advised to make
extensive use of the American Psychological Association. (2001). Publication manual of the
American Psychological Association, 5th ed.. Washington, DC: Author. (On reserve at Pace
Library and at Ft. Walton Beach Center Library.
Since it is expected that senior nursing students know APA format, this instructor will not be
teaching APA format. Please refer to your APA manual or obtain help from the UWF Writing
Lab.
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When it is necessary to provide supplemental information to students, the instructor will send such
information via E-mail to student’s Argomail E-mail address. Therefore, each student must
maintain the assigned E-mail account. Because of continuing problems with computer viruses,
students are instructed to use only the UWF E-mail server when communicating with instructor via
E-mail.
EXPECTATIONS FOR ACADEMIC CONDUCT/PLAGIARISM POLICY:
As members of the University of West Florida, we commit ourselves to honesty. As we strive for
excellence in performance, integrity – personal and institutional – is our most precious asset.
Honesty in our academic work is vital, and we will not knowingly act in ways which erode that
integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to plagiarize the work
of others. We pledge to share community resources in ways that are responsible and that comply
with established policies of fairness. Cooperation and competition are means to high
achievement and are encouraged. Indeed, cooperation is expected unless our directive is to
individual performance. We will compete constructively and professionally for the purpose of
stimulating high performance standards. Finally, we accept adherence to this set of expectations
for academic conduct as a condition of membership in the UWF academic community.
The Student Code of Conduct sets forth the rules, regulations and expected behavior of students
enrolled at the University of West Florida. Violations of any rules, regulations, or behavioral
expectations may result in a charge of violating the Student Code of Conduct. It is the student's
responsibility to read the Student Code of Conduct and conduct themselves accordingly. You
may access the current Student Code of Conduct at http://www.uwf.edu/judicialaffairs
ASSISTANCE:
The American Disabilities Act will be adhered to in NUR 4615. Students with special needs who
require specific examination-related or other course-related accommodations should contact The
Student Disability Resource Center (SDRC) sdrc@uwf.edu or (850) 474-2387. The webpage
may be viewed at http://uwf.edu/sdrc/
The student is responsible for discussing implementation of any special
accommodations/personal or course conflicts with the course coordinator. This
must be completed by the second week of class.
PLAGIARISM POLICY:
Plagiarism is defined by the university as “the act of representing the ideas,
words, creations, or work of another as one’s own.” Should a student be found
plagiarizing in a paper, nursing care plan, or log, the student will be reported by
the faculty member to the Director of the Nursing Program and follow the process
described in the university’s Student Life handbook. Plagiarism is a serious
offense in academia and may result in expulsion from the university. (UWF
Student Life Handbook). Students are directed to the examples available in the
Pace library tutorial available at
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http://library.uwf.edu/Tutorials/module_plagiarism/default.htm .
For complete information regarding Academic Misconduct, refer to the UWF
Student Handbook or contact Student Affairs in Building 21, 474-2384.
Turnitin
Instructors have the option of utilizing Turnitin to evaluate student submissions for plagiarism.
It is at the discretion of the instructor whether students have the ability to upload personal review
before final submission to instructor.
Penalty for late papers
Due dates are posted in the assignments area. Unless you have prior authorization for late
assignments from the instructor of the course, you will not receive credit for assignments
turned in after these dates. All assignments/activities/clinical logs etc., should be submitted in
the drop box in the course electronically.
Withdrawal Dates
Please refer to the UWF Student Handbook and Calendar for events for these deadlines. This is
your responsibility. No exceptions are made for withdrawal deadlines.
OTHER POLICIES:
See Student Handbook for further policies on plagiarism, disability, and other
matters of interest and importance.
HEALTH INSURANCE PORTABILITY & ACCOUNTABILITY ACT OF
1996 (HIPAA):
All healthcare providers must comply with the federal regulations of this Act. It
requires that identifiable patient information be disclosed on a need to know basis
with a minimal amount of disclosure to perform a task. The patient’s consent for
treatment covers access to the medical record for information needed for
treatment purposes and educational purposes. All nursing students will protect
patient privacy during oral and written communications. Patient name, initials,
address, phone/fax numbers, and social security number will be removed from all
student assignments. Students may not copy or circulate papers containing
private, confidential patient information. Faculty members will store confidential
papers in a locked file or will shred confidential papers. Additionally, nursing
students will meet all mandated agency requirements for HIPAA. Since HIPAA is
a federal law; violations may result in fines &/or imprisonment. Please note: A
GRADE OF ZERO WILL BE ASSIGNED TO ANY WORK SUBMITTED
THAT DOES NOT ADHERE TO THIS REQUIREMENT.
Grades will be communicated in eLearning under “Grades.” Grades will not
be sent by E-mail, nor will grades be given over the telephone.
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EVALUATION/GRADING FOR NUR 4615:
ASSIGNMENT
POINTS
Discussions
300
Health Issues Letter
40
Quiz I
20
Midterm
40
Quiz III
20
Final Project
80
Total Possible 500
GRADING SCALE:
A 372 – 400
A- 360-371
B+ 348 – 359 B 332 – 347
C 292 – 307
[C- 280 – 291 D+ 268 - 279
B- 320 – 331 C+ 308 – 319
D 252 – 267
F < 267 points] *
* A grade of C- or below constitutes a failure in this course for nursing majors. Students must
pass both NUR4615 and 4615L to progress in the nursing program. Both NUR 4615 and
NUR4615L must be repeated if the final grade for either course is below a “C.”
Satisfactory completion of the course is based on satisfactory achievement of course student
learning outcomes. By the end of the semester, a student must achieve a combined grade of at
least 73% on all quizzes/examinations. The student who fails to meet the course student learning
outcomes must repeat the course in its entirety.
ASSIGNMENTS:
Most Assignments will be due by 11:59 PM on Mondays unless otherwise specified.
Assignments will pop-up under content on Mondays at 11:59pm.
Papers & Quizzes/Exams- Due as specified in the assignment.
Late work may receive a 1 point deduction for every day that the assignment is late.
Circumstances vary, so if something comes up, please let me know. I just need to know about it
ahead of time. If I am unable to open a document because it is submitted in the wrong format, it
will be treated as late work with points deducted until it is resubmitted in a format I can open.
ONLINE DISCUSSIONS:
As you participate in online discussions, I expect you to demonstrate thoughtfulness and insight.
Further information will be available Week 2.
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Reading Assignments: You will be assigned to read the chapters in the book. There may be
some content you are already quite familiar with and you only need to scan some of the
highlights. Other areas you may need to read in more detail. There may be some “handouts”
linked with each week which you may find useful as well as links to associated websites.
On-Line Quizzes: I will ask that you answer the exams on your own without assistance from
other people. There will be 20 multiple choice questions on each quiz. Quizzes will be available
one week prior to the due date. There will be a total of 2 quizzes. They will be accessed under
the heading labeled as Quizzes.
Health Issues Letter: The Student Learning Outcomes of the UWF nursing program includes
“Demonstrate effective written and oral communication as a member of the interdisciplinary
healthcare team.” In partial fulfillment to meet this outcome, selected nursing courses have as a
requirement the composition of a letter which addresses current issues in the health care setting.
Midterm: Will require you to obtain a designated film and write a paper addressing specific
questions. More details will be available at a later date.
Final Project: Will require you to prepare a Powerpoint on a selected topic. More details will be
available at a later date.
THE FOLLOWING TEN COURSE MODULES WILL GIVE YOU AN IDEA OF WHAT
TOPICS WILL BE COVERED IN THIS COURSE:
MODULE I: PUBLIC HEALTH AND COMMUNITY HEALTH NURSING
STUDENT LEARNING OUTCOMES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Define community.
Describe different types of communities
Compare and contrast Community Health Nursing and Public Health Nursing
Examine historical development of community health nursing, national and
international
Relate selected events in community health nursing to historical periods
Examine the role of health organizations – community, state, national, and
international.
Explain the degree to which Healthy People 2010 influences health care in the United
States.
Discuss various roles and settings for community health nursing.
Illustrate ways in which the community health nurse can act as a role model in
community organizations.
Summarize basic legal issues relevant in community and public health nursing
practice.
Examine responsibilities of the community health nurse related to public health laws.
Relate and apply standards of community nursing to selected clinical activities.
Identify community health clients.
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14.
15.
Demonstrate therapeutic use of communication skills in interactions with families and
with community members.
Relate ANA Standards of Practice to schema of nursing process.
MODULE II: THE COMMUNITY AS A CLIENT
STUDENT LEARNING OUTCOMES:
1.
2.
3.
4.
5.
6.
7.
8.
3.
4.
Discuss use of nursing process with the community as a client.
List frameworks for community assessment.
Outline the components of a community assessment.
Adapt the nursing process to determine the health needs of a community.
Look for indicators of changing health needs in a selected community.
Relate concept of risk to care of community.
Identify nursing interventions for selected community health problems.
Explain the effectiveness of a community planning meeting that has been designed to
deal with health and social problems.
Formulate community-level diagnosis.
Compare and contrast the applicability of program planning for selected community
health problems.
MODULE III: CULTURAL INFLUENCES ON HEALTH AND HEALTH PRACTICES
STUDENT LEARNING OUTCOMES:
1.
Analyze personal cultural health practices and beliefs which influence one's own health
behavior.
2. Examine the concept that privilege ensues when prevailing cultural assumptions favor one
group over one or more groups.
3. Become cognizant of assessment cues that vary between and among cultural groups.
4. Discuss application of the Code for Nurses in care of clients from non-dominant cultural
groups.
5. Explain the concept of "cultural competence."
6. Explain the term “health disparities” and “health care disparities.”
7. Identify and provide anticipatory guidance and counseling on topics including nutrition,
discipline, safety, and infections, appropriate to the needs of culturally diverse families.
8. Summarize WHO and UNICEF programs and definitions of Primary Care.
9.
Explain relationship between economic development and the status of health in developed
and lesser developed countries.
10. Compare selected health concerns that are present in developed and lesser developed
countries.
11. Discuss potential need for advocacy on part of community health nurse who is working with
members of other cultures.
12. Develop nursing plans that reflect sensitivity to cultural influences.
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MODULE IV: THE FAMILY AS A UNIT OF CARE
STUDENT LEARNING OUTCOMES:
1.
2.
3.
Explain the use of the family perspective.
Compare and contrast selected frameworks for family analysis.
Define variant family forms and give examples of both traditional and non-traditional
family forms.
4. Identify families at risk and plan appropriate care.
5. Utilize the nursing process to determine the health needs of a family.
6. Demonstrate acceptance of nursing goal to decrease family dependency.
7. Define and distinguish between selected terms related to crisis.
8. Identify the steps of crisis intervention.
9. Evaluate selected community resources and assist families to use the resources more
effectively.
10. Evaluate what factors influenced the effectiveness of the nursing intervention and which
strategies proved most valuable with these individuals and families.
11. Demonstrate the use of the nursing process in selected community health care settings.
MODULE V: EPIDEMIOLOGY AS A TOOL OF COMMUNITY HEALTH
STUDENT LEARNING OUTCOMES:
1.
2.
3.
4.
5.
6.
7.
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10.
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12.
13.
14.
Define epidemiology.
Examine selected terms as they relate to epidemiology.
Contrast the three major categories (agent, host, environment) in the broad conceptual
framework utilized by epidemiologists, and give examples of variables from each category.
Explain internal and external environmental factors (agent, host, environment)
appropriately in selected problem situations.
Analyze the use of health statistics as a method of appraisal to identify high-risk individuals
and families in various settings.
Discuss cooperative efforts among and between levels of health care delivery, with respect
to epidemiology.
Explain the role of professional nurse on epidemiological team.
Define communicable disease.
Define selected terms as they relate to communicable disease.
Describe the etiology, occurrence, pathology, symptomatology, treatment, complications ,
and preventive measures for the following communicable diseases: Tuberculosis, Human
Papillomavirus Infection (HPV).
Discuss threats of and preventive measures against Influenza.
Discuss effects of social environment on incidence of STD and TB
Identify groups at risk for specific STD and TB
Compare and contrast types of control and prevention measures for: STDs, TB, and other
selected communicable diseases.
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MODULE VI: HEALTH PROMOTION, RISK REDUCTION, and HEALTH
TEACHING
STUDENT LEARNING OUTCOMES:
Formulate personal statement of the meaning of “healthy.”
Contrast health promotion and illness prevention.
Advocate for major national policies for health promotion.
Determine position of Senator or Representative from own district.
Propose priority areas for nursing research for health promotion.
Assume responsibilities of community/public health nurse in promoting health and reducing
risk of illness in the community.
7. Distinguish between patient education and health education.
8. Formulate teaching strategies the community health nurse can implement with target
groups in the community.
9. Explain factors to be assessed in the evaluation of effectiveness of health teaching.
1.
2.
3.
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5.
6.
MODULE VII: AGGREGATES AT RISK AND COMMUNITY HEALTH PROBLEMS
SCHOOL NURSING
VICTIMS OF ABUSE
THE ELDERLY
STUDENT LEARNING OUTCOMES:
1.
2.
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7.
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15.
Discuss the profile of individuals at high risk for abuse.
Identify major types of abuse and neglect.
Define specific forms of abuse and neglect.
Discuss the interpersonal and interpersonal dynamics of victims, perpetrators and family
members in cases of abuse.
Discuss the role of health systems in cases of abuse.
Be aware of the responsibilities of the professional nurse in cases of abuse.
Explain the high risk factors specific to adolescents.
Develop an epidemiologic profile of selected chronic illnesses.
Explain risk factor(s) for selected chronic illnesses.
Describe process of adaptation to chronic illness.
Examine primary, secondary, and tertiary prevention community health nurse actions
designed to control chronic illness.
Propose interventions for assisting older adults to achieve and maintain high level wellness.
Analyze societal conditions which influence stress and mental illness.
Analyze risk factors in mental illness.
Propose primary, secondary, & tertiary community health nursing actions designed to
prevent mental illness and promote mental health.
MODULE VIII: THE ENVIRONMENT and COMMUNITY HEALTH
STUDENT LEARNING OUTCOMES:
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Define environmental health and identify primary threats to clients.
Recognize biological effects of air and water pollution.
Discuss pesticides as health risks to humans.
Identify sources of radiation.
Discuss health effects of radioactive waste disposal.
Analyze the threat of and protective measures against bioterrorism.
Examine industrial chemicals which threaten the general welfare of communities.
Explain the concept of environmental justice.
Propose professional nurses' role in environmental health.
Determine pollution levels for selected communities.
MODULE XI: SPECIAL TOPICS IN COMMUNITY HEALTH NURSING PRACTICE
A. NURSING RESPONSIBILITY IN DISASTER SETTING
B. VULNERABLE POPULATIONS
HOMELESS POPULATION
RURAL POPULATION
STUDENT LEARNING OUTCOMES:
1.
2.
3.
4.
5.
6.
7.
8.
3.
4.
5.
6.
7.
8.
9.
Discuss different types and categories of disasters.
Describe the role of the nurse in disaster preparedness and response.
Explain common physical and psychosocial effects on disaster victims and workers.
Discuss agencies that might be involved in pre-disaster planning and post-disaster response.
Define the concept of vulnerability
Identify factors that place individuals at risk for homelessness.
Discuss demographics of the homeless population
Analyze health problems common to vulnerable individuals and groups
Identify HP2010 objectives related to vulnerable populations
Explain barriers to care for vulnerable individuals.
Identify community resources in the NW Florida region for homeless individuals.
Compare homelessness in the United States with that in other countries
Describe the nature of poverty and it's effect on health status and health behavior.
Propose nursing activity to advocate on behalf of vulnerable populations.
Contrast the terms urban, rural, frontier, metropolitan, nonmetropolitan, and Health
Professional Shortage Area.
10. Summarize at-risk populations in the rural areas.
11. Analyze factors which affect accessibility, availability, and acceptability of health care
services for rural residents.
12. Examine HP2010 objectives that relate to rural health issues.
MODULE X: TRENDS AND FUTURE INFLUENCES IN COMMUNITY HEALTH
NURSING
STUDENT LEARNING OUTCOMES:
1.
Identify and discuss recent trends that have implications for community health nursing
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2.
3.
4.
5.
practice.
Distinguish among public health nursing, community health nursing, and home care
nursing.
Examine societal, political, economic, and familial factors that influence the practice of
home care nursing and hospice nursing.
Compare and contrast selected computer applications in community health nursing.
Identify community committees/boards on which CHNs are active members, and on which
CHNs can contribute.