Course Number: N475
Course Title: Community Health Nursing
Credit Hours: 4 SH credits (2 theory/2 practicum)
Prerequisites/concurrent courses: Admission to the RN to BS Completion Program; prerequisites or co
requisites: NURS 375, NURS 415, NURS 435. Grade only.
Course Description: Focuses on assessment and evidence-based practices to assess protective and
predictive factors that influence the health of individuals, families, groups, communities, and
populations. Public health concepts are introduced along with population-focused interventions.
University Studies for Writing Flag: This is a University Studies Flagged course in writing and the first in
the nursing curriculum. The goal of the course is evidence-based practice in working with individuals,
families, groups, communities and populations. Evidence-based clinical decision making incorporates (1)
evidence from research and theories and from opinion leaders and expert panels; (2) evidence from the
client’s situation and availability of healthcare resources; (3) clinical expertise; and (4) information about
the client’s preferences and values. Each student writes a scholarly paper that includes components of
evidence-based practice. The student identifies a concept, incorporates his or her clinical expertise, and
formulates levels of prevention and interventions for practice, resulting in a 10-15 page scholarly paper
that follows APA Guidelines. For the concept paper the student is guided by the instructor and peers as
he or she writes a prospectus, a draft, and the final scholarly concept paper.
This course includes requirements and learning activities that promote students’ abilities to
a. Practice the processes and procedures for creating and completing successful writing in their
fields;
For the concept paper the student locates and evaluates the sources of evidence through
electronic databases, print literature, and practice guidelines in nursing. The student is given
the opportunity to develop these skills in relationship to scholarly writing where synthesis of
published findings is necessary. The student is locating, critiquing, and utilizing findings to guide
his or her practice while incorporating the client’s history, status, preferences, and healthcare
resources. The student is given opportunity to revise and refine his or her writing with the
feedback from faculty and peers.
b. Understand the main features and uses of writing in their fields;
Students develop a basic understanding of the process of integrating reliable evidence from
multiple ways of knowing to inform practice and make clinical judgments. It is part of the
baccalaureate nurses’ professional role to clearly communicate in writing specific practice
standards, policies, and procedures in their agencies and units.
c. Adapt their writing to the general expectations of readers in their fields;
The feedback from faculty and peers helps the student see where his or her writing is not clear
and at the professional level. Students learn to write a scholarly paper using rules for the
preparation of manuscripts provided in the Publication Manual of the American Psychological
Association (5th ed) . With the scholarly paper the process is divided in order for the student to
receive feedback at each stage. First a prospectus is written after initial review of the literature,
along with levels of care and nursing interventions on the topic. This helps the student to
narrow his or her scope plus receive suggestions for related areas of inquiry. Using the feedback
to refine the topic, the student writes a draft. With further instructor and peer feedback, the
student refines the paper.
d. Make use of the technologies commonly used for research and writing in their fields; and
Students use the full range of print and electronic resources: textbooks, case studies, reviews of
literature, research critiques, controlled trials, evidence-based clinical practice guidelines, metaanalyses, systematic reviews, and clinical opinion essays through electronic data search
strategies (e.g. CINAHL, PubMed). These provide the sources of information on the chosen topic
as well as examples of how to organize a paper, clearly communicate one’s ideas, and write
according to APA Guidelines. Additionally, students use client’s, families’, or community records
and own data collection in their decision making processes for client care.
e. Learn the conventions of evidence, format, usage, and documentation in their fields
Students learn how to synthesize the findings and then organize them coherently into papers
that use the rules for the preparation of manuscripts provided in the Publication Manual of the
American Psychological Association (5th ed) which is a common standard within nursing. The
terminology is that of professional healthcare rather than that of the general public.
Writing Flag
University Studies Writing
Flag Outcomes
Student Learning
Outcomes
Assignments
Percentage
Practice the processes
and procedures for
creating and completing
successful writing in their
fields;
Select information and
communication
technologies in
preventive care
Concept Paper
This assignment
constitutes
approximately 40%
of the grade
Use an ethical
framework to evaluate
the impact of social
policies on health care,
especially for vulnerable
populations
Recognize the
relationships of genetics
and genomics to health,
prevention, screening,
diagnostics, prognostics,
selection of treatment,
and monitoring of
treatment
effectiveness, using a
constructed pedigree
from collected family
history information as
well as standardized
symbols and
terminology
Understand the main
features and uses of
writing in their fields;
Conduct comprehensive
and focused physical,
behavioral,
psychological, spiritual,
socioeconomic, and
environmental
assessments of health
and illness parameters
in patients, using
developmentally and
culturally appropriate
approaches
Concept Paper
Adapt their writing to the
general expectations of
readers in their fields;
Implement Populationfocused interventions
with attention to
effective, efficiency and
equity
Concept Paper
Make use of the
technologies commonly
used for research and
Use telecommunication
technologies to assist in
effective
Concept Paper
writing in their fields;
communication in a
variety of healthcare
settings
Learn the conventions of
evidence, format, usage,
and documentation in
their fields.
Conduct a basic health
history, including
recognition of genetic
and genomics to
primary and secondary
prevention to individual
and population health
Concept Paper
Employ evidence-based
practices to guide
teaching, health
counseling, screening,
outreach, disease and
outbreak investigation,
referral and follow-up
throughout the lifespan
Student Learning Outcomes
The student will:
1. Assess protective and predictive factors that influence the health of individuals, families, groups,
communities, and populations.
2. Conduct a basic health history, including recognition of genetic and genomics to primary and
secondary prevention to individual and population health.
3. Employ evidence-based practices to guide teaching, health counseling, screening, outreach,
disease and outbreak investigation, referral and follow-up throughout the lifespan.
4. Select information and communication technologies in preventive care.
5. Asses the health, healthcare, and emergency preparedness of a defined population.
6. Integrate clinical judgment and decision-making skills in appropriate, timely nursing care during
disaster, mass casualty, and other emergency situations.
7. Implement Population-focused interventions with attention to effective, efficiency and equity.
8. Demonstrate an awareness of complex organizational systems
9. Use telecommunication technologies to assist in effective communication in a variety of
healthcare settings.
10. Use an ethical framework to evaluate the impact of social policies on health care, especially for
vulnerable populations.
11. Conduct comprehensive and focused physical, behavioral, psychological, spiritual,
socioeconomic, and environmental assessments of health and illness parameters in patients,
using developmentally and culturally appropriate approaches.
12. Recognize the relationships of genetics and genomics to health, prevention, screening,
diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history information as well as standardized
symbols and terminology.
Learning Strategies:
1. Lecture
2. Discussion
3. Written Assignments
4. Exams
Standards for Evaluation of Learning Outcomes:
Course Expectations/Requirements:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Attend class and lab/practicum and notify the professor of absences
Participate in class discussions and activities
Complete assignments on time
Prepare for each lab/practicum as directed.
Must complete all assignments and lab/practicum activities in order to successfully complete
this course.
Failure to maintain an average of C or better on the written and/or verbal assignments,
examinations, or to pass the lab/practicum performance evaluation will result in failure of the
course.
Testing:
a. Provide own SCANTRON forms (Form no. 882-E) for examinations as needed.
b. If testing online bring Ethernet cord, plug in, and turn off instant messaging and all other
internet options (email, evolve, etc.) as well as PDAs and cell phones.
c. Leave electronic devices (cell phone, computers, PDAs etc.) out of the classroom or your
immediate seating space on examination days.
Must receive approval of faculty prior to taping of class sessions
Respect your peers and turn off cell phones during class time.
Respect your own learning needs and those of your peers and avoid playing games or use
instant messaging on the computer during class
Maintain academic integrity: See WSU Undergraduate Student Handbook
http://www.winona.edu/nursing/undergraduate/5909.asp
Abide by all University academic policies and procedures. That includes academic integrity
policies. Failure to do so may result in failure of the course and/or dismissal from an academic
program. www.winona.edu/studentaffairs/conduct_policy.htm
13. Follow UNIVERSITY POLICY ON DISABILITY ACCOMMODATIONS In accordance with Section
504 of the federal Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990,
Winona State University endeavors to make reasonable adjustments in its policies, practices,
services and facilities to ensure equal opportunity for qualified persons with disabilities to
participate in all educational programs and activities. The student requiring special
accommodation or auxiliary aids must make application for such assistance through Disability
Services and is responsible for communicating such accommodations to faculty.
Evaluation of Learning:
Concept Paper: 100 points
Family Visits: 40 points
Population Assessment: 10 points
Community Resource: 10 points
Health Plan: 30 points
Exam: 50 points
Grading Scale:
92-100 = A
83-91 = B
74-82 = C
65-73 = D
< 65 = F
Resources:
Centers for Disease Control and Prevention http://www/healthypeople.gov/
Heymann, D.L. (Ed.), (2008). Public health nursing: Population-centered health care in the community
(7thed.). St. Louis: Elsevier Mosby.
Healthy People 2010 http://www/healthypeople.gov/
Stanhope, M. & Lancaster, J. (2008) Community health nursing, St. Louis: Mosby.
Wald ,L.D. (1915). The house on Henry Street. New York: Holt.
Topical Outline:
Population-Focused Practice: The Foundation of Specialization in Public Health Nursing
a. Definitions in public health
b. Public health core functions
c. Public health nursing interventions
d. Public health nursing wheel
e. Core competencies of public health nursing
History of Public Health Nursing and Public and Community Health Nursing
a.
History of public health nursing
b. Public health nursing leaders
c. Professional nursing education for public health nursing
d. Community and public health nursing today
Application of Ethics in the Community
a.
Ethical decision-making
b. Ethics and the core functions of population-centered nursing practice
c. Public health code of ethics
Population-Based Public Health Nursing Practice: The Intervention Wheel
a.
The intervention wheel origins and evolution
b. Components of the intervention wheel
c. Applying the nursing process in public health nursing
d. Applying the public health nursing process to individual/family level
e. Applying the public health nursing process to community/systems level
Evidence-Based Practice
a. Definition of evidence-based practice
b. Nursing interventions related to core public health functions
c. Types of evidence
d. Healthy People objectives
e. Barriers to implementation
Community as Client: Assessment and Analysis
a.
Community defined
b. Community as client
c. Goals and means of practice in the community
d. Community-focused nursing process

Community assessment

Community nursing diagnosis

Planning for community health

Implementing in the community

Evaluating community health interventions
Personal Safety in Community Practice
a. Personal observations
b. Providers of care
c. Community partners
Epidemiology
a.
Definitions and descriptions of epidemiology
b. Historical perspectives
c. Basic concepts in epidemiology/infectious disease prevention
d. Epidemiologic triangle and ecologic model
e. Application of epidemiology in nursing
Bioterrorism and Disaster Management
a. Defining disasters
b. Disaster facts
c. Homeland security
d. Four stages of disaster-prevention, preparedness, response, recovery
Nurses Roles and Functions in the Community
a. School nurse
b. Occupational nurse
c. Home care/hospice nurse
d. Parish nursing
Evaluation Tools: Classroom Assessment Techniques (CATs); Rubrics; WSU Nursing Student Course
Evaluation Tool, Faculty Evaluation Tool.
WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department: Nursing
Date January 27, 2009
Course No. NURS 475 Course Name: Community Health Nursing Credits: 4 ((2 theory/2 practicum)
This proposal is for a(n) ___√___ Undergraduate Course
Applies to: ___√___ Major ______ Minor
___√_ Required _____ Required
_____ Elective _____ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills: Arts & Science Core: Unity and Diversity:
_____ 1. College Reading and Writing _____ 1. Humanities _____ 1. Critical Analysis
_____ 2. Oral Communication _____ 2. Natural Science _____ 2. Science and Social Policy
_____ 3. Mathematics _____ 3. Social Science _____ 3. a. Global Perspectives
_____ 4. Physical Development & Wellness _____ 4. Fine & Performing Arts _____ b. Multicultural
Perspectives
_____ 4. a. Contemporary Citizenship
_____ b. Democratic Institutions
Flagged Courses:
___√__ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____3. _b. Critical Analysis
Prerequisites : Admission to the RN-BS Completion Program; prerequisites or co requisites: NURS 375,
NURS 415, NURS 435.
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form.
Department Contact Person for this Proposal:
Martha Scheckel
mscheckel@winona.edu
Course Name: N475 Community Health Nursing
This is a University Studies Flagged course in writing and the first in the nursing curriculum. The goal of
the course is evidence-based practice in working with individuals, families, groups, communities and
populations. Evidence-based clinical decision making incorporates (1) evidence from research and
theories and from opinion leaders and expert panels; (2) evidence from the client’s situation and
availability of healthcare resources; (3) clinical expertise; and (4) information about the client’s
preferences and values. Each student writes a scholarly paper that includes components of evidencebased practice. The student identifies a concept, incorporates his or her clinical expertise, and
formulates levels of prevention and interventions for practice, resulting in a 10-15 page scholarly paper
that follows APA Guidelines. For the concept paper the student is guided by the instructor and peers as
he or she writes a prospectus, a draft, and the final scholarly concept paper.
This course includes requirements and learning activities that promote students’ abilities to:
a. Practice the processes and procedures for creating and completing successful writing in their
fields;
For the concept paper the student locates and evaluates the sources of evidence through
electronic databases, print literature, and practice guidelines in nursing. The student is given
the opportunity to develop these skills in relationship to scholarly writing where synthesis of
published findings is necessary. The student is locating, critiquing, and utilizing findings to guide
his or her practice while incorporating the client’s history, status, preferences, and healthcare
resources. The student is given opportunity to revise and refine his or her writing with the
feedback from faculty and peers.
b. Understand the main features and uses of writing in their fields;
Students develop a basic understanding of the process of integrating reliable evidence from
multiple ways of knowing to inform practice and make clinical judgments. It is part of the
baccalaureate nurses’ professional role to clearly communicate in writing specific practice
standards, policies, and procedures in their agencies and units.
c. Adapt their writing to the general expectations of readers in their fields;
The feedback from faculty and peers helps the student see where his or her writing is not clear
and at the professional level. Students learn to write a scholarly paper using rules for the
preparation of manuscripts provided in the Publication Manual of the American Psychological
Association (5th ed) . With the scholarly paper the process is divided in order for the student to
receive feedback at each stage. First a prospectus is written after initial review of the literature,
along with levels of care and nursing interventions on the topic. This helps the student to
narrow his or her scope plus receive suggestions for related areas of inquiry. Using the feedback
to refine the topic, the student writes a draft. With further instructor and peer feedback, the
student refines the paper.
d. Make use of the technologies commonly used for research and writing in their fields; and
Students use the full range of print and electronic resources: textbooks, case studies, reviews of
literature, research critiques, controlled trials, evidence-based clinical practice guidelines, metaanalyses, systematic reviews, and clinical opinion essays through electronic data search
strategies (e.g. CINAHL, PubMed). These provide the sources of information on the chosen topic
as well as examples of how to organize a paper, clearly communicate one’s ideas, and write
according to APA Guidelines. Additionally, students use client’s, families’, or community records
and own data collection in their decision making processes for client care.
e. Learn the conventions of evidence, format, usage, and documentation in their fields
Students learn how to synthesize the findings and then organize them coherently into papers
that use the rules for the preparation of manuscripts provided in the Publication Manual of the
American Psychological Association (5th ed) which is a common standard within nursing. The
terminology is that of professional healthcare rather than that of the general public.
Writing Flag
University Studies Writing
Flag Outcomes
Student Learning
Outcomes
Assignments
Percentage
Practice the processes
and procedures for
creating and completing
successful writing in their
fields;
Select information and
communication
technologies in
preventive care
Concept Paper
This assignment
constitutes
approximately 40%
of the grade
Use an ethical
framework to evaluate
the impact of social
policies on health care,
especially for vulnerable
populations
Recognize the
relationships of genetics
and genomics to health,
prevention, screening,
diagnostics, prognostics,
selection of treatment,
and monitoring of
treatment
effectiveness, using a
constructed pedigree
from collected family
history information as
well as standardized
symbols and
terminology
Understand the main
features and uses of
writing in their fields;
Conduct comprehensive
and focused physical,
behavioral,
psychological, spiritual,
socioeconomic, and
environmental
assessments of health
and illness parameters
in patients, using
developmentally and
culturally appropriate
approaches
Concept Paper
Adapt their writing to the
general expectations of
readers in their fields;
Implement Populationfocused interventions
with attention to
effective, efficiency and
equity
Concept Paper
Make use of the
technologies commonly
used for research and
Use telecommunication
technologies to assist in
effective
Concept Paper
writing in their fields;
communication in a
variety of healthcare
settings
Learn the conventions of
evidence, format, usage,
and documentation in
their fields.
Conduct a basic health
history, including
recognition of genetic
and genomics to
primary and secondary
prevention to individual
and population health
Employ evidence-based
practices to guide
teaching, health
counseling, screening,
outreach, disease and
outbreak investigation,
referral and follow-up
throughout the lifespan
Concept