BACCALAUREATE DEGREE PROGRAM
WEEKEND COLLEGE SECTION
Nursing 4150 W01:
Community Health Nursing for Complex Families
Winter 2012
SYLLABUS
I.
COURSE NUMBER:
NURS 4150 W01
II.
COURSE TITLE:
Community Health Nursing for Complex Families
III.
COURSE CREDITS:
8 credits (Theory and clinical)
IV.
PLACEMENT IN
CURRICULUM:
Winter Term
Term II 2012
V.
CLASS TIME:
Saturdays, 8:30 am – 4:15 pm
Community Clinical: As arranged
VI.
PLACE:
Whitby Hall 10
VII.
FACULTY:
Course Coordinator:
Karen Sund, RN, MPH
E-Mail: krsund@stkate.edu
Office: Whitby Hall, Room 315, Phone: 651-690-6967
(Home) 651-783-8795
Mary A. Maine, MA, RN, CNE
E-Mail: mamaine@stkate.edu
Office: Whitby Hall, Room 315, Phone: 651-690-6319
(Cell) 612-203-2694
Janet Benz, MA, RN, FCN
Office: Whitby Hall 300, Phone: (Cell) 612-708-5245
VIII. COURSE DESCRIPTION
This course has theory, seminar and clinical components that enable students to apply the
patterns of knowing as they work with vulnerable families in the community. Students focus
on developing skills in mindful practice. Coursework and clinical experiences focus on
increasing critical thinking skill with complex families who would benefit from nursing
interventions that promote family strengths and resilience. Common family nursing
interventions and advanced skills in developing therapeutic relationships with families are
highlighted. Identifying links between policy development and nursing care are emphasized.
VIII: COURSE OBJECTIVES
Upon completion of this course, the student:
1. Applies theoretical concepts in the provision and management of public health nursing
care for families with complex healthcare needs (PHENOMEN OF NURSING)
2. Utilizes a critically reflective thinking process to design, implement, and evaluate the
effectiveness of public health nursing interventions to support and promote adaptive
responses for increasingly complex family situations (CRITICAL THINKING)
3. Synthesizes information into cohesive and organized verbal and written
communication. (COMMUNICATION)
4. Promotes continuity of care within healthcare systems. (SYSTEMS)
5. Integrates healthcare policy leadership into the professional nursing practice roles
(ROLE)
6. Synthesizes research findings into the delivery of nursing and collaborative care
(THERAPEUTIC INTERVENTIONS).
IX.
TEACHING-LEARNING ACTIVITIES
Students are referred to the online Baccalaureate Degree Program Student Handbook,
“Expectations of Faculty and Students Regarding the Teaching-Learning Process.” (Go to
www.stkate.edu/nursing and click on “Student” and the Baccalaureate Degree Handbook.)
Teaching-Learning strategies include: lecture presentations; assigned/required readings; audiovisual materials; reflective journals; on-line case study; oral presentations; clinical thinking
worksheets; nursing care of clients; small group discussion; written assignments; and studentinstructor conferences, when requested.
A. Theory
The theory portion of this course will primarily focus on systemic barriers to health and
nursing interventions relevant to persons and families with complex, chronic social,
emotional and/or physiologic issues. Learning from community clinical experiences,
readings, and previous courses are to be considered, analyzed, and evaluated during class
discussions, including on-line discussion. To maximize learning, each student is expected
to come to class prepared to actively participate in the learning process. Every effort will
be made to cover various topics in class, however frequently due to rich dialogue topics
may not be reviewed; this content remains the students responsibility.
The class is a warm and welcoming environment fostering rich discussion and where
different view points are encouraged and respected.
B. Community clinical
The focus of the community experience is on utilizing the nursing process and PH
Intervention Wheel with individuals, families and groups, in a community setting. You
will be asked to apply theory from your previous and current nursing courses.
1. Expectations
Students are expected to attend all scheduled clinicals. Clinical experiences this term will
include 6 half day experiences at the agency where you are assigned. Each student will
engage in at least one enrichment experience. This experience will provide exposure to
other community services beneficial to your learning. The Project Homeless Connect
experience counts toward the enrichment experience. If you are ill, contact the PHN at
the agency/school you are working with directly.
2. Flexibility and Accountability
Part of your learning about professional nursing practice in community health settings
pertains to accountability and flexibility. You must allow time in your weekly schedule
to (a) attend your assigned clinical, (b) thoroughly document client data and planned
interventions, (c) conference with your clinical instructor as needed; (d) adhere to
policies and procedures of the agency to which you have been assigned.
The dates and times scheduled for clinical will be arranged between you and the public
health nurse you are assigned to (within agency parameters). Your clinical faculty will
communicate specifics regarding documentation. You are accountable for meeting
these obligations as part of the community health experience.
3. Conferences
Conferences with your instructor
Clinical “check-in” will be scheduled as a part of class time. Individual conferences
with your clinical instructor may be scheduled on an as needed basis. You are free to
initiate a conference with your instructor at any time. The purpose of the conference is
to help you achieve the course objectives and to process your public health experiences.
Be prepared to go over your thinking and observations related to planning, nursing
interventions, and the reading you are doing in preparation for your visits. Your
questions and any problems will be discussed during the conference.
4. Assignments
Attend all assigned clinical sessions. It is expected that you seek current literature
related to your clinical experience. It is important that you read literature in addition to
the required readings for the course. For example, include research articles regarding
issues being addressed by the families, students, etc.
PLUS
Complete One Enrichment Experience
If you were NOT able to participate in Project Homeless Connect, students are
expected to complete an additional experience in a community health setting, beyond
the home visits. This may be arranged independently with your clinical faculty.
5. Role of the Faculty Member
The role of the faculty member is to help you achieve optimal learning and accomplish
the course objectives. Feel free to contact instructors by phone or email. If you need
more guidance, feel free to make additional appointments with your faculty member.
6.
Department of Nursing Policies
1.
Make visits within regular agency hours.
2.
Families cannot be transported in student cars.
3.
Jeans, expensive jewelry, or hospital uniforms are not appropriate.
4.
Do not give the family your home phone number. When calling the family either
block ‘caller ID’ (*67) or call from a pay phone.
X. COURSE ASSIGNMENTS AND GRADING
A. Clinical Performance:
Successful completion of this course requires meeting the criteria for “Safe Nursing Practice”
as outlined in the Baccalaureate Degree Program Student Handbook: Section VI. (Go to
www.stkate.edu/nursing and click on “Student” and the Baccalaureate Degree Handbook.)
B. Grading Scale:
Students are referred to the CSC Department of Nursing Student Handbook, Progression in the
Nursing Major. Each nursing course must be satisfactorily completed with a minimum grade
of C in order for the student to progress in the nursing major.
The grading scale for NURS 4150 is found in “Academic Procedures: Grades” in LeGuide.
Grades are determined as follows:
A 96-100%
B+ 90-92% C+ 81-83%
D+ 72-74%
A- 93-95%
B 87-89% C 78-80% Passing
D 69-71%
B- 84-86% C- 75-77%
F 64% or below
C.
Course assignments will be weighted in the course grade as follows:
Name of Assignment
Written portion of Community Health Assessment and
Intervention Project
Oral Presentation of Community Health Assessment and
Intervention Project
Points
%
45 points
15%
15 points
5%
Blackboard Discussion (2 modules)
30 points
10%
Reflection Journals (2)
15 points
5%
PHN Clinical Assignment
60 points
20%
PEEK with Teaching Plan
45 points
15%
Public Policy Assignment
45 points
15%
Class Participation
45 points
15%
Total Points Possible
300 points
100%
It is expected that all course assignments will be completed in order to achieve a passing grade for the
Nursing 4150 course.
Class Participation Points Criteria
Participation is a difficult concept to quantify---it is not something that can be reduced to a simple
mathematic equation. The following guidelines will be used when determining your specific
participation points in this course. Participation points will be assigned at the end of the semester.
Any more than 2 half day absences will result in the loss of all 15 points.
Note: For WO1 section, ½ day = 1 absence; 1 full day = 2 absences.
Class Participation Rubric
There are 5 possible points that may be earned with each face-to-face class
meeting.
Physically present in class and
participates in class activities
and/or discussions
Physically absent from class
and/or no participation in class
activities and/or discussions.
2.5 point
0 points
Completes class preparation
assignments before class.
These assignments must be
turned in or emailed to
instructor by the start of class
time.
Incomplete or lack of class
preparation assignments done
or turned in by the start of
class time.
0 points
2.5 point
Note: For WO1 section, ½ day = 1 absence; 1 full day = 2 absences.
XI.COURSE POLICIES
Students are responsible for all learning activities of the course and are held accountable for all content
presented.
Academic Integrity:
Students are referred to the LeGuide “Student Code of Conduct and Community Expectations”.
Accommodations:
Please refer to student policy in LeGuide: Services for Students with Disabilities
It is College policy to provide, on a flexible and individualized basis, reasonable accommodations to
students who have documented disability conditions (e.g. physical, learning, psychiatric, vision,
hearing, or systemic) that may affect their ability to participate in course activities or to meet course
requirements. Students with disabilities are encouraged to contact the O’Neill Center for Academic
Development. The O’Neill Center is located in the lower level of the Coeur de Catherine. The O’Neill
Center staff can be reached by calling 651-690-6563.
Attendance:
The most significant learning activity is the attendance and active participation in all class sessions.
Being accountable for the knowledge presented to class is an important aspect of professional nursing
practice. Please note that class participation is 10% of the course grade consideration. Therefore,
attendance will be taken at all classes. Students are referred to the CSC on-line Student Handbook,
Policy on Attendance. Any more than 2 absences during the term will result in the loss of ALL
participation points. (For students in the W01 section, ½ day =1 absence; 1 full day=2 absences.)
Excessive absences will be handled on an individual basis.
At the instructor’s discretion, all late assignments will have a 10% per day point reduction. Late
postings for Online Discussion Board assignments will not be graded.
XII.
PROFESSIONAL STANDARDS, ABILITIES AND COLLEGE REQUIREMENTS
Professional Standards:
Nursing faculty in the Department of Nursing are committed to using professional nursing standards in
the development, implementation, and evaluation of curricula. Professional standards are also used by
nursing faculty to promote and evaluate student learning.
In the Weekend Section of the Baccalaureate Degree Program, these professional standards include:
 Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)
 Accreditation Manual for Post Secondary and Higher Degree Programs in Nursing and
Interpretive Guidelines by Program Type (NLNAC, 2003)
 Nursing’s Social Policy Statement, 2nd Edition (ANA, 2003)
 The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 1998)
 Nursing: Scope and Standards of Practice (ANA, 2004)
College Writing and Technology Requirements:
The College requirements on Information/Technology that are integrated into this course are:

Tools Use, Information Use, Research Skills
NURS 4150 Community Health Assessment and Intervention Project and Class Presentations:
Students are to use computerized searches and demonstrate knowledge in distinguishing their
own ideas from those in the literature.
NURS 4150 On-line Reflection and Discussion: Students must access and use Blackboard for
all reflection and discussion.

Systems Use and Text Processing
NURS 4150 Papers: Students must word process according to established guidelines for
formatting paper and using system tools. All papers should be saved as a Word.doc (2007 or
less) or in rich text format (rtf).
The College requirements on Writing that are integrated into this course are:

Class Content on Writing
Discussion of writing process will take place during the introduction of the Community Health
Assessment and Intervention Project, along with discussion of APA formatting and plagiarism.

Formal Writing
NURS 4150 Community Health Assessment and Intervention Project

Informal Writing
Clinical assignments
All assignments are expected to demonstrate college level writing. (See previous definition of college
level writing.) Unless otherwise indicated on the assignment, a minimum of ½ point deduction will be
taken for any writing that does not meet this expectation.
Writing resources:
All formal writing assignments are expected to use APA format. Resources for APA format are:
American Psychological Association. (2001). Publication manual of the American
Psychological Association. Washington, DC: Author.
http://owl.english.purdue.edu/owl/resource/560/01/
http://library.stkate.edu/guides/APA.html
XIII. REQUIRED TEXTBOOKS (includes all textbooks from previous nursing courses)
Clark, M.J., (2008). Community health nursing: Advocacy for population health. 5th ed. Upper
Saddle River, N.J.: Pearson/Prentice Hall.
Hood, L.J. & Leddy, S.K. (2010). Leddy & Pepper’s Conceptual Bases of Professional
Nursing. 7th ed. Philadelphia: Lippincott, Williams, & Wilkins.
Minnesota Department of Health. (2001). Public health interventions:
Applications for public health nursing practice. St. Paul, MN: Author.
Skloot, R., (2010). The Immortal Life of Henrietta Lacks. New York: Crown Publishing
Group.
XIV. Recommended Text:
US DHHS. (2000). Healthy People 2010. Available at
http://www.healthypeople.gov/