GREAT BASIN COLLEGE
BACHELOR OF SCIENCE IN NURSING PROGRAM
Spring 2010
NURS 436: COMMUNITY HEALTH NURSING IN THE RURAL SETTING PRACTICUM
(7 CREDITS –5.5 Theory/1.5 Clinical.
I.
GENERAL INFORMATION
CATALOG DESCRIPTION
An application course in which population-focused theory, knowledge and skills to
provide care for individuals, families and groups are utilized in the rural community
setting. Emphasis is on interpersonal and clinical therapies, coordination of community
resources and exploring the community as client. Prerequisite/Corequisite:
Asmission to the BSN program/NURS 434: Community and Family Health Nursing
in the Rural Setting.
INSTRUCTOR: Sharon Sutherland, MSN, RN
PHONE:
753-2017 (Office)
Cell: 934-2336
OFFICE: HEALTH SCIENCES BUILDING – ROOM 117
FAX: 775-753-2151
E-MAIL: sharons@gwmail.gbcnv.edu
Note: Please use Web Campus mailbox to communicate with me. I will respond to
your e-mails within 24 hours except on weekends. I will only check my e-mail one
day out of the weekend. If it is an emergency call me on my cell phone.
OFFICE HOURS: By appointment
Theory Schedule: on line from January 25, 2010 to May 14, 2010
Clinical Schedule: February 8, 2010 to May 7, 2010
II.
REQUIRED TEXTS & RESOURCES
Stanhope, M. and Lancaster, J. (2008). Public Health Nursing (7th edition). St Louis,
MI: Mosby.
SUGGESTED TEXT
Perin, R. (2007). Pocket Guide to APA Style. (2nd Edition). Boston: Houghton
Mifflin Company.
III.
REQUIRED VIDEOS: None
IV.
ATTENDANCE POLICY:
Since this class utilizes a self-directed learning format, students are not required to be
physically present in a classroom. Students are expected to log-on to Web Campus to
access the course at least two times a week. See page 23 of the Handbook for further
information concerning the attendance policy.
V.
METHODS OF INSTRUCTION:
This application course is comprised of both didactic and clinical learning activities
related to the nursing care of clients within the community setting. The didactic activities
consist of a total of 5.5 credits in a web-based learning environment (WebCampus 6).
This course uses an online (Web Campus) format consisting of 4 learning modules.
Each learning module contains a reading assignment along with other assignments. A
separate resource section covering all four learning units is also available on the Evolve
web site which contains case studies & answers, content resources, content updates, a
glossary, power points, sample test questions and web links. Students will have
approximately 4 weeks to complete each learning module.
The clinical activities consist of a total of 68 hours (1.5 credits) working in a community
health related setting (e.g., Community Health Department, Hospice, Home Health
Agency, etc.).
Satisfactory completion of both didactic and clinical hours and the accompanying
learning activities is a requirement for successful completion of the course.
VI.
COURSE FORMAT:
DIDACTIC LEARNING ACTIVITIES
The theory portion of this course uses an online format through Web Campus and
consists of 4 Learning Modules. Students will have 15 weeks to complete the 4 modules
which consist of reading assignments, a power point on vunerable populations, a culture
assignment, and a portfolio. Learning resources are availabe through the Evolve
website https://evolve.elsevier.com and virtually unlimited resources through the
internet. All assignments must be in correct APA format with proper references and
headings and must be submitted as a word attachment.
CLINICAL ACTIVITIES
Beginning February 8th through May 7th, RN students will have a total of 12 weeks to
complete 68 hours of clinical practice working in a community health related setting
(e.g., Community Health Department, Hospice, Home Health Agency, etc.). You will be
assigned to 2 different agencies. You must send me your clinical assignment through
the mail section in Web Campus. If you need to change your clinical schedule, your
instructor needs to be notified.
During this 68 hour clinical experience, RN students will participate in the direct and
indirect care of clients within the community setting with patients with alterations in
physiological and psychological functioning.
RN student participation in the care of clients is defined as:
1) on site provision of nursing care in the community setting with the sole purpose of
applying the pathophysiological concepts and principles learned during the didactic
portion of the course
2) on site time spent working on gathering information in support of assignments directly
related to the overall course objectives (e.g., clinical log entry and concept mapping
(Note: clinical time does not include library and research preparation for assignments
and/or travel to and from the clinical agency).
At no time, should this 68 hour clinical experience requirement be done in
conjunction with an RN student’s regularly scheduled shift as an RN.
RN students will work directly with RNs assigned to the community setting in meeting
the course objectives. Because RN students are licensed professionals, they are
ultimately responsible for their own practice including knowledge of and adherence to
The Nevada State Board of Nursing’s Nurse Practice Act as well as agency and
departmental policies and practices. These policies and practices include (but are not
limited to) clinical performance standards, professional behavior standards, dress-code
standards, documentation standards, safety standards, and ethical/legal standards.
VII
THEORY EVALUATION
The theory portion will be evaluated by several assignments: cultural assignment, a
power point on vunerable populations, and a portfolio. The portfolio will be divided up
into 4 sections and each section must be submitted within the designated time frame. At
the end of the semester all portfolios will be posted and each student must make one
posting about another student’s portfolio. All assignments will be graded by a rubric.
Prior to submitting an assignment, review the grading rubric for that assignment.
VIII.
CLINICAL EVALUATION
A. Clinical Log
Each RN student will maintain a log as part of their clinical rotation. The purpose of this
log is to provide the student with the opportunity to reflect upon and analyze their own
behaviors relative to the clinical rotations they experience. An entry should be made for
each clinical rotation that the student completes (unless you are scheduled for less than
4 hours). For example, if a student chooses to do 8-hour clinical rotations in order to
meet the 68 hour requirement, a total of 7 entries should be completed. If a student
chooses to do 12-hour clinical rotations to meet the requirement, then a total of 6 entries
should be completed. RN students might want (or need) to do a combination of hours
based on their work schedules. Regardless of how RN students arrange to complete
the 68 hour requirement, an entry for each clinical rotation is required.
One clinical log will include an analysis of a presentation by the student about a current
issue that significantly affects the health of a population aggregate in the United States
for the staff of the agency or for the clients of the agency. The topic must be approved
by the instructor.
The total points for the clinical logs are 200 points (the points will be weighted on how
many journal entries are needed).
RN student clinical log entries should address ALL of the following areas and be posted
in the Assignment area located inside the NURS 436 Web campus course within 48
hours of the specific clinical rotation. Each clinical log will be submitted as a word
document attachment and must be in correct APA format with a minimum of TWO
references. Do not include a title page or an abstract.Each clinical log must include all of
the following:
1. Description of new learning experiences.
2. Critical analysis and insights of activities, experiences and observations of others.
3. Progress in meeting one of the learning outcomes for one of the Learner Modules (do
not use any of the course outcomes). List the outcome in your clinical log.
4. A summary analyzing one professional strengths and one area for improvement.
As part of the clinical rotation experience, RN students will work with another RN (i.e.,
preceptor) to assist them with joint goal-setting and identification of learning needs in
relation to NURS 436 outcome objectives.
B. Student Evaluation by the Preceptor:
It is the responsibility of the RN student to ensure that their preceptor completes one
clinical evaluation form) at the completion of the clinical rotation. This should be a
collaborative effort and include discussion regarding ways in which learning outcomes
have been accomplished and/or ways in which learning outcomes can be further met.
Each section needs to be completed in detail (25 points).
The clinical evaluation form will be rated according to the following guidelines for each
provider of care outcome:
1 = Satisfactory
2 = Improvement Needed
N/A = not applicable
RN students who receive a rating of 2 in any one of the 7 provider of care outcomes will
meet with the NURS 338 faculty to further evaluate their competencies and identify
ways in which performance can be improved.
Evaluation scores of 1 (Satisfactory) will be considered “Satisfactory” (i.e., Pass);
Continued evaluation scores of 2 (Improvement Needed) will be considered
“Unsatisfactory” (i.e., No Pass) on a case-by-case basis in consultation with the RN
Preceptor, BSN faculty member, BSN student and BSN Program Director.
C. Preceptor Evaluation by the R.N. Student:
RN Students will evaluate their preceptors at the end of the clinical rotation. The
evaluations are valuable in identifying the strengths of the preceptor as a role model
and facilitator of RN – BSN learning. Each section needs to be completed in detail.(25
points).
You need to fill out one preceptor evaluation for each agency and your preceptor from
each agency needs to fill out one evaluation on you.
D. Concept Map About The Assessment of Your Community Agency
Students will develop a concept map with the following information for each agency:
1. Description of agency
2. Services provided by agency
3. Funding for agency
4. Effectiveness of agency meeting the needs of the target population
5. Community health nurses’ role and responsibility in the agency
IX
GRADING POLICY
Assignments- Theory
Maximum Points
Cultural Assignment
100
Power Point on Vunerable Populations
100
Portfolio
500
1. Community Assessmewnt
100 points
2. Problem Identification
100 points
3. Interventions
100 points
4. Evaluation
200 points
700 points
Assignment Clinical
Clinical Log (weighted for total points-200)
200
Clinical Evaluation
25
Preceptor Evaluation
25
Concept Map on Assessment of Your Community
Agency
50
Clinical 30%
300 points
Theory
300
Clinical
700
Total 100%
1000 points
The final grade for the class will be determined by adding up all the points received in
the didactic and clinical sections and based on the following:
1000-950 points = A
949-900 points = A899-870 points = B+
869-830 points = B
829-800 points = B799-770 points = C+
769-730 points = C
729-700 points = C699-670 points = D+
669-630 points = D
629-600 points = D599 points or below = F
Any test, assignment, etc. submitted after the deadlines listed will automatically have a
10% point deduction for each day after the deadline.
X.
OTHER COURSE RESOURCES
http://www.healthypeople.gov/
http://wonder.cdc.gov/data2010/
http://www.health.gov/phfunctions/public.htm
http://www.cdc.gov/nchs/hus.htm
http://www.apha.org/
http://www.naccho.org/
http://www.census.gov/
http://www.dhhs.gov/
http://www.usphs.gov/
http://www.apha.org/membergroups/sections/aphasections/phn/about/
http://www.cdc.gov/nccdphp/publications/aag/reach.htm
XI.
ACADEMIC HONESTY
Great Basin College considers academic honesty one of its highest values. A student
who obtains academic credit for work that is not the product of his or her own effort is
being dishonest and undermining the academic integrity of the college. Students are
expected to be the sole authors of their work. Use of another’s ideas must be
accompanied by specific citation and reference. In addition, a learner may not submit
the same work for credit in more than one course. The disciplinary consequences of
plagiarism and other forms of academic dishonest include non-acceptance of work
submitted, a failing grade in the course, and/or or other disciplinary action as outlined in
Great Basin College’s Student Conduct Policy.
XII.
STUDENT CONDUCT:
Student dialogue and feedback with one another and the instructor are extremely
important to learning. Although student interactions are mainly through Web Campus,
students should feel free to contact the instructor by phone or make an appointment.
The BSN Program is committed to open, frank, and insightful dialogue between and among
students and faculty. Diversity has many manifestations including diversity of thought, opinion
and values. Students are encouraged to be respectful of that diversity and to refrain from
inappropriate commentary. Should such inappropriate comments occur, the instructor will
intervene as they monitor student discussions throughout the course.
Conduct within courses should be guided by common sense and basic etiquette. The following
are good guidelines to follow:
Never post, transmit, promote, or distribute content that is known to be illegal
Avoid overtly harassing, threatening, or embarrassing fellow students. If you disagree with
someone, respond to the subject, not the person.
Refrain from transmitting or distributing content that is harmful, abusive, racially or ethnically
offensive, vulgar, sexually explicit, or otherwise.
In sum: BE POLITE
Students are strongly encouraged to print a copy of their written work to keep as a log of
their participation in the discussion forum.
XIII.
ACCOMADATIONS FOR DISABILITIES
Great Basin College is committed to providing equal educational opportunities to qualified
students with disabilities in accordance with state and federal laws and regulations, including
the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A
qualified student must furnish current verification of disability. The Director of Services for
Students with Disabilities (Julie G. Byrnes) will assist qualified students with disabilities in
securing the appropriate and reasonable accommodations, auxiliary aids and services. For
more information or further assistance, please call 775.753.2271.
GREAT BASIN COLLEGE
BACHELOR OF SCIENCE in NURSING (RN-BSN) PROGRAM
MISSION: The mission of GBC’s Bachelor of Science in Nursing Degree Program is to
provide a superior, innovative post-secondary educational experience that is highly
responsive to the undergraduate RN student by preparing them for enhanced practice
and leadership opportunities in a variety of health care settings in central and
northeastern Nevada.
PROGRAM OUTCOMES
PROVIDER OF CARE: In this role, the registered nurse uses theory and researchbased knowledge in the direct and indirect delivery of care for individuals, family, groups
and communities. In this role, the registered nurse possesses and utilizes a welldelineated, broad knowledge base that incorporates strong critical thinking,
communication, and assessment skills. In this role, the registered nurse also serves as
an advocate and educator in the delivery of care in and across all environments to
increasingly diverse populations. Fundamental to the delivery of care is continual
outcomes evaluation and implementation of successive improvement measures.
DESIGNER/MANGAGER/COORDINATOR OF CARE: In this role, the registered
nurse functions autonomously and interdependently in an ever-changing and evolving
health care system. In this role, the registered nurse must possess the knowledge and
authority to delegate tasks to other health care personnel, as well as supervise and
evaluate these personnel.
PROFESSIONAL MEMBER: In this role, the registered nurse is committed to life-long
learning, remains active in the political and regulatory process that influences health
care delivery, and possesses a set of values and framework consistent with the delivery
of high quality, cost-effective, ethical care. In this role, the registered nurse leads self
and others in the incorporation of professional standards and accountability into
practice.
The following essential skills and critical behaviors are key constructs that are
derived from GBC’s conceptual framework. They provide the theoretical
underpinnings for all nursing actions and roles in the baccalaureate degree
nursing program.
ESSENTIAL SKILLS
ES 1-COMMUICATION
Communication is a complex, ongoing, interactive process involving oral, nonverbal,
written and listening skills. Effective communication skills form the basis for meaningful
and professional interpersonal relationships with individuals, family members, and
groups of individuals including health care team members, peers, supervisors, faculty,
and community leaders.
ES-2-CRITICAL THINKING
Critical thinking skills involve a reasoned, interactive and reflective process focused on
deciding what to believe or do. Critical thinking involves the ability to identify and
challenge assumptions, the ability to explore and imagining alternatives, as well as the
ability to make judgments based on evidence (i.e., fact) rather than conjecture (i.e.,
guesswork).
ES-3 -EVIDENCE –BASED PRACTICE
Evidence based practice is an informed approach to one’s practice that uses problemsolving methods that integrate best research evidence, reflection, client preference and
values, and clinical expertise.
ES-4- TECHNICAL COMPETENCY
Technical competency is the performance and monitoring of nursing interventions
based on the ongoing acquisition of knowledge and skills relative to new scientific
knowledge and technological advances. These actions involve critical thinking as well
as processing and planning clinical interpersonal and/or physical skills that may be
selected and performed with the client’s participation.
ES-5- ASSESSMENT
Assessment skills involve the gathering of information about the health status of the
patient, analyzing and synthesizing those data, making judgments about nursing
interventions based on the findings, and evaluating patient care outcomes. Assessment
also includes understanding the family, community or population and utilizing data from
organizations and systems in planning and delivering care.
CRITICAL BEHAVIORS
CB-1-ACCOUNTBAILITY
Accountability is the state of being responsible for one’s individual behaviors and their
outcomes when assuming the professional role. Being accountable means being
attentive and responsive to the health care needs of the individual, family, or group. It
means providing an explanation to self, to the client, to the organization in which one
functions and/or works, as well as to the nursing profession. The RN-BSN Program
faculty believes that the initial groundwork for accountability is laid during the Associate
Degree in Nursing Program and continues throughout the student’s professional career.
Ideally, continued educational experiences strengthen the student’s ability to further
explore, analyze, and test one’s functioning relative to accountability.
CB-2-SELF-LEADERSHIP
Self leadership can be described in terms of an individual having a positive self-regard
which consists of knowing one’s strengths and weaknesses, allowing oneself to be
challenged and strengthened through goal setting, and understanding the fit between
one’s ability to contribute to the organization and the organization’s needs. Selfleadership is also the influence that individuals have over themselves to regulate,
manage, direct, and/or control their own behavior.
CB-3-PROFESSIONALISM
Professionalism is defined in terms of Flexner’s criteria of a profession. As such,
nursing is regarded as an intellectual activity in which the activities and techniques can
be taught, are practical in nature and based on a body of knowledge. In this context,
nursing is characterized by a strong organizational community motivated by altruism.
The right to self-determination (i.e., professional autonomy), respect for the inherent
worth and uniqueness of individuals and groups, integrity and social justice serve as
additional values that guide professional thinking and behavior.
CB-4-LIFE- LONG LEARNING
Lifelong learning involves the ongoing evaluation and re-evaluation of one’s personal
and professional developmental goals and the identification of specific actions needed
in order to accomplish these goals. This process is carried out in harmony with one’s
current professional practice environment, in collaboration with one’s professional
colleagues, and in keeping with one’s professional organizational affiliations.
CB-5-COLLABORATION
Collaboration is defined as the intentional act of professionals working together toward
a common goal. In successful collaboration, mutual respect for each professional’s
background and commitment to respond to problems as a whole are essential.
Fundamental to the concept of collaboration is the ability to independently communicate
and make decisions in support of the individual, family, group or community.
CB-6- DELEGATION
Delegation is defined by the American Nurses Association as the transfer of the
performance of an activity from one individual to another, with the former retaining
accountability of the outcome. Delegation within the context of nursing is a complex
activity because of the diversity, number, and varying degrees of knowledge and skill
levels of care providers. In addition, delegation is dependent on the presence of
effective interpersonal relationships among care providers, individuals and health care
environments. Delegation involves knowing one’s strengths, weaknesses, knowledge,
skills, job description, job-related circumstances and state practice acts. Knowing
members of one’s health care team relative to these areas is also essential for effective
delegation.
CB-7-EVALUATION
Evaluation involves the analysis of information received. It is a critical phase in the
nursing process. In this phase, the nurse examines an individual’s, family’s, group’s or
community’s progress in relation to established goals to determine whether a problem
or situation is resolved, is in the process of being resolved, or is unresolved. Evaluation
may also indicate a need to change the established goals because they are
unattainable, inappropriate, based on inadequate information, and/or based on incorrect
analysis.
NURSING ROLES &
RELATED STUDENT OUTCOMES
FOR NURS 436
In accordance with the philosophy and conceptual framework of the BSN Program,
students who successfully complete the program will:
1. As a Provider of Care:
Related Student Outcomes:
A. Utilize applicable theoretical approaches to public and community health care
provision.
B. Identify and provide culturally and spiritually sensitive care to families,
communities and other specific populations.
C. Describe the role of the nurse working with established groups toward family
and community health goals.
D Evaluate evidenced-based research and apply findings to community/familyoriented nursing practice.
E. Demonstrate the ability to utilize nursing interventions that are sensitive to
such variables as gender, culture, race, religion, socioeconomic status and
lifestyle choices.
F. Demonstrate accountability in the practice ofcommunity nursing according to
ethical, legal and professional standards.
G. Use advanced technology in a safe and effective manner in the community
setting.
H. Utilize therapeutic and effective interpersonal communication skills as both a
provider of care and member of an interdisciplinary health team in the community
setting.
I. Integrate health-related data and information technologies to maximize
outcoes for the patient in the community setting.
J. Serve as a patient’s advocate in the community setting.
2. Apply methods of scientific inquiry in nursing practice as a means of
improving health care delivery.
Related Student Outcomes:
A. Utilize appropriate evaluation methods to evaluate effectiveness of care
delivered in the community setting.
3. As a Designer/Manager/Coordinator of Care:
Related Student Outcomes:
A. Examine and describe the community-oriented nursing roles that are
essential to health promotion, illness prevention, and illness care across the
lifespan.
B. Analyze barriers to care in various select populations in the cumminity.
C. Adhere to the scope of practice, roles, and functions of case managers and
explain the legal and ethical issues confronting their utilization.
D. Examine and describe the interplay between environment, social and cultural
influences in community-oriented nursing.
E. Utilize knowledge related to healthcare policy, finance, and regulatory
environments in providing and evaluating community health care delivery.
F. Collaborate with consumers, other health care professionals and
agencies in the planning, coordination, and delivery of comprehensive,
cost-effective community health care.
4. Serve as leaders and change agents in the assessment and improvement of
health care delivery within the rural setting.
Related Student Outcomes:
A. Assume a leadership role within one’s scope of practice by applying
leadership concepts, skills, and decision making in the rural community
setting.
B. Apply knowledge of complex organizational systems in the community
settings and how they relate to healthcare.
C. Organize, manage, and evaluate the development of strategies to promote
health and disease prevention at the individual and population level in the
community setting.
D. Employ principles of quality improvement, healthcare policy and costeffectiveness to improve healthcare delivery in the community setting.
5. As a Member of a Profession:
Related Student Outcomes:
1. Contribute to the body of ongoing knowledge for the development and
utilization of best practice and outcome-based practice in the family and
community health arena.
2. Incorporate professional nursing standards of practice and accountability into
practice in the community setting.
3. Work within the legalscope of one’s practice and adhere to licensure law and
regulations within the community setting.
4. Understand, value and promote the professional role of nursing
including accepting responsibility and accountability for continued
personal and professional growth.
COURSE OUTLINE
DATE
READING
ASSIGNMENTS
OTHER ASSIGNMENTS
Learning Module 1
Stanhope Chapters
1,3,5,7,& 9
Cultural Assignment due
Stanhope Chapters
Community assessment
due 3/7/10
January 25, 2010 to
February 21, 2010
Learning Module 2
February 22, 2010 to
March 21, 2010
Learnin Module 3
March 29, 2010 to April
18, 2010
Learning Module 4
April19, 2010 to May14,
2010
13,14,15 &16
2/19/10
Identification of problems
for portfolio due 3/21/10
Stanhope Chapters
19,22,24,& 25
Stanhope Chapters
30,31,33,34,35,& 36
Interventions for portfolio
due 4/11/10
Evaluation of
interventions for the
portfolio due 4/25/10
Power Point on
vulnerable populations
due 5/4/10
2 concept maps on
agencies due 5/10/9
Preceptor/Student Evals
due 5/10/9
‫٭‬In this class the cognitive, psychomotor, and affective outcomes are integrated.
LEARNER OUTCOMES AND MEASUREMENT
Module 1:
Dates: January 25, 2010 to February 21, 2010
Theory Readings and Assignments:
A. Stanhope- Chapters 1, 3 ,5,7, & 9
B. Cultural assessment assignment
Assessment, Measurement & Evaluation of Learner Outcomes:
A. Cultural assessment
B. Clinical Log
C. Concept Map
D. Community assessment
E. Identification of problems for portfolio
F. Interventions for problems for portfolio
G. Evaluation of problems for portfolio
H. Power Point -Venerable Populations
Learner outcomes:
Chapter 1
1.
State the mission and core functions of public health and the essential public
health services. (B, C)
2.
Describe specialization in public health nursing and community health nursing,
and the practice goals of each. (B)
3.
Contrast clinical community health nursing practice with population-focused
practice. (B)
4.
Name barriers to acceptance of population-focused practice. (A, B, C, G)
5.
Identify quality performance standards in public health. (B, C)
Chapter 3
1.
Define public health and primary health care and explain the nursing roles in
each. (B, C)
2.
Describe the current public health system in the United States. (B, D)
3.
Compare and contrast the responsibilities of the federal, state, and local public
health systems. (B, C)
Chapter 5
1.
Relate public health and economic principles to nursing and health care. (B, C, F)
2.
Identify major factors influencing national health care spending. (B, C, F)
3.
Analyze the role of government and other third-party payers in health care
financing. (B, D)
4.
Identify mechanisms for public health financing of services. (B, D)
5.
Discuss the implications of health care rationing from an economic perspective. .
(B, D)
6.
Evaluate levels of prevention as they relate to public health economics. (B, C, D)
Chapter 7
1.
Discuss the effect of culture on nursing practice. (A, B, D, G, H)
2.
Describe the process for developing cultural competency. (A, B, G)
3.
Describe major barriers to developing cultural competence. (A, B)
4.
Conduct a cultural assessment on a person from a culture different from the
nurse’s own culture. (A, D)
5.
Develop culturally competent nursing interventions to promote positive health
outcomes for culturally diverse clients. (B, F)
6.
Analyze the nurse’s role as an advocate for culturally competent nursing care. (B,
C)
Chapter 9
1.
Identify the components of the Intervention Wheel. (D)
2.
Describe the assumptions underlying the Intervention Wheel. (D)
3.
Define the wedges and interventions of the Intervention Wheel. (D, F)
4.
Differentiate among three levels of practice: community, systems, and individual
or family. (B, D)
5.
Apply the nursing process at three levels of practice. (A, B, D, E, F, G)
Module 2:
Dates: February 22, 2010 to March 21, 2010
Theory Readings and Assignments:
A. Stanhope- Chapters 13, 14, 15, & 16
B. Community assessment assignment
Assessment, Measurement & Evaluation of Learner Outcome
A. Community Assessment
B. Clinical Log
C. Concept map
D. Community assessment
E. Identification of problems for portfolio
F. Interventions for problems for portfolio
G. Evaluation of problems for portfolio
H. Power Point -Venerable Populations
Learner outcomes:
Chapter 13
1.
Describe three domains of learning. (B)
2.
Identify the nine steps of community health education. (B,F)
3.
Outline the six principles that guide effective educators. (B)
4.
Describe member interaction and group purpose as the major elements of a
group. (B)
5.
Analyze the effect of cohesion on group effectiveness. (B)
6.
Identify the influence of group norms on group members. (B,D)
7.
Evaluate nursing behaviors that assist groups in promoting health for individuals.
(B , G)
8.
Describe the role of the nurse working with established groups toward community
health goals. (B, F, H)
9.
List the five steps of the educational process. (B)
10.
Describe the importance of evaluating the educational product. (B, G)
Chapter 14
1.
Contrast the health paradigm and the pathogenic paradigm as the basis for
health promotion, illness prevention, and illness care interventions. (B)
2.
Analyze the interrelationships of individual, family, aggregate, and community as
the targets of health promotion strategies. (B.E)
3.
Apply evidence-based practice at multiple levels of the client system: individual,
family, aggregate, and community. (B)
4.
Analyze community-oriented nursing roles that are essential to health promotion,
illness prevention, and illness care. (B, E, H)
Chapter 15
1.
Understand concepts basic to nursing practice: community, community client,
community health, and partnership for health. (B, C)
2.
Understand the relevance of the nursing process to nursing practice in the
community. (B, D, E, F, G)
3
Analyze the importance of community assessment in nursing practice. (A, B, D)
4.
Decide which methods of assessment, intervention, and evaluation are most
appropriate in given situations in the community setting. (A, B, D, E, F, G)
5.
Develop a nursing care plan for a community problem. (A, D, E, F, G)
Chapter 16
1.
Compare and contrast the health status of rural and urban populations on select
health measures. (B, H)
2.
Analyze barriers to care in health professional shortage areas and for
underserved populations. (A, B, E, H)
3.
Evaluate issues related to delivery of services for rural underserved populations.
(B, G,H)
4.
Describe characteristics of rural and small-town residency. (A, B, C, D)
5.
Examine the role and scope of community and public health nursing practice in
rural and underserved areas. (A, B, H)
6.
Evaluate two professional–client–community partnership models that can
effectively provide a continuum of care to residents living in an environment with
sparse resources. (B, F, H)
Module 3:
Dates: March 29, 2010 to April 18, 2010
Theory Readings and Assignments:
A. Stanhope- Chapters 19,22, 24,& 25
B. Interventions for portfolio
Assessment, Measuremgnment & Evaluation of Learner Outcomes:
A. Community Assessment
B. Clinical Log
C. Concept map
D. Community assessment
E. Identification of problems for portfolio
F. Interventions for problems for portfolio
G. Evaluation of problems for portfolio
H. Power Point -Venerable Populations
Learner outcomes:
Chapter 19
1.
Define continuum of care, case management, and advocacy. (B)
2.
Describe the scope of practice, roles, and functions of a case manager. (B)
3.
Compare and contrast the nursing process with processes of case management
and advocacy. (A, B, D, E, F, G)
4.
Identify methods to manage conflict, as well as the process of achieving
collaboration. (B)
5.
Define and explain the legal and ethical issues confronting case managers. (B)
Chapter 22
1.
Compare and contrast the program management process and the nursing
process. (A, B, D, E, F, G)
2.
Analyze the application of the program planning process to nursing. (B)
3.
Apply a program planning method in the community nursing practice. (B)
4.
Analyze the components of program evaluation methods, techniques, and
sources. (B, G)
5.
Compare different types of cost studies applied to program management. (B, C)
Chapter 24
1.
Explain the challenges of family nursing in the community setting. (A, B, D)
2.
Describe family demographic trends. (B)
3.
Predict how demographic changes will affect the health of families. (B)
4.
Define family; family nursing; family health; and healthy, nonhealthy, and resilient
families. (B,H)
5.
Analyze changes in family function and structure. (B, H)
6.
Compare and contrast the four ways to view family nursing. (B, H)
7.
Compare and contrast two different models and approaches that can be used for
family assessment and intervention. (A, B, D)
8.
Summarize how the genogram and ecomap assist in family assessment. (D)
9.
Describe barriers to family nursing. (B, H)
10.
Discuss implications for social and family policy. (B)
Chapter 25
1.
Analyze the various approaches to defining and conceptualizing family health.
(B)
2.
Analyze the major risks to family health. (B, H)
3.
Analyze the interrelationships among individual health, family health, and
community health. (B, D)
4.
Explain the relevance of knowledge about family structures, roles, and functions
for family-focused nursing in the community. (B, D, E)
5.
Discuss the implications of policy and policy decisions, at all governmental levels,
on families. (B, H)
6.
Explain the application of the nursing process (assessment, planning,
implementation, evaluation) to reducing family health risks and promoting family
health. (A, B, D, E, F, G)
Module 4:
Dates: April19, 2010 to May14, 2010
Theory Readings and Assignments:
A. Stanhope- Chapters 30, 31, 33, 34 35, & 36
B. Evaluation of interventions for the portfolio
C. Power Point on venerable populations
D. Two Concept Maps about Agencies
E. Student/Preceptor Evaluation
Assessment, Measurement & Evaluation of Learner Outcomes:
A. Community Assessment
B. Clinical Log
C. Concept map
D. Community assessment
E. Identification of problems for portfolio
F. Interventions for problems for portfolio
G. Evaluation of problems for portfolio
H. Power Point -Venerable Populations
Learner outcomes:
Chapter 30
1.
Define what is meant by vulnerable populations. (A, B, C, D, H)
2.
Analyze trends that have influenced the development of vulnerability among
certain population groups and social attitudes toward vulnerability. (B, H)
3.
Analyze the effects of public policies on vulnerable populations and on reducing
health disparities experienced by these populations. (B, H)
4.
Examine the multiple individual and social factors that contribute to vulnerability.
(B, H)
5.
Evaluate strategies, including governmental, community-based, and private
programs that nurses can use to improve the health status and eliminate health
disparities of vulnerable populations. (B, G, H)
Chapter 31
1.
Analyze the concept of poverty. (B, D, H)
2.
Discuss nurses’ perceptions about poverty and health. (B, H)
3.
Describe the social, political, cultural, and environmental factors that influence
poverty. (B, H)
4.
Discuss the effects of poverty on the health and well-being of individuals,
families, and communities. (B, G, H)
5.
Analyze the concept of homelessness. ( H)
6.
Discuss nurses’ perceptions about homelessness and health. (H)
7.
Describe the social, political, cultural, and environmental factors that influence
homelessness. (H)
8.
Discuss the effects of homelessness on the health and well-being of individuals,
families, and communities. (H)
9.
Discuss nursing interventions for poor and homeless individuals. (F,H)
Chapter 33
1.
Discuss approaches that could be used in working with the adolescent client. (B,
F,H)
2.
Identify trends in adolescent pregnancy, births, abortions, and adoption in the
United States. (B, H)
3.
Discuss factors that may affect whether a teenager becomes pregnant. (B, H)
4.
Develop nursing interventions for the prevention of pregnancy problems that
adolescents are at risk for experiencing. (B, F, H)
5.
Identify nursing activities that may contribute to the prevention of adolescent
pregnancy. (B, F, H)
Chapter 34
1.
Discuss essential mental health services and corresponding national objectives
for healthier people. (B, H)
2
Evaluate standards, models, concepts, and research findings for use in
community mental health nursing practice. (B, H)
3.
Describe the role of the community mental health nurse with individuals and with
groups at risk for psychiatric mental health problems. (B, H)
4
Apply the nursing process in community work with clients diagnosed with
psychiatric disorders, families at risk for mental health problems, and vulnerable
populations. (B, H)
5
Examine strategies to improve the mental health of people who are at risk in a
complex society. (B, H)
Chapter 35
1.
Differentiate between the terms substance use, abuse, dependence, and
addiction. (H)
3.
Examine the differences among the major psychoactive drug categories. (B, H)
4.
Explain the role of the nurse in primary, secondary, and tertiary prevention of
alcohol, tobacco, and other drug problems as it relates to individual clients and
their families. (B, H)
5.
Evaluate the role of the nurse in primary, secondary, and tertiary prevention of
alcohol, tobacco, and other drug problems as it relates to the community and
national policies. (B, H)
Chapter 36
1.
Discuss the scope of the problem of violence in American communities. (A, D, B,
H)
2.
Examine at least three factors existing in most communities that influence
violence and human abuse. (B, E, H)
3.
Identify at least three types of community facilities that can help prevent violence.
(B, C, H)
4.
Identify indicators of potential child abuse. (B, H)
5.
Discuss abuse of older adults as a crucial community health problem. (B, H)
6.
Evaluate the roles that nurses can assume with rape victims. (B, H)
7
Analyze primary preventive nursing interventions for community violence. (B, F,
H)
8.
Evaluate the different responses that a nurse would expect to see in a battered
woman from the beginning of the abuse until after the relationship has ended. (B,
G, H)
9
Discuss the principles of nursing intervention with violent families. (B, F, H)
10
Describe specific nursing interventions with battered women. (B, F, H)