GORDON COLLEGE
Division of Nursing and Health Sciences
COURSE TITLE:
NURS 3093 Community Health Nursing (3-9-6)
PLACEMENT:
Fall (second) semester
PREREQUISITE:
NURS 3092 Health Assessment and Health Promotion
NURS 3992 Professional Nursing Concepts
FACULTY:
Christina Quinn RN, DNS
Associate Professor
678 359 5583
cquinn@gdn.edu
CLASS MEETING
TIMES:
Wednesdays from August 18 – December 8, 2010
7:30pm-9:00pm Instructional Complex (IC Building) room 209
Classroom and GA View on-line component
CLINICAL HOURS:
120 clinical hours are required for this course. Clinical hours are obtained
through a variety of precepted experiences, community resource interviews,
a community assessment and the development of a community project. The
detailed description of clinical hours is described under the Teaching/Learning
method section of this syllabus. Clinical agencies will include: county health
departments, school systems, outpatient health centers, hospice care
agencies, and other community or public health centers.
COURSE
DESCRIPTION:
This course focuses on community health services with emphasis on
professional nursing practices in the promotion of population health.
Emphasis will be placed on the nurse’s role in improving the health of
communities. Through the assessment and analysis of the health status of a
chosen population, students will intervene to influence change and promote
health. Meeting the nursing care needs of individuals, families, groups and
aggregates are addressed within the conceptual framework of the community.
This course includes classroom and clinical components.
LEARNING
OUTCOMES:
1. Define community health and distinguish it from public health. (P.O. 1)*
2. Describe characteristics of community health nursing including the
diverse roles of the professional nurse and the impact of contemporary
issues on community health practice (P.O. 1, 6)
3. Identify legal, cultural, ethical and legislative issues in the practice of
community health nursing (P.O. 5, 6)
4. Apply knowledge from public health nursing and related sciences in
providing culturally competent, holistic care for individuals, families,
populations and communities through precepted experiences. (P.O. 1, 2,
5, 7)
5. Critically evaluate pertinent epidemiological trends in the health of
populations (P.O. 2, 6)
6. Analyze and report community assessment data to identify health needs
1
and appropriate interventions for the promotion of health (P.O. 1, 6, 7)
7. Compare and contrast evidence-based practice models used in planning
health care delivery to families and groups in communities (P.O. 2)
*Indicates relationship between course learning outcomes and RN-BSN
program outcomes
TOPICAL
OUTLINE:

Foundations of community health nursing
Historical insights
Public Health Nursing
Community Health Nursing
Educating Nurses for community
Roles and functions of community health nurses

Influences on health delivery in community health
Healthy people 2010/2020
Ethical principles and decision-making in community health nursing
Policy and governmental role in health
Nurse’s role in health policy
Future trends in community health nursing

Assessment of communities
Identification of a census track
Windshield survey
Identification of health needs, strengths, barriers
Support groups

Defining a health community: The community as the client
Types of communities
Basic concepts of epidemiology
Primary, secondary, tertiary interventions in communities
Communicable Disease Control: Immunizations, STD’s,

Promoting and protecting the health needs of special populations in
community settings
Health needs of :
Children and adolescents
Women
Men
Older adults
Poor and homeless
Rural and migrant health care

Research in community health nursing
Use of research in community care
Community health nurse as a research consumer

Contemporary problems in community
Alcohol, tobacco, drug misuse
Violence and abuse
2
Disaster preparedness
TEACHING/
LEARNING METHODS:
Classroom:
 Lecture
 Discussion
 Interpersonal interaction (student presentations and
discussions)
 Formal and informal writing
 Case studies
 Audiovisual materials
Clinical:
Clinical hours (120 hours) will be obtained through a variety of methods: a precepted
experience in a Public Health Department and alternative agency; the assessment of a
community and its health needs; and, a community project through an agency that
serves the public (health departments, middle or high school systems, outpatient
centers, occupational health, health clinics, prisons, parish nursing, hospice care
facilities).
Students will begin their clinical experience in the Public Health Agency and then may
continue in that environment, or choose another site (as listed below) for the remainder
of clinical hours.
CLINICAL HOURS
Public Health Agency
Minimum #
Hours
Required
20
LEARNING OUTCOMES




Other community sites
(Continue in Public Health
Agencies; or outpatient care
facilities, community clinics,
hospice, middle school or
high school, day treatment
centers for older adults,
domestic violence shelters,
homeless shelters or others
30




Describe all aspects of public health
that are delivered through a health
department
Differentiate the role of the RN within
the public health department.
Work with nursing staff in areas such
as: assessment throughout the
lifespan; WIC program education;
Family Planning clinic;
immunizations; travel vaccinations
and others
Develop a community project (if you
decide to complete your clinical
hours in the public health agency)
Describe the community site in terms
of its public health offerings
Describe the role of the RN within
the chosen Agency
Work with nursing staff as directed
within the Agency
Develop a community project
(approved by preceptor and
instructor)
3
as approved by instructor)
Community Assessment
(windshield survey, vital
statistics and census tract
assignment)
30




Community Project
30



Support group/Community
Resource Interview
10


Demonstrate the ability to locate US
Census Tract data and apply the
information to a community
assessment
Gather Vital Statistics for the
community chosen and use this
information in the development of
the community project
Determine the geographic
components, community services,
social influences and health
indicators in a survey of a
community
Interview community leaders or
persons residing in the community
Identify a project within a community
site that is either educational or
clinical in nature
Develop, plan, and implement the
project at the community site
Present the project to class orally
and write a summary of the results
Select a support group or community
resource and identify the leader of
the group for an interview
Determine the purpose of the group
and how new participants are
accepted; source of funding;
services provided; explanation of
marketing or how referrals are made
to notify the public of the group; how
they analyze the effectiveness of
their services; how could a BSN
nurse add to the service being
provided; greatest challenges facing
them.
Clinical Requirements continued:
1. Log/journal: A log of the clinical hours and clinical journal must be kept by each
student. This log will be turned in at the middle and end of the semester. Clinical
hours may be obtained in hourly increments that fit the schedule of the student
and preceptor. Students are responsible for documenting all precepted and
alternative clinical hours in their journal.
4
2. Clinical responsibilities: Students are expected to be prompt and on-time for all
clinical experiences. If the student anticipates being late, he/she must notify the
preceptor or the clinical agency. If the student does not notify the clinical
preceptor, prior to the beginning of clinical, this behavior will be reflected as
Unsatisfactory on the student’s clinical evaluation under Demonstrate
Professional Behaviors.
3. Community Project and clinical hours: when a student is involved in other clinical
activities such as clinical agency visits for the Community Project, they are
responsible for notifying nursing faculty regarding their location.
4. Travel between clinical sites: If the clinical experience requires that the student
travel from one site to another during the clinical experience, the student must
assume responsibility for his/her own transportation. Students should not
transport or ride with a clinical agency’s personnel without prior approval from the
nursing faculty.
5. Dress Code: All students must adhere to the dress code for general appearance
and for clinical sites as described in the BSN handbook.
The following is a summary of the dress code for this course:
Uniform: Navy blue or black pants/skirt and white blouse/shirt
Sweater: Navy blue or white if desired
Shoes: Dark brown, navy or black closed toe, low heeled shoes
Nametag: Should be worn on blouse or shirt
Lab coat: As necessary
Other: Students will adhere to any requested uniform requirements required by
the clinical agency.
Students are NOT to wear: jeans, sweat shirts or pants, sneakers, shorts, Capri
pants, open toed shoes, or any other non-professional attire.
6. Electronic devices: Cell phones or any electronic communication devices are to
be placed on silent while students are at their clinical site. Use of cell phones
during the clinical experience should be limited to emergencies only.
7. Clinical evaluation: All students are expected to adhere to guidelines described
in the RN-BSN Clinical Evaluation Tool.
8. Conferences: Conferences will be scheduled with the student by the nursing
faculty regarding their clinical performance. These conferences may be initiated
at any time by the nursing instructor or course coordinator. An unsatisfactory
rating on any component of the clinical evaluation at the final conference results
in failure of the course.
Course Expectations:
1. All assignments must be prepared using
Microsoft software. Word documents must be
5
prepared in Microsoft Word (not “works”).
Online Learning Expectations: 1. This course uses Georgia View Vista for
any online activities and assignments. Online
expectations will be reviewed at the first class
meeting and are expected to seek further
assistance through the Georgia View Vista 8
online support center:
http://help8.view.usg.edu/ics/support/default.asp?deptID=8075
2. Students are expected to check Georgia View
Vista daily to receive communications,
assignments, or announcements as they are
posted.
3. Students are expected to read the Division of
Nursing BSN handbook and are responsible for
the information and policies in it.
METHODS OF
EVALUATION:
Course Grading System:
Windshield Survey Worksheet
Community Assessment and Evaluation
Community (group) project
Support/Resource Group Interview
Clinical journal
On-line discussions (GA View)
Exam 1 (midterm)
Exam 2
10%
15%
15%
10%
10%
10%
15%
15%
Grading Scale:
A = 100 - 90
B = 89 – 80
C = 79 – 75
D = 74 – 68
F = 67 – 0
6
REQUIRED AND RECOMMENDED
TEXTS:
Required texts:
Allender, J. A., Rector, C., Warner, K.D. (2010). Community
Health Nursing: Promoting and Protecting the Publics’
Health (7th ed.). Wolters Kluwer/Lippincott Williams &
Wilkins
American Psychological Association (2010). Publication
Manual of the American Psychological Association (6th ed.)
Washington D.C.: APA (http://www.apastyle.org/)
Recommended references:
Edelman, C. and Mandle, C. (2006) Health promotion
throughout the lifespan. (6th ed.) Elsevier. (on reserve)
De Chesnay, M. & Anderson, B.A. (2008). Caring for the
Vulnerable: Perspectives in Nursing Theory, Practice, and
Research, (2nd Edition). Sudbury, MA: Jones and Bartlett
(on reserve)
Purnell, L. (2009). Guide to culturally competent health care.
(2nd ed.). F.A. Davis.
Instructions for assignments:
The Community Health Assignments are integrated and build upon each other.
The Windshield Survey and the Community Support/ Resource Interview have
information that will aid in the development of the Community Assessment and
Evaluation. Data from these three assignments will be used to support the
development of a Community Project. The following are descriptions of each
assignment. Georgia View Vista has the worksheets for each assignment as well
as the grading criteria.
Windshield Survey Worksheet (10% of total grade)
1. Define the geographic boundaries of the community you will be doing the
Community Assessment and Project in. (County/city/town/unincorporated area;
major streets creating the boundaries)
2. Perform a windshield survey to describe the geographic components, people,
community services, social and cultural influences and health indicators. Use
your senses to describe what you see, hear, smell, taste, and touch.
7
3. Using the following worksheet, describe the following: (non-APA)
a. A descriptive paragraph of your community for each of the elements of the
Windshield Survey Guide. Give details and be specific in your descriptions by
answering the questions provided in the Windshield Survey Guide (page 404,
Table 15.4 of textbook)
b. A summary of your findings: What conclusions can you draw from your
observations? What are the possible health problems for your community?
4. Turn in under GA View Assignments/drop box (this is a group assignment
(4-5 maximum per group).
Windshield Survey Scoring Sheet
Criteria: Elements of a Windshield Survey
Geographic Components
a. Boundaries- name of County, name of
city/town/or unincorporated area; major streets
delineating the boundaries
Community Core
a. History
b. Demographics
c. Ethnicity
d. Values and Beliefs
Subsystems
a. Physical environment
b. Health and Social Services
c. Economy
d. Transportation and Safety
e. Politics and Government
f. Communication
g. Education
h. Recreation
Perceptions
a. The residents
b. Your perceptions
Summary
1. Strengths
2. Challenges
3. Conclusions
Comments:
Max.
Score
20
Score
30
30
20
8
Community Support/Resource Interview (10% of course grade and 10 clinical hours
awarded upon completion)
Student-pairs (2 students per each interview) will identify a community resource or
support group in the community and identify the leader for an interview. Support groups
can be from a variety of areas including (but not limited to): Alzheimer’s support;
Parkinson’s support; Grief and Loss/Bereavement group; Depression and more.
Community resources can be from a wide range of services including: Planned
parenthood, Salvation Army; YMCA, Women’s Crisis center or shelter, Homeless
shelter; Soup kitchen.
Interview the leader of the group to determine the purpose of the group and how new
participants are accepted; source of funding; services provided; explanation of
marketing or how referrals are made to notify others of the group; how they analyze the
effectiveness of their services; how a BSN nurse could add to the service being
provided; greatest challenges facing them.
Post your summary on the Discussion Board under the topic labeled “Support Groups”
and make the subject line the name of the group you are reviewing.
Community Assessment and Evaluation (15% of total grade and 30 clinical hours
awarded upon completion)
1. The purpose of the Community Assessment is to provide a clinical experience
that allows for assessment and analysis at the community level
2. This is a group assignment. Groups must be approved by the course faculty (4-5
per group). Designated clinical time for the planning and implementation of this
project is provided.
3. The Lundy-Barton Model of Community Assessment will be followed. These
guidelines are posted on GA View Vista. A Vital Statistics Worksheet will also be
turned in with the Community Assessment. This worksheet is also on GA View
Vista. A summary of the Community Assessment follows: (see details for LundyBarton model in GA View Vista)
Grading criteria for Community Assessment Written Report
(See details for Lundy-Barton model in Georgia view vista)
Possible points
I.
Assessment database
A. Definition of Specific Community
B. Community profile
C. Psychological climate
D. Nutritional Evaluation
E. Physical fitness
F. Physical examination
G. Review of system (health or nonhealth)
60
9
H. List reference sources at the end of each section
II.
Problem or Need Assessment
A. Analysis of subjective data
B. Analysis of objective data
15
III.
Problem List (Community Nursing Diagnosis)
A. Identify at least 3 community nursing diagnosis
B. Identification of short term and long term goals
10
IV.
Evaluation
15
A. Process
1. How was assessment preformed? (group members assignments)
2. What data was difficult to obtain?
3. How well did the group work together on this project (Group process)?
4. List challenges encountered in this community assessment.
B. What would you do differently?
C. Appendix list:
1. Cost involved (itemize)
2. Supply lists per activity/station, per student
3. List of evaluation questions asked of the population
4. List of group members assigned to each topic in ROL.
5. List which student members were assigned to each role in project/stations
Comments:
10
Community (group) Project
(15% of total grade and 30 clinical hours awarded upon
completion)
1. Students will work in small groups (4-5 maximum per group) to identify and
develop a community project. This ideally is a project which addresses a problem
in your community agency and has been identified jointly with the RN student,
preceptor, and course instructor. Data collected in your Community Assessment
should support your chosen project.
The project can be educational (Examples: teaching senior citizens about healthy
nutrition and exercise; teaching nursing staff about a particular issue in nursing;
teaching middle or high school students about an issue affecting their age group
(bicycle safety; ATV (all terrain vehicles) safety, nutrition; exercise); or clinical
(Examples: participating in health screening at a senior citizen center; developing
a brochure related to a health issue within the public health agency; revising a
policy or procedure in a community agency).
2. A formal paper in APA format will include the following components (one paper
per group):
A. (30 points) Statement of the Problem with literature review. This should
include how this problem relates to your community agency site and how the
problem was identified. Literature related to the problem should be reviewed,
synthesized and analyzed.
B. (40 points) Develop a Plan to Address the Problem. This should include the
following:
1. Identify a goal
2. Develop at least two objectives that meet the following criteria
a. Fit within a designated timeframe (give a weekly timeframe for
completion).
b. Are realistic and specific
c. Are stated in behavioral terms
d. Are measurable
3. Identify how the project will be accomplished
a. The process – how students will organize themselves to get the job
done.
b. The content – what piece of work will be accomplished
c. Evaluation – how will you know you accomplished your goal
4. Implementation of your plan – conduct the piece of work identified in your
plan
5. Plan presentation if this is part of the project
a. Find site
b. Recruit attendees
c. Plan for evaluation process – how will you know if your presentation
was successful
C. (30 points) Results, Analysis and Recommendations, and References – This
section should reflect critical thinking regarding the data collected or project
intervention and the impact of the intervention on the community agency with
implications/recommendations for future activities.
11
At least 5 References should be presented using APA format.
Students will present the project, results, and recommendations to the community
agency or group as appropriate. The presentation will be given in-class according to the
designated weekly course schedule.
Clinical Journal (10% of course grade)
Students will maintain a journal of all clinical activities in the community or public health
agency.
This journal will be submitted on GA View Vista bi-weekly on designated dates.
Items that must be included in the clinical journal include:
1. Hourly record of clinical with preceptor signature
2. Description of clinical activities performed while at the community health site
3. Description of any activities used for preparation of Community Assessment or
Project
Online Discussions (10% of course grade)
Students are expected to complete online activities/discussions each week.
See the Online Discussion rubric below.
13 to 18 points is excellent
6 to 12 points is good
<6 points is unsatisfactory
At the end of the semester, students with 13-18 points will receive the full 10% for online
participation and students with 6-12 points will receive 7% for online participation. No
credit will be given for <6 points.
12
ONLINE DISCUSSION RUBRIC
Unacceptable
Acceptable
Good
Excellent
0 Points
1 Point
2 Points
3 Points
Criteria
Frequency
Initial
Assignment
Posting
Follow-Up
Postings
Content
Contribution
References &
Support
Clarity &
Mechanics
Participates not
at all.
Participates 1-2
times on the
same day.
Participates 3-4
times but
postings not
distributed
throughout
week.
Posts well
developed
assignment that
addresses all
aspects of the
task; lacks full
development of
concepts.
Posts adequate
assignment with
superficial
Posts no
thought and
assignment.
preparation;
doesn’t address
all aspects of the
task.
Posts shallow
contribution to Elaborates on an
Posts no follow- discussion (e.g., existing posting
up responses to
agrees or
with further
others.
disagrees); does
comment or
not enrich
observation.
discussion.
Posts
Posts
Repeats but
information that
information that
does not add
is factually
is off-topic,
substantive
correct; lacks full
incorrect, or
information to
development of
irrelevant to
the discussion.
concept or
discussion.
thought.
Uses personal
Incorporates
Includes no
experience, but some references
references or
no references to
from literature
supporting
readings or
and personal
experience.
research.
experience.
Posts long,
Communicates
Contributes
unorganized or
in friendly,
valuable
rude content that courteous and
information to
may contain
helpful manner
discussion with
multiple errors or with some errors minor clarity or
may be
in clarity or
mechanics
inappropriate.
mechanics.
errors.
Participates 4-5 times
throughout the week.
Posts well developed
assignment that fully
addresses and develops all
aspects of the task.
Demonstrates analysis of
others’ posts; extends
meaningful discussion by
building on previous posts.
Posts factually correct,
reflective and substantive
contribution;
advances discussion.
Uses references to
literature, readings, or
personal experience to
support comments.
Contributes to discussion
with clear, concise
comments formatted in an
easy to read style that is
free of grammatical or
spelling errors.
Dr. Barbara Frey, University of Pittsburgh
13
COURSE CONTENT OUTLINE
CLASSROOM TOPICS
EVENTS/ACTIVITIES

Foundations of
community health
nursing:
History and evolution
Roles and functions of
RNs in community
Influences on health
delivery in community
health
Healthy people
2010/2020
Policy and
governmental role in
health
Nurse’s role in health
policy
Future trends in
community health
nursing
Ethical principles and
decision-making in
community health
nursing
Communication,
collaboration and
contracting
Assessment of
communities
Identification of a
census track
Windshield survey
Identification of health
needs, strengths,
barriers
Review of course
Distribution of clinical
site assignments
On-line activity: Ch 12 quiz practice
questions
On-line activity: roles
of community health
nurses and standards
of practice; influencing
health policy
Ch 6 quiz practice
questions
Healthy people 2010
on-line exercise
Defining a health
community: The
community as the
client
Types of communities
Basic concepts of
epidemiology
Windshield Survey
DUE-turn in on GA
View Vista





READING
ASSIGNMENTS
Textbook
readings from
Allender et al.
(2010)
Chapter 1-3
Chapters 6, 13
DATE
Week 1
August 18
Week 2
August 25
On-line Activity:
Ch 4 & 12 quiz
practice questions
Chapter 4, 10-12
Week 3
Sept 1
On-line Activity: Use
Adams County Data
from textbook
Chapter 15
Week 4
Sept 8
Chapters 7, 8
Week 5
Sept 15
Read journal article
posted in module for
this week
On-line activity:
Post on discussion
board:
identification of a
problem in the
community that
requires epidemiologic
14

Primary, secondary,
tertiary interventions in
communities

Communicable
Disease Control:
Immunizations, STD’s,
Environmental health
Promoting and
protecting the health
needs of special
populations in
community settings
Family Health
Maternal-Child
Health
Children and
adolescents





Women
Men



Older adults
Poor and homeless
Rural and migrant
health care
investigation (see
critical thinking
exercise p. 197)
On-line Activity:
Support Group
interview and
discussion
Chapter 8
Week 6
Sept 22
On-line Activity:
review of
communicable
diseases in GA
Chapters 7, 8, 9
Week 7
Sept 29
Exam 1 (midterm
exam) in Classroom
Chapters 18-21
Week 8
Oct 6
Chapters 21-22
Week 9
Oct 13
Chapter 23
Week 10
Oct 20
Chapters 24, 2829
Week 11
Oct 27
Chapter 4
Week 12
Nov 3
On-line Activity:
violence affecting
families
On-line Activity: using
Table 22.1 (p. 625)
discuss the Critical
Health Objectives
from Healthy People
2010 and compare the
targets to GA
On-line Activity:
discuss
misconceptions in the
media (print and online) related to health
in men or women
Community
Assessment DUE-turn
in on GA View Vista
On-line Activity:
Dispelling ageismdiscuss
misconceptions
regarding older adults
and aging

Research in
community health
15

nursing
Use of research in
community care
Community health
nurse as a research
consumer
Presentations of
community/group
projects
Chapter 4
Week 13
Nov 10
Chapter 20
Week 14
Nov 17
Holiday
Week 15
Nov 24
Week 16
Dec 1
On-line activity:
discussion of research
article in Community
Health Nursing

Contemporary
problems in community
Alcohol, tobacco, drug
misuse/substance
abuse
Elder and child abuse
Presentations of
community/group
projects
On-line activity:
choose a specific age
group and discuss
contemporary issues
in public health
 Holiday
Holiday


Exam 2 (in classroom) Chapter 17
Disaster preparedness
Terrorism
Presentations of
community/group
projects
On-line Activity:
discuss a local
community in GA and
describe factors
involved that could
increase the risk of
disaster (p. 472 Table)
Final
RN Portfolio Due
Dec 8
16