1
San Antonio
School of Nursing
WBU Mission Statement
Wayland Baptist University exists to educate students in an academically challenging, learning-focused and distinctively
Christian environment for professional success and service to God and humankind.
Community and Public Health Nursing NURS 4535- Online Program
Summer 2015
Theory Syllabus
WBU School of Nursing Mission Statement
The Wayland Baptist University School of Nursing derives its Mission from the Mission of Wayland Baptist University
which is to educate students in an academically challenging, learning focused and distinctively Christian environment for
professional success, lifelong learning and service to God and humankind. The School of nursing strives to prepare
baccalaureate nursing graduates that are competent and caring in the delivery of patient care in a diverse health care
environment.
Faculty
Course Coordinator:
Susan E. Richardson, RN, MSN, Assistant Professor
Course Faculty:
Susan E. Richardson, RN, MSN, Assistant Professor
Office Phone: (210) 486- 5810
Email: alecozays@wbu.edu (best way to contact me)
Office Hours: Will be available by e-mail and discussion board (see below) M-F
8A-5P and from 7-9 on exam days.
A Discussion board forum will also be available throughout the
semester for any questions/concerns related to course.
Phone meetings are available upon request. Please request these
by e-mail.
Alamo University Center, 8300 Pat Booker Road, Live Oak, Texas 78233
Office: Rm. 221
Class Schedule:
On-line, blackboard and discussion board.
Catalog Description
The focus of this course is the presentation of key concepts, theories, and issues relevant to practice as a public
health/community health nurse. This course will explore the major concepts and conceptual issues underlying
the specialty of community-oriented nursing, including the dimensions of public health and community health
nursing. The course is intended to assist students in clarifying conceptual issues in the specialty and in
beginning to develop positions on critical health care issues including access to care, disparities, vulnerable
populations, health promotion across the lifespan and the implementation and progress of Health People 2020
National Health Objectives. CREDIT: 3 Credit hours. PROGRAM LEVEL: III
Prerequisites
Must have successfully completed all nursing courses offered in semesters one through six.
2
Required Textbooks/Materials
Allender, J., Rector C. and Warner K. (2014). Community & Public Health Nursing: Promoting the Public's
Health (8th Edition). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams and Wilkins
ISBN-10: 1609136888 | ISBN-13: 978-1609136888
Recommended Textbooks/Materials
American Psychological Association. (2010). Publication Manual of the American Psychological Association
(6th Edition). Washington, DC: Author
Pender, N. & Murdaugh, M. (2011). Health Promotion in Nursing Practice (6th Edition). New York: Pearson
ISBN-10: 0135097215 | ISBN-13: 978-0135097212
Course Outcomes Competencies
At the end of the course, the student will be able to:
1. Use the nursing process to provide comprehensive health care for diverse client populations within the
community
2. Assess and assist in the implementation of community based care
3. Design health promotion strategies for individuals, families and aggregates.
4. Demonstrate compliance with the ANA Standards of Care in choices related to nursing care of clients in
the community.
5. Use critical thinking in analyzing contemporary issues related to the delivery of community-oriented
nursing care.
6. Collaborate with other health care team members when assessing, planning, implementing and
evaluating comprehensive care for clients in the community.
Attendance Requirements
The University expects students to actively participate in the online course. There are no scheduled meetings.
All information pertaining to then course is on the virtual campus website. The blackboard software effectively
measures participation. Logging in is your attendance record.
Disability Statement
In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland Baptist University
that no otherwise qualified person with a disability be excluded from participation in, be denied the benefits of, or be
subject to discrimination under any educational program or activity in the university. The Coordinator of Counseling
Services serves as the coordinator of students with a disability and should be contacted concerning accommodation
requests at (806) 291-3765. Documentation of a disability must accompany any request for accommodations.
3
Evaluation and Grading
A point system is used to determine the grade the theory portion of Community and Public Health Nursing.
A = 90-100
B = 80-89
C = 75-79
D = 60-74
F = 59 and below
Must have an average of 75% to pass this course
Discussion Board
Exam #1
Exam #2
Exam #3
Exam #4
Community Health Assessment Presentation
Final Exam: Proctored ATI Exam
Total
10%
12%
12%
13%
13%
15%
25%
100%
ATI Proctored Exam:
Level III
100%
Level II
86%
Level I
73%
below Level 1 60%
(see below)
ATI Content Mastery Series | Grading Rubric
Practice Assessment
10 pts.
Complete Practice Assessment A
Complete Practice Assessment B
Remediation:
Remediation:
 Minimum one hour Focused Review
 Minimum one hour Focused Review
 Must complete at least two active learning
 Must complete at least two active learning
templates.
templates.
5 pts.
5 pts.
↓
Level 3
10 pts.
Standardized Proctored Assessment
15 pts.
Level 2
Level 1
6.5 pts
3.25 pts
Remediation:
 Minimum one
hour Focused
Review
 Must complete at
least one active
learning
template.
5 pts.
Remediation:
 Minimum two
hour Focused
Review
 Must complete at
least one active
learning
template.
5 pts.
100%
86%
Remediation:
 Minimum three
hour Focused
Review
 Must complete
at least one
active learning
template.
5 pts.
Below Level 1
0 pts.
Remediation:
 Minimum four
hour Focused
Review
 Must complete
at least one
active learning
template.
5 pts.
Final Grade
73%
60%
4
Final grade will be rounded to the nearest .10 decimal place. .5 and above rounds to the NEXT whole number.
For example: If your grade is 89.49 the grade will be rounded to 89.4 which equals a ‘B’. 89.50 will be rounded
to 89.5 which rounds to 90 which equals an “A”.
Exams
Exam dates and content will be published in the course syllabi. A blueprint will be prepared by the faculty and
distributed to the student prior to the exam. The blueprint will provide the student with the subject content, the
number of questions in that subject area and the type of question. Each question will be categorized according
to Blooms revised taxonomy by cognitive level: remember, understand, apply or analyze. For more information
on Bloom’s revised taxonomy see: http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
In the event a faculty must change a test date, they will notify the students as soon as possible.
If you are unable to complete the exam on the day it is open you will have to schedule the exam for another day. The
exam will not be the same exam as given on a scheduled exam day and there will be no blue print available for this exam.
Make-up Exams
A student should contact his/her instructor and let them know that they will miss the exam. If you do not contact the
instructor, you will not be allowed to take a make-up exam. The exam must be completed within one week from date of
missed exam. The make-up exam will not be the same exam as given on a scheduled exam day and there will be no blue
print for make-up exams.
Discussion Board
You will be required to participate in discussion board each week. Topics for discussion will be posted on
discussion board. You will be required to submit 2 posts per week. One post must have a citation from the
nursing literature to receive credit. The other post should have a reference from the text. You must post on
discussion board by 11:59 PM on the due date. No late entries will be accepted. You must meet all the above
requirements in order to receive full credit for discussion board.
Community Health Assessment Presentation
Students will be required to research a specific population/problem according to the guidelines provided. You
must prepare a power point presentation conveying your findings and present your research by submitting it
electronically through blackboard. See eight rules for power point presentations below. This activity fulfills
requirements for both the didactic and clinical areas. You must include all items in guidelines to receive credit:
there will be deductions for any missing items! No redo’s will be allowed/accepted.
Clinical
You will be required to conduct and submit a written report of 5 activities and complete a community health
assessment to fulfill the requirements for the clinical experience. See clinical handbook for list of activities. You
must meet all the requirements for writing up these activities in order to receive credit for these assignments.
Assignment will be due on a weekly basis: see course calendar for due dates. The assignments will be submitted
electronically through blackboard. You will be in danger of clinical failure if assignments are not turned in on
time. There will be a deduction of 10 points per day for late assignments. The clinical portion of the course is on
a pass/fail basis and must be passed to pass the course. A rubric for grading these assignments will be posted in
blackboard. The level three clinical evaluation forms will be used to determine the students pass or fail
performance for this course. You must pass clinical with an 85 or better (per the Board of Nursing). You must
pass the clinical portion of this course in order to pass. No redo’s will be allowed/accepted.
Policy on Academic Integrity.
Standards of academic honesty are expected. Academic dishonesty includes, but is not limited to, cheating,
plagiarism, and counterfeit work, unauthorized reuse of work, theft, and collusion.
5
Week
Week # 1
Week #2
Week # 3
Week # 4
Course Outline/Calendar: Nurs 4535 Online Program
Date
Topic/Event
5/25-5/31/15 Chapters 1- 3
5/31
Discussion Board post due by midnight
6/1-6/7/15
Chapters 6 & 7
6/7
6/8-6/14/15
6/10
6/14
6/15-6/21/15
6/17
6/21
Week #5
Week #6
Week #7
Week #8
Week #9
6/22-6/28/15
6/24
6/28
6/29-7/5/15
7/5/15
7/6-7/12/15
7/12
7/13-7/19/15
7/15
7/19
7/20-7/26/15
7/22
7/26
Week #10
Week #11
7/27-8/2
7/29
TBA
8/3-8/9/15
8/5
7-8P
8/6/15
Discussion Board post due by midnight.
Exam 1: Chapters 1-3; 6 & 7
(Test will be open from 7-9, you will have 1hr. to complete)
Chapters 8 & 9
Clinical Assignment # 1 & Discussion Board post due by midnight
Chapters 10, 12, & 13
Practice Assessment A: ATI
(Test will be open from 7-8P only, be ready to start at 7P)
Clinical Assignment # 2 due & Discussion Board post and
ATI Focused Review & Active Learning Templates due by midnight.
Exam 2: Chapters 8-10; 12 & 13
(Test will be open from 7-9, you will have 1hr. to complete)
Chapters 15
Clinical Assignment # 3 & Discussion Board post due by midnight
Chapters 16 & 17
Clinical Assignment # 4 & Discussion Board post due by midnight
Chapter 24-26
Clinical Assignment # 5 & Discussion Board post due by midnight
Exam 3: Chapters 15-17; & 24-26
(Test will be open from 7-9; you will have 1hr. to complete)
Chapters 28 & 29
Discussion Board post due by midnight
Practice Assessment B: ATI
(Test will be open from 7-8P only; be ready to start at 7P)
Chapters 30-32
Community Health Assessment Power Point and
ATI Focused Review & Active Learning Templates due by midnight.
Exam 4: Chapters 28- 32
(Test will be open from 7-9, you will have 1hr. to complete)
Community Health Assessment Oral Presentation on Campus.
Final Exam: ATI Proctored Exam
ATI Focused Review & Active Learning Templates due by midnight.
6
Student Responsibilities:
Students are adult learners and responsible for self-directed study to complete this course. Check postings on
blackboard each week, learn to use blackboard postings provided by professors, as they are intended to increase
your professional nursing knowledge bank. Learn to become a resource broker, speak professionally and use
citations, it is part of professional nursing. Assignments and presentation have due dates and points will be
reduced if not punctual. The profession of nursing requires punctuality in documentation and attendance. It
also requires reliability as fellow staff and administration rely on you to come to work prepared. Patients rely
on you to know the current state of their health and current professional standards. Citations and references are
to be used and documented using the professional citation of nursing, APA (5th edition) format.
Student Conduct:
(This is a statement of conduct standards. It is enforced in conjunction with the Discipline Policy and
Substance Abuse Policy found elsewhere in this handbook.) Wayland proudly adheres to high standards of
intellectual, moral, ethical, and spiritual values. Convinced that self-discipline is more desirable than outside
force and that the truly educated person must pursue what is right under all circumstances, Wayland entrusts
each student with the solemn obligation of preserving these standards.
However, in the light of revelation, reason, and the custom of the Christian community from which Wayland
has sprung, certain practices are evaluated:
1. Personal integrity in keeping with New Testament standards is expected of all students.
2. Respect for the property, knowledge, and rights of other people must prevail.
3. The use or possession of alcoholic beverages and/or illegal drugs is forbidden.
4. Gambling, hazing, and the on-campus possession of firearms or deadly weapons are prohibited. BB Guns and
Paint Ball Guns are also prohibited.
5. The use of tobacco by students is discouraged, though permitted in certain designated areas of the campus. In
consideration of the rights of others and the requirements of safety, such areas are designated.
The authority of the University is exercised over all student groups or organizations bearing the name of the
university, or any student enterprises to the extent necessary to safeguard the good name and wellbeing of
Wayland. Specifically, each student is expected to conduct himself in such a manner as to uphold, not detract
from, the good name of Wayland Baptist University. If one feels that he/she cannot subscribe to the moral and
social practices of the University, he/she will find greater acceptance elsewhere.
7
Standards of Professional Nursing Practice
(BON 213.27, 217.11, 217.12) Please refer to the Board of Nursing at www.BON.state.tx.us for any additional
information regarding the Texas Nurse Practice Act.
1. Knows rationale for side effects of medications and treatments, and correctly administers same. 217.00
(1) (c).
2. Documents nursing care accurately and completely, including signs and symptoms, nursing care
rendered, and medication administration. Contacts health care team concerning significant events in
patient health. 217.11 (1) (d).
3. Implements a safe environment for patients and/or others. 217.11 (1) (b).
4. Respects client confidentiality. 217.11 (1) (e).
5. Accepts assignments commensurate with educational level, preparation, experience and knowledge.
217.11(1) (t).
6. Obtains instruction and supervision as necessary when implementing nursing procedures and practices.
217.11(1) (h).
7. Notifies the appropriate supervisor when leaving an assignment. 217.11 (1) (I).
8. Recognizes and maintains professional boundaries of the nurse/patient relationship. 217.11 (1) (J).
9. Clarifies orders, treatments, that the nurse has reason to believe are inaccurate, non-effective or
contraindicated. 217.11 (1) (N).
10. Able to distinguish right from wrong. 213.27 (b) (2) (A).
11. Able to think and act rationally 213.27(b) (2) (B).
12. Able to keep promises and honor obligations 213.27(b) (2) (C).
13. Accountable for own behavior 213.27(b) (2) (D).
14. Able to promptly and fully self-disclose facts, circumstances, events, errors and omissions when these
disclosures will enhance health status of patients or protect patients from unnecessary risk or harm.
213.27(b) (2) (G).
8
Guideline for Community Health Project:
Assessment; Data Analysis/Diagnosis; Planning; Implementing and Evaluating
(See Chapters 10, 12 & 15 of your text)
Assessment
Identify the defining geopolitical entity to be assessed (census tract). Include the following:
 census tract number
 city, county, state
 map of census tract with streets bordering streets labeled
 Population of census tract.
Population Characteristics
Demographic characteristics: gender, age, ethnicity, income, employment, education levels: must include all of six (6) of
these components and do the following comparisons to receive full credit. Do not add any other population
characteristics at this point.
 Comparison of all six characteristics in your census tract over time: 2000 to 2010.
 Comparison of all six characteristics in your census tract to larger relevant populations, such as the city you live
in, the county, state, or nation.
Data may be found by searching the following websites: local & state health departments; CDC; and United States
Census Bureau.
Neighborhood environment in which client population resides
Data for this section should come from your windshield survey; local/state/national entities that generate
reports/statistics, and interviews with residents and key informants (local police & fire personal, business and industry
leaders, community officials, local disaster planning groups, department of transportation officials, insurance company
representatives and local church leaders).
 Housing of population in location.
 Type
 Condition
 Safety hazards:
 Risk of lead based paint? (in houses built before 1978).
 Other risks?
 Public resources available to population in your census tract:
 Water supply: List entity
 Sanitation: List entity.
 Protection: location/distance to nearest fire/police departments
 Transportation: type, availability, cost.
 Parks/recreational: type, availability, cost, safety concerns.
 Restaurants/ grocery stores available to community? Nutritional value of products
served/sold?
 Schools:
 List schools that serve the census tract: elementary, middle, and high school.
 Note any safety hazards you observed at or near the school that would affect students.
9
 Significant environmental factors or hazards
This information should come from most recently published reports and windshield survey and discuss final
conclusion.
 Water pollution
 Air pollution (air quality)
 Noise pollution
 Pollution form local industry
 Stray animals
 Traffic conditions
 Street lighting
 Sidewalks: Present? Condition?
 Roads: Condition?
 Crime rate
 Means of communication available to client population:
 What modes (types) of communication are available?
 How will the CHN disseminate information to the community?
 The following is a definition of communication to give you a better understanding of what
communication entails: (Chapter 10 of your textbook will give you more ideas).
Communication (from Latin communis, meaning to share) is the activity of conveying information through the exchange of
thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior. It is the meaningful exchange of
information between two or a group of person. Four types of communication: verbal, non-verbal, written, visual
 Local community leaders and projects related to improving the community.
Health Information
Data for this section can be found on websites of local & state health departments; CDC; and Department of Health and
Human Service.
 Vital statistics: births, mortality, morbidity rates:
 Comparison over time: 2000 to 2010.
 Comparison to larger relevant populations, such as the city you live in, the county, state, or nation.
 Leading relevant health indicators including numbers and rates. Below is a definition and examples of health
indicators.
Health indicators are quantifiable characteristics of a population which researchers use as supporting evidence
describing the health of a population.
Examples: life expectancy, acute and chronic illnesses, behaviors such as smoking/alcohol consumption, diet and
 Other identified health problems.
Here is where you can include other data/observations that will support you community diagnosis.
Health Resources
 Health resources available to local population
 Health resources lacking
 Local public health resources and initiatives
for
activity
10
Data Analysis
Analyze findings
 Draw conclusion utilizing text and relevant articles.
Look at all the data you have collected from all sources. Analyze findings and place in a table. May use the same type of
table you presented at the end of your windshield survey (see below). Now that you have collected more data, this table
should have a longer list than the one you presented at the end of your windshield survey and must have references from
text and relevant articles. See Chapter 12 & 15 of your textbook.
Major Concerns?
Related Associated Health Risks?
List references in APA format below the table.
Diagnoses
•
Identify two problems that you discovered while doing your assessment;
•
Write 2 community diagnoses (one for each problem above).
•
Follow guidelines on blackboard for writing a community diagnosis.
Planning
Planning
 Develop a plan for the community health nurse to address each problem in this local neighborhood (i.e. must
have two plans). Plan must be specific to the population in your census tract (use your textbooks [see Chapter
12 &15 of your textbook] and/or other relevant texts/articles to help you develop your plan).
 Utilize finding from 2 research articles for each problem (plan), as well as, your textbook to support your plan.
 Must have at least one goal for each plan
 Must have 3-5 objectives goal.
Implementation
Intervention
 Be very specific about how your plans could be implemented in this local neighborhood.
 Discuss the consistency of your findings and plan with those of Healthy People 2020 (see link on blackboard).
Evaluation
Evaluate
 Address how interventions can be evaluated (see Chapter 12 & 15 of your textbook).
References
 References must be fully cited in correct APA format.
 A minimum of 15 sources is required
 Five of these resources must be from the nursing literature: research based nursing journals
 One must be from a personal interview (see clinical activities)
 References must be listed in APA format on the back of the poster.
11
Community Health Project
Rubric for Power Point and Oral Presentation
Nurs 4535 – Community Health
Objectives
1. Presenter demonstrates knowledge of community assessed:
 All content throughout the presentation is accurate.
 There are no factual errors.
 Thoroughly explains all points
 Uses own words to convey understanding of content
2. Includes at least fifteen outside sources:
 5 from nursing research/EBP
 1 reference must be from a personal interview
 references fully cited in correct APA format
 references must support content presented
 references listed at end of power point presentation
3. Visual Aides (Power point):
 Information is organized in a clear, logical way and follows rules
for power point presentations.
 Includes all information needed to give a good understanding of
the topic.
 All graphics are attractive (size and colors) and support the topic
of the presentation.
 Font formats (color, bold, italic) have been carefully planned to
enhance readability and content.
 Presentation has no misspellings or grammatical errors.
5. Content:
 See next page.
Total Points
Possible
Points
10
5
5
80
100
Points
Received
12
Objectives
Identify the defining geopolitical entity to be assessed (census tract)
Population Characteristics:
 Demographic characteristics :sex, age, race, and ethnicity, including income, employment,
education levels (must include all of these demographic characteristics to receive full credit for
comparisons over time and to a larger population)
 Comparisons over time (2000 and 2010).
 Comparisons to larger relevant populations, such city, county, state, or nation.
Neighborhood environment in which client population resides
(most of this information would come from your windshield survey).
 Housing of population in location: Type, conditions, safety hazards
 Public resources: water, sanitation, protection, transportation, and parks/recreation,
restaurants/grocery stores
 Schools: list schools, note safety hazards
 Significant environmental factors or hazards: Water/air/noise/industrial pollution; stray animals,
traffic conditions; street lighting; sidewalks: present/condition; road conditions; crime rate
 Means of public communication available to client population
 Local community leaders and projects
Health Information
 Vital statistics: Birth, mortality and morbidity rates.
 Comparison over time (2000 and 2010)
 Comparison to larger relevant population, such as city, county, state or nation
 List leading relevant health indicators including numbers and rates
 Other identified health problems
Health Resources
 Health resources available to local population
 Health resources lacking
 Local public health resources and initiatives
Data Analysis
 Analyze findings and discuss implications drawing from text and relevant articles
Diagnoses #1
 Correct Format
 Data presented supports diagnosis
Plan #1:
 Plan is specific to census tract
 Writes appropriate goal for population in census tract
 Writes 3-5 objectives to support goal.
 Utilizes 2 research articles and textbook to support plan
Implementation #1:
 Discusses consistency of plan with those of Healthy People 2020
 Discuss how your plan could be implemented in the census tract
Evaluation #1:
 How would you evaluate if your interventions were successful.
Diagnoses #2:
 Correct Format
 Data presented supports diagnosis
Plan #2:
 Plan is specific to census tract
 Writes appropriate objective for population in census tract
 Writes 3-5 goals to support goal.
 Utilizes 2 research articles and textbook to support plan
Implementation #2
 Discusses consistency of plan with those of Healthy People 2020
 Discuss how your plan could be implemented in the census tract
Evaluation #2:
 How would you evaluate if your interventions were successful.
Total Points for this Section
Possible
Points
1
6
6
2
3
2
4
1
2
3
3
2
2
2
2
2
5
2
3
1
2
2
2
1
2
1
2
3
1
2
2
2
1
2
1
80
Points
Received
13
Eight Rules for Better PowerPoint Presentations.
1. Remember that you are the presenter, not PowerPoint. Use your slides to emphasize a point, keep
yourself on track, and illustrate a point with a graphic or photo. Don’t read the slides.
2. Don’t make your audience read the slides either. Keep text to a minimum (6-8 lines per slide, no more
than 30 words per slide). The bullet points should be headlines, not news articles. Write in sentence
fragments using key words, and keep your font size 24 or bigger.
3. Make sure your presentation is easy on the eyes. Stay away from weird colors and busy backgrounds.
Use easy-to-read fonts such as Arial and Times New Roman for the bulk of your text, and, if you have to
use a funky font, use it sparingly.
4. Never include anything that makes you announce, “I don’t know if everyone can read this, but….” Make
sure they can read it before you begin. Print out all your slides on standard paper, and drop them to the
floor. The slides are probably readable if you can read them while you’re standing.
5. Leave out the sound effects and background music, unless it’s related to the content being presented. If
you haven’t made arrangements with the conference coordinator before your presentation, your audience
members might not be able to hear your sound effects anyway. The same goes for animated graphics and
embedded movie files. Your sounds and animated graphics will not be functional on the synchronized
version of your webcast.
6. Sure you can make the words boomerang onto the slide, but you don’t have to. Stick with simple
animations if you use them at all. Remember that some of your audience may have learning disabilities
such as dyslexia, and swirling words can be a tough challenge. These animations will not be functional
in the webcast version.
7. Proofread, proofread, and proofread.
8. Practice, practice, practice. The more times you go through the presentation, the less you’ll have to rely
on the slides for cues and the smoother your presentation will be. PowerPoint software allows you to
make notes on each slide, and you can print out the notes versions if you need help with pronunciations
or remembering what comes next.