MICHIGAN STATE UNIVERSITY
COLLEGE OF NURSING

NUR 409
Concepts of Community Health Nursing

COURSE SYLLABUS
REQUIRED ON CAMPUS
SECTION 1

COURSE CHAIRPERSON:
Joan Wood, R.N., Ph.D.

Spring, 2002


SELECTED ACTIVITIES FOR NUR 409 - COMMUNITY HEALTH

There are some selected activities for COMMUNITY HEALTH. Completion of these
activities has a point value of 40 points ( out of the possible 500 course points) allocated to community health.

These activities include out of class assignments as well as in-class quizzes/assignments which are graded

ASSIGNMENTS & GRADING:

1) Random in-class quizzes/assignments/films = 20 points.

2) Evidence of completion of CD-ROM video assignments = 10points.

3) Newspaper article selection/posting/analysis paper = 10 points.

Information About Selected Assignments:

Random in-class quizzes/assignments/films = 20 points.
The quizzes/assignments could be defining terms or concepts appropriate to the class, responding to T/F questions, and/or short answer questions relevant to the class.
Evidence of completion of CD-ROM video assignments = 10 points. Refer to the individual class pages for these assignments. Complete them
prior to each class; DO NOT complete all assignments at one time. The CD-ROM is available via the Media Lab . A list of student names will be provided to the Media Lab personnel. Each time you complete a CD-ROM or any other required media assignment for NUR 409, notify the lab attendant and make sure you have been given credit for completing the assignment.
If an assignment is to be submitted, submit the day of the associated class.
Newspaper article selection/posting/analysis paper = 10 points.
The purpose of this assignment is to promote recognition of community
health issues that are present in our daily lives and to examine their
implications to both health care provider (professional nurse) and consumer.

    1) Sign up on the calendar for the week you will complete this
assignment.
2) Review a local newspaper and select a news item that reflects a community health issue.
3) Prepare a) a one to two page typewritten paper that includes the title of the articles, the newspaper, and the date of publication, b) a brief description of why this is a community health issue, c) state the level of prevention reflected in the article and your rational for your selection of this level, and d) identify 2-3 implications of this issue for each of the following, the professional nurse and the consumer. NOTE: This paper should be a thoughtful analysis which reflects APA format.
4) Submit the article and analysis paper the week the assignment is due. Put your name on the article.

 

 

 

 

NUR 409 COMMUNITY HEALTH THEORY:
APPLICATION TO NUR 410-THE PRACTICUM

In order to promote application of the theoretical content, selected required activities have been identified. These activities or "core assignments" are reflected in both the Community Health section of the NUR 409 syllabus and the NUR 410 syllabus (page 14).

There are FIVE core assignments to complete during the semester. These assignments will be submitted to the NUR 410 clinical faculty for review and comment at designated intervals as determined by the clinical faculty. Assignments will always be submitted post the corresponding theory class.

In the NUR 409 syllabus, these assignments follow the CLASS OBJECTIVES and READING ASSIGNMENTS. Please direct your questions regarding these assignments to the community health course chairs for 409, 410, or your clinical faculty.

 

 

 

CLASS # 1: DEFINITION & FOCUS
A COMMUNITY VIEW
HISTORICAL & CURRENT PERSPECTIVES OF COMMUNITY
HEALTH NURSING

Objectives: 

1. Compare and contrast community health nursing subspecialties of school health, occupational health, home health, correctional health, parish health & public health.
2. Differentiate between an aggregate, target population, and vulnerable
(at risk) population.
3. Describe the significant historical events relevant to community health nursing.
4. Recognize the components of the ANA standards of practice for community health nursing.
5. Examine expected competencies needed for community health nursing practice by the year 2005.
6, Describe the purpose of the Healthy People 2010 initiative and give examples of the
focus areas that encompass national health objectives.

Required Reading:
Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., pp. xiii-xvii, 3-22, 23-47. Philadelphia: W. B. Saunders Company.

Required Media:
Hale, P. (2000). Real world community health nursing - An interactive CD-ROM. (Click
on "History"; complete sections "Stories of Public Health Nursing Leaders" and "What's My Line?") (No assignment to submit)

Required Assignment:
Prior to Class 1, define each of the following terms/concepts.

Aggregate
Community
Community health
Community health nursing
Core functions/services of public health
Healthy People 2010
Population focused nursing
Public health
Public health nursing
Social justice
Upstream focus

Briefly Review:
Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., 702-807). Philadelphia: W. B. Saunders Company.

Supplemental Reading:
Department of Health and Human Services. (2000). Healthy People 2010: National health promotion and disease prevention objectives. DHHS pub. No. (PHS) 91?50212

Core Assignment: Application to NUR 410 Practicum

1) Core Assignment: Based upon the six public health nursing competencies (qualitative study) identified by Zerwekh, a qualitative study discussed in class, select two competencies which you believe you possess at this time. Also select two competencies that you believe require further development. Substantiate your selections with a brief rational for each competency selected.

COMPARISON OF PUBLIC HEALTH NURSING & HOME HEALTH NURSING
PUBLIC HEALTH NSG HOME HEALTH NSG


COMPARISON OF PUBLIC HEALTH NURSING & HOME HEALTH NURSING

                                       PUBLIC HEALTH NSG                  HOME HEALTH NSG

 

 

SETTING

‑Assist people with their health     needs and decisions about            maintaining optimum health in   their homes/community.

‑Assist people with their health   needs and decisions about         maintaining optimum health    in their homes/community

 

 

 

PRACTICE 

‑Independent with fewer hospital   settings) opportunities for            on‑site collaboration with            professionals.

‑Independent with fewer than    in hospital settings

  opportunities for on site            collaboration with other            professionals.

CONTROL     

‑Client's turf in providing              services to healthy and at‑risk     clients (families and groups)

‑Client's turf providing care to   home‑bound clients                   (individuals and families).

PHILOSOPHY OF SELF‑CARE AND FAMILY ORIENTATION

‑Family and population groups     must be active participants in      risk reduction and promotion of   health and safe environment.

‑Individuals/family must be        involved in all aspects of care.

FOCUS OF SERVICE

‑Groups‑aggregate populations.    Services contribute to the            health of the total population      even though there may be many   who do not seek out or receive     health care.

‑ Individuals/family.                    Services geared to those who    "select themselves into the        care system".

FOCUS OF CARE

‑Continuous; assessment of            health status and needs of            populations and sub‑groups is     on‑going.

‑Emphasis is on wellness,               primary prevention and health promotion.

‑Episodic; clients are admitted   and discharged from the care   system.

‑Emphasis is on secondary and   tertiary prevention.

SYSTEM ENTRY

‑Based on biopsychosocial needs   assessment.

‑Clients may self refer or be           referred by a variety of health     related and social agencies.

‑A reimbursement system in       which medical diagnosis           legitimizes need for care. 

 

 

 

 

CLASS # 2: INTRODUCTION TO EPIDEMIOLOGY & ITS CONCEPTS

Objectives: The student will:

1. Discuss the definition, scope and goals of epidemiology.
2. Apply selected concepts and methods of epidemiology to describe the health status of a community/target population including:
a) multiple causation,
b) agent/host/environment interaction,
c) natural history of disease,
d) rates,
f) person/place time model
g) the levels of prevention and their relationship to health promotion, health
protection/disease protection, disease screening, treatment, and maintenance
3. Apply the epidemiologic process to communicable disease.
4. Describe international patterns of health and disease and health care organizations

Required Reading:

Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., pp. 8-10, 65-91, 811-826. Philadelphia: W. B. Saunders Company.

Required Media:

Hale, P. (2000). Real world community health nursing - An interactive CD-ROM. (Click
on "Epidemiology" and complete "Investigation of an Outbreak". (Submit the last page of the "Investigation")

Required Assignment:

Prior to Class 2, define each of the following terms/concepts.

Epidemiology
Epidemiological triangle
Incidence rates
Levels of prevention
Morbidity rates
Mortality rates
Person-place-time model
Prevalence rates
Surveillance
Web of causation


Core Assignment: Application to NUR 410 Practicum

1) Core Assignment: Review the sections about the following diseases, i.e., salmonella, chlamydia, and pediculosis, identified in the Handbook of Communicable Disease in Man available at each clinical site. Compare and contrast the diseases according to the following epidemiological parameters:
a) the population(s) at risk c) the natural history of the disease
b) the agent?host?environment interaction d) primary approach to control the disease

 

 

 

 

CLASS # 3:  WORKING WITH FAMILIES & CHANGE FRAMEWORKS (50 minutes)

EXAM 1 (50 minutes)

Objectives: The student will

1. Examine the concepts of family, "family as unit", case/care management, and continuity of care.
2. Review selected theoretical frameworks for working with families.
3. Examine health risk appraisal approaches.
4. Critique selected referrals (to and from organizations) as guided by suggested parameters.

Required Reading:

Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., pp. 170-180, 409-456). Philadelphia: W. B. Saunders Company.

Required Media:

Hale, P. (2000). Real world community health nursing - An interactive CD-ROM. (Click
on "Health Education" and then on the search engine for Yahoo. Once in Yahoo select "Health". Then select "General Health"; next select "Health Assessment Tools" and finally select "You First". Complete this appraisal on yourself; submit at Class #3.

Required Assignment:

Prior to Class3, define each of the following terms/concepts.

Case/care management
Continuum of care
Contracting
Discharge planning
Ecomap
Family health assessment
Genogram

Core Assignment: Application to NUR 410 Practicum

1) Core Assignment: Select a lifestyle health risk appraisal; ask one of your clients to complete it. Review the results with the client. Ask the client to tell you what the
results might suggest and what actions s/he believes could be taken. (Document this
activity in the client/family record.) Based upon your conversation with the client, describe
your view of the value of using this assessment tool, the client's response to the process and appraisal, and insights you had re. the relationship between "knowing risks" and "taking
action".

 

 

 

CLASS # 4 WORKING WITH FAMILIES & CHANGE FRAMEWORKS 

(Continued) 100 minutes


 

 

CLASS # 5 FACTORS INFLUENCING THE HEALTH OF THE COMMUNITY

THE LOCAL HEALTH DEPARTMENT & ITS CURRENT HEALTH ISSUES

Objectives: The student will:

1. Examine the current health care delivery structure.
2. Describe how U.S. health care is funded.
3. Differentiate the major characteristics of public and private health care
organizations.
4. Analyze landmark health care legislation and its impact on individuals/families, e.g.,
Medicare, Social Security, and Medicaid.
5. Identify social and political, and economic processes that influence health policy.
6. Identify population variables that impact health.

Required Reading:

Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., pp. 183-203, 204-217, 218-241, 828-829). Philadelphia: W. B. Saunders Company.

Required Media:

Hale, P. (2000). Real world community health nursing - An interactive CD-ROM. (Click
on "Health Care Systems"; click on "Determining Appropriate Health Services" and then click on "Review agencies by going to their web sites".
1) Click on "Social Service Programs"
2) Click on "About Us" on the left side of page and then "What We Do"
3) Return to submenu and click on "Review agencies by going to their web sites again. Then click on "Social Security Administration"
4) Click on "Medicare Information" (left side of page) and review information.
5) Click on "Medicare"
6) Click on "Medicare Basics (Left side of screen) and
"Top 20 Questions from the Medicare Helpline"
7) Return to the sub-menu and complete "Health Care Services Challenge". Submit
the last page of the "Challenge" at Class 4.

Required Assignment:

Prior to Class 4 define each of the following terms/concepts.

Accreditation
Culturalogical assessment
Managed care
Managed care organizations
Medicaid
Medicare
Outcome measures
Population variables
Poverty rate
Social security

Core Assignment: Application to NUR 410 Practicum

1) Core Assignment: Select and contact a community agency (source may be from a client record in NUR 410); secure the following information: source(s) of funding. Obtain information about the organization, i.e., its mission, philosophy, target clientele, services provided, costs to clients. State type of agency, e.g., public or private, and give two characteristics of the agency that support your conclusion.

 

 

 

 

CLASS # 6: EXAM 2 (10:20A-11:10P

FACTORS INFLUENCING THE HEALTH OF THE COMMUNITY
(CONT.) (12:45P-2:30P)

Objectives: The student will:

1. Describe the current and emerging environmental health issues and their impact.
2. Examine the potential roles of the community health nurse in environmental health.
3. Examine significant environmental legislation.

Required Reading:

Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., pp. 286-317). Philadelphia: W. B. Saunders Company.

Required Media:

No required media.

Required Assignment:

Prior to Class 5, define each of the following terms/concepts.

Environment
Food quality
Living patterns
Waste control
Water quality

Core Assignment: Application to NUR 409 Practicum

1) Core Assignment: Describe an environmental issue you have identified related to a client, a neighborhood, or broader community. State a primary, secondary, and tertiary intervention that could be taken to address this issue.

 

 

 

CLASS # 7: COMMUNICABLE DISEASES (CD)

Objectives: The student will:

1. Discuss the routes of transmission of CD.
2. Recognize the protocols for notifiable diseases and give rationale for their importance.
3. Examine current CDs and their epidemiological indicatiors, e.g., HIV/AIDS, Tuberculosis, Lyme Disease
4. Specify the immunizations required by law in the U.S. and their efficacy.
5. Compare and contrast prevention, control, elimination and eradication of CDs.

Required Reading:

Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., pp. 659-701). Philadelphia: W. B. Saunders Company.

Required Media:

No required media.

Required Assignment:

Prior to Class 7, define each of the following terms/concepts.

Acquired immunity
Active immunity
Control
Direct transmission
Elimination
Eradication
Vaccination

Herd immunity
Notifiable infectious diseases
Passive immunity

 

 

 

CLASS # 8: WORKING WITH THE COMMUNITY

Objectives: The student will:

1. Examine the concepts of "community" and "the healthy community".
2. Examine community assessment approaches available to the community health nurse
3. Formulate appropriate community diagnoses given selected scenarios.
4. Describe the basic elements of community organization and health planning.
5. Recognize the significance of "community as client" to the practice of community
health nursing.
6. Examine health promotion frameworks that can be utilized with individuals, families and populations.
7. Examine effective teaching/learning strategies that exemplify health education for
the individual, family and community.
8. Recognize factors that enhance the appropriateness of health materials and media for
an intended audience.

Required Reading:

Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., pp. 92-108, 109-128, 129-169). Philadelphia: W. B. Saunders Company.

Required Media:

No required media.

Required Assignment:

Prior to Class 6, define each of the following terms/concepts.

Census tracts
Community as client
Community empowerment
Community diagnosis
Vital statistics
Windshield survey

WEEK 9: SPRING BREAK !!!!!! NO CLASS!!!!

 

 

 

 

CLASS # 9: EXAM # 3 (50 minutes)

WORKING WITH POPULATIONS ( 50 Minutes)

Objectives: The student will:

1) Recognize the major indicators of the health status of men and women.
2) Examine the special issues of men, women and selected populations, i.e., people with disabilities, people who are migrants, and people who reside in rural areas.
3) Examine factors that impede or promote the health of men and women and these
selected populations.
4) Identify methods of intervention across the levels of prevention for men, women,
and the selected populations at the individual, family and community levels.

Required Reading:

Nies, M. and McEwen, M. (2001). Community health nursing (3rd ed., pp. 349-381, 382-408, 496-525, 548-582,). Philadelphia: W. B. Saunders Company.

Required Media:

No required media.

Required Assignment:

Prior to Class 8, define each of the following terms/concepts.

Acute pesticide poisoning
Americans with Disabilities Act
Disability
Domestic violence
Ectopic pregnancy
Family and Medical Leave Act
Handicap
Illness orientation
Impairment
Migrant worker
Osteoporosis
Pelvic inflammatory disease
Prevention orientation
Rural
Seasonal worker
Sexual harassment


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