| Course Number: | NR435 |
|---|---|
| Course Title: | Community Health Nursing |
| Course Credits: | 5 Credits (Theory 3, Clinical 2) |
| Prequisite: | RN to BSN students: NR351, NR305, NR361, NR439, NR447 RN to MSN students: NR351, NR305, NR361, NR439 |
| Co-requisite: | None |
Syllabus
Overview
Course Description
Theory and concepts of community/public/global health utilizing levels of prevention are presented. The role of the Community Health Nurse (CHN) in determining predictive factors that influence health will be explored. This course will investigate the needs of aggregates in the community setting including promoting health and preventing illness; planning for disasters; addressing environmental health problems; and managing information and communication technology. Planning, organization, and delivery of services for populations at risk are tied to Healthy People 2020 goals with an introduction to political and sociocultural aspects of community, demographic, and epidemiological methods. Communication, collaboration, and teamwork strategies will be explored along with application of evidence-based practice. This course is designed to expand the scope of nursing practice for senior RN-BSN students. Clinical experiences are scheduled with approved nurse preceptors in community settings for students to assist them in applying community-health principles and implementing relevant concepts in non-acute care settings.
Clinical Compliance Requirements
All Clinical compliance requirements must be satisfied, and necessary health forms must be on file with the Corporate Clinical Office prior to registration for any clinical course. Failure to comply will result in the student being withdrawn from the class roster. Students not in compliance may be refused entry to class or clinical and will not be excused for any absences. A complete list of these requirements is at http://my.chamberlain.edu under the Clinical section or by contacting clinicalcompliance@chamberlain.edu.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Access E-Book
Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
eBook Details
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Program Outcomes
The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:
1
Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2
Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3
Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4
Integrates clinical judgment in professional decision making and implementation of the nursing process.
5
Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6
Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7
Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8
Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.
Upon completion of this course, the student will be able to do the following.
1
Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)
2
Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)
3
Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (POs 4 and 8)
4
Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)
5
Analyze the nursing roles in providing comprehensive care in a variety of community health settings. (PO 1)
6
Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)
7
Apply professional nursing standards and ethical principles to provide spiritually and culturally appropriate care. (PO 6)
8
Demonstrate effective communication strategies and teamwork in managing the healthcare of individuals, families, aggregates, and communities. (PO 3)
9
Examine future trends in community health nursing including the impact of information systems and evidence-based practice. (PO 8)
Course Schedule
| Week, COs, and Topics | Readings | Assignments |
|---|---|---|
Week 1 CO 1 Introduction to Community and Public Health Nursing | Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
Required Website U.S. Department of Health and Human Services. (2016). Healthy People 2020: About determinants of health. Retrieved from http://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health Optional U.S. National Library of Medicine. (2012). Two centuries of health promotion: Images from the history of the Public Health Service. Retrieved from http://www.nlm.nih.gov/exhibition/phs_history/intro.html Lesson Topics include introduction to community health, population-based nursing, core functions, the public health nursing intervention wheel, determinants of health, and upstream thinking. | Practicum Log Practicum Conference Call Learning Agreement Graded Discussion |
Week 2 CO 2 Community Assessment and Health Planning | Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
Required Websites U.S. Census Bureau. (2016). Quickfacts. Retrieved from https://www.census.gov/quickfacts/ County Health Rankings and Roadmaps. (2016). How healthy is your community? Retrieved from http://www.countyhealthrankings.org/ Lesson Topics include nature of community, community assessment, windshield survey, statistical and epidemiological data, and community health planning. | Practicum Log Practicum Conference Call Graded Discussion |
Week 3 COs 3 and 4 Caring for Vulnerable Populations | Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier. Choose one of the following five chapters.
Also choose one of the following four chapters.
Lesson Topics include vulnerable populations, risk factors, assurance and referral, homeless population, mental health population, and disabilities population. | Practicum Log Clinical Practicum Community Assessment Graded Discussion |
Week 4 COs 3 and 5 Community Health Roles, Settings, and Interventions | Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
Choose one of the following four chapters.
Required Website U.S. Department of Health and Human Services. (2016). Healthy People 2020: 2020 topics and objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/ Optional Lambert, V., & Keogh, D. (2014). Health literacy and its importance for effective communication. Part 2. Nursing Children & Young People, 26(4), 3236. doi:10.7748/ncyp2014.05.26.4.32.e387 http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=95933244&site=eds-live Lesson Topics include Healthy People 2020 roadmap, levels of prevention, partnerships in nursing, school nursing, community health education, and evidence-based interventions. | Practicum Log Learning Agreement Graded Discussion |
Week 5 COs 3 and 6 Managing Population Health Problems | Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
Lesson Topics include population health problems, substance abuse, violence, child abuse, levels of prevention related to violence, disasters, and communicable diseases. The required reading and graded assignments for this week meet the requirements for California Public Health Nursing (PHN) Certification and cover training in the detection, prevention, reporting requirements, and treatment of child neglect and abuse and include, but are not limited to, prevention and early detection techniques, disasters, and communicable diseases. | Practicum Log Clinical Disaster Preparedness Graded Discussion |
Week 6 CO 6 Factors Influencing the Health of the Community | Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
Required Website U.S. Environmental Protection Agency. (2017). MyEnvironment. Retrieved from http://www.epa.gov/myenvironment/ Optional Reading American Nurses Association. (2007). ANA principles of environmental health for nursing practice with implementation strategies. Silver Springs, MD: ANA. Retrieved from http://nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/NursingStandards/ANAPrinciples/ANAsPrinciplesofEnvironmentalHealthforNursingPractice.aspx Lesson Topics include environmental health, environmental effects, and community health nursing and environment. | Practicum Log Environmental Health Assessment and Intervention Plan Graded Discussion |
Week 7 COs 4, 7, and 8 Health Policy, Healthcare Costs, Interdisciplinary Collaboration, Diversity, and Ethics | Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
Required Website U. S. Department of Health and Human Services. (2012). HealthCare.gov. Retrieved from http://www.healthcare.gov/ Optional Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
Lesson Topics include healthcare policy, health planning legislation, healthcare costs, interdisciplinary communication, diversity, and ethics. | Practicum Log Learning Agreement Graded Discussion |
Week 8 CO 9 The Future of Community Health Nursing | Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.
Required Fried, L. P., Piot, P., Frenk, J. J., Flahault, A., & Parker, R. (2012). Global public health leadership for the twenty-first century: Towards improved health of all populations. Global Public Health, 7(S1), S5. doi:10.1080/17441692.2012.702118 http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104495930&site=eds-live&scope=site Optional Kulbok, P. A., Thatcher, E., Park, E., & Meszaros, P. S. (2012). Evolving public health nursing roles: Focus on community participatory health promotion and prevention. Online Journal of Issues in Nursing, 17(2), 1. doi:10.3912/ OJIN .Vol17No02Man01 http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=her&AN=76615164&site=eds-live Lesson Topics include informatics, tools for information management in community, impact of health information technology, past accomplishments, the future, and global health. | Practicum Log Graded Discussion |
California Public Health Nurse (PHN) Certificate | This module is for students who are licensed in California and has been developed to meet the requirements to apply for a CA PHN Certificate. The module includes information specific to the California reporting requirements and intervention techniques for child neglect and abuse. | Complete the attestation statement that the requirements for CA PHN certification have been completed. |
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Due Dates for Assignments and Exams
Unless otherwise specified, the following applies.
- Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
- All assignments are to be submitted on or before Sunday at the end of the specified week that they are due by 11:59 p.m. (MT).
- All quizzes and exams, if applicable in your course, are to be completed on or before Saturday at the end of the specified week that they open by 11:59 p.m.(MT).
Note: In Week 8, for the DNP, MSN, RN-BSN, and Prelicensure BSN, the assignments would be due by Wednesday at 11:59 p.m. MT.
Faculty Grading/Response Schedule
Grades for Discussion will be posted by Tuesday night after the due date, except for grades for Week 8 Discussion, which will be posted by Friday at the end of Week 8. For all other work (papers, projects, etc.), grades will be posted by Friday night after the due date. An announcement will be posted if these deadlines cannot be met.
Faculty will respond to student emails or questions in the Q & A Forum within 48 hours.
Concerns about faculty grading and responsiveness may be sent to the director and the dean of the RN-to-BSN Option by clicking on the Online Administrator’s Message link under Course Home.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Assignment | Points | Weighting |
|---|---|---|
Discussions | 400 | 40% |
Clinical Practicum Community Assessment | 160 | 16% |
Clinical Disaster Preparedness | 160 | 16% |
Environmental Health Assessment and Intervention Plan | 175 | 17.5% |
Practicum Logs | 105 | 10.5% |
Learning Agreements | 0 | 0% |
Total Points | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
The course grade is determined by transferring the total number of points possible in the course to a percentage grade. There is no rounding of grades. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
Chamberlain College of Nursing students are expected to conduct themselves in an ethical and professional manner. All academic assignments, including papers, exams, projects, and in-class assignments must be the original work of the individual student unless otherwise specified by the instructor. Academic or clinical dishonesty are exceptionally serious offenses and may result in a failing grade on an assignment, failure in the course, or dismissal from the College.
Students agree that by taking this course all required papers, threaded discussions or other written learning activities may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
1. Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
3. Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD's ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
4. Participation Guidelines
You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week's discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance | B (87%) Very good or high level of performance | C (76%) Competent or satisfactory level of performance | F (0) Poor or failing or unsatisfactory level of performance |
|---|---|---|---|---|
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. | Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points | Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points | Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points | Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points |
Integrates evidence to support discussion. Sources are credited.* | Integrates evidence to support your discussion from:
Sources are credited.* 12 points | Integrates evidence to support discussion from:
Sources are credited.* 10 points | Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points | Does not integrate any evidence. 0 points |
Engages in meaningful dialogue with classmates or instructor before the end of the week. | Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points | Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points | Responds to a classmate and/or instructor but does not further the discussion. 10 points | No response post to another student or instructor. 0 points |
Communicates in a professional manner. | Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points | Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points | Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points | Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points |
PARTICIPATION: | 0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. | -5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. | ||
PARTICIPATION | 0 points lost Posts in the discussion at least three times AND on two different days. | -5 points Posts fewer than three times OR does not participate on at least two different days. | ||
NOTES: | ||||
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
NOTE: A zero is the lowest score that a student can be assigned. | ||||
6. Chamberlain Policies
Students are required to comply with Chamberlain College of Nursing's academic policies. To access Chamberlain's policy on academic integrity (and all other Chamberlain policies), please review the information in your Undergraduate Student Handbook, Undergraduate Catalog, and the policies outlined in this course.
The Undergraduate Catalog describes the technical requirements for students. Sufficient technology and Internet access is required to complete Chamberlain College of Nursing online classes. Technical requirements include, but are not limited to:
- Hardware/Software Requirements
- Supported Operating Systems
- Productivity Tools (Microsoft Office, VitalSource Bookshelf)
- Internet Access o Internet Connections
- Supported Browsers
- Browser Settings
- Plug-ins
- Screen Settings
- Hardware Specifications
- Computer Internet Security
- Operating System Updates
Chamberlain College of Nursing is committed to providing reasonable accommodations for eligible students with documented disabilities as defined by state and federal laws relating to the Americans with Disabilities Act (ADA). Our intent is to ensure that every student who makes a request for accommodations under ADA is advised of the accommodation process as promptly as possible. If you are a student with a verifiable documented disability, and you can provide medical documentation regarding this disability, then contact our ADA Officer at adaofficer@chamberlain.edu for more information on how to receive ADA accommodations in your online classes or fax your request to 630-596-1651.
Webliography
The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course's subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.