Community Health Nursing

Summer 2014

Faculty Brittney Mathis, RN, BSN Debra L. Morris, RN, BSN, BA, PhD

Page 1

Table of Contents

Course Information........ Page 3 Instructor Information Page 4 Teaching Philosophy ..... Page 5-6 UTMB and SON Mission and Values.. Page 7 Framework for Nursing Education .. Page 8 Purpose of the Course... Page 9 Course Objectives Page 9 Required Texts. Page 9 Useful Links Page 10 Teaching Strategies. Page 10 Module OutlinesPage 11 Course Calendar.. Page 12 Grading Procedures.. Pages 13-15 Guidelines for Writing a Paper.... Page 17 Course Policies and Requirements.... Pages 18-20 Module I Page 21-22 Module III Pages 22-24

Page 2

Course Information Course Title: Community Health Nursing Credit: 3 credit hours Term: Summer 2014 Instructors: Brittney Mathis and Debra L. Morris Course Description: This course focuses on introducing concepts of community health and the roles that nurses play in health promotion, risk reduction, and disease management of individuals, families, and groups within the community. The students will assess the needs within the community and learn how community-based agencies and other organizations provide interventions and disease management.

Page 3

Instructor Information

Brittney Mathis RN, BSN Cell Phone (806) 559-**** Email: bnmathis@utmb.edu

Debra L. Morris, RN, BSN, BA, PhD Cell Phone (409) 692-**** Email: dlmorris@utmb.edu

Page 4

Teaching Philosophy Brittney Mathis RN, BSN I graduated from Texas Tech University Health Sciences Center Anita Thigpen Perry School of Nursing in 2010 with my Bachelors of Science in Nursing. Then in 2012, I enrolled in the University of Texas Medical Branch to work towards getting my Masters Degree in Nursing Education. As a nurse, my experience has been in surgical intensive care and general intensive care, working with complex, critically ill patients that include post open heart surgery, craniotomies, endovascular coiling, respiratory failure, renal disease, sepsis, and other multisystem problems. I have received training and now train others in the use of state of the art equipment such as IABP, CRRT, and hypothermic protocol. While working in these units, I have trained numerous graduate nurses that have now become my well respected coworkers, educated and trained paramedic/firefighter students on their hospital shifts, and served as clinical preceptor for Texas Tech University nursing students. Before a graduate nurse should be released into the workforce, they should be taught by the nurses that are truly in love with what they do. I have heard people say that nurses seem to be lifetime students and I believe that you have to love to learn before you can teach others to do so. To quote E. M. Forster, One person with passion is better than forty people merely interested and I am passionate about being a nurse educator. It allows to me to help facilitate the learning process and play a role in future of nursing by teaching nurses as they embark on their endeavors. Being new to professional teaching, my teaching philosophy is still developing. I believe that in providing valuable learning experiences that will enable nursing students to gain the most knowledge to take care of their future patients. My goal is to not only assist with providing the basics of nursing knowledge, but help students to develop their critical thinking skills through high level simulation and real life scenarios.

Page 5

Teaching Philosophy Debra Morris, RN, BSN, BA, PhD My latest academic degree is a BSN received in 2010 from the School of Nursing at The University of Texas Medical Branch in Galveston (UTMB). I came to nursing through an academic path that included a BA in philosophy from the University of Texas at Austin and a Ph.D. in Genetic toxicology in 1987, also from UTMB. My career has also included 15 years as a toxicology consultant in legal cases involving injuries from chemical exposures. I am currently working on a Nurse Educator certificate. I have participated as a student in many, many classes. Coming from a lifelong yearning to learn new things, I believe that nothing that I teach can make up for the desire to learn in the students. We are coming together in this class so that I can facilitate your learning by providing a framework for the learning. The final success of the learning is dependent upon the partnership between the student and facilitator. Nursing is a multifaceted field that requires not only a learning of facts but also the ability to think critically. An understanding of how all our actions as nurses affect patient safety and the promotion of health is also absolutely necessary.

Page 6

UTMB Mission, Vision and Values The mission of UTMB Health is to improve health for the people of Texas and around the world. And the vision statement is: We work together to work wonders as we define the future of health care and strive to be the best in all of our endeavors. Our values define our culture and guide our every interaction. We demonstrate compassion for all. We always act with integrity. We show respect to everyone we meet. We embrace diversity to best serve a global community. We promote excellence and innovation through lifelong learning. School of Nursing Mission and Vision Statements The mission and vision of UTMB School of Nursing is derived from those of the institution. Mission: The UTMB Health School of Nursing focuses on excellence in nursing education, leadership, research, and evidence-based patient care. Vision: Working together to create nursing excellence. Goals: The School of Nursing Goals can be found at http://son.utmb.edu/about/VisionMissionDiversity.cshtml Overview and Philosophy As a profession, nursing is legally and ethically accountable to society for the integrity and outcomes of its practice. Through the application of knowledge and skills, based on theory and evidenced based research, the discipline of nursing facilitates healing of individuals, families, and communities within a global environment. Nurses support people in identifying and using resources to promote health, prevent illness, manage human responses to illness, and experience peaceful death. The basic relationships among people, health, and environment are vital aspects of holistic nursing. Respect for the dignity, worth, and diversity of all people is fundamental to providing health care that acknowledges individual preferences and fosters patient participation. Education is a mutual process of teaching and learning, enriched by collaborative relationships, shared growth, and respect among faculty, students, and the recipients of health care. The School of Nursing faculty is committed to creating a caring environment that promotes academic excellence and the application of moral and ethical principles in teaching, clinical practice, research and scholarship. Nursing education develops qualified professionals who exercise leadership in meeting the health care needs of society. Furthermore, graduates are expected to demonstrate a commitment to lifelong learning, actively participate in nursing and community organizations, and assume responsibility for patient advocacy in clinical practice, research, and policy development.
Page 7

Framework for Nursing Education

The organizing framework for nursing education consists of an inner core representing holistic nursing, depicted by the circles in the center of the model. Holistic nursing embodies the art and science of the profession and encompasses the integrity and wholeness of persons. The concepts within nursing are activities of health promotion, human response to illness, and healing practices, grounded in persons and environment. The circles overlap to illustrate the characteristics of separateness and mutual interrelatedness. Although bounded, the broken lines allow free exchange among and between the concepts. The professional values, core competencies, core knowledge, and role development represent the essentials of professional nursing education. Scholarship, teaching, and practice roles of the faculty contribute to the strength of the educational mission. The labels in each quadrant represent the influence that each of the components has on the other rather than the separateness of each activity.

Page 8

Purpose of the Course The purpose of this course is to provide an environment for learning critical thinking skills while obtaining factual knowledge in community health nursing while building on prior knowledge, pairing these with goals of patient safety and promoting the health of individuals in the community.

Course Objectives 1. Define key concepts in the practice of community/public health nursing. (Foundational Knowledge) 2. Understand the goals and objectives of Health People 2020. (Foundational Knowledge). 3. Analyze epidemiological and population-based data from a community assessment by performing a community assessment. (Application, Integration) 4. Based on the community assessment, formulate an appropriate intervention for improving the health of the assessed community. (Application, Integration) 5. Associate basic knowledge of healthcare policies to resulting effects in diverse populations. (Integration) 6. Critically reflect on understanding the role of cultural competency in community/public health nursing (Human Dimension) 7. Demonstrate a working knowledge of ethical issues in community/public health (Human Dimension) 8. Develop a learning plan to address a knowledge deficiency identified in the community assessment, using knowledge of health literacy in the community (Learning How to Learn)

Required Text: Stanhope, M & Lancaster, J (2012), Public health nursing: Population-centered health care in the community (8th ed.). Maryland Heights, MO: Elsevier.

Additional Resource: American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed,). Washington: American Psychological Association.

Page 9

Useful links: HealthyPeople 2020: http://www.healthypeople.gov/ Center for Disease Control and Prevention: http://www.cdc.gov/ National Center for Health Statistics: http://www.cdc.gov/nchs/ Texas Department of Health: http://www.dshs.state.tx.us/

Teaching Strategies: Assigned readings Lectures with class discussions Videos Internet resources Online activities and interactions including Discussion Board Assigned projects Quizzes and tests Assigned papers

Page 10

Module Outline Module I: Essential Elements of Community Health Overview: This module introduces the student to the principle concepts of community/public health nursing and essential elements involved in the practice. Emphasis will be placed on understanding the goals and objectives of Healthy People 2020 Module II: Basic Concepts in Epidemiology Overview: This module introduces the students to core concepts in epidemiology ant the application to community/public health nursing. Module III: Community Assessment and Planning for Health Programs Overview: This module will center on the principles and concepts of conducting an assessment of a community and planning for a health program to address needs identified in the assessment. Module IV: Health Literacy Overview: This module introduces the student to the concept of health literacy and how this concept relates to community/public health nursing. Module V: Cultural competency: Overview: This unit will cover the role of cultural competency in the community/public health nursing. In this module, the student will conduct a self-assessment of cultural competency and examine tools to improve cultural competency. Module VI: Health Care Policies. Overview: In this module, core concepts in health policy will be introduced, including the development of policies and the role of policies in promoting the health of the community. Emphasis will be given on recent changes in health care driven by the Patient Protection d Affordable Care Act. Module VII: Ethical considerations in Community/Public Health Nursing Overview: this module introduces that student to ethical considerations in community/public health nursing. Emphasis will be placed on the role of the nurse in addressing the identified ethical issues.

Page 11

Course Calendar Week May 5th May 12th Activities First day of Class, Module I Modules II Due Dates Post Module I Learning Activity by May 16. Post comment on anothers reflection for Module I Learning Activity 2 by May 20. Test 1 May 28th Module 3 Learning Activity 1 (Community Assessment Paper) June 13 Test 2 June 25th Clinical Logs (Volunteering) due July 9th by midnight Module 3 Learning Activity 3 (Power Point presentation) presented in class this week. Test 3 July 23rd

May 19th May 26th June 2nd June 9th June 16th June 23rd June 30th July 7th July 14th July 21st

Module III Module III Module IV Module IV Module V Module V Module VI Module VI Module VII

Page 12

Grading Procedures

Test 1 Test 2 Test 3 (Final exam) Community Assessment Paper Power Point Presentation on Community Health Intervention Learning Plan for Knowledge Deficiency in community Discussion Board Participation Clinical Component (Volunteering) 24 hours

15% 15% 20% 15% 15% 10% 10% Pass/Fail

Classroom Students must receive a 75% weighted average on course and final exam (including the end of course content assessment) in order to receive a passing score for the course. Students who miss a scheduled assessment exam will receive an incomplete in the course until the assessment exam has been completed Letter Grades Letter grades are as described: A = 90 100 B = 80 89 C = 70 79 F = 0 69 (not considered passing) Grading Rubric for Online Participation A=90-100 Demonstrates a complete understanding of key concepts. Works in a timely fashion with others so posting are completed by the deadline. Provides complete support of posted opinions as applicable. Connects the information learned in class to real world applications with an innovative approach Demonstrates an understanding of most of the key concepts. Works in a timely fashion with others so posting are completed by the deadline. Provides limited support of opinions. Connects the information learned to real world applications with a basic approach.
Page 13

B=80-89

C=70-79

F=0-69

Demonstrates a minimal understanding of key concepts. Has difficulty meeting deadlines for posting. Fails to make connections of the learned information to real world applications. Does not show an understanding of key concepts. Fails to participate with the group.

Course Clinical Performance (Volunteering) In addition to evaluating students knowledge and skills, there is an obligation to determine whether the students performance in the treatment and/or care of patients is acceptable for the expectations and stands of the nursing profession. A Meets Expectations clinical performance in all critical behaviors is required to receive a passing grade in a course. A student who receives a Does Not Meet final clinical performance evaluation will receive an F in the course, even if grades on other tests or evaluations are satisfactory. A student who receives Does Not Meet Expectations evaluation for a clinical day because of unsatisfactory professional performance (unsafe, incompetent, or negligent) in the treatment and/or care of patients may be subject to immediate reassignment, course failure, academic probation, or program dismissal. A student who fails a clinical rotation may be subject to academic probation or program dismissal. (Refer to Policy: Clinical Expectations for additional guidelines).

Page 14

Clinical hours will allow students to interact with the community and discover the disparities the community has. Through volunteering through agencies such as food pantries, church groups, or health walks. Community clinics are health clinics that project services for reduced prices or free of charge for members of the community in need. Health agencies include such things as support groups, Red Cross, or community educational seminars. Volunteer Community Clinic Health Agencies 8 Hours 8 Hours 8 Hours

Students are the wear proper uniforms with ID badges at all times while in the community. Locations and times for clinical hours will be turned in prior to attending to allow the instructors to view students during the clinical hours. If this is not done prior to attending, hours will not count. Course Clinical Evaluation (Assessment Project). The assessment for the clinical part of the course that consists of the community evaluation is outlined in Module 3. This is evaluation is part of the overall evaluation of the course as outlined in the overall rubric at the beginning of this section.

Page 15

PowerPoint Presentation Grading Rubric

1
The presentation has less than 10 slides, no graphics, and the background competes with the text.

3
The presentation has 15-19 slides. The graphics do not coordinate with the text and there are less than 3 graphics. The background competes with the text.

4
The presentation has 15-19 slides. The graphics coordinate with the text but there are less than 3. The background does not compete with text.

5
The presentation has the required minimum of 20 slides. The background does not compete with the text. There are at least 3 graphics.

Total

Layout & graphics

The presentation has 10-15 slides. The graphics do not coordinate with text.

Spelling & Grammar

The presentation has 4 or more misspellings or grammatical errors.

The presentation has 3 misspellings or grammatical errors.

The presentation has 2 misspellings or grammatical errors.

The presentation has less than 1 misspellings or grammatical errors.

The presentation has no spelling errors or grammatical errors.

Content

Content is confusing and does not follow guidelines.

Content is limited and does not give detailed information.

Content is limited and gives limited teaching information.

Content is intellectual but does not go in a proper order to properly teach the content.

Content is intellectual and teaches the viewer the information.

Patient Education

The is no education on disease process, medications, diet, teachings, or special instructions

The presentation is missing two to three items of the required material.

The presentation is missing one to two items of the required material.

The presentation includes all required information but is presented at a level that most patients will not understand.

The presentation includes detailed information on disease process, medications, diet, teachings, and special considerations in a manner that will allow patient to learn.

References

The presentation has no references.

The presentation has less than the required references and improper formatting in 2 or more locations.

The presentation has less than the required references and the improper formatting in 2 or less locations.

The presentation has less than the required references and there are no improper formatting.

Presentation has the required minimum of 5 references with proper formatting and from within the last 5 years. Total Points

For total grade, multiple Total Points by 4.

Page 16

Guidelines for Writing a Paper The following guidelines should be used for all papers written for courses in the Nursing Education Program. These are basic guidelines. Specific criteria and content outlines will be unique to each assignment. 1. Papers should be organized with the introduction, the body of the paper, and the summary. 2. APA format must be used for all papers, including a title page and pagination. 3. Headings and subheadings should be used to organize content and sections of the paper. If there is specific criteria that you are responding to, that should be used as the heading. 4. If material or ideas are not your own or not common knowledge, you must reference these using APA format. 5. Reference lists at the end of a paper should use APA format. References, unless a definitive or historically relevant citation, should be from the last 5 years. 6. APA parenthetical text citations must be accurate. Indirect sources must also be accurately cited. 7. The text citations and reference list must be accurate and parallel. 8. Papers should be proof read for spelling, punctuation, and grammatical errors. 9. Characters and lines should be as follows: font should be at least 12 pt., 6 lines per inch, double-spaced with a minimum of 1" margins on all sides. 10. All papers should be supported with appropriate references (including sources other than the required and recommended textbooks) and reflect scholarly work. 11. Cover sheet should be in the correct format with complete information. Should any of the above guidelines not be followed, 20 points will be deducted. For additional information, refer to the following references:

American Psychological Association. (2009). Publication manual of the American Psychological Association. (6th ed.). Washington: American Psychological Association.

Papers that do not follow the criteria above or that are poorly written will not be graded and will be returned for revision. They must be resubmitted within 5 days and will have 20 points deducted for resubmission.

Page 17

Course Policies and Requirements

Honor Pledge "On my honor, as a member of the UTMB community, I pledge to act with integrity, compassion, and respect in all my academic and professional endeavors." Academic Accommodation/Disability Services Policy http://www.utmb.edu/Policies_And_Procedures/Student_Policies/PNP_004984 The University of Texas Medical Branch at Galveston complies with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and state and local requirements regarding students with disabilities. Under these laws, no otherwise qualified and competitive individual with a disability shall be denied access to or participation in services, programs, and activities of UTMB solely on the basis of the disability. Copies of the ADA and Section 504 of the Rehabilitation Act of 1973 are available in the Office of Student Services. The University of Texas Medical Branch at Galveston is committed to equal opportunity for students with disabilities. If you have a documented disability or would like to obtain information regarding services for students with disabilities, a complete copy of the Student with Disabilities: Guidelines for Compliance may be obtained from the Universitys Office of Equal Opportunity and Diversity or the Office of Student Affairs of any of the four UTMB schools. Services for students with disabilities is a program within the Office of Student Services in coordination with the Office of Equal Opportunity and Diversity and the Student Affairs offices of the four UTMB schools. By law all students with disabilities are guaranteed a learning environment that provides reasonable accommodation of their disability. The legal protections mentioned above are civil rights provisions aimed at ending discrimination against persons with disabilities. All programs and offices at UTMB are committed to providing a supportive and challenging environment for students with disabilities who choose to attend UTMB. The Office of Student Services is located on the second floor of the Lee Hage Jamail Student Center. The Office of Equal Opportunity and Diversity is located on the ground floor of Rebecca Sealy Hospital. Participation Students are to actively participate in the assigned activities and consistently attend scheduled classes, laboratory, and clinical experiences. Furthermore, students are expected to accomplish required preparations prior to those activities, and where group work is required, to contribute fully to the group process. Dress Code For the classroom and clinical dress code, see Student Handbook on pages 36-38. See attached link for details. UTMB Student Handbook

Page 18

Student Handbook / Catalog / SON Bulletin The General Information Catalog and SON Bulletin and SON Student Handbook taken together guide and inform students about important policies at the school of nursing including professional dress and behavior, clinical expectations, advising, academic progression, student representation, grading, and parking. They also cover accommodation, Licensure eligibility and security clearance. They are a source of information about student support services, professional organizations, honor societies, awards and honors. Each student is responsible for knowing and adhering to the University of Texas Medical Branch School of Nursing policies, including policies regarding Testing (paper and pencil, or online, as applicable), Academic Appeal, Professional Behavior, Clinical Expectations, Dress Code, and Student conduct and Discipline located in the student handbook. The student handbook, bulletin, and catalog are available on the SON Website at: http://son.utmb.edu/currentstudents/Catalog.cshtml Use of computers Personal computer access is encouraged during class for relevant uses such as taking notes and looking up information relevant to class discussions. Usage of computers for other purposes may be disruptive to learning and is not allowed. Use of Social Media Policy http://www.utmb.edu/Policies_And_Procedures/General_Administrative/PNP_140331 Critical Behaviors Policy In each clinical course, critical behaviors for successful clinical performance are identified by an asterisk on the student clinical evaluation form. Critical behaviors are those components determined by the faculty to be essential for safe, competent clinical performance. To achieve a passing score in the clinical component of the course, the student must have a score of meet expectations (M) for critical behaviors and either meet (M) or need improvement (NI) on the other clinical behaviors. Late Submission of Assigned Projects Projects (written papers, Power Point presentations) will be penalized 5 points for each day that they are late. Medical Record Confidentiality Policy To maintain confidentiality of patient information, medical records are not allowed to be printed. Patient health information is to be viewed on screen only. Students may not print any portion of a patients medical record at any location.

Page 19

Occupational Exposure to Blood Borne Pathogens Policy 1. Wash the area immediately. 2. Notify faculty supervisor. 3. Report immediately to Student Wellness during regular working hours: Monday through Friday 8a 5p, University Clinics, 6th Floor. 4. For questions, call Student Wellness at 409-772-1215. 5. After hours, weekends and holidays report to the UTMB Emergency Department. 6. For questions after hours call the Access Center at 1-800-917-8906. 7. Chemoprophylaxis should be initiated within 2 hours of a high risk percutaneous exposure. 8. If off campus, follow the policies of the clinical agency and notify Student Wellness immediately. Access the student wellness and healthcare epidemiology websites for additional information and policies for off campus exposures. Student Wellness http://www.utmb.edu/studentwellness/occupational/index.html Policies and Procedures http://www.utmb.edu/policy/hcepidem/search/01-02.pdf

Emergency Contact It is required that all UTMB personnel and students sign up, indicating their preference for the order in which they wish to be notified should an emergency or weather situation occur. This can be done by accessing the UTMB webpage, then iUTMB, then Alert System: Information on campus alerts due to weather, emergencies, etc. can be found at the UTMB Alert System website: http://www.utmb.edu/alert/ If the server is down a second backup web site is available at: http://www.utsystem.edu/utmb/alert.htm Additional information can be found for UTMB Health Emergency Operations Plans at: www.utmb.edu/emergency_plan

Page 20

Module I: Essential Elements of Community Health

Overview: This module introduces the student to the principle concepts of community/public health nursing and essential elements involved in the practice. Emphasis will be placed on understanding the goals and objectives of Healthy People 2020 Objectives: Upon completion of this module, the student will be able to: 1. Distinguish the differences between community health and public health. 2. Understand modern public health in relationship to its historical development. 3. Examine theories that are relevant to the practice of community health nursing. 4. Analyze factors influencing community health nursing in current practice. 5. Explain core features of public health, public health services and the Public Health Intervention Wheel 6. Describe the purpose, goals, and national health objectives of Health People 2020. Required Reading/Resources/Websites Williams, C.A. (2012). Population-focused practice: the foundation of specialization in public health nursing. In M. Stanhope & J. Lancaster (Eds.), Public health nursing, 8th ed. (pp. 3-21). Maryland Heights, MO: Elsevier. Dieckman, J. (2012). History of public health nursing and public and community health nursing. In M. Stanhope & J. Lancaster (Eds.), Public health nursing, 8th ed. (pp. 22-43). Maryland Heights, MO: Elsevier. Keller, L.O., & Strohschein, S. (2012). Population-based public health nursing practice: the intervention wheel. In M. Stanhope & J. Lancaster (Eds.), Public health nursing, 8th ed. (pp. 186-215). Maryland Heights, MO: Elsevier. Healthy People 2020: http://www.healthypeople.gov/ Criteria for module evaluation: Questions derived from this module will be included on Exam 1 and Test 3.

Page 21

Learning Activities Learning Activity 1 Reflect upon an experience that you have had with an organization in the community and rethink this experience with what you have learned about nursing in the community. Post a short comment on this refection on the Discussion Board. If you do not have direct experience with volunteering in the community, review the website for an organization in the community that is concerned with the promotion of health in the community and center your reflections around this review of the website. After reading the reflections of your classmates, comment on the reflection of one of your classmates. Please limit your posts to no more than 400 words. Assignment due dates Post your reflective analysis on the Discussion Board by May 16. Post your comments on a classmates reflection by May 20. Criteria for evaluation Online participation on the Discussion board will be graded according to the grading rubric for online participation. Online participation and expectation for the Discussion Board: Online participation on the Discussion board expected and is outlined under Learning Activities and Criteria for Evaluation. Learning activity 2 Review the Health People 2020 presentation Defining Success in a Systems Approach: The San Diego County Childhood Obesity Initiative. as an example of a community program to reduce childhood obesity. http://www.healthypeople/2020/learn/module.aspx?chapterId=4 Assignment due date: This will be discussed in class during the week of May 12 Criteria for evaluation: The criteria for evaluation is participation in the class discussion the week of May 12 Online participation and expectation for the Discussion Board: This learning module is online and should be reviewed for class discussion. Posting on the Discussion board is not required.

Page 22

Module 3: Community Assessment and Planning for Health Programs

Overview: This module will center on the principles and concepts of conducting an assessment of a community and planning for a health program to address needs identified in the assessment. Objectives: Upon completion of this module, the student will be able to: 1. Describe the process of community assessment. 2. Delineate nursing roles in community assessments. 3. Formulate and execute a community assessment in collaboration with community partners. 4. Formulate a diagnosis for the community. 5. Design, implement and evaluate an intervention for improving the health of the assessed community, applying principles of epidemiology, nursing guidelines and national prevention guidelines from Healthy People 2020. Required Reading/Resources/Websites Schuster, G.F. (2012). Community as client: assessment and analysis. In M. Stanhope & J. Lancaster (Eds.), Public health nursing, 8th ed. (pp. 396-426). Maryland Heights, MO: Elsevier. Stanhope, M. (2012). Program planning. In M. Stanhope & J. Lancaster (Eds.), Public health nursing, 8th ed. (pp. 548-573). Maryland Heights, MO: Elsevier. Learning Activities: Learning Activity 1 In collaboration with your assigned group, conduct a windshield survey for your assigned community. Using appropriate resources, the assigned group will prepare a 7 page as outlined below. APA format is required. General guidelines for writing a paper were provided earlier in this syllabus. Community assessment helps students to understand the needs of the community they live in and serve. By recognizing the at-risk populations and health needs will help alleviate the needs both now and in the future. Through this project you will learn about your community and help develop methods to solve the problems. Topic Environmental Information Information Geographical locations, natural boundaries, climate, road conditions, air and water conditions, and sanitation. Population, age, gender, race Points 20

Demographic Information

20
Page 23

Morbidity and Mortality Vulnerable Population

Improving the Community

and ethnicity, socioeconomic status, education, occupation, average income, poverty rate, insurance status, number of homeless, teenage pregnancy rate, etc. Compare the town to the state and US rankings State the vulnerable populations and how the community is helping them How would you improve the overall health of the population

20 20

20

Assignment due date: June 13, 2014 Criteria for evaluation: The evaluation for this learning activity is by successful submission of the paper as outline above. General guidelines for writing a paper must also be followed as outlined earlier in the syllabus. Online participation and expectation for the Discussion Board: This activity does not require participation on the Discussion Board. Learning Activity 2: In collaboration with your assigned group, community partners and your clinical instructor, develop an intervention to improve the health of your assessed community. Guidance for this learning will be individualized according to the group and provided by the clinical instructor at the first meeting. Volunteering in the community will also be coordinated by the clinical instructor. This information will be presented to the class as a Power Point presentation. The presentation should also incorporate information from the paper written in Learning Activity 2. Assignment due date: Class presentation during the week of July 14, 2014. Criteria for evaluation: The presentation will be evaluated according to the criteria listed under Grading Procedures Online participation and expectation for the Discussion Board: This learning activity does not require participation on the Discussion Board

Page 24