St.

Luke’s College of Nursing

School Year 2019-2020

COURSE SYLLABUS

COMMUNITY HEALTH NURSING

TRINITY UNIVERSITY OF ASIA
ST. LUKE’S COLLEGE OF NURSING
VISION
VISION
“A premier Christian University in Asia and the Pacific transforming a community of learners as
leaders towards a human society” St. Luke’s College of Nursing envisions itself as an institution perpetuating a culture of excellence through God-
centered Nursing Education, Service, and Volunteerism .

MISSION MISSION

To promote the formation of integrally-developed, competent, productive and socially
responsible citizens by:
 Instilling Christian values in all its academic programs, co-curricular and extra-
curricular activities;
 Providing excellent services for a quality learning environment;
 Extending our ideals of service learning for our partners by empowering communities
to be self-reliant and by collaborating with other institutions;
 Encouraging self-improvement among employees to gain higher competence and
better skills towards service excellence; and
 Exercising sound management of our resources.
TUA CORE VALUES
 INTEGRITY - We uphold honesty, accountability, and fairness in the performance of
our tasks.
 EXCELLENCE - We are guided by the highest standard in performance of our duties in
instruction, research, and the community service.
 INNOVATION - We courageously explore avenues to develop new programs and
processes to assure the faithful achievement of our institutional goals and objectives.
 TEAMWORK - We move as one in the spirit of mutual trust, loyalty and solidarity to
achieve our common goals.
 SOCIAL RESPONSIBILITY - We commit to deliver services through an integrated
community development programs.
St. Luke’s College of Nursing commits itself to the pursuit of truth and the formation of competent, caring, dedicated,
and compassionate Filipino nurses who will make a distinct contribution to the health care delivery system in the
Philippines and in the global community through Christian Nursing Care.
OBJECTIVES
1. To design, implement, and continuously evaluate a curriculum that will meet the needs of the students and the
communities they serve;
2. To provide a broad educational experience and create situations that will enable students to acquire knowledge,
skills and attitudes necessary for quality nursing practice;
3. To provide students opportunities to work collaboratively with each other and with other members of the health
care team and to appreciate the role of nursing to individuals, families, groups, and communities;
4. To guide students in their optimum growth and development in order that they may live a full, productive, and
meaningful life, imbued with Christian ideals of love and service to fellowmen;
5. To develop, strengthen, and enhance leadership skills in students by inculcating relevant responsibilities, and
6. To promote students’ appreciation for continuing education by providing a strong background necessary for
graduate study.
CORE VALUES
 INTEGRITY – We uphold honesty, accountability, and fairness towards the development of social responsibility.
 EXCELLENCE – We are guided by the highest standards in performing our endeavors in instruction, research, and
community service.
 INNOVATION – We courageously explore avenues to develop new programs and processes through research.
 TEAMWORK – We move as one in the Spirit of Trust, Loyalty, and Solidarity in achieving our common goals.

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  FIVE (5) MARKS OF MISSION

1 To proclaim the Good News of the Kingdom.

2 To teach, baptize and nurture new believers.

3 To respond to human need by loving service.

4 To transform unjust structures of society, to challenge

violence of every kind and pursue peace and reconciliation.
5 To strive to safeguard the integrity of creation, and sustain
and renew the life of the earth.

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 BACHELOR OF SCIENCE IN NURSING (BSN) PROGRAM OUTCOMES
1. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing.

2. Perform safe, appropriate and holistic care to individuals, families, population groups and community utilizing the nursing process.

3. Apply guidelines and principles of evidence-based practice in the delivery of care.

4. Practice nursing in accordance with existing laws, legal, ethical, and moral principles.

5. Communicate effectively in speaking, writing and presenting using culturally-appropriate language.

6. Report/document client care accurately and comprehensively.

7. Collaborate effectively with inter-, intra-, and multidisciplinary and multicultural teams.
8. Practice beginning leadership skills using systems approach in the delivery of client care.

9. Conduct research with an experienced researcher.

10. Engage in lifelong learning with a passion to keep with national and global developments in general, and nursing and health developments in
particular.
11. Demonstrate responsible citizenship and pride in being a Filipino.

12. Apply techno-intelligent care systems and processes in health care delivery.

13. Uphold the nursing core values in the practice of the profession.

14. Apply entrepreneurial skills in the delivery of nursing care.

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COURSE CODE : CHN1
COURSE TITLE : COMMUNITY HEALTH NURSING
COURSE CREDIT : Theory: 36 hours
RLE: 102 hours
INDEPENDENT STUDY : 30-45 hours (20-30%)

PLACEMENT : 2nd year, 1st Semester

PRE-REQUISITES :
CO-REQUISITES :

COURSE DESCRIPTION:
This course covers the concepts and principles in the provision of basic care in terms of health promotion, health maintenance and
disease prevention at the individual and family.

LEVEL OUTCOMES:
At the end of the first semester of second year, given a normal and high risk individual, family members, mother, newborn, and
child in any health care setting, including their home environment, the learners demonstrate safe, appropriate and holistic care
utilizing the nursing process.

COURSE LEARNING OUTCOMES (CLO) :

At the end of the course, the student nurse shall acquire beginning knowledge, skills and attitude of a professional staff nurse in
the care of patients seeking medical /nursing care at Rural Health Unit. Demonstrate effectively his/her entry competencies as far
as Skills, Knowledge, and proper attitude of a Community Health nurse.

Given actual clients/conditions with various physiologic and psychosocial alterations, the student shall be able to demonstrate
competencies in the key areas of nursing responsibilities, such as:

Knowledge in Community Health Nursing especially in Primary Health Care (PHC) and understanding theoretical foundations

Skills in doing the Nursing Process especially Family Heath Assessment skills, Decision-making skills and critical thinking
skills with the Family as a client during home visit. Assisting in Emergency and First Aid nursing maintaining the medical-

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 surgical aseptic technique, and makes appropriate referrals if necessary. Preparing necessary equipment and supplies
needed for treatments and procedures as indicated in the bag technique. Formulation of comprehensive Health Promotion
and Education strategies. Provision of appropriate care and recording and reporting of pertinent data accurately especially
Family Nursing Care Plan.

Attitude by Prudence, patience, accuracy and gentleness in handling mental and emotional aspects of individual clients and family.
Awareness in cultural and ethnical sensitivity and appropriateness of interaction and delivery of nursing care.

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COURSE LEARNING OUTCOMES AND PROGRAM LEARNING OUTCOMES MAPPING TABLE

COURSE LEARNING OUTCOME (CLO) PROGRAM LEARNING OUTCOMES (PLO)

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12 PLO13 PLO14
1 Identify the different systems of the I I I
body and its basic components
2 Explain the functions of the different I I I
systems of the body and its basic
components
3 Rationalize the anatomical or I I I
physiological basis of common
diseases of the human body
4 Relate tasks and roles of nurses based I I I
on the eleven core competencies to the
relevant concepts of anatomy and
physiology

LEGEND:

I Introduce
IP In Progress
D Demonstrated

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 LEARNING OUTCOMES
Define health and
community and Illustrate
the principles of
community health
nursing
Describe the conditions
affecting the health of a
given community
Recognize the characteristics
of a healthy community
Describe how to utilize the
nursing process (data
collection to
implementation) in
managing community
health concerns
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Content/Topic Learning Strategies Assessment
Related Learning
Experience
Classroom TA (Community) TA
I. Fundamental Concepts of Community Health Interactive Lecturing 6 Identifies deviations in 3 Objective Test: Multiple
Nursing Power point actual practice from days Choice items
A. Definition of Health and Community Presentation standards.
B. Determinants of Health and Disease Journal materials
C. Indicators of Health and Illness Makes proper referral of
D. Definition and Focus of Public Health and clients to other health
Community Health
care professionals and
E. Preventive Approach to Health
 Health promotion and levels of prevention health care institutions
 Thinking upstream: Examining the root for further medical
causes of poor health assessment and
F. Definition and Focus of Community Health management as
Nursing, Public Health Nursing and Community- evidenced by an
Based Nursing accomplished referral
 Community and Public Health Nursing
form.
 Distinguishing features of community
health nursing practice Receives and gives
G. Population-Focused Approach and Community endorsement appropriately.
Health Nursing Interventions
H. Levels of Clientele of the Community Health
Nurse
 The Intervention Wheel
 The prepayment mechanism in community
health nursing practice
I. Emerging Fields of Community Health Nursing
in the Philippines
J. Competency Standards in Community Health
Nursing
Describe different theories
and their application to
community/public health
nursing
Critique a theory in regard
to its relevance to
population health issues
Explain how theory-based
practice achieves the goal
of community/public
health nursing by
protecting and promoting
the health of the public
Describe the three levels of
prevention and apply the
competency standards of
nursing practice in the
Philippines in community
health nursing practice.
Define primary health care
and explain the definition
of health by WHO
Enumerate the key
principles of PHC and
relate its application in
the implementation of
public health programs
Cite the differences between
PHC approach and
primary care
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K. History of Public Health and Public Health 3
Nursing in the Philippines
II. Theoretical Foundations of Community Health Library works
Nursing Practice
A. Historical Perspectives on Nursing Theory Lecture – Evocative
B. How Theory Provides Direction to Nursing discussion
C. Review of Theoretical Approaches
 General Systems Theory
 Social Learning Theory (Bandura)
 The Health Belief Model
 Milio’s Framework for Prevention
 Pender’s Health Promotion Model
 The Trans-theoretical Model
 PRECEDE-PROCEED Model
 Promotion Theory (?)
III.
Primary Health Care 3
A. Introduction Group activity (within
B. Brief History of Primary Health Care their choice of
C. Definition of Primary Helath Care community)
D. Key Principles of Primary Health Care
 The 4 As of PHC: Accessibility, affordability, Case Study: Group
acceptability and availability Presentation
 Support mechanisms
 Multisectoral approach WHO/DOH materials,
 Community participation
 Equitable distribution of health resources Journals
 Appropriate technology
E. Primary Health Care versus Primary Care
Define community
organizing and illustrate
its core principles
Outline the steps to be
taken in applying the
community organizing
approach in relation to
community health
problems
Define community-based
transcultural nursing and
its principles
Define faith communities
and how spirituality is
related to health
Define what is
complementary health
and list down the
common uses in the
community
Describe a highly ethical
community health nurse
and list down important
virtues CHN portray to
the community people
Demonstrate an
understanding of the
difference between
health promotion and
health protection
Discuss the relationship of
risk to health and health
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IV. Community Organizing Interactive Lecturing 3 Attends a general 4 Present a nursing care plan
A. Definition of Community Organizing Power point orientation, to be days based on the scenario
B. Core Principles of Community Organizing Presentation conducted by the Clinical given
C. Phases of Community Organizing
Instructor
D. Goals of Community Organizing
=100% attendance
Explains the scientific
principles behind the
= Able to recite a
condition and nursing
policy/protocol when asked.
V. Transcultural and Ethnical Care in the care of clients in the
Community community. = Knows the personnel.
A. Community-based Transcultural Nursing
B. Transcultural Nursing Principles and Concepts
C. Virtue or Character Ethics in Community Health
D. Ethical Problems Faced by Community Health Courtesy call to Brgy = Maintains collaborative
Nurses Captain and Municipal relationship with other
E. Relationship between community health Health Officer. Know the health team.
nursing and faith communities key heads.
F. Spirituality in Community health nursing
3
Observation of organized
Studies the organizational Health Center
set-up and listens to
further or supplemental
discussions of the CI
=Safe and Quality Practice.
regarding the policies,
SOPs, programs and = Complete and accurate
activities, philosophy and documents
objectives of the local
government unit.
= Student nurse displays
 promotion activities
List health behaviors for
health promotion and
disease prevention; relate
the clinical implications of
health promotion and risk
reduction activities
Analyze a health promotion
program using the
Ottawa charter for health
promotion.
Define health education and
patient education and
how the nurse use these
concepts to promote self-
health
Describe effective health
education
Define what is health
education in the
community setting
List the behavioral concepts
and theories used to
provide direction for
health education program
Identify various situations in
community health
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SLCN Student’s image.
Establishes collaborative
relationship with the
VI. Health Promotion & Education, Risk Reduction = Observation of students
officials of the barangay,
and Capacity-Building Strategies change in behavior as they
members of the health
treat their clients.
team, clinical instructors
A. Health Promotion and Community Health
and colleagues to = Reflection of learning in
Nursing
B. Models of Health Promotion and Wellness improve community professional ethics in CHN
C. Risk, Vulnerability and Health health care.
D. Interrelationship Social Determinants (Poverty),
Risk and Vulnerability
Projects the image of a
E. Vulnerable Populations with Special Needs
F. Factors influencing health promotion and professional SLCN student.
wellness
Accepts criticism and
G. The relationship of Risk to Health and Health
recommendations.
Promotion Activities
H. The Ottawa Charter for Health Promotions
I. Health Education: The Effective Nurse Educator Ensures privacy and
J. Culturally Sensitive Teaching and Learning and confidentiality of the
other ethical issues patients.
K. The Health Education Process in the
Communities Respects cultural and
L. Competency-Based training of Community 6 ethnic practices of the
Barangay Health Workers patient and their
families
Conducts lecture series
Library works
or information
dissemination activities
on the different programs
 nursing in which
education for behavior
change can be
incorporated into nursing
care at the different
levels of clientele
Identify the social
determinants and how
they impact health status
List the risk factors that
contribute to
vulnerability and poor
health and their
relationship to poverty
 Describe the competencies
of CH nurses and its
limitations in the
community setting
Define Family and their
health responsibilities
Identify characteristics of
the family that have
implications for
community health
nursing practice
Define family nursing and
how to utilize the nursing
process un the care of
individuals within the
11 | Course Syllabus on Community Health Nursing
of the DOH and aids the
community people for its
proper implementation.
Lecture – Evocative
discussion
Implements health
education
Group activity (within Utilizes health education
their choice of parameters in evaluating
community) outcome.
Case Study: Group
Presentation
WHO/DOH materials,
Journals
VII. Family Health Nursing Interactive Lecturing 6 Analyzes data and 4 = Accomplished Patient’s
A. Definition of Family Power point identifies nursing days Chart
 Functions Presentation problems of families in
 As a client the community.
 As a system
 Developmental stages of the Family = Accomplished Problem
 Family Health Tasks Prioritization
 Characteristics of a Health Family Utilizes the nursing
B. Definition of Family Care diagnoses and develops a
C. Family-Oriented and Family-Focused Nursing Family Nursing Care Plan = Accomplished Family
Role
 family and the care of the
family as a whole E. Family-Nurse Contact
Differentiate family-oriented
and family-focused F. Application of the Nursing Process
nursing care G. Community-based services for promoting family
Identify community-based
services in the promotion
of health for families
Describe the different types
of family-nurse contacts
Describe the role of nurses
and their skills and
strategies in promoting
positive family
interventions
Define what is a home
health visit and identify
its steps, depicting
provision of nursing care
during a home visit
Apply the principles of bag
technique during a home
visit
Identify the common health
problems from intake of
food and water
identify common health
problems from
unhygienic practices
within the household and
the behaviors of each
family members
Identify the common and
specific health concerns
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D. Family Nursing and the Nursing Process (FNCP), with Nursing Care Plan and/or
interventions focusing on Patient Chart.
 Home Visit primary level of
prevention.
health = Accomplished Patient
Profile
Generates understanding
and realization about the
factors affecting one’s = Health Education and
health and the unique Promotion Plan
living condition of clients
in the community.
= Performance rating
Demonstrates knowledge -Knowledge
on health promotion and
-Skills
disease prevention
appropriate for nursing -Attitude
care of clients and
exhibits satisfactory
aptitude in stating the
= Health Activity Report
nursing responsibility.
= the student identifies
Evaluates nursing
and verbalizes deviations
intervention based on
from standards.
the extent to which goals
are achieved and
formulates alternative
 and issues of women in nursing intervention if Open communication with
the family needed. the CI and Nurse in charge
Define the different of the area
population groups of
women and their health
risks Analyzes data and
Identify the sources of identifies problems of the
empowerment for client to come up with an
VIII. Women and Men’s Health
women related to appropriate nursing
A. Profile of Women’s health
improved health
B. Health Issues, promotions and prevention diagnoses and health
Define the major factors
C. Specific Disease Conditions of Women plans, with an emphasis
affecting men's health in
D. Diversity and Issues in Women’s Health on primary and
the community
E. Policies and Laws regarding Women’s rights and secondary level of
Define STIs and its major
health consequences in health prevention.
the family F. Healthcare system utilization among men
G. Specific male health issues
Identify the common health
H. Community Health Nursing Roles
problems of children
Describe the risk-taking Renders nursing care
behaviors of adolescents consistent with the
related to health patient’s bill of rights
Library works
(with utmost regard to
Identify the common confidentiality of
behavioral problems that
information, patient’s
have health
Lecture – Evocative privacy)
consequences during
discussion
adolescence
Identify the major health
concerns of the aging IX. Child and Adolescent Health
Conducts patient and
population A. Working with families in improving children’s
Group activity (within caregiver interviews;
Determine the major health by nursing interventions
their choice of observes and validates
preventive health issues B. Ecology of the youth in the community
of the older adults in the C. Government programs for Youth development community) information
community and health awareness

13 | Course Syllabus on Community Health Nursing

Identify specific intervention
strategies for the
community health nurse
in promoting the health
of older adults
Identify specific intervention
strategies for the
community health nurse
in promoting the health
of older adults
Describe the ethical issues
that are involved when
working with older adults
14 | Course Syllabus on Community Health Nursing
X. Older Adult Health Case Study: Group
A. Definition of Aging Presentation
B. Preventive Healthcare for the elderlies in the Defines relevant
community information and
C. Special Older adult health issues prioritizes needs
D. Senior Citizen’s Act and other policies on WHO/DOH materials,
healthcare for the elderly
Journals
Observes precautionary
measures related to the use
and maintenance of the
equipment.
Performs after care of the
materials, equipment used.
Use supplies diligently.
Documents accurately all
relevant nursing
observations/activities
performed and outcome of
3 care.
Describe the current XI. Maternal and Newborn Health and Nutrition Interactive Lecturing 6 Examines clients by 1 day = successful prenatal
maternal and child health A. Current Maternal and Child Health and Power point obtaining a thorough check-up
situation in the Nutrition Situation Presentation history taking and
Philippines B. Maternal, Newborn, and Child Health and
systems review and
Explain the components of Nutrition Strategy Library works applies appropriate = accomplishment of
the core package of  MNCHN core package of services
services in the MNCHN  MNCHN service delivery network Lecture – Evocative nursing interventions patient records
strategy C. The Reproductive Health Program discussion with the supervision of
Elucidate on the MNCHN D. The Philippine Family Planning Program the Clinical Instructor
service delivery network E. Sexual behavior and pregnancy rates Group activity (within
Recognize the role of the F. Factors contributing to adolescent pregnancy = health teaching on
their choice of
nurse in the delivery of G. Impact of adolescent pregnancy community) maternal and newborn
the core package of H. Newborn Screening in the Philippines care
services in the MNCHN I. Expanded Program on Immunization Case Study: Group
strategy J. Infant and Young Child Feeding Presentation
Express appreciation of the K. Integrated Management of Childhood illness:
impact of MNCHN Overview WHO/DOH materials,
strategy on national
development Journals

Explain infant mortality rate

in the assessment of a
community's health

List down the factors

contributing to
adolescent pregnancy

Identify the health

outcomes for adolescent
mother and its baby

Identify the socio-economic

effects of teenage

15 | Course Syllabus on Community Health Nursing

 pregnancy on the family

Enumerate community-
based programs for
teenage pregnancy

LEARNING ENVIRONMENT
Field/Area of Exposure: Community Area of Related Learning Experience
Class Room: Theoretical background of Community Health Nursing
Consultation Room: For Independent Study

RESOURCES:
Laptop and Audio-visual equipment
Journal articles
Posters/Infographic materials
Movie/AV clips

COURSE REQUIREMENTS:
1. Paraphernalia (1 tri-colored pen, bandage scissor, penlight, wrist watch with second hand, BP app)
2. Clinical performance evaluation, attendance and decorum
3. Quizzes

16 | Course Syllabus on Community Health Nursing

 4. Family Case Analysis (Group)
5. Family Nursing Care Plan
6. Reflection paper
7. Independent Study
8. Drug Study (If applicable)

Drug (Generic/Brand Appropriate dosage Drug Classification Health Teaching Nursing intervention / Why is the client
Name), Dosage, Route, for 24 hours, drug and Action 1. Major side effects of considerations related receiving the drug
Frequency computation. drugs to effects of drugs. based on history of
2. Watch out for present illness?

GRADING SYSTEM:

A. NURSING CONCEPTS B. UNIVERSITY STANDARD GRADING SYSTEM

Computed as average of the Competency Ratings of all lectures

17 | Course Syllabus on Community Health Nursing

REFERENCES:
Books:
Famorca Z.U., Nies M.A., McEwen M. (2013) Nursing Care of the Community. Elsevier. Singapore.

Other references:
McKenzie J.F., Pinger R.R., Seabert D.M. (2018) An Introduction to Community & Public Health (9 th Edition). Jones & Barlett Learning. USA.

Lundy K.S., Janes S. (2016) Community Health Nursing: Caring for the Public’s Health (3 rd Edition). Jones & Barlett Learning. USA.

Jimenez C.E. (2008) Community Organizing Participatory Action Research for Community Health Development. C & E Publishing, Inc. Philippines

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 Prepared by: Reviewed by: Approved by:

_______________________________ _____________________________________________ ________________________________________

Faculty Member Department Head Dean

19 | Course Syllabus on Community Health Nursing