Course Brief Overview:

Rationale:

To develop a broad-based understanding of nursing in today’s changing environment, the student must be aware of historical, ethical, and professional developments relevant to nursing beyond the acute care setting. Community health nursing integrates all aspects of the nursing process and considers the holistic care needs of a variety of populations and community groups. It is an integral part of baccalaureate education and is congruent with one of the nursing major’s objectives, the promotion of optimum health for individuals, families, and communities.

Measurable Learning Results:

Upon successful completion of this course, the student will be able to:

• Synthesize theoretical and empirical knowledge from nursing and public health concepts to demonstrate the nature and scope of the role of the community/public health nurse. BSN Essentials I, II, III, V, VI, VII, and VIII; RN-BSN PLOs 1, 2, 3, 4, 5, 6, and 7
• Apply complete nursing process and practices in performing family and community assessments. BSN Essentials I, II, III, VI, VII, and VIII; RN-BSN PLOs 2, 3, 4, 5, 6, and 7
• Analyze the complexity of health care needs represented in diverse populations and locales. BSN Essentials I, II, III, VI, VII, and VIII; RN-BSN PLOs 1, 2, 3, 4, 5, 6, and 7
• Integrate a biblical worldview into a variety of community health issues.
• Conduct a comprehensive assessment of a vulnerable population. BSN Essentials I, II, III, VI, VII, and VIII; RN-BSN PLOs 1, 3, 6, and 7

Course Assignment Summary:

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Entire Discussions Sessions (2)

Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each discussion. Each thread must be at least 300 words and demonstrate course-related knowledge. For each thread, the student must support his/ her assertions with at least 2 citations in the current APA format and 1 biblical reference. In addition to the thread, the student is required to reply to 2 other classmates threads. Each reply must be at least 200 words and incorporate at least 1 citation and 1 biblical reference.

Measurable Learning Outcomes: 1; RN-BSN PLOs-1 and 3; BSN Essentials- I, III, and V

Community Clinical Location Submission Assignment:

The student will choose a location and preceptor for the Community Clinical Experience and Log and submit it to the instructor for approval in Canvas.

Health Education Program Assignments:

This assignment will be submitted in 2 parts. The student will outline a Community Health Plan and Health Education Lesson Plan for his/her community and implement this in his/her community.

HEP Part 1: Topic and Site Selection

The student will research a social issue that is affecting the health of your community.  Submit a Word document that includes:  a 100 – 250-word rationale addressing why you chose your topic and presentation site; discuss how you will work with the community to address the issue via an education program; discuss further the presentation site and how it was chosen as it relates to the identified community health issue.

HEP Part 2: Program Presentation

Using the CDC- HECAT, the student will devise Health Education Lesson Plan. Using the Health Education Lesson Plan, the student will deliver a 30-minute presentation, including a 10-minute question and answer period at a chosen community venue. The student will create a survey and hand it out to the audience upon completion of the presentation.   Students will then write a minimum 500-word synopsis of the presentation and survey results. The current APA format must be used with at least 4 scholarly sources cited.

Measurable Learning Outcomes: 1 and 3; RN-BSN PLOs-1, 2, 3, 4, and 7; BSN Essentials- I, II, III, VI, VII, and VIII

Community Assessments:

This assignment will be submitted in 3 parts. Using the student’s own community, subjective and objective information will be gathered to develop 2 community diagnoses. The nursing process will be further utilized to devise a plan to implement and evaluate for 1 of the devised diagnoses.

Part 1 – Community Assessment: Windshield Survey (Subjective Data)

The student will complete a windshield survey to assess the community.

Part 2 – Community Assessment: Objective Data Collection and Community Interview Assignment

After completing the windshield survey, the student will research information to gather objective data for the community.  The student will further research the environmental health of their community.  Finally, the student will interview 3 community members to gather insight regarding the community’s health.

Part 3 – Community Health Nursing Process Assignment

Using all of the information identified in Parts 1 – 2, the student will write 2 community health nursing diagnoses. Then, the student will use the ADPIE model to address 1 of the diagnoses.

Measurable Learning Outcomes: 2; RN-BSN PLOs- 3, 4, 6, and 7; BSN Essentials- I, II, VII, and VIII

Epidemiology Case Study Assignment:

The student will review and complete an epidemiology case study.

Measurable Learning Outcomes: 1; RN-BSN PLOs- 3 and 6; BSN Essentials I, II, III, and VII

Family Assessment Assignment:

The student will identify and interview a multi-problem family (this may not be a personal friend or family member) as defined and described in the textbook.  Information collected will be used to complete a Genogram or EcoMap diagram. Using the provided discussion topics, the student will further write a narrative summarizing the assessment of the family. The student will devise diagnoses based on the family information, as well as consider the role of the community health nurse in family case management.

Measurable Learning Outcomes: 2, 3, and 5; RN-BSN PLOs- 1, 2, 3, 4, 5, 6, and 7; BSN Essentials I, II, III, VI, VII, and VIII

Disaster Response PowerPoint Assignment:

Utilizing the textbook and at least 4 other scholarly sources, the student will develop a 10 – 15-slide (excluding the title and reference slide) PowerPoint presentation that addresses the steps of the disaster management continuum, as well as the roles of the community nurse in a disaster.

Measurable Learning Outcomes: 1; RN-BSN PLOs- 3, 5, 6, and 7; BSN Essentials I, II, VII, and VIII

Patient Education Assessment Assignment:

Using the Simple Measure of Gobbledygook (SMOG) method, the student must select and analyze a piece of patient education literature. The student will discuss the SMOG method, research health literacy statistics and other vital statistics in his/her community, and then analyze the results to determine if the literature is appropriate. In addition, the student will write a narrative discussing the findings.

Measurable Learning Outcomes: 1 and 3; RN-BSN PLOs- 1 and 3; BSN Essentials I, II, III, and V

Community Clinical Experience and Log Assignment:

The student will complete 2 eight-hour shifts at a designated community location or with a community preceptor. All clinical experiences are subject to faculty approval. Completion of this clinical component and ALL course assignments is required to pass the course. The student will submit a clinical log documenting their experience using the template provided in the course. The student must note that since the course assignments contribute to the clinical requirement (even though they are not part of the 2 eight-hour shifts), completion of ALL assignments in the course is required to satisfactorily pass the clinical component of this course.

Measurable Learning Outcomes: 1 and 3; RN-BSN PLOs- 1, 2, 3, 4, 5, 6, and 7; BSN Essentials I, II, III, VI, VII, and VIII