ࡱ>  Objbj 7ËËG%84t4d("N4P4P4P4P4P4P4$k7:t4t44vN4N40.3p +1:44041^::4.3:.3 t4t44: : UNIVERSITY OF CENTRAL ARKANSAS Department of Nursing N4510 Community Health Nursing Spring 2016 COURSE: N4510 Community Health Nursing CRNs: 25234, 25237, 25235, 25651 CREDIT HOURS: Five (5) semester credit hours: Theory: 3 semester credits; 3 clock hours per week Room 231 Clinical Laboratory: 2 semester credits; 6 clock hours per week TBA PLACEMENT: Spring Semester, Senior Year PREREQUISITES: All Junior Year Nursing Courses FACULTY: Pam Ashcraft, PhD, RN Office: DHSC 136 Email: pama@uca.edu Office: 501- 450-5530 Sheila Stroman, RN, PhD, LMT, CHT, CHTP Coordinator Office: DHSC # 117 Phone: (w) 501-450-5535 or Cell: 501-269-3792 Email: sheilas@uca.edu COURSE DESCRIPTION: Focuses on synthesis of professional nursing and public health science applied to promoting and preserving the health of diverse populations across the lifespan and throughout the healthcare environment. Concerns creative direct and indirect strategies for holistic care for individuals, families, groups, populations, and communities in ever changing environments. Emphasizes self-care behaviors for personal and professional practice. COURSE OBJECTIVES: On the successful completion of this course, the student will: Use principles, theories, models, and frameworks from nursing and other disciplines with public health knowledge for community health nursing practice, self-reflection, and professional relationships. (LO1) Apply ethical decision-making in clinical situations that incorporates moral concepts, professional ethics and standards, and law while respecting diverse values and beliefs. (LO18, 20) Collaborate in the collection, documentation, and dissemination of evidence related to health care delivery and policies and management of resources for diverse populations and communities.(LO5,9) Integrate holistic self-care behaviors into personal and professional practices.(LO22) Explore sources and strategies to enhance self-learning and education for primary and secondary prevention for self and clients. (LO 2,3) Participate in creative clinical prevention and population focused interventions that promote healthy communities in a world filled with ambiguity and unpredictability. (LO6, 12, 13, 14, 15, 17) Communicate with clients, multidisciplinary care providers, and other agencies to facilitate health promotion, risk reduction, and disease prevention and management. (LO 4, 11) Advocate for health care across the wellness-illness continuum that is sensitive to patient needs and respects the right of patients to make informed choices in diverse settings. (LO5, 16) Develop partnerships with clients in providing direct and indirect services with individuals, families, groups, populations, and communities. (LO1,4) OVERVIEW OF COURSE CONTENT: 1. CommunityFocused Nursing Care: Context A. Responsibilities for Care in the Community B. Origins and Future of Community /Public Health Nursing Health Care System Global Health Service Learning  HYPERLINK "http://uca.edu/servicelearning/types/" http://uca.edu/servicelearning/types/ 2. Community/Public Health Nursing: Core Concepts A. Epidemiology Communicable Diseases Environmental Health Risks Culture and Values for Community 3. Community As Client A. Community Assessment B. Community Diagnosis, Planning, and Intervention C. Evaluation of Care with Communities 4. Tools for Practice A. Health Promotion, Risk Reduction, and Wellness B. Complementary and Holistic Health C. Screening, Referral, and Health Teaching 5. Contemporary Problems in Community/Public Health Practice A. Vulnerable Populations B. Disaster Management C. Violence 6. Settings for Community/Public Health Nursing Practice A. State and Local Health Departments B. School Health Occupational Health Rural Health Correctional Health Unstructured Sites METHODS OF TEACHING / LEARNING: 1. Lecture/discussion/reflection 2. Reading, homework, and online assignments 3. Clinical activities 4. Clinical seminars 5. Guest speakers/discussions 6. Individual/group activities and presentations 7. Examinations/quizzes Case Studies/scenarios COURSE REQUIREMENTS: 1. Attitude of Learning a. Flexibility is a characteristic to be cultivated! The community health nursing environment is always changing. Be prepared to adapt! b. Seek out enthusiasm and some excitement for learning! This is the threshold of your professional nursing career! c. Respect for peers, faculty, and guests is expected and contributes to an environment conducive to teaching and learning. This includes manifesting an attentive attitude and avoidance of technological interference/distractions. d. We welcome your sharing learning! Bring items of interest/articles/events etc. and share. 2. Safe professional practice in the community. The clinical performance tool must reflect a satisfactory rating in order to successfully pass the course. An unsatisfactory performance will result in failure of the course. 3. Complete all written and reading assignments (case studies, community assessment, homework, etc.) according to criteria established and provided by faculty. 4. For each assigned chapter in your textbook, prior to class, review/complete all chapter exercises in the text and on the Evolve Web site. 5. Submit all written assignments on dates designated by faculty in course schedule. The score for a late assignment will be reduced by ten (10) percentage points for each day late. 6. Participate in Research Day/standardized testing. 7. Check Blackboard course site for updates/news/e-mail regularly between classes and prior to clinical days. FAILURE TO MEET ANY OF THESE COURSE REQUIREMENTS COULD RESULT IN FAILURE OF THE COURSE. COURSE POLICIES: ATTENDANCE: Attendance is an important expectation in the teaching/learning process especially with planned classroom learning activities. The consequences for more than 3 absences or failure to adhere to the notification policy will be at the discretion of the course coordinator and could result in grade reduction or course failure. This includes classroom, seminars, or clinical absences. Students must notify the course coordinator or other course faculty prior to an absence. Absences during classes may result in loss of quiz points (failure of the quiz) or penalties related to group or in class activities. Being 2 or more minutes late or leaving early = tardy; three tardies = one absence. A sign-in sheet for late arrivals or early departures will be maintained. 1. Students must notify the clinical instructor prior to a clinical absence. (health fairs, clinics, etc.) Leaving a message with the Nursing Department secretaries or sending word with a classmate is unacceptable. E-mail via Blackboard notification is accepted if sent prior to class. ALL CLINICAL HOURS MISSED MUST BE MADE UP. 2. Faculty reserve the right to maintain order and promote an environment conducive to learning. Late arrival in the classroom is disruptive, unprofessional, and disrespectful to faculty, guest speakers, and peers. Students who are more than two (2) minutes late are tardy. Three tardies equal one absence. 3. Students must notify the course coordinator prior to the administration of a test if unable to take the test. Arrangements to take the test are to be made within 24 hours of return to campus or class. Failure to do so will result in a zero (0) for the test. 4. Following any absence, on the day of return to campus, it is the students obligation to meet with the course coordinator to discuss student responsibilities for the absence. ACADEMIC INTEGRITY: The 51¥ affirms its commitment to academic integrity and expects all members of the university community to accept shared responsibility for maintaining academic integrity. Students in this course are subject to the provisions of the university's Academic Integrity Policy, approved by the Board of Trustees as Board Policy No. 709 on February 10, 2010, and published in the Student Handbook. Penalties for academic misconduct in this course may include a failing grade on an assignment, a failing grade in the course, or any other course-related sanction the instructor determines to be appropriate. Continued enrollment in this course affirms a student's acceptance of this university policy. DISABILITY SUPPORT SERVICES: The 51¥ adheres to the requirements of the Americans with Disabilities Act. If you need any accommodation under this Act due to a disability, contact the Office of Disability Support Services at 450-3613. Any student with a documented disability who needs to arrange reasonable accommodations must contact the course coordinator and the Office of Disability Services at the beginning of the semester. UCA COUNSELING CENTER: If you find that at some time during the semester, personal problems are keeping you from completing your course work, you may find it beneficial to visit the counseling center. All students are entitled to free, confidential, professional counseling. UNIFORM POLICIES: Street clothes with a lab coat and name tag will be required for clinical activities unless specified otherwise. Dress should be clean and professional. See Student Handbook: Baccalaureate Program. BLOOD AND BODY FLUID INFECTION CONTROL PRECAUTIONS POLICY. Those guidelines are located in the Nursing Student Handbook: Baccalaureate Program CLINICAL NURSING COURSE ADMISSION REQUIREMENTS. Students must present documentation that qualifies them to participate in clinical laboratory learning experiences. Nursing Student Handbook: Baccalaureate Program TRANSPORTATION: It is necessary that students have independent means of transportation for their clinical experiences. EVALUATIONS: Student evaluations of a course and its professor are a crucial element in helping faculty achieve excellence in the classroom and the institution in demonstrating that students are gaining knowledge. Students may evaluate courses they are taking starting on the Monday of the twelfth week of instruction through the end of finals week by logging in to myUCA and clicking on the Evals button on the top right. BUILDING EMERGENCY PLAN: An Emergency Procedures Summary (EPS) for the building in which this class is held will be discussed during the first week of this course. EPS documents for most buildings on campus are available at  HYPERLINK "http://uca.edu/mysafet/bep/" http://uca.edu/mysafet/bep/. Every student should be familiar with emergency procedures for any building on campus in which he/she spends time for classes or other purposes. OTHER POLICIES: PLEASE REVIEW ALL UCA STUDENT POLICIES IN THE UCA HANDBOOK AND BACCALAUREATE NURSING PROGRAM HANDBOOK INCLUDING SEXUAL HARASSMENT AND ACADEMIC POLICIES. METHODS OF EVALUATION AND BASIS FOR GRADING: Class Participation and Assignments: Class participation is a necessary part of learning environment in this class. Guest speakers, homework, and learning exercises are essential parts of this environment. The following scale determines your participation/assignment grade: 100%= No absence and 3-4 average on homework assignments 95%= No absence and 2-3 average on homework assignments 90%= 1 absence and 3-4 average on homework assignments 85%= 1 absence and 2-3 average on homework assignments 80%= 2 absences and 3-4 average on homework assignments 75%= 2 absences and 2-3 average homework assignments 70%= 3 absences and 3-4 average on homework assignments 65%= 3 absences and 2-3 average on homework assignments 0%= 4 absences (see attendance policy) 4= Excellent-well-thought out and thorough, above and beyond 3=Good=some extra thought or effort noted 2=Satisfactory=minimally addressed what was asked 1=Unsatisfactory or incomplete 0=Not submitted Note: Any homework with 1 rating must be repeated and will receive a 2 if satisfactory. Each homework assignment not submitted will lower the participation grade by 10%. Components: Both theory and clinical components must be successfully completed to pass the course. Successful passage of theory requires at least a C average for examinations. Successful passage of clinical requires a Satisfactory on the clinical performance tool and at least a C average for the other clinical components: community assessment, population project, and debates. Theory: Midterm Examination .15% Final Examination .15% Quizzes... .15% Class Participation and Assignments...15% Clinical: Clinical Performance Tool .S/U Community Assessment .15% Population Project .15% Debate.10% Grading Scale: 90 - 100% = A 89 - 89.99% = B 70 - 79.99% = C 60 - 69.99% = D 0 - 59.99% = F REQUIRED TEXTBOOKS: Harkness, G., & DeMarco, R. (2016). Community and public health nursing: Evidence for practice (2nd ed.).Philadelphia: Wolters Kluwer. SS/community health syllabus 2016 N4510 Community Health Nursing (UG) Spring 2016 Population Project Guidelines (24 clinical hours) Purpose: The purpose of the Population Project assignment is to assist students in the development of a feasible collaborative community health project from an identified community need/problem, which may subsequently improve the communitys health status. The following guidelines will aid in the development and execution of your project. Know that these guidelines are not all inclusive, in order to allow you the freedom to be creative. Instructions: For the Population Project you will work in the same small group from your Community Assessment (CA) assignment. Within your group, you will identify a population to carry out the Population Project. The CA must support your Population Project. Your proposed Population Project MUST be approved by course faculty prior to starting this assignment. The project should reflect original, student initiated ideas and address health/wellness promotion or disease/illness prevention concerns in partnership with community residents. Throughout the progression of your Population Project, your group will be required to meet with project faculty on specified clinical dates determined by faculty. The purpose of these meetings is to allow continued collaboration with team members, receive helpful feedback from faculty, and to display continuous progression of completion of the Population Project. The Population Project, consist of a formal paper and classroom presentation ( The paper must be typed and in APA format. Collectively, the abstract and paper may not exceed 15 pages (excluding references and appendixes). The formal project presentation should be a 10 minute presentation. The presentation may include PowerPoint, props, brochures, pictures, etc. Please feel free to invite representatives from your community/population group to attend the presentation, as they may benefit from the information provided. The paper and presentation must include each of the following 7 sections: Abstract Include a one-page, double spaced abstract. Population Description Select and describe a population group (from your community assessment) to further investigate. This is the time to gather information about your population from the library, literature, and/or community/population contacts and resources. Literature Review Summarize the literature used for the selected population problem. At least 2-3 scientific journals are appropriate for this assignment. Identified literature should support the need for your population project. Assessment Process Determine and summarize the process/methods used to further investigate the population problem. Readings from your textbook related to Community/Group Assessment may be useful to guide the assessment process. In addition, you may adapt existing assessment tools/guides to better assess the health status of your population. A variety of data collection methods (including both quantitative and qualitative) should be used. For example, did you use interviews, surveys, or site visits to investigate your problem? Population Problem Clearly state your populations prioritized problem/need. In the prior steps of this project, you may have identified multiple problems/needs of your population. You must now identify one prioritized problem/need of your population, which your group will address through the Population Project. Include any pertinent assessment findings that help you identify this as the prioritized problem/need. Healthy People 2020 Objective Identify the Healthy People 2020 objective(s) you intend to address with your project; and how your project will help achieve that objective(s). Project Plan Based on your identified population problem, your group will develop a plan (with interventions) to facilitate health/wellness promotion or disease/illness prevention within and in cooperation with your population. The collaboratively developed plan should be comprehensive to address the populations problem; however, your group will select at least one intervention to implement. Keep in mind the chosen intervention(s) should be realistic and feasible for your population group, their needs, desires, and resources, and your time limitations. Clearly outline your plan to address the identified problem. Be sure to include: Objectives (include at least 2) Interventions/strategies (including those implemented) Proposed evaluation (include process and outcome evaluation methods) Implementation Identify how you implemented the project intervention(s)/strategies. Summary Write a summary, reflection, and evaluation of the entire process and outcome(s) (relate to objectives). Indicate new insights, what you would change about the project design, etc. References (including personal interviews) Appendixes Include any interview questions, surveys and/or post-test questionnaires.     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