NURS 450: Community and Global Health I
NORTHERN NEW MEXICO COLLEGE NURSING EDUCATION PROGRAM SYLLABUS
NURS 450: Community and Global Health I Credits: 3 (3T + 0L) Lecture Hours: 45
GENERAL INFORMATION Semester: Meeting Time: Meeting Place: Staffing: Office Hours: Office Phone: Email:
Prerequisites: NURS 400, NURS 401, and strongly suggest NURS 410 Co-requisites: None Textbooks:
COURSE DESCRIPTION This first of a 2-part course provides an overview of contemporary community health nursing practice. The influence of culture on healthcare beliefs and practices is emphasized. Self-care is linked to population health. Health problems of selected populations within New Mexico are examined. Public Health Nursing Competencies are linked with the Theory of Integral Nursing to form the basis for student’s learning experiences. TOPICS Case management Genomics Communicable disease risk prevention Health prevention Community as client Health promotion Community nursing roles Healthy People 2020 Community partnerships History of community nursing Cultural diversity Intervention Wheel Cultural competence “Upstream thinking” Demographics Population focused care Epidemiology Spiritual diversity Family nursing Eco-environmental health
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COURSE COMPETENCIES RELATED PROGRAM OUTCOMES 1. Examine functions and roles of the nurse in local 1. Use the Theory of Integral Nursing and the American Holistic community settings. Nurses Association and the American Nurses Association Holistic Nursing Scope and Standards of Practice (2007) to provide integral and holistic nursing care in a variety of settings.
2. Utilize a holistic approach to address community needs. 2. Demonstrate critical thinking skills from an “I”, “It”, “We”, “Its” perspective. 4. Conduct integral holistic health assessments in relation to client needs.
3. Apply demographic and epidemiological principles to 4. Demonstrate critical thinking skills from an “I”, “It”, selected health problems in community nursing “We”, “Its” perspective. practice. 5. Analyze community health data to identify expected 2. Demonstrate critical thinking skills from an “I”, “It”, “We”, “Its” health outcomes. perspective. 6. Integrate and apply knowledge to support individual and collective health. 7. Analyze the links between and among individual, community, and global health issues from an integral world view. 8. Analyze and utilize research findings to facilitate individual and collective health. 6. Plan nursing interventions in collaboration with others 3. Communicate effectively from a relationship-centered care to improve or maintain health. perspective involving Patient-Practitioner, Community- Practitioner, and Practitioner-Practitioner relationships. 6. Integrate and apply knowledge to support individual and collective health. 7. Incorporate teaching-learning processes into holistic 3. Communicate effectively from a relationship-centered care community nursing practice. perspective involving Patient-Practitioner, Community- Practitioner, and Practitioner-Practitioner relationships. 5. Apply concepts of integral nursing to a personal plan for holistic self-care. 6. Integrate and apply knowledge to support individual and collective health. 7. Analyze the links between and among individual, community, and global health issues from an integral world view. 8. Analyze and utilize research findings to facilitate individual and collective health.
8. Evaluate effectiveness of nursing interventions in 2. Demonstrate critical thinking skills from an “I”, “It”, “We”, “Its” community nursing practice. perspective.
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6. Integrate and apply knowledge to support individual and collective health. 7. Analyze the links between and among individual, community, and global health issues from an integral world view. Methods of Instruction Lecture, PowerPoint presentations, discussion, collaborative learning, video, interviews, web-based assignments, peer teaching, reflection, formal learning groups
Summary of Course Deliverables ASSIGNMENTS Points Due Date Individual (75%) Cultural Interview (Due Class 5) 15
Community Planning Meeting (Due Class 8) 10 Community Health Issue Paper (Due Class 13) 30
Service Learning Project: Preparation (Due Class 15) 5 Participation (All Classes) (1 point each class) 15 Learning Team (25%) Learning Team Community Nursing Presentation (Due Class 15) 20 Learning Team Contract (Due Class 2) 3 Learning Team Evaluation (Due Class 15) 2 Total 100
Grading Scale
90-100 = A 80-89 = B 70-79 = C 60-69 = D 60 = F
Cultural Interview
Interview a recipient of services from a community health agency or program who is from a cultural, socioeconomic, educational, racial, ethnic, or professional background different from yours and with which you desire increased familiarity (INP 2; PHNCD 4). Prior to the interview assess your perceptions
3 Revised 070314 NURS 450: Community and Global Health I and any biases you have (INP 1). Identify knowledge gaps and review information in your text and other sources regarding the person’s background (PHNCD 4). Utilizing appropriate methods for interacting sensitively, effectively, and professionally with persons from diverse backgrounds identify factors which led to the individual obtaining services from the agency or program (PHNCD4). Identify the role of culture in the delivery of services from the recipient’s perspective (INP 1). Create a written summary of your interview and your reactions to the experience (INP 1, 2; PHNCD 3). Discuss the importance of a diverse public health workforce in your summary (PHNCD 4). Be prepared to discuss your experience in class (INP 2). See grading rubric for Cultural Interview for additional details of this assignment. This assignment is due in Class 5.
Learning Team Assignment: Community Nursing
Select team members for group projects. These members will work together on the selected Learning Team Assignment. Each team will prepare a Learning Team Agreement. See Grading Rubric for Learning Team Agreement. Following the completion of the Learning Team Assignment, each individual member will submit a Learning Team Evaluation which includes an evaluation of your contributions as well as that of your team members. Group assignments are included in many of the courses in the RN to BSN nursing program. Working effectively in groups is a critical component of today’s professional work environment. Students must collaborate and function well in teams as both leaders and followers. Students are expected to respect diversity and to behave in a respectful manner. If difficulties arise while working with your team, you are expected to resolve them with your team members. If you cannot accomplish a satisfactory resolution of problems, contact your instructor. The establishment of a successful Learning Team Agreement can do much to ensure that all team members understand what is expected for successful team participation. While everyone in the group will normally earn the same grade for a learning team assignment, the instructor reserves the right to reduce the score, or issue a zero for anyone not participating equally, or not contributing materials to the group by the time agreed upon by the group. Each team will select one of the following assignments. Duplication is not permitted. 1. Community Assessment: Conduct a systematic “windshield survey” of a defined community. Use the community assessment wheel from the assessment segment of the community-as-partner model to organize your assessment. What strengths and needs did you identify? (PHNCD 1, 5) 2. Emergency Disaster Plans: Review web resources on competency-based training for bioterrorism and other public health emergencies. Select one agency/facility in the community to ascertain its emergency response plan. Determine the following: Has it been tested? Is there interagency coordination? Which agency is the lead agency in a disaster? (PHNCD 2)
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3. Epidemiology: Select an issue of the Morbidity and Mortality Weekly Report MMWR (http://www.cdc.gov/mmwr/mmwr_wk.html) and track the pattern of a disease outbreak or other health issue in the US. Compare this with what has occurred in New Mexico. Describe the role of government agencies in the prevention of disease. (PHNCD 1, 5, 6)
4. Community Health Nursing Roles: Interview 5 community health nurses. Identify the ways they collaborate with community partners to promote public health. Compare and contrast their roles. What is similar? What is different? (PHNCD 5)
5. Addictions: Identify resources in a selected community for prevention and treatment of substance abuse disorders. How are programs funded? What services are provided? Identify how private and public addiction programs work together within the community. (PHNCD 5, 6, 7)
6. Occupational Health: Identify a population of employees who do not have access to occupational health services. Plan and implement a small health fair for the work site. Develop a vision statement for your team project. Develop a budget for your project. (PHNCD 7, 8)
Each team will develop a PowerPoint presentation (8-12 slides) which will be used to teach your classmates about the selected topic. Develop at least 3 learning objectives for your presentation. (See Bloom’s taxonomy for writing objectives.) Include an evaluation component (i.e., provide a tool for the audience to evaluate the presentation). Use at least 3 current scholarly references to support your presentation. Be creative. Engage your audience. Share your reactions. (INP 1, 2, 3, 4; PHNCD 3, 5, 6)See grading rubric for Learning Team Assignment: Community Nursing for additional details of this assignment. This assignment is due in Class 15.
GS: Reviewed 7-16-14; 8-11-14
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