Approved by Faculty Senate.

Department or Program: Department of Nursing

Course Number: N475

Course Title: Community Health Nursing

Catalog Description: Focuses on the nursing roles and functions

This is an existing course that has previously been approved by A2C2

OR

This is a new course proposal ____. (If this is a new course proposal, the WSU Curriculum Approval Form must also be completed as in the process prescribed by WSU Regulation 3-4.)

Department Contact Person for this course Patricia Hartkopf

Email: phartkopf@winona.edu

_____1. College Reading and Writing _____1. Humanities

_____2. Oral Communication _____2. Natural Science

_____3. Mathematics _____3. Social Science

_____4. Physical Development and Wellness _____4. Fine & Performing Arts

C. Unity and Diversity: Flagged Courses:

_____1. Critical Analysis __X__1. Writing

_____2. Science and Social Policy _____2. Oral

_____3. a. Global Perspectives _____3. a. Mathematics/ Statistics

_____ b. Multicultural Perspectives _____ b. Critical Analysis

_____4. a. Contemporary Citizenship

_____ b. Democratic Institutions

Writing flag courses in the University Studies program are focused on reinforcing basic writing and to provide contexts, opportunities, and feedback for discipline-specific writing.

Writing flag courses in the University Studies program are designed to reinforce basic writing skills and to provide contexts, opportunities, and feedback for discipline-specific writing. These skills include the ability to focus on the needs of aggregates and communities, applying the philosophy and goals of community health nursing to client situations, applying epidemiological principles in assessing the impact of health problems. One of the outcomes of N475 Community Health Nursing, is to integrate knowledge of selected health problems into the practice of community health nursing. Another outcome is to develop, implement, and evaluate a written health plan specific to an aggregate population In addition; applying research findings to nursing care is essential. Effective communication is an essential nursing skill. Successful communication in nursing requires discipline-specific written and verbal forms of communication.

General discussion of each objective in the Writing Flag as it relates to learning activities in N475 Community Health Nursing

1. Practice the processes for creating and completing successful writing in the field. As students learn to care for client’s health needs they continue to develop the following professional nursing roles; provider of care, teacher, advocate, leader, researcher, scholar and change agent. Nursing students are required to learn the hands-on and critical thinking skills of providing safe care. In addition, students are expected to effectively communicate with other members of the health care team to ensure quality client care. This includes documentation specific to the policies and procedures of the health care agencies they are affiliated with. This includes written documentation of nursing assessment and problem identification assigned in the course as well as specific charting as required by the agency within which the students complete their site-based experiences. Written assignments (e.g. written client assessment, agency documentation, aggregate health plan as well as a formal academic paper) are required to assist students in advancing their writing and critical thinking skills throughout the semester.
2. Understand the main features and uses of writing in their fields. During the semester students experience opportunities to engage in the professional roles of provider of care, teacher, advocate, leader, researcher, scholar and change agent. Students are able to assess, interpret, record signs and symptoms of clients, demonstrate effective use of variety of communication skills with clients, staff, and other disciplines, and provides written documentation of client problems that demonstrate an in-depth analysis of factors and/or lifestyle changes contributing to client’s health-related problems. Students participate in writing of assessments and care plans and documenting in formats specific to the agency they are assigned, and through assignments that are completed for review and are graded throughout the semester.
3. Adapt writing to the general expectations of readers in their field.

Through written assignments students apply the language specific to health care and the discipline of nursing. Students actively apply written skills to nursing and health care throughout all assignments within this course. This includes documentation in client records, writing a client assessment, writing individualized care plans in the client charts (either by using specific chart forms or computerized versions), health plan specific to an aggregate population as well as a formal academic paper on a chronic health problem.

4. Make use of the technologies commonly used for research and

their fields. Nursing students have site-based experiences in a variety of community -settings. These experiences include public health departments, home care agencies, and client homes. Students are expected to learn and be proficient in the documentation policies that are specific to the agencies that they are assigned. Computer technology is a significant component of health care agencies daily operations. Students are expected learn and apply the use of computerized systems as they relate to client care and documentation.

5. Learn the conventions, evidence, format, usage, and documentation in their fields. As students progress in actively learning the skills of documentation, they also learn to articulate a scholarly approach to nursing. Using the findings of the client assessment the process of mutual nurse-client goal setting is initiated. Developing therapeutic nursing interventions and evaluation methods are formalized. Written assignments are structured to prepare the student for utilizing guidelines developed from scientific literature and research as a basis for nursing practice. Written assignments prepare the student for applying documentation skills and critical thinking skills. Where applicable, students learn to use the American Psychological Association as a method to document references.

Department Recommendation: Approved_____ Disapproved_____ Date:_____

Chairperson Signature _______________________ Date_______

Dean's Recommendation: Approved_____ Disapproved_______ Date:________

Dean's Signature_________________________ Date________

USS Recommendation: Approved_______ Disapproved________ Date:_______

University Studies Director's Signature________________Date_______

A2C2 Recommendation: Approved________ Disapproved________ Date:________

A2C2 Chairperson Signature___________________________ Date_______

Faculty Senate Recommendation: Approved____ Disapproved____ Date:______

FA President's Signature______________________ Date________

Academic Vice President's Recommendation: Approved_____Disapproved_____

Date:________

VP's Signature______________________ Date________

President's Decision: Approved__________ Disapproved________ Date:________

President’s Signature________________________ Date________

A. Catalog description: Focuses on the nursing roles and functions of the community health nurse and maintaining and restoring health of individuals, families, and groups in a variety of situations and settings.

Flagged courses in writing (WFC) must contain requirements and learning activities that promote students’ ability to:

1. Practice the processes for creating completing writing in the field (nursing).
2. Understand the main features and uses of writing in their fields.
3. Adapt writing to the general expectations of readers in their field.
4. Make use of the technologies commonly used for research and writing in their fields.
5. Learn the conventions, evidence, format, usage, and documentation in the fields.

Requirements and learning activities that facilitate these outcomes are highlighted in bold underline script throughout this syllabus

B. Course Concepts, Sub-concepts, Roles and Theories: The content of this course will provide the RN student with an opportunity to integrate the concepts of people, health, environment, nursing and caring. The concept of people is viewed from a holistic perspective. The concept of health is seen as dynamic human condition inclusive of wellness, illness, and dying that is affected by the environment and capable of being influenced by nursing care. The concept of environment is examined by studying the interaction of multiple systems, internal and external, on persons and aggregates. The concept of caring is explored as students collaborate with clients and other professionals. This site-based experience allows the students to develop the following professional nursing roles: provider of care, teacher, advocate, leader, researcher, scholar and change agent.

Experiences include all of the following (WFC a, b, c, d, e.):

1. Assignment to aggregate populations (client/families/groups) and preparation for the site-based experiences
2. Planning, implementing, and evaluating nursing care
3. Written papers and presentations
4. Agency documentation

C. Course Outcomes:

On completion of this course the student will be able to:

1. Utilize ethical decision-making, effective communication, therapeutic nursing interventions, and appropriate technology in safe nursing care of selected populations (e.g. Individuals, families and groups during home visits and agency settings). (WFC a, b, c, d. e)

2. Explain the philosophy and goals of community health nursing.

 

3. Accept accountability for own judgment and action on own practice of nursing.

4.Utilize the nursing process to assist a person or group in a variety of settings.

5.Integrate knowledge of selected health problems to assist a person or group in a variety of settings.

6. Apply research findings to nursing care of clients in the community.
7. Collaborate in the planning and delivery of health services to an individual, family, or group.
8. Refer persons or groups to appropriate community resources.
9. Continue to refine professional nursing roles of provider of care, teacher, advocate, leader, researcher, scholar and change agent.
10. Utilize the concepts of health planning to assess the impact of health problems on the individual, family, and community.
11. Utilize epidemiological principles to assess the impact of health problems on the individual, family, and community.
12. Incorporate primary, secondary, and tertiary prevention into planning and delivering of care.
13. Develop, implement, and evaluate a health plan specific to an aggregate population.
14. Demonstrate satisfactory performance of behaviors identified in the clinical evaluation tool

D. Basic Instructional Plan and Methods Utilized:

Strategies used to meet course outcomes:

Site-based experiences (SBE) for students include but are not limited to, working with clients, families, groups and health care providers in homes, public health departments, home care agencies, schools and business settings.

E. Course Requirements and Evaluation Methods:

1. Site-based experiences: P/NC

2. Concept paper: WFC a, b, c, d, e 50 points

3. Client assessment paper: WFC a, b, c, e 50 points

4. Health plan: WFC a, b, c, e 20 points

5. Community resource presentation: 10 points

6. National Geographic presentation: 10 points

7. Public health shadowing presentation: 10 points

8.Final exam: 50 points

Total points: 300

F. Grading Scale::

The following percentages will be adhered to:

92-100=A

83-91=B

74-82=C

65-73=D

Below 65=E

G. Required Textbooks:

Stanhope, M. & Lancaster, J. (2001) Foundations of community health nursing, St. Louis: Mosby.

Stanhope, M. & . (2000) Handbook of community-based and home health nursing practice, St. Louis: Mosby.

H. Needs and Concerns:

If there are any needs or concerns you might have in completing the requirements of this course, please them to me in writing the first week of the course. We will collectively work out arrangements to meet concerns/needs. Such needs or concerns might include: limitations in sight, hearing, fear of presenting in front of groups; test-taking; etc.

I. References:

A variety of nursing journal articles are available through library holdings and web sources depending upon health issues and population focus.

Journals:

American Journal of Nursing

Community Health Forum

Image: Scholarship in Nursing

International Journal of Nursing Studies

Nursing Research

Nursing and Health Care

Public Health Nursing

CLIENT HEALTH ASSESSMENT GUIDE

The following is a suggested guide for data. Please choose what is appropriate for your client. Documentation should not be on this form. Data should be written in narrative form.

PERSONS LIVING IN HOUSEHOLD:

INITIALS, AGE, DATE OF BIRTH, SEX, RACE/ETHIC GROUP, RELATIONSHIP.

1. BIOLOGY

Current acute or chronic illnesses (include onset,

duration, location, frequency, precipitating and alleviating factors, pain).

All prescribed medications/OTC.

Significant past illnesses, injuries, hospitalizations.

Significant family health history.

Perceptions of personal health.

Review of Systems (include effects of aging)

Eyes (visual impairment, use of glasses, last exam).

Ears (hearing impairment, use of hearing aid, discharge, wax).

Mouth and throat (dentures, dry mouth, bleeding gums, toothache, last exam).

Integumentary (skin integrity and changes, dryness and itching, hair loss and changes in nails).

Respiratory (shortness of breath with exertion, cyanosis, cough, sinusitis).

Cardiovascular (palpitations, hypertension, effect of activity on chart rate, edema, fatigue, dizziness, varicosities).

Gastrointestinal (flatulence, constipation, heartburn, bleeding, incontinence, dysphagia, appetite, ability to chew, weight loss or gain).

Musculoskeletal (mobility, joint swelling, pain, use of cane or other device, kyphosis, hx of fractures).

Neurological (diminished sense of smell, touch, heat sensation, taste, numbness or tingling).

Reproductive (decreased libido).

Male (difficulty in achieving erection, prostatitis, impotence).

Female (onset of menopause, last Pap smear, mammogram, breast self-exam).

Urinary (frequency, urgency, incontinence, color, odor, nocturia).

Hematopoietic (anemia, epistaxis, bleeding tendencies).

Functional Abilities Related to ADL's

Bathing.

Dressing.

Toileting.

Mobility.

Eating.

Bowel and bladder function.

Communicating.

2. ENVIRONMENT

Physical Environment

Safety hazards in home.

Presence of safety features in home.

Availability of resources in neighborhood.

Neighborhood safety.

Driving or other forms of transportation used.

Home maintenance and repair.

Pets.

Adequacy of heating, lighting, ventilation.

Psychological Environment

Mental status/orientation.

Changes in self-image due to aging, retirement.

Adjustment to retirement.

Coping abilities.

History of mental illness.

Provision of privacy.

Loss of loved ones.

Life satisfaction.

Preparation for death.

Evidence of depression.

Evidence of abuse or neglect.

Social Environment

Social interaction and support (extended family, neighbors, friends, community organizations/activities).

Income (source, adequacy, ability to budget).

Relationship with family.

Educational level.

Religion and importance ion client's life.

Ethnicity and influence on client's health.

Possibility of institutionalization and client response.

3. LIFESTYLE

Consumption Patterns

Nutrition (food intake, liquids in 24 hour period, special needs, appetite, meal pattern, food preferences and modes of preparation, food supplements, food storage, shopping practices).

Chemical usage (OTC and street drugs, alcohol, tobacco, caffeine).

Exercise.

Sleep patterns (sleeping arrangements, usual patterns of sleep and naps, recent changes, usual arising time and bedtime).

Occupation

Current employment.

Previous employment.

Leisure Activity

Preferred leisure pursuits.

Opportunity for leisure activities.

Sexuality

Opportunity for intimacy.

Alternative modes of meeting sexual needs.

Independence

Ability to care for self (ADL's and IADL's).

Ability to make independent decisions.

4. HEALTH SYSTEMS

Source of health care.

Health care financing (medicare, insurance, MA).

Use of health services (types, availability, patterns of usage).

Barriers to obtaining health care.

Relationship with public health nurse.