NRS 428 Concepts in Community and Public Health
NRS 428 Concepts in Community and Public Health
Topic 1: Community/Public Health Nursing
Objectives:
Examine the role of the community/public health nurse.
Evaluate the role of community stakeholders as client and community partners.
Discuss the aspects of health promotion in nursing care of populations.
Explain the importance of community resources to planning an intervention.
Topic 1 DQ 1
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
Re: Topic 1 DQ 1
Public health involves working with communities and populations with an aim to prevent disease and promote health (Evans‐Agnew, Reyes, Primomo, Meyer & Matlock‐Hightower, 2017). Nurses together with other community stakeholders give advices as well as guide thus encouraging healthy living. Planning health programs define mapping approach used to identify community needs. Public health nurses use acquired knowledge, competencies and skills to help protect and improve health applying and understand community based public resources. The skills obtained help in solving health problems such as making accessible health care resulting from poor living standards and emerging communicable disease.
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Effective partnerships is very important for community based solutions required for advancing heath parity by making it a shared value and vision as well as fostering multi-sector collaboration and increasing community’s capacity to shape outcomes (Swider & Cygana, 2020). These different stakeholders include both religious and not for profit organizations help in resource assessments and allotments. NRS 428 Concepts in Community and Public Health. Examples of such organization include health mission, and federal qualified health centers. The partners employ different skills to access resources that serve several roles in ensures there is equity in health. Through resource evaluation, the community is able to understand community culture, needs and resources. In addition, assessing specific organizations like public organizations help to promote involvement in preventing disease as well as promoting health.
References
Evans‐Agnew, R., Reyes, D., Primomo, J., Meyer, K., & Matlock‐Hightower, C. (2017). Community health needs assessments: Expanding the boundaries of nursing education in population health. Public Health Nursing, 34(1), 69-77.
Swider, S., & Cygana, H. (2020). Public and Population Health: Promoting the Health of the Public. Policy & Politics in Nursing and Health Care-E-Book, 231.
Topic 1 DQ 2
Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention. Describe how the nursing process is utilized to assist in identifying health issues (local or global in nature) and in creating an appropriate intervention, including screenings and referrals, for the community or population.
Topic 1 DQ 2
A geopolitical community refers to a community within a geographical and legal boundary for instance towns, cities and municipality communities. The boundary of a geopolitical community surrounds a territory that can be identified easily on a map. The community either can occur due to manmade territories or manufactured boundaries. Natural boundaries include rivers and mountains that is physical features (Farbotko, Stratford & Lazrus, 2016). Manufactured or manmade boundaries include streets, bridges and railway tracks. Phenomenological community represents a group of people sharing values, interest, beliefs, and goals. Relation destination include religious and social groups. Community is defined as a group of people with common identity, perspective – occupying space in a specified period. The above two factors influence resource allocation. Public health nursing practice ensures justice is observed in terms of access as well as availability of health practice. NRS 428 Concepts in Community and Public Health.The roles of a community health nurse include assessing and identifying population percentage that has high chances of getting infections (Rn, Mmhn & Russo, 2017). Nursing practice is funneled by standards and definitions established by ANA in collaboration with public health services bureau of health profession. Nursing process involves the following steps including assessment, diagnosis, planning, interventions and evaluations and are key in nursing. Nursing process refers to a logic, deliberate, and rational problem solving approach that require organized practice performance. The process may include continuous involvements from patients, families and communities in all stages from assessment to evaluation. However, some processes like diagnosis, planning and intervention are prone to changes based on the new information from patients. Moreover, patients are very important in nursing process since they are not only restricted by physical and emotional limitation as well as ability to participate.References
Farbotko, C., Stratford, E., & Lazrus, H. (2016). Climate migrants and new identities? The geopolitics of embracing or rejecting mobility. Social & Cultural Geography, 17(4), 533-552.
Rn, F. A. L., Mmhn, D. Z. B., & Russo, S. (2017). Experience of Palestinian children facing consistent intermittent traumatic events: A descriptive phenomenological exploration.
Topic 2: Epidemiology and Communicable Diseases
Objectives:
Apply the principles of epidemiology to community health nursing.
Explain the value of demographic data in community health.
Apply the epidemiology triangle to a communicable disease occurring at a global level.
Evaluate the communicable disease chain model.
Discuss the impact of global health issues on public health systems.
Explain how social determinants of health contribute to the development of disease.
Epidemiology Paper
Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.
Communicable Disease Selection
Chickenpox
Tuberculosis
Influenza
Mononucleosis
Hepatitis B
HIV
Ebola
Measles
Polio
Influenza
Epidemiology Paper Requirements
Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
Describe the social determinants of health and explain how those factors contribute to the development of this disease.
Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example. NRS 428 Concepts in Community and Public Health
A minimum of three peer-reviewed or professional references is required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
NRS-428VN-RS2-CommunicableDiseaseChain.
Topic 2 DQ 1
What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question. NRS 428 Concepts in Community and Public Health
Topic 2 DQ 2
Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS 428 Concepts in Community and Public Health
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Topic 3 DQ 1
Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
Topic 3 DQ 2
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. NRS 428 Concepts in Community and Public Health Cite and reference the article in APA format.
Topic 4: Policy and Environmental Issues
Objectives:
Apply screening and referral principles to nursing care of populations.
Examine the role of public health in addressing environmental issues.
Evaluate the effectiveness of the U.S. health care system.
Examine how policy in the U.S. health care delivery system affects specific populations.
Examine the effects of health care reform on the U.S. health care system and its stakeholders.
Use the as directed in the Community Assessment and Analysis Presentation.
Complete and submit the “Provider Interview Acknowledgement Form” prior to conducting your interview for the Community Assessment and Analysis Presentation assignment.
Attachments
NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.doc
Provider Interview Acknowledgement Form
Student Name: __________________
Section & Faculty Name:_________________________________
Date of Interview: ________________
NRS 428 Concepts in Community and Public Health
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e. MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Interview Acknowledgement
I _______________________acknowledge that I was interviewed by _____________________on the
(Provider Name) (Student Name)
date listed above. The organization / agency does not endorse the university or the student however, the student learning experience is considered appropriate for educational purposes. NRS 428 Concepts in Community and Public Health
______________________________ _________________
Provider Signature Date Signed
NOTE:
Acknowledgement form is to be returned to the student for electronic submission to the faculty member.
Community Assessment and Analysis Presentation
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest in your region. Perform a physical assessment of the community.
Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
Interview a community health and public health provider regarding that person’s role and experiences within the community. NRS 428 Concepts in Community and Public Health
Interview Guidelines
Interviews can take place in-person, by phone, or by Skype.
Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.
Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.
Compile key findings from the interview, including the interview questions used, and submit these with the presentation.
PowerPoint Presentation
Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.
Include the following in your presentation:
Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
Summary of community assessment: (a) funding sources and (b) partnerships.
Summary of interview with community health/public health provider.
Identification of an issue that is lacking or an opportunity for health promotion.
A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.
Value/Belief Pattern
Predominant ethnic and cultural groups along with beliefs related to health.
Predominant spiritual beliefs in the community that may influence health.
Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?
What does the community value? How is this evident?
On what do the community members spend their money? Are funds adequate?
NRS 428 Concepts in Community and Public Health
Health Perception/Management
Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).
Immunization rates (age appropriate).
Appropriate death rates and causes, if applicable.
Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?
Available health professionals, health resources within the community, and usage.
Common referrals to outside agencies.
NRS 428 Concepts in Community and Public Health
Nutrition/Metabolic
Indicators of nutrient deficiencies.
Obesity rates or percentages: Compare to CDC statistics.
Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).
Availability of water (e.g., number and quality of drinking fountains).
Fast food and junk food accessibility (vending machines).
Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).
Provisions for special diets, if applicable.
For schools (in addition to above):
Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)
Amount of free or reduced lunch NRS 428 Concepts in Community and Public Health
Elimination (Environmental Health Concerns)
Common air contaminants’ impact on the community.
Waste disposal.
Pest control: Is the community notified of pesticides usage?
Hygiene practices (laundry services, hand washing, etc.).
Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.
Universal precaution practices of health providers, teachers, members (if applicable).
Temperature controls (e.g., within buildings, outside shade structures).
Safety (committee, security guards, crossing guards, badges, locked campuses).
Activity/Exercise
Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).
Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).
Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).
Injury statistics or most common injuries.
Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).
Means of transportation.
NRS 428 Concepts in Community and Public Health
Sleep/Rest
Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).
Indicators of general “restedness” and energy levels.
Factors affecting sleep:
Shift work prevalence of community members
Environment (noise, lights, crowding, etc.)
Consumption of caffeine, nicotine, alcohol, and drugs
Homework/Extracurricular activities
Health issues
Cognitive/Perceptual
Primary language: Is this a communication barrier?
Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.
Opportunities/Programs:
Educational offerings (in-services, continuing education, GED, etc.)
Educational mandates (yearly in-services, continuing education, English learners, etc.)
Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)
Library or computer/Internet resources and usage.
Funding resources (tuition reimbursement, scholarships, etc.).
Self-Perception/Self-Concept
Age levels.
Programs and activities related to community building (strengthening the community).
Community history.
Pride indicators: Self-esteem or caring behaviors.
Published description (pamphlets, Web sites, etc.).
NRS 428 Concepts in Community and Public Health
Role/Relationship
Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).
Vulnerable populations:
Why are they vulnerable?
How does this impact health?
Power groups (church council, student council, administration, PTA, and gangs):
How do they hold power?
Positive or negative influence on community?
Harassment policies/discrimination policies.
Relationship with broader community:
Police
Fire/EMS (response time)
Other (food drives, blood drives, missions, etc.)
NRS 428 Concepts in Community and Public Health
Sexuality/Reproductive
Relationships and behavior among community members.
Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.). NRS 428 Concepts in Community and Public Health
Access to birth control.
Birth rates, abortions, and miscarriages (if applicable).
Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).
Coping/Stress
Delinquency/violence issues.
Crime issues/indicators.
Poverty issues/indicators.
CPS or APS abuse referrals: Compare with previous years.
Drug abuse rates, alcohol use, and abuse: Compare with previous years.
Stress management resources (e.g., hotlines, support groups, etc.).
Prevalent mental health issues/concerns:
How does the community deal with mental health issues
Mental health professionals within community and usage
Disaster planning:
Past disasters
Drills (what, how often)
Planning committee (members, roles)
Policies
Crisis intervention plan
NRS 428 Concepts in Community and Public Health
Provider Interview Acknowledgement Form
Student Name: __________________
Section & Faculty Name:_________________________________
Date of Interview: ________________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e. MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Interview Acknowledgement
I _______________________acknowledge that I was interviewed by _____________________on the
(Provider Name) (Student Name)
date listed above. The organization / agency does not endorse the university or the student however, the student learning experience is considered appropriate for educational purposes. NRS 428 Concepts in Community and Public Health.
______________________________ _________________
Provider Signature Date Signed
NOTE:
Acknowledgement form is to be returned to the student for electronic submission to the faculty member.
Benchmark – Policy Brief
The benchmark assesses the following competencies:
1.4 Participate in health care policy development to influence nursing practice and health care.
Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.
Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.
Follow this outline when writing the policy brief:
Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
Create a problem statement.
Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable. NRS 428 Concepts in Community and Public Health
Discuss the impact on the health care delivery system.
Include three peer-reviewed sources and two other sources to support the policy brief.
Prepare this NRS 428 Concepts in Community and Public Health assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Topic 4 DQ 1
Research the delivery, finance, management, and sustainability methods of the U.S. health care system. Evaluate the effectiveness of one or more of these areas on quality patient care and health outcomes. Propose a potential health care reform solution to improve effectiveness in the area you evaluated and predict the expected effect. Describe the effect of health care reform on the U.S. health care system and its respective stakeholders. Support your post with a peer-reviewed journal article.
Topic 4 DQ 2
The Affordable Care Act was signed into law by President Barack Obama in March 2010. Many of the provisions of the law directly affect health care providers. Review the following topic materials:
“About the Affordable Care Act”
“Health Care Transformation: The Affordable Care Act and More”
What are the most important elements of the Affordable Care Act in relation to community and public health? What is the role of the nurse in implementing this law? NRS 428 Concepts in Community and Public Health
Topic 5: Emergency Preparedness and Disaster Management
Objectives:
Explain the role of the public health nurse in disaster management.
Appraise systems designed for emergency and disaster preparedness.
Apply levels of prevention to natural and manmade disasters.
Describe the spiritual considerations surrounding disasters.
Community Teaching Experience Approval Form
Before presenting your “Community Teaching Plan: Community Presentation” to the community, seek approval from an agency administrator or representative. Upon receiving approval from the agency, submit the completed “Community Teaching Experience Approval Form.”
Attachments
NRS-428VN-RS5-CommunityTeachingExperienceForm.doc
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
PowerPoint Presentation
Pamphlet Presentation
Audio Presentation
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name) (Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest. NRS 428 Concepts in Community and Public Health
______________________________ _________________
Provider Signature Date Signed
Benchmark – Community Teaching Plan: Community Presentation
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. NRS 428 Concepts in Community and Public Health. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form. NRS 428 Concepts in Community and Public Health” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented
