NURSING MS C920 Community Health Nursing, Study Guides, Projects, Research of Nursing

Download NURSING MS C920 Community Health Nursing and more Study Guides, Projects, Research Nursing in PDF only on Docsity! Over the next eight weeks, this Community Health nursing course will prepare the BSN student for the challenges of community nursing and introduce strategies to provide culturally competent care and education to total populations, individuals, and families. This course will educate the student on community assessment/planning, health literacy, and identifying populations at risk. Goals goals include ways promote health, prevent disease across the lifespan, and develop strategies to provide community intervention. The student will develop an understanding of epidemiology, how disease spreads, as well as how local, state, and national health policies affect care. The Course will reflect the professional standard of the Quad Council Coalition by developing student understanding of analytical assessment skills, public health science skills, and program planning skills (Swider, 2013). A. Course Overview NURSING MS C920 Community Health Nursing B: Title of module Population Health Promotion A. C ourse Objectives At the completion of this course, the student will: 1. Apply the nursing process as it applies to foundations and principles of community assessment, population health, health promotion, and disease prevention in a specific community (Nash, 2021). 2. Apply knowledge regarding the levels of health promotion. 3. Articulate knowledge of the nursing process as it applies to culturally competent health promotion and strategies to prevent disease in a community. A. S tudent learning outcomes At the completion of this module, the student will be able to 1. Identify three major concepts of population health. 2. Differentiate Primary, Secondary, and Tertiary levels of health promotion and disease prevention in a specific community environment (Nash, 2021). 3. Identify two ways to promote health and disease prevention for the community. A. C ontent overview Content for this health promotion module will include. Overview of the foundations of public, community, and population health. This module will give students an understanding of concepts in community, population- focused nursing, health promotion, and public health functions (Nash, 2021). This topic connects with student outcomes by developing and understanding of knowledge and use of the nursing process as it applies to foundations and principles of population health, health promotion, and disease prevention across the lifespan. Discussion on levels of disease prevention and community spread, including concepts of communicable disease, health literacy, and concepts of environmental health (Nash, 2021). Analyze key components in health promotion and disease prevention strategies for a target community by using community scenarios. This topic connects with student outcomes by developing the use of the nursing process as it applies to the relationship of health promotion to communicable disease prevention. Overview of strategies to promote health education and disease prevention in a community with discussions on social determinants of health, health teaching models, and vulnerable populations. This topic connects with student learning outcomes by using the nursing process to develop health promotion and disease prevention strategies for a community. A. L earning resources Center for Disease Control and Prevention (CDC) (n.d.a) What is Public Health. Retrieved from https//www.cdcfoundation.org/content/what-public health. Nash, D. B., Fabius, R. J., Skoufalos, A., & Oglesby, W. H. (2021). Population health: Creating a culture of wellness: Vol. Third edition. Available from https://search.ebscohost.com/login.aspx? direct=true&db=nlebk&AN=2282447&authtype=sso&custid=ns017578&s ite=eds-live&scope=site. A. S cenario- based learning activity Students will be given three different scenarios to choose from and will identify one community-focused nursing intervention for each level of health promotion (primary, secondary, and tertiary) for the one selected scenario. Scenario: You work for the health department of a low-income urban city XYZ and have been tasked with developing a plan to improve outcomes for the community in this area for ( your chosen topic). 1. You will provide evidenced-based research regarding information on the selected topic, including nationwide data/statistics using census information, CDC, and local health, or human services departments. Cite how lack of community resources contributes to the given problem. 2. You will then develop an action plan and identify three nursing interventions appropriate for each level of health prevention ( primary, secondary, and Tertiary). Develop strategies for health promotion and include any resources used in this plan, such as teaching brochures or material, information on community resources that may be available. Answer the following questions: How decisions you made affect the community. Positive and Negative. What should you have done differently? Was the disease spread contained in the community? Was the model you designed accurately for tracking the spread? B: Title of module Emergency and Disaster Management C. Course Objectives At the completion of this course, students will: 1. Demonstrate an understanding of disasters and how public health is affected by completing a diaster simulation. 2. Analyze and utilize the four phases of the FEMA Preparedness Cycle. 3. Develop skills to design, implement, and evaluate a disaster management plan. D.Student learning outcomes At the completion of this course, students will: 1. Identify multiple types of disasters and how the environmental, cultural, and economic aspects influence the way a community manages a disaster situation (Fema, n.d.). 2. Apply knowledge of the FEMA Preparedness Cycle to a disaster scenario using the nursing process. E.Content overview This course will explore multiple types of disasters, and students will develop an understanding of how communities are impacted on many levels. Students will develop an understanding of aspects that will affect how well equipped a community is to manage a disaster. Discussion’s on how a communities physical environment affects management including access to an area and supply chain issues. (Fema, n.d.). Students will develop an understanding of how cultural beliefs can affect dissemination of information and evacuation of an area. This module will also review the economic impact a diaster can have on community resources. This topic connects with the student learning outcome by requiring students to describe different types of disasters and aspects that influence a community’s ability to succeed in management. Students will be given a disaster scenario in which they will explore the FEMA preparedness cycle to apply these concepts to develop a disaster management plan successfully. This topic connects with student learning outcomes by providing content to students to enable them to use the core aspects of the FEMA Preparedness Cycle - Mitigation, Preparedness, Response, Recovery (FEMA, (n.d.). F. Learning resources Federal Emergency Management Agency (n.d.) FEMA: Emergency management in the United States (n.d.) Retrieved from https://training.fema.gov/emiweb/downloads/is111_unit%204.pdf Putra, A., & Petpichetchian, W. (2011). Review: Public Health Nurses’ Roles and Competencies in Disaster Management. Nurse Media Journal of Nursing, 1(1), 1-14. Retrieved from https://ejournal.undip.ac.id/index.php/medianers/article/view/742 G. Scenario- based Learning Activity You will participate in a group in-class learning scenario that will simulate a natural disaster. This in-class activity will involve breaking into groups of four to develop a disaster management team. There are cards labeled with the four phases of disaster planning including, mitigation, preparedness, response, and recovery. Each individual in the group will take a card indicating what phase of the disaster they will plan assessments and interventions. As you move the stages of the FEMA preparedness cycle, the newly developed disaster team will assess needs and develop disaster interventions as it pertains to the phases they are assigned. Scenario: A hurricane is going to hit a socio-economically disadvantaged area of the United States directly. The American Red Cross public health nursing team is tasked to go to the city and develop a disaster plan and nursing interventions to improve outcomes for this community. The population affected is primarily low income and culturally diverse with a large Spanish speaking community. The area of impact is prone to flooding, and most of the population relies on public transportation. An average of 1,500 people live in the affected area, and your team has a 36-hour warning from the National Hurricane Center of the impending Category 5 hurricane Charlie. Team Assignment: Your team will submit one collaborative paper that includes the following: 1. Introduction and role of public health nurse in disaster planning. 2. Disaster plan for each phase of the cycle that is cohesive and illustrates how to assess, plan, implement, and evaluate a plan of action. 3. Identify local and government agencies involved in planning. 4. Conclusion with a reflection on how your teams' assessment and interventions reduced adverse outcomes for this community. References Swider, S. M., Krothe, J., Reyes, D., & Cravetz, M. (2013). The Quad Council Practice Competencies for public health nursing. Public Health Nursing, 30(6), 519–536. https://doi.org/10.1111/phn.12090