Role of the BSN Nurse in Promoting Community Health, Study Guides, Projects, Research of Nursing

Download Role of the BSN Nurse in Promoting Community Health and more Study Guides, Projects, Research Nursing in PDF only on Docsity! C920 Task Template A. C ourse Overview The Role of the BSN Nurse in Promoting Community Health course is designed to introduce students to community and public health nursing with a focus on population-focused health care and utilizing the nursing process to improve community outcomes. Using evidence-based active learning strategies, students will be introduced to various methods of population- focused, culturally competent, and ethical health care with the emphasis on health promotion and disease prevention in the community. Students will learn to use epidemiologic frameworks to identify populations at risk for diseases, examine certain population groups that are at greater risk for poor health outcomes, and understand how cultural variations impact the health, health practices, and health outcomes of populations. The key concepts in these course modules align with the AACN’s Essentials of Baccalaureate Education for Professional Nursing Practice, including the fundamentals of epidemiology, collaborating with patients to provide culturally appropriate health promotion, and identifying health disparities in vulnerable populations to improve the health outcomes of populations (American Association of Colleges of Nursing, 2008). B. Title of module Fundamentals of Epidemiology C. Course Objectives After completing the module, students will be able to: 1) Calculate basic epidemiologic measures of incidence, prevalence, morbidity, and mortality. 2) Differentiate the major epidemiologic studies (cross-sectional, case- control, prospective cohort, and retrospective cohorts), including the advantages and disadvantages of each study. 3) Evaluate the quality of screening data for reliability and validity. A. S tudent learning outcomes After completing the module, students will be able to: 1) Translate epidemiologic data to identify major health problems. 2) Describe the accuracy and limitations of public health screening programs. A. C ontent overview This module is designed to assist students in using epidemiologic frameworks and methods to study the health and health-related events of groups, communities, and populations. Students will learn how to identify populations at risk for diseases, interpret results of epidemiologic studies, and evaluate the effectiveness of health programs and services in improving the health of communities and populations. By the end of this module, students will have a better understanding of factors that contribute to health promotion E. Content overview In this module, students will examine certain population groups that are at greater risk for poor health outcomes and examine the relationship between health equity and health disparities. Students will understand the social and economic factors that contribute to resource constraints, health risks and negative health outcomes. Students will learn nursing interventions to assist vulnerable populations to obtain resources to reduce risk factors and improve health. F. Learning resources Office of Disease Prevention and Health Promotion. (n.d.). Disparities. Retrieved from https://www.healthypeople.gov/2020/about/foundation- health- measures/Disparities Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population- centered health care in the community (9th Ed.). St Louis: Elsevier. Vulnerable populations: Who are they? (2006). The American Journal of Managed Care, 12(13), S348-352. Retrieved from https://cdn.sanity.io/files/0vv8moc6/ajmc/7156d97747bada738caf6bb3 e702169373491cc8.pdf G. Scenario- based learning activity Overview: Students will be divided into 8 groups of 5 students each to complete a role-play activity followed by a team-based learning session via group discussion and an individually written activity. Students will assume the role of the “vulnerable” patient or staff member from a clinic located in a low-income community. Each student will pick one role: a) Patient b) Public health nurse c) Case manager d) Health educator e) Community liaison For the students taking on the role of the staff members, create 5-10 questions to ask the patient. Choose questions that will help obtain pertinent information from this patient. This information will be used to create a plan of care to assist the patient acquire the necessary resources to improve her current situation and health outcome. Scenario: Jen is a 25-year-old single mother of a 1-year-old child and is currently homeless after being kicked out of her apartment by her ex-boyfriend She is unemployed, has no family or support system in the area, and has no stable source of income as her boyfriend was the sole provider. There are indications of physical abuse and substance abuse with the patient, and signs of developmental delay and malnourishment with the child. She comes to the clinic asking for help. A) Role-play - Assume the different roles above and interview this patient with the questions you have created. B) Debriefing and Team-based Learning Activity - After interviewing the patient, each group will discuss the following as the patient’s interdisciplinary care team: 1) What are the social determinants of health that contribute to this patient’s vulnerability? 2) What is your responsibility as the public health nurse, case manager, health educator, and community liaison in this situation? 3) What resources will this client need to help her and her child? 4) What are some strategies that may help this patient gain and retain access to services to improve health outcomes? 5) What nursing interventions may be necessary based on her history, physical and psychological assessments? 6) How can you evaluate outcomes with vulnerable populations? C) Individual Activity - Devise a written plan of care and include the following: 1) List 5 local resources to assist this patient to obtain shelter, nutrition, income, and health services for her and her child. 2) Create a primary, secondary, or tertiary level of prevention for this client. 3) Recommend 3 techniques to help alleviate risk factors that vulnerable populations encounter daily, such as transportation issues, financial instabilities, and mental stress, etc. 4) Propose 3 short-term and 3 long-term goals to improve the health outcome for this family. A. Course Overview The Role of the BSN Nurse in Promoting Community Health course is designed to introduce students to community and public health nursing with a focus on population-focused health care and utilizing the nursing process to improve community outcomes. Using evidence-based active learning strategies, students will be introduced to various methods of population- focused, culturally competent, and ethical health care with the emphasis on health promotion and disease prevention in the community. Students will learn to use epidemiologic frameworks to identify populations at risk for diseases, examine certain population groups that are at greater risk for poor health outcomes, and understand how cultural variations impact the health, health practices, and health outcomes of populations. The key concepts in these course modules align with the AACN’s Essentials of Baccalaureate Education for Professional Nursing Practice, including the fundamentals of epidemiology, collaborating with patients to provide culturally appropriate health promotion, and identifying health disparities in vulnerable populations to improve the health outcomes of populations (American Association of Colleges of Nursing, 2008). B. Title of module Cultural Implications in Health Promotion C. Course Objectives After completing the module, students will be able to: 1) Analyze cultural variations between African Americans, Asians, Hispanics, Pacific Islanders, and Native Americans in terms of verbal communication, non-verbal communication, self-care practices, and biological differences. 2) Evaluate nutritional preferences and associated risk factors for African Americans, Asians, Hispanics, Pacific Islanders, and Native Americans. 3) Explain barriers to developing cultural competence and how to mitigate these factors. D. Student learning outcomes After completing the module, students will be able to: 1) Identify cultural priorities and beliefs about health among different cultural and national-origin groups. 2) Describe how nutritional choices among African Americans, Asians, Hispanics, Pacific Islanders, and Native Americans contribute to various health risk factors and nursing interventions to promote positive health outcomes. E. Content overview In this module, students will understand how cultural variations impact the health, health practices, and health outcomes of populations. Students will acquire techniques to use in providing culturally competent care to diverse patients to achieve positive health outcomes. Students will learn to use appropriate communication and relational strategies that respect the patient’s values, beliefs, expectations, and goals. F. Learning resources Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population- centered health care in the community (9th Ed.). St Louis: Elsevier. Nordstrom, K., Coff, C., Jonsson, H., Nordenfelt, L., & Gorman, U. (2013). Food and health: individual, cultural, or scientific matters? Genes &