MICHIGAN STATE UNIVERSITY College of Nursing NUR 410 Practicum in Community Health Nursing (3 credits) Syllabus Fall 2004

Transcription

1 MICHIGAN STATE UNIVERSITY College of Nursing NUR 410 Practicum in Community Health Nursing (3 credits) Syllabus Fall 2004 Course chair Grace Kreulen, PhD, RN Office: A129 Life Sciences Building Phone: /8633 Office Hours: Tuesday 2:30-3p and by appt. Clinical faculty by clinical section, day and site: Section 1: Jacqueline Wright, Wednesdays, Walnut Street School and Cristo Rey, Lansing Section 2: Georgia Padonu, Mondays Ingham County Health Department, Lansing Section 3: Elaine McParlane, Wednesdays Barry-Eaton County Health Dept., Charlotte Section 4: Elaine McParlane, Mondays Gardner Middle School, Lansing Note: Individual faculty will provide students with additional contact information (office hours, phone numbers) during the first week of the semester. Course Description This course provides clinical experience in community & public health nursing focusing on the application of public health and nursing principles in the care of individuals/families and populations in a variety of community-based settings. Instructional Model/ Course Schedule Students participate in community health nursing clinical experiences and conferences/seminars nine (9) hours per week (126 hours for 14 clinical weeks). Faculty provide students with information about specific learning opportunities and expectations during the first week of clinical. Course Objectives By the end of the semester the student will: 1. Apply strategies for assessment, planning, intervention and evaluation that are appropriate to individual/family and population clients in community settings. 2. Provide comprehensive assessment data to support community health nursing diagnoses, including epidemiological, family, and community data. 3. Apply established research findings as a basis for making judgments in community health nursing practice. 4. Describe major legal, social, cultural, political and economic issues relevant to the delivery of communitybased nursing care. NUR410 syllabus, page 1

2 5. Coordinate appropriate community resources in the care of the individual/family or population client. 6. Accept individual responsibility and accountability in community health nursing practice. 7. Demonstrate the professional role characterized by critical thinking, self-directed learning, and effective communication and leadership skills. 8. Demonstrate an understanding of the uniqueness of self and client in community health nursing practice. Required Texts & other material Stanhope, M. and Lancaster, J. (2004). Community and Public Health Nursing (6th ed.). St. Louis, MO: Mosby. This is a new edition of the book Chin, J. (Ed., 2000). Control of communicable diseases manual (17 th ed.). Washington, D.C.: The American Public Health Association. Supplementary resources: Stanhope, M. & Knollmueller, R.N. (2001). Handbook of public and community health nursing practice. St. Louis: Mosby. U.S. Department of Health and Human Services (2000). Healthy People 2010 (2 nd ed.). Washington, DC: U.S. Government Printing Office. Available from Course Chair and at Web-sites and additional resources will be posted on ANGEL Course Requirements. Each student is responsible for the following: 1. Compliance with immunization, blood borne pathogens, CPR and HIPPA regulations. Each student is required to print a copy of their immunization compliance letter and present it to their clinical faculty on the first day at the clinical site. Compliance records and the associated letter (signed by the University Physician) are available at Note: If you have problems accessing your records or have updates or questions about the content of your immunization report please contact Paula Guss (517) guss@msu.edu or Steve Larmore larmores@msu.edu in the University Physicians Office. 2. Appropriate professional behavior and clinical preparation. Students are expected to: 1) structure and direct own learning activities to facilitate maximal, responsible attainment of personal and course objectives, 2) collaborate with clinical faculty/group/teams to facilitate identification and achievement of goals and course requirements, 3) promptly apply feedback (verbal and written) to future performance, 4) complete all group and individual work/ requirements in a timely manner, 5) evaluate learning activities and progress in meeting objectives through group discussions, weekly critical reflections, and midterm/endterm evaluations, and evaluate course and faculty at the end of the semester using the online SIRS evaluations, 6) sign the NUR410 confidentiality agreement prior to initiating clinical activities and follow NUR410 and agency patient confidentiality guidelines at all times (See NUR410 Procedures to Maintain Confidentiality on ANGEL under lessons tab course documents folder). Additionally, students must carryout each clinical day with responsibility and accountability, as evidenced by: 7) Appropriate community health nursing attire & MSU name tag. The MSU CON and clinical agency dress codes are to be followed appropriate community health nursing attire is conservative business casual shirt & slacks/skirt and non-white leather shoes (no low necklines, bare midriffs & thighs, denim, or sandals) 8) Planned efficiency in management and use of clinical time demonstrated by written schedule on the NUR410 syllabus, page 2

3 clinical calendar, priority setting, and back-up activities incase the inevitable collapse of plans occurs. 9) Written, evidence-based plans prepared prior to the start of the clinical day for all planned family and population visits/encounters. 10) Documenting promptly and appropriately following each client-related encounter both population and family-focused care related activities, and provide mid-term and end-term reports for all family and population clients. 11) Having own vehicle at clinical site. 3. Weekly folders and conferencing formalizing clinical learning. Folders. Students are to reflect on their clinical learning experiences weekly by submitting weekly calendars and critical reflections. Folders will be reviewed by the faculty and must include the following: a) Clinical calendar: Ongoing NURS 410 Clinical Calendar of planned and actual weekly activities and practice hours (rounded to quarter hour). b) Critical reflections journal: Weekly reflections on experiences that address the following questions: 1) What C/PH concepts/theory and/or what evidence-based practice approaches did I apply? 2) What don t I know? What learning questions were raised and what did I find out about the question raised? 3) What did I learn this week in relation to course and personal objectives? 4) What thoughts and feelings do I have about this week s experiences? Clinical conferences/discussions will occur each clinical day for the purpose of enhancing student learning and integrating theoretical concepts with community health practice. Each student is to share and discuss clinical activities and encounters, bring up issues for group discussion and problem solving, discuss learning needs, and share knowledge/ skills/ feelings relevant to the practice of community health nursing. Each student will facilitate one brief content-specific seminar to their clinical group focused on a key public health issue. 4. Learning activities & assignments All reporting forms will be posted on ANGEL NUR410 under lessons tab in course documents folder. Setting the course a. Personal learning objectives rough draft by week one, final draft by week two. Ongoing learning activities b. Folders submitted each clinical week utilizing clinical calendar and critical reflection format. c. Clinical conferences/discussions occur weekly as part of clinical day. d. Family-focused care assessment & implementation plan submitted upon completion of the fourth client visit, preferably by week six. e. Family-focused care plans and documentation updated/posted weekly when family care delivered per clinical calendar. f. Population-focused care assessment, plan & report, and documentation of care posted per negotiated timeline. Select learning activities g. Agency appraisal and health insurance analysis submit by week nine. Students must complete an assessment/evaluation of a clinical agency and of client health insurance coverage utilizing the agency appraisal and client health insurance analysis form. h. Health policy skill evidence and activity reports submit the week of the experience utilizing the policy report format. Students must engage in two health policy informing activities (after the health NUR410 syllabus, page 3

4 policy unit in 409) and show evidence of development of beginning proficiency in two policyinforming skill areas. i. Optional experience reports posted the week of the experience, if done. j. Evidence-based practice/ research analysis two research/evidence-based guidelines analyses must be posted by week eight, one must be directly applicable to your family-focused care delivery and the other to the population focused practice. Students are to identify research and/or evidence-based practice guidelines that inform their family and population care (minimum 1 research article/guideline for each level of care), and prepare a one-page analysis of the research/evidence informing both their family and population practice (one analysis for each level of care). Each analysis must (a) describe & critique the research and problem studied, and (b) discuss the direct applicability of the specific evidence/research to nursing care delivered to their specific population or family clients. All evidence/research articles must be current, from approved journals/sites, and cited using APA format. 5. Delivery of nursing care. Each student is to provide community/public health nursing services to both individual/family and population clients and to actively inform health policy. Students may also participate in public health observational experiences. Levels of nursing care delivery in the course, which are described below, include family-focused care, population-focused care, and system-focused care. Students may also participate in public health observational experiences. Levels of nursing care delivery in Family-focused care: Improving the health status of families and individuals in the community. Each student provides family-focused care in the home and/or school settings to a caseload of 1 or more community-based clients. Client referrals of families that would benefit from nursing health assessment and interventions are to be obtained through the faculty from community-based providers and schools. Care delivered to individuals is provided within the context of their family, and families are considered within the context of their community. Students are expected to partner with families and empower them with the knowledge and skills necessary to meet their identified health needs. Health promotion, disease management and case management skills of coordination across the continuum of care are emphasized. Students are to verbally contract with family clients for the delivery of health care services, conduct biopsycho-socio-economic-spiritual-cultural family and individual assessments, develop and validate databased diagnoses for health promotion and protection, assist clients in designing and implementing a systematic plan of action for attaining expected outcomes, collaborate with other health and social services providers as needed, evaluate outcomes with the family, and bring the experience to closure at the end of the semester. The family assessment and diagnosis is to be submitted for faculty review within one week of completion of data collection. Assessment is expected to be the focus of the first 3-4 client visits. Family intervention plans are to be submitted within two visits after completion of assessment. Written documentation of experiences with families is due to faculty the week they occur. Documentation of family experiences will be included in agency records as indicated by agency and CON policies. For additional information, see Guidelines for Family Client Encounters and the MSUCON Community Health Referral Feedback Report form under lessons in the course documents folder. 2. Population-focused care: Improving the health status of identified populations. Students work individually or in interdisciplinary groups to assess, diagnose, plan and implement a specific population-focused health program that addresses a health need that is identified by the agency/community and supported by community health data. This experience goes beyond the family to a larger community NUR410 syllabus, page 4

5 group of interest/concern, and is designed to provide an opportunity to develop personal knowledge and skill in community assessment and working with population groups to improve their health. All population-focused care must address a health need identified by the community and use a collaborative approach to the provision of care. Students are expected to partner with community members and empower them to meet their identified health needs. A population-focused report, following Population-focused Care Report Guidelines, is to be prepared and submitted sequentially per a schedule arranged with faculty (eg. assessment and diagnosis first, then intervention plan, then evaluation). Assessment of the designated population should be linked to the 409 PH Issue Report. At the end of the semester the report will be presented at a joint clinical group meeting. A broad range of activities is appropriate for population-focused care projects. Examples of include: nutrition education with parents, adolescents and/or school aged children; planning and participating in a health fair or other community health event as part of a community group; participating in development of health promotion project such as a neighborhood exercise program or an immunization registry; development of literature to promote appropriate preventive self-care behaviors; health education groups for prevention and management of chronic diseases such as obesity and diabetes; and programmatically focused health policy activities that occur over the semester, such as grassroots efforts to promote clean air in a community or promote active community environments. 3. System-focused care: Improving the health of populations by impacting political processes. Working individually or in groups, students work to impact the health of the public as a whole through involvement in grass-roots, legislative, and/or health-policy promoting activities. The Health Policy Focus describes this experience and presents skill and activity options. It will be available the week health policy is covered in 409 class. Each student is to provide evidence of beginning level competency in two health policy-informing skill areas by actively engaging in health policy activities. 4. OPTIONAL. Public health observational experiences may be arranged as part of the practicum experience, if the students desires a broader exposure to community/public health. Optional experiences may include ½ to 1-day long participant observational experiences in occupational health, school health, correctional health, public health nursing, communicable disease control, immunizations, maternal child health, women s health, homeless health, and environmental health. Preparatory and reflective activities are required for each optional experience. Evaluation/Grading Scale. Each student will have a formal mid and end semester conference with their faculty. Progress toward goals will be discussed at mid-semester, identifying strengths and weaknesses in performance, and adjustments made as indicated. The final clinical grade will reflect performance over the semester in achieving course objectives. Evaluation forms will be posted on ANGEL in the course documents folder. They include the 410 Evaluation Guidelines, Community Health Nursing Competencies Evaluation Form, and Final Clinical Evaluation Form. The standard College of Nursing grading scale will be used to assign course grades. A student must obtain a course grade of > 2.0 in order to pass the course. A 0.0 grade will be given for unsafe or dishonest behavior, unexcused absences and failure to meet minimal course expectations. NUR410 syllabus, page 5

6 100-94% % % % % % % 1.0 <64% 0 A comprehensive clinical grade will be determined based on all clinical performance and assignments. Grades will be assigned by the faculty according to the following distribution: 1) Community health nursing competency evaluation 30% 2) Weekly folders: objectives, learning contract, calendar and critical reflections 20% 3) Clinical discussions/conference participation 10% 4) Family-focused care assessment, plans, and documentation 15% 5) Population-focused care project and report 15% 6) Agency appraisal, health insurance analysis 5% 7) 2 Health policy skill and activity reports 5% 8) 2 Evidence-based practice/ research analysis 5% Policies. Students are expected to meet course and College of Nursing clinical expectations outlined in this syllabus and in the CON Undergraduate Student Handbook. A. Course policies in the MSU Spartan Life Handbook and College of Nursing BSN Handbook: 1. Academic Dishonesty 2. Taping and communication devices 3. Weather 4. Protection of property/computers 5. Protection of scholarship and grades 6. SIRS 7. Disability. Any student who has special needs should contact a course chairperson prior to or during the first week of class to discuss his/her needs. B. Attendance. 1. Bad Weather Procedures. Clinical instructors will provide students with information the first day of clinical regarding procedures for the event of severe dangerous weather. 2. Any student who is not prepared to provide safe nursing care at a given clinical experience for any reason (including previous absence from clinical experiences, insufficient preparation for client encounters, and incomplete documentation of immunization and CPR status) may be sent home from that clinical experience. 3. Attendance at all planned clinical experiences is required. A student who cannot attend a planned clinical experience must notify their clinical faculty prior to the start of the clinical day using their pre-determined defined call-in protocol. A student who misses a clinical experience may be required to 1) provide appropriate a written excuse from a health care provider for incidents of illness/injury, and 2) make-up the clinical time. 4. Any unexcused absence may be cause for student withdrawal from the course. Absences are excused at the discretion of the faculty. Students with unexcused absences or excessive absences NUR410 syllabus, page 6

7 from clinical that are in jeopardy of failing to meet course objectives may be asked to withdraw or receive a 0 in the course. C. Communication with faculty. Items for faculty mailboxes are to be dropped off at Student Affairs, 1 st floor Life Sciences. Clinical faculty will provide contact information during the first clinical week. The course chair contact information is on the first page of the syllabus. D. Student Progress. Students who believe they may be experiencing academic difficulties are urged to promptly obtain faculty guidance in proposed remedial activities. A student who has a concern related to the course is expected to approach the clinical faculty to discuss the situation. Resolution of a concern on an informal basis between the student and faculty is encouraged. If the situation is not successfully resolved following consultation with faculty, the student should then set up a meeting with the course chair. Dr. Renee Canady, College of Nursing Student Affairs, is also available for guidance. A joint meeting between the student, faculty, and a Student Affairs representative will be called if required. Students who have less than a 2.0 at mid semester will be identified and both the student and the Office of Student Affairs will be notified. Refer to the College of Nursing Undergraduate Student Handbook for specific policies regarding monitoring of student progress and resources for academic assistance. E. Student Course Representatives Four student representatives, one from each 410/412 clinical section, will be elected by students enrolled in NUR 409/410/412. Student representatives and course faculty will meet a minimum of twice during the semester as determined by faculty and students. The student representatives will serve as a channel of communication between the students and faculty by sharing with faculty aggregate student viewpoints and by sharing with students the outcomes of discussions between course faculty and student representatives. A maximum of five minutes of 409 class time will be available for the sharing of information by student representatives. Student course representatives should direct any students who might have individual level concerns to contact the course faculty/ chairperson(s) to arrange a one-to-one meeting. Examples of individual level issues include questions about individual exam performance, strategies for studying or academic workload management, and requests for accommodations for course examinations or other assignments. NUR410 syllabus, page 7