UNIVERSITY OF ARKANSAS AT MONTICELLO SCHOOL OF NURSING NURS 4153 COMMUNITY HEALTH NURSING

UNIVERSITY OF ARKANSAS AT MONTICELLO SCHOOL OF NURSING NURS 4153 COMMUNITY HEALTH NURSING FALL 2014

TABLE OF CONTENTS i Time...1 Faculty...1 Office Hours...1 Course Title and Credits...1 Course Description...1 Course Requirements...1 Prerequisites...1 Corequisites...1 Required Text...1 Recommended Text...1 Course Objectives...2 Special Policies...2 Disclaimer...2 Special Dates of Concern...3 Tests and Evaluations...3 Grading Policy...3 Grading Scale...3 Grade Report Policy...3 Methods of Instruction...3 Dress Code...4 Course Outline...5 Appendices...15 Appendix A: Evidence Based Practice Summary...16 Appendix B: Community Health Assessment Guidelines and Peer Evaluation...21 Appendix C: Community Assessment Project Data Collection Instrument...26 Appendix D: Presentation Guidelines...34 Appendix E: Formal Teaching Plan Guidelines...37 Appendix F: Formal Teaching Plan...40 Appendix G: Community Service Learning Guidelines...42 Appendix H: Course Calendar...48

UNIVERSITY OF ARKANSAS AT MONTICELLO School of Nursing NURS 4153 Community Health Nursing 1 Time: Friday, 9:00 A.M. - 12:00 P.M. (Service Learning: See Course Calendar) Faculty: Belinda Wells, DNP, RN, APRN, PNP-BC Associate Professor/Course Coordinator Sorrells Hall, Rm.116, Ph. 460-1268, wellsb@uamont.edu Office Hours: Mon 9:00-12:00 Tues 1:00-4:00 Wed & Thurs Clinical-no office hours Fri by appointment only Course Title and Credit Hours Credit: Community Health Nursing 3 credits: 3 hours lecture Course Description: Theoretical basis for community health nursing. Examines the roles and functions of the professional nurse in promoting health in community groups. Course Requirements: 1. Class attendance and active participation demonstrating prior preparation of assigned class objectives. 2. Completion of all course objectives. 3. Completion of all assignments submitted on the dates specified. Formal written assignments must be scholarly prepared (typed, double-spaced, appropriate spelling, punctuation, grammar, and APA format as indicated). 4. Achievement of 74% or above on all graded work. Prerequisites: NURS 332V, NURS 3333, NURS 4473 Corequisites: NURS 444V Required Textbook: Clark, M., (2008) Community health nursing: Advocacy for population (5 th ed.). New Jersey: Prentice Hall. Recommended Textbook: Anderson, E.T., & McFarlane, J. M. (2007). Community as partner: Theory and practice in nursing (6th ed.). Philadelphia: Lippincott.

Course Objectives: 2 Upon completion of this course, the student will: 1. Apply the nursing process to identify needs of a community group and design interventions to meet those needs. 2. Demonstrate effective communication and collaboration with members of the health care team and consumers to improve the delivery of health care for the community. 3. Apply strategies from current research to identify and meet needs of a community group. 4. Identify epidemiological methods used to describe the state of health of a community group. 5. Describe actions necessary to effect change in health care delivery to benefit selected community groups. 6. Design health education interventions using teaching/learning principles for community groups. 7. Identify modes of access to available community resources for community groups throughout the lifespan. 8. Act as advocate for community groups with unmet needs. Special Policies: It is the policy of the University of Arkansas at Monticello to accommodate individuals with disabilities pursuant to federal law and the University s commitment to equal educational opportunities. It is the responsibility of the student to inform the instructor of any necessary accommodations at the beginning of the course. Any student requiring accommodations should contact the Office of Special Student Services located in Harris Hall Room 120; phone 870-460- 1026; TDD 870-460-1626; Fax 870-460-1926. Cheating and plagiarism are considered unprofessional conduct. Refer to the School of Nursing BSN Student Handbook for specific policies. The University of Arkansas at Monticello (UAM) guidelines describing penalties for academic misconduct will be followed. Regular and prompt attendance is a professional behavior and expected of all students. Students are responsible for notifying the instructor of each class of the intent to be absent or tardy. UAM policy provides that an instructor may involuntarily withdraw from class (without prior notice) any student who has consistently missed class. Students who are tardy or absent may be counseled by faculty. Disclaimer: Care has been taken to ensure that the information contained within the syllabus is accurate and complete at the time of printing; however, due to constraining events and/or circumstances which may necessitate change, the School of Nursing faculty reserves the right to amend any information contained within this syllabus. Students will be informed in a timely manner of any changes made. Special Dates of Concern: See Course Calendar.

3 Tests and Evaluations: 1. Written examinations, points possible may vary with each exam. (Pop quizzes cannot be made up.) 2. Completion of a community assessment and presentation (group project). 3. Submission of a community experience journal. 4. Satisfactory completion of all practicum activities as assigned. Grading Policy: Completion of course requirements and achievement of 74% on all graded work is required to pass the course. Two (2) exams 30 % Community Assessment Project/Paper (group) 30 % Community Experience Journal 15% Final Exam 20 % Misc 5%_ 100 % Grading Scale: A = 90-100 B = 80-89 C = 74-79 D = 65-73 F = Less than 65 Grade Report Policy: UAM will no longer mail grade reports to all students. You may access your grades through Campus Connect on the UAM homepage, http://www.uamont.edu/. To have your grades mailed to you, complete the grade request form available in the Registrar s Office in Monticello or the Student Services offices in Crossett and McGehee. Methods of Instruction: Role Play Lecture/discussion Written assignments Videos Computer programs/simulations Case studies Collaborative research and group work Student presentations Dress Code: You may wear: - Navy Blue or Khaki Pants - Black, Brown or Navy Shoes -White Oxford or Polo Shirt

No sheer, sleeveless, or low cut blouses/shirts 4 NO SNEAKERS You must wear: - UAM ID Badge

NURS 4153 COMMUNITY HEALTH NURSING CONTENT OUTLINE 5 I. Course Overview II. III. IV. Community Health Nursing - Historical and Current Perspectives A. History of Community Health Nursing B. Defining Community Health C. Public and Primary health care systems D. Influences on health care delivery 1. Economics 2. Ethics 3. Policy, politics, and law 4. Culture 5. Research E. Standards of practice Community as Client A. Defining community B. Community-oriented nursing process 1. Community assessment and diagnosis 2. Planning for community health 3. Implementation for community health 4. Evaluating the interventions for community health C. Community as partner Community Health Nursing - Conceptual Foundations A. Epidemiology A. Biological and Chemical Warfare: An epidemiological challenge C. Environmental and Disaster Nursing D. Health education and health promotion V. Aggregate Health Care A. Rural Community B. International Community C. Case management 1. Advocacy 2. Referral process VI. Community Health Issues Throughout the Lifespan A. Child and Adolescent health 1. Major health problems 2. Teen pregnancy needs of children within their community B. Adult health 1. Women 2. Men C. Elder health

VII. VIII. Contemporary Community Health Issues A. Vulnerable populations Overview Minority health issues Mental health issues Migrant health issues Substance abuse problems in the community Physically compromised Nursing Roles in Community Health A. Home health and hospice nursing B. Public health nursing C. School nursing D. Occupational health nursing E. Community health nursing in population-focused practice settings F. Leadership and management in Community Health Nursing G. Advance practice nurses in the community 6

Class 1: Class 2: Objectives: Course Overview Community Health Nursing - Historical and Current Perspectives 7 Upon completion of these classes, the student will be able to: 1. determine the purpose of the course syllabus and explain how to use it; 2. compare the American Nurses Association (ANA) Standards of Clinical Practice to the ANA Standards of Community Health Nursing Practice; 3. identify select aspects of the history of community health nursing and explain their significance to the development of community health nursing practice; 4. define Community-based, Community-focused and Community-driven Nursing; 5. differentiate between the concepts of district and program focused community health nursing; 6. analyze the two common health care systems that manage the health care of Americans; 7. explain the trends in the national health objectives for Healthy People 2020; 8. identify priority areas for research in community health nursing and cite rationale for priority; 9. explain the role of the community health nurse relevant to research; 10. analyze the role of the nurse as an advocate for culturally competent community health nursing care. Preparation: Anderson & McFarlane: Chapter 6 Clark: Chapters 1, 2, 3 School of Nursing BSN Student Handbook Appendix A: Evidence Based Practice Summary Appendix B: Community Health Assessment Guidelines and Peer Evaluation

Class 3: Community as Partner-US and Global Context of Community Health Nursing 8 Objectives: Upon completion of these classes, the student will be able to: 1. explain the term community; 2. discuss various community health models. 3. explain the meaning of community as a partner; 4. explain the relevance of the nursing process to community health nursing practice; 5. perform a community health assessment using a nursing model; 6. identify needed change to improve delivery of health care for a community; and 7. develop a teaching plan for a community. 8. identify methods of healthcare financing in the United States; 9. discuss federal, state, and local governmental and private health care resources and services; 10. discuss how health and welfare legislation affects community health nursing practice; 11. identify outcomes of care for communities at the primary, secondary and tertiary level of prevention; 12. discuss the United States involvement in global health initiatives; 13. identify policy dilemmas faced by National health care systems. 14. discuss nursing involvement with respect to international terrorism. Preparation: Anderson & McFarlane: Chapter 11 Clark: Chapter 4: pp 67-79; 5, 6 Appendices: B: Community Health Assessment Guidelines C: Community Assessment Project Data Collection Instrument D: Presentation Guidelines E: Formal Teaching Plan Guidelines Activity: Assignments and discussion related to the community assessment project. End of content for Exam I

Class 4: Service Learning Class 5: EXAM I Class 6: Service Learning Class 7: Community Health Nursing - Conceptual Foundations 9 Objectives: Upon completion of these classes, the student will be able to: 1. define epidemiology and explain how it is used in clinical practice; 2. interpret basic epidemiologic concepts; 3. characterize the distribution of health and disease by person, place, and time; 4. describe the elements and interactions of the epidemiological triangle; 5. relate the relationship of the natural history of disease to levels of prevention as well as to the design and implementation of community interventions; 6. define natural and human-made disasters and epidemics; 7. evaluate the effects of disasters on individuals and their communities; 8. describe the phases of disaster management and explain the nurse s role in each phase (include triage); 9. identify how community groups and other organizations can work together in disaster management; 10. identify threats of biological and chemical warfare to the present society and describe the impact of these threats; 11. define health education and health promotion; 12. discuss the theoretical foundation and health models for health education and health promotion; and 13. implement a health education program for a selected population; 14. describe the essential steps in the community health education process. Preparation: Clark: Chapter 4: pgs. 62-66, 10, 11, & 27

Assignment: Critical Thinking Exercise: 10 It is Friday afternoon at 4:45 PM and you, as the supervisor, are the only nurse remaining at the local health department on a hot summer day. Within 15 minutes, you receive two calls. The first one is from a mother saying that she, her husband, and two children had tacos at a popular taco restaurant the evening before and that now they are all vomiting. She states, I just know we had poisoned food from that place. Moments later there is a call from an irate man saying that he ate there for lunch that day and is now deathly ill. He tells you to close that place down. This is the second time this month this has happened to me. 1. Do you believe that you have a serious food borne outbreak occurring? 2. Is this a problem that can wait until Monday to be investigated? 3. What should your response be to the two calls? Write a synopsis, and be prepared to discuss in class. Activity: Discuss the assignment in class.

Class 8: Aggregate Health Care Class 9: ANSA CONVENTION Class 10: Community Health Issues throughout the Lifespan 11 Objectives: Upon completion of these classes, the student will be able to: 1. compare and contrast the terms rural and urban; 2. compare and contrast the health status of rural and urban populations; 3. determine the role and scope of community health nursing practice in rural environments; 4. determine barriers to health care in rural populations; 5. analyze the role of the public and community health nurse in international health care; 6. identify the major international health concerns in developed and lesser developed countries; 7. explain the concept of case management; 8. describe the scope of practice, roles, and functions of a case manager 9. identify ethical and legal issues that commonly confront a case manager 10. identify the relationship between advocacy and case management 11. analyze the steps of and the nurse s role in the referral process. 12. identify three considerations in delegation Preparation: Clark: Chapters 12 & 25, pp. 53-57 End of content for Exam II

12 Class 11: Service learning Class 12: Exam II Objectives: Upon completion of these classes, the student will be able to: 1. describe the role of the community health nurse with specific at-risk populations in the community; 2. identify major health problems of children and adolescents along with supportive evidence; 3. identify methods of promoting child and adolescent health within the community and cite rationale for each method; 4. describe select Healthy People 2020 maternal, infant, child health objectives; 5. determine the major health problems of men and women in the U.S.; 6. describe aggregates at-risk among adult men and women; 7. develop primary, secondary and tertiary interventions for community groups across the lifespan to promote and maintain health; 8. describe the community health nurse s role in maintaining and promoting women s and men s health; 9. explain multidimensional influences on aging and indicate chronic health problems often experienced by elders; and 10. describe the role of the community health nurse in the delivery of care to elders. Preparation: Clark: Chapters, 16, 17, 18 & 19

Class 13: Service Learning Class 14 Community Health Nursing and Special Populations 13 Objectives: Upon completion of these classes, the student will be able to: 1. define vulnerability and identify vulnerable population groups; 2. explain why socioeconomic status, age, health status, and life experiences can predispose people to vulnerability; 3. give examples of the community health nurse s role in planning and implementing care for vulnerable population groups; 4. determine common health problems of the prisoner, migrant farm worker and farm worker families; 5. determine the role of the community health nurse in planning and providing care to prisoners, migrant farm workers and their families; 6. identify means for improving the treatment of populations with mental health problems in diverse community settings. 7. distinguished between a chronic condition, developmental disability, disabled and handicapped; 8. define the role of the community health nurse when working with adults who are disabled; 9. identify legislation and federal, state and local agencies that provides health care resources and services for persons who are disabled; 10. explain the role of the community health nurse in primary, secondary, and tertiary prevention of alcohol, tobacco, and other drug abuse problems; and 11. identify appropriate community resources for referral of vulnerable populations. Preparation: Clark: pp.6-7, 765 Clark: Chapters 20, 26, 29, 30 & 31

Class 15: Nursing Roles in the Community Class 16: Community Assessment Presentations Class 17: Final Exam 14 Objectives: Upon completion of these classes, the student will be able to: 1. differentiate between the types of home health agencies; 2. relate the nursing process and the standards of community health nursing practice to the home health setting; 3. describe a hospice care setting; 4. describe the nurse s role in providing school health services; 5. identify the leading work-related disease/injuries in the United States; 6. describe the nurse s role in occupational health; 7. explain how societal trends have contributed to the development of population-focused clinic and nursing center services such as parish and block nursing; 8. explain why community health nurses need effective leadership, management, and consultation skills in today s health care environment; 9. compare and contrast the various roles of the community-oriented advanced practice nurse; and; 10. identify stressors that may adversely affect nurses in expanded roles. Preparation: Clark: Chapters 22, 23 & 24

Appendices 15

16 Appendix A Evidence Based Practice Summary

University of Arkansas-Monticello School of Nursing Evidence Based Practice Summary Guidelines (EBPS) 17 Purpose: EBPS are designed to assist the student in formulating judgments needed to use clinical data as a basis for professional practice. Objectives: Upon completion of the assigned number of EBPS, the student will be able to: 1. select articles related to specific needs; 2. summarize articles related to specific needs; and 3. demonstrate effective written communication. Directions: 1. Submit EBPS related to specific needs. 2. Select an article based on current nursing research (less than or equal to 5 years). 3. Include bibliographic information, typed in APA format, at the top of 8 1/2" x 11" paper with a summary of the article. The summary should contain the purpose, design (type of study), sample, and conclusion. The summary should include an example of application of the research implication to the students practice. The summary should not be taken directly from the abstract of the article. 4. Submit a copy of the article with the EBPS. 5. Submit all EBPS on date specified (see course calendar). 6. Submit a copy of the Evaluation Criteria with each EBPS.

18 University of Arkansas-Monticello School of Nursing Evidence Based Practice Summary (EBPS) Student: Evaluation Criteria: Points Possible (2) 1. Submitted EBPS in APA format on 8 1/2" x 11" paper with a copy of the article. (6) 2. Summarized article, including purpose, design (type of study), population, (sample size) findings (statistical significance) and conclusion (2) 3. Identified one example of how research implications from the article were applied in your practice. 10 (total points) Comments: Faculty: Date: Score:

University of Arkansas at Monticello School of Nursing Non-research Abstract 19 Purpose: Abstracts are designed to assist the student in formulating judgments needed to use various data findings as a basis for professional practice. Objectives: Upon completion of the assigned number of articles, the student will be able to: 1. select articles related to specific needs; 2. summarize articles related to specific needs; and 3. demonstrate effective written communication. Directions: 1. Submit articles related to specific needs. 2. Select an article based on current publications. 3. Include bibliographic information, in APA format, at the top and on the front of one 5"x8" index card of 8 2" x 11" paper, with a summary of the article. The summary should not be taken directly from the abstract. 4. Submit a copy of the article with the abstract. 5. Submit a copy of the Evaluation Criteria with each abstract. 6. Submit legible abstract with appropriate spelling, grammar, etc.

University of Arkansas at Monticello School of Nursing Non-research Abstract 20 Student: Evaluation Criteria: Points Possible (2) 1. Article selected is appropriate to specific needs. (1) 2. Selected article from a current source. (1) 3. Evaluation criteria submitted with each abstract. (2) 4. Submitted legible abstract with appropriate spelling, punctuation, grammar, in APA format on the front of a A5x8" index card or 8 2" x 11" paper with a copy of the article. (4) 5. Summarized article 10 (total points) Comments Faculty: Date: Score:

21 Appendix B Community Health Assessment Guidelines

UNIVERSITY OF ARKANSAS AT MONTICELLO School of Nursing NURS 4153 Community Health Nursing COMMUNITY HEALTH ASSESSMENT GUIDELINES 22 Purpose: The community health assessment project assists the student with the application of the nursing process to promote community health. A nursing model is utilized to provide a systematic approach toward assessing the community. Objectives: Upon completion of the community assessment project, the student will be able to: 1. collaborate with community members and student team to complete a community health assessment using a nursing model. 2. identify nursing diagnoses for the community. 3. devise a detailed teaching/learning plan for each subcomponent with one nursing diagnosis, including subjective and objective data, goals, two interventions (strategies) to meet them, and rationales from current literature. Assessment data must substantiate the nursing diagnosis. 4. State the process to be used to evaluate the plan s effectiveness. Directions: 1. Use the Community-as-Partner model in Anderson, E., & McFarlane, J. (2007). Community as partner: Theory and practice in nursing (6 th ed.) to give direction for assessment analysis, diagnosis, planning and evaluation of the community assessment project. 2. Obtain a group and community assignment from course coordinator. 3. Submit an oral report of group activities and progress as indicated on the course calendar. 4. Submit the community assessment project on date specified on the course calendar. 5. Submit a scholarly-prepared paper (typed, double-spaced, appropriate spelling, punctuation, and grammar and APA format as indicated) for each group. 6. Submit a Teaching/Learning Plan for each group as an addendum to the community assessment project paper. 7. Present an oral presentation of the assessment findings. 8. Submit a completed peer evaluation for each of the group members as evidence of effective group process. 9. Submit a copy of the Evaluation Criteria with the community assessment project, the related Teaching/Learning Plan, and Presentation.

University of Arkansas at Monticello School of Nursing NURS 4153 Community Health Nursing Community Assessment Paper 23 Student(s): Topic: Evaluation Criteria: Points Possible: (1) 1. Submitted community assessment paper on date specified. (1) 2. Submitted Evaluation Criteria with the community assessment paper. (5) 3. Collected data that were complete using appropriate techniques. (8) 4. Identified all sources of information clearly. (8) 5. Analyzed assessment data critically. (15) 6. Identified and listed community nursing diagnoses consistent with the data. (25) 7. Devised a detailed formal teaching/learning plan of care using the nursing process for the identified diagnosis. (5) 8. Stated the process to be used to evaluate the plan s effectiveness. (3) 9. Submitted the formal teaching learning plan as an addendum to the community assessment paper. (4) 10. Reported group activities and progress to faculty on dates specified. (25) 11. Prepared scholarly paper (typed, double-spaced, appropriate spelling, grammar, and APA format as indicated). 100 (total points) Comments: Faculty: Date Score

University of Arkansas at Monticello School of Nursing NURS 4153 Community Health Nursing Peer Evaluation 24 Purpose: The peer evaluation assists the student with the development of behaviors that promote effective group process. Objectives: Upon completion of the peer evaluation, the student will be able to: 1. Collaborate with group members to complete a community assessment. 2. Identify behaviors related to effective group process. 3. Complete a detailed community assessment, teaching/learning plan including assessment (subjective and objective) data, goals and interventions (strategies) to meet them, and rationales from current literature. 4. State the process for effective group process. Directions: 1. Obtain a group and community assignment from course coordinator. 2. Complete and submit a peer evaluation with Evaluation Criteria for each member of the group. 3. Submit peer evaluation with the presentation Evaluation Criteria.

University of Arkansas at Monticello School of Nursing NURS 4153 Community Health Nursing Peer Evaluation 25 Student: Evaluation Criteria: Points Possible: (10) 1. Attended all scheduled group meetings/activities. (05) 2. Was prompt at scheduled meetings. (05) 3. Contributed useful, realistic, etc., ideas related to assignment. (10) 4. Developed, wrote, etc., his/her portion of the community assessment, teaching/learning plan, and presentation visual aids. (05) 5. Submitted assignment according to scheduled time lines. (05) 6. Assignment was scholarly prepared (correct grammar, spelling, punctuation and in APA format). (05) 7. Demonstrated behaviors that were a positive influence on group process. (05) 8. Encouraged positive interactions among other group members. 50 Total Points Comments: Faculty Date: Score:

26 Appendix C Community Assessment Project Data Collection Instrument

UNIVERSITY OF ARKANSAS AT MONTICELLO COMMUNITY ASSESSMENT PROJECT DATA COLLECTION INSTRUMENT 27 Adapted from: Anderson, E., & McFarlane, J. (2007). Community as partner: Theory and practice in nursing (6th ed., pp.172-174). New York: Lippincott. Section 1: Community Core: The people, their history, characteristics, values, and beliefs and the Physical Environment Component Examples of Sources 1. History: Library, Historical Society 2. Demographics: City Hall, Chamber of Commerce, Planning Board, Census Reports Household types: Family Non-family Group Marital Status: Single Separate Divorced Widowed White Black Asian/Pacific Islander Hispanic American Indians Other Total population 3. Vital Statistics: Arkansas Vital Statistics, Mortality in Arkansas Births Deaths Infant Neonatal Fetal Total Cause of Death: Heart disease Cancer Stroke Accidents Emphysema, asthma, bronchitis Homicides Suicides Cirrhosis of liver Diabetes Pneumonia Tuberculosis Kidney disease Congenital anomalies

28 4. Conduct a Windshield Survey to validate the demographic data presented in items 2 & 3. Age of houses Type of architecture Construction materials used Are all housing areas similar? How are they different? How much and what is the quality of open space noted? Describe the boundaries between neighborhoods What are the neighborhood hangouts? What kind of transportation is used in each type of neighborhood? What types of service centers are noted (clinics, recreation centers, palmists, etc.)? What are the types of stores? Do the types of stores and restaurants reflect race and ethnicity? Are there any Street People noted? Note the churches: What denominations are noted in the various neighborhoods? Do you see evidence of acute or chronic illness, alcoholism, drug abuse? How far are the nearest hospital and clinics from each neighborhood? What are the conditions of the roads? What is the physical layout of the community? Describe the climate associated with each session. Additional comments:

Section II: Health and Social Services, and Economics 29 Component Sources 1. Community Health Facilities: Chamber of Commerce, Planning Board, Phone Directory, Talk to Residents and Administration of Facility Hospitals Clinics Home health Extended care facilities Public health facilities emergency services Note the following relative to each health care facility: Services offered Fees and hours of operation Have any services been discontinued? Characteristics of the people who use the facilities and how do they get there? How many people use the facility? Comments concerning adequacy, accessibility, and acceptability of the facility according to the users: the providers: 2. Social Services: Chamber of Commerce, United Way, Phone Directory, County Department of Human Services What kind of facilities are available for: counseling support food shelter clothing special needs 3. Additional comments about what types of health and social services are available or not available:

4. Economic Indicators: Census Records, Chamber of Commerce, Department of Labor, Local Unions Percent of household incomes: below the poverty level receiving public assistance female heads of household Note the per capital income for individuals. What percentage of individuals lives in poverty? General age of the population % of people employed % unemployed % retired % women with children under six and working What percentage of the population is employed in the following occupations? Technical Farming Service Managerial Production Labor Are the workers extensively involved in labor unions? What are the number and types of industries? Which industries have a health care program that includes more than first aid? Additional comments related to the economic status of the community: 30

Section III: Safety and Transportation, Politics and Government, and Communication 31 Protection Services: City Hall, Chamber of Commerce, Windshield Survey, Residents 1. Fire Department: Number of employees Condition of equipment Number of police: Condition of equipment How educated? Sanitation: Water source and treatment Solid waste disposal Air quality Additional comments concerning protective services: 2. Transportation: Arkansas Department of Transportation Private Public Roads Air Service Rail Service 3. Politics and Government: City Hall Describe the type of government that provides organization for the specific community. What do interviews with citizens reveal about the effectiveness of the type of government organization used? Are there organizations that are politically active in this community? Y/N List:

32 4. Communication: Newspaper office, Telephone Company, Windshield Survey What types of formal communication are available? Newspaper Radio Television Postal Service Number of residents with telephones Are there any bulletin boards noted in the community? Posters? Church newsletters? School newsletters? Civic organization newsletters? How do people receive information? What do residents report in regard to the adequacy and accessibility of the various types of communication?

Section IV: Education and Recreation Educational Status: Census data-social characteristics section, School officials, Residents 33 1. What is the level of education by percentage that completed? No formal education elementary high school college technical school How many are currently enrolled in: Public nursery school Private nursery school Public kindergarten Private kindergarten Public elementary Private elementary Public high school Private high school College Total enrolled in schools (age 3 or older) What are the numbers and types of schools located within the community? What are the numbers and types of schools in the surrounding areas that are available and accessible to the residents of the specific community? How do people get to and from the available education sources? Additional comments related to the educational needs of the community What are the numbers and types of recreational facilities available to the residents of the community? Parks Movie theaters Shopping malls Sports events Cultural events such as symphonies, operas, ballet, etc. Other Additional comments related to the need for recreation:

34 Appendix D Presentation Guidelines

University of Arkansas at Monticello School of Nursing PRESENTATION GUIDELINES 35 Purpose: Presentations allow the student to use critical thinking skills in the preparation and presentation of content and demonstrate effective communication skills. Objectives: Upon completion of the oral presentation, the student will be able to: 1. organize, prepare, and present assigned content professionally; 2. use audiovisuals effectively; 3. submit a written report that is scholarly prepared; and 4. effectively function as a member of a group. Directions: 1. Select group members and a topic from the designated list. 2. Each group is to submit a typed content outline no later than one week before the presentation. 3. Present the content in a professional manner adhering to time requirements. All members of the group are to participate in the presentation. 4. A minimum of three audiovisual aids are to be used in the presentation. 5. Submit a report of the content presented that is scholarly prepared and based on a minimum of three resources other than the required textbooks. Required textbooks may also be used. 6. Participate in group process as a means for achieving mutual goals. 7. Submit the oral presentation Evaluation Criteria when the topic is presented. Evaluation: 1) A grade for the group will be given and include a peer evaluation grade. 2) Submit the paper and presentation evaluation when the topic is presented.

University of Arkansas at Monticello School of Nursing NURS 4153 Community Health Nursing Presentation of Community Assessment 36 Student/s: Topic: Date: Evaluation Criteria: Points Possible Points Earned (10) 1. (20) 2. (20) 3. (20) 4. (10) 5. Outline typed and submitted a minimum of one week before. Presentation creative, organized, used a variety of teaching. Content demonstrated through knowledge of subject and adhered to the presentation guidelines. Audiovisuals A minimum of three were used. Were clear, legible. Written report scholarly prepared and included a minimum of three references other than required textbooks. Report followed the presentation. APA format with at least one reference being from a nursing research journal. Peer Evaluation (10) 6. Worked collaboratively and cooperatively with group members to complete the presentation. (10) 7. Participated in the preparation and presentation of the topic. 100 (total points) Comments: Faculty: Date: Score:

37 Appendix E Formal Teaching Plan Guidelines

University of Arkansas at Monticello School of Nursing FORMAL TEACHING PLAN GUIDELINES 38 Purpose: The teaching plan provides an opportunity for the student to develop clinical judgments and related skills to educate individuals, in groups and communities, concerning the promotion, maintenance and restoration of health. Objectives: Upon completion of the teaching plan, the student will be able to: 1. identify appropriate learning needs of community as client/partner; 2. recognize teaching/learning principles in developing a teaching plan; and 3. plan various teaching and learning strategies. Directions: 1. Identify a learning need based on assessment data of a community. 2. Use the UAM School of Nursing Teaching/Learning Principles. 3. Submit in a pocket folder, legibly, in ink on one side of paper only. Appropriate spelling, punctuation, and grammar are expected. 4. Submit a copy of the Evaluation Criteria with the teaching plan.

University of Arkansas at Monticello School of Nursing NURS 4153 Community Health Nursing Formal Teaching Plan for Community Assessment 39 Student/s: Topic: Date: Evaluation Criteria: Points Possible (02) 1. Submitted Evaluation Criteria with the teaching/learning plan. (05) 2. Identified appropriate learning needs of a community. (20) 3. Teaching plan was complete, including subjective and objective data, nursing diagnosis, short- and long-term goals, and nursing interventions with rationales, organized and relevant to the client s (community) learning need. (18) 4. Used teaching/learning principles and developmental learning needs to guide the teaching session. (05) 5. Submitted legible teaching plan as directed with appropriate spelling and grammar. 50 (total points) Comments: Faculty: Date: Score:

40 Appendix F Formal Teaching Plan

University of Arkansas at Monticello School of Nursing FORMAL TEACHING PLAN 41 Subjective Data Objective Data Need Nursing Diagnosis Nursing Interventions Rationales - Core Data - Physical Environment - Core Data - Physical Environment Comm ------(Problem)------ Related to 1) Physical environment Teaching/Learning Principles - Health and Social Sciences - Economics - Safety and Transportation - Politics and Government - Communication - Education - Cultural Enrichment - Recreation - Developmental Learning Needs - Health and Social Sciences - Economics - Safety and Transportation - Politics and Government - Communication - Education - Cultural Enrichment - Recreation - Developmental Learning Needs STG: LTG: Evaluation: 2) Timing 3) Teaching (Includes exact content, methods, and means of validating client s learning). 1. Relate teaching topic to group 2. Present content 3. Summarize 4. Validate goals 5. Praise AND Other Rationales for Content

42 Appendix G Community Service Learning Guidelines Community Service Learning Journal Grading Criteria Service Log

UNIVERSITY OF ARKANSAS AT MONTICELLO School of nursing NURS 4153 Community Health COMMUNITY SERVICE LEARNING GUIDELINES 43 Purpose: The service learning projects assist the student to describe the role of the professional nurse in promoting health in various community groups with unmet health needs in structured and unstructured settings across the life span. Objectives: Upon completion of service learning activities, the student will be able to: 1. Demonstrate critical thinking skills to formulate health promotion strategies for specific community groups. 2. Apply strategies from current research to identify needs of specific community groups. 3. Use the nursing process in identifying met and unmet needs of specific community populations. 4. Design interventions to meet the needs of specific community groups. 5. Act as advocate for vulnerable community groups with unmet needs. 6. Collaborate effectively with members of community groups. 7. Evaluate outcomes of service learning interventions. Directions: 1. Review the Community Rotation Service Schedule for your assignment. 2. Spend the allotted time at the facility. Have agency personnel sign Service Log to validate hours. You must document three hours for each service learning rotation and you may volunteer to spend more than the 3 hours allotted for each experience if you desire. 3. Identify the population that is served by the agency. Note age of group members and specific needs of the population group served. 4. Participate in population specific activities as directed by the agency staff. No invasive skills are to be performed without a nurse preceptor. 5. Observe how the nurse/staff works with the specific population group. 6. Complete a detailed journal for the entire community rotation following the Community Journal Guidelines. Submit this journal Monday after the completion of the last service learning rotation. 7. Participate in a health promotion activity designed to address specific needs of a specific population group.

University of Arkansas at Monticello School of Nursing NURS 4153 Community Health Nursing Service Learning Journal Grading Criteria 44 Student: Evaluation Criteria: Points Possible 1. Describe how service learning objectives were met: (10) Provided a time line for activities performed at each agency. (10) Described expectations about the community agencies before beginning each service learning experience. (Heading: Before I started this experience I had the following expectations about this community service agency.) (10) Identified the population group served by each agency (included age, eligibility and needs). (10) Identified the role(s) and services provided by each agency assigned. (10) Identified funding source for each agency and adequacy of services provided to meet the needs of the population group. (10) Indicated how each of the three roles of the baccalaureate prepared nurse were or could be implemented in caring for each population group served. (10) Identified applicable community health research findings including APA citation related to each population group or agency (include summative information from the article). (10) Identified ways in which collaboration was utilized at each agency to address needs of the population group. (10) Identified additional community resources available for the population group served by each agency. (06) Described personal role in the development and implementation of any health promotion activity presented by the class to a specified population group. (04) Submitted legible journal as directed, on time, with appropriate spelling, grammar, and APA format. 100 (total points) Comments: Faculty Date: Score:

University of Arkansas at Monticello School of Nursing NURS 4153 Community Health Nursing 45 Service Hours Log Please sign and date this log for the student at the end of each service experience. The student should spend no less than three (3) hours at each experience. Thank you. Agency Signature Date Time In Time Out Total Hours My signature below indicates that the hours above have been committed to my community service learning and have been correctly reported. Student signature: Date: Faculty: * This original is to be submitted with the Community Service Journal. The student should maintain a copy for the portfolio.

46 UNIVERSITY OF ARKANSAS AT MONTICELLO School of Nursing Service Learning Evaluation Course Name: Semester & Year: Please CIRCLE the response that best describes your agreement with the statement: Turn this evaluation in with your Community Journal. The service I did through this class influenced my career plans and goals for the future. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree I feel the service I did through this class was not at all beneficial to the community. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree I felt I would have learned more from this class if there were more time spent in the classroom instead of doing service in the community. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree My course-related learning was enhanced by the service learning requirements. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree Service learning in this course enriched classroom discussion with my peers which I found very helpful. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree The idea of combining service to the community and university course work should be practiced in more classes at UAM. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree

This class made me more interested in serving my community than before. 47 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree Service learning helped me better understand my role as a resource and the community as a resource to me. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree Service learning helped me examine my values in relation to cultural diversity and beliefs of society. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree The information presented to me in class and during orientation was sufficient enough for me to begin my service immediately and without much hesitation. 4 3 2 1 Strongly Agree Agree Disagree Strongly Disagree

48 Appendix H Course Calendar

University of Arkansas at Monticello NURS 4153 Community Health Nursing Fall 2014 Course Calendar 49 Month: August, 2014 MON TUE WED THU FRI 1 4 5 6 7 8 11 Application Deadline 12 Professional Development 13 Professional Development 14 Professional Development 15 Professional Development Tuition & Fees due for preregistered students 18 8:00 am Schedule Changes. New Student Orientation 19 Open Registration Night Registration 25 26 Last Day to Register or Add Classes 20 First Day of Classes 21 22 Class 1 & 2: Course Overview CHN-Historical & current perspectives 27 28 29 Class 3: Community as partner-us & Global context *End of content for Exam I

University of Arkansas at Monticello NURS 4153 Community Health Nursing Fall 2014 Course Calendar 50 Month: September, 2014 MON TUE WED THU FRI 1 Labor Day Offices & Classes Closed 2 3 4 5 Class 4: Service Learning 8 9 10 11 12 Class 5: Exam I 15 16 17 18 19 Class 6: Service Learning 22 23 24 25 26 Class 7: Conceptual Foundations 29 30

University of Arkansas at Monticello NURS 4153 Community Health Nursing Fall 2014 Course Calendar 51 Month: October, 2014 Mon TUE WED THU FRI 1 2 3 Class 8: Aggregate Care Deadline to apply for graduation 6 7 8 SNA CONVENTION 9 SNA CONVENTION 10 Class 9: Service Learning SNA CONVENTION 13 14 15 16 17 Class 10: Community Issues Throughout the Lifespan End of Content for Exam II Oral Reports 20 21 22 23 24 Class 11: Service Learning 27 28 29 Last day to drop with W 30 31 Class 12: Exam II

Month: November, 2014 University of Arkansas at Monticello NURS 4153 Community Health Nursing Fall 2014 Course Calendar 52 MON TUE WED THU FRI 3 Preregistration for Spring 2015 begins 4 5 6 7 Class 13: Service Learning 10 11 12 13 14 Class 14: Special Populations Preregistration ends 17 18 19 20 21 Class 15: Nursing Roles Outline Due 24 25 26 Classes Closed Thanksgiving Holiday 27 28

University of Arkansas at Monticello NURS 4153 Community Health Nursing Fall 2014 53 Month: December, 2014 Mon TUE WED THU FRI 1 2 3 4 5 Class 16: Community Assessment Presentations *Last Day of Classes 8 9 Final Class 17: Final Exam 10 Exam 11 Period 12 15 16 17 Fall conferral of Degrees 18 19 22 23 24 25 Merry Christmas 26 29 30 31