ANGELO STATE UNIVERSITY MASTER of SCIENCE in NURSING NUR 6339 POPULATION HEALTH AND EPIDEMIOLOGY FOR ADVANCED NURSING SUMMER 2017

1 ANGELO STATE UNIVERSITY MASTER of SCIENCE in NURSING NUR 6339 POPULATION HEALTH AND EPIDEMIOLOGY FOR ADVANCED NURSING SUMMER 2017 BEVERLY GREENWALD, PhD, MSN, FNP-BC, NP-C, CGRN, RN DONNA RICH, DNP, MSN-FNP, PM-NE, RN, FNP-BC, CCRN ANGELO STATE UNIVERSITY Department of Nursing

2 COURSE NUMBER NUR 6339 COURSE TITLE Population Health and Epidemiology for Advanced Nursing CREDITS Three Semester Credit Hours (3-0-0) Online Class: Meets completely online using Blackboard PREREQUISITE COURSES None CO-REQUISITES None PRE-REQUISITE SKILLS Accessing internet web sites, use of ASU Library resources, and proficiency with Microsoft Word and/or PowerPoint are an expectation of on-line course delivery. Collaborative management programs such as PBwiki may be used for group projects. Computer access requirements are further delineated in the Graduate Handbook. Tutorials for ASU Library and for Blackboard are available through RamPort. The ASU Graduate Nursing Handbook should be reviewed before taking this course. http://www.angelo.edu/content/files/18423-graduate-student-handbook-fall-2014 COURSE DELIVERY This is an online course offering. http://blackboard.angelo.edu For online classes, the level of academic rigor is parallel to that of a face-to-face section of the same course and is aligned with departmental standards. Students are advised to approach this course with the same commitment they would make to a face-to-face course. BROWSER COMPATIBILITY CHECK It is the student s responsibility to ensure that the browser used to access course material on his/her computer is compatible with ASU s Blackboard Learning System. The faculty reserve the right to deny additional access to course assignments lost due to compatibility issues. Students are responsible for reviewing the guidelines posted in this course regarding accessing Blackboard assignments. Problems in this area need to be discussed with faculty at the time of occurrence, either via a phone call (preferred) during posted acceptable hours for calling, or via email notification during times outside those posted for calls. Be sure to perform a browser test. Select the Technology Support tab from the Blackboard homepage: blackboard.angelo.edu Select Browser Test option. Please see technical requirements for MSN classes at this link: http://www.angelo.edu/dept/nursing/student_resources/computer_requirements.php FACULTY Dr. Beverly Greenwald, PhD, MSN, FNP-BC, NP-C, CGRN, RN Professor, Department of Nursing Mobile Phone (701) 261-4795

3 beverly.greenwald@angelo.edu Preferred method of contact: My ASU email appears on my phone. My phone voice box remains full. I respond to emails and missed phone calls as soon as I am able. If you have a general question, there are Discussion Boards where questions can be asked. Please choose the contact method that best fits your preferred preference for reply. OFFICE HOURS Please arrange consultation times by phone or email. I am flexible and available most times during the week and weekends. Dr. Donna Rich, DNP, MSN-FNP, PM-NE, RN, FNP-BC, CCRN Office: virtual Phone: (432) 413-7299 Fax: (325) 942-2236 donna.rich@angelo.edu (preferred method of communication) OFFICE HOURS and Face-to-face By appointment Virtual Office Hours By appointment: Monday, Wednesday TIME ZONE ASU and this faculty are on Central Standard Time (CST). All due dates and times in this syllabus are CST. Students working outside of CST will need to make the necessary adjustments. COURSE DESCRIPTION This course explores the distribution and determinants of health and disease that affect human populations using health information and technology. Principles of genetics, genomics and epidemiological data are considered for design and delivery of evidence-based, culturally relevant clinical prevention and health promotion strategies and interventions. Evidence-based clinical prevention and population indices form the basis of a health project. COURSE OVERVIEW The student will evaluate selected physiological, psychological, political, legal, economic, ethical, theoretical, environmental, and cultural influences that impact healthcare, epidemiology, and health promotion across the lifespan. Students will identify a population to assess and then develop, deliver, and evaluate an evidence-based, oral health program. MSN PROGRAM OUTCOMES Upon program completion, the graduate will be prepared to: 1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. 2. Apply organizational and systems leadership skills. 3. Design and implement quality improvement initiatives 4. Integrate best research evidence to improve health outcomes. 5. Utilize informatics, healthcare technology and information systems. 6. Advocate through system level policy development. 7. Employ effective communication in inter-professional teams

4 8. Synthesize the impact of health determinants for provision of culturally relevant health promotion/disease prevention strategies. 9. Practice at the level of a Master s prepared nurse. STUDENT LEARNING OUTCOMES Student Learning Outcome By completing all course requirements, students will be able to: Assessments or activities validating outcome achievement: Mapping to MSN Program Outcomes Mapping to AACN Essentials Mapping to NONPF Competencies 1 Synthesize epidemiologic evidence for practice to determine appropriate application of interventions across diverse populations throughout the lifespan. 2 Incorporate current and emerging genetic/genomic evidence when providing advanced nursing care across the lifespan. 3 Evaluate selected physiological, psychological, political, legal, economic, ethical, environmental and cultural influences impacting healthcare, epidemiology, and health promotion across the lifespan. 4 Integrate theory, evidence, clinical judgment, research, and interprofessional perspectives using translational processes to improve health promotion and risk reduction for patients across the lifespan. Module 1 Module 2 Module 2 quiz Smiles for Life Courses Module 3 Module 3 quiz Risk Assessment Tool Smiles for Life Courses Module 4 Module 4 quiz Module 8 Smiles for Life Courses Oral Health Promotion Project Cultural and Social Assessment Module 5 Smiles for Life Courses Oral Health Promotion Project: Evidencebased practice and theory application 1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. 1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. 8. Synthesize the impact of health determinants for provision of culturally relevant health promotion / disease prevention strategies. 4. Integrate best research evidence to improve health outcomes. I: Background for Practice from Sciences and Humanities -5-Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. I: Background for Practice from Sciences and Humanities -2- Incorporate current and emerging genetic/genomic evidence in providing advanced nursing care to individuals, families, and communities while accounting for patient values and clinical judgment. VIII: Clinical Prevention and Population Health for Improving Health -1-Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies. IV: Translating and Integrating Scholarship into Practice -1-Integrate theory, evidence, clinical judgment, research, and interprofessional perspectives using translational processes to improve practice and associated health outcomes for patient aggregates. Scientific Foundations Competencies -1-Critically analyzes data and evidence for improving advanced nursing practice. Scientific Foundations Competencies -1-Critically analyzes data and evidence for improving advanced nursing practice. Health Delivery System Competencies -1-Applies knowledge of organizational practices and complex systems to improve health care delivery. Practice Inquiry Competencies -3-Applies clinical investigative skills to improve health outcomes.

5 5 Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions, guideline use, and evidence-based care to individuals, families, communities, and aggregates / clinical populations across the lifespan. 6 Apply leadership and decisionmaking skills to provide culturally responsive, high-quality nursing care, through the delivery of lifestyle change interventions to individuals, groups, and communities across the lifespan. 7 Use epidemiological, social, and environmental data to perform as risk assessment and draw inferences regarding the health status of patient populations across the lifespan and interventions to promote and preserve health and healthy lifestyles. Module 6 Module 6 quiz Module 7 Smiles for Life Courses Oral Health Promotion Project Module 8 Module 8 quiz Smiles for Life Courses Oral Health Promotion Project: Cultural assessment Geriatric and Pediatric Risk Assessment Tools Smiles for Life Courses Oral Health Promotion Project Module 8 8. Synthesize the impact of health determinants for provision of culturally relevant health promotion / disease prevention strategies. 2. Apply organizational and systems leadership skills. 9. Practice at the level of a Master s prepared nurse. VIII: Clinical Prevention and Population Health for Improving Health -3-Design patientcentered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates / clinical populations. II: Organizational and Systems Leadership -1-Apply leadership skills and decision making in the provision of culturally responsive, highquality nursing care, healthcare team coordination, and the oversight and accountability for care delivery and outcomes. IX: Master s-level Nursing Practice -6-Use epidemiological, social, and environmental data in drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles. Health Delivery System Competencies -4-Facilitates the development of health care systems that address the needs of culturally diverse populations, providers, and other stakeholders. Leadership Competencies -5-Advances practice through the development and implementation of innovations incorporating principles of change. Independent Practice Competencies -4-Provides patientcentered care recognizing cultural diversity and the patient or designee as a full partner in decision-making. REQUIRED TEXTS AND MATERIALS American Psychological Association. (2009). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: American Psychological Association. ISBN: 978-1-4338-0562-2 Students will want to purchase this text as it is used in every course in our program. Macha, K., & McDonough, J. P. (2012). Epidemiology for advanced nursing practice. Sudbury, MA: Jones & Bartlett Publishers. ISBN: 9780763789961 Pender, N., Murdaugh, C., & Parsons, M. A. (2015). Health promotion in nursing practice (7 th Ed.). Upper Saddle River, NJ: Pearson. ISBN 13:978-0-13-310876-7 OTHER REQUIRED MATERIALS Computer with MAC or Windows Operating System High Speed Internet Access Webcam (Logitech highly recommended) Logitech USB microphone headset Refer to Angelo State University s Distance Education website for further technology requirements: http://www.angelo.edu/distance_education/ TOPIC OUTLINE

6 Epidemiology Epidemiology, Statistics, Infectious Diseases Epidemiology Genetics and Genomics, Environmental Epidemiology Health Promotion, Disease Prevention, Risk Assessment, Risk Reduction Theory Application, Aging, Stages of Change, Social Cognitive Theory, Health Belief Model Health Screening, Risk Behaviors, Health Behavior Change, Health Maintenance Schedules Lifestyle Change, Chronic Diseases Individual, Group, and Community Interventions, Cultural Influences GRADING SYSTEM Course grades will be dependent upon completing course requirements and meeting the student learning outcomes. The following grading scale is in use for this course: A = 90-100 percent B = 80-89 percent C = 70-79 percent F = <70 percent EVALUATION AND GRADES Graded activities and percent of the overall course grade: Assessment Item Due date (11 pm CST) Discussion Boards Points Attests on appropriate DB that the syllabus has been read in entirety. Thursday, Jun 8 at 11 pm 5 Attests on appropriate DB that the Student Handbook has been read in Thursday, Jun 8 at 11 pm 5 1.1 entirety. Students are responsible to know this guide to academic success. The Student Handbook is found on the Nursing Homepage under Student Resources. Attests on appropriate DB that all due dates are entered into a tracking Thursday, Jun 8 at 11 pm 5 system of the student s choice (calendar, outlook, appointment book ) Acknowledges that these due dates need to be met or the course should be dropped. Communication is essential in an online course. Communication requires 1) Thursday, Jun 8 at 11 pm 5 that a message is sent and 2) that the message is received. Attests on appropriate DB that communication will be received: 1) ASU email on a daily basis, 2) Discussion Boards, Announcements, Surveys and Tests posted will be reviewed at least on Monday or Tuesday; Wednesday or Thursday; and Friday or Saturday, and 3) Feedback on each assignment will be reviewed on the Grade Center. Any revisions required on these assignments need to be completed within 3 days to improve the score earned. Failure to submit changes within 3 days is an indication of satisfaction with the original score. Attests on appropriate DB that each tab on the course has been reviewed Thursday, Jun 8 at 11 pm 5 as is the standard expectation of all students enrolled in all ASU Nursing courses. Utilizes the Question Discussion Board to ask questions (or learn from other Every Tuesday, Thursday, 0 students questions) about the course and course expectations. and Saturday, every week! Module 1, Week 1: Introduction Discussion Board Thursday, Jun 8 at 11 pm 0 Module 1, Week 1: Discussion Board Jun 5 Jun 10 Tuesday, Thursday, and Saturday Module 2, Week 2: Discussion Board Jun 12 Jun 17 Tuesday, Thursday, and Saturday 100 4.5 100 4.5 Percent of Final Grade

7 Module Quizzes Module 2 Module 3 & 4 Module 6 Module 8 Formative Assessment You will be asked regarding your progress on the following objectives: 1. Gaining a basic understanding of the subject (e.g., factual knowledge, methods, principles, generalizations, theories) 2. Learning to apply course material (to improve thinking, problem solving, and decisions). Smiles For Life Training Courses (8) Course 1= Oral to Systemic Health Course 2 = Child Oral Health Course 3 = Adult Oral Health Course 4 = Acute Dental Problems Course 5 = Oral Health for Women: Pregnancy and Across the Life Span Course 6 = Caries Risk Assessment, Fluoride Varnish and Counseling Course 7 = The Oral Examination Course 8 = Geriatric Oral Health Jun 19 Jun 24 Jul 3 Jul 8 Jul 17 Jul 22 Jul 31 Aug 5 Mid-semester- deployed by Instructional Design personnel. Use the blue tab on the left on BB: Midterm Course Survey Jun 10 Jun 17 Jun 17 Jul 1 Jun 17 Jul 1 Jul 22 Jun 17 100 100 100 100 18 100 4.5 Community-Based Oral Health Promotion Project Module 2 Potential Sites Jun 17 50 45.4 Module 4 Demographic Assessment Jul 1 125 Module 4 Agency Letter of Agreement Send a signed letter to the agency after review by instructor. ***Make contact with the agency 1 week prior to your chosen date. Agencies have had a change of personnel or the Agency Contact has forgotten about the presentation dates for previous students! Jul 1 Jul 8 Calculate your presentation reminder date and make a note here regarding when to make 50 contact: Module 5 Geriatric Risk Assessment Tool -Due for student review on 150 Module 5 DB on Jul 11, 11 pm -Student reviews due on Module 5 DB on Jul 13, 11 pm -Due for faculty review Jul 15, 11 pm Module 6 Health Promotion Model for Community-Based, Oral Health -Due for student review on 150 Promotion Project Module 6 DB Jul 18 -Student reviews due on Module 6 DB on Jul 20 -Due for faculty review Jul 22 Module 8 Project demographics Jul 29 125 Module 8 Presentation Objectives Jul 29 50 Module 8 Presentation Script -Due for student review on 200 Module 8 DB Jul 25 -Student reviews due on Module 8 DB on Jul 27 -Due for faculty review Jul 29 Module 9 Oral Health Presentation must be delivered to your agency Mandatory delivery dates between July 31 and August 8 for presentation is July 31 to Aug 8 Module 9 Agency Contact Evaluation Aug 9 at noon 50 Module 9 Self-Evaluation of meeting course expectations listed on pages 4 Aug 9 at noon 50 & 5 of this syllabus. Module 9 Qualtrics Survey regarding Smiles for Life Curriculum Mandatory feedback, opens 0 Jul 31 and closes Aug 5 at 11 pm. IDEA Evaluation Students are provided the opportunity and are strongly encouraged to participate in a course evaluation at the end of the semester. An email will be sent at the end of the semester 50 50 50 50 50 50 50 50 18 100 4.5

8 End of Semester Date = Aug 9 at noon when this evaluation is available. Verify on DB that you have completed the IDEA rating of this course to get your points. Note, I will do grades in the afternoon of Aug 9 so all work needs to be completed by Aug 9 at noon! Total = 2,225 Points Total = 100% TEACHING STRATEGIES Group discussion, problem-solving and research, online activities, and the texts resources will be used to promote student learning. Individual consultation with instructor periodically and as needed. Students are expected to be active learners. It is a basic assumption of the instructor that students will be involved (beyond the materials and lectures presented in the course) discovering, processing, and applying the course information using peer-review journal articles, researching additional information and examples on the Internet, and discussing course material and clinical experiences with their peers. A Discussion Board is provided in Blackboard specifically for students ( Student Lounge ) to share websites, articles, apps, and clinical experiences relevant to the course topics. ASSIGNMENT DESCRIPTIONS *Please note: Rubrics for all assessments are located at the end of this syllabus. Attesting to Course Expectations (1%): Students will attest to learning the expectations of the Department of Nursing and for this course. Students are expected to read the syllabus, become familiar with each course assignment, review each link on the BB course, read the Graduate Student Handbook, submit assignments on time, and follow appropriate methods of timely communication. Discussion Board Activities (#2, 9%): Faculty use these discussion boards to gauge the engagement and progress of each student, so adequate participation in them is essential. The Discussion Boards total 200 points in this course and represents a significant written assignment (including citations). Students use the Discussion Boards as an avenue for synthesis of material / information. A Discussion Board is provided in this course as a way to help students process course materials, express thoughts, and engage others opinions and ideas in a healthy and productive learning environment. Students are expected to respond to all discussion board assessments using the Discussion Board Rubric to support individual answers to the assigned questions throughout this course. Note that citations are expected to support the information posted. Learning Module Quizzes (#4; 18%): A Module Quiz will be administered every other Module (Modules 2, 4, 6, 8). Detailed instructions about the quizzes can be found within the Modules on the Blackboard course site. These are open-book, multiple-choice quizzes and 2 hours are allowed for each quiz. They range from 10 to 20 questions and are based upon the information covered in the Module. Because these quizzes are openresources, the webcam and lock-down browser are not required.

Smiles for Life Training Courses (#8; 18%) Smiles for Life: A National Oral Health Curriculum was originally developed in 2005 by the Society of Teachers of Family Medicine Group on Oral Health. It was based in part on materials developed by regional consortia of family physicians, dentists, and educators between 2001 and 2004. The initial goal of the project was to provide educational resources to enhance the role of physicians training in Family Medicine residency programs in the promotion of oral health. Currently, the focus is on all primary care clinicians. Smiles for Life is now the nation's most comprehensive and widely used oral health curriculum for primary care clinicians. It has been officially endorsed by 13 national organizations, and is in wide use in professional schools and post-graduate training programs. Course 1= Oral to Systemic Health This course addresses the nature, prevalence, and consequences of oral disease throughout the life cycle with a focus on correlations between oral and systemic health. Students will learn their role in preventing oral disease, addressing frequently encountered oral problems, and working as part of an interprofessional team to promote oral health among their patients. Course 2 = Child Oral Health This course addresses the prevalence, etiology, and consequences of early childhood caries (ECC). Students will learn to assess risk factors, recognize the various stages of ECC, and counsel patients on preventative techniques. Additionally, this module will discuss common oral developmental issues in children such as teething, eruption hematomas, and non-nutritive sucking. Students will use information from this course to prepare a parallel Risk Assessment Tool for the geriatric patient in a later exercise. Course 3 = Adult Oral Health This course addresses how adult oral health is impacted by factors such as disease, aging, medication, and substance use. Students will review risk factors and etiologies of oral conditions, as well as appropriate treatment and referral procedures. Additionally, this module will address how to effectively promote oral disease prevention, coordinate dental care for patients requiring antibiotic prophylaxis, and collaboratively manage anticoagulation in patients undergoing oral procedures. Course 4 = Acute Dental Problems This course addresses the nature of oral pain, as well as acute dental problems precipitated by oral infections or trauma. Students will learn to treat oral pain; accurately assess, treat, and refer patients with oral infections; recognize and triage true dental emergencies; and promote the use of protective equipment to prevent oral injuries. Course 5 = Oral Health for Women: Pregnancy and Across the Life Span This course addresses the importance of oral health before, during, and after pregnancy. Students will explore the prevalence of oral disease during pregnancy and its consequences for both mothers and children, as well as review dental treatment guidelines for pregnant women. Course 6 = Caries Risk Assessment, Fluoride Varnish and Counseling This course focuses on caries prevention. It offers a brief review of Early Childhood Caries (ECC) and address how the use of fluoride is part of a comprehensive approach to a child's oral health. Specifically, students will learn the benefits, appropriate safety precautions, and dosing for fluoride, as well as how to apply fluoride varnish and provide adequate follow-up care. Course 7 = The Oral Examination This course addresses how to perform consistent and thorough oral examinations for children and adults. Students will learn to differentiate between normal and abnormal findings, and will develop an awareness of the needs of special populations such as the elderly or medically compromised individuals. Course 8 = Geriatric Oral Health 9

This course addresses the vital role medical clinicians can play in promoting the oral health needs of older adults. Students will learn how to perform a comprehensive oral assessment, identify and manage common geriatric oral conditions, counsel patients on effective preventive measures, and collaborate with dental professionals. Additionally, this module will address the link between oral and systemic health and review common oral side effects of medications. Students will use information from this course to prepare a Risk Assessment Tool for the geriatric patient. Mid-term Formative Assessment and IDEA Summative Assessments (9%) Students will provide course feedback on each assignment, at mid-term (formative assessment), and at the end of the semester (summative assessment). Students will evaluate progress on the following course learning objectives: 1. Gaining a basic understanding of the subject (e.g., factual knowledge, methods, principles, generalizations, theories) 2. Learning to apply course material (to improve thinking, problem solving, and decisions). An email will be sent by university personnel when the Summative Assessment is available. Students are expected to check their ASU email daily. The anonymous results are reported to faculty the following semester. To earn points for the Mid-term Formative Assessment, post on the Mid-term survey DB. To earn points for the Summative Assessment, post on the IDEA Summative Assessment DB. Community-Based, Oral Health Promotion Project (45.4%): Students will identify a population to assess and develop an evidence-based, oral health promotion program to deliver in their own communities. The student will use a theoretical model or framework of his or her choice. The timeline for this project, grading rubrics, and Black Board Discussion Boards will guide students through each stage of this process. Details about this assignment are located at the end of this syllabus. Portions of this assignment include peer reviews. These peer reviews allow for the exchange of ideas and promote accomplishing the following Angelo State University Student Learning Objectives: Learning to apply course material (to improve thinking, problem solving, and decisions) Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course Acquiring skills in working with others as a member of a team Developing skill in expressing oneself orally or in writing Learning how to find, evaluate, and use resources to explore a topic in depth Learning to analyze and critically evaluate ideas, arguments, and points of view Please be respectful of other students time and complete and submit your work on time! This is one instance when late work is absolutely unacceptable as other students have saved this time to complete these reviews. GENERAL POLICIES RELATED TO THIS COURSE All students are required to follow the policies and procedures presented in the following documents: Angelo State Student Handbook located on the ASU website: http://www.angelo.edu/studenthandbook/ University Catalog located on the ASU website: https://www.angelo.edu/catalogs/ University Graduate Nursing Handbook, located on the Nursing website: http://www.angelo.edu/content/files/18423-graduate-student-handbook-fall-2014 IMPORTANT UNIVERSITY DATES, SUMMER 2017 June 5 First Day of Class July 4 Holiday July 6 Summer I ends 10

11 July 10 August 9 August 9 August 11 Summer II starts Final Exams Summer II ends Grades due by 2 pm STUDENT RESPONSIBILITY & ATTENDANCE This class is asynchronous, meaning you do not have to be on-line at a certain time. There are readings which you will have to complete to be able to adequately participate in individual and group assessments. In order to complete this course successfully, you do have to participate in all course activities i.e. discussion boards, course projects, quizzes, etc. Students are expected to engage in course activities and submit work by due dates and times. Students must complete all assignments for this course to pass this course. Students should make substantive contributions which reflect integration of assigned materials as well as any outside readings as appropriate. Scholarly contribution is an expectation. For planning purposes, this class will probably require a minimum of 6-9 study hours per week, on average, for a 15-week semester or 9 13.5 hours per week for a 10-week summer session. Please note: students from other institutions, taking a one-time ASU course, are bound by ASU policies in this course. COMMUNICATION Faculty will respond to email and/or telephone messages within 24 hours during working hours Monday through Friday. Weekend messages may not be returned until Monday. Written communication via Blackboard: It is an expectation of this class that you use formal writing skills giving appropriate credit to the source for your ideas. Follow APA (2010) 6 th edition (2 nd Printing or higher only) guidelines for referencing. Written communication via email: All private communication will be done exclusively through your ASU email address. Please check your ASU email daily for announcements and policy changes. The ASU Help Desk can help you get your ASU email on your cell phone to assist with this essential communication. The Help Desk phone number is 866-942-2911 or 325-942-2911. Virtual communication: Office hours and/or advising may be done with the assistance of the telephone, Skype, Join.me, Google Hangouts, etc. Use Good "Netiquette": Check the discussion frequently and respond appropriately and on subject. Focus on one subject per message and use pertinent subject titles. Capitalize words only to highlight a point or for titles. Generally, words that are all capitalized are more difficult to read. Excessive capitalizing may be viewed as SHOUTING! Be professional and careful with your online interaction. Proper address for faculty is by formal title such as Dr. or Ms./Mr. Jones unless invited by faculty to use a less formal approach. Cite all quotes, references, and sources. When posting a long message, it is generally considered courteous to warn readers at the beginning of the message that it is a lengthy post. It is extremely rude to forward someone else's messages without their permission. It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel free to use emoticons such as J or :) to let others know you are being humorous. (The above "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net User Guidelines and Netiquette, Florida Atlantic University, 1994, available from Netcom.) ASSIGNMENT SUBMISSION

In this class, all assignments need to be submitted through the Assignments link in the Blackboard course site. This process is for grading purposes. Issues with technology use arise from time to time. If a technology issue does occur regarding an assessment submission, email us at Beverly.Greenwald@angelo.edu or donna.rich@angelo.edu and attach a copy of what you are trying to submit. This approach lets us know you completed the assessment on time and are just having problems with the online submission feature in Blackboard. Once the problem is resolved, submit your assessment through the appropriate link (grades cannot be assigned until student work is submitted in the appropriate spot). This process will document the problem and establish a timeline. Be sure to keep a backup of all work. LATE WORK OR MISSED ASSESSMENTS POLICY The course is set up on weekly modules. The week begins on Monday and ends on Saturday (except holiday weeks which include Sunday). Assignment due dates are shown on the schedule. Late assignments are not accepted without prior approval of faculty. Faculty reserves the right to deduct points for late assignments that are accepted past the original due date. ACADEMIC HONESTY Academic honesty is expected on all work. Students are expected to maintain complete honesty and integrity in their educational experiences. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action and possible expulsion from ASU. All codes and policies are set forth in the Student Handbook of Angelo State University http://www.angelo.edu/student-handbook/. PLAGIARISM Plagiarism at ASU is a serious topic. The Angelo State University s Honor Code gives specific details on plagiarism and what it encompasses. Plagiarism is the action or practice of taking someone else's work, idea, etc., and passing it off as one's own. Plagiarism is literary theft. In your discussions and/or your papers, it is unacceptable to copy word for word without quotation marks and the source of the quotation. We use the APA Style Manual of the American Psychological Association as a guide for all writing assignments. Quotes should be used sparingly (if at all), and in most cases are to be avoided (rather; paraphrase). It is expected that you will summarize or paraphrase ideas giving appropriate credit to the source both in the body of your paper and the reference list. Papers are subject to be evaluated for originality via Bb Safe Assignment or Turnitin. Resources to help you understand this policy better are available at the ASU Writing Center http://www.angelo.edu/dept/writing_center/academic_honesty.php STUDENTS WITH DISABILITIES Disability Services is part of the Office of Student Affairs at Angelo State University. Angelo State s Office of Student Affairs works to ensure that qualified students with disabilities have equal access to all institutional programs and services. The office advocates responsibly for the needs of students with disabilities and educates the campus community so that others can understand and support students with disabilities. The following includes contact information for Disability Services at ASU: ada@angelo.edu 325-942-2047 Fax: 325-942-2211 Houston Harte University Center, 112 ASU Station #11047, San Angelo, TX 76909 ASU STUDENT COMPLAINT AND GRIEVANCE POLICY 12

Angelo State University complies with the Commission s policy on Complaint Procedures against the Commission or its Accredited Institutions. As summarized in Federal Requirement 4.5, Student complaints, ASU maintains a reasonable and well publicized set of policies and procedures for addressing complaints and appeals submitted by students. Policies governing various types of student grievances are published in the Student Handbook, which is available through the institutional website on the Student Life page, and include the following: General student grievance and appeal procedures Procedures regarding sexual or racial harassment Title IX requirements concerning the handling of sexual harassment and sexual assault complaints Grade grievance procedures (Student Handbook). Grade grievance procedures are also published in the ASU operating policies and procedures (ASU OP 10.03, Grade Grievance) and in the institutional catalogs (ASU Undergraduate Catalog and ASU Graduate Catalog). The Academic Honor Code includes definitions related to academic integrity and outlines disciplinary procedures for academic dishonesty (Student Handbook). The ASU Code of Student Conduct describes specific examples of misconduct or attempted misconduct for which students may be subject to disciplinary action (Student Handbook), and ASU has established campus disciplinary procedures, including disciplinary appeals procedures (Student Handbook), which are followed in cases of student misconduct. The office of Residential Programs has defined expectations for student conduct in the residence halls and outlined disciplinary procedures for incidents of student misconduct (Residence Hall Handbook, available on the Residential Programs page of the institutional website). The relevant complaint policies and procedures are consistently followed and fairly administered when resolving student complaints, and ASU maintains a record of complaints received. Records concerning written student complaints and the outcomes of any appeals are generally maintained by the office responsible for resolving the complaint, as defined in the policies identified above. Complaint records are therefore decentralized. For example, complaint records are maintained by the Office of Student Life, the various academic departments, the five colleges, and in the Office of the Provost and Vice President for Academic Affairs. When complaints cannot be resolved by a particular office, they are forwarded through the appropriate chain of command until resolved, as outlined in the relevant policies and procedures. For example, if a grade grievance cannot be resolved at the department level, the grievance is forwarded to the appropriate dean s office. The Student Life Office provides advice regarding the fair administration of university grievance procedures, and the Executive Director of Student Life has primary authority and responsibility for implementing student disciplinary procedures. The office handles a variety of student complaints and inquiries and is often a first point of contact for students who are upset about a university policy or about the behavior of a faculty or staff member. The basic elements of a student complaint record in the Office of Student Life include the name of the student, campus ID number, and a written summary of the complaint. The Student Life Office also maintains records of disciplinary proceedings and appeals, including those related to violations of academic integrity. Students enrolled via distance education have the same rights and responsibilities regarding complaints as students attending face-to-face classes at ASU, and the same policies and procedures apply. INCOMPLETE GRADE POLICY (OP 10.11 Grading Procedures) 13

14 It is policy that incomplete grades be reserved for student illness or personal misfortune. Please contact faculty if you have serious illness or a personal misfortune that would keep you from completing course work. Documentation may be required. STUDENT ABSENCE FOR OBSERVANCE OF RELIGIOUS HOLY DAYS 1. A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. Please see ASU Operating Policy 10.19. COPYRIGHT POLICY Students officially enrolled in this course should make only one printed copy of the given articles and/or chapters. You are expressly prohibited from distributing or reproducing any portion of course readings in printed or electronic form without written permission from the copyright holders or publishers. SYLLABUS CHANGES The faculty member reserves the option to make changes as necessary to this syllabus and the course content. If changes become necessary during this course, the faculty will notify students of such changes by email, course announcements and/or via a discussion board announcement. It is the student s responsibility to look for such communications about the course on a daily basis. WEBLINKS: Board of Nursing for the State of Texas http://www.bne.state.tx.us/ National Institute of Nursing Research (NINR) HTTPS://WWW.NIH.GOV/ABOUT-NIH/WHAT-WE-DO/NIH-ALMANAC/NATIONAL-INSTITUTE-NURSING- RESEARCH-NINR National Magnet Agenda http://www.nursecredentialing.org/magnet/resourcecenters/magnetresearch/nationalmagnetre searchagenda.html Campaign for Action (The Future of Nursing) http://campaignforaction.org/ SCHEDULE Please note: The course starts each week on Monday at 1 am CST and closes at 11 pm CST on Saturday. Most assignments and quizzes have a due time of 11 pm, most generally on Saturdays (but there are a few exceptions noted in the assignments, particularly in holiday weeks when Sunday is an additional option or when students need to review other students work).

Modules: Topics, Objectives, Assignments, Activities, & Assessments Module 1: Introduction to Epidemiology Week 1: Jun 5 Jun 10 = Read, Activities, Introductions, Discussion Board Module 1: Introduction to Epidemiology Topics: Epidemiology Module 1 Overview: This module covers an introduction to epidemiology and the role of the advanced practice nurse. We will identify various epidemics in our own communities and some prevention strategies to minimize their impact on the population s health. Objectives: Upon completion of this module, the student will be able to: -Describe epidemiology and the role of the APN -Compare and contrast the terms endemic, epidemic, and pandemic. -Evaluate the types of prevention that are most cost-effective for the community. -Compare traditional and holistic definitions of health. -Describe conceptions of health by nurse theorists. -Describe the social determinants of health. -Discuss the significance of global health. -Describe the changing conceptions of health promotion. Assignments: Review Syllabus Become familiar with course and Blackboard by clicking on and reading every tab and link. Read: Macha & McDonough Chapter 1 Epidemiology and Its Progress pages 1 26 Pender Chapter 1: Toward a Definition of Health, pages 6 25. Putting the Mouth Back in the Head: HEENT to HEENOT View NYU College of Nursing s Nursing and Oral Health video at http://smilesforlifeoralhealth.org/buildcontent.aspx?pagekey=98624&lastpagekey=62948&userkey=11788465 &sessionkey=2489511&tut=555&customerkey=84&custsitegroupkey=0 View Protecting Smiles video also at the above link. View https://www.youtube.com/watch?v=cyn--j0hnkc Explore Oral Health Nursing Education and Practice website at http://ohnep.org/ Activities: Introduction Discussion Board- introduce yourself and get to know your classmates (a mandatory but ungraded activity) Module 1 Discussion Board Participation (Jun 5 Jun 10). Complete Smiles for Life: A National Oral Health Curriculum, Online Course #1 The Relationship of Oral to Systemic Health at http://smilesforlifeoralhealth.org Be sure you can find your student name tag to wear for your community presentation. If you cannot, request a replacement from Felicia at Felicia.Armstrong@angelo.edu Due Jun 10. Assessment: Module 1 Discussion Board Participation (Jun 5 Jun 10, 100 points, see DB Grading Rubric at end of syllabus) Submit Rubric and Certificate of Completion for Smiles for Life Course #1 The Relationship of Oral to Systemic Health at Assignment link, due Jun 10, 11 pm. (See the blue Submit Assignments tab to find the appropriate file to use for your work.) Module 2: Role of Epidemiology and Statistics in Advanced Nursing Practice and Infectious Disease Week 2: Jun 12 Jun 17 = Read, Activities, Discussion Board Module 2: Role of Epidemiology and Statistics in Advanced Nursing Practice and Infectious Disease Module 2 Overview: This module covers an introduction to the statistical approaches to epidemiology for advanced nurses. Nursing utilizes a variety of resources for data collection and these resources will be discussed. The landscape of epidemics is forever changing and emerging infectious diseases will be examined, including for ways to control them. Topics: Epidemiology, Statistics, Infectious Diseases Objectives: 15

Upon completion of this module, the student will be able to: -Discuss key elements of statistics related to understanding epidemiology -Define incidence, prevalence, rates, and proportions -Describe the role played by information and health data in the field of epidemiology. -Discuss how to access vital statistics essential to community health care and policy -Describe infectious disease outbreaks in the United States Assignments: Read: Macha & McDonough Chapter 2 Role of Epidemiology and Statistics in Advanced Nursing Practice pg 27 80 Macha & McDonough Chapter 3 Study Designs and Their Outcomes pg 81 114 Macha & McDonough Chapter 4 Nursing Resources for Epidemiology pg 115-128 Macha & McDonough Chapter 5 Emerging Infectious Diseases pg 129-156 Activities: Module 2 Discussion Board Participation: Jun 12 Jun 17. Review website contents at http://www.mplusa.com/ then under Public Health Solutions click on VarnishAmerica and watch the How to apply Varnish America video. Complete SmilesForLife.Org Courses: -Course #2 Child Oral Health -Course #3 Adult Oral Health and Disease -Course #5 Oral Health and the Pregnant Patient -Course #8 Geriatric Oral Health (Take notes on this course in the rubric regarding the conditions that increase oral health risk in geriatrics. This content will be revisited in Module 4 and these notes will be used in creating the Module 5 Geriatric Oral Health Risk Assessment Tool.) Assessments: Module 2 Discussion Board Participation: Jun 12 Jun 17 (100 points, see DB Grading Rubric at end of syllabus) (See the blue Submit Assignments tab to find the appropriate file to use for your work.) Module 2 Community-Based, Oral Health Promotion Project Potential Sites: Submit 2 proposed project sites specifying the age group at Assignment link. Due Jun 17, 11 pm. Submit Rubrics, Certificates of Completion, and notes for Smiles for Life Courses by Jun 17, 11 pm: -Course #2 Child Oral Health -Course #3 Adult Oral Health and Disease -Course #5 Oral Health and the Pregnant Patient -Course #8 Geriatric Oral Health -Course #8 quality, useful notes regarding the conditions that increase oral health risk in geriatrics Module 2 quiz (opens 1 am on Jun 19 and closes at 11 pm on Jun 24) Module 3: Genetic and Environmental Epidemiology Week 3: Jun 19 Jun 24 = Read, Activities Module 3: Genetic and Environmental Epidemiology Module 3 Overview: This module covers an overview of genetic and environmental factors that affect epidemiology. The role of the advanced practice nurse in genetics, genomics, and environmental epidemiology are discussed. Topics: Epidemiology, Genetics, Genomics, Environmental, Epidemiology Objectives: Upon completion of this module, the student will be able to: -Explain the inheritance of diseases based upon Mendel s Laws of Inheritance -Discuss outcomes of the Human Genome Project -Discuss the ways the environment can influence gene expression -Identify the role of the clinician in Environmental Epidemiology -Justify the rationale for describing health as a social goal. -Describe the role of public policy in promoting social and environmental change. -List common health-damaging factors in the physical environment and their etiologies. -Discuss the role of the Patient Protection and Affordable Care Act in addressing health promotion and disease prevention. 16

Assignments: Read: Macha & McDonough Chapter 8 Genetic Epidemiology pg 227 258 Macha & McDonough Chapter 9 Environmental Epidemiology pg 259 278 Pender Chapter 14 Promoting Health through Social and Environmental Change pg 298-317 Activities: Review epidemiology, genetics, and genomics links and videos: -Video on genomics/environment: http://www.youtube.com/watch?v=9xdvqg1hoxs#t=15m08s -Environmental epidemiology link: http://www.healthandenvironment.org/ -The nursing and genomics resource link: http://www.genome.gov/27552317 Assessment: Module 3 & 4 quiz (opens 1 am on Jul 3 and closes at 11 pm on Jul 8) Module 4: Health Promotion, Epidemiology, Risk Assessment, and Risk Reduction Week 4: Jun 26 Jul 1 = Read, Activities Module 4: Health Promotion, Epidemiology, Risk Assessment, and Risk Reduction Module 4 Overview: This module covers an introduction to the advanced practice nurse s role in health promotion and disease prevention. Health promotion strategies such as risk assessment and risk reduction to ameliorate epidemics will be addressed. Topics: Health Promotion, Disease Prevention, Risk Assessment, Risk Reduction Objectives: Upon completion of this module, the student will be able to: -Discuss nursing s unique focus on health promotion -Identify the importance of early risk assessment and risk reduction to improve future health outcomes -Apply the principles of risk assessment in advanced nursing practice -Describe the expected outcomes of a nursing health assessment. -Identify the components of a nursing health assessment conducted for an individual client and a family. -Examine life span, language, and culturally appropriate nursing health assessment tools for children, adults, and older adults. -Evaluate the criteria for conducting a screening in the community. -Identify the 9 steps in the health planning process. -Discuss barriers to overcome in developing an individual and family health plan. -Discuss strategies to ensure that the health plan is an interdisciplinary process. -Discuss barriers that hinder effective individual and family behavior change. Assignments: Read: Pender Chapter 4: Assessing Health and Health Behaviors, pages 76 102. Pender Chapter 5: Developing a Health Promotion-Prevention Plan, pages 103 120. Risk Assessment Tool Pediatrics PDF found under Module 4 on BB. Use this pediatric document as a template for your Geriatric Risk Assessment Tool for Module 5 Activities: Review health promotion and disease prevention links: Centers for Disease Control and Prevention: http://www.cdc.gov/nccdphp/overview.htm#3 Healthy People 2020: http://www.healthypeople.gov/2020/default.aspx Morbidity/Mortality Weekly Report: http://www.cdc.gov/mmwr/ Harvard Center for Risk Analysis: http://www.hcra.harvard.edu/index.html (Risk in Perspective tab has interesting facts.) AHRQ Electronic Preventative Services: http://epss.ahrq.gov/pda/index.jsp http://epss.ahrq.gov/epss/tools.do (tools to use in practice) http://www.ahrq.gov/professionals/prevention-chronic-care/index.html http://www.ahrq.gov/clinic/uspstfix.htm 17

Complete SmilesForLife.Org Courses: -Course #4 Acute Dental Problems -Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling Community-Based, Oral Health Promotion Project: Establish contact with an agency; meet face-to-face to do the demographic assessment and discuss the date and time of the presentation. Confirm that presentation date can be between July 31 and August 8. If these dates will not work, then you will need to find a different agency. Identify the actual learning needs of the participants. Complete a demographics survey of your participants to assist in targeting your presentation content to their specific needs. Create a Letter of Agreement and send to your agency contact after it is reviewed and approved by the instructor. Start on Module 5 Project Assignment: Develop a Geriatrics Risk Assessment Tool. Assessments: Module 4 Assignments (See the blue Submit Assignments tab to find the appropriate file to use for your work): Submit Course Completion Certificates for: -Course #4 Acute Dental Problems = Due Jul 1, 11 pm. -Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling = Due Jul 1, 11 pm. -Submit a demographic assessment for your project subjects. = Due Jul 1, 11 pm. -Submit a Letter of Agreement with an agency. = Due Jul 1, 11 pm. -Send a signed letter to the agency after review by instructor. = Due Jul 8, 11 pm. Module 3 & 4 quiz (opens 1 am on Jul 3 and closes at 11 pm on Jul 8) Module 5: Application of Theory to Health Promotion and Risk Reduction Interventions Week 5: Jul 3 Jul 8 = Read, Activities Module 5: Application of Theory to Health Promotion and Risk Reduction Interventions Module 5 Overview: This module covers theoretical foundations for health promotion and behavior change that the advanced practice nurse will utilize in patient and community encounters. Topics: Theory Application Upon completion of this module, the student will be able to: -Discuss the rationale for using behavior change theory to structure interventions. -Describe commonalities and differences in the individual models of behavior change. -Apply the stages of change model to designing interventions to promote health behaviors. -Discuss the revised health promotion model and its usefulness in nursing practice. -Describe theory-based strategies for changing behavior. -Discuss the concept and application of tailoring behavior strategies to promote healthy behavior outcomes. -Discuss the key concepts and features of social-ecological models of health promotion. -Describe the characteristics of social capital and the role of social support in this approach. -Describe the steps in the PRECEDE-PROCEED model in planning health promotion programs. -Compare and contrast the diffusion of innovation and social marketing models as effective models for health communication. Assignments: Read: Pender Chapter 2: Individual Models to Promote Health Behavior, pages 26 55. Pender Chapter 3: Community models to Promote Health, pages 56 75. Read articles provided in Module 5 on BB: Adherence: Acute Coronary Syndrome Adherence: Shared Decision Making- Seizures Activity: Choose a Health Promotion Model or Framework and begin to complete the Module 6 form by applying the Model/Framework to your presentation. (See the blue Submit Assignments tab to find the appropriate file to use for your work.) Assessments: 18

Submit Geriatric Oral Health Risk Assessment Tool, due for student review Jul 11, 11 pm, student reviews due Jul 13, 11 pm, due for faculty review Jul 15, 11 pm. (See the blue Submit Assignments tab to find the appropriate file to use for your work.) A Formative Assessment of the course will become available at the blue tab labeled Midterm Survey on BB. This survey is deployed by our Instructional Design personnel. Module 6: Health Screening, Risk Behaviors, and Health Behavior Change Week 6: Jul 10 Jul 15 = Read, Activities Module 6: Health Screening, Risk Behaviors, and Health Behavior Change Module 6 Overview: This module covers the common, evidence-based, health screenings the advanced practice nurse will utilize. Common screening and diagnostic tests and the methods of evaluating them are discussed. This information is applied to patient care through health maintenance visits and health behavior counseling. Topics: Health Screening, Risk Behaviors, Health Behavior Change, Health Maintenance Schedules Objectives: Upon completion of this module, the student will be able to: -Discuss the advanced practice nurses role as it relates to level of prevention, screening tests, diagnostic tests, guideline use, and evidence-based care -Discuss health behavior counseling -Describe health maintenance schedules Assignments: Read: Macha & McDonough Chapter 6 Screening and Prevention of Diseases pg 157-204 Activity: SmilesForLife.Org Complete: -Course #7 The Oral Examination Assessments: Submit Certificate of Completion: -Course #7 The Oral Examination, due Jul 22, 11 pm. Submit Health Promotion Model for Community-Based, Oral Health Promotion Project (see the blue Submit Assignments tab to find the appropriate file to use for your work.) -due for student review Jul 18, 11 pm -due for student reviews Jul 20, 11 pm -due for faculty review Jul 22, 11 pm. Module 6 quiz (opens 1 am Jul 17 and closes 11 pm Jul 22) Module 7: Lifestyle Change Programs Week 7: Jul 17 Jul 22 = Read, Activities Module 7: Lifestyle Change Programs Module 7 Overview: This module covers an introduction to various life style change programs which have been shown to decrease the risk for and morbidity and mortality of chronic diseases across the lifespan. Topics: Lifestyle Change, Chronic Diseases Objectives: Upon completion of this module, the student will be able to: -Describe risk factors, mortality, and morbidity for chronic diseases -Describe strategies to develop a physically active lifestyle across the life span. -Describe the application of theories and models to promote physical activity. -Describe the relationship of built environments with active lifestyles in communities. -Discuss MyPlate s role in implementing the Dietary Guidelines 2010 for healthy eating. -Examine evidence-based factors that influence eating behaviors. -Examine factors related to overweight/obesity and intervention goals in weight loss. -Examine interventions to motivate individuals to change eating habits and maintain weight loss. -Describe the relationship between stress and health. -Contrast five psychological conditioning strategies to increase resistance to stress. -Examine three therapies to manage stress in individuals and groups. -Describe the components of an individual s network system to consider in a social systems review. 19

-Discuss the major types of social support to include in a social systems review. -Discuss strategies to enhance social support systems. Assignments: Read Macha & McDonough Chapter 7 Epidemiology of Chronic Diseases pg 205 226 Pender Chapter 6: Physical Activity and Health Promotion, pages 121 150. Pender Chapter 7: Nutrition and Health Promotion, pages 151 177. Pender Chapter 8: Stress Management and Health Promotion, pages 178 197. Pender Chapter 9: Social Support and Health, pages 198 215. Bloom s Taxonomy of Verbs PDF (found at Learning Module 7) Smart Learning Objectives PDF (found at Learning Module 7) Policy Text Mason Chapter 1 PDF (found at Learning Module 7) Activities: Review Websites: Healthy Plate: http://www.choosemyplate.gov/ CDC: http://www.thecommunityguide.org US Dept of Health and Human Service: http://www.surgeongeneral.gov/library/calls/walking-and-walkable-communities/index.html Quit Smoking: http://smokefree.gov/ Obesity: http://healthyamericans.org/obesity/ Begin work on the Community-Based, Oral Health Promotion Project: Apply the demographic information, create 2 participant learning objectives, develop the script (including all activities) for your presentation, and develop a political strategy to resolve your chosen oral health problem at a larger scale. Assignment (none due at this time) Module 8: Individual, Group, & Community Interventions and the Future of Health Promotion Week 8: Jul 24 Jul 29 = Read, Activities Module 8: Individual, Group, & Community Interventions and the Future of Health Promotion Module 8 Overview: This module provides an overview of individual, group, and community interventions that the advanced practice nurse will utilize. An emphasis is made on the cultural influences and beliefs that affect patient care. Evaluation of these interventions will also be discussed. The importance of healthy communities on the future of populations is presented. Topics: Individual, Group, and Community Interventions; Cultural Influences Objectives: Upon completion of this module, the student will be able to: -Explain the beliefs that support traditional cultural practices that may affect health -Discuss multiple levels of intervention needed to make meaningful changes in the community -Discuss how the adoption of healthy lifestyles can potentially alter the trajectory of future disease trends -Describe the purpose of evaluation for health promotion. -Compare three approaches to evaluation and provide examples of each. -Discuss types of outcomes to consider when evaluating health promotion programs. -Discuss strategies that facilitate behavior change in health promotion programs. -Contrast the focus of self-care in children and adolescents with young, middle-aged, and older adults. -Discuss the social and economic determinants of health and their role in health disparities. -Describe the concept of equity in health and approaches to address health inequities in diverse populations. -Examine strategies to promote health literacy. -Review strategies that facilitate culturally competent communication in vulnerable populations. -Describe approaches to ensure culturally competent health promotion programs. -Describe the difference between promoting the health of individuals and the promoting the health of the family. -Discuss four advantages of the workplaces as a setting for health promotion programs. -List the factors that facilitate successful community-based health promotion programs. 20

-Discuss the domains of expertise needed to develop community partnerships. Assignments: Read Macha & McDonough Chapter 10 Role of Culture in Epidemiology pg 279 294 Pender Chapter 10: Evaluating Health Promotion Programs, pages 216 233. Pender Chapter 11: Self-Care for Health Promotion Across the Life Span, pages 234 255. Pender Chapter 12: Health Promotion in Vulnerable Populations, pages 256 277. Pender Chapter 13: Health Promotion in Community Settings, pages 278 297. Activities: Complete demographics, objectives, and script for presentation. Assessments: Submit Community-Based, Oral Health Promotion Project: demographics, objectives, and script. The script is due on Module 8 DB for student review Jul 25, 11 pm, the student reviews are due on Module 8 DB Jul 27, at 11 pm, and are due for faculty review Jul 29, at 11 pm (see the blue Submit Assignments tab to find the appropriate file to use for your work). Module 8 quiz (opens 1 am on Jul 31 and closes at 11 pm on Aug 5) Presentation Weeks: You will need to have the faculty review of your presentation before you deliver your presentation. Week 9: Jul 31 Aug 5 Week 10: Aug 7 Aug 9 at noon Presentation Weeks 14 & 15 Activities: Deliver community-based, oral health promotion presentation. Be sure to bring the Agency Contact Evaluation for him/her to complete. Also, be sure to wear your Student Name Badge. Assessments: Module 9 Smiles for Life Curriculum Qualtrics Survey opens July 31 at 1 am and closes Aug 5, 11 pm. Module 9 Project Assignment: Submit Self-Evaluation, and the Evaluation by Agency Contact are due Aug 9 at noon. Everything is due by August 9 at NOON! We will not have a final exam. COURSE EVALUATION Students are provided the opportunity and are strongly encouraged to participate in a course evaluation at the end of the semester. Areas on the IDEA evaluation include: 1. Gaining a basic understanding of the subject (e.g., factual knowledge, methods, principles, generalizations, theories) 2. Learning to apply course material (to improve thinking, problem solving, and decisions). ASSIGNMENTS AND GRADING RUBRICS ASSIGNMENTS AND RUBRICS NOTE Please note that all information needed for this course is included in this non-modifiable, PDF syllabus. To complete the assignments, students are directed to the Assignments link on BlackBoard where modifiable Word Documents can be found and saved. Once saved, the students enter their work directly into those documents. In some instances, students will need to submit additional PDF documents (such as the Smiles for Life Certificates) along with the Word Document. DISCUSSION BOARDS I have a question. Please note that in all of our nursing courses there is a standard I have a question Discussion Board Forum. This is an area where students can clarify all details about the syllabus, grading rubrics, the course, or any question a student may have about the nursing program. 21

Students can also email or call the instructor for clarification. Questions that are asked by phone or email and the answers will be posted on this Discussion Board for other students to read. Everyone should review the Discussion Board for each assignment to clarify any details, as needed. Student Lounge: This discussion Board is available for student use. Networking with other graduate students is an important activity that will provide skills for future professional growth. This networking can be accomplished through email or on this Discussion Board. Module Assignment Discussion Boards: There is a Discussion Board that opens close to the time each course assignment is due. These Discussion Boards are another means to clarify the directions and expectations for each assignment. Assignment File Exchange Discussion Boards: For some assignments, students will review 2 other students papers, revise their own papers, as needed, and then submit for the instructor s review. There will be separate Discussion Boards to use for these file exchanges. The list of students names/reviewers will be posted on the file exchange Discussion Boards close to the due dates (as some students may drop the course and be unavailable for reviews). The student reviews should be included, where designated, within the grading rubrics along with the reviewers names. Each student will also include the comments made for his or her assigned reviews. The due dates are found in the rubrics and in the Modules. Module 1 Reading Assignments Attached to this link you will find: Macha & McDonough Chapter 1 Powerpoint Putting the Mouth Back in the Head: HEENT to HEENOT Module 1 Assignment: Be sure you can find your Student Name Tag, Due Jun 10, 11 pm, (ungraded assignment). Make sure you can find your student name tag to wear for community presentation. If you cannot, request a replacement from Felicia at Felicia.Armstrong@angelo.edu Module 1 Assignment: Smiles for Life Course #1 The Relationship of Oral to Systemic Health, Due Jun 10, 11 pm (50 points). Objectives, Oral to Systemic Health: This course addresses the nature, prevalence, and consequences of oral disease throughout the life cycle with a focus on correlations between oral and systemic health. Students will learn their role in preventing oral disease, addressing frequently encountered oral problems, and working as part of an interprofessional team to promote oral health among their patients. Directions: Part 1: Complete the Smiles for Life: A National Oral Health Curriculum, Online Course #1 The Relationship of Oral to Systemic Health found at http://smilesforlifeoralhealth.org/buildcontent.aspx?tut=555&pagekey=62948&cbreceipt=0 Save your Certificate of Completion as a PDF that includes your own name: NameSFL1Certificate.pdf (example: SmithSFL1Certificate.pdf), do not use the name Smith if your name is not Smith. Rather, use your own name. I sometimes save these files to work off-line and I appreciate having your files pre-labeled for those times. Thank you in advance for labeling your files with your own name. Submit your appropriately named PDF file under the Assignments tab at the correct link as directed in the Rubric. Part 2: 22

Go to the Assignments tab on BlackBoard and find the Word Document file there for this assignment. Rename the modifiable Word Document to include your own name and save it in your computer as: NameCourse1Rubric.docx (example: SmithCourse1Rubric.docx) Do not use the name Smith if your name is not Smith. Rather, use your own name. Complete the Rubric form, below. Save the document and submit your appropriately named Word Document file under the Assignments tab at the correct link. Grading Rubric: Smiles for Life Course #1 The Relationship of Oral to Systemic Health Criteria Student Self- Evaluation Comments 50 Points Possible Labels the Certificate of Completion pdf appropriately, using the student s real name? example: SmithSFL1Certificate.pdf Thank you for labeling your files with your name. I appreciate your help with managing these student files. Yes to each question = 50 points No to any question = 0 points Submits the Certificate under the correct link for this assignment? Labels the Rubric appropriately? Example: SmithCourse1Rubric.docx Submits the Rubric under the same, correct link for this assignment? Does not hit Submit until both the.docx Rubric and the.pdf Certificate files have been uploaded at the single link? Notes that 2 documents must be submitted at one link to earn the points for this assignment? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students questions and incorporating these answers into own work to avoid mistakes? Please add any comments you think would make this assignment clearer, easier to follow, or more effective for student learning. Thank you! 23

24 Module 2 Reading Assignments Attached to this link you will find: Macha & McDonough Chapter 2 powerpoint Macha & McDonough Chapter 3 powerpoint Macha & McDonough Chapter 4 powerpoint Macha & McDonough Chapter 5 powerpoint Module 2 Assignments: Smiles for Life Course #2 Child Oral Health, Course #3 Adult Oral Health and Disease, Course #5 Oral Health and the Pregnant Patient, and Course #8 Geriatric Oral Health. For Course #8, also record notes regarding the conditions that increase oral health risk in geriatrics, Due Jun 17, 11 pm (50 points each, 200 for 2, 3, 5, and 8), Potential Sites (50 points), due Jun 17, 11 pm. (250 Total Points) Objectives, Course #2 Child Oral Health: This course addresses the prevalence, etiology, and consequences of early childhood caries (ECC). Students will learn to assess risk factors, recognize the various stages of ECC, and counsel patients on preventative techniques. Additionally, this module will discuss common oral developmental issues in children such as teething, eruption hematomas, and non-nutritive sucking. Students will use information from this course to prepare a parallel Risk Assessment Tool for the geriatric patient in a later exercise. Objectives, Course #3 Adult Oral Health and Disease: This course addresses how adult oral health is impacted by factors such as disease, aging, medication, and substance use. Students will review risk factors and etiologies of oral conditions, as well as appropriate treatment and referral procedures. Additionally, this module will address how to effectively promote oral disease prevention, coordinate dental care for patients requiring antibiotic prophylaxis, and collaboratively manage anticoagulation in patients undergoing oral procedures. Objectives, Course #5 Oral Health and the Pregnant Patient: This course addresses the importance of oral health before, during, and after pregnancy. Students will explore the prevalence of oral disease during pregnancy and its consequences for both mothers and children, as well as review dental treatment guidelines for pregnant women. Objectives, Course #8 Geriatric Oral Health: This course addresses the vital role medical clinicians can play in promoting the oral health needs of older adults. Students will learn how to perform a comprehensive oral assessment, identify and manage common geriatric oral conditions, counsel patients on effective preventive measures, and collaborate with dental professionals. Additionally, this module will address the link between oral and systemic health and review common oral side effects of medications. Students will use information from this course to prepare a Risk Assessment Tool for the geriatric patient. Directions: Part 1, Course Completion; Complete the Smiles for Life: A National Oral Health Curriculum, Course #2 Child Oral Health Course #3 Adult Oral Health and Disease Course #5 Oral Health and the Pregnant Patient Course #8 Geriatric Oral Health

For Course #8, also record notes regarding the conditions that increase oral health risk in geriatrics. These courses can be found at the following link: http://smilesforlifeoralhealth.org/buildcontent.aspx?tut=555&pagekey=62948&cbreceipt=0 Save each of your Certificates of Completion as a PDF that includes your own name: NameSFL2Certificate.pdf (example: SmithSFL2Certificate.pdf), NameSFL3Certificate.pdf NameSFL5Certificate.pdf NameSFL8Certificate.pdf Do not use the name Smith if your name is not Smith. Rather, use your own name. Submit your appropriately named PDF files under the Assignments tab at the correct link as directed in the Rubric. Part 2, Rubric: Go to the Assignments tab on BlackBoard and find the Word Document file there for this assignment. Rename the modifiable Word Document to include your own name and save it in your computer as: NameCourse2358Rubric.docx (example: SmithCourse2358Rubric.docx) Do not use the name Smith if your name is not Smith. Rather, use your own name. Complete the Rubric form, below. Save the document and submit your appropriately named Word Document file under the Assignments tab at the correct link. Grading Rubric: Smiles for Life Course #2 Child Oral Health, Course #3 Adult Oral Health and Disease, Course #5 Oral Health and the Pregnant Patient, Course #8 Geriatric Oral Health and Course #8 notes on conditions that increase oral health risk in geriatrics. Criteria Labels the Certificates of Completion pdf s appropriately, using the student s real name? examples: SmithSFL2Certificate.pdf SmithSFL3Certificate.pdf SmithSFL5Certificate.pdf SmithSFL8Certificate.pdf Submits these 4 Certificates under the correct link for this assignment? Labels the Rubric appropriately? Example: SmithCourse2358Rubric.docx Submits the Rubric under the same, correct link for this assignment? Does not hit Submit until the.docx Rubric and all 4 pdf Certificate files (total of 5 files) have been uploaded at the single link? Student Self- Evaluation Comments 200 Points Possible Yes to each question = 50 points per certificate (200 total points) No to any question = 0 points 25

Notes that 5 documents must be submitted at one link to earn the points for this assignment? Includes the Course #8 notes on conditions that increase oral health risk in geriatrics? Does not attach notes in a separate document. Rather, enter notes directly into Rubric, below, where indicated? Does NOT delete the directions? Does NOT break the rubric down into separate.docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students questions and incorporating these answers into own work to avoid mistakes? Student s notes from Course #8: Conditions that increase oral health risk in geriatrics. Record your notes here. Please note that this box will expand to accommodate a set of quality and useful notes. Prior to creating these notes, read the Pediatric Risk Assessment (found at the Module 5 Assignment link), read the Geriatric Risk Assessment assignment (also found at the Module 5 Assignment link), and then take detailed, quality, and useful notes here in preparation for creating your own Geriatric Risk Assessment. 26 Please add any comments you think would make this assignment clearer, easier to follow, or more effective for student learning. Thank you! Part 3 Module 2 Community-Based, Oral Health Promotion Project Potential Sites, (50 points). Grading Rubric: Community-Based, Oral Health Promotion Project Potential Sites Criteria Student Self- Evaluation Comments 0 Points Possible Identifies 2 potential sites to give a brief presentation on oral health between July 31 and August 5. (If these dates are not acceptable for this agency, choose a different agency.) Student verifies this is not 1) a place where s/he works, 2) a place where Completed each section? Yes for each section = OK No to any section =

27 his/her children attend, 3) a place where s/he frequents as students are expected to be outside of his/her normal element, speaking to participants who are not part of his/her weekly/monthly life. Understands that this presentation is not for providers of care- not NPs, PAs, MDs, DOs, CNAs, RTs, PTs, RNs, LPNs etc? Rather, this presentation is for lay people where they work, live, and play. Potential Site #1 (must meet criteria, above): Name of Site: Type of Facility (ie. day care, nursing home, church): Agency Contact Person: Street Address: City: Zip Code: Phone Number: Population of Interest (ie. pre-k children age 2-4, residents of nursing home ages 65 and older or with mental or physical disabilities at any age, Ladies Church Circle group ages 40 80): Potential Site #2 (must meet criteria, above): Name of Site: Type of Facility (ie. day care, nursing home, church): Agency Contact Person: Street Address: City: Zip Code: Phone Number: Population of Interest (ie. pre-k children age 2-4, residents of nursing home ages 65 and older or with mental or physical disabilities at any age, Ladies Church Circle group ages 40 80): Considers whether the sites would be available for a presentation between July 31 and August 5. (If these dates are not acceptable for this agency, choose a different agency.) inadequate student performance, not keeping up with course assignments. Please contact instructor to resolve.

28 Please add any comments you think would make this assignment clearer or easier to follow. Thank you! Module 3 Reading Assignments Attached to this link you will find: Macha & McDonough Chapter 8 Powerpoint Macha & McDonough Chapter 9 Powerpoint Module 4 Reading Assignments Attached to this link you will find: Kreuter Chapter 2 [Kreuter, M. W., Lezin, N. A., Kreuter, M. W., & Green, L. W. (2003). Community health promotion ideas that work (2 nd Ed.). Sudbury: Jones and Bartlett.] Health Promotion Powerpoint Module 4 Assignments: Smiles for Life Course #4 Acute Dental Problems (50 points) and Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling (50 points), Demographic Assessment (125 points), and Agency Letter of Agreement (50 points), due Jul 1, 11 pm (Total = 275 points). ***Send a signed letter to the agency after review by instructor, due Jul 8. Objectives, Course #4 Acute Dental Problems: This course addresses the nature of oral pain, as well as acute dental problems precipitated by oral infections or trauma. Students will learn to treat oral pain; accurately assess, treat, and refer patients with oral infections; recognize and triage true dental emergencies; and promote the use of protective equipment to prevent oral injuries. Objectives, Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling: This course focuses on caries prevention. It offers a brief review of Early Childhood Caries (ECC) and address how the use of fluoride is part of a comprehensive approach to a child's oral health. Specifically, students will learn the benefits, appropriate safety precautions, and dosing for fluoride, as well as how to apply fluoride varnish and provide adequate follow-up care. Directions: Part 1, Course Completion; Complete the Smiles for Life: A National Oral Health Curriculum, -Course #4 Acute Dental Problems -Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling -For Course #6, also record notes for factors that increase oral health risk and how this information is collected and documented. One assignment for this module is to prepare a Risk Assessment Tool for use in a geriatric population. These courses can be found at the following link: http://smilesforlifeoralhealth.org Save each of your Certificates of Completion as a PDF that includes your own name: NameSFL4Certificate.pdf (example: SmithSFL2Certificate.pdf), NameSFL6Certificate.pdf Do not use the name Smith if your name is not Smith. Rather, use your own name. Submit your appropriately named PDF files under the Assignments tab at the correct link as directed in the Rubric. Part 2: Go to the Assignments tab on BlackBoard and find the Word Document file there for this assignment.

Rename the modifiable Word Document to include your own name and save it in your computer as: NameSFL46DemographicLetterRubric.docx (example: SmithSFL46DemographicLetterRubric.docx) Do not use the name Smith if your name is not Smith. Rather, use your own name. Complete the Rubric form, below. Save the document and submit your appropriately named Word Document file under the Assignments tab at the correct link. Grading Rubric: Smiles for Life Course #4 Acute Dental Problems and Course #6 Caries Risk Assessment, Fluoride Varnish and Counseling. Criteria Comments Labels the Certificates of Completion pdf s appropriately, using the student s real name? examples: SmithSFL4Certificate.pdf SmithSFL6Certificate.pdf Submits these 2 Certificates under the correct link for this assignment? Labels the Rubric appropriately? Example: SmithSFL46DemographicLetterRubric.docx Submits the Rubric under the same, correct link for this assignment? Does not hit Submit until the.docx Rubric and both pdf Certificate files (total of 3 files) have been uploaded at the single link? Notes that 3 documents must be submitted at one link to earn the points for this assignment? Includes Course #6 notes of factors that increase oral health risk and how this information is collected and documented? Does not attach notes in a separate document. Rather, enter notes directly into Rubric, below, where indicated? Does NOT delete the directions? Does NOT break the rubric down into separate docx files? Simply saves the file, adds work where directed, saves, and then submits it? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students questions and incorporating these answers into own work to avoid mistakes? Student Self- Evaluation 29 100 Points Possible Yes to each question = 50 points per certificate (100 total points) No to any question = 0 points

Student s notes from Course #6 of factors that increase oral health risk and how this information is collected and documented. Please note that this box will expand to accommodate a set of detailed, quality, and useful notes. Prior to creating these notes, read the Pediatric Risk Assessment (found at the Module 5 Assignment link), read the Geriatric Risk Assessment assignment (also found at the Module 5 Assignment link), and then take notes here in preparation for creating your own Geriatric Risk Assessment. 30 Please add any comments you think would make this assignment clearer, easier to follow, or more effective for student learning. Thank you! Part 3 Community-Based, Oral Health Promotion Project: Demographics Information Objective: 1 The student will do a demographic assessment of the population at an agency to use to tailor the community-based, oral health promotion presentation to their specific needs. Directions: Establish contact with an agency. This agency should be outside of your normal interaction- your children cannot attend the daycare, you cannot attend the church, your grandmother cannot live in the nursing home. This presentation is an opportunity to advance, professionally, and that is best accomplished in a new and novel environment; not among friends, family, and coworkers. Confirm that the presentation date can be between Jul 31 and Aug 8. If this time does not work for your agency, you will need to find a different agency. During a face-to-face meeting with the agency contact, discuss relevant demographic information and then complete the Demographics Form, Column 1, based upon what you have learned. (Please note: This form will be submitted again at a later date with Column 2 completed to demonstrate how the presentation was tailored to meet the needs of the population s demographics. For now, complete the Column 1 information, only. Students will need to go to the facility and discuss and observe the population. This is not an assignment to email to the agency contact to complete! Additional sources of information might be nameofcitywiki, Chamber of Commerce, Public Health Department, and US Census data ) Arrange a time and date for the presentation. If the dates between Jul 31 and Aug 8 do not work, then you will need to find a different agency. Complete the Agency Letter of Agreement by replacing all blue font with the accurate and necessary information. After the instructor has an opportunity to review the letter, print one copy of the letter (without the directions or rubric included), sign it, and then send it to the agency contact person. Your letter to the agency should be mailed by Jul 8. ***Make contact with the agency 1 week prior to your chosen date. Agencies have had a change of personnel or the Agency Contact has forgotten about the presentation dates for previous students! Grading Rubric: Community-Based, Oral Health Promotion Project: Demographics Information (125 points)

Column 1 is for use when meeting with the agency contact to learn about the population (due Jul 1). Column 2 is for use in tailoring the presentation to the needs of the population (due Jul 29). Please tailor this document to the details of your particular setting. It is impossible to meet the needs of all potential groups with a single form. Criteria Column 1: Data Collection Due Jul 1 (125 points) Anticipated number of participants? Gender: Male = Female = Ethnicity (list)? % % Folklore related to oral health? Describe. Age range? Education level Elementary School % Junior High School % High School % Some College % Or itemize as applicable to your population. Reading level? State various levels applicable and % Preferred learning style(s)? Attention span? Disabilities significant to participating in presentation? Medicare % Medicaid % Health Insurance% Limit your total presentation time to LESS than this amount! Student Self- Evaluation (state yes or no, included or not included) Comments Column 2: Impact on Presentation Due Jul 29 (125 points) Student Self- Evaluation (state yes or no, addressed or not addressed ) Comments 31

Uninsured% Dental Insurance % Levels of oral Health? (describe range) Identify potential hazards to oral health: Behavioral Risk factors, Diet, Activities Has a dental home? Yes % No % Other barriers to oral health? List, % Annual Family income? <10,000 = 10,001 20,000 = 20,001 30,000 = (State relevant ranges and %) Previous education efforts provided on oral health? (Reinforce and then build from there.) Familial support systems? Describe Disabilities significant to oral health? Medications taken significant to oral health? Resources that will be available to utilize during presentation: microphone, projector, assistants, other. Other requests by agency or 32

33 items of significance to presentation. Please add any comments you think would make this assignment clearer, easier to follow, or more effective for student learning. Thank you! Part 4: Agency Letter of Agreement (50 points) Objective: 1 The student will establish an agreement with the agency for a tailored, community-based, oral health promotion presentation to be delivered between Jul 1 and Aug 8. Again, if these dates will not work, then find another agency. Grading Rubric: Agency Letter of Agreement. Criteria Complete Agency Contact information included Student Contact information included Specifics regarding presentation are included and accurate All directions have been removed All font has been changed to black Student Self- Evaluation Comments 50 Points Yes to each question = 50 points No to any question = 0 points After letter is reviewed by instructor, student will print one copy of the letter (without the directions or rubric included), sign it, and then send it to the agency contact person. Please add any comments you think would make this assignment clearer, easier to follow, or more effective for student learning. Thank you!

34 ANGELO STATE UNIVERSITY Department of Nursing Agency Contact Name Title Agency Street Address City, State Zip Code Phone number with Area Code Email Address Date Dear (Fill in Name), My name is (Fill in Name of Student) and I am a nursing graduate student at Angelo State University. I am currently enrolled in Population Health and Epidemiology for Advanced Nursing. Our course requirements include delivering a community-based, oral health promotion presentation. I will prepare an evidence-based presentation tailored to the needs of the (describe the population, such as residents of your nursing home or children in your daycare ). Thank you for agreeing to work with me on this presentation and for helping me arrange giving the presentation at (specify a 1. date and 2. time between July 31 and August 8, if these dates do not work, then find a different agency) to address these identified needs. If you have any further questions or concerns, please contact me or my course instructor by using the following information. Thank you. Sincerely, Student s Name (Remember to wear your ASU Badge for the presentation.) Student s ASU email Address- be sure to remove the hyperlink which is that underline that often appears after hitting enter To remove the hyperlink, right click and then hit remove hyperlink. Remove hyperlink from the agency email, also, above. Phone Number (Please make sure all directions are removed and all font is black before submitting.) Beverly Greenwald, PhD, FNP-BC, NP-C, CGRN, RN Professor of Nursing Beverly.Greenwald@angelo.edu 701-261-4795 OR (choose your assigned instructor)

Donna Rich, DNP, MSN-FNP, PM-NE. RN, FNP-BC, CCRN donna.rich@angelo.edu Phone: (432) 413-7299 Fax: (325) 942-2236 35

Module 5 Reading Assignments Attached to this link you will find: Kreuter Chapter 5 Theory Applied [Kreuter, M. W., Lezin, N. A., Kreuter, M. W., & Green, L. W. (2003). Community health promotion ideas that work (2 nd Ed.). Sudbury: Jones and Bartlett.] Haber Chapter 4 Health Behavior Change [Haber, D. (2010). Health promotion and aging (5 th Ed.). New York: Springer Publishing Co.] Theoretical Models powerpoint Behavioral Interventions powerpoint Motivational Interviewing I powerpoint Motivational Interviewing II powerpoint Miller: Stages of Change Theory and the Nicotine-Dependent Client Module 5 Assignment: Geriatric Risk Assessment Tool (150 points). -Due for student review via email or on Discussion Board: Jul 11, 11 pm -Student reviews due: Jul 13, 11 pm (to allow students to add relevant information from these reviews) -Due for faculty review: Jul 15, 11 pm Objectives: Upon completion of this assignment, the student will be able to: -Identify oral health risk and protective factors common in the geriatric population. -Identify common oral health clinical findings of the geriatric population. -Document an oral assessment of a geriatric patient. -Create a plan to improve oral health in the geriatric population. Directions: Go to the Assignments tab on BlackBoard and find the Word Document file there for this assignment. Rename the modifiable Word Document to include your own name and save it in your computer as: NameGeriatricRiskToolRubric.docx (example: SmithGeriatricRiskToolRubric.docx) Do not use the name Smith if your name is not Smith. Rather, use your own name. Use the following information to prepare your Geriatric Risk Assessment Tool: 1 The Pediatric Risk Assessment Tool from Module 4 Reading Assignments as a template for documentation. 2 Your notes from Course #8: Conditions that increase oral health risk in geriatrics. 3 Your notes from Course #6: Factors that increase oral health risk and how this information is collected and documented. 3 Images from the internet and the Smiles for Life courses. 4 Evidence from other sources regarding oral health in geriatrics. Include a list of resources utilized Each student will need to review the Geriatric Risk Assessment Tool of 2 students. The review assignments will be posted on the Geriatric Risk Assessment Tool Discussion Board (close to the due date). List the names of the 2 students who reviewed your work and cut-and-paste their review comments into the grading rubric. List the names of 2 students whose work you reviewed and cut-and-paste your review comments into the grading rubric. Complete the student self-evaluation columns in the grading rubric, below. Upload your document on Black Board under Submit Assignments. 36

37 Create your Geriatric Risk Assessment Tool here. Do not attempt to cut and paste it here from another document; rather, create it in this box (to avoid difficulties with transferring your work). Geriatric Risk Assessment Tool Grading Rubric: Geriatric Risk Assessment Tool Criteria Labels the Word Document appropriately, using the student s real name? example: SmithGeriatricRiskTool.docx Submits the Word Document under the correct link for this assignment? Creates an appropriate title for the risk assessment tool? Creates sensible directions for the use of the tool? Includes areas to record identifying information of patient? (Name, Date of Birth) Lists significant and relevant risk factors for the geriatric population. Lists significant and relevant protective factors for the geriatric population. Lists significant and relevant potential findings (including a space for other: ) for the geriatric population. Creates an area for Assessment results? Develops a means to stratify caries risk? Itemizes significant and relevant potential Self- Management Goals for patient? Creates an area for Treatment Plan results? Includes area to indicate when next assessment is due? Includes definitions of any terms utilized within the document to facilitate the use of this Risk Assessment Tool? Includes images and descriptions of common conditions found in geriatric patients? Provides area for provider signature and date/time? Student Self- Evaluation Comments 150 Points Possible Yes to each question = 150 points No to any question = 0 points

38 Includes list of resources/references used in APA format according to pages 198 of the 6 th Edition of the APA manual? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students questions and incorporating these answers into own work to avoid mistakes? Name of Student Reviewer #1 = If no response, craft a note such as: I contacted Jane Doe by email and she did not respond, nor did she supply a review. Cut and paste here the comments of Student Reviewer #1 = Name of Student Reviewer #2 = Cut and paste here the comments of Student Reviewer #2 = Name of Student you reviewed #1 = If not provided, craft a note such as: I contacted Susan James by email about reviewing her tool but she never supplied a document for my review. Cut and paste here the comments you provided to Student #1 = Name of Student you reviewed #2 = Cut and paste here the comments you provided to Student #2 = Please add any comments you think would make this assignment clearer, easier to follow, or more effective for student learning. Thank you! Module 6 Reading Assignments Attached to this link you will find: Macha & McDonough Chapter 6 powerpoint Module 6 Assignments: Smiles for Life Course #7 The Oral Examination (50 points) and Health Promotion Model for Community-Based, Oral Health Promotion Project (150points), due Jul 22, 11 pm (200 Total Points). Objectives, Course 7 = The Oral Examination: This course addresses how to perform consistent and thorough oral examinations for children and adults. Students will learn to differentiate between normal and abnormal findings, and will develop an awareness of the needs of special populations such as the elderly or medically compromised individuals. Directions: Part 1: Complete the Smiles for Life: A National Oral Health Curriculum, Online Course #7 The Oral Examination found at http://smilesforlifeoralhealth.org/buildcontent.aspx?tut=555&pagekey=62948&cbreceipt=0

Save your Certificate of Completion as a PDF that includes your own name: NameSFL7Certificate.pdf (example: SmithSFL7Certificate.pdf), do not use the name Smith if your name is not Smith. Rather, use your own name. Submit your appropriately named PDF file under the Assignments tab at the correct link as directed in the Rubric. Part 2: Go to the Assignments tab on BlackBoard and find the Word Document file there for this assignment. Rename the modifiable Word Document to include your own name and save it in your computer as: NameCourse7andModelRubric.docx (example: SmithCourse7andModelRubric.docx) Do not use the name Smith if your name is not Smith. Rather, use your own name. Complete the Rubric form, below. Save the document and submit your appropriately named Word Document file under the Assignments tab at the correct link. Grading Rubric: Smiles for Life Course #7 The Oral Examination Criteria Labels the Certificate of Completion pdf appropriately, using the student s real name? example: SmithSFL7Certificate.pdf Submits the Certificate under the correct link for this assignment? Labels the Rubric appropriately? Example: SmithCourse7andModelRubric.docx Submits the Rubric under the same, correct link for this assignment? Does not hit Submit until both the.docx Rubric and the.pdf Certificate files have been uploaded at the single link? Notes that 2 documents must be submitted at one link to earn the points for this assignment? Utilizes the Question DB for this assignment to clarify by asking questions and/or reading replies to other students questions and incorporating these answers into own work to avoid mistakes? Student Self- Evaluation Comments 50 Points Possible Yes to each question = 50 points No to any question = 0 points Please add any comments you think would make this assignment clearer, easier to follow, or more effective for student learning. Thank you! 39 Part 3 Health Promotion Model for Community-Based, Oral Health Promotion Project -The Model/Framework is due for student review on Module 6 Assignment Discussion Board: Jul 18, 11 pm -Student reviews due: Jul 20, 11 pm (to allow students to add relevant information from these reviews) -Due for faculty review: Jul 22, 11 pm

40 Each student will need to review the presentation Health Promotion Models selected by 2 students. The review assignments will be posted on the presentation Health Promotion Model Discussion Board. Objectives: The purpose of this assignment is to 1) learn about a Health Promotion Model or Framework, 2) utilize the Model or framework of your choice to generate an appropriate education program, and 3) effectively persuade your population to adhere to evidence-based oral health recommendations. Directions: Note: The text has a basic introduction to several Health Promotion Models and Frameworks and is a good way to choose one for your project. However, you will need to find a more in depth source for the content needed for this exercise. Complete the following rubric and have 2 students review your work before submitting. You will also need to provide feedback to 2 students about their work. Grading Rubric: Health Promotion Model for Community-Based, Oral Health Promotion Project Criteria Student Response to Criteria Student Self- Comments 150 Points Identifies a Theoretical Model or Framework appropriate to project. Describes the Theoretical Model or Framework (M/F). 1) Identifies the author of the M/F, 2) how s/he developed this M/F and 3) why. If the theory is a nursing theory, includes a description of 1) person, 2) nursing, 3) environment, and 4) health (Note: Non-nursing theories, models, and frameworks do not have these 4 paradigms). Identifies and describes 3 previous works (studies) that utilized this M/F. Includes APA references, below. Use the ASU Library to find these studies, not the general internet! Verifies that each of the 3 articles are 1) 2) 3) 1) 2) 3) 4) 1) 2) 3) Less than 5 years old? Article 1 Article 2 Article 3 Evaluation Possible Yes to each question = 150 points No to any question = 0 points

41 1) Less than 5 years old and 2) NOT pay-to-publish by checking the publisher s website. Not payto-publish as verified on the publisher s website? Describes the utility and applicability of this M/F to the presentation. Describes how the M/F will be used in developing the presentation. Directly link the components of the M/F to the contents of the presentation. Includes Reference list in proper APA format according to page 198 - the 6 th Edition of the APA Manual. Name of Student Reviewer #1 = Cut and paste here the comments of Student Reviewer #1 = Name of Student Reviewer #2 = Cut and paste here the comments of Student Reviewer #2 = Name of Student you reviewed #1 = Cut and paste here the comments you provided to Student #1 = Name of Student you reviewed #2 = Cut and paste here the comments you provided to Student #2 = Module 7 Reading Assignments Attached to this link you will find: Smoking Cessation powerpoint Stress powerpoint Exercise Programs powerpoint Bloom s Taxonomy of Verbs for the SMART Learning Objectives for the presentation How to prepare SMART Objectives Chapter 1, Mason text Module 8 Reading Assignments Attached to this link you will find: Macha & McDonough Chapter 10 powerpoint Health Promotion of Individuals Families and Groups powerpoint Scan Page 8, Policy and Politics text (Mason, Leavitt, & Chaffee), The who, what, where, when, and why of nursing s policy influence.

42 Module 8 Community-Based, Oral Health Promotion Project demographics (125 points), objectives (50 points), and script (including all activities) for presentation, 200 points, due Jul 29, 11 pm (375 total points). -Due for student review Jul 25 -Student reviews due Jul 27 -Due for faculty review Jul 29 Part 1: Demographics Objective: 1 Analyze the demographic information obtained from the agency contact person to tailor the communitybased, Oral Health Promotion Presentation to the learning needs of the population. Directions: Go to the Assignments tab on BlackBoard and find the Word Document file there for this assignment. Rename the modifiable Word Document to include your own name and save it in your computer as: NamePresentationScriptRubric.docx (example: SmithPresentationScriptRubric.docx) Do not use the name Smith if your name is not Smith. Rather, use your own name. After completing this assignment, save the document and submit your appropriately named Word Document file under the Assignments tab at the correct link. Part 1, Demographics Information: Copy and paste your information for Column 1 from Module 4 submitted Jul 1. Complete Column 2 regarding how the demographic information will affect planning your presentation. Grading Rubric: Community-Based, Oral Health Promotion Project: Demographics Information Column 1 was used when meeting with the agency contact to learn about the population. Column 2 is for use in tailoring the presentation to the needs of the population. Please tailor this document to the details of your particular setting. It is impossible to meet the needs of all potential groups with a single form. Criteria Column 1: Data Collection Due Jul 1 (Ungraded) Anticipated number of participants? Gender: Male = Female = Ethnicity (list)? % % Folklore related to oral health? Describe. Age range? Education level Include the contents from your March 5 submission. Student Self- Evaluation (state yes or no, included or not included) Commen ts Column 2: Impact on Presentation Due Jul 29 Student Self- Evaluation (state yes or no, addressed or not addressed) Comments

43 Elementary School % Junior High School % High School % Some College % Or itemize as applicable to your population. Reading level? State various levels applicable and % Preferred learning style(s)? Attention span? Disabilities significant to participating in presentation? Medicare % Medicaid % Health Insurance% Uninsured% Dental Insurance % Level of oral Health? (describe range) Identify potential hazards to oral health: Behavioral Risk factors, Diet, Activities Has a dental home? Yes % No % Other barriers to oral health? List, % Annual Family income? <10,000 = 10,001 20,000 = 20,001 30,000 = Limit your total presentation time to LESS than this amount! Even intelligent adults don t want to listen to a 1-hour lecture!

44 (State relevant ranges and %) Previous education efforts provided on oral health? (Reinforce and then build from there.) Familial support systems? Describe Disabilities significant to oral health? Medications taken significant to oral health? Resources that will be available to utilize during presentation: microphone, projector, assistants, other. Other requests by agency or items of significance to presentation. Additional item Due July 29: Propose 2 methods you could utilize in your community to promote a larger-scale campaign to resolve the health problem in your chosen population (because as you have learned, it s a lot of effort to organize presentations to a smaller group). If you have a Policy and Politics text (Mason, Leavitt, & Chaffee), there is a great table full of method options on page 8: The who, what, where, when, and why of nursing s policy influence. Otherwise, you can find a copy of Mason Chapter 1 under Learning Modules 7 and 8. 1 2 Please add any comments you think would make this assignment clearer, easier to follow, or more effective for student learning. Thank you! Part 2, Measurable Learning Objectives Objective: Develop 2 relevant Learning Objectives for the population. Identify 2 Measurable Learning Objectives by which you can evaluate the participants learning. These outcomes should be worded similarly to the following examples: Upon completion of this education session, participants will be able to: 1 Identify 2 medications that can affect oral health. 2 Demonstrate 2 methods to reduce the impact of mediations that cause oral dryness. You can see from these examples that there will be specifics included in the presentation such that participants can achieve these outcomes. You will also note that each objective has the SMART format.

45 S=Specific, M=Measurable, A=Achievable, R=Relevant, and T=Timely. You will note that these examples are not as lofty as participants will have good oral health as that is neither 1) reasonable nor 2) do-able within the timeframe. The verbs you choose should be from Blooms Taxonomy of Verbs for writing objectives. A nice list of these verbs can be found in the Module 7 Reading Assignments on BlackBoard. Also in Module 7 are some helpful tips for writing SMART Objectives. You will need to know this material as you will write SMART Objectives in future courses! Part 3, Presentation Script: Objective: Create a script for a population-tailored, community-based, Oral Health Promotion Presentation. Prepare a script for your community-based, Oral Health Promotion Presentation. A script is a verbatim composition of what you will say during your presentation. Start by introducing yourself to your population. Insert into your script any 1) actions you will take/demonstrations you will make, 2) pictures you will show, 3) props you will use (such as a teddy bear with teeth that children will brush), and 4) hand-outs you will provide (such as an oral health brochure for babies). A powerpoint is not required and I do not want to see it if you do prepare one. Rather, include what you will say and the picture/frame you will show in this Word Document. Be sure to include an evaluation of the objectives, if relevant ie if the objective includes participants will state then include in the script what you will ask them to prompt them to state the measurable objectives selected for your program. Each student will need to review presentation Health Promotion Model selected by 2 students. The review assignments will be posted on the Module 8 Presentation Health Promotion Model Discussion Board. Example of a portion of a Presentation Script with notations in blue: Good morning everyone, I m Beverly Greenwald and I m a masters nursing student at Angelo State University. I m here today as part of my population health and epidemiology for advanced nursing course. I appreciate Sam s help in allowing me to talk to you today about preserving oral health in the residents here at Maple Grove Assisted Living. Thank you, Sam, for the help you ve given me and thank you to everyone for coming! I appreciate this opportunity to show you the important work the Masters prepared Nurse Educator (or Family Nurse Practitioner if relevant) does where people work, live, and play to promote a healthy community. Note how I instructed my participants about the work of the FNP in the community. I hope you will learn a lot about keeping your mouth healthy because our oral health affects our entire health. This presentation will be entirely informal, so if a question comes to mind, feel free to ask it at that time. I hope we will have some good discussion. The model I am applying is the Health Belief Model. This model has 6 components which will help guide me to promote a desire for patients to change how they care for their teeth and oral health. Component of the Health Belief Model Perceived Susceptibility or one s belief regarding the chances of developing a condition Beliefs I will need to strive to create in my participants. I believe a variety of risk factors can affect my oral health including medications, dry mouth, dentures, medical conditions, long history of smoking or using chewing

46 Perceived Severity or one s belief regarding the seriousness of a condition and its sequelae Perceived Benefits or one s beliefs in the effectiveness of actions to reduce the risks of a condition Perceived Barriers or one s beliefs regarding the total costs of implementing the recommended action Cues to Action or the strategies available to promote one s readiness to participate in the recommended action Self-Efficacy or one s intention to take the recommended action tobacco, difficulty brushing teeth adequately due to lack of strength or coordination, and insufficient money to get adequate dental care. I believe that these factors can adversely affect my oral health, including to the point of losing my teeth and impairing my ability to eat and smile. I believe there are things I can do to reduce the effects each of these factors have on my oral health. I believe there is minimal or no cost involved in reducing the effect of some of these factors on my oral health but the expense of treating these conditions could be costly. I believe I should talk to my provider or pharmacist when I receive medications so I can best manage the potential adverse effects on my oral health. I can talk to my provider, pharmacist, and dentist regarding ways I can compensate for other issues and promote better oral health to the best of my ability. I believe I will talk to my provider, pharmacist, and dentist the next time I see them so I can reduce the potential adverse effects on my oral health. First I am going to address Perceived Susceptibility or one s belief regarding the chances of developing a condition. The first thing I want to talk about are oral health risk factors. What are risk factors anyway? Oral health risk factors are things we can anticipate will endanger people s mouths and teeth. Can anyone list any special risk factors that seniors may have when it comes to oral health? (Pause and wait until someone provides an answer. Respond to whatever answer is provided.) Can anyone think of another special risk factor for seniors? (Pause and wait until someone provides an answer. Respond to whatever answer is provided.) Seniors can actually have quite a few risk factors and it s important to know about them so actions can be taken to reduce these risks. (Show a slide entitled Oral Risk Factors in Seniors: Medications, dry mouth, dentures, medical conditions, long history of smoking or using chewing tobacco, difficulty brushing teeth adequately due to lack of strength or coordination, insufficient money to get adequate dental care.) You can see that a lot of things can endanger the mouths of seniors. Some of you might have one or more of these issues going on right now. Fortunately, I m going to talk about each of these risk factors and what we can do to help you maintain a healthy mouth. The first risk factor I m going to talk about is medications. There are many medications that can have an effect on oral health. (Show a slide entitled Medications that Affect Oral Health.) Medications that Affect Oral Health (Note, here I have the picture I would show during my powerpoint presentation, but I do not submit a powerpoint. Rather, I show how I integrate the powerpoint content into everything I say and do.)

47 Medication Antihistamines Bladder control Blood pressure Parkinson s Dilantin Antibiotics Chemo Oral Health Problem Caused Dry Mouth Swollen gums Thrush Sores, thrush These effects include (read from the slide) dry mouth such as from medications like antihistamines for allergies, medications to control bladder leakage, blood pressure, or for Parkinson s; something called gingival hyperplasia which is when the gums swell, such as while taking seizure medications like Dilantin; antibiotics, as any type of antibiotic can result in a fungal growth commonly called thrush; chemotherapies can cause mouth sores and make people more likely to get thrush. In summary, your script is where you document everything you do, say, and ask of your participants as well as what you will expect them to do and all of the props or handouts you will have.... At the end of your presentation, you will need to evaluate your Learning Objectives. My chosen Learning Objectives were: Upon completion of this education session, participants will be able to: 1 Identify 2 medications that can affect oral health. 2 Demonstrate 2 methods to reduce the impact of mediations that cause oral dryness. OK, we ve covered a lot of great information today and I appreciate your participation! It s been a pleasure to work with you and show you how the FNP works with patients to prevent problems and maintain oral health. Let s see how we did on learning what I hoped you would learn. My first objective for you was to be able to identify 2 medications that can affect oral health. Who can list one of them for us?