NURS 4535 Community and Public Health Nursing COURSE DESCRIPTION: The focus of this course is the presentation of key concepts, theories, and issues relevant to practice as a public health/community health nurse. This course will explore the major concepts and conceptual issues underlying the specialty of community-oriented nursing, including the dimensions of public health and community health nursing. The course is intended to assist students in clarifying conceptual issues in the specialty and in beginning to develop positions on critical health care issues including access to care, disparities, vulnerable populations, health promotion across the lifespan and the implementation and progress of Health People 2010 National Health Objectives. CREDIT: 3 Credit hours PROGRAM LEVEL: III REQUIRED TEXTBOOK: Stanhope, M. & Lancaster, J. (2010). Foundations of nursing in the community: Community-oriented practice (3rd Edition). St. Louis: Mosby Elsevier. RECOMMENDED TEXTBOOKS: Strunk, W. and White, E. (2009). The elements of style (Fiftieth Anniversary Edition). New York: Pearson Education, Inc. American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author Pender, N., Murdaugh, C., Parsons, M. (2006). Health promotion in nursing practice (5th ed.). New Jersey: Pearson Instructor: Mrs. Susan Alecozay BSN, MSN, RN Office #: Rm. 221 Phone: (210) 486- 5810 Office Hours: Wednesdays 1-5PM COURSE OBJECTIVES: At the end of the course, the student will be able to: 1. Use the nursing process to provide comprehensive health care for diverse client populations within the community 2. Assess and assist in the implementation of community based care 3. Design health promotion strategies for individuals, families and aggregates. 4. Demonstrate compliance with the ANA Standards of Care in choices related to nursing care of clients in the community. 5. Use critical thinking in analyzing contemporary issues related to the delivery of community-oriented nursing care. 6. Collaborate with other health care team members when assessing, planning, implementing and evaluating comprehensive care for clients in the community.

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EVALUATION AND GRADING: A point system is used to determine the grade in Community and Public Health Nursing. A = 90-100 B = 80-89 C = 75-79 D = 70-74 F = 69 and below

Exam #1 Exam #2 Final Exam Oral presentation Community Assessment Paper Total

15 % 20% 25% 10% 30% 100%

Exams Exam dates and content will be published in the course syllabi. A blueprint will be prepared by the faculty and distributed to the student prior to the test or exam. The blueprint will provide the student with the subject content, the number of questions in that subject area and the type of question. The type of question will be categorized two ways. First the question will be categorized by the areas of the nursing process; assessment, planning, intervention and evaluation. The question will also be categorized by cognitive level; knowledge, analysis, application, and comprehension. If the student must miss a test or exam, he or she must notify the faculty as soon as possible with good cause provided before the scheduled test/exam. A date for the make-up test must be arranged with the instructor within one week of the missed exam. An alternate test on the subject matter will be provided and no blueprint will be provided for the make-up test. Challenges to test-bank questions shall be accepted until 6 pm the day of test review, no challenges to final exam questions shall be accepted. Scantron answers are the only answers that will be accepted. Class Attendance 1. The student must attend the class (es) for which he/she is enrolled. 2. A student enrolled at Wayland Baptist University should make every effort to attend all class meetings. All absences must be explained to the satisfaction of the instructor, who will decide whether the omitted work may be made up. 3. A student who misses twenty-five percent (25%) or more of the regularly scheduled class meetings will receive a grade of F for that class. Missing 2 clinical days results in clinical failure. 4. When a student reaches a number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an Unsatisfactory Progress Report at the San Antonio Campus. 5. The instructor may count three tardies as one absence. Oral Presentations Each student will be required to present one of the chapters in the text. A power point will be required. See grading criteria/rubric. Community Assessment Paper Students will be required to write a community assessment paper. A minimum of twenty pages is required, not including charts, graphs within the body of the paper, as well as appendices and reference pages. There should be at least 16 references included in the bibliography.

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Clinical Notebook Each student will be required to submit a clinical notebook as per outline attached in clinical syllabus. You will be required to conduct and submit a written report of 10 activities while in the various clinical sites Clinical The clinical portion of the course is on a pass/fail basis and must be passed to pass the course. The level three clinical evaluation forms will be used to determine the students pass or fail performance for this course. The evaluation form is attached to the end of this syllabus. Clinical Attendance Attendance to clinical is critical. This is the opportunity for the student to learn and practice skills and then apply them later in patient care. Any student late or missing a clinical must call the instructor prior to the scheduled clinical. Required clinical activities include: 1) 10 activities chosen from a list in the clinical syllabus; and 2) satisfactory performance of clinical objectives. Your clinical demeanor and attire shall be consistent with school and facility requirements. This part of professional requirements includes punctuality to work, wearing name badge, professional attire, white lab coat, no jewelry or colored hair accessories, short and clean unpainted nails, and required professional gear or equipment. Policy on Academic Integrity. Standards of academic honesty are expected. Academic dishonesty includes, but is not limited to, cheating, plagiarism, counterfeit work, unauthorized reuse of work, theft, and collusion. Policy Regarding Due Dates for Assignments: Hard copies of the assignments are due to faculty on assigned dates at the beginning of the class period. Students are responsible for contacting the course faculty if there is any difficulty in understanding the course materials or completing the course assignments. Up to 10% may be deducted for each day the assignments are late. Student Responsibilities: Students are adult learners and responsible for self-directed study to complete this course. Check postings on blackboard each week, learn to use blackboard postings provided by professors, as they are intended to increase your professional nursing knowledge bank. Learn to become a resource broker, speak professionally and use citations, it is part of professional nursing. Assignments and presentation have due dates and points will be reduced if not punctual. The profession of nursing requires punctuality in documentation and attendance. It also requires reliability as fellow staff and administration rely on you to come to work prepared. Patients rely on you to know the current state of their health and current professional standards. Citations and references are to be used and documented using the professional citation of nursing, APA (5th edition) format. Student Conduct: (This is a statement of conduct standards. It is enforced in conjunction with the Discipline Policy and Substance Abuse Policy found elsewhere in this handbook.) Wayland proudly adheres to high standards of intellectual, moral, ethical, and spiritual values. Convinced that self-discipline is more desirable than outside force and that the truly educated person must pursue what is right under all circumstances, Wayland entrusts each student with the solemn obligation of preserving these standards. However, in the light of revelation, reason, and the custom of the Christian community from which Wayland has sprung, certain practices are evaluated: 1. Personal integrity in keeping with New Testament standards is expected of all students. 2. Respect for the property, knowledge, and rights of other people must prevail. 3. The use or possession of alcoholic beverages and/or illegal drugs is forbidden. 4. Gambling, hazing, and the on-campus possession of firearms or deadly weapons are prohibited. BB Guns and Paint Ball Guns are also prohibited. 3

5. The use of tobacco by students is discouraged, though permitted in certain designated areas of the campus. In consideration of the rights of others and the requirements of safety, such areas are designated. The authority of the University is exercised over all student groups or organizations bearing the name of the university, or any student enterprises to the extent necessary to safeguard the good name and well being of Wayland. Specifically, each student is expected to conduct himself in such a manner as to uphold, not detract from, the good name of Wayland Baptist University. If one feels that he/she cannot subscribe to the moral and social practices of the University, he/she will find greater acceptance elsewhere. Standards of Professional Nursing Practice (BON 213.27, 217.11, 217.12) Please refer to the Board of Nursing at www.BON.state.tx.us for any additional information regarding the Texas Nurse Practice Act. 1. Knows rationale for side effects of medications and treatments, and correctly administers same. 217.00 (1) (c). 2. Documents nursing care accurately and completely, including signs and symptoms, nursing care rendered medication administration. Contacts health care team concerning significant events in patient health. 217.11 (1) (d). 3. Implements a safe environment for patients and/or others. 217.11 (1) (b). 4. Respects client confidentiality. 217.11 (1) (e). 5. Accepts assignments commensurate with educational level, preparation, experience and knowledge. 217.11(1) (t). 6. Obtains instruction and supervision as necessary when implementing nursing procedures and practices. 217.11(1) (h). 7. Notifies the appropriate supervisor when leaving an assignment. 217.11 (1) (I). 8. Recognizes and maintains professional boundaries of the nurse/patient relationship. 217.11 (1) (J). 9. Clarifies orders, treatments, that the nurse has reason to believe are inaccurate, non-effective or contraindicated. 217.11 (1) (N). 10. Able to distinguish right from wrong. 213.27 (b) (2) (A). 11. Able to think and act rationally 213.27(b) (2) (B). 12. Able to keep promises and honor obligations 213.27(b) (2) (C). 13. Accountable for own behavior 213.27(b) (2) (D). 14. Able to promptly and fully self-disclose facts, circumstances, events, errors and omissions when these disclosures will enhance health status of patients or protect patients from unnecessary risk or harm. 213.27(b) (2) (G).

Disability Statement: Wayland Baptist University adheres to a policy of providing equal opportunity to students with disabilities. Disability is defined by the University as any condition that falls under the purview of the Rehabilitation Act of 1973. Wayland will strive to achieve optimum opportunity for participation in the University experience for all students, regardless of their circumstance. The University encourages any student who has a disability, as defined by the Rehabilitation Act of 1973, to inform the University of any Special Requirements or needs by reporting these to the Dean of Students or the Vice President for Academic and Student Services. The University will strive to meet these needs in accordance with applicable federal guidelines and Christian ethical considerations.

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Date 11/9/10 11/12/10 11/16/10 11/17/10 11/30/10 12/2/10 12/7/10 12/9/10 12/14/10 12/16/10 1/4/11 1/6/11 1/11/11 1/13/11 1/18/11 1/20/11 1/25/11 1/27/11 2/1/11 2/3/11 2/8/11

Course Outline/Calendar Topic/Event Unit 1: Chapters 1-3 WBU Health Fair 9A- 1P Unit 2: Chapters 4-8 SA Disaster Drill Unit 3: Chapters 9-11 Clinical: 8AM- 4PM Exam 1 Unit 4: Chapters 12-14 Clinical: 8AM- 4PM Unit 5: Chapters 15-17 Clinical: 8AM- 4PM Unit 6: Chapters 18-20 Clinical: 8AM- 4PM Exam 2 Unit 7: Chapters 21,22 Clinical: 8AM- 4PM Unit 8: Chapters 23-25 Clinical: 8AM- 4PM Unit 9: Chapters: 26-29 Community Paper Due Clinical: 8AM- 4PM Unit 10: Chapters 30-32 Clinical: 8AM- 4PM Clinical Notebook due Comprehensive Final Exam

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Reading Assignments and Learning Objectives Unit 1: Read Chapters 1-3 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition. Chapter 1: Community-Oriented Nursing and Community-Based Nursing 1. Describe the core functions of public health and the services generally provided by practitioners of public health. 2. Discuss the role of the public health nurse specialist and how the role influences nursing practice in the community. 3. Explain community-based nursing practice. 4. Describe community-oriented nursing practice. 5. Examine how community-based nursing practice differs from community-oriented nursing practice. Chapter 2: The History of Public and Community Health Nursing 1. Discuss historical events that have influenced how current health care is delivered in the community. 2. Relate the contributions of Florence Nightingale, Lillian Wald, and Mary Breckinridge to current public health and nursing. 3. Explain significant historical trends in the development of public health nursing. 4. Examine the ways in which nursing has been provided in the community, including settlement houses, visiting nurse associations, official health organizations, and schools. 5. Discuss the status of nursing in public health practice in the twenty-first century. Chapter 3: The U.S. Health and Public Health Care System: Learning Objectives 1. Describe the events and trends that influence the status of the health care system. 2. Discuss key aspects of the private health care system. 3. Define public health care and explain the role nurses play in this care. 4. Describe the current public health care system in the United States and compare and contrast the responsibilities of the federal, state, and local public health systems. 5. Examine nursing roles in selected government agencies.

Unit 2: Read Chapters 4-8 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition. Chapter 4: Ethics in Community-Oriented Nursing Practice 1. Describe a brief history of the ethics of nursing in community health. 2. Discuss ethical decision-making processes. 3. Compare and contrast ethical theories and principles, virtue ethics, ethic of care, and feminist ethics. 4. Describe how ethics is part of the core functions of nursing in community health. 5. Analyze codes of ethics for nursing and for public health. 6. Apply the ethics of advocacy to nursing in community health.

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Chapter 5: Cultural Influences in Nursing in Community Health 1. Discuss ways in which culture can affect nursing practice. 2. Describe methods for developing cultural competence. 3. Evaluate the effects of cultural organizational factors on health and illness. 4. Conduct a cultural assessment of a person from a cultural group other than yours. 5. Develop culturally competent nursing interventions to promote positive health outcomes for clients. Chapter 6: Environmental Health 1. Explain how the environment influences human health and disease. 2. Know which disciplines work most closely with nurses in environmental health. 3. Describe legislative and regulatory policies that have influenced the effect of the environment on health and disease patterns. 4. Describe the skills needed by nurses practicing in environmental health and apply the nursing process to the practice of environmental health. Chapter 7: Government, the Law, and Policy Activism 1. Discuss the structure of the U.S. government and health care roles. 2. List the functions of key governmental and quasigovernmental agencies that affect public health systems and nursing, both around the world and in the United States. 3. Identify the primary bodies of law that affect nursing and health care. 4. Define key terms related to policy and politics. 5. Describe the relationships between nursing practice, health policy, and politics. 6. Develop and implement a plan to communicate with policymakers on a chosen public health issue. Chapter 8: Economic Influences 1. Relate public health and economic principles to nursing and health care. 2. Identify major factors influencing national health care spending. 3. Describe the role of government and other third-party payers in health care financing. 4. Identify mechanisms for public health financing of services. 5. Discuss the implications of health care rationing from an economic perspective. 6. Evaluate levels of prevention as they relate to public health economics.

Unit 3 Read Chapters 9-11 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition. Chapter 9: Epidemiologic Applications 1. Define epidemiology and describe how it has developed over time. 2. Describe the essential elements of epidemiology and an epidemiologic approach. 3. Discuss the steps in the epidemiologic process. 4. Explain the basic epidemiologic concepts of population at risk, natural history of disease, levels of prevention, host–agent–environment relationships, and the web-of-causation model. 5. Differentiate between descriptive and analytic epidemiology. 6. Explain how nurses use epidemiology in community health practice.

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Chapter 10: Evidence-Based Practice 1. Define evidence-based practice. 2. Understand the history of evidence-based practice in health care. 3. Assess the relationship between evidence-based practice and the practice of nursing in the community. 4. Provide examples of evidence-based practice in the community. 5. Identify barriers to evidence-based practice. 6. Identify resources for evidence-based practice. Chapter 11: Using Health Education and Group Process in the Community 1. Discuss the ways in which people learn. 2. Describe effective principles and methods of instruction. 3. Identify factors that affect group functioning including purpose, development, cohesion, norms, structure, interaction and management of conflict. 4. Examine ways in which nurses can use groups to promote the health education of individuals. 5. Describe ways in which nurses can work with groups to meet health goals. Unit 4 Read Chapters 12-14 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition. Chapter 12: Community Assessment and Evaluation 1. Decide whether nursing practice is community oriented. 2. Understand selected concepts basic to community-oriented nursing practice: community, community client, community health, and partnership for health. 3. Compare the nursing process to community-oriented nursing practice. 4. Decide which methods of assessment, intervention, and evaluation are most appropriate in selected situations. 5. Develop a community-oriented nursing care plan. Chapter 13: Case Management 1. Distinguish between continuity of care, care management, case management, and advocacy. 2. Describe the scope of practice, roles, and functions of a case manager. 3. Compare and contrast the nursing process with the process of case management. 4. Identify methods to manage conflict and the process of achieving collaboration. 5. Define and explain the legal and ethical issues confronting case managers. 6. Identify the relationship between advocacy and case management Chapter 14: Disaster Management 1. Define natural and human-made disasters and epidemics. 2. Evaluate the effects of disasters on people and their communities. 3. Describe the disaster management phases of preparedness, response, and recovery and explain the nurse’s role in each phase. 4. Describe the steps to take to initiate and maintain a disaster clinic. 5. Identify how community groups and other organizations such as the American Red Cross can work together to prepare for, respond to, and recover from disasters.

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Unit 5 Read Chapters 15-17 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition Chapter 15: Surveillance and Outbreak Investigation 1. Define public health surveillance. 2. List types of surveillance systems. 3. Identify steps in planning, analyzing, interviewing, and evaluating surveillance. 4. Recognize sources of data used when investigating a disease/condition outbreak. 5. Describe role of the nurse in surveillance and outbreak investigation to the national core competencies for public health nurses. Chapter 16: Program Management 1. Compare the program management process with the nursing process. 2. Describe the program planning process and its application to nursing in the community. 3. Identify the benefits of program planning. 4. Describe the components of program evaluation and application to nursing practice. 5. Identify an evaluation method. 6. Name the program evaluation sources. 7. Describe the types of program evaluation measures. Chapter 17: Managing Quality 1. Define quality assurance and explain its role in continuous quality improvement. 2. Discuss at least two general and two specific approaches to quality improvement and examine ways to use them in practice. 3. Plan a model quality assurance program. 4. Identify the purposes for the types of records kept in public health agencies. 5. Evaluate a method for documentation of client care in a community setting. Unit 6 Read Chapters 18-20 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition Chapter 18: Family Development and Family Nursing Assessment 1. Explain the importance of family nursing in the community setting. 2. Describe family demographics. 3. Define family, family nursing, family health, and healthy/nonhealthy/resilient families. 4. Analyze changes in family function and structure. 5. Compare and contrast the four family social science theoretical frameworks. 6. Explain the various steps of the outcome present-state testing nursing process. 7. Compare and contrast the four ways to view family nursing. 8. Explain one assessment model and approach in detail. 9. Describe the various barriers to family nursing. 10. Share the implications for social and family policy. 11. Discuss issues of families in the future.

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Chapter 19: Family Health Risks 1. Analyze the various approaches to defining and conceptualizing family health. 2. Determine the major risks to family health. 3. Study the interrelationships among individual health, family health, and community health. 4. Explain the relevance of knowledge about family structures, roles, and functions for family-focused, community-oriented nursing. 5. Discuss the implications of policy and policy decisions, at all government levels, on families. 6. Explain the application of the nursing process (assessment, planning, implementation, evaluation) to reducing family health risks and promoting family health. Chapter 20: Health Risks Across the Life Span 1. Discuss major health problems of children and adolescents. 2. Evaluate the role of the nurse in community health with specific at-risk populations in the community. 3. Describe ways to promote child and adolescent health within the community. 4. Define men’s health and women’s health. 5. Describe the women’s health movement in the United States. 6. Describe the health status of women in the United States. 7. Discuss risk factors and their consequences on men’s health and women’s health. 8. Explain how men’s lifestyles affect their health 9. Define terms commonly used to refer to elders. 10. Identify the multidimensional influences on aging and how these affect the health status of an elder. 11. List chronic health problems often experienced by elders. 12. Describe several community-based models for gerontology nursing practice. Unit 7 Read Chapters 21& 22 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition Chapter 21: Vulnerability and Vulnerable Populations: An Overview 1. Define the term vulnerable populations and describe selected groups who fall into this category. 2. Describe factors that led to the development of vulnerability in certain populations. 3. Examine ways in which public policies affect vulnerable populations and can reduce health disparities in these groups. 4. Examine the individual and social factors that contribute to vulnerability. 5. Describe strategies that nurses can use to improve the health status and eliminate health disparities of vulnerable populations. Chapter 22: Rural Health and Migrant Health 1. Compare and contrast definitions for rural and urban. 2. Describe the health status of rural and urban populations on selected health measures. 3. Discuss access to service issues of rural underserved populations. 4. Define “migrant farm worker” and discuss common health problems of this group and their families and barriers they experience when seeking health care. 5. Explain the nursing role for serving persons in rural and urban areas, including migrant farm workers.

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Unit 8 Read Chapters 23-25 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition Chapter 23: Homelessness, Poverty, Mental Illness, and Teen Pregnancy 1. Describe the social, political, cultural, and environmental factors that influence poverty. 2. Discuss the effects of poverty on the health and well-being of individuals, families, and communities. 3. Discuss how being homeless affects the health and well-being of individuals, families, and communities. 4. Describe the ways in which teen pregnancies affect the baby, the parents, and their families. 5. Develop nursing interventions for the prevention of pregnancy problems that at-risk adolescents might experience. 6. Explain the extent of the problem of patients who have mental illness or who are at risk for mental illness. 7. Explain nursing interventions for poor and homeless people, pregnant teens and their significant others, and individuals who are mentally ill or at risk for mental illness. Chapter 24: Alcohol, Tobacco, and Other Drug Problems in the Community 1. Describe attitudes about alcohol, tobacco, and other drug problems. 2. Differentiate among these terms: substance use, abuse, dependence, and addiction. 3. Discuss the differences among the major psychoactive drug categories of depressants, stimulants, marijuana, hallucinogens, and inhalants. 4. Explain the role of the nurse in primary, secondary, and tertiary prevention of alcohol, tobacco, and other drug problems as it relates to individual clients and their families. 5. Explain the effect of substance abuse on the community and on people within the community. Chapter 25: Violence and Human Abuse 1. Discuss the scope of the problem of violence in American communities, and describe at least three factors in most communities that encourage violence and human abuse. 2. Identify common predictors of potential child abuse and indicators of its presence. 3. Define the four general types of child abuse: neglect, physical, emotional, and sexual. 4. Discuss the dynamics and signs of female abuse by male partners. 5. Describe the growing community health problem of elder abuse. 6. Analyze the nursing role in working with survivors of violence. . Unit 9 Read Chapters 26-29 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition. Chapter 26: Infectious Disease Prevention and Control 1. Discuss the current effect and threats of infectious diseases on society. 2. Explain how the elements of the epidemiologic triangle interact to cause infectious diseases. 3. Provide examples of infectious disease control interventions at the three levels of public health prevention. 4. Explain the multisystem approach to the control of communicable diseases. 5. Define surveillance, and discuss the functions and elements of a surveillance system. 6. Discuss the factors contributing to newly emerging or reemerging infectious diseases. 7. Discuss the illnesses most likely to be associated with the intentional release of a biological agent. 8. Discuss issues related to obtaining and maintaining appropriate levels of immunization against vaccinepreventable diseases. 9. Describe issues and agents associated with food borne illness and appropriate prevention measures. 10. Define the blood-borne pathogen reduction strategy, Universal Precautions. 11

Chapter 27: HIV, Hepatitis, Tuberculosis, and Sexually Transmitted Diseases 1. Describe the natural history of human immunodeficiency virus (HIV) infection and plan appropriate client education at each stage. 2. Discuss the clinical signs of HIV, hepatitis, and sexually transmitted diseases (STDs). 3. Describe the scope of the problem with HIV, STDs, hepatitis, and tuberculosis (TB) and identify groups that are at greatest risk. 4. Analyze behaviors that place people at risk of contracting selected communicable diseases. 5. Describe nursing actions to prevent these diseases and care for people who experience these diseases Chapter 28: Nursing Practice at the Local, State, and National Levels in Public Health 1. Define public health, public health nursing, and local, state, and national roles. 2. Identify trends in public health nursing. 3. Describe examples of public health nursing roles. 4. Discuss emerging public health issues that affect public health nursing practice. 5. Describe collaborative partnerships for nursing. 6. Identify educational preparation of public health nurses and competencies necessary to practice. 7. Demonstrate understanding of team concepts in public health settings. Chapter 29: The Faith Community Nurse 1. Describe the heritage of health and healing in faith communities. 2. Describe models of the parish nurse. 3. Demonstrate an awareness of the nurse’s role as parish nurse in faith communities for health promotion and disease prevention. 4. Recognize the role of holistic health care for wellness in faith communities. 5. Help communities of faith include Healthy People 2010 guidelines in program planning. 6. Collaborate with key partners to implement health ministries relevant for the faith community. 7. Discuss the legal, ethical, and financial issues related to parish nursing Unit 10 Read Chapters 30-32 of Stanhope and Lancaster, Foundations of Nursing in the Community, 3rd edition. Chapter 30: The Nurse in Home Health and Hospice 1. Describe the history of nursing in home care. 2. Compare different types of home care, including home-based nursing programs, home health, and hospice. 3. Explain the professional standards and educational requirements for nursing in home care. 4. Explain how nurses in home care work with interprofessional teams. 5. Analyze reimbursement mechanisms, issues, and trends related to home care. 6. Recognize how nurses in home care use quality improvement strategies and promote client safety. 7. Assess trends in home care as related to promoting the achievement of national health objectives. 8. Describe key components of the Omaha System. Chapter 31: The Nurse in the Schools 1. Discuss professional standards expected of school nurses. 2. Differentiate between the many roles and functions of school nurses. 3. Describe the different variations of school health services and coordinated school health programs. 4. Assess the nursing care given in schools in terms of the primary, secondary, and tertiary levels of prevention. 5. Identify future trends in school nursing. 12

Chapter 32: The Nurse in Occupational Health 1. Describe the nursing role in occupational health. 2. Describe current trends in the American workforce. 3. Describe examples of work-related illness and injuries. 4. Use the epidemiologic model to explain work–health interactions. 5. Cite at least three host factors associated with increased risk from an adverse response to hazardous workplace exposure. 6. Explain one example each of biological, chemical, environmental/mechanical, physical, and psychosocial workplace hazards. 7. Complete an occupational health history. 8. Describe the functions of OSHA and NIOSH. 9. Describe an effective disaster plan.

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Guidelines for Community Assessment Paper I. Assessment Focus In agreement with your instructor select a census tract representing a neighborhood located in your clinical area. Gather a broad range of assessment data pertaining to this location. II. Introduction A. Identify the defining geopolitical entity to be assessing (census tract). B. Locate this area relative to larger San Antonio community. C. Present an introductory description of this location D. Discuss relevance to Community Health Nurse Practice and local health. III. Population Characteristics A. Demographic characteristics (sex, age, race, and ethnicity, including income, employment, education levels). B. Comparisons over time (1990 and 2000) and to larger relevant populations, such as San Antonio, the county, state, or nation. IV. Neighborhood environment in which client population resides. A. Describe relevant features affecting population’s health. B. Housing of population in location, and industry C. Public resources: sanitation, protection, transportation, and parks/recreation. D. Schools E. Significant environmental factors or hazards F. Means of communication available to client population G. Local community leaders and projects V. Health Information A. Vital statistics (two time periods and comparative location) B. Leading relevant health indicators including numbers and rates C. Other identified health problems D. Analyze findings and discuss implications drawing from text and relevant articles VI. Health Resources A. Health resources available to local population B. Health resources lacking C. Local public health resources and initiatives VII. Diagnoses – Write 2 community diagnoses VIII. Plan- Develop a plan for the community health nurse to address each problem in this local neighborhood. Utilize finding from 2 research articles for each problem, as well as your textbook to support your plan. Be very specific about how your plan could be implemented in this local neighborhood. Discuss the consistency of your findings and plan with those of Healthy People 2010. Address how interventions can be evaluated. IX. Conclusion References: Adhere to professional and APA standards of writing. The use of all references must be fully cited in the body of the paper, and correctly documented on reference page. A minimum of 16 sources is required.

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Criteria for Evaluation of Community Assessment Paper Minimum 20 pages (Charts/graphs within body of paper/appendices/reference pages not included)

Topic: 1. Identify the population assessed : A. Introduces paper B. Describes location, basis as a community, and relevance to CHN practice. 2. Describes community utilizing: A. Data from first-hand assessment (what area looked like, sounds like) of environment and local resources B. Interviews with relevant resource persons 3. Describe the population including: A. Objective data collected from official sources B. Comparison of data with that of a previous time period to identify trends. C. Comparison of data with other relevant communities to identify unique aspects of population. D. Analysis of each parameter to identify trends changes of population. E. Implications of analysis to potential health risks. F. Note what data are desirable but unobtainable 4. Describe the health of population including: A. Data from vital statistics or other relevant source B. Health problems specific to location. C. Health resources available with assessment of adequacy D. Describe public health resources and efforts 5. Diagnoses of major health problems in community indicated by assessment. 6. Develops plan for CHN to address this problem: A. Plan is specific to local neighborhood. B. Discusses congruency of plan with national planning efforts. C. Identifies how these interventions can be evaluated. 7. Professional presentation: A. APA format B. References for each source C. Timely submission of 2 copies with criteria sheet attached to one copy. D. Logical, clearly written and edited. Total

Possible Points Points Earned 10

10

20

25

10

20

5

100

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