Assignments : NRS 428 Concepts in Community and Public Health
Purpose: The purpose of this article is to describe how the Nurse–Family Partnership (NFP) has been scaled up and supported in Colorado. As an intermediary, Invest in Kids (IIK) provides implementation support for the NFP in Colorado using a generalizable implementation framework, the Active Implementation Frameworks (AIF).
Organizing Construct: An overlay of the AIF and the clinical nursing‐informed implementation support that IIK offers to NFP providers across Colorado is explored, and relevant examples are highlighted.
Conclusions: Without the use of the AIF in combination with clinical nursing expertise to support high fidelity use of the NFP throughout Colorado, promised NFP program outcomes may likely not be realized and sustained.
Clinical Relevance: Further understanding of how to utilize implementation frameworks to support evidence‐based clinical nursing programs and interventions may allow for results found in research studies to be more widely attained and maintained across practice settings.
Topic 1: Community/Public Health Nursing
Objectives:
Examine the role of the community/public health nurse.
Evaluate the role of community stakeholders as client and community partners.
Discuss the aspects of health promotion in nursing care of populations.
Explain the importance of community resources to planning an intervention.
NRS 428 Assignments – Concepts in Community and Public Health Topic 1 DQ 1
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
Re: Topic 1 DQ 1
Public health involves working with communities and populations with an aim to prevent disease and promote health (Evans‐Agnew, Reyes, Primomo, Meyer & Matlock‐Hightower, 2017). Nurses together with other community stakeholders give advices as well as guide thus encouraging healthy living. Planning health programs define mapping approach used to identify community needs. Public health nurses use acquired knowledge, competencies and skills to help protect and improve health applying and understand community based public resources. The skills obtained help in solving health problems such as making accessible health care resulting from poor living standards and emerging communicable disease.
Effective partnerships is very important for community based solutions required for advancing heath parity by making it a shared value and vision as well as fostering multi-sector collaboration and increasing community’s capacity to shape outcomes (Swider & Cygana, 2020). These different stakeholders include both religious and not for profit organizations help in resource assessments and allotments. Examples of such organization include health mission, and federal qualified health centers. The partners employ different skills to access resources that serve several roles in ensures there is equity in health. Through resource evaluation, the community is able to understand community culture, needs and resources. In addition, assessing specific organizations like public organizations help to promote involvement in preventing disease as well as promoting health.
References
Evans‐Agnew, R., Reyes, D., Primomo, J., Meyer, K., & Matlock‐Hightower, C. (2017). Community health needs assessments: Expanding the boundaries of nursing education in population health. Public Health Nursing, 34(1), 69-77.
Swider, S., & Cygana, H. (2020). Public and Population Health: Promoting the Health of the Public. Policy & Politics in Nursing and Health Care-E-Book, 231.
Topic 1 DQ 2
NRS 428 Assignments – Concepts in Community and Public Health
Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention. Describe how the nursing process is utilized to assist in identifying health issues (local or global in nature) and in creating an appropriate intervention, including screenings and referrals, for the community or population.
NRS 428 Assignments – Concepts in Community and Public Health Topic 1 DQ 2
A geopolitical community refers to a community within a geographical and legal boundary for instance towns, cities and municipality communities. The boundary of a geopolitical community surrounds a territory that can be identified easily on a map. The community either can occur due to manmade territories or manufactured boundaries. Natural boundaries include rivers and mountains that is physical features (Farbotko, Stratford & Lazrus, 2016). Manufactured or manmade boundaries include streets, bridges and railway tracks. Phenomenological community represents a group of people sharing values, interest, beliefs, and goals. Relation destination include religious and social groups. Community is defined as a group of people with common identity, perspective – occupying space in a specified period. The above two factors influence resource allocation. Public health nursing practice ensures justice is observed in terms of access as well as availability of health practice. The roles of a community health nurse include assessing and identifying population percentage that has high chances of getting infections (Rn, Mmhn & Russo, 2017). Nursing practice is funneled by standards and definitions established by ANA in collaboration with public health services bureau of health profession. Nursing process involves the following steps including assessment, diagnosis, planning, interventions and evaluations and are key in nursing. Nursing process refers to a logic, deliberate, and rational problem solving approach that require organized practice performance. The process may include continuous involvements from patients, families and communities in all stages from assessment to evaluation. However, some processes like diagnosis, planning and intervention are prone to changes based on the new information from patients. Moreover, patients are very important in nursing process since they are not only restricted by physical and emotional limitation as well as ability to participate.
References
Farbotko, C., Stratford, E., & Lazrus, H. (2016). Climate migrants and new identities? The geopolitics of embracing or rejecting mobility. Social & Cultural Geography, 17(4), 533-552.
Rn, F. A. L., Mmhn, D. Z. B., & Russo, S. (2017). Experience of Palestinian children facing consistent intermittent traumatic events: A descriptive phenomenological exploration.
Topic 2: Epidemiology and Communicable Diseases
Objectives:
Apply the principles of epidemiology to community health nursing.
Explain the value of demographic data in community health.
Apply the epidemiology triangle to a communicable disease occurring at a global level.
Evaluate the communicable disease chain model.
Discuss the impact of global health issues on public health systems.
Explain how social determinants of health contribute to the development of disease.
Epidemiology Paper
Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.
Communicable Disease Selection
Chickenpox
Tuberculosis
Influenza
Mononucleosis
Hepatitis B
HIV
Ebola
Measles
Polio
Influenza
Epidemiology Paper Requirements
Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
Describe the social determinants of health and explain how those factors contribute to the development of this disease.
Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.
A minimum of three peer-reviewed or professional references is required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question. NRS 428 Concepts in Community and Public Health
Topic 2 DQ 2
Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
Assignments NRS 428 Concepts in Community and Public Health
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
NRS 428 Assignments – Concepts in Community and Public Health Topic 3 DQ 1
Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
NRS 428 Assignments – Concepts in Community and Public Health Topic 3 DQ 2
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
Topic 4: Policy and Environmental Issues
Objectives:
Apply screening and referral principles to nursing care of populations.
Examine the role of public health in addressing environmental issues.
Evaluate the effectiveness of the U.S. health care system.
Examine how policy in the U.S. health care delivery system affects specific populations.
Examine the effects of health care reform on the U.S. health care system and its stakeholders.
Use the as directed in the Community Assessment and Analysis Presentation.
Complete and submit the “Provider Interview Acknowledgement Form” prior to conducting your interview for the Community Assessment and Analysis Presentation assignment.
I _______________________acknowledge that I was interviewed by _____________________on the
(Provider Name) (Student Name)
date listed above. The organization / agency does not endorse the university or the student however, the student learning experience is considered appropriate for educational purposes.
______________________________ _________________
Provider Signature Date Signed
NOTE:
Acknowledgement form is to be returned to the student for electronic submission to the faculty member.
Community Assessment and Analysis Presentation
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest in your region. Perform a physical assessment of the community.
Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
Interview a community health and public health provider regarding that person’s role and experiences within the community.
Interview Guidelines
Interviews can take place in-person, by phone, or by Skype.
Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.
Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.
Compile key findings from the interview, including the interview questions used, and submit these with the presentation.
PowerPoint Presentation
Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.
Include the following in your presentation:
Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
Summary of community assessment: (a) funding sources and (b) partnerships.
Summary of interview with community health/public health provider.
Identification of an issue that is lacking or an opportunity for health promotion.
A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.
Value/Belief Pattern
Predominant ethnic and cultural groups along with beliefs related to health.
Predominant spiritual beliefs in the community that may influence health.
Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?
What does the community value? How is this evident?
On what do the community members spend their money? Are funds adequate?
Health Perception/Management
Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).
Immunization rates (age appropriate).
Appropriate death rates and causes, if applicable.
Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?
Available health professionals, health resources within the community, and usage.
Common referrals to outside agencies.
Nutrition/Metabolic
Indicators of nutrient deficiencies.
Obesity rates or percentages: Compare to CDC statistics.
Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).
Availability of water (e.g., number and quality of drinking fountains).
Fast food and junk food accessibility (vending machines).
Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).
Provisions for special diets, if applicable.
For schools (in addition to above):
Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)
Amount of free or reduced lunch
Elimination (Environmental Health Concerns)
Common air contaminants’ impact on the community.
Waste disposal.
Pest control: Is the community notified of pesticides usage?
Hygiene practices (laundry services, hand washing, etc.).
Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.
Universal precaution practices of health providers, teachers, members (if applicable).
Temperature controls (e.g., within buildings, outside shade structures).
