NRS 428 Topic 1: Community/Public Health Nursing
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.
Topic 1 DQ 1- Topic 1: Community/Public Health Nursing
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.
The role of the community health nurse is to work with other community members to improve the health of the whole community. This requires knowledge, skills, and competencies. Their job includes more than just taking care of sick people. It also includes advocacy, community organizing, health education, and political and social change. They pay attention to primary prevention and promoting health. They work in a variety of places, such as community nursing centers, home health agencies, housing developments, local and state health departments, neighborhood centers, churches, school health programs, and worksite and occupational health programs (ojin.nursingworld.org).
A community resource is anything that could help improve the quality of life in a community. Nurses can do a community assessment by using the nursing process to find and evaluate problem areas, health inequalities, and resources for a population. This shows how the people live, work, and play. The nurse can make a difference in the health of larger groups by working with community stakeholders, such as religious groups (lc.gcumedia.com). Spiritual groups like Catholic Charities do a lot to help people in need by giving them resources and services.
The role of the community health nurse in partnership with community stakeholders for population health promotion is focused and requires knowledge, competencies and skill. Their role extends beyond sick, care to encompass advocacy, community organizing, health education and political and social reform. They focus on primary prevention and health promotion. Their practice is in diverse settings including but not limited to community nursing centers, home health agencies, housing developments, local and state health departments, neighborhood centers, parishes, school health programs and worksite and occupational health programs (ojin.nursingworld.org).
Anything that has the potential to improve a community’s quality of life is considered a community resource. Nurses can use the nursing process to undertake a community assessment, identifying and assessing problem areas, health inequities, and resources for a population. This provides insight into the conditions in which the population lives, works, and plays. By working with community stakeholders, which includes spiritual groups, the nurse can make a difference in the health of larger groups (lc.gcumedia.com). Spiritual groups play an important role in providing resources/services to those in need, example of this is Catholic Charities.
Community assessment is the process of identifying the strength, assets, needs and challenges of a specified community. Assets refer to the skills, talents and abilities of individuals as well as resources that local institution contribute to the community. These resources are important in population health promotion because it aims to empower individuals and community to choose healthy behaviors and make changes that reduce the risk of developing chronic diseases.
References for NRS 428 Topic 1: Community/Public Health Nursing
Community and Public Health: The Future of Health Care. Retrieved from: http://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/1
Evolving Public Health Nurse Role: Focus on Community Participatory Health Promotions and Prevention (2012). Retrieved from: http://ojin.nursingworld.org
Re: Topic 1 DQ 2- Topic 1: Community/Public Health Nursing
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 Help in identifying health issues (local or global in nature) and in creating an appropriate intervention, including screenings and referrals, for the community or population
The geopolitical community is a geographic or geopolitical area or place. The more traditional view of community study is precisely this. The geopolitical communities are formed by natural or man-made boundaries. A river, a mountain range or a valley can create a natural limit. The limits made by man can be structural, political or legal. Streets, bridges or railways can create structural limits. The city, county or state lines create legal limits. Political boundaries can be exemplified by the districts of Congress or the school district.
A phenomenological community can be considered as an assembly of individuals who share the same points of view, relationships, values, interests, beliefs and objectives. Geographic boundaries do not necessarily have to be shared in a phenomenological community. Religious, cultural and social groups are excellent examples of phenomenological community because their values and beliefs differentiate them from other groups. We all live in a geopolitical community and most of us are part of many phenomenological communities.
Public health nurses have to face certain challenges while working with different communities. One of the main problems is the language and the cultural barrier. The public health nurse works in collaboration with other professionals. To overcome the challenges, some of the best practices to ensure continued competencies include peer review, reflective practice, goal setting, self-assessment, obtaining knowledge from different cultures and practices.
References:
(Green, S. 2019). Community and Public Health: The Future of Health Care. Populations as Clients. Retrieved from, https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/1
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).
Safety (committee, security guards, crossing guards, badges, locked campuses).
Activity/Exercise
Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).
Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).
Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).
Injury statistics or most common injuries.
Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).
Means of transportation.
Sleep/Rest
Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).
Indicators of general “restedness” and energy levels.
Factors affecting sleep:
Shift work prevalence of community members
Environment (noise, lights, crowding, etc.)
Consumption of caffeine, nicotine, alcohol, and drugs
Homework/Extracurricular activities
Health issues
Cognitive/Perceptual
Primary language: Is this a communication barrier?
Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.
Opportunities/Programs:
Educational offerings (in-services, continuing education, GED, etc.)
Educational mandates (yearly in-services, continuing education, English learners, etc.)
Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)
Library or computer/Internet resources and usage.
Funding resources (tuition reimbursement, scholarships, etc.).
Self-Perception/Self-Concept
Age levels.
Programs and activities related to community building (strengthening the community).
Community history.
Pride indicators: Self-esteem or caring behaviors.
Published description (pamphlets, Web sites, etc.).
Role/Relationship
Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).
Vulnerable populations:
Why are they vulnerable?
How does this impact health?
Power groups (church council, student council, administration, PTA, and gangs):
How do they hold power?
Positive or negative influence on community?
Harassment policies/discrimination policies.
Relationship with broader community:
Police
Fire/EMS (response time)
Other (food drives, blood drives, missions, etc.)
Sexuality/Reproductive
Relationships and behavior among community members.
Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).
Access to birth control.
Birth rates, abortions, and miscarriages (if applicable).
Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).
Coping/Stress
Delinquency/violence issues.
Crime issues/indicators.
Poverty issues/indicators.
CPS or APS abuse referrals: Compare with previous years.
Drug abuse rates, alcohol use, and abuse: Compare with previous years.
Stress management resources (e.g., hotlines, support groups, etc.).
Prevalent mental health issues/concerns:
How does the community deal with mental health issues
Mental health professionals within community and usage
Disaster planning:
Past disasters
Drills (what, how often)
Planning committee (members, roles)
Policies
Crisis intervention plan
NRS 428 Topic 1: Community/Public Health Nursing — Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
Bioterrorism/Disaster
Environmental Issues
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Estimated Time Teaching Will Last: Location of Teaching:
Supplies, Material, Equipment Needed: Estimated Cost:
Community and Target Aggregate:
Topic:
Identification of Focus for Community Teaching (Topic Selection):
Epidemiological Rationale for Topic (Statistics Related to Topic):
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis:
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective
and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain) Content
(be specific)Example – The Food Pyramid has five food groups which are….
Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….
Strategies/Methods
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
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Creativity: How was creativity applied in the teaching methods/strategies?
Planned Assessment of Objectives (Outcome Assessment): Describe what you will measure for each objective and how. NRS 428 Topic 1: Community/Public Health Nursing
Planned Assessment of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
Planned Assessment of Lesson and Teacher (Process Assessment):
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
