UNIVERSITY OF TECHNOLOGY, JAMAICA

COLLEGE OF HEALTH SCIENCES

CARIBBEAN SCHOOL OF NURSINGFACILITATORS:

Marjorie Ming: Lecturer, Marjorie.ming@utech.edu.jm Tel: 927 1680 ext. 3245 or 391 0766

Miss Lisa McDonald Lecturer, Lisa.McDonald@utech.edu.jm Tel: 4658084 Mr. Naphtali Williamson: Guest Lecturer, nwilliamson@utech.edu.jm Tel:948 8784/9057

Keron Jones-Fraser: Programme Director, keron.fraser@utech.edu.jm Tel: 927 1680 ext. 3241/390-6038 Site Visits: Wednesdays 9:00 am-1:00 pm or as otherwise scheduled. ......................COURSE OUTLINE

ACADEMIC YEAR 2013-2014 SEMESTER 11COURSE OF STUDY: Bachelor of Science in Nursing Year 1MODULE TITLE: Community Health MODULE CODE: HEA1014 DURATION: Theory 30 Hours; Practical 45 HoursCREDIT VALUE:

3

MODULE DESCRIPTION:

This module will enable students to understand differences between hospital and community based health care, and the role of the nurse in this setting. Components of the module include elements of community health, factors affecting health, primary health care and community assessment. To enhance learning, students will be exposed to a number of community health related facilities.The module is divided into the following units:

Unit 1: Elements of Community Health.Unit 2: Factors Affecting the Health and Wellness of the Individual, Family and Community. Unit 3: Primary Health Care.Unit 4: Assessment of the Family and Community. GENERAL OBJECTIVES:

Upon completion of this module, the students should be able to:

1. Understand the basic elements of community health;

2. Use knowledge of the factors affecting health in helping to promote the health of the community and its component groups;

3. Describe the primary health care delivery system in Jamaica;4. Demonstrate beginning skills in carrying out family and community assessment;

5. Describe the roles and functions of the nurse in Community Health / Primary Health Care; COMMUNITY HEALTH LECTURE SCHEDULE 2013/2014DATEWednesdaysTOPIC (S)

WK 1: 15/1/14Unit 1: Elements of Community Health: Mrs. Marjorie Ming

WK 2 : 22/1/14Unit 1: Elements of Community Health: Mrs. Marjorie MingUnit 2: Factors Affecting the Health and Wellness of the individual: Miss Lisa McDonald

WK. 3: 29/1/14Unit 2: Factors Affecting the Health and Wellness of the individual: Mrs. Marjorie MingUnit 2: Environmental health: Mr Naphtali Williamson or designate: Guest LecturerUnit 4: Community and Family Assessment: Mrs. Marjorie Ming

WK 4: 05/2/14VISITS (GROUP 1) Water treatment plant, Sewage disposal plant, Refuse disposal Systems. Guide: Mrs. Marjorie Ming & Mrs. Sylvia Morgan & Miss Lisa McDonaldVISITS (GROUP 2) Windshield Survey of selected community.

WK. 5: 12/2/14VISIT (GROUP 2) Water treatment plant, Sewage disposal plant, Refuse disposal systems.

Guide: Mrs. Marjorie Ming & Mrs. Sylvia Morgan & Miss Lisa McDonald VISITS (GROUP 1) Windshield Survey of selected community.

WK. 6: 19/2/14SUBMISSION OF ASSIGNMENT 1 Unit 4: Community and Family Assessment: Mrs. Marjorie Ming

WK. 7: 26/2/14UNIT 3: Primary Health Care: Mrs. Marjorie Ming & Miss Lisa McDonald

WK. 7: 26/2/14MID SEMESTER EXAMS

WK 8: 5/3/14ASH WEDNESDAY

WK. 9: 12/3/14VISITS: Types 2 -5 health centres, Schools, Residential institutions, Homes

WK.10:19/3/14VISITS: Types 2 -5 health centres, Schools, Residential institutions, Homes

WK 11: 26/3/14VISITS: Types 2 -5 health centres, Schools, Residential institutions, Homes

WK 12: 2/4/14VISITS: Types 2 -5 health centres, Schools, Residential institutions, Homes

SUBMISSION OF ASSIGNMENT 2

Wk 12: 2/4/14 Wk 13: 9/4/14GROUP PRESENTATIONS (ASSIGNMENT 2 ) AND REVISION

WK 14: 16/4/14study week

WK 15: 23/4/14Examination week

WK 16: 30/4/14Examination week

VISITS AND OBJECTIVESAim and Objectives for Visits to Community Health Facilities and Related Agencies

A. VISITS TO TYPES 2 -5 HEALTH CENTRES AND OTHER COMMUNITY HEALTH

CARE SETTINGS

AIM: Students will receive firsthand experience re: the structure of the organization, services provided, staff providing these services and the functions of members of the health care team.

OBJECTIVES: During visits students should be able to:

1. Observe the role and functions of the nurse in each type of community health care setting

2. Gain an understanding of the responsibilities of the nurse in each type of community health care

setting.

3. Identify the benefits gained (locally, nationally, regionally, and internationally) from each type of community health care setting.4. Identify the strategies being used to promote the health of the community and its component groups.

5. Identify the scope of services offered to ensure health and safety of the environment/community.

6. Note any challenges in meeting community health needs in each type of community health care settings.7. Identify the differences and similarities among Types 2 -5 Health Centres.8. Gain an understanding of the differences between the hospital and the health centre.9. Observe surveillance methods and specific prevention strategies used to address communicable and non-communicable diseases. 10. Access information regarding disease/epidemic investigations.*NB. Dates scheduled for visits may change

B. Environmental Health Educational visit

Purpose: This experience is aimed at exposing students to the environmental health practices which are used to safeguard the health of individuals and communities. Objectives:I. Visit to Water Treatment Plant

Specific Objectives

Following the visit to the Water Treatment Plant the students should be able to:

1. Identify the sources of community water supply.2. Identify the methods of evaluating water supply for safety.3. Describe the process of bacteriological sampling.4. Discuss the methods used to purify water.II. Visit to Sewage Treatment Plant

Specific Objectives

Following the visit to the Sewage Treatment Plant the students should be able to:

1. Identify the:

a. importance of sewage treatment.

b. general principles of sewage treatment.c. methods used to disinfect effluent.

2. Describe the sewage treatment methods used at the facilities visited.

3. Describe the impact that untreated sewage can have on the environment and health the of the general population.III. Visit to Solid waste Disposal Site

Specific Objectives

Following the visit to the Solid Waste Disposal Site the students should be able to:

Identify the:

(a) sources of solid waste.

(b) areas served by the solid waste disposal site.

(c) different types of solid waste handled at the site.

(d) rationale for the different methods used to treat the various types of solid wastes.(e) local conditions that impact negatively on the collection and disposal of solid waste.(f) effects of improper management of solid waste.

(g) characteristics of a sanitary landfill.(h) hazardous materials that are treated at the site.

(i) procedure for treating hazardous waste, such as waste from medical facilities.

NB. Students are required to hand in a written report as well as make an oral presentation at the end of the visits to indicate that these objectives have been successfully met.RECOMMENDED READING Anderson, E.T. (2008) (5th Ed.) Community as Partner. Theory and Practice in Nursing. Lippincott. Philadelphia. Clark M.J. (1996) (2nd Ed.) Nursing in the Community. Appleton and Lange. Smith C.M. & Maurer F.A. (1995) Community Health Nursing: Theory and Practice. Ministry of Health, Jamaica (1978) Primary Health Care: The Jamaican Perspective, Ministry of Health: Kingston, Jamaica.

World Health Organization (1978) Alma Ata 1978. Primary Health Care. Geneva: World Health Organization. Ministry of Health (1998) Health Reform in Jamaica, Kingston Jamaica.ADDITIONAL READING Stanhope, M. & Lancaster, J. (2004) Community & Public Health Nursing. C.V. Mosby.

Butterfoss F.D. (2007) (5th Ed.) Coalitions and Partnerships in Community Health.

Dreher M., Shapiro D. & Asselin M. (2006) Healthy Places Healthy People.

Stanhope, M. & Lancaster, J. (200) (7th Ed.) Community & Public Health Nursing C.V. Mosby. Sines D. Appleby F. & Frost M. (2005) (3rd Edition) Community Health Care Nursing.

Tinkham C.W., Voorhies E.F. & McCarthy N.C. (1985) (3rd Edition) Community Health Nursing. Evolution and Process in the Family and Community.

Hitchcock J.E., Schubert P.E. & Thomas S.A. (1999) Community Health Nursing Caring in Action.

COURSE REQUIREMENTS:

Attendance and punctuality at all classes are compulsory. Repeated absenteeism and/or lateness will attract disciplinary action in keeping with the UTECH regulations and the Nursing Council disciplinary procedures (See student handbooks).

Bathroom or mobile phone breaks are not allowed except during assigned break times. Exceptions must be arranged with the lecturer in advance.

Each student is to be appropriately attired according to school rules. Students who are inappropriately attired will not be permitted entry to the classroom.

All assignments are to be submitted on the date stipulated. Late submissions will attract a penalty of 0.5 marks deducted for each day late.Students whose assignments are rated unsatisfactory will be required to complete another assignment for which a score no higher than C will be awarded

Students will usually enter for the written final examination only if course work assignments are rated as satisfactory; and have been submitted on time. In addition, students must demonstrate satisfactory attitudes and conduct for the duration of the course.

Each student is expected to maintain proper decorum consistent with professional standards, and is encouraged to utilize appropriate channels for communicating any challenges they may be experiencing.EVALUATIONMid-semester Test - Multiple Choice and Short Answer Questions - 30%

Project - Case Study (Group Assignment 1) -10%

Project 2 - Community Assessment (Group Assignment 2) -10%

Final Examination

-50%

NB (Passing grade 60%)Assignments DUE DATESa) Group Assignment 1: Case Study: Wednesday, February 19, 2014.

b) Group Assignment 2: Community Assessment: Written: Wednesday, April 2, 2014.

c) Group Assignment 2: Community Assessment: Oral presentation: Wednesday, April 9, 2014.

NB. Please See BELOW FOR assignment sheetS.UNIT 3: PRIMARY HEALTH CASE STUDY: [GROUP ASSIGNMENT # 1] SCENARIO:

Gully Bank is a close nit, large squatter community built along the bank of a river which is a major water source; the illegally constructed houses vary from very simple to very complex in structure and quality with inappropriate utility and waste disposal systems. Most of the residents are in childbearing age, a few are elderly; and approximately fifty percent are children. Some are self-employed and work at home; others work away from home, locally and abroad. They access health care services haphazardly; their children are often left alone and attend school irregularly.

Activity: After reading the scenario

1. Identify the different population groups in this community and discuss five health needs for each group. 2. Describe the IMPACT of this living condition under the following headings:a) Health

b) Psychosocial

Individual and family

Community and country

c) Economic

Direct cost

Indirect cost

d) Environmental3. A) Use the following Primary Health Care Principles to suggest interventions for this

Community: Community based

Accessibility

Community participation

Multi-sectoral collaboration

Preventive (primary, secondary and tertiary prevention strategies).B) State the roles that the Community Health Nurse would assume in the implementation

of the suggested interventions.RUBRIC FOR CASE STUDYASSESSMENT CRITERIAPossible

ScoreScore

AwardedREMARKS

Population groups and Health Needs15

Description of the impact of this living condition A. Health

B. Psychosocial

I. Individual and family

II. Community and country

C. Economic

I. Direct cost

II. Indirect cost

D. Environmental20

Interventions based on Primary Health Care Principles

Community based

Accessibility

Community participation

Multi-sectoral collaboration

Preventive (primary, secondary and tertiary prevention strategies)The roles that the Community Health Nurse would assume in the implementation of the suggested interventions55

1. GRAMMAR 5

2. REFERENCES5

TOTAL100

UNIT 3: assessment of the community [GROUP ASSIGNMENT 2]Instruction: In your assigned groups, select a community which is bounded by a radius of about one (1) mile and perform an assessment according to the guidelines provided.RUBRIC FOR COMMUNITY ASSESSMENT

This paper is designed to provide an opportunity for participants to gain experience and insight into what is involved in community assessment and to appreciate its value in determining the health status of a community.

NOEVALUATION CRITERIA Written PresentationMARKS

ASSIGNED

MARKS

GAINED

REMARKS

A. Introduction1. Purpose of assessment2. Data collection method used23

B. Body:

1. Categorization and summarization of survey findings Amount of information

Quality of information

Diagrams and illustrations

2. Analysis of community assessment findings strengths(assets) & weaknesses ( Health problems/needs: actual and potential/risks)3. Formulation of two community Nursing Diagnoses

4. Recommendations/Interventions for problems identified1555

5205

10

C.Conclusion5

D.Organization of Written Material

1. Layout/organization2. Mechanics3. Referencing555

Oral Presentation25

TOTAL MARKS 100

DATE ASSIGNMENT DUE: Written: April 03, 2013 Oral Presentation: April 10, 2013 RUBRIC FOR ASSESSING THE BODY AND ORGANIZATION OF COMMUNITY CATEGORY5432 or 1

Diagrams & Illustrations Diagrams and illustrations are neat, accurate and add to the reader\'s understanding of the topic.

Diagrams and illustrations are accurate and add to the reader\'s understanding of the topic. Diagrams and illustrations are neat and accurate and sometimes add to the reader\'s understanding of the topic. Diagrams and illustrations are not accurate OR do not add to the reader\'s understanding of the topic.

Amount of Information All topics are addressed and all questions answered

All topics are addressed and most questions answered All topics are addressed, and most questions answered One or more topics were not addressed.

Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic.

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized.

ReferencingAll sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented.

Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling or punctuation errors. Many grammatical, spelling, or punctuation errors.

ASSESSMENT PROJECTCommunity Health Course Outline 2014 - MEMingPage 10