N144 Syllabus Spring 2016 Final(1)

School Of Nursing, College Of Health And Human ServicesCalifornia State University, Sacramento

NURS 144: Community Health NursingSpring 2016 Syllabus

Part 1: Course Information

Faculty of RecordSamantha Blackburn, RN, MSN, PhD CandidateOffice: Folsom Hall 2005Phone: 916-278-5077Office hours: Mondays 1:30-4:30 pm by [email protected]

Course FacultyMartha Moon, RN, PhD, MPHOffice: Folsom Hall CubiclePhone: 619-850-2816Office hours: [email protected]

Clinical FacultyProfessor Blackburn and the professors listed in SacCT. Clinical faculty share office space in Folsom Hall. Clinical faculty office hours are TBA. Please email your clinical professor via the SacCT website. Refer to your clinical rotation handout for clinical faculty contact phone numbers.

Course DescriptionContemporary role of the community health nurse is presented within a public health framework emphasizing the concept of community as client. Presents nursing interventions related to groups and aggregates identified as high risk for the development of health problems. Clinical experience is provided across community settings. Lecture three hours; laboratory six hours. Note: May be repeated for credit. Prerequisite: NURS 136, NURS 137, NURS 138, NURS 139; or instructor permission. Graded: Graded Student. Units: 5.0

Required TextNo text is required for this course. Readings and viewings are assigned on SacCT.

mailto:[email protected]

mailto:[email protected]

NURS 144 Spring 2016 Syllabus

Recommended Texts & Other ReadingsAmerican Psychological Association (2010). Publication Manual of the American

Psychological Association (6th Ed.). Washington, DC: American Psychological Association. ISBN: 978 1 4338 05615

Ehrenreich, B. (2001). Nickel and Dimed: On not getting by in America. New York, NY: Henry Holt. ISBN-10:0-8050-8838-5

Glanz, K., Rimer, B.K., & Viswanath, K. (Eds). (2008). Health behavior and health education: Theory, research, and practice (4th Ed.). San Francisco, CA: Jossey-Bass.

Heymann, D. L. (2008). Control of communicable diseases manual (19th Ed.). Washington, D.C.: American Public Health Association. ISBN: 978-08755-31892

Schneider, M. (2011). Introduction to public health (3rd Ed.). Ontario, Canada: Jones & Bartlett Publishers.

Course Requirements Internet connection with access to SacCT and Saclink e-mail Microsoft Word and Adobe Acrobat Reader HESI 4th semester Nursing Study Packet (available online; includes

Community Health materials) Individual transportation Up to date health clearances, including HealthStream

Course Structure

TheoryThis course is designed to provide a hybrid experience, using both face-to-face and online environments. Contact time will be divided in the following way: Approximately 50% face-to-face and 50% online. Your online work will be in SacCT, the campus learning management system. Independent study is expected to keep up with weekly readings and other assignments. Note that in this five-unit course, three units are for theory, which translates into nine hours per week of either class time or homework.

Since much of this course is online, we will be using the SacCT tools within the course for most of our communication. You should check the SacCT course site at least four times a week for messages, emails, announcements, or new course materials.

California State University, Sacramento 2


A brief description of assignments is provided below. More detailed instructions may be available on SacCT, in this syllabus or from the course faculty. Questions related to clinical assignments should be directed to the student’s clinical instructor.

Clinical ExperienceThe Community/Public Health Nursing clinical experience is centered on: (1) case management of clients receiving services from a community agency, (2) allied clinical experiences, and (3) community assessment, planning, and teaching. Additional activities such as attendance at Public Health Nursing (PHN) meetings, participation in disaster planning, and exposure to community clinics and resources may be available to supplement the clinical experience. The two units of clinical translate into ninety hours of clinical experience that are required to pass this course.

Students must report to their clinical instructors or preceptors at the beginning and end of each clinical day. Any pertinent client or family information (e.g., issues of abuse/violence, growth changes/failure to thrive, developmental concerns, or change in health status) must be shared with the clinical instructor, student liaison or preceptor on the day of the student’s contact. No identifying information about clients, such as medical records, may be removed from the agencies without express permission from the preceptors.

Home Visits Clinical sites vary in the type and number of clients assigned for home visits. Clinical instructors will clarify home visit requirements specific to the clinical agency. Students may visit the first time with a PHN, as staff is available, or with another student. Students are encouraged to make independent home visits when appropriate. Any concerns regarding home visits are to be discussed with the student’s clinical faculty.

Course Content Overview

Contemporary role of the community health nurse is presented within a public health framework, emphasizing the concept of community as client. Didactic content and nursing interventions are related to groups and aggregates that are identified as being at high risk for the development of health problems, as well as assessment of and interventions with communities at risk. Clinical experience is provided within an official public health facility or appropriate community-based agency.

Community/Public Health Nursing is presented within a public health framework, built around the Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing [AACN], 2008), Public Health Nursing Scope and Standards of Practice (American Nurses Association, 2007), the Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing (Association of Community Health Nursing Educators [ACHNE], 2009), and the Quad Council of PHN Competencies (Quad Council of Public Health Nursing Organization, 2004).



This course includes supervised practicums in public health facilities or community-based agencies, thus enabling students the opportunity to apply theories and concepts learned in the classroom. Depending on case availability and acuity levels at the clinical site, students may manage families referred by other professionals within and outside the clinical agency. The families may represent a broad span of the age spectrum, culturally diverse populations, and may present with a variety of health issues, such as developmental disabilities, abuse and neglect, high-risk prenatal issues, and chronic disease management. Students will also participate in community-based health promotion and health education projects.

In the didactic, or theory, portion, a team-based learning strategy is used for classroom time. This includes individual and team readiness assessments, lectures, and in-class assignments. For the online portions, assigned readings, critical thinking activities, case studies, online interactive exercises and short courses, worksheets, written assignments, certification modules, audio-visual materials, peer assessment and feedback, and quizzes are used to enhance student learning. At the end of the semester you will be asked to complete an evaluation of team-based learning strategy used in this class. This survey is part of our ongoing research evaluation of the effectiveness of team-based learning in this course. Your responses are anonymous and completing this survey is voluntary. If you choose to complete the survey, your responses will help us to improve the course for students in the future. Please see the Topical Outline and Schedule for the course outline and assignments.

In the clinical component, case conferences, role modeling, speakers, and individual guidance strategies are implemented. A collaborative relationship between faculty, students, agency personnel, and community resources is intentionally developed to foster optimal student learning.

The necessary content for certification as a Public Health Nurse in the state of California, following initial R.N. licensure, is covered in NURS 144. All certificates must be completed in order to pass the course.



Part 2: Course Objectives

Course Objectives

Students must meet all course objectives in order to pass the theory and clinical components of the course. The student is expected to:

1. Apply nursing concepts and demonstrate clinical reasoning when implementing principles of public health with varied populations across the lifespan.

2. Examine factors that influence health care delivery systems. 3. Apply principles of community health to population-based nursing.

Assignments/Examinations

Required assignments/examinations for NURS 144 are the class and clinical assignments, the clinical evaluation, quizzes (including readiness assessments), peer evaluations, and certificates.

In-class and online activities are provided each week to promote integration of theory content and application of the nursing process to community health. Activities will allow students to practice skills in the areas of critical thinking, prioritization, group work, and population-based nursing interventions. The content of these activities will be integrated in the course quizzes. If you have questions pertaining to a specific online module or class, please contact the faculty of record.

Online Learning Modules can be accessed from SacCT. Some modules require activities that provide certificates (e.g., Child abuse module). These certificates must be submitted to faculty of record by due date. Certificates that are printed with the completion dates and the student’s name are mandatory for passing course. Certificates that are scanned and dropped into the appropriate assignment box on SacCT are preferred, but they may also be hand-delivered to the classroom on or before the due date.

Theory AssessmentsIn-class assessments will cover content from lectures (both in-class and online), assigned readings and viewings, and online modules.

Reflection Journals Students will complete eight weekly reflection journals during their clinical experience. This weekly journal format will have two parts: a brief listing of the Activities of the day, followed by a more in-depth Analysis. The greater portion of the journal is the Analysis, which offers the student an opportunity to reflect on the experiences and interactions of the day. Areas of concern, ethical dilemmas, value/bias issues, learning interactions and the strategies that were effective or not effective are important to consider in the analysis narrative. As appropriate, students are encouraged to incorporate theoretical



contents in their reflections. Clinical instructors will notify students on the method of submission. Each clinical instructor will provide further details regarding this assignment.

Windshield Survey This is a survey about the community that the students will complete within the first four weeks of clinical and will be submitted to the clinical instructor via SacCT. Additional information about this assignment is posted in SacCT.

Community Health Assessment Student groups will complete either a geopolitical or targeted community health assessment, as assigned by the students’ clinical faculty. Groups will present their community health assessment as a power point presentation during clinical time to their clinical groups and clinical faculty and/or community agency staff. Additional resources for this assignment are posted in SacCT.

Health Education Project In order to provide students an opportunity to explore community and population health assessment, health promotion, risk reduction, and disease prevention; student groups, in collaboration with their clinical instructors, will select a health education project to be completed during the semester.

Each clinical agency and location has unique opportunities and challenges and the exact nature of the health education project will likely differ and be dependent on a number of variables. The process will include an assessment, planning, implementation, evaluation, summary, and conclusion of a clearly defined project. Students will receive a group grade for this group project and paper; each member is expected to participate equally in the preparation, implementation, evaluation, and presentation of project, and in the preparation of the paper.

Although a portion of the work required for these clinical projects may be performed during the clinical day, non-clinical hours will be required to complete the assignments. Clinical instructors will provide further details regarding clinical assignments.

Clinical Evaluation Students will participate in an individual face-to-face conference with the clinical instructor mid-semester and at the end of the clinical practicum. The clinical evaluation tool is posted in the Clinical Documents section of SacCT. Clinical evaluation is based on all clinical activities including, but not limited to:

1. Observational visits2. Client assignment & recordkeeping3. Participation in clinical conferences4. Completion of specified hours of clinical practice5. Feedback from agency staff6. Completion of all assigned activities7. Reflection journals



Part 3: Topical Outline and Schedule

Important Note: This syllabus, along with course assignments and due dates, is subject to change. It is the student’s responsibility to check SacCT for updates to the syllabus. Any changes will be clearly noted during the first class session/orientation.

Note also that the Topical Outline and Schedule does not reflect individual clinical rotation assignments. The Topical Outline and Schedule can be found on SacCT.



Part 4: Grading Policy

To successfully pass this course, each student must meet all NURS 144 course and clinical objectives, assignments, and requirements. The student must achieve a cumulative average of 73% on all graded course assignments.

A number of non-graded items will be required and must be completed and documentation provided to the faculty as requested. All assignments must be completed and students must receive a satisfactory clinical evaluation in order to achieve a passing grade in the course. Grades are posted in SacCT.

Course grading is as follows:

Assignments Percentage Submit to:In-class activities 7% In class

In-class individual readiness assessments 5% In class

In-class team readiness assessments 15% In class

Team peer review by team members 3% As instructed

Homework assignments 15% As instructed

Online modules and certificates -- completion required to pass course

Pass/Fail As instructed

Reflection Journals – 8 total 8% Clinical Faculty

Community Windshield Survey 7% Clinical Faculty

Community Health Assessment – Oral presentation with PowerPoint (group grade)

25% Clinical Faculty

Health Education project and paper (group grade)

15% Clinical Faculty

Clinical Evaluation – Form posted in SacCT; Midterm and Final

Pass/Fail Clinical Faculty

Total 100%



Letter Grade Assignment (based on percentage, rounded to tenth place):

Letter Grade

Course Percentage

Performance

A 93-100% Excellent WorkA- 90-92.9% Nearly Excellent WorkB+ 87-89.9% Very Good WorkB 83-86.9% Good WorkB- 80-82.9% Mostly Good WorkC+ 77-79.9% Above Average WorkC 73-76.9% Average WorkF 72.9% and

belowFailing work

Part 5: Course Policies

Attendance

Attendance: TheoryStudents are expected to attend and participate in all online and face-to-face class sessions. Attendance in face-to-face and online activities is necessary for success in a hybrid course.

Attendance: ClinicalAttendance at every clinical day is vital to successfully completing the course; therefore attendance and on-time arrival is required for all clinical hours.

Any absence from clinical hours must be approved by the clinical instructor. Students must notify both the clinical instructor and the agency before the start of the clinical day for any absences. Failure to notify the instructor and agency staff of an absence may result in failure of the course.

Non-attendance places an undue burden on the clients, agency and staff, faculty, and disrupts the orderly and consistent care and attention to client needs. Likewise, late arrival to clinical is disruptive to the class and interferes with the scheduled activities of agency staff.

Late arrivals and missed clinical days may result in disciplinary action. Students who are late (tardy) for clinical on two separate occasions may be dismissed from the clinical experience. Two missed clinical days and/or late arrivals may lead to a failure of the clinical portion of the course. In the event that the student does miss a clinical day, the student must complete an alternative make-up experience as determined by the clinical faculty.

Participation



Students will complete in-class activities or SacCT assignments each week. Students are encouraged to actively participate during class activities and have professional discourse with peers and faculty on topics relevant to the lecture. Differences in viewpoint should be expressed in a manner that is conducive to learning and respectful to others. Likewise, written words in emails and online communication are often misinterpreted from the author’s intended message.

Late WorkLate clinical assignments will not be accepted unless special arrangements are made with the instructor before the due date. Ten percent (10%) per day will be deducted from assignment grade for late assignments.

Electronic Devices

Students are not permitted to use computers or other electronic devices (cell phones or text messaging) during class unless directed by faculty for a specific class activity.

Asking for Assistance

If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let the faculty of record know as early as possible. As you will find, building rapport and proactive relationships are key to becoming an effective professional. Make sure you are proactive in informing your professors when difficulties arise during the semester so that faculty can help you find a solution.

University Policies

Academic HonestyAcademic honesty is ensured when a student completes academic work on his/her own merit. This concept is violated when a student gains an unfair advantage over other students such as is the case when copying others’ assignments, attempting to gain knowledge of exam items or related content, or plagiarizing published works. If any part of your written or verbal work is suspected of academic dishonesty (whether you benefited from or provided an unfair advantage), the School of Nursing Student Handbook requires notification of the University’s Student Affairs office. Once academic dishonesty is determined to have taken place, the assignment will not be accepted, will receive a score of zero, and the student(s) will be subject to disciplinary action including, but not limited to, course failure or program dismissal. It is your responsibility to review the university policy and student handbook regarding academic honesty and plagiarism, to understand their definitions, and to consult with faculty if you need assistance. See also the Sacramento State Policy Manual (http://www.csus.edu/umanual/student/STU-0100.htm).

Student ConductParticipation in the nursing program obligates students to demonstrate professional behavior at all times, adhering to the Student Code of Conduct found in the Student


http://www.csus.edu/umanual/student/STU-0100.htm


Handbook (see also the statements in the School of Nursing Philosophy). Additionally, students are expected to follow the University Student Code of Conduct (http://www.csus.edu/umanual/student/UMS16150.HTM) and to adhere to all policies found within the School of Nursing Student Handbook.

Violation of any of these principles, whether during class times or course-related activities, may result in one or more of the following: letter of reprimand placed in the student file; notice of jeopardy of failing a course; failure of a course; referral to University Student Affairs; and/or dismissal from the nursing program and/or University.

Reasonable AccommodationIf you have a documented disability and verification from the Office of Services to Students with Disabilities (SSWD), and wish to discuss academic accommodations, please contact your instructor as soon as possible. It is the student’s responsibility to provide documentation of disability to SSWD and meet with a SSWD counselor to request special accommodation before classes start.

SSWD is located in Lassen Hall 1008 and can be contacted by phone at (916) 278-6955 (Voice) (916) 278-7239 (TDD only) or via email at [email protected].

Special NoteCourse policies are subject to change. It is the student’s responsibility to check SacCT for corrections or updates to the syllabus. Any changes will be posted in SacCT.

University Resources

Sac State LibraryAs a Sac State student you have access to the various resources offered by the library such as book checkout, study areas, computer labs, online tutorials, research databases, etc. To learn more about available resources visit the Sac State Library website (http://library.csus.edu/).

Student Computing LabsStudents can use any of the IRT managed student computer labs on campus. Visit the University Labs website (http://www.csus.edu/irt/index.html ) for information about locations, hours, and resources available.

Writing CenterThe College of Health and Human Services Writing Center, located in Solano Hall 5000, is a program designed to assist students with all stages of writing from pre-writing through editing a text utilizing a peer-tutoring environment. The Center is staffed by graduate students from the English Department. If you have questions about the Center, please call 916.278.7255.

Standards for Written WorkWritten work should adhere to APA format unless otherwise stated.


http://www.csus.edu/irt/index.html

http://www.csus.edu/umanual/student/UMS16150.HTM

N144 Syllabus Spring 2016 Final(1)

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