Nursing Assignment Acers

NRS 428 Topic 1: Community/Public Health Nursing

NRS 428 Topic 1: Community/Public Health Nursing

NRS 428 Topic 1: Community/Public Health Nursing

Topic 1: Community/Public Health Nursing Objectives:

  1. Examine the role of the community/public health nurse.
  2. Evaluate the role of community stakeholders as client and community partners.
  3. Discuss the aspects of health promotion in nursing care of populations.
  4. Explain the importance of community resources to planning an intervention. NRS 428 Topic 1: Community/Public Health Nursing

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. NRS 428 Topic 1: Community/Public Health Nursing

The community health nurse’s function is specialized and calls for knowledge, skills, and skill. It involves working with community stakeholders to promote population health. In addition to providing medical care, their duty also entails political and social reform, community organizing, health education, and advocacy. Primary prevention and health promotion are their main concerns. In addition to community nursing centers, home health agencies, housing developments, municipal and state health departments, neighborhood centers, churches, school health programs, and worksite and occupational health programs, they also practice in other contexts (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. NRS 428 Topic 1: Community/Public Health Nursing

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 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 Topic 1: Community/Public Health Nursing

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. NRS 428 Topic 1: Community/Public Health Nursing

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. NRS 428 Topic 1: Community/Public Health Nursing

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. NRS 428 Topic 1: Community/Public Health Nursing

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. NRS 428 Topic 1: Community/Public Health Nursing

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.). NRS 428 Topic 1: Community/Public Health Nursing
  • 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). NRS 428 Topic 1: Community/Public Health Nursing

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. NRS 428 Topic 1: Community/Public Health Nursing

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.). NRS 428 Topic 1: Community/Public Health Nursing

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.). NRS 428 Topic 1: Community/Public Health Nursing

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.). NRS 428 Topic 1: Community/Public Health Nursing

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:

  1. Bioterrorism/Disaster
  2. Environmental Issues
  3. Primary Prevention/Health Promotion
  4. 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. NRS 428 Topic 1: Community/Public Health Nursing

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. NRS 428 Topic 1: Community/Public Health Nursing

 

 

 

 

 

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 Domain
Example – 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…. NRS 428 Topic 1: Community/Public Health Nursing
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. NRS 428 Topic 1: Community/Public Health Nursing

1.

 

 

 

1. 1.
2.

 

 

 

2. 2.
3.

 

 

 

3. 3.
4.

 

 

 

4. 4.

 

 

Creativity: How was creativity applied in the teaching methods/strategies?

 

 

 

 

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. NRS 428 Topic 1: Community/Public Health Nursing

 

 

 

 

 

 

 

 

 

 

 

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

 

 

 

 

Planned Evaluation of Lesson and Teacher (Process Evaluation):

 

 

 

 

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

 

 

 

 

Therapeutic Communication

4.2 Communicate therapeutically with patients.

 

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ? NRS 428 Topic 1: Community/Public Health Nursing

 

Community Teaching Work Plan Proposal Sample Solution

Directions: Develop an educational series proposal for your community using one of the following four topics which was chosen within your CLC group:

1) Bioterrorism/Disaster

2) Environmental Issues

3) Primary Prevention/Health Promotion

4) Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher: Evelyn Adjei
Estimated Time Teaching Will Last:

30mins

Location of Teaching:

International Baptist Ministries

Supplies, Material, Equipment Needed:

Power Point, 9-inch plate

Estimated Cost: $0
Community and Target Aggregate:

Church Women Group and children

5) Topic:

Primary Prevention/Health Promotion

Obesity Prevention.

Epidemiological Rationale for Topic (statistics related to topic):

The American Medical Association has identified that over 112,000 annually preventable deaths are caused by obesity. Over the years as the demand for cheaper and faster food rises, obesity seems to have skyrocketed. This is an epidemic in the United States and more so within the African American community. According to the U.S. Department of Health and Human Services Office of Minority health in 2011 African Americans are 1.5 times more likely than non-Hispanic whites to be obese and furthermore 4 in 5 African American women are either overweight or obese. It is very probably that just to socioeconomic differences that African American population has been poorly informed about the types of food that they are ingesting (fast food or home made) and are probably unaware of tasty healthier options that do not require drastic change but have drastic effects on their health. NRS 428 Topic 1: Community/Public Health Nursing

Nursing Diagnosis:

At risk of developing diabetes and heart disease. There need to be changes to meal plans and eating habits for families in order to prevent obesity.

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Emotional Readiness: The target group is mainly African and African American women whose main meals have high carbohydrate and fat bases. The target group realized the need for healthy eating and teaching on eating healthy has not yet been taught. Experiential

Readiness: The women are interested in trying to control their food portions by choosing their plates, which is not the normal practice. Pg509.

 

Experiential Readiness: Most of the women have a high school diploma and more education. Most of the women in the church are overweight and already have health problem such as diabetes, high cholesterol and hypertension. NRS 428 Topic 1: Community/Public Health Nursing

Objectives and Goals for this health teaching is focused on achieving the goals of Healthy People 2020 as follows:

  • Increase the number of children and adults at a healthy weight.
  • Reduce the number of children and adults who are obese.
  • Reduce the proportion of children aged 2-14 who are considered obese

Learning Theory to Be Utilized: Explain how the theory will be applied.

It is my goal to educate the church community as a whole by educating them to making healthier lifestyle and food choices based on medical statistics.

The learning theory appropriate for this church community is to focus on improving the overall health of the members and reducing the prevalence of obesity. I noticed also that most of the members have young families who are obese including the children that are overweight. I have also observed and know that our foods are mainly high in carbohydrates and fat food with little nutritional value. As a Community Health Nurse (CHN) a thorough assessment was focused on the different stages of readiness within the church to engage in healthy eating. NRS 428 Topic 1: Community/Public Health Nursing

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.

 

Health and Healthcare.

Healthy People 2020 “Health starts from our homes. Taking care of ourselves by eating and staying active is among other recommendation.” Healthy people 2020 goals serve as a road map for improving the health of the U.S. population including International Baptist Ministries. (Maurer & Smith, 2013. P115). Upon discussion with the pastor’s wife who is the leader of the women group, we agreed with starting the teaching with the women group focusing on healthy eating with the following goals in mind:

  • The women will be able to identify the five healthy food groups.
  • The women will be able to identify traditional foods that are in the healthy food group.
  • Majority of the women will choose foods from the five healthy food group.
  • The women will express their desire about changing the family diet to healthy diet.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?

At the Alma-Ata Conference held 1978 in Alma-Ata USSR, WHO renewed its goal for health for all everywhere. Primary Health Care is one goals of WHO. Education about Health Problems and the means to prevent or control them is the main focus for this teaching (Maurer & Smith, 2013. P115).  Health Promotion and Disease Prevention is one of the objectives of Healthy People 2020 initiative. The focus also emphasizes the importance of Prevention and Health Promotion for the success of the Healthy People 2020 initiative. To combat the fight against obesity in this church community series of teaching plan including healthy eating will be implemented in this community.  The objective is to promote and achieve the goals of Healthy People 2020. NRS 428 Topic 1: Community/Public Health Nursing

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective

and Domain

Example – 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. NRS 428 Topic 1: Community/Public Health Nursing

1) Each of the women will be able name one healthy food from  make my plate food group

That the family eats.

Understanding the importance of healthy eating. NRS 428 Topic 1: Community/Public Health Nursing

1) Show the women a poster of five food groups

The women to select five healthy food groups and five unhealthy food groups.

Describing the importance of healthy diet

1) White board available for the women to write under each food category what they normally serve their family for meal times.
2) Questions and answer on what is classified healthy food and unhealthy foods in the five food groups. 2) The women to select five food healthy food groups and five unhealthy food groups. 2) Power point with the five food groups
3) Each of the women will be able to make unhealthy food from make my plate food group 3) Each of the women will be able to make healthy food from the five  healthy food group 3) Video of make my food plate
4) The women after watching the video will be able to mention the five food groups on the plate 4) 85% of the women will be able read food labels 4) 85% of the women will be  able  correctly form a healthy plate. NRS 428 Topic 1: Community/Public Health Nursing

 

Creativity: How was creativity applied in the teaching methods/strategies?

The women took part in making my food plate from the five food groups.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

  1. If the women group believe that there is a problem     
  2. If the women group is willing to make appropriate changes to ultimately have healthier lifestyle.   
  3. Feedback from the women, such as non-verbal cues and the self-assessments of their achievement.
  4. Follow-up with the women in one month on how choosing the five-food group is working with their families. NRS 428 Topic 1: Community/Public Health Nursing

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Meeting with the churchwomen group leader about the completed health education sessions to enquire if the education was successful. Also ask the leader what topic they would like a teaching on if l was reacting the teaching session.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

All the women will be able to identify the recommended five food groups. To observe the women verbally share ideas in the class.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Culturally appropriate teaching materials not available for teaching and on the slides. Negative attitude of some of the women to change their diet. NRS 428 Topic 1: Community/Public Health Nursing

Solutions to barriers

Work on finding culturally appropriate teaching materials on the slides for teaching.

Having one to one talk with the women to understand what their problem is, working with them on how l can help them become better at providing healthy foods for their family.

Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

To begin the presentation, l will present a variety of facts to the community members that have to deal directly with them about obesity and how it affects their lives. I will end the presentation with a time of label reading in order to get the participants engaged and active throughout the presentation. The non-verbal cues that of communication that I will employ is use of hand gestures as well as me being engaged in the presentation by using the appropriate facial gestures. NRS 428 Topic 1: Community/Public Health Nursing

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