1
BACHELOR OF SCIENCE IN NURSING
COURSE SYLLABUS
NURS 429 - FALL 2013
COMMUNITY HEALTH NURSING IN THE RURAL SETTING
4 CREDITS
A. INSTRUCTOR INFORMATION:
Faculty:
Delene Volkert, MSN, RN
753-6056 (Office), 397-7250 (Cell) please, no calls before 9am, or after 9pm Health Sciences Room 133
E-mail: Please use email within Canvas to communicate with me via email
Office Hours: Monday and Thursday from 9:00 – 11:30 and by appointment
B. COURSE INFORMATION:
Catalog Description:
Explores population-focused nursing in the context of promotion, protection, and improvement of health for individuals, families, and communities. Determinants of health and operations of the health-care system will be discussed with an emphasis on social, cultural, and environmental factors specifically operating within the rural environment. Prerequisite: Must have completed or be taking NURS 303 and NURS 315 and NURS 335 and NURS
336 and NURS 338 and be accepted to the RN-BSN program. Prerequisite: Admission to the BSN program, NURS 303, NURS 338, NURS 335 and NURS 336.
This course will be taught asynchronously using Canvas, the GBC learning platform for on-line learning. Participation in learning activities, readings, and on-line postings will be expected of all students. Completion of all readings and assigned media prior to posting is necessary in order to have meaningful involvement in the course. Other learning methods may include but are not limited to: on line student presentations, on line guest lectures/speakers, case studies, small group exercises, and individual and/or group projects. Additional readings may be added to or deleted from the initial listings. In addition, the instructor reserves the right to edit and update the course schedule to remain flexible to student needs. Students will be provided with such updates as they become available.
Stanhope, M. & Lancaster, J. (2012). Public health nursing: Population-centered health care in the community (8th edition). Maryland Heights, MO: Elsevier Mosby. ISBN: 978-0-3230-8001-9
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN 978-1-4338-0561-5
Fadiman, A. (1998). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures (1st ed). New York, NY: Farrar, Straus and Giroux
ISBN 978-0-3745-2564-4
Other materials as assigned - see course schedule or weekly module information
COURSE OUTCOMES (OBJECTIVES) / MEASUREMENTS1. Apply community and public health nursing concepts to safe, quality, evidence-based care to populations and communities in structured and unstructured healthcare environments. / DQ rubric with peer evaluation
Community Issue/Problem EBP Assignment
Vulnerable Population EBP Assignment
Interventions EBP Assignment
2. Articulate quality improvement measures used in public/community healthcare environments. / DQ rubric with peer evaluation
Interventions EBP Assignment
Community Issue/Problem EBP Assignment
3. Engage in work as an evolving scholar, translating current evidence about public/community health nursing into nursing practice. / Community Issue/Problem EBP Assignment
DQ rubric with peer evaluation
4. Explore collaboration techniques used in public/community health nursing. / DQ rubric with peer evaluation
Interventions EBP Assignment
5. Discuss the nurse's role as a leader in the public/community healthcare setting. / DQ rubric with peer evaluation
Community Issue/Problem EBP Assignment
Interventions EBP Assignment
6. Explain how information management principles, techniques, and systems are used to manage knowledge, mitigate error, and support decision-making in the public/community healthcare setting. / DQ rubric with peer evaluation
Vulnerable Population EBP Assignment
Community Issue/Problem EBP Assignment
ASSIGNMENTS
% of Points
_ _Grade Possible Assignment______
23% 75 Community Issue/Problem EBP Assign.
23% 75 Vulnerable Population EBP Assignment
24% 150 Interventions EBP Assignment
30% 25 each Discussion board participation
______
Grading Scale
100 - 94.00 = A 76.00 =C (needed to pass)
93.99-90.00 = A- 75.99-70.00 = C-
89.99-87.00 = B+ 69.99-67.00 = D+
86.99-84.00 = B 66.99-64.00 = D
83.99-80.00 = B- 63.99-60.00 = D-
79.99-77.00 = C+ Below 60.00 = F
All course work must be completed with an average of 76% or better to pass the course.
Late assignments will incur up to a 40% late penalty against the grade given for that assignment. If an assignment is more than one week late, a zero will be given for the assignment but submission of the assignment is still required.
If you do not complete the course and do not formally withdraw by the drop deadline, your instructor will automatically assign you a grade of "F". The official drop deadline for this course is 9/27/13
Written Assignments and Papers
1. Written paper/assignment(s) are due on the dates indicated in the course schedule. If you are unable to complete an assignment when due because of an emergency, you must notify the instructor before the due date and make other arrangements for that assignment. Late assignments turned in without prior approval will incur up to a 40% late penalty against the grade given for that assignment. Requests for extension of due dates, based on individual circumstances, will be at the discretion of the instructor. Penalties may still apply.
2. APA 6th edition will be required for all papers and presentations; however, an abstract for the paper is NOT required. Written papers must include a cover page, citations and references. Your written work should be scholarly in nature and representative of a nursing professional.
3. *Please ensure all written assignments have a defined introduction at the beginning and a summary at the end of the paper.
4. Insure all credits are given for other’s work (appropriate citations). Any violations, plagiarism, or copying will not be tolerated.
Any written materials created for this class may be submitted to technological evaluation programs designed to compare written materials with a database comprised of thousands of student papers, journal articles, and other written works.
If a student is found to be guilty of academic dishonesty, including plagiarism of another’s written work, a grade of zero (0) will be assigned, the Dean notified of the incident and GBC policy regarding academic dishonesty will be followed. Assignments may not overlap with other nursing courses without written permission of all instructors involved.
5. All course papers must be submitted electronically to the Canvas Dropbox specific to each assignment.
6. Microsoft Word is the word processing software used for this course. Papers may be ‘marked up’ using the Track Changes function in Microsoft Word before returned to you
7. Papers/assignments that have glaring problems or errors that the instructor has previously addressed with the student may be returned for revision. The student will have one day to complete this revision and will only be able to earn 80% of the total grade given.
PARTICIPATION
1. You must actively engage in the course and post on discussion boards for maximum learning.
Participation in online discussions takes the place of much of the verbal interaction among students and between students and faculty that would occur in the traditional classroom setting. It can be a very effective way to communicate and provides the opportunity for everyone to contribute and benefit from the contributions of the rest of the class. To help all of us be most effective in our online communication, the following guidelines and expectations for participation and structured discussions are provided:
Appropriate Online Professional Interaction
Each student must contribute thoughtfully a minimum of 2 times per week to online learning activities and/or other assignments requiring student participation.
Each initial post must be posted no later than Thursday at 11:59 pm, this allows for interaction among class members. Each student is then required to respond to other student postings no later than Sunday at 11:59 pm.
2. All student interactions online must meet the following minimum criteria:
· Demonstrate respect for differing perspectives, values, cultures and experiences
· Contribute to a high level of safety—allowing other learners to feel comfortable sharing ideas that may be different from those of others or controversial in nature
· Maintain confidentiality within and outside the class
· Reflect a high level of thoughtfulness and careful reflection on the topic being addressed and the comments of others
· Seek or provide clarification when some aspect of communication is not clear
All postings to discussion forums must be substantive: thoughtful, organized, address the issue at hand, and of sufficient length and depth to present a new viewpoint or meaningful assessment/response to the viewpoint of another person. In addition, the critical thinking reflected in postings to course discussion should adhere to universal intellectual standards - clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. See the discussions rubric for detailed instructions.3. This course explores value. One goal for student learning is to make explicit those values that may be taken for granted/veiled. Among those values inclusiveness and an honoring of diversity in many forms including but not limited to racial, ethnic, gender, cultural, disability, age, religion, sexual orientation, and socioeconomic differences. Behaviors related to these promote social justice, a core value of public health. Issues of power, sexism, oppression, and vulnerability may be aspects of our discussions. It is important that diversity of opinion is expressed within a circle of caring, respect, and safety.
4. Refer to the document titled Discussion Requirements and Rubric for detailed instructions/directions
Communication about Individual and Course Issues
A permanent discussion board has been placed in the in the Course Content area and titled Course Questions. When you have questions about assignments, due dates, or other course related details, please post them in that discussion forum. Almost always, other students will have the same question and faculty can provide the answer to everyone at once. Also, remember to check the Course Questions forum frequently to see if there is important information there that you need.
Please note!
The NURS 429 syllabus serves as the official course contract. Although I will not make changes in the objectives of the course or change the course materials, I reserve the right to make modifications of the weekly assignments that may vary as necessary from the syllabus and schedule.
STUDENT CONDUCT
Great Basin College considers academic honesty one of its highest values. A student who obtains academic credit for work that is not the product of his or her own effort is being dishonest and undermining the academic integrity of the college. Students are expected to be the sole authors of their work. Use of another’s ideas must be accompanied by specific citation and reference. In addition, a learner may not submit the same work for credit in more than one course. The disciplinary consequences of plagiarism and other forms of academic dishonest include non-acceptance of work submitted, a failing grade in the course, and/or or other disciplinary action as outlined in Great Basin College’s Student Conduct Policy.
ADA STATEMENT
Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Students with Disabilities Office, located in Berg Hall, will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids, and services. For more information or further assistance, please call 775.753.2271
Great Basin College
Nursing 429: Fall 2013 – Delene Volkert, MSN, RN
(Tentative - subject to change)
Week/Module / Topic & Required Textbook Readings / Course Assignments Due DatesWeek One / Overview of Community Health Nursing
Stanhope & Lancaster
Chapter 1 – Population-Focused Practice: The Foundation of Specialization in Public Health Nursing, pgs 4-19
Chapter 9 – Population-Based Public Health Nursing Practice: The Intervention Wheel, pgs 187-213
Additional Resources
Selected readings from Nies & McEwen: (follow links from module one)
1) Microscopic vs. Macroscopic
2) Upstream Thinking / Initial posts due Thursday
Peer response posts due Sunday
Week Two / Promoting Health Community As Client
Stanhope & Lancaster
Chapter 17 – Promoting Healthy Communities Using Multilevel Participatory Strategies, pgs 374-391
Chapter 18 – Community as Client: Assessment and Analysis, pgs 397-419
Chapter 27 – Family Development and Family Nursing Assessment, pgs 600-608 & 614-615
Additional Resources
Healthy People 2020 (see module for link) / Initial posts due Thursday
Response posts due Sunday
Week Three / Environmental Health & Social Determinants of Health
Stanhope & Lancaster
Chapter 10 – Environmental Health, pgs 217-239
Additional resources
Dr Collin’s “Determinants of Health” Power Point (see module for link)
Health Equity Quiz (see module for link) / Initial posts due Thursday
Response posts due Sunday
Week Four / Community Health Planning & Community Health Education
Stanhope & Lancaster
Chapter 15 – Evidence-Based Practice, pgs 339-349
Chapter 16 – Using Health Education and Groups to Promote Health, pgs 353-362.
Additional resources
CDC Simply Put (see module for link)
Healthy People 2020 Objectives (see module for link) / Initial posts due Thursday
Response posts due Sunday
Community Issue/Problem EBP Assignment Due Sunday
Week Five / Cultural Diversity & International Global Health
Stanhope & Lancaster
Chapter 4 – International Global Health, pgs 67-81
Chapter 7 – Cultural Diversity in the Community, pgs 142-161
Additional Resources
Selected reading from “The Spirit Catches You”, chapters 1, 11, and summary (see module for summary link)
National CLAS Standards (see module for link) / Initial posts due Thursday
Response posts due Sunday
Week Six / Vulnerable Populations & Rural Health Nursing
Stanhope & Lancaster
Chapter 19 – Population-Centered Nursing in Rural and Urban Environments 428-437
Chapter 32 – Vulnerability and Vulnerable Populations: An Overview, pgs 719-733 / Initial posts due Thursday
Response posts due Sunday
Vulnerable Population EBP Assignment Due Sunday
Week Seven / Public Health Nursing Competencies and Baccalaureate Preparation
Stanhope & Lancaster
Chapter 40 – The Nurse Leader in the Community, pgs 872-887
Additional Resources
Quad Council Public Health Nurses Core Competencies pdf (see module for link)
Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing pdf (see module for link) / Initial posts due Thursday
Response posts due Sunday
Week Eight / Quality Improvement, Political Influence and Perspectives on Community Health Nursing
Stanhope & Lancaster
Chapter 8 – Public Health Policy, pgs 164-181
Chapter 26 – Quality Management, pgs 575-588
Additional Resources
IOM Leading Health Indicators for Healthy People 2020 (see module for link)
IOM Toward Quality Measures for Population Health and the Leading Health Indicators (see module for link) / Initial posts due Thursday
Response posts due Saturday
Interventions EBP Assignment Due Saturday
Rev 8/16/13 drv