NRS 428 Topic 1: Community\/Public Health Nursing<\/p>\n
Topic 1: Community\/Public Health Nursing Objectives:<\/p>\n
Examine the role of the community\/public health nurse.
\nEvaluate the role of community stakeholders as client and community partners.
\nDiscuss the aspects of health promotion in nursing care of populations.
\nExplain the importance of community resources to planning an intervention.<\/p>\n
Topic 1 DQ 1- Topic 1: Community\/Public Health Nursing
\nExplain 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.
\nThe 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).<\/p>\n
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.
\nThe 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).<\/p>\n
Anything that has the potential to improve a community\u2019s 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.<\/p>\n
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.<\/p>\n
References for NRS 428 Topic 1: Community\/Public Health Nursing
\nCommunity 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<\/p>\n
Evolving Public Health Nurse Role: Focus on Community Participatory Health Promotions and Prevention (2012). Retrieved from: http:\/\/ojin.nursingworld.org<\/p>\n
Re: Topic 1 DQ 2- Topic 1: Community\/Public Health Nursing<\/p>\n
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<\/p>\n
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.<\/p>\n
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 \u200b\u200band beliefs differentiate them from other groups. We all live in a geopolitical community and most of us are part of many phenomenological communities.<\/p>\n
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.<\/p>\n
References:<\/p>\n
(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<\/p>\n
Functional Health Patterns Community Assessment Guide
\nFunctional Health Pattern (FHP) Template Directions:<\/p>\n
This FHP template is to be used for organizing community assessment data in preparation for completion of the topic (sample nursing essay examples by the best nursing assignment writing service) 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.<\/p>\n
Value\/Belief Pattern<\/p>\n
Predominant ethnic and cultural groups along with beliefs related to health.
\nPredominant spiritual beliefs in the community that may influence health.
\nAvailability of spiritual resources within or near the community (churches\/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
\nDo 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.)?
\nWhat does the community value? How is this evident?
\nOn what do the community members spend their money? Are funds adequate?
\nHealth Perception\/Management<\/p>\n
Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).
\nImmunization rates (age appropriate).
\nAppropriate death rates and causes, if applicable.
\nPrevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?
\nAvailable health professionals, health resources within the community, and usage.
\nCommon referrals to outside agencies.
\nNutrition\/Metabolic<\/p>\n
Indicators of nutrient deficiencies.
\nObesity rates or percentages: Compare to CDC statistics.
\nAffordability 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.).
\nAvailability of water (e.g., number and quality of drinking fountains).
\nFast food and junk food accessibility (vending machines).
\nEvidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).
\nProvisions for special diets, if applicable.
\nFor schools (in addition to above):
\nNutritional content of food in cafeteria and vending machines: Compare to ARS 15-242\/The Arizona Nutrition Standards (or other state standards based on residence)
\nAmount of free or reduced lunch
\nElimination (Environmental Health Concerns)<\/p>\n
Common air contaminants\u2019 impact on the community.
\nWaste disposal.
\nPest control: Is the community notified of pesticides usage?
\nHygiene practices (laundry services, hand washing, etc.).
\nBathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.
\nUniversal precaution practices of health providers, teachers, members (if applicable).
\nTemperature controls (e.g., within buildings, outside shade structures).
\nSafety (committee, security guards, crossing guards, badges, locked campuses).
\nActivity\/Exercise<\/p>\n
Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).
\nRecreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).
\nSafety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).
\nInjury statistics or most common injuries.
\nEvidence of sedentary leisure activities (amount of time watching TV, videos, and computer).
\nMeans of transportation.
\nSleep\/Rest<\/p>\n
Sleep routines\/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).
\nIndicators of general \u201crestedness\u201d and energy levels.
\nFactors affecting sleep:
\nShift work prevalence of community members
\nEnvironment (noise, lights, crowding, etc.)
\nConsumption of caffeine, nicotine, alcohol, and drugs
\nHomework\/Extracurricular activities
\nHealth issues
\nCognitive\/Perceptual<\/p>\n
Primary language: Is this a communication barrier?
\nEducational levels: For geopolitical communities, use http:\/\/www.census.gov and compare the city in which your community belongs with the national statistics.
\nOpportunities\/Programs:
\nEducational offerings (in-services, continuing education, GED, etc.)
\nEducational mandates (yearly in-services, continuing education, English learners, etc.)
\nSpecial education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)
\nLibrary or computer\/Internet resources and usage.
\nFunding resources (tuition reimbursement, scholarships, etc.).
\nSelf-Perception\/Self-Concept<\/p>\n
Age levels.
\nPrograms and activities related to community building (strengthening the community).
\nCommunity history.
\nPride indicators: Self-esteem or caring behaviors.
\nPublished description (pamphlets, Web sites, etc.).
\nRole\/Relationship<\/p>\n
Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).
\nVulnerable populations:
\nWhy are they vulnerable?
\nHow does this impact health?
\nPower groups (church council, student council, administration, PTA, and gangs):
\nHow do they hold power?
\nPositive or negative influence on community?
\nHarassment policies\/discrimination policies.
\nRelationship with broader community:
\nPolice
\nFire\/EMS (response time)
\nOther (food drives, blood drives, missions, etc.)
\nSexuality\/Reproductive<\/p>\n
Relationships and behavior among community members.
\nEducational offerings\/programs (e.g., growth and development, STD\/AIDS education, contraception, abstinence, etc.).
\nAccess to birth control.
\nBirth rates, abortions, and miscarriages (if applicable).
\nAccess to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).
\nCoping\/Stress<\/p>\n
Delinquency\/violence issues.
\nCrime issues\/indicators.
\nPoverty issues\/indicators.
\nCPS or APS abuse referrals: Compare with previous years.
\nDrug abuse rates, alcohol use, and abuse: Compare with previous years.
\nStress management resources (e.g., hotlines, support groups, etc.).
\nPrevalent mental health issues\/concerns:
\nHow does the community deal with mental health issues
\nMental health professionals within community and usage
\nDisaster planning:
\nPast disasters
\nDrills (what, how often)
\nPlanning committee (members, roles)
\nPolicies
\nCrisis intervention plan
\nNRS 428 Topic 1: Community\/Public Health Nursing \u2014 Community Teaching Work Plan Proposal
\nPlanning and Topic<\/p>\n
Directions: Develop an educational series proposal for your community using one of the following four topic (sample nursing essay examples by the best nursing assignment writing service)s:<\/p>\n
Bioterrorism\/Disaster
\nEnvironmental Issues
\nPrimary Prevention\/Health Promotion
\nSecondary Prevention\/Screenings for a Vulnerable Population
\nPlanning Before Teaching:<\/p>\n
Name and Credentials of Teacher:<\/p>\n
Estimated Time Teaching Will Last:\tLocation of Teaching:<\/p>\n
Supplies, Material, Equipment Needed:\tEstimated Cost:<\/p>\n
Community and Target Aggregate:<\/p>\n
Topic:<\/p>\n
Identification of Focus for Community Teaching (Topic Selection):<\/p>\n
Epidemiological Rationale for Topic (Statistics Related to Topic):<\/p>\n
Teaching Plan Criteria<\/p>\n
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.<\/p>\n
Nursing Diagnosis:<\/p>\n
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.<\/p>\n
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.<\/p>\n
How Does This HP2020 Objective Relate to Alma Ata\u2019s Health for All Global Initiatives<\/p>\n
Develop Behavioral Objectives (Including Domains), Content, and Strategies\/Methods:<\/p>\n
Behavioral Objective
\nand DomainExample \u2013 Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)\tContent
\n(be specific)Example \u2013 The Food Pyramid has five food groups which are\u2026.
\nHealthy foods from each group are\u2026.
\nUnhealthy foods containing a lot of sugar or fat are\u2026.<\/p>\n
Strategies\/Methods
\n(label and describe)<\/p>\n
Example \u2013 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.<\/p>\n
1.<\/p>\n
1.\t1.
\n2.<\/p>\n
2.\t2.
\n3.<\/p>\n
3.\t3.
\n4.<\/p>\n
4.\t4.<\/p>\n
Creativity: How was creativity applied in the teaching methods\/strategies?<\/p>\n
Planned Assessment of Objectives (Outcome Assessment): Describe what you will measure for each objective and how. NRS 428 Topic 1: Community\/Public Health Nursing<\/p>\n
Planned Assessment of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.<\/p>\n
Planned Assessment of Lesson and Teacher (Process Assessment):<\/p>\n
Barriers: What are potential barriers that may arise during teaching and how will those be handled?<\/p>\n","protected":false},"excerpt":{"rendered":"
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\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9022,9020,9021,9023,9018,9024,7392,9019],"tags":[1400,613,142,7594,1394,7598,7595,7593,7597,7599,7601,7590,7596,133,7655,7656,7591,7592],"class_list":["post-106446","post","type-post","status-publish","format-standard","hentry","category-assessment-assignment-help","category-coursework-help","category-homework-assignment","category-homework-help","category-i-need-help","category-research-essay","category-write-a-paper","category-write-an-essay","tag-best-custom-essay-writing-services","tag-best-dissertation-writing-services-uk","tag-best-online-essay-writing-services","tag-cheap-custom-essay-writing-services","tag-custom-research-paper-writers","tag-custom-research-papers-writing-service","tag-essay-writer-websites","tag-essay-writing-service-quality-cheap","tag-free-research-paper-writing-service","tag-help-me-write-a-research-paper","tag-i-need-help-with-my-dissertation","tag-professional-dissertation-writing-service","tag-quick-essay-writing-service","tag-research-paper-writing-service-cheap","tag-service-writing-my-essay-write-custom","tag-someone-to-write-my-paper","tag-top-rated-dissertation-writing-services","tag-top-uk-dissertation-writing-services"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/106446","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=106446"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/106446\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=106446"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=106446"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=106446"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}