NURS 450: Community and Global Health I
NORTHERN NEW MEXICO COLLEGE
NURSING EDUCATION PROGRAM SYLLABUS
NURS 450: Community and Global Health I
Credits:
3 (3T + 0L)
Lecture Hours:
45
GENERAL INFORMATION
Semester:
Meeting Time:
Meeting Place:
Staffing:
Office Hours:
Office Phone:
Email:
Prerequisites:
Co-requisites:
Textbooks:
NURS 400, NURS 401, and strongly suggest NURS 410
None
COURSE DESCRIPTION
This first of a 2-part course provides an overview of contemporary community health nursing practice.
The influence of culture on healthcare beliefs and practices is emphasized. Self-care is linked to
population health. Health problems of selected populations within New Mexico are examined. Public
Health Nursing Competencies are linked with the Theory of Integral Nursing to form the basis for
student’s learning experiences.
TOPICS
Case management
Communicable disease risk prevention
Community as client
Community nursing roles
Community partnerships
Cultural diversity
Cultural competence
Demographics
Epidemiology
Family nursing
Genomics
Health prevention
Health promotion
Healthy People 2020
History of community nursing
Intervention Wheel
“Upstream thinking”
Population focused care
Spiritual diversity
Eco-environmental health
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NURS 450: Community and Global Health I
COURSE COMPETENCIES
1. Examine functions and roles
of the nurse in local
community settings.
2. Utilize a holistic approach
to address community
needs.
RELATED PROGRAM
OUTCOMES
RELATED COLLEG
WIDE GOALS
1. Use the Theory of Integral
Nursing and the American
Holistic Nurses Association
and the American Nurses
Association Holistic Nursing
Scope and Standards of
Practice (2007) to provide
integral and holistic nursing
care in a variety of settings.
2. Demonstrate critical thinking
skills from an “I”, “It”, “We”,
“Its” perspective.
4. Conduct integral holistic
health assessments in relation
to client needs.
2.Critical Thinking
Ability to think critically;
3. Cultural Competency
Ability to realize the role
of the nurse in
influencing societal
consequences.
1. Effective
Communication: Ability
to communicate clearly
and effectively.
2. Critical Thinking
a. Analyze and synthesize
information.
3. Cultural Competence:
Demonstrate
commitment to address
cultural, social and
ethical responsibilities.
Ability to perceive
situations from various
cultural and ethical
contexts.
4. Information and
Technological Literacy:
Demonstrate ability to
use current technology.
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NURS 450: Community and Global Health I
3. Apply demographic and
epidemiological principles
to selected health problems
in community nursing
practice.
5. Analyze community health
data to identify expected
health outcomes.
6. Plan nursing interventions
in collaboration with others
to improve or maintain
health.
7. Incorporate teachinglearning processes into
holistic community nursing
practice.
4. Demonstrate critical thinking
skills from an “I”, “It”, “We”,
“Its” perspective.
2. Critical Thinking:
Ability to think critically.
2. Demonstrate critical thinking
2.Critical Thinking:
skills from an “I”, “It”, “We”,
Ability to think critically
“Its” perspective.
through analytical means
6. Integrate and apply
knowledge to support
individual and collective
health.
7. Analyze the links between and
among individual, community,
and global health issues from
an integral world view.
8. Analyze and utilize research
findings to facilitate individual
and collective health.
3. Communicate effectively from 1. Effective
a relationship-centered care
Communication: Ability
perspective involving Patient- to communicate
Practitioner, Communityeffectively through
Practitioner, and Practitioner- verbal, written, listening,
Practitioner relationships.
and visual skills.
6. Integrate and apply
2. Critical Thinking: Infer
knowledge to support
specific contexts and
individual and collective
situations for learning.
health.
3. Cultural Competence:
Demonstrate
commitment to address
cultural responsibilities.
3. Communicate effectively from 1.Communication
a relationship-centered care
a. Express ideas
perspective involving Patient- coherently and
Practitioner, Communitypersuasively through oral
Practitioner, and Practitioner- and written
Practitioner relationships.
communication
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NURS 450: Community and Global Health I
5. Apply concepts of integral
nursing to a personal plan for
holistic self-care.
6. Integrate and apply
knowledge to support
individual and collective
health.
7. Analyze the links between and
among individual, community,
and global health issues from
an integral world view.
8. Analyze and utilize research
findings to facilitate individual
and collective health.
8. Evaluate effectiveness of
nursing interventions in
community nursing
practice.
b. Speak coherently and
appropriately for various
audiences and situations.
2. Critical Thinking: Infer
specific contexts and
situations for learning by
asking essential
questions.
3. Cultural Competence:
Demonstrate
commitment to address
cultural responsibilities.
4. Information and
Technological literacy:
Utilizing research
findings.
2. Demonstrate critical thinking
2.Critical Thinking:
skills from an “I”, “It”, “We”,
Draw reasoned
“Its” perspective.
conclusions.
6. Integrate and apply
knowledge to support
individual and collective
health.
7. Analyze the links between and
among individual, community,
and global health issues from
an integral world view.
Methods of Instruction
Lecture, PowerPoint presentations, discussion, collaborative learning, video, interviews, web-based
assignments, peer teaching, reflection, formal learning groups
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NURS 450: Community and Global Health I
Summary of Course Deliverables
ASSIGNMENTS
Individual (75%)
Points
Cultural Interview (Due Class 5)
15
Community Planning Meeting (Due Class 8)
10
Community Health Issue Paper (Due Class 13)
30
Service Learning Project: Preparation (Due Class 15)
5
Participation (All Classes) (1 point each class)
15
Due Date
NURS 450 Grading
Rubric Cultural Interview.docx
NURS 450 Grading
Rubric Community Planning Meeting.docx
NURS 450 Grading
Rubric Community Health Issue Paper.do
NURS 450 Grading
Rubric SLP Preparation.docx
NURS 450 Grading
Rubric Participation.docx
Learning Team (25%)
Learning Team Community Nursing Presentation (Due Class 15)
20
Learning Team Contract (Due Class 2)
3
Learning Team Evaluation (Due Class 15)
2
Total
NURS 450 Grading
Rubric LT Assignment Community Nursing
Service-Learning
Agreement.docx
NURS 450 Grading
Rubric for PEER EVALUATION.docx
100
Grading Scale
90-100 = A
80-89 = B
70-79 = C
60-69 = D
 60 = F
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NURS 450: Community and Global Health I
Cultural Interview
Interview a recipient of services from a community health agency or program who is from a cultural,
socioeconomic, educational, racial, ethnic, or professional background different from yours and with
which you desire increased familiarity (INP 2; PHNCD 4). Prior to the interview assess your perceptions
and any biases you have (INP 1). Identify knowledge gaps and review information in your text and
other sources regarding the person’s background (PHNCD 4). Utilizing appropriate methods for
interacting sensitively, effectively, and professionally with persons from diverse backgrounds identify
factors which led to the individual obtaining services from the agency or program (PHNCD4). Identify
the role of culture in the delivery of services from the recipient’s perspective (INP 1). Create a written
summary of your interview and your reactions to the experience (INP 1, 2; PHNCD 3). Discuss the
importance of a diverse public health workforce in your summary (PHNCD 4). Be prepared to discuss
your experience in class (INP 2). See grading rubric for Cultural Interview for additional details of this
assignment. This assignment is due in Class 5.
Learning Team Assignment: Community Nursing
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Select team members for group projects. These members will work together on the selected
Learning Team Assignment. Each team will prepare a Learning Team Agreement. See Grading
Rubric for Learning Team Agreement. Following the completion of the Learning Team
Assignment, each individual member will submit a Learning Team Evaluation which includes
an evaluation of your contributions as well as that of your team members.
Group assignments are included in many of the courses in the RN to BSN nursing program.
Working effectively in groups is a critical component of today’s professional work
environment. Students must collaborate and function well in teams as both leaders and
followers. Students are expected to respect diversity and to behave in a respectful manner. If
difficulties arise while working with your team, you are expected to resolve them with your
team members. If you cannot accomplish a satisfactory resolution of problems, contact your
instructor. The establishment of a successful Learning Team Agreement can do much to
ensure that all team members understand what is expected for successful team participation.
While everyone in the group will normally earn the same grade for a learning team
assignment, the instructor reserves the right to reduce the score, or issue a zero for anyone
not participating equally, or not contributing materials to the group by the time agreed upon
by the group.
Each team will select one of the following assignments. Duplication is not permitted.
1. Community Assessment: Conduct a systematic “windshield survey” of a defined
community. Use the community assessment wheel from the assessment segment of
the community-as-partner model to organize your assessment. What strengths and
needs did you identify? (PHNCD 1, 5)
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2. Emergency Disaster Plans: Review web resources on competency-based training for
bioterrorism and other public health emergencies. Select one agency/facility in the
community to ascertain its emergency response plan. Determine the following: Has it
been tested? Is there interagency coordination? Which agency is the lead agency in a
disaster? (PHNCD 2)
3. Epidemiology: Select an issue of the Morbidity and Mortality Weekly Report MMWR
(http://www.cdc.gov/mmwr/mmwr_wk.html) and track the pattern of a disease
outbreak or other health issue in the US. Compare this with what has occurred in New
Mexico. Describe the role of government agencies in the prevention of disease.
(PHNCD 1, 5, 6)
4. Community Health Nursing Roles: Interview 5 community health nurses. Identify the
ways they collaborate with community partners to promote public health. Compare
and contrast their roles. What is similar? What is different? (PHNCD 5)
5. Addictions: Identify resources in a selected community for prevention and treatment
of substance abuse disorders. How are programs funded? What services are
provided? Identify how private and public addiction programs work together within
the community. (PHNCD 5, 6, 7)
6. Occupational Health: Identify a population of employees who do not have access to
occupational health services. Plan and implement a small health fair for the work site.
Develop a vision statement for your team project. Develop a budget for your project.
(PHNCD 7, 8)
Each team will develop a PowerPoint presentation (8-12 slides) which will be used to teach your
classmates about the selected topic. Develop at least 3 learning objectives for your presentation. (See
Bloom’s taxonomy for writing objectives.) Include an evaluation component (i.e., provide a tool for the
audience to evaluate the presentation). Use at least 3 current scholarly references to support your
presentation. Be creative. Engage your audience. Share your reactions. (INP 1, 2, 3, 4; PHNCD 3, 5,
6)See grading rubric for Learning Team Assignment: Community Nursing for additional details of this
assignment. This assignment is due in Class 15.
GS:
Reviewed 7-16-14; 8-11-14
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