DEPARTMENT OF CLINICAL IMMUNOLOGY, ALLERGOLOGY
AND GENERAL PATIENT CARE
“CONFIRMED”
Vice-rector of tsmu
Prof. Ihor R. Mysula
M.D., Ph.D, d.m.
27.06.2009
SylLabus: FALL 2009
COMMUNITY AND PUBLIC HEALTH NURSING
PRACTICUM
for 2nd year foreign students to
be taught in field – 1101 Medicine
Specialty
6.110100 “Nursing”
Educational
– Qualification level – Bachelor
Structural Academic
Plan
|
Course |
Semesters |
Amount of hours |
Control A |
|||
|
Total |
|
Self – preparations |
||||
|
Lectures |
Practical training |
|||||
|
2 |
III |
333 |
0 |
256 |
77 |
Credit |
Prepared
by
Nataliya Haliyash,
MD, BSN
The
program was discussed at Department meeting. Minute ¹ 17
from June 12, 2009.
The Head of department Prof. I. Ya. Hospodarsky
The
program was confirmed at
Minute ¹___6____
from __June 23, 2009__
The
Head of commission As. Prof. S.O. Yastremska,
Ph.D, BSN
Ternopil 2009
Faculty:
Nataliya Haliyash MD, BSN
room No.:
Nursing 06
office telephone No.: +380 352 430927
office hours:
posted or additional by appointment
e-mail: [email protected]
I. COURSE DESCRIPTION
Provides study of the patterns of a community and the
nurse's role in promoting and preserving the health of the population as a
whole.
16 hrs classes per week
(for 16 weeks: Sept 1 – Dec 19)
US Credit hours: 4
ECTS credits: 11
UA: Total hours 333
Contact hours: 256
Lecture hours: 0
Practical classes’ hours (clinical): 256
Student independent work: 77
II. COURSE APPROACH
This
course introduces students to the community and public health nursing practice.
Emphasis will be on promotion of community health with focus on community
health nursing models, community health nursing roles, biostatistics and
epidemiological standards of community health nursing practice, political
processes and practices basic to community health nursing practice, critical
evaluation of community health nursing research, environmental health, and
health care delivery systems. The student will assess, diagnose, plan,
intervene and evaluate the health status of individuals, families, groups, and
communities within urban and rural settings, with emphasis on health promotion
and disease prevention at the community level.
III. COURSE OBJECTIVES
Upon completion of this
course, the participant will be able to:
Competency
1.
Communicate clearly about community health theory and practice to other health
professionals.
2. Use community health theory and concepts in clinical practice.
Critical Thinking
3.
Analyze current community health nursing theories and models.
4.
Analyze the concept of community: structures, models, processes, resources,
health, and aggregate health.
5.
Analyze the structure and function of the health care delivery system in
providing care on international, national, state and local levels.
6.
Evaluate research applicable to community health nursing.
7.
Analyze the influence of policies/political processes impacting community
health nursing.
8.
Evaluate ethical problems that pertain to community health nursing.
9.
Analyze the concept of population-based community health nursing practice.
10.
Analyze the consequences of the historical background of community health
nursing on modern practice.
Caring
11.
Analyze caring on the community level.
Culture
12.
Evaluate cultural issues in community health nursing practice.
Communication
13.
Communicate clearly about community health theory and practice to other health
professionals.
Health
14.
Evaluate the history, principles, and practices of community health nursing in
relation to the health of communities.
15.
Analyze the health of individual, family & community interactions and
linkages to promote, maintain, and restore the health of communities.
16.
Evaluate the principles of primary, secondary and tertiary
prevention/intervention in meeting the health needs of families and communities
across the health-illness continuum.
Environment
17.
Integrate community health concepts and principles of epidemiology in
communicable disease, chronic disease, and social dysfunction.
18.
Compare and contrast settings where population-focused community health nursing
is practiced
19.
Analyze environmental health hazards in relation to the health of communities.
Learning-Teaching
20.
Evaluate models, concepts, and methods of community education.
Professionalism
21.
Compare and contrast the past, present and future roles of the professional
nurse in community settings.
IV. COURSE OUTLINE
The
following topics will be covered:
|
Module 1. Conceptual Framework Applied to Community Health Nursing |
|||
|
1.
Community Based Nursing §
Perspectives in Health Care Delivery §
Influences on Health Care Delivery and Community
Health Nursing |
Objectives |
TEXTBOOK Chapters 1, 2 |
|
|
2.
Organizing Frameworks |
Objectives Identify levels of economic theories Analyze the major components of health care reforms Identify the factors indluencing health care
economics Trace the role of government and other payers in health care financing |
Chapters 3, 5 |
|
|
3.
Community as Client |
Objectives |
Chapters 6, 9 |
|
|
4.
Roles
and Functions of the Community Health Nurse Settings for Community Health
Nursing |
|
|
|
|
Communicable Disease -Health Risk and Prevention Transmission of Communicable Diseases Environmental Health Overview of external
Hazards, Hazardous substances, Environmental concerns |
|
|
|
|
Module 2. Promoting and Protecting the Health of Populations and
Groups Elderly Care |
|||
|
1.
Health Status of Older Adults. Dispelling Ageism |
*
Describe
the global and national health status of older adults. *
Identify
and refute at least four common misconceptions about older adults. *
Describe characteristics of healthy older
adults. |
Chapter 30 “Community Health Nursing” by Loai.
– Pp. 714-718. |
|
|
2.
Health Needs of Older Adults |
*
Provide
an example of primary, secondary, and tertiary prevention practices among the
older population. *
Alzheimer disease prevention *
Discuss
four primary criteria for effective programs for older adults. |
Chapter 30 “Community Health Nursing” by Loai.
– Pp. 719-730. |
|
|
3.
Approaches to Older Adult Care |
*
Guidelines
for Assessing the Safety of the Environment for Older Adults. *
Recommended Health Screenings and Immunizations – Older
Adults *
Geriatrics and Gerontology *
Case Management and Needs Assessment *
|
Chapter 30 “Community Health Nursing” by Loai.
– Pp. 731. |
|
|
4.
Health Services for Older Adult Populations |
*
Describe
various living arrangements and care options as older adults age in place: §
Living
Arrangements Based on Levels of Care §
Hospice and Respite
Care Services *
Criteria
for Effective Elderly Service *
Health screening *
Health maintenance programs |
Chapter 30 “Community Health Nursing” by Loai.
– Pp. 731-734. |
|
|
5.
The Community Health Nurse in an Aging World |
*
Community
health nurses face a serious challenge in addressing the needs of the growing
and aging elderly population. |
Chapter 30 “Community Health Nursing” by Loai.
– Pp. 735-741. |
|
|
Module 3. Promoting and Protecting the Health of Populations and
Groups Family Nursing |
|||
|
1.
Theoretical Bases for Promoting Family Health |
*
Analyze
changing definitions of family. *
Discuss
characteristics all families have in common. *
Identify
five attributes that help explain how families function as social systems. *
Discuss
how a family’s culture influences its values, behaviors, prescribed roles,
and distribution of power. *
Compare
and contrast the variety of structures that make up families. *
Describe
the functions of a family. |
Chapter 22 “Community Health Nursing” by Loai.
– Pp. 495-514. |
|
|
2.
Family Assessment |
*
Describe
the effect of family health on individual health and community health. *
Describe
individual and group characteristics of a healthy family. *
Identify
five family health practice guidelines. *
Describe
three conceptual frameworks that can be used to assess a family. *
Describe
the 12 major assessment categories for families. *
List
the five basic principles the community health nurse should follow when
assessing family health. |
Chapter 23 “Community Health Nursing” by Loai.
– Pp. 515-536. |
|
|
3.
Planning, Intervening, and Evaluating Health Care
for Families |
*
Describe
the components of the nursing process as they apply to enhancing family
health. *
Identify
the steps in a successful family health intervention. *
Discuss
the two foci of family health visits: education and health promotion. *
List
at least six specific safety measures the community health nurse should take
when traveling to a home or making a home visit. *
Describe
useful activities and actions when intervening on family health visits. *
Describe
three types of evaluations that are necessary after family health
intervention. |
Chapter 24 “Community Health Nursing” by Loai.
– Pp. 539-554. |
|
|
4.
Poor
families. Homelessness. |
*
Analyze
the concepts of poverty and homelessness. *
Describe
the social, political, cultural, and environmental factors that influence poverty.
*
Discuss
community health nursing interventions for poor and homeless |
Chapter 32, 33 from “Community Health Nursing” by Loai.
– Pp. 761-800 [selectively]. |
|
|
5.
Families in Crisis: Facing Violence from Within
and Outside the Family |
*
Explain
the difference between developmental crises and situational crises and give
several examples of each within families. *
Discuss
strategies to prevent the impact of a situational crisis and a developmental
crisis at each level of prevention. *
Describe
three main categories of family violence. *
Identify
characteristics of five forms of abuse against infants, children, and
adolescents. *
Describe
the “cycle of violence” seen in partner/spousal abuse. *
Explain
the types of mistreatment common to the elderly. |
Chapter 25 “Community Health Nursing” by Loai.
– Pp. 556-583. |
|
|
Module 4. Promoting and Protecting the Health of Populations and
Groups Kindergarten and School
Nursing |
|||
|
1. Global View of
Infant, Toddler, and Preschool Health. Health Problems of Infants, Toddlers,
and Preschoolers. |
*
Identify
the changing demographics found in the infant, toddler, and preschool
populations. *
Identify
major health problems and concerns for infant, toddler, and preschool
populations globally and in the * Describe a variety of programs that
promote and protect health and prevent illness and injury of infant, toddler,
and preschool populations. |
Chapter 27 “Community Health Nursing” by Loai.
– Pp. 623-630. |
|
|
2.
Health Services for Infants, Toddlers, and
Preschoolers. Role of the Community Health Nurse |
*
State
the recommended immunization schedule for infants and children, and give the
rationale for the timing of each immunization. * Give examples of methods the community
health nurse might use in working with infants, toddlers, and preschool
populations to help promote their health. |
Chapter 27 “Community Health Nursing” by Loai.
– Pp. 631-638. |
|
|
3.
Health Problems of School-Age Children |
*
Identify
major health problems and concerns for school-age population in the * Describe types of programs and services
that promote health and prevent illness and injury of school-age population. |
Chapter 28 “Community Health Nursing” by Loai.
– Pp. 643-651. |
|
|
4.
Health Problems of Adolescents
|
*
Identify
major health problems and concerns for adolescent population in the * Describe types of programs and services
that promote health and prevent illness and injury of adolescent population. * Teen pregnancy: prevention |
Chapter 28 “Community Health Nursing” by Loai.
– Pp. 652-655. |
|
|
5.
Health Services for School-Age Children and
Adolescents. Role of the School Nurse |
*
State
the recommended immunization schedule for school-age children and give the
rationale for the timing of each immunization. *
Describe
some common roles and functions of school nurses. * Evaluate the potential benefits of
school-based health centers, and discuss possible parental or community
objections. |
Chapter 28 “Community Health Nursing” by Loai.
– Pp. 656-668. |
|
|
Module 5. Promoting and Protecting the Health of Populations and
Groups Community Mental Health Nursing |
|||
|
1.
Historical
evolution of mental health care. The incidence and prevalence of mental
illness and addictions in the world. Community mental health in perspective. |
* Mental health is among the top 10 leading
indicators of health * Definition of
mental health * Serious mental
illness (SMI), serious and persistent mental illness (SPMI), neurosis,
psychosis, insanity, posttraumatic stress disorder (PTSD) * The Twentieth
Century and the Impact of Managed Care * The Obstacle of Stigma |
Chapter 35 “Community Health Nursing” by Loai.
– Pp. 829-835. |
|
|
2.
Theories
on the etiology of addiction. The needs of and treatment approaches for those
with addictions. |
* Terminology of Addiction * Incidence and Prevalence * Etiology of Addiction: biological, sociocultural,
behavioral/ psychological, and environmental factors * Epidemiologic Model Applied to Addiction * Common Assumptions About Clients Living
With Addiction |
Chapter 35 “Community Health Nursing” by Loai.
– Pp. 844-864. |
|
|
3.
Community
mental health and addiction resources. The needs of and treatment approaches
for the mentally ill. |
* Needs Of The Mentally Ill: physical
problems, psychological problems, and social problems * Biomedical or Psychotherapeutic Treatment Approaches * Community Mental Health And Addiction Resources:
mental health centers, halfway houses, support programs, mobile crisis teams,
self-help groups, and private mental health services |
Chapter 35 “Community Health Nursing” by Loai.
– Pp. 836-841. |
|
|
4.
Health-promoting
interventions for community mental health. |
* Models for Preventing Mental Disorders: o
the
Public Health Model o
the
Mental Health Intervention Spectrum Model * Discuss primary, secondary, and tertiary
prevention activities |
Chapter 35 “Community Health Nursing” by Loai.
– Pp. 842-844. |
|
|
5.
The
role of the nurse in caring for clients, families, and communities struggling
with addiction or mental illness. |
The Nurse’s Role In
Community Mental Health: * access and use epidemiologic data * advocacy * education * case management for persons with SMIs * case-finding and referral * collaboration |
Chapter 35 “Community Health Nursing” by Loai.
– Pp.: review all. |
|
V. REQUIRED TEXTBOOKS
Stanhope, M., & Lancaster, J. (2000). Community
and Public Health Nursing (5th Edition)
Stanhope, M., & Lancaster, J. (2006). Foundations
of Nursing in the Community: Community-Oriented Practice (2nd
Edition)
Recommended Optional
Materials/References
Hitchcock,
J.E., Schubert, P.E, & Thomas S.A. (1999) Community Health Nursing: Caring
in Action / Delmar.
American Psychological Association. (1994) Publication
Manual of the American Psychological Association (4th ed.).
See required Websites:
http://www.health.gov/healthypeople/.
www.health.state.mn.us/divs/chs/phn/definitions.pdf
http://www.nursingworld.org, The official website of the
American Nurses' Association. http://www.apha.org, This is the home page of
the American Public Health Association (APHA). http://www.communityhlth.org, The Association for Community Health Improvement.
http://www.florence-nightingale.co.uk
http://www.firstgov.gov, This is the U.S.
Government's official web portal. This site provides online information,
services, and resources from the U.S. Government.
Course Website – Log in @ http://www.tdmu.edu.te.ua/ukr/general/index.php
VI. STUDENT RESPONSIBILITIES
1. The instructional work is designed for
class attendance and participation. Students are responsible for the content of
all classes as outlined in the course syllabus. This includes any information
provided through announcements related to policies or academic activities.
2. The following are thought to facilitate
and enhance group learning:
a. Being present
and on time for class
b. Open
discussion of selected topics
c. Maintenance of
distraction free environment
*Pagers and cell phone use during class is not permitted.
3. Students participation will be
facilitated through critical thinking exercises, i.e. individual/group
presentations, and class discussion.
4. Students are expected to complete
assigned readings prior to class. Class time will be used to discuss, clarify
and supplement written materials. The student is responsible for the assigned content.
5. Students are expected to be present for
all scheduled tests. In the event that a student is unable to attend a
scheduled test, the student must:
a. Notify the faculty member regarding absence
PRIOR to the scheduled time for the test. In the event of an emergency on the
day of the test, notify the faculty member as soon as possible.
b. Faculty reserve the right to change the test
format when giving make-up test.
6. It is the responsibility of the student
to inform the faculty member of any circumstance that warrants the extension of
special accommodations.
7. All written work must be completed and
submitted as scheduled in order to pass the course. Failure to complete work as
assigned may result in a grade of Incomplete in the course.
VII. COURSE REQUIREMENTS / EVALUATION:
A. Course Requirements
1. See
course outline for specific reading assignments
2. Class
Participation (you will have evaluation mark at the end of each class that is based on the results of practical work, oral
discussion and multiple choice and/or essay quizzes)
3. Community/Family
Assessment Papers (2)
4. Essay about attitudes and
approaches
B. Final Grade Calculation
|
Community/Family Assessment Paper (2) |
50 % (25 % each) |
|
Essay |
20 % |
|
Class Evaluation Average |
30 % |
|
|
100 % = 12 points |
C. Class Attendance
1. Attendance of all classes’ sessions is
required in order to receive credit for the course. All absences should be made
up during next two weeks.
2. Specific attendance guidelines
a. Failure
to attend an entire lecture or practical constitutes one full absence.
3. Presentations will be presented during
class time. Groups of students will work
together on these projects. Students
should select their groups carefully.
Each member of a group presentation will be given the same grade. Each member of the group must show evidence
of participation during the presentation.
Time limit to be determined based on number of groups.
D. Grading
Scale
|
1-12
Points Grade (TSMU) |
% of
points |
Amount of right answers (of 60) |
Amount of right answers (of 100) |
Letter
Grade (US) |
1-5
Mark (UA) |
|
“12” |
97-100 |
60-58 |
97-100 |
A+ |
5+ (Excellent) |
|
“11” |
93-96 |
57-55 |
93-96 |
A |
5 (Excellent) |
|
“10” |
89-92 |
54-52 |
89-92 |
A– |
5– (Excellent) |
|
“9” |
85-88 |
49-51 |
85-88 |
B+ |
4+ (Good) |
|
“8” |
81-84 |
48-46 |
81-84 |
B |
4 (Good) |
|
“7” |
76-80 |
45-43 |
76-80 |
C+ |
4 – (Good) |
|
“6” |
72-75 |
42-40 |
72-75 |
C |
3+ (Satisfactory) |
|
“5” |
68-71 |
39-37 |
68-71 |
D+ |
3 (Satisfactory) |
|
“4” |
64-67 |
36-34 |
64-67 |
D |
3 – (Satisfactory) |
|
“3” |
60-63 |
33-31 |
60-63 |
F |
2 (Failed) |
|
“2” |
61 & less |
30 & less |
61 & less |
F |
1 (Failed) |
VIII. Course Content: Lectures
|
N |
Theme |
Contact
hours |
Instructor |
Date |
|
1.
|
Community
Based Nursing. Perspectives
in Health Care Delivery. Influences
on Health Care Delivery and Community Health Nursing |
5 |
|
September 8,
2009 |
|
2.
|
Epidemiologic and Research
Applications. Epidemiology,
Demography - Applications in Community Health Nursing. |
7 |
|
September 10,
2009 |
|
3.
|
Theories applied to Community Health
Nursing. |
5 |
|
September 11,
2009 |
|
4.
|
Models and Concepts applied to
Community Health Nursing. Conceptual models: The Omaha System, Neuman System Model |
7 |
|
September 15,
2009 |
|
5.
|
Community As Client: The Nursing process
in the promotion of Health |
5 |
|
September 17,
2009 |
|
6.
|
The |
7 |
|
September 18,
2009 |
|
7.
|
Roles and Functions of the Community
Health Nurse. Case Management |
5 |
|
September 22,
2009 |
|
8.
|
Cultural Diversity and Community
Oriented Nursing Practice. Ethical Quandaries in Community Health Nursing |
7 |
|
September 24,
2009 |
|
9.
|
Informatics and Community Health
Nursing. |
5 |
|
September 25,
2009 |
|
10. |
Communities in Crisis:
Disasters, Group Violence, and Terrorism Multiple
Choice Module Test 1 |
7 |
|
September 29,
2009 |
|
11. |
Community
Assessment Paper |
5 |
|
October 1,
2009 |
|
12. |
Health Status of Older Adults. Dispelling
Ageism |
7 |
|
October 5,
2009 |
|
13. |
Health Needs of Older Adults |
5 |
|
October 6,
2009 |
|
14. |
Approaches to Older Adult Care |
7 |
|
October 8,
2009 |
|
15. |
Health Services for Older Adult
Populations |
5 |
|
October 9,
2009 |
|
16. |
Criteria for Effective Elderly Service |
7 |
|
October 13,
2009 |
|
17. |
Living Arrangements Based on Levels of
Care. Hospice and Respite
Care Services |
5 |
|
October 15,
2009 |
|
18. |
Health screening for Elderly population |
7 |
|
October 16,
2009 |
|
19. |
Health Maintenance Programs for Older
Adults |
5 |
|
October 20,
2009 |
|
20. |
The Community Health Nurse in an Aging
World Essay |
7 |
|
October 22,
2009 |
|
21. |
Theoretical Bases for Promoting Family
Health |
5 |
|
October 23,
2009 |
|
22. |
Family Assessment: Characteristics
of Healthy Families. Family Health Practice Guidelines |
5 |
|
November 3,
2009 |
|
23. |
Family Assessment: Family Health
Assessment. Guidelines for Family Health Assessment |
5 |
|
November 5,
2009 |
|
24. |
Planning, Intervening, and Evaluating Health
Care for Families |
5 |
|
November 9,
2009 |
|
25. |
Family
Assessment Paper |
5 |
|
November 10,
2009 |
|
26. |
Poor families. Homelessness. |
7 |
|
November 11,
2009 |
|
27. |
Families in Crisis: Facing Violence from
Within the Family |
5 |
|
November 12,
2009 |
|
28. |
Families in Crisis: Facing Violence from
Outside the Family Multiple
Choice Module Test 2 |
7 |
|
November 13,
2009 |
|
29. |
Global View of Infant, Toddler, and
Preschool Health. Health Problems of Infants, Toddlers, and Preschoolers. |
5 |
|
November 16,
2009 |
|
30. |
Health Services for Infants, Toddlers,
and Preschoolers. Role of the Community Health Nurse |
7 |
|
November 17,
2009 |
|
31. |
Immunization schedules |
5 |
|
November 18,
2009 |
|
32. |
Injury prevention |
7 |
|
November 19,
2009 |
|
33. |
Health Problems of School-Age Children |
5 |
|
November 20,
2009 |
|
34. |
Health Problems of Adolescents |
5 |
|
November 23,
2009 |
|
35. |
Teen Pregnancy: prevention, community
support services |
7 |
|
November 24,
2009 |
|
36. |
Health Services for School-Age Children
and Adolescents. Role of the School Nurse |
7 |
|
November 25,
2009 |
|
37. |
Student’s Power Point Presentation Multiple
Choice Module Test 3 |
5 |
|
November 26,
2009 |
|
38. |
Historical evolution of mental health care. The incidence and
prevalence of mental illness and addictions in the world. Community mental health in perspective. |
7 |
|
November 27,
2009 |
|
39. |
Types of mental disorders. Theories on the etiology of addiction. |
5 |
|
November 30,
2009 |
|
40. |
The needs of and treatment approaches for the mentally ill and
those with addictions. |
5 |
|
December 1,
2009 |
|
41. |
Community mental health and addiction resources. |
7 |
|
December 2,
2009 |
|
42. |
Health-promoting interventions for community mental health. |
5 |
|
December 3,
2009 |
|
43. |
The role of the nurse in caring for clients, families, and communities
struggling with addiction or mental illness. |
7 |
|
December 4,
2009 |
|
44. |
Final Multiple
Choice Examination |
3 |
|
December 7,
2009 |
|
|
Together |
256 |
|
|
IX.
COURSE CONTENT: Student Independent Work
|
# |
Theme |
Hours |
Instructor |
|
1 |
Community-Based Care |
2 |
Dr. N. Haliyash |
|
2 |
Cultural Aspects of Health |
2 |
Dr. N. Haliyash |
|
3 |
Substance Abuse |
2 |
Dr. N. Haliyash |
|
4 |
HIV, Hepatitis B Virus, and Sexually Transmitted Diseases |
2 |
Dr. N. Haliyash |
|
5 |
CHN in the Community |
3 |
Dr. N. Haliyash |
|
6 |
End-of-life Care |
3 |
Dr. N. Haliyash |
|
|
Together |
77 |
|
Prepared by
Nataliya Haliyash
June
8, 2008
Approved by Department of
Clinical
Immunology, Allergology and General Patient Care. Minute ¹ 17 from June 12, 2008.
Revised by Department of
Clinical
Immunology, Allergology and General Patient Care. Minute ¹ ___ from _________.
The Head of department Prof. I. Ya. Hospodarsky