INTRODUCTION TO COMMUNITY

HEALTH NURSING
NURSING 206
SPRING 2010

Bluefield State College

Department of AD Nursing
 TABLE OF CONTENTS

Course Description .................................................................................................1

Course Focus .........................................................................................................1

Text and References ..............................................................................................1

Course Goals .........................................................................................................1

Student Contributions .............................................................................................2

Course Evaluations ................................................................................................2

Course Schedule ....................................................................................................2

Philosophy ..............................................................................................................2

APA Guidelines .................................................................................................. 3-4

Unit Outcomes – Community..................................................................................5

Resources…………………………………………………………………………5
Meds Publishing/Internet .............................................................................5
EDGT/Internet..............................................................................................5

Unit Outcomes - Family Process………………………………………………………..6

Resources....................................................................................................6
Video ...........................................................................................................6

Unit Outcomes - Hepatitis.......................................................................................7

Resources....................................................................................................7

Unit Outcomes – Tuberculosis………………………………………………………….8

Resources....................................................................................................8

Unit Outcomes - AIDS and HIV ..............................................................................9

Resources....................................................................................................9

Unit Outcomes - Sexually Transmitted Diseases .................................................10

Resources..................................................................................................10
Bluefield State College S. Kay Thompson, MEd, MSN, APRN, BC Cheryl Winter, MSN,APRN
219 Rock Street Bluefield Campus, D-325 Beckley Campus
Bluefield, WV 24701 304-327-4142 304-255-5812
sthompson@bluefieldstate.edu cwinter@bluefieldstate.edu

NURS 206--INTRODUCTION TO COMMUNITY HEALTH NURSING

Course Description

This course emphasizes the identification of human responses and the nursing care relative to clients experiencing
community health problems. Community based nursing concepts including continuity of care, family, culture, home
health and hospice will be addressed.

PR: All 100 level and third semester nursing courses, SOCI 210.
CO: Fourth semester nursing courses.
(C 1.5 lect, 0 lab, 0 other)

Course Focus

Content will be approached by lecture/discussion, small group critical thinking activities, student presentations, videos,
and computer aided instruction.

Text and References

th
Grodner, M., Long, S. & Walkingshaw, B. (2007). Foundations and clinical applications of nutrition (4 ed.).
St Louis: Mosby.

Black, J. & Hawks, J. (2009). Medical- surgical nursing clinical management for positive outcomes. (8th ed). St. Louis:
W. B. Saunders.
TH
Lehne R. (2007). Pharmacology for nursing care. (6 ed.) Philadelphia: W.B. Saunders.

Potter, P. & Perry, A. (2009). Fundamentals of nursing. (7th ed.). St. Louis: Mosby.

NOTE: Journal articles as assigned by the instructor.

Course Goals

The following list of course goals will be addressed in the course. These goals are directly related to the performance
objectives.

1. Examine components for providing continuity of care.

2. Summarize the components of family assessment.
3. Examine concepts of home health care nursing.
4. Assess factors in the home environment that may impact health.
5. Apply the nursing process to identify human responses in clients experiencing hepatitis.
6. Evaluate clients experiencing HIV and AIDS using the nursing process.
7. Utilize the nursing process to identify human responses in clients experiencing STD’S.
8. Summarize the components of community assessment.
9. Compare/contrast roles of the nurse in community based settings with hospital settings (provider,
manager and member of discipline).
10. Examine health promotion strategies to enhance individual/family/community health.
11. Examine concepts of death and dying including relevant nursing care of the dying and deceased client.
12. Examine Hospice as an alternative to health care delivery.
13. Determine issues in a community that may impact health.
14. Investigate community resources available to individuals/families/communities with health needs.
15. Assess human responses in clients experiencing tuberculosis using the nursing process.

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Student Contributions
The attendance and withdrawal policy for this class is printed in the 2009-2010 Bluefield State
College General Catalog, pages 54-58. In case of an absence the student is responsible for ALL missed work.
Recognize that if you are absent in clinical or any other nursing class on a classroom test day that you will be required to
take a make-up exam, but will be allowed to attend lecture. The design of the make-up exam is at the discretion of the
instructor.

NOTE: For this class, Nursing 206 (1.5 credit hour class), no more than 1.5 clock hours of willful absences are
permitted.

The student is expected to spend a minimum of 3 to 4 hours per week preparing for class.

Course Evaluation
The semester grade will be calculated based on the following:
Unit Exams..................................................... 100 points
Comprehensive Final Exam...............................50 points
Teaching/Learning Activities
and/or Miscellaneous Papers/Projects..............10 points
Total Possible Points...........................160 points

GRADING SCALE
A 148 - 160 Points
B 135.2 - 147.9 Points
C 125.6 - 135.1 Points
D 114.4 - 125.5 Points
F 114.3 – 0 Points

NOTE: Minimum possible points for passing this course is 125.6 points.

Course Schedule
This class meets every week for 1.5 hours.
Developed/Revised: November 13, 2009

PHILOSOPHY
NURSING PRACTICE
Nursing practice incorporates the physical, biological, psychological, sociological sciences, and nursing theory. The nursing
process is utilized to identify human responses and to assist in meeting individual human needs. Through research, education,
counseling, supervision, administration and evaluation we focus on holistic health and wellness. Health is a dynamic process of
physical, mental, social, and spiritual well-being as defined by the individual.
This faculty identifies three levels of practice: Associate degree, Baccalaureate, and Advanced. Each of these levels practices
individually and collaboratively, within the profession and as an advocate of the profession. Nursing professionals actively participate in
continuing education and in the maintenance of core competencies, both of which must be incorporated with progressive technology
for efficient delivery of care. Nursing provides care to individuals, groups, and communities in multidimensional settings. The process
of care recognizes uniqueness, promotes communication, and mobilizes resources to promote physical and mental health across the
lifespan.
NURSING EDUCATION
Nursing education is an ongoing, active process, with the responsibility for learning being shared between the student and the
educator. This process focuses on the problem solving method and promotion of critical thinking. This faculty believes education
should be conducted in a caring manner that cultivates creativity, both within the student and the educator. Nursing education involves
adult learners, and incorporates the three domains of learning: cognitive, affective, and psychomotor. Learning occurs in classroom
settings, 126 / School of Nursing and Allied Health simulated learning sessions, computerized activities, and practice areas which
provide students with multiple experiences to develop ADN competencies.
ASSOCIATE DEGREE NURSING GRADUATE
Upon successful completion of the associate degree program in nursing and the state licensure examination, the graduate is
prepared for a career as a registered nurse.
The graduate nurse will be competent in performing all the roles of associate degree nurse, which are provider of care,
manager of care, and a member of the discipline. As a provider of care, the associate degree graduate is capable of thinking critically,
competent in acute and long term care, and community settings, accountable for actions and committed to the value of caring. As a
manager of care for a group of clients, the associate degree graduate collaborates, organizes, and delegates care using effective
communication and evaluation skills. Accountability, advocacy, and respect characterize the qualities of a nurse manager. As a
member of the discipline of nursing, the graduate will participate in the health promotion of individuals and groups. The graduate nurse
will be committed to professional growth, continuous learning and self-development.
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APA Format (2009)

Reference List: Basic Rules

Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and
retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list;
likewise, each entry in the reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay; label this page "References" centered at the
top of the page (do NOT bold, underline, or use quotation marks for the title). All text should be double-spaced just like the rest of
your essay.

Basic Rules
All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is
called hanging indentation.

Authors' names are inverted (last name first); give the last name and initials for all authors of a particular work unless the
work has more than six authors. If the work has more than six authors, list the first six authors and then use et al. after
the sixth author's name to indicate the rest of the authors.

Reference list entries should be alphabetized by the last name of the first author of each work.

If you have more than one article by the same author, single-author references or multiple-author references with the
exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest.

When referring to any work that is NOT a journal, such as a book, article, or Web page, capitalize only the first letter of
the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize
the first letter of the second word in a hyphenated compound word.

Capitalize all major words in journal titles.

Italicize titles of longer works such as books and journals.

Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or essays in edited
collections.

Reference List: Author/Authors

The following rules for handling works by a single author or multiple authors apply to all APA-style references in your reference
list, regardless of the type of work (book, article, electronic resource, etc.)
Single Author

Last name first, followed by author initials.

Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11,
7-10.

Two Authors

List by their last names and initials. Use the ampersand instead of "and."

Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis. Journal
of Personality & Social Psychology, 66, 1034-1048.

Three to Six Authors

List by last names and initials; commas separate author names, while the last author name is preceded again by ampersand.

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993). There's more to self-esteem than
whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65,
1190-1204.
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More Than Seven Authors

Miller, F. H., Choi, M. J., Angeli, L. L., Harland, A. A., Stamos, J. A., Thomas, S. T., . . . Rubin, L. H. (2009). Web site
usability for the blind and low-vision user. Technical Communication 57, 323-335.

Basic Form for Articles and Journal

APA style dictates that authors are named last name followed by initials; publication year goes between parentheses, followed by
a period. The title of the article is in sentence-case, meaning only the first word and proper nouns in the title are capitalized. The
periodical title is run in title case, and is followed by the volume number which, with the title, is also italicized or underlined.
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number),
pages.

Basic Format for Books

Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.

Note: For "Location," you should always list the city, but you should also include the state if the city is unfamiliar or if the city could
be confused with one in another state.

Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC:
American Psychological Association.

Article From an Online Periodical

Note: In 2007, the APA released several additions/modifications for documentation of electronic sources in the APA Style Guide
to Electronic References. These changes are reflected in the entries below. Please note that there are no spaces used with
brackets in APA.
Online articles follow the same guidelines for printed articles. Include all information the online host makes available, including an
issue number in parentheses.

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue number if
available). Retrieved from http://www.someaddress.com/full/url/

Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved from
http://www.alistapart.com/articles/writeliving

Information compiled from:

Publication Manual of the American Psychological Association, Sixth Edition (July 2009)
Additional information can be found at www.apa.org
S Wynn 2009

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 UNIT I OUTCOMES
COMMUNITY

Vocabulary:
*see objective 1 FEMA
Mass casualty Biological warfare
National Disaster Medical System (NDMS) Bioterrorism
Disaster triage

At the end of this unit, the student will be able to:

1. Define community, aggregates, health promotion, disease prevention, levels of preventive health care, home health,
continuity of care, community based nursing care, epidemiology, morbidity, mortality, incidence, prevalence, risk factors
and disaster.

2. Compare and contrast various settings and modalities for providing community based nursing.

3. Investigate available resources/services in the community for promoting health.

4. Examine issues in a community that may impact health.

5. Examine the Healthy People 2010 initiative.

6. Distinguish between community-based/home health nursing and hospital nursing as it relates to the roles of the nurse.

7. Assess factors in the home environment that may impact health.

8. Apply the steps involved in the referral process.

9. Examine three components for providing continuity of care (discharge plan of care, education, and referral).

10. Summarize components of community assessment.

11. Examine the stages of disaster management and the role of the nurse in each stage.

12. Assess the impact a disaster may have on the individual/family/community.

13. Examine selected agents utilized in bioterrorism and the impact on the individual/family/community with intentional release
of the agents.

14. Apply critical thinking to develop in the manager of care role via a community-based case study.

RESOURCES
th
Black, J. & Hawks, J (2009). Medical-surgical nursing: Clinical management for positive outcomes. (8 ed.). (pp. 3-21, 59-83,
91-101, 322-327, 337-340, 2213-2215). St. Louis: Saunders.
th
Potter, P. & Perry, A. (2009). Fundamentals of nursing. (7 ed.). (pp. 33-43, 398-99). St. Louis: Mosby.

Student Presentations

INTERNET

MEDS PUBLISHING --- Disaster Planning

EDGT---Home Health Nursing. Entire Series--- 4 modules and 1 test bank module---2007

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 UNIT II OUTCOMES
FAMILY PROCESS

Vocabulary:
Cultural competency loss
Culturally congruent care palliative care
Family forms spirituality
Family nursing Stereotyping
hospice Transcultural nursing care
grief
loss
Palliative care
spirituality

Upon completion of this unit, the student will be able to:

1. Analyze changing definitions and concepts of the family.

2. Summarize authority structures in families and family members’ roles.

3. Utilize stages of family development to assess needs of family.

4. Compare/contrast alternative life styles and their effect on developmental tasks and health.

5. Analyze human responses that occur in a family when a member experiences an alteration in health.

6. Apply the nursing process to assist families in various situations.

7. Examine the concept of grieving and the associated nursing care.

8. Examine death and dying and the nursing care involved in the dying client.

9. Examine Hospice as an alternative to health care delivery for the dying.

10. Summarize components of family assessment.

11. Assess the impact of cultural, religious and spiritual influences upon health.

RESOURCES:
th
Black, J. & Hawks, J. (2009) Medical-surgical nursing: Clinical management for positive outcomes. (8 ed.): (pp. 385-401).
St. Louis: Saunders.
th
Potter, P. & Perry, A. (2009). Fundamentals of nursing, (7 ed.), (pp. 95-137, 443-484). St. Louis: Mosby.

VIDEO:

Caring For MO (2001--classic)

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 UNIT III OUTCOMES
HEPATITIS

Vocabulary:

Genotype
HBeAG
HBsAg
immune globulin
Pegylated Interferon (PEG-IFN)
Ribovirin
RNA virus
Viral load

Upon completion of this unit, the student will be able to:

1. Differentiate Type A, Type B, Type C, Type D, and Type E hepatitis.

2. Examine how hepatitis affects physiological processes.

3. Summarize therapeutic interventions for the client experiencing different types of hepatitis.

4. Examine the human responses and nursing care relative to clients experiencing hepatitis.

5. Assess the impact of hepatitis on clients, families, and communities.

6. Examine health promotion strategies relevant to different types of hepatitis.

7. Specify essential lab/diagnostic tests pertinent to hepatitis.

RESOURCES:
th
Black, J. & Hawks, J. (2009). Medical-surgical nursing: Clinical management for positive outcomes (8 ed.). (pp. 1137-1146).
St. Louis: Saunders.
th
Lehne R. (2007). Pharmacology for nursing care, (6 ed.). (pp.1053-1057). St. Louis: Saunders.

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 UNIT IV OUTCOMES
TUBERCULOSIS

Vocabulary:

Acid-fast bacillus
anergy
Bacilli Calmette-Guerin
Direct observed therapy (DOT)
Extrapulmonary tuberculosis (XPTB)
HEPA filters
Mantoux test
Particulate respirator
QuantiFeron-TB Gold Test

Upon completion of this unit, the student will be able to:

1. Examine how tuberculosis affects physiological processes.

2. Summarize therapeutic interventions for the client experiencing TB.

3. Examine the human responses and nursing care relative to client experiencing tuberculosis.

4. Analyze the impact of TB on clients, families, and communities.

5. Examine health promotion activities relevant to TB.

6. Specify essential lab/diagnostic tests pertinent to TB.

RESOURCES:
th
Black, J. & Hawks, J. (2009). Medical-surgical nursing: Clinical management for positive outcomes,(8 ed.), (pp.1604-1609).
St. Louis: Saunders.
th
Lehne R. (2007). Pharmacology for nursing care. (6 ed.), (pp.1014-1028). St. Louis: Saunders.

8
 UNIT V OUTCOMES
HIV/AIDS

Vocabulary:

acquired immunodeficiency syndrome

CD4+
Fusion inhibitors
genotype
Highly active antiretroviral therapy (HAART)
human immunodeficiency virus (HIV-1, HIV-2)
long-term nonprogressors
non-nucleoside reverse transcriptase inhibitors (NNRTIs)
nucleoside/nucleotide reverse transcriptase inhibitors (NRTIs)
protease inhibitors (PIs)
reverse transcriptase

Upon completion of this unit, the student will be able to:

1. Examine how HIV-AIDS affect physiological processes.

2. Summarize therapeutic interventions for the client experiencing HIV-AIDS.

3. Examine the human responses and nursing care relative to clients experiencing HIV-AIDS.

4. Examine health promotion strategies pertinent to HIV-AIDS.

5. Assess the impact of AIDS and HIV on clients, families, and communities

6. Specify essential lab/diagnostic tests important to HIV-AIDS.

RESOURCES:
th
Black, J. & Hawks, J. (2009). Medical-surgical nursing clinical management for positive outcomes, (8 ed.) St. Louis: Saunders.
(pp. 2092-2113).

Grodner, M., Long, S., & Walkingshaw, B. (2007). Foundations and clinical applications of nutrition: A nursing approach.
(4th ed.). (pp. 496-503). St. Louis: Mosby.
th
Lehne R. (2007). Pharmacology for nursing care, (6 ed), (pp.1064-1106). St. Louis: Saunders.

9
 UNIT VI OUTCOMES
SEXUALLY TRANSMITTED DISEASES (STDs)

Vocabulary:

condylomata acuminata
disseminated gonococcal infection
FTA-ABS serologic test
gummas
Nucleic acid amplification tests (NAATs)
sexarche
Sexually transmitted infection (STI)
Treponema pallidum

Upon completion of this unit, the student will be able to:

1. Differentiate: chlamydia, gonorrhea, syphilis, herpes, human papilloma virus, trichomoniasis and bacterial vaginosis.

2. Examine how the different types of STD's affect physiological processes.

3. Summarize therapeutic interventions for the client experiencing various STD’s.

4 Examine the human responses and nursing care relative to clients experiencing different STD’s.

5. Evaluate the impact of STD's on clients, families, and communities.

6. Examine health promotion strategies relevant to STD’s.

7. Specify essential lab/diagnostic tests pertinent to different STD’s.

RESOURCES:
th
Black, J. & Hawks, J. (2009). Medical-surgical nursing: Clinical management for positive outcomes, (8 ed.) 41, 972-992.
th
Lehne R. (2007). Pharmacology for nursing care, (6 ed.), 94, 1107-1114.

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