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University of Rhode IslandCollege of Nursing
NUR 444Practicum in Public/Community Health Nursing
Fall 2016
Instructor: Diane C. Martins, PhD, RN
Office Location: White Hall, room 239
Telephone: 401.487.3867 (cell)
Email: [email protected]
Office Hours Wednesdays 11:00-2:00pm
Class Days/Time Usually Tuesdays OR Thursdays (clinical hours) 8:00-3:30 or by arrangement
Classroom: Locations: Assigned home and community placement(s) in one community (state, region or country).
Prerequisites Pre-Licensure Undergraduate Students NUR334, NUR344, NUR253
RN-to-BS Students: NUR246, NUR 253
Concurrent Courses NUR443: Community Health Nursing
General Education
Category: Integration (Area D) and a Responsibility (Area C)
General Education
Integrative Skills:
The student will:
1. be able to read and demonstrate good comprehension of statewide health data.
2. demonstrate the ability to apply basic research methods in nursing, including literature search on health issue in designated community.
3. be able to identify environmental problems and solutions.
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4. demonstrate the ability to evaluate, integrate, and apply appropriate information from various sources to create a community health project for a designated community.
Course Description Application of the nursing process in the community with focus on at-risk populations. In-depth community assessment, employment of public health principles and creative nursing strategies to improve the public’s health. Course Placement: Undergraduate Senior Level; Credits:3
Course Overview Nursing 444 is an undergraduate senior nursing clinical learning experience in which the student works one-on-one with a clinical preceptor in the community and/or collaborates with community leader(s). In this course, students apply the nursing process, assess a community’s health, develop communication and interpersonal skills to work effectively with population groups, organizations and communities and gain experience planning, implementing and evaluating a community health project.
Course Goals 1. Address health issues from a population-based approach
and an “upstream” preventative perspective. 2. Employ principles and methods from epidemiology and
related disciplines to assess the public’s health, identify at-risk populations, and plan programs to promote health.
3. Implement strategies to reduce population health risks and promote health equity.
4. Identify challenges to promoting health in community settings and on local, regional, national and/or global / international scales.
Student Learning Outcomes/ Course Objectives:
I. Role and Leadership. Assume professional nursing roles in a variety of supervised settings and move towards increasing independence and leadership.
1. Assume a case management role in the care of clients in the home setting.
2. Demonstrate independence and accountability in home and community settings.
3. Advocate for access and equity among vulnerable clients within healthcare delivery systems.
II. Theoretical Knowledge. Demonstrate basic conceptual knowledge of nursing theories, theories of practice, and those theories derived from the biophysical and psychosocial sciences.
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1. Apply theoretical concepts as a basis for nursing strategies in caring for vulnerable populations in the home and community settings.
2. Utilize epidemiological principles and process in analyzing health problems of vulnerable populations.
III. Nursing Practice. Provide direct care to patients, families and groups, skillfully assessing health needs, identifying problems, formulating expected outcomes, designing and implementing interventions, and evaluating their effectiveness.
1. Utilize the nursing process with high-risk and vulnerable populations in the home and community settings.
IV. Intra/Interpersonal Relationships. Communicate effectively and work collaboratively with clients, health professionals, and other colleagues in the provision of needed health services.
1. Apply interdisciplinary team concepts to relationships with professionals and community leaders, individuals and groups.
2. Initiate appropriate referrals for clients in the home and community settings.
3. Report and document pertinent findings to appropriate health care personnel.
4. Modify communication strategies when appropriate to meet the specialized needs of children, elderly, and vulnerable populations.
V. Professional Responsibility. Demonstrates ethical and professional behaviors and engage in the process of lifelong learning.
1. Assume responsibility for professional development and growth in self and others.
2. Apply standards of practice related to strategies and interventions for vulnerable populations in the home and community settings.
3. Demonstrate professional ethical behavior.
4. Demonstrate legal and ethical accountability in care of vulnerable populations.
VI. Societal Responsibility. Maintain an awareness of the impact that legal, cultural, political, economic and ethical forces have on health and nursing issues locally, nationally, and globally, and participate in society’s efforts to make change.
1. Analyze emerging concepts and evolving trends in public health and community-centered nursing as they influence nursing practice and healthcare delivery.
2. Utilize knowledge of major health issues in providing nursing care to vulnerable populations in the home setting.
3. Utilize knowledge of cultural, social, economic and political concerns to provide comprehensive care in community settings.
4. Effectively utilize community resources to provide comprehensive care to vulnerable populations.
VII. Research. Appreciate the role of research in the generation of nursing knowledge, use research findings responsibly, and demonstrate a sense of critical inquiry.
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1. Utilize research findings to improve the health of vulnerable populations in the home and community settings.
2. Recognize areas of home care nursing and community health nursing practice for evidenced-based practice.
General Education Outcomes
Upon successful completion of this General Education course, the student will be able to meet the following Integrate and Apply outcomes:
Apply theory, skills, and knowledge of public health/community health nursing in the community.
Connect knowledge of public health/community health nursing to understand the challenges of population health.
Create a community health project based on an in depth analysis of community assessment data.
Required Texts/Readings
NUR444 Course Syllabus (on SAKAI).
Nies, M. & McEwen, M. (Eds.). (2015). Community/Public Health Nursing: Promoting the Health of Populations, 6 th edition . St. Louis, MO: Elsevier Saunders. Textbook web site: http://www.elsevier.com ISBN 978-0323-18819-7
Other Readings:
APA. Publication Manual of the American Psychological Association, latest edition. ISBN: 978-
1433805615
Pickar GD & Abernethy AP. (2007). Dosage Calculations, 8th edition. Delmar, CA: Cengage Learning (undergraduate students only). PDA with Pepid©
Methods of Instruction Experiential learning.
Required Technology All NUR444 students are required to use laptops. This course employs interactive media EXAMSOFT. NOTE: Currently, tablets and other media are not compatible with this program. The laptop (MAC or PC) must have the following capabilities: 1. Wireless Internet Access; 2. Adobe Reader© or Adobe Pro©; 3. Office Software (PowerPoint©, Word©, and Excel© or comparable). For more information, see http://www.examsoft.com/urinursing or contact IT Director at URI College of Nursing.
Required Documentation
1. NUR444 International Travel
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a. Must comply with all CDC requirements (cdc.gov/travel)
b. Contact URI International Office/Study Abroad Program for details.
2. NUR444 placement in military facilities or ITAR contractors (i.e., Electric Boat, Naval Base) ONLY
a.. Proof of U.S. Citizenship (passport) or Permanent Resident status (green card). Contact clinical instructor for details.
3. RN-to-BS Students
a. RN license to practice nursing in Rhode Island (must be valid until end of semester)
b. Malpractice Liability Insurance (must be valid until end of semester)
Availabe on SAKAI
Syllabus Course Syllabi for NUR444 is posted on the NUR443 site. Remember to bring syllabi to clinical orientation.
Assignments organized by section; due dates available from clinical instructor
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Clinical Protocol
1. The dress code is navy blue URI polo shirt and khaki pants, or scrubs. Lab coats may be worn per clinical instructor if allowed by preceptor/agency. Clothing must be washable. The student must wear a watch with a second hand. The student must wear stockings or socks. NO clogs or open toed shoes are allowed. If snow boots are worn, the student must change into a clean pair of shoes for each home visit. The student must wear the URI name tag at all times. Some agencies will issue badges; these must be worn per agency policy. Hair must be tidy, minimal makeup and minimal jewelry due to safety reasons. (Refer to med-surg dress code for jewelry.) Failure to adhere to the dress code will be reflected in student’s field experience grade under “Professional Responsibilities”.
2. The student must supply her/his own stethoscope and BP cuff. The student should bring his/her PDA with Pepid© and other appropriate resources to clinical each day. If required by homecare agency, the student will be supplied with a nursing bag. It is the student’s responsibility to have the nursing bag restocked as needed. Homecare agency may provide the student with replacement supplies depending on agency policies or the student may request them directly from the nursing arts lab.
3. The student should be aware of safety at all times during the clinical day. Purses should NOT be brought into any clinical area; leave it at home or keep it locked in the trunk of the car. Nursing bags should be locked in the vehicle out of sight.
4. No cell phone use at clinical sites (without permission of preceptor).
Grading:
1. All your written assignments will be due on the date set by your NUR444 clinical instructor.
***There will be a 2 point deduction for each week an assignment is late***
2. All assignments must be typed. PLEASE check spelling and grammar!
3. APA Format required on all written assignments. Assignments not using APA format will not be considered for a grade of “A”.
a. Must include cover page, introduction to topic, assignment with discussion, summary, and reference list.
b. Attach rubric to front page.
4. Student Online Course Evaluation MUST be completed PRIOR to last day of clinical or clinical grade is incomplete. (Go to SAKAI NUR443 Test & Quizzes.)
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Grading Units
1. 25% Section I: Community Work. Student Evaluation by Instructor of following activities:
Professional Development/Learning Objectives
Attendance, Site Visit Observations, Weekly Journal. Post-Conference Participation, Preceptor Evaluation of Student, Final Self Evaluation
Student Evaluation of Course on SAKAI
2. 20% Section II: Community Assessment Assignments
Windshield Survey
Key Informant Interviews
Secondary Data Analysis and Presentation: instructor assigns a category to each student during orientation
3. 15% Section III: Home Care Assignments
Description of Client and Home
Nursing Plan of Care or OASIS
Resources and Referrals for Home Client
Case Study Presentation
4. 40% Section IV: Community Health Project
Community Health Project (Five Parts)
5. Pass Math/Dosage Test. Grade ≥ 85% Required. 30 minutes. 20 questions. NOTE: Must pass test prior to URI drop course date. BRING LAPTOP with ExamSoft, Adobe Reader and wireless internet capability. If you need assistance with ExamSoft, contact URI CoN IT. If grade is < 85%, deduct three points from final NUR444 course grade.
First Retake: If grade was <85% on first attempt, student must seek remedial assistance and provide documentation to lead faculty prior to retaking test.
Second Retake: If grade < 85% upon the second attempt, student must withdraw from NUR444 course, seek remedial assistance provide documentation BEFORE readmission to NUR444 (on a space available basis only).
Grading Standards
A consistently exceeds expectations with minimal guidance
A- exceeds or meets expectations with minimal guidance
B+ meets expectations and sometimes exceeds expectations with moderate guidance
B meets expectations consistently with moderate guidance
B- meets expectations most of the time with moderate guidance
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C+ meets expectations with moderate to intensive guidance
C meets expectations most of the time with moderate to intensive guidance
C- does not meet expectations with intensive guidance, some expectations are met
D+ or lower does not meet expectations despite intensive guidance; expectations are not met
Grading Scale:A 94 – 100 C- 70 – 72A- 90 – 93 D+ 67 – 69B+ 87 – 89 D 60 – 66B 83 – 86 F < 60B- 80 – 82C+ 77 – 79C 73 – 76
NUR 444 Community/Public Health Nursing Practicum CLINICAL Schedule At-A Glance
Thursday | Tuesday (13 classes) 9/08/16 | Orientation and Math/Dosage Test
AFTER Orientation Exercise
TAKE HOME Quiz O444 DUE 9/11/16 (TH group) 6 pm
| 9/13/16 Orientation and Math/Dosage Test
AFTER Orientation Exercise
TAKE HOME Quiz O444 DUE 9/18/16 (T group) 6 pm
9/15/16 | 9/20/16 Community Assessment
9/22/16 | 9/27/16 Introduction to Community Health Project
9/28/16 URI Diversity Week: College of Nursing Day
9/29/16 | 10/04/16 Community Assessment Presentations
10/06/16 | Community Health Project Part 1: Needs Assessment and Baseline Data Collection
Listen to Introduction to Public and Environmental Health Online Podcast10/13/16 | 10/11/16 RI Department of Health Environmental Health Day
8:30a-3:30p Rhode Island College600 Mount Pleasant Ave. Providence, RIAlgier 110 (car pool parking limited in Lot A)College of Nursing dress code required
TAKE HOME Quiz 5 EnvRN DUE 10/16/16 6pm
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| 10/18/16 Community Health Project Part 1: Needs Assessment and Baseline Data Collection
10/20/16 | 10/25/16 Community Health Project Part 2: Review of Scientific Literature
10/27/16 | 11/01/16
11/03/16 | 11/08/16 Community Health Project Part 3: Planning
11/10/16 | 11/15/16 Community Health Project Part 4: Implementation
11/17/16 | 11/22/16 Community Health Project Part 5: Evaluation
11/24/16 | NO CLINICAL THANKSGIVING HOLIDAY
12/01/16 | 11/29/16 Community Health Project Presentations
12/08/16 | 12/06/16 DUE: STUDENT and COURSE EVALUATIONS
GO TO SAKAI NUR443 Tests & Quizzes under Clinical Instructor’s Name
MUST be completed PRIOR to Date of Last Clinical. Final grades will NOT be posted until all students complete this evaluation.
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Policies and General Guidelines
1. All students must review STUDENT POLICIES AND REQUIREMENTS. All students must comply with each of these policies http://web.uri.edu/nursing/student-resource/#policies prior to start of each semester:
a. URI Student Handbook. http://web.uri.edu/studentconduct/university-student-handbook/
b. Academic Policies. http://web.uri.edu/nursing/files/academicpolicy2015.pdf
c. Clinical and Health Policies. http://web.uri.edu/nursing/files/clinicalhealthpolicies.pdf
1. Criminal Background Checks. AccuSource Inc. 951-734-8882 or [email protected]
2. Maintenance of Health Records. Sentry MD 800-633-4345 or http://sentrymd.com
3. Questions? Jessica Skaltsis, Clinical Coordinator [email protected]
d. APA Guidelines. https://owl.english.purdue.edu/owl/resource/560/01/
e. Risk Management. http://web.uri.edu/riskmanagement/
Student Accident Report. http://web.uri.edu/riskmanagement/files/Student-Accident-Report-Form-4-8-141.pdf
Student Bloodborne Pathogens Exposure Policy. http://web.uri.edu/riskmanagement/files/Blood-Borne-Pathogen-Policy-Forms-FINAL-9-22-14.pdf
2. Standards of Behavior and Professional Conduct: University Rules and Regulations
a. Life in the academic community must be one of integrity, honesty, acceptance of responsibility, and a willingness to clearly and accurately represent oneself, one's work and activities. Failure to meet these standards must be treated as a failure to accept responsibility as a student and make one subject to separation from the community. Students must comply with all rules and regulations as written in URI Student Manual: http://web.uri.edu/studentconduct/university-student-handbook/ and URI University Manual: http://web.uri.edu/manual/. All students are responsible for reading and adhering to these policies and procedures.
b. Professional conduct is critical to the practice of nursing. Breach of professionalism is a serious offense. The College of Nursing faculty reserves the right to require withdrawal from the College of Nursing (classroom and/or clinical) any student who gives evidence academically and/or personally the inability to carry out safe, professional practice in nursing. Students who violate University policy prohibiting illegal use or possession of any controlled substance without a prescription may be dismissed from the College of Nursing and reported to the Office of Student Life for disciplinary action as indicated in the URI Student Manual.
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3. Academic Honesty
All submitted work must be your own. If you consult other sources (class readings, articles or books from the library, articles available through internet databases, or websites) these MUST be properly documented, or you will be charged with plagiarism and will receive an F for the paper. In some cases, this may result in a failure of the course as well. Any charge of academic dishonesty will go on your record in the Office of Student Life. Any good writer’s handbook as well as reputable online resources will offer help on matters of plagiarism and instruct you on how to acknowledge source material. If you need more help understanding when to cite something or how to indicate your references, please refer to APA Publication Manual of Style. http://web.uri.edu/studentconduct/student-handbook-ch1/
4. Academic Enhancement Center
The work in this course is complex and intensive. To do the best you can, it’s a good idea to visit the Academic Enhancement Center (AEC) in Roosevelt Hall. The AEC offers a comfortable environment in which to study alone or together, with or without a tutor. AEC tutors can answer questions, clarify concepts, check understanding, and help you to study. You can make an appointment or walk during office hours -- Monday through Thursday from 9 am. to 9 pm, Friday from 9 am to 1 pm, and Sunday from 4 pm. to 8 pm. For a complete schedule For a complete schedule - including when tutors are available specifically for this class - go to www.uri.edu/aec or call (401) 874-2367 or visit fourth floor of Roosevelt Hall.
5. Accommodations for Special Needs
"Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require the University of Rhode Island to provide academic adjustments or accommodations for students with documented disabilities. The student with a disability shall be responsible for self-identification to the Disability Services for Students in the Office of Student Life by providing appropriate documentation of disability, requesting accommodation in a timely manner, and following accommodations requested." It is the student’s responsibility to make arrangements for any special needs and the instructor’s responsibility to accommodate them with help from the Office of Disability Services for Students. Any student with a documented disability is encouraged to contact faculty as early in the semester as possible so that reasonable accommodations can be arranged. As part of this process, please contact Disability Services for Students Office at 330 Memorial Union, 401-874-2098. http://web.uri.edu/disability/aboutdss/
6. The Writing Center
The Writing Center is for all writers, all disciplines, at all levels, and all stages of writing. If an instructor suggests that you go to the Writing Center, it is not a punishment, and does mean that you are a terrible writer. It means the instructor wants you to receive more individualized attention to your writing than s/he is able to provide, given the constraints of the class. It will only improve your grade. If possible, call ahead for an appointment (874-4690). Drop-in tutorials are often available. You may make repeat appointments, requesting the same tutor each time if you wish. http://web.uri.edu/aec/writing/
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7. Religious Holidays
University of Rhode Island allows students, on an individual basis, the opportunity to observe their traditional religious holidays. Students desiring to observe a holiday of special importance must provide written notification to each instructor prior to scheduled observance.
Professionalism
1. Attendance. Your on-time presence and active participation is expected.
2. Absence: All missed clinical days must be made up. One clinical day is equivalent to 9 hours; a total of 115-120 hours are required for this course. If clinical is cancelled for any reason, this is considered a missed clinical day.
a. If you are not going to be in clinical or you are going to be late, you must send text or email to faculty PRIOR to start of clinical (8a).
b. If you have flu-like symptoms (fever/chill, body aches, etc.), stay home until the fever has subsided for 24 hours. Faculty and preceptor notification of intended absence is still required.
c. In case of inclement weather, please check radio/TV/internet for URI and public school (if public school is your community placement) cancellations; check URI website; or call URI hotline 874-SNOW. If school is cancelled, it is considered a missed clinical day. You are encouraged to register for URI-related emergency notifications through http://web.uri.edu/ecampus/sign-up-for-uri-emergency-alert/
d. The College of Nursing reserves the right to cancel clinical if clinical instructors determine that driving conditions are unsafe. Clinical instructors will call students and/or their preceptors directly. Occasionally, the weather becomes inclement during the clinical day so be sure to be able to receive a message if school is canceled. If clinical is canceled, it is considered a missed clinical day.
e. If a student believes that weather conditions are unsafe for driving from home to clinical location, the student should notify the clinical instructor and preceptor contact immediately. This is considered a missed clinical day.
f. If a student will be absent from clinical for any reason (other than a general school cancellation), it is his/her responsibility to contact the clinical instructor by cell phone AND the preceptor. This is considered a missed clinical day.
3. Preparation: To maximize your learning, come to clinical prepared.
4. Engaged Learning: Listen respectfully and respond non-judgmentally to others. NO ELECTRONIC COMMUNICATIONS (texting, email, phone, instant messaging, facebook, group chat, etc.) are allowed during clinical or post-clinical conference. This includes while driving to/from clinical. This includes while driving to/from clinical. NOTE: All electronic devices (e.g., iPods, cell phones) must be in non-auditory (silent or vibrate) mode.
a. Simulation Learning. Students may participate in simulation learning activities during the course of the semester. This experience will be in addition to the clinical experience. The focus of this experiential learning will incorporate
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assessment skills, critical thinking, and psychomotor skills while caring for a High Fidelity Mannequin (HFM). It will be expected that each student will: 1. Complete simulation assignments on Sakai prior to attending the lab2. Wear clinical uniforms for the simulation experience (required)3. Bring blue supply bags4. Use appropriate nursing resources during this experience (i.e., drug
references, internet references, concept mapping resources, and skill manuals).
b. Journaling: Weekly Activities Report
***There will be a 1-point deduction for each week this assignment is late***
1. Each week, each student will submit an activities report to their clinical instructor
as directed by their clinical instructor.
2. These weekly activities reports are to be submitted prior to the next clinical day.
3. The report should summarize concisely your clinical experience for the week
including:
a. Describe (without analysis just what happened) an event or occurrence that stands out in your mind. It can be something that you did not expect, something that had an impact on you or something that you would just like to tell your instructor about your day.
b. If an event occurred, provide an analysis of that event. What are your thoughts on this event? In retrospect, what could you have done differently? What would you have preferred to know in advance that could have changed the event or outcome of the event? What did you learn from this event specifically?
c. In general, what did you learn from this day’s clinical experience about nursing, nursing practice, clients, families, and/or populations served?
5. Safety in the Community
a. If there is an emergency, the student should dial 911 per protocol, address the emergency situation, then notify clinical instructor. Notify the clinical instructor if you are leaving your assigned community location for any reason (i.e., accompanying your preceptor on a home visit - other than home care), even if you’re returning later.
b. When working in the community, it is important to maximize personal safety. Most of these guidelines are practices that should be followed in everyday life. However, while working in the community as a nurse, take these precautions seriously.
1. Wear name badge and uniform that clearly identifies you as a nurse.
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2. If your schedule or location changes, notify your clinical instructor immediately.
3. Call clients in advance and alert them as to your time of arrival. Be clear on directions to the community setting.
4. Home visits. Request that pets be properly secured before making a home visit. Back away slowly from an animal that is acting aggressively – never run away.
5. If anyone in the home is intoxicated or whenever there is an argument ongoing that has the potential to escalate, excuse yourself (if this is possible) and leave the premises. A visit can be made at another time.
6. Keep cell phone on your person at all times. Lock your wallet or purse in your car out of sight or leave it at home. If the car does not have a trunk, place a blanket over your belongings.
7. Keep your doors locked at all times. Keep your rear windows up and front passenger window at least halfway.
8. Keep your car in good working order with plenty of gasoline.
9. Store a blanket in your car in cold weather and a thermos of cool water in warmer weather.
10. If you have car trouble, turn on emergency flashers, lock your car and call for help.
11. Always keep your car locked when parked. Keep windows up. When you leave the car, it should appear empty. Do not leave any electronic equipment in view. Park in full view of the home setting/community setting. Avoid parking in alleys or deserted side streets.
12. Have your equipment easily accessible.
13. Use the cell phone/lap top/ipad only when you are in your locked car or inside a clinical site. Do not walk or stand in the street while using your phone.
14. Walk directly to the client’s home/community site in a professional manner.
6. Safety Tips and Self-Defense Strategies
1. Visit local police for suggestions about the neighborhood.
2. Review self-defense techniques at http://voices.yahoo.com/basic-self-defense-tips-201932.html
3. Carry keys in your hand when arriving or leaving the settings.
4. Use common walkways in buildings. Avoid isolated stairs. Look around before entering or leaving an elevator. Always knock on the door before entering a client’s home.
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5. Use escort services if client’s relatives are a problem or use escort services. Consider making a joint visit.
6. If attacked, scream or yell “Fire!”
7. Blow a whistle attached to your key ring; use chemical sprays or your keys.
8. Determine if the neighborhood that you plan to visit is an escort area. Be sure not to travel alone.
9. Be sure to report any incidents to your clinical instructor and to proper agency personnel immediately.
10. Complete an incident report and document how and when personal safety
is threatened.
7. Working Collaboratively
a. Form: Student Time Sheet Signed by Preceptor
b. Form: Student Evaluation by Community Preceptor
8. Providing Constructive Feedback to Faculty
a. Form: Course Evaluation by Student (Parts A and B)
9. Final Student Self-Evaluation: Form and Instructions
10. Student Evaluation by Clinical Instructor (Forms A and B)
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University of Rhode Island College of NursingNUR 444 Public / Community Health Nursing Practicum
Time Sheet
Student Name: ____________________________________ Semester/Year: _______________
Thursday | Tuesday (13 classes)9/08/16 | 9/13/16 Orientation and Math/Dosage Test _______________________9/15/16 | 9/20/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
9/22/16 | 9/27/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
9/28/16 URI Diversity Week: College of Nursing Day
9/29/16 | 10/04/16
10/06/16
10/13/16 | 10/11/16 RIDOH Health Day (8:30a-3:30p) ______________________
| 10/18/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
10/20/16 | 10/25/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
10/27/16 | 11/01/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
11/03/16 | 11/08/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
11/10/16 | 11/15/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
11/17/16 | 11/22/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
11/24/16 | NO CLINICAL THANKSGIVING HOLIDAY
12/01/16 | 11/29/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
12/08/16 | 12/06/16 Arrived: ____ Departed: _____ Preceptor Initials: ______________
Makeup Days:
Date: _______ Time Arrived: ____ Time Departed: _____ Preceptor Initials: ______________
Date: _______ Time Arrived: ____ Time Departed: _____ Preceptor Initials: ______________
Date: _______ Time Arrived: ____ Time Departed: _____ Preceptor Initials: ______________
Preceptor Signature:________________________________ Date: _____________
Clinical Instructor Signature:________________________________ Date: _____________
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University of Rhode Island College of NursingNUR 444 Public Health/Community Health Nursing Practicum
Evaluation of Student by Community Preceptor
Student Name: ____________________________________ Semester/Year: ______________
Community Placement: ________________________________ Preceptor: __________________
Community Health Project: ________________________________________________________________
1. Role and Leadershipa. Did the student share his/her personal learning objectives with you? Yes Nob. Did the student initiate activity/education with you, your staff, or a client? Yes Noc. How often did the student demonstrate increased independence and confidence as the rotation progressed?5 4 3 2 1
all the time most of time generally not usually rarely
Please give an example: ______________________________________________________________
_____________________________________________________________________________________
d. How often did the student demonstrate motivation for learning?5 4 3 2 1
all the time most of time generally not usually rarely
2. Theoretical Knowledge
a. How often did the student present accurate data when teaching?5 4 3 2 1
all the time most of time generally not usually rarely
b. Was the student able to be of assistance to you and your staff/agency and the population you serve?5 4 3 2 1
all the time most of time generally not usually rarely
Please give an example: _____________________________________________________________
_____________________________________________________________________________________
c. Did the student keep you informed of his/her progress on the community health project?5 4 3 2 1
all the time most of time generally not usually rarely
3. Nursing Practice
a. Did the student accurately follow agency protocols and procedures? Yes No
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b. How often did the student accurately assess the client’s needs and identified possible interventions?
5 4 3 2 1all the time most of time generally not usually rarely
c. How often was the student prepared for each clinical day?5 4 3 2 1
all the time most of time generally not usually rarely
d. How often was the student’s documentation accurate and pertinent?5 4 3 2 1
all the time most of time generally not usually rarely
4. Intra-Inter Professional Relationships
a. Did the student demonstrate therapeutic communication skills in the nurse/client relationship? Yes
No
b. Did the student establish and maintain a collaborative relationship with the preceptor, staff, and clients?
Yes No
5. Professional Responsibility
a. Did the student consistently keep appointments with you or your staff?5 4 3 2 1
all the time most of time generally not usually rarely
b. Was the student absent, late or request to leave early? Yes No
Please give an example:_____________________________________________________________
_____________________________________________________________________________________
c. What number of hours per week did the student spend at your agency?______ hours
per week
d. What number of hours total for the semester? ______ total hours/semester
e. Did the student professionally represent the URI College of Nursing by wearing the navy blue polo shirt, khaki pants, and no jewelry?
Yes No
f. Did the student display respectful demeanor with staff and clients? Yes No
6. Societal Responsibility
a. Did the student discuss ethical/legal issues regarding client care? Yes No
b. Did the student offer information to clients and followed through with requests? Yes No
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(continued)7. Research
a. Was the student able to discuss current research in relation to specific clients or community health?
Yes No
What is your preference as to sharing this evaluation with the student? Yes No
Please comment on your overall experience/relationship with the student and your feelings about this experience. Also, suggestions for the future would be helpful.
1. Are there any ways that students can provide more assistance? Yes No
If Yes, please explain: ______________________________________________________________
2. How did you feel about the requests the student made of you and your agency (experience requested, times asked for appointments or meetings with you)?
5 4 3 2 1
Strongly Positive Positive Neutral NegativeStrongly Negative
3. How interested are you in working with a student again? Very interested, each semester
Interested, once a year
Not interested
4. Would it have been helpful to have more contact with the instructor? Yes No
Thank you for taking the time to complete this form! Please return in sealed envelope and give directly to student or instructor or mail to: Nursing Clinical Instructor: _____________________________(CLINICAL INSTRUCTORS PLACE YOUR NAME HERE, YOU MAY ALSO HAVE SENT TO YOUR HOME ADDRESS)
PLEASE RETURN NO LATER THAN __________________Date Due
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University of Rhode Island College of NursingNUR 444 Public / Community Health Nursing Practicum
Self Evaluation by Student***There will be a 2 point deduction for each week this assignment is late***
1. Write a short narrative summary.
2. Compare your clinical performance in NUR444 to the Course Objectives (see below).
Using specific examples, summarize how you met each objective.
3. Use the same headers to identify which area you are addressing (i.e., Knowledge &
Inquiry).
4. Please summarize how this clinical practicum has allowed you to grow as a professional
nurse.
5. State what grade you believe you have earned in NUR 444.
Self-Evaluation Guidelines
I. Role and Leadership 1. Assumes a case management role in the care of clients in home settings. 2. Maintains a safe and comfortable environment for the client
(individual/family/community) at all times. 3. Independently identifies and assumes responsibility and accountability for
implementing nursing care, modifying care as needed and adapting activities to changes in the environment.
4. Advocates for access and equity among vulnerable clients within the healthcare delivery system.
5. Displays empathetic, professional behavior which facilitates openness and communication.
6. Clearly identifies own strengths and weaknesses. 7. Spontaneously seeks new learning experiences and feedback toward
achievement of realistic professional growth.
II. Theoretical Knowledge 8. Applies systems perspective in analyzing vulnerable client populations in the
home and community. 9. Shows evidence of synthesizing theoretical knowledge, scientific principles in
nursing care.10. Applies theoretical knowledge in the home setting.11. Utilizes epidemiological principals and process in analyzing health problems of
vulnerable populations.12. Identifies interactions between/among multiple medications and their rationale for
use.13. Correlates intent of drug for each individual client. Uses relevant references to
validate data such as textbooks from prior coursework.
III. Nursing Practice14. Utilizes nursing process in the home setting with vulnerable populations.
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15. Systematically collects comprehensive and accurate data regarding the client (individual/family/community).
16. Data analysis is correct and problems are prioritized correctly.17. Plans incorporate specific, realistic behavioral objectives in collaboration with
client (individual/family/community).18. Consistently uses the nursing process to independently design, implement and
modify nursing interventions to client (individual/family/community).19. Plans are developed thoroughly with cooperation of the client
(individual/family/community). Referrals are initiated as needed.(continued)20. Client teaching (individual/family/community) is creative and customized and
incorporates client cognitive level and learning readiness.21. Evaluation is ongoing and comprehensive as reflected in change of plans as
needed.22. Evaluation includes input from client (individual/family/community.)
IV. Intra/Interpersonal Relationships23. Independently initiates, maintains and terminates appropriate and effective
collaborative working relationships.24. Utilizes the principles of therapeutic communication.25. Modifies communication strategies to meet needs of children, the elderly and the
culturally diverse.26. Consistently initiates and stimulates group discussion, voluntarily shares ideas
and thoughts with peers and staff and is supportive of their efforts for growth.27. Independently contributes to the agency records considering multiple aspects of
community health nursing service.28. Reports and documents pertinent findings to appropriate health care personnel.29. Initiates appropriate referrals for clients in the home and community settings.
V. Professional Responsibility30. Applies standards of practice related to strategies and interventions for
vulnerable populations in the home and community. Presents self in a professional manner at all times.
31. Consistently functions independently with minimal faculty guidance.32. Independently considers a variety of alternatives before making a decision.33. Written and oral work contains relevant data using proper terminology and form
in a concise, clear and thorough manner.34. Assignments are consistently completed on time.35. Assignments are exceptional in quality and creativity.36. Prompt weekly attendance for full clinical day.
VI. Societal Responsibility37. Analyzes emerging concepts and evolving trends in public health community-
centered nursing so they influence nursing practice and health care delivery.38. Incorporates sociocultural background of client (individual/family/community) in
planning care.39. Actively attains knowledge of specific resources in the community.40. Demonstrates legal/ethical accountability in the care of vulnerable populations.41. Protects self legally through accurate and timely reporting and recording of client
data and nursing care.
VII. Research
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42. Uses recommended references to validate data.43. Seeks additional information from other research literature.44. Utilizes research findings to improve the health of vulnerable.45. Consistently recognizes areas of community health nursing practice that merit
further research.
VIII. Post-Conference Participation and Attendance
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NUR444 Course Evaluation by Student: Part A
Name: ____________________________________ Semester/Year: _______
1. Section Instructor Agency LocationPreceptor
What I liked best about this NUR444 Clinical Placement:
What I liked least about this NUR444 Clinical Placement:
Comments/Recommendations
2. Section Instructor Agency LocationPreceptor
What I liked best about this NUR444 Clinical Placement
What I liked least about this NUR444 Clinical Placement
Comments/Recommendations
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NUR44 Course Evaluation by Student: Part B
Course Objectives were met:
1. Role and Leadership
NA Poor Fair Good Very Good
Excellent
0 1 2 3 4 5 2. Theoretical Knowledge 0 1 2 3 4 5 3. Nursing Practice 0 1 2 3 4 5 4. Inter- Intrapersonal Relationships
0 1 2 3 4 5
5. Professional Responsibility 0 1 2 3 4 5 6. Societal Responsibility 0 1 2 3 4 5 7. Research 0 1 2 3 4 5
The Clinical Experience NA Poor Fair Good Very Good
Excellent
8. Reflected course objectives 0 1 2 3 4 5 9. Built on previous knowledge 0 1 2 3 4 510. Provided opportunities to apply my
knowledge base0 1 2 3 4 5
Teaching/Learning Strategies NA Poor Fair Good Very Good
Excellent
11. Course packet 0 1 2 3 4 512. SAKAI site 0 1 2 3 4 513. Community Health Project 0 1 2 3 4 514. Home Care Experience 0 1 2 3 4 515. Community Experience 0 1 2 3 4 516. Clinical Post-Conferences 0 1 2 3 4 517. Math/Dosage Test 0 1 2 3 4 518. Clinical environments were
conducive to learning.0 1 2 3 4 5
19. Clinical faculty facilitated my learning.
0 1 2 3 4 5
20. Agency staff (home) facilitated learning.
0 1 2 3 4 5
21. Agency staff (community) facilitated learning.
0 1 2 3 4 5
22. Home preceptor facilitated learning. 0 1 2 3 4 523. Community preceptor facilitated learning.
0 1 2 3 4 5
24. Opportunities to use or develop nursing skills.
0 1 2 3 4 5
25. Opportunities to collaborate with interdisciplinary health team
members.
0 1 2 3 4 5
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26. How would you rate the home-related assignments for future students?
0 1 2 3 4 5
27. How would you rate the community-related assignments for future students?
0 1 2 3 4 5
28. How would you rate SAKAI activities for clinical?
0 1 2 3 4 5
29. How would you rate the RIDoH Day for future students?
0 1 2 3 4 5
30. Overall satisfaction with community clinical this semester.
0 1 2 3 4 5
NUR444 Student Evaluation by Clinical Instructor: Part A
Student Name: ____________________________________ Semester/Year: ______________
Homecare Placement: ________________________________ Preceptor: __________________
Community Placement: ________________________________ Preceptor: __________________
Community Health Project: _______________________________________________________________
I. Role and Leadership. Assume professional nursing roles in a variety of supervised settings and move towards increasing independence and leadership.1. Analyze various roles of the community health nurse in providing care to aggregates (families, groups, organizations, population groups, and communities).2. Expand personal philosophy of nursing to encompass community health.Home.
Community.
II. Theoretical Knowledge. Demonstrate basic conceptual knowledge of nursing theories, theories of practice, and those theories derived from the biophysical and psychosocial sciences.1. Describe the range of factors that increase risk of vulnerability in the population.2. Discuss epidemiological principles and process to community health problems in vulnerable populations.3. Describe models of community organization and development to improve health in a community.Home. Community.
III. Nursing Practice. Provide direct care to patients, families and groups, skillfully assessing health needs, identifying problems, formulating expected outcomes, designing and implementing interventions, and evaluating their effectiveness.1. Discuss the application of nursing process in health planning to determine the health needs of high-risk families, larger aggregates and communities.
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Home.
Community.
IV. Intra/Interpersonal Relationships. Communicate effectively and work collaboratively with clients, health professionals, and other colleagues in the provision of needed health services.1. Discuss interdisciplinary team approach to care of vulnerable populations2. Describe the range of collaborative working relationships with professionals and nonprofessionals in the community in order to meet the health needs of vulnerable populations.3. Identify concepts and concerns related to interpersonal relationships with vulnerable client populations.Home.
Community.
V. Professional Responsibility. Demonstrates ethical and professional behaviors and engage in the process of lifelong learning.1. Incorporate appropriate current literature to expand knowledge and competencies related to caring for vulnerable populations in the home and community.2. Assume responsibility for professional development in self and others.Home.
Community.
VI. Societal Responsibility. Maintain an awareness of the impact that legal, cultural, political, economic and ethical forces have on health and nursing issues locally, nationally, and globally, and participate in society’s efforts to make change.1. Analyze major health issues and trends in the U.S. and global community.2. Analyze the health care delivery system and its impact on vulnerable populations in the home and community.3. Examine the effects of complex ethical, legal, political, economic, cultural and social factors that increase the risk of vulnerability in populations.Home.
Community.
VII. Research. Appreciate the role of research in the generation of nursing knowledge, use research findings responsibly, and demonstrate a sense of critical inquiry.
1. Evaluate the applicability of nursing research findings in the care of vulnerable populations in the community.
2. Incorporate research literature to expand knowledge and competencies related to caring for vulnerable populations
Home.
Community.
VIII. Summary
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Clinical Instructor (signature): __________________________________
Date________
Student (signature): ____________________________________________
Date________
27
NUR444 Student Evaluation by Clinical Instructor: Part B
Student Name: ____________________________________ Semester/Year: ______________
Homecare Placement: ______________________________ Preceptor: __________________
Community Placement: ________________________________ Preceptor: __________________
Community Health Project: _______________________________________________________________
CLINICAL OBJECTIVES
I. Role & Leadership ________ /15 points
II. Theoretical Knowledge ________ /10 points
III. Nursing Practice ________ /20 points
IV. Intra/Interpersonal Relationships ________ /10 points
V. Professional Responsibility ________ /10 points
VI Societal Responsibility ________ /10 points
VII. Research ________ /10 points
VIII. Post Conference Participation and Attendance ________ /15 points
SUBTOTAL
________/100 points
COURSE WORK
1. Clinical Objectives Subtotal ________ x 0.25 = ___ points
2. Community Assessment Assignments Subtotal ________ x 0.20 = ___ points
3. Home Care Assignment Subtotal ________ x 0.15 = ___ points
4. Community Health Project Subtotal ________ x 0.40 = ___ points
COURSE WORK SUBTOTAL = ___ points
5. Math/Dosage Test = DEDUCT ONLY IF NOT PASS #1 = ___ points
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6. COURSE GRADE = ______ TOTAL = ___ points
Clinical Instructor Signature: __________________________________ _______________
(Date)
Student Signature: _________________________________________ _______________
(Date)
29
NUR444 ORIENTATIONT TH Home Care, Hospice, Care Management, Healthcare & Social Benefit
Programs9/13/16 9/08/16 URI Kingston Library, Galanti Lounge Third Floor
8:30a-3:30p Class Objectives 1. Apply (select) conceptual and theoretical frameworks used by
nurses in the community.
2. Identify the primary foci of home health, hospice and case management.
3. Compare and contrast the roles and functions of home care and hospice nurses as well as case managers.
4. Discuss ethical and legal issues related to home health, hospice and case management.
5. Relate cultural perspectives about illness, pain, disease and dying to client care plan and health outcomes.
6. List the steps necessary to engage a client in home healthcare, hospice nursing or case management.
7. Identify four domains assessed by the home care nurse, hospice nurse and case manager.
8. Discuss barriers to accessing healthcare and benefit services in the community.
9. List the steps in the referral process.
10. Discuss the role of the nurse in healthcare economics.
11. Recall significant adverse financial factors and current issues impacting healthcare.
After Orientation Objectives12. Describe the U.S. Healthcare System.
13. Recall the healthcare and supplemental income programs available to individuals and families.
Math/Dosage Test will be administered during NUR444 Orientation. You must bring a laptop with ExamSoft, Adobe Reader and Wireless Internet Capabilities to Orientation
Scan and OutlineNies & McEwen (2015). Chapters 33 (Home Health and Hospice), 9 (Case Management), 11 (The Healthcare System) & 12 (Economics of Healthcare).
Required Readings on SAKAIAffordable Care Act.pdf
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Math/Dosage Test (TH 9/08/16 or TU 9/13/16)
1. BRING LAPTOP with ExamSoft, Adobe Reader and wireless internet capability. BRING a pencil or pen.
2. Questions will be in the form of fill-in-the-blank.3. Drug names will be generic only.4. There will be questions requiring you to read labels and interpret the information.5. Enter ONLY the numeric answer because the appropriate units will be already entered; if
you enter units, the answer will be marked as incorrect.6. A calculator will be enabled in ExamSoft; a single piece of paper will be provided.7. You will only get one attempt to answer each question, i.e., no going back.
Examples of Test Questions1. Metric Conversion
A. The primary care provider (PCP) orders 200 mg Amoxicillin po four times per day. The client has on hand capsules of 0.1 Gram of Amoxicillin. How many capsules will you teach the client to take for each dose?
To convert 0.1 Gram to mg, move the decimal point three places to the right = 0.100 Gram = 100 mg
Have 1 capsule = 0.1 Grams = 100 mgDesired 200 mg = 200 mg divided by 100 mg per 1 capsule = 2 capsulesAnswer 2
B. Teach the client to take conjugated estrogens (Premarin) 1.25 mg daily. Tablet strength is 625 mcg. How many tablets will you tell the client to take each day?
To convert mg to mcg,1 mg = 1,000 mcg625 mcg = 0.625 mg
Have 1 tablet = 625 mcg = 0.625 mgDesired 1.25 mg x 1 tablet = 1.25 mg divided by 0.625 mg per 1 tablet = 2
tabletsAnswer 2
2. Apothecary/ Metric Conversion
A. Teach the client to prepare 15 mg of codeine from an IM solution labeled grain ½ per 5 ml.
To convert grains to mg1 grain = 60 mggr ½ x 60 mg = 30 mg
Have 1 grain = 60 mggr ½ = 30 mg (60 mg /2) per 5 mlDesired 15 mg x (5 ml / 30 mg) = 2.5 mlAnswer 2.5
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B. The healthcare provider orders grain 10 every four hours for temperature greater than 101d F. for your client at home. The bottle says 1 caplet = 325 mg. How many caplets should the client take for the fever?
To convert grains to mg1 grain = 60 mg
Have 1 caplet = 325 mgDesired grain 10 x (60 mg / 1 grain) = 600 mg600 mg divided by (1 caplet / 325 mg) = 1.8 capletsAnswer 2
3. Household Conversion
A. The healthcare provider orders 1 ounce of magnesium hydroxide (Milk of Magnesia) to be given at bedtime as needed. You have tablespoons available at the client’s home. How many tablespoons will you teach the client to take?
To convert Tablespoons to ounces1 ounce = 30 cc1 Tablespoon (T) = 15 cc
Have 1 Tablespoon = 15 ccDesired 1 ounce = 30 cc30 cc x (1 T / 15 cc) = 2 TAnswer 2
B. The healthcare provider orders 20 mg of drug X. You have a bottle labeled 40 mg per 10 cc. How many teaspoons will you give?
To convert teaspoons to cc1 tsp = 5 cc
Have 40 mg/10 cc = 4 mg/1 ccDesired 20 mg x (1 cc / 4 mg) = 5 cc5 cc = 1 tspAnswer 1
4. General PracticeA. The healthcare provider orders 15 cc of drug X. How many ounces will you tell
the client to take?
To convert cc to ounces30 cc = 1 ounce
Have 15ccDesired 15 cc x (1 ounce / 30 cc) = ½ ounceAnswer ½
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B. The healthcare provider orders 30 mg of codeine. Your client has a bottle labeled codeine 60 mg per tablet. How many tablets will you give?
Have 60 mg/tabDesired 30 mg x (1 tablet / 60 mg) = ½ tabletAnswer ½
C. The healthcare provider orders 300 mg of drug X to be given daily. Your client has a liquid labeled Drug X 500 mg in 5 cc. How many ml will you teach caregiver to administer daily?
To convert mg to cc1 mg = 1 cc
Have 500 mg/5 cc = 100 mg/1 ccDesired 300 mg x (5cc / 500 mg) = 3 cc = 3 mlAnswer 3
D. The healthcare provider orders gr ½ of phenobarbitol twice a day. The client wants to know how to take it. The label reads each scored tablet is 15 mg. How many tablets should the patient take at any one time?
To convert grains to mg1 grain = 60 mg½ grain = 30 mg
Have 15 mg = 1 tabletDesired gr ½ = 30 mg30 mg x (1 tablet / 15 mg) = 2 tabletsAnswer 2
E. The healthcare provider orders 200 mg of combined drug consisting of amoxicillin and clavulanate potassium (Augmentin) to be taken daily. It comes labeled as 0.4 Grams in 4 cc. How many cc will you tell the patient to take daily?\
To convert Grams to mg1 Gram = 1,000 mg
Have 0.4 Grams /4 cc0.4 Grams = 400 mg/4cc = 100 mg/1 ccDesired 200 mg x (1 cc / 100 mg) = 2 ccAnswer 2
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6. Drug Labels
A. Read the Atarax label. How many tablets would be the minimal recommended adult dose for one day?
Have Usual dosage for adults = 25 mg t.i.d. (t.i.d. = three times in one day)
25 mg x 3 = 75 mg per day1 tablet = 10 mg75 mg/10 mg-tablet = 7.5 tabletsAnswer 7.5
Abbreviationsq everyqd once per dayqod once every other daybid twice per day (q12 hours)tid three times per day (q8 hours)qid four times per day (q6 hours)
Exponents1.0 | 1.010.0 101 | 0.1 10-1
100.0 102 | 0.001 10-2
1,000.0 103 | 0.0001 10-3
10,000.0 104 | 0.00001 10-4
Largest Unit Smallest Unit
kg gm mg mcg or μg ng pg
kilogram gram milligram microgram nanogram pictogram
Rules for Rounding Numbers87.23 = 87.2 less than 5 = drop
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87.28 = 87.3 greater than 5 = round up87.25 = 87.2 5 with even number = drop91.75 = 91.8 5 with odd number = round up
Always check with PCP regarding dosage or Pharmacist if there is capsule/tablet matches dose prescribed: Remember: capsules cannot be divided; tablets >0.5 (round up); 1.5 = 1.5; < 0.5 (round down)
Resources
1. Pickar, G. D.. & Abernethy, A.P. (2007). Dosage Calculations, 8th edition. Delmar, CA: Cengage Learning.
2. http://www.dosagehelp.com/3. http://www.youtube.com/watch?v=2QR9yCkAEpE&feature=related4. http://www.youtube.com/watch?v=T3JIwRaEVhg&feature=related5. Pro-Calc© is a computer software program that has been installed in the nursing media
lab to provide tutorial assistance and sample test questions.
37
Rhode Island Department of Health Environmental Health Day at Rhode Island College
T or TH Rhode Island College Algiers 11010/11/16 or 10/13/168:30a-3:30p Learning Objectives
1. Define environmental health.
2. Describe why a healthy environment is important to all nurses.
3. Recall ANA’s Principles of Environmental Health for Nursing Practice.
4. Explain how specific populations are considered vulnerable to environmental hazards.
5. Discuss the relationship between air, water and food quality and human health.
6. Describe the role of state public health professionals in environmental health.
BEFORE SAKAI ONLINE PODCAST. Before NUR444 Environmental Health Day.pptx
CDC’s 10 Essential Public Health Services: An OverviewRIDOH’s Leading Priorities, Strategies and Population
Health Goalshttp://www.health.ri.gov/about
SCAN and OUTLINENies & McEwen. Chapter 14: Environmental Health
ANA (2013). Public Health Nursing: Scope and Standards of Practice, 2nd ed. Silver Spring, MD: American Nurses Association. READ ONLY Standard 16: Environmental Health p.62
Harkness & DeMarco (2016) Chapter 19
______________________________________________________________________________________Recommended Websites
What is Public Health? (short video) http://apha.org/what-is-public-health
Healthy Homes. http://apha.org/topics-and-issues/environmental-health/healthy-community-design/healthy-homes
World Health Organization. Social Determinants Health http://www.who.int/social_determinants/en/
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Dr. Sir Michael Marmot at American Public Health Association 2013 Conference
Parts 1, 2, 3:https://www.youtube.com/watch?v=oWbDbBBXA_Yhttps://www.youtube.com/watch?v=eFIB1k0EDEghttps://www.youtube.com/watch?v=ocOR8BPu1yg
AGENDA PENDING: RIDoH PowerPoint presentations will be posted on SAKAI/NUR443. You will need to print an bring copies of these ppts as well as any worksheets.
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Rhode Island College School of NursingVISITORS PARKING
PERMIT
Date: 10/11/16 AND 10/13/16
Area: Lot A
*Permit valid for day of event only
*Please display permit in dash board of vehicle
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Section 2Community Assessment Assignments
42
I. Windshield Survey of Community/Neighborhood
1. Work in groups as assigned by your clinical instructor.
2. Use the following checklist to make a general assessment of the community from your tour on foot and by automobile. Capture examples of each category and sub-category.
3. Remember to make use of all five senses in this assessment. Take photos of representative examples.
4. Prepare a slide presentation of your findings.
5. Based upon what you have seen so far, what are your overall first impressions of this community?
6. Based upon what you have seen so far, what do you believe are the community’s strengths and needs?
7. Reference: Nies, M. & McEwen, M. (Eds.). (2015). Community/Public Health Nursing: Promoting the Health of Populations, 6th edition. St. Louis, MO: Elsevier Saunders.
***There will be a 2-point deduction for each week this assignment is late***
8. Refer to Chapter 6, p. 95-99. Box 6-2 Questions to Guide Community Observations
A. Community’s Location (Neighborhood / City / Town / County / State / Region) 1. Boundaries
What are the boundaries of the community?Are they clearly defined?What are they?Physical boundaries such as waterways, train rails, highways?Political ones such as city or town?Economic?Cultural ones such as ethnic enclaves?Does the community have an identity?
2. Common AreasAre there places where people congregate?Are these “commons” or park areas?Stores? Restaurants? Bars?
3. Housing and ZoningWhat is the layout of housing? Density?In good repair?Are the homes rental or privately owned?Can you determine their age?Is there commercial property mixed with residential?
4. Open SpaceAre there park areas?Are there vacant lots?Do you see many trees or greenery?What types of animals do you see?Who uses the open space? For what purpose(s)?
5. Environmental HazardsDo you see animals?
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Can you identify any activities that could harm the environment of this community?What is the air and water quality?Lead in housing?Are there hazardous/toxic waste sites nearby?
44
B. Services Available in the Community 6. Service Centers
What are services are available to the members of the community?Are there social agencies?Police / Fire / Health Clinics / HospitalsPrivate Doctors / Dentists / Lawyers /Banks / Recreation?
7. EducationDo you see schools?How well are they maintained?Are there institutions of higher learning?Libraries?
8. Stores and MercantileAre there grocery stores nearby?What special types of foods are offered?Restaurants? Types?Is there any area to park vehicles?What about pharmacies? Laundromats? Pawn Shops? Check Cashing?
9. Places of WorshipWhere are places of worship located?What do they tell you about the population?What about attendance (regular/sporadic)?
10. TransportationWhat types are available?What are their schedules?Can you locate the public transportation terminals?Access to public transportation within the community?Access to other major metropolitan areas?What is the condition of the roads?
C. Community Residents11. Demographics
Whom do you see on the street?What can you tell about their ages?Ethnicity? Race?Can you identify signs that might indicate cultural or ethnic groups?What are the people you see doing?Can you identify what work they do?
12. HealthCan you determine and factors about their health?Consider environmental factors such as climate, chemical / physical / biological hazards,
safetyEvidence of chronic diseases?
13. PoliticsWhat signs of political activity are seen?
14. CommunicationObtain (one) newspapers and magazinesWhat language are they written in?Do you hear radios? What types of stations?What informal communication means do you see? Posters? Flyers?
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Windshield Survey Rubric
NUR 444 Community Assessment RubricWindshield Survey
Students’ Names_____________________________________________________________________
Community/Neighborhood_________________________________________________________
Completed Not At All
0
MinimumDegree
3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Identified community’s location (5 categories)Identified services available in community(5 categories)Described community residents (4 categories)Summarized findings in presentationProvided examples of each observationQuality of Windshield Survey
Submitted On Time? Yes No
If No, minus 2 points____
Total ____ of (30)
Comments
Instructor: _____________________________ Date: _________________________
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II. Key Informant Interview
A key informant is someone from the community who is knowledgeable about the
community and willing to share important information about that community with others. A key
informant is a knowledgeable official or unofficial leader in the community. For this assignment,
you will interview a key informant from your assigned community. An advantage of this type of
interview is that you can gain a “picture” of essential services and needs of the community. This
source of information may serve as a rich source of data about the health of the community, its
resources, its needs and its strengths. Some may even suggest some possible solutions. They
often can provide a dynamic perspective of the community that data from statistics and historical
papers might lack. A disadvantage is that you are getting only one person’s perceptions.
For this assignment, select someone in the community who is willing to talk with you
about their experience with your assigned community. This can be an official at an agency
where you are gathering data for your community assessment or someone who is a
neighborhood leader in the community. You should make an appointment to meet with and
interview the key informant. Sometimes your community preceptor may have a person that is
willing to be your key informant. For example, you might have the goal of talking with the
Director of the Greater Community Health Center but find that she/he cannot see you. In the
meantime you have encountered another person who is president of the center’s Board of
Directors and s/he gives you a wonderful history of health needs of the underserved in the city.
Other examples of key informants might be a neighborhood crime watch coordinator, school
volunteer or resident association president.
To begin, search some of the data available on the web and other city websites in order
to learn about the community. Then plan where you will go in the city and with whom you might
like to meet. Call to see if you might schedule an appointment with the key informant. Tell them
who you are, what your role is and if they cannot take time in their busy schedule if they might
recommend someone who can do so.
You need not expect a large time commitment from your informant but you can focus a
few questions (see below) and listen carefully (do not take notes or tape it). You can then report
what you have learned.
First introduce yourself and explain that you are interested in learning more about all
aspects of the community in order to better understand the health status and health needs.
Thank them for their time and send along a written thank you note within a week
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following your interview.
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II. Key Informant Interview: Sample Questions and Summary Items
***There will be a 2-point deduction for each week this assignment is late***
Student Name ________________________________________________________________
Interviewee__________________________________________________________________
Interviewee’s Official or Unofficial Position in the Community
_______________________________
Date of Interview___________
Location __________________________________________________________________
1. Can you please tell me about your role in the community?
2. If you were talking with a reporter from national news program, what would you want
them to know about your community?
3. Can you tell me what you think are the strengths of this community?
4. Do you see any issues or concerns for the community?
5. Do you have suggestions for solutions to these issues and concerns?
6. Summarize what you learned about the community from this person.
7. Stated how this information can be utilized in clinical experience.
8. State how this information expands, compares or contradicts with your first impressions
of the community from the windshield survey.
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NUR444 Community Assessment RubricKey Informant Interview
Student Name_____________________________________________________________________
Key Informant/Position_______________________________________________________________
Completed Not At All
0
MinimumDegree
3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Identified date and location of interviewIdentified key informant and his/her position within community (formal / informal)Summarized information learned about the communityStated how this information is similar or different from windshield surveyStated how this information can be utilized in clinical experience.Quality of Key Informant Interview
Submitted On Time? Yes No
If No, minus 2 points____
Total ____ of (30)
Comments:
Instructor: _____________________________ Date: _________________________
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III. Secondary Data Collection, Analysis and Community Health Diagnosis***There will be a 2-point deduction for each week this assignment is late***
NOTE: Refer to Chapter 6, p. 99-105.This assignment has three parts: data and summary narrative; impact on health; and presentation. Parts I and II will be written in APA format, no more than 4 pages with references. Website must be documented. Any photographs or art work found online must reference all sources. Present data using charts, tables or figures.
PART 1: Secondary Data Collection and AnalysisEach student will be responsible for one section using a variety of assessment strategies including the windshield survey, personal interviews with key informants, actual site visits to specific community resources and the internet to collect data on his/her assigned portion of this community assessment. Compare these neighborhood/city/county findings to state and/or national data, if available. (See Nies & McEwen Chapter 6, Table 6-1, p. 100-101)
1. Population and Health Statistics
2. Geography and Environment
3. Education and Industry
4. Health Manpower, Health Professional Organizations, Public Services
5. Communication, Religion and Political Organizations
6. Community Development or Planning; Disaster Programs
7. Transportation; Recreation
8. Social Problems
PART 2. Community Health Diagnosis
Each individual will select three significant findings that impact (positive and/or negative) the
health of the community.
What programs/initiatives/services/resources are available?
What is their utilization?
Are these programs/services/initiatives been effective?
What conditions in the community contribute to problems?
PART 3. Presentation
During post-clinical conference, each student will present clearly and concisely their three most
relevant findings in a manner that is informative and creatively interesting to the clinical group.
This can include (but is not limited to) printed material such as a two- or three-page fact sheet
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with descriptions; and/or visual aids including posters or pictures. The goal is to communicate
what has been learned in the most effective method possible.
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Facts and Figures: Helpful Websites for Assessing Communities
Here are some websites that you may find helpful for your community assessment project. This list is not comprehensive.
Nies, M. & McEwen, M. (Eds.). (2015). Community/Public Health Nursing: Promoting the Health of Populations, 6th edition. St. Louis, MO: Elsevier Saunders.
deFur, P., et. al., (2007, May). Vulnerability as a Function of Individual and Group Resources in Cumulative Risk Assessment. Environmental Health Perspectives, 115(5), 817 – 824.
Kids Count http://www.rikidscount.org
Rhode Island Public Health Institute http://www.riphi.org
People1. Cities and Towns in Rhode Island https://www.ri.gov/towns/2. Providence Plan Data and Tools: Rhode Island Community Profiles
http://www.provplan.org/index.php3. R.I. Department of Health http://www.health.ri.gov4. U.S. Census Bureau/Select a State http://quickfacts.census.gov/qfd/states/44000.html
City/town and state census by age, gender, education, family income; compares age, sex, education levels, family income by census tracts, medians
4. RI Department of Health Vital Records http://www.healthri.org/chic/performance/healthplan.htmRI health data by years: demography, morbidity, mortality, manpower, behavior, utilization and finance
5. Association of State and Territorial Health Officials http://www.astho.org/pub6. RI Employment/Unemployment Facts http://www.bls.gov/web/laus/laumstrk.htmlEnvironment1. Google Maps http://www.google.com/maps OR Google Earth
http://www.google.com/earth2. Rhode Island Division of Planning http://www.planning.state.ri.us3. Rhode Island Housing http://www.rhodeislandhousing.org/4. Rhode Island Department of Environmental Management http://www.dem.state.ri.us5. US Environmental Protection Agency Superfund Hazardous Waste Sites
http://www.epa.gov/superfund/sites/Community’s Resources1. http://www.cdc.gov/nchs/nhis.htm
National Health Interview Survey. Results of a survey of R.I. households regarding health care: utilization, insurance coverage, health habits (smoking, drinking, obesity, seat belt use, breastfeeding, smoke detectors), health status, health conditions
2. http://www.census.gov/compendia/statabStatistical Abstracts of the United States. U.S. Department of Commerce, Bureau of the Census: tables of national statistics about almost any subject. Note: index of subjects available.
5. http://www.healthypeople.gov/2020/default.aspxHealthy People 2020
6. http://www.teen-aid.org/State_Resourses/Rhode_Island.htmDocuments health status of mothers and children in R.I. in order to support statewide and local planning for maternal and child health programs and interventions.
7. http://www.rimanufacturers.com/TheDirectory/Rhode Island Manufacturers Association. a. alphabetical list of Rhode Island
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manufacturing firms, their addresses and phone number, what the firms produce and how many people are employed in each; b. list of firms in each city; c. product index. Products are listed alphabetically by code numbers in the beginning of the book and then in the third section, manufacturers are listed under the product's code number
8. http://www.sba.gov/advo/research/profiles/RI Small Business Association
9. http://www.providencejournal.comThe Providence Journal, RI’s largest newspaper
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State Politicians1. http://www.rilin.state.ri.us/index.html
Obtain names, contact information for state government officials, representatives and senators.Obtain names of legislators who serve on key legislative committees.
Federal WebsitesCenters for Disease Control and Prevention http://www.cdc.gov
Community Environmental Health Assessment http://www.cdc.gov/nceh/ehs/CEHA/U.S.D.H.H.S. http://www.odphp.osophs.dhhs.govAgency for Health Care Policy and Research. http://www.achpr.govNational Institute of Health http://search.info.nih.govHealth Finder http://www.healthfinder.govOccupational Health & Safety Administration http://www.osha.govNational Institute for Occupational Safety & Health http://www.cdc.gov/niosh
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NUR444 Community Assessment RubricSecondary Data Collection, Analysis and Community Health Diagnosis
Student Name_____________________________________________________________________
Assignment_____________________________________________________________________
Criteria Not At All
0
MinimumDegree
3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Conducted assessment of assigned area.Referenced each fact and used variety of sources.Compared findings with state and/or national data.Identified three significant findings that impact the health of the community.Identified and evaluated community resources for each of these three findings.Presented findings at post-conference with handoutsCreativity in presentation.Quality of Community Assessment
Submitted On Time? Yes No
If No, minus 2 points____
Total ____ of (40)
Comments:
Instructor: ____________________________ Date: _________________________
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Section 3Home Care Assignments
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A. Home Care Assignment: Case Presentation
***There will be a 2-point deduction for each week this assignment is late***
Part 1. Description of Client in the Home Setting or Family Assessment1. Refer to client by his/her initials only.
2. Write a general description of your client.
3. Describe the neighborhood and client’s home.
4. What are your client’s medical/psychiatric diagnoses?
5. What are the client’s current medications? Correlate medications with conditions.
6. Provide a vivid picture of this client, health-related issues, medications and treatments, family situation including caregivers.
7. Remember to look for strengths and weaknesses and take a community-based perspective that includes family and community.
Part 2. Nursing Plan of Care. For this assignment, select one client/family from your homecare
experience. Chapter 33, p.652-654. Obtain copy of patient’s OASIS if available. Prioritize
diagnoses.
1. Identify one actual or potential diagnosis from EACH of the following four domains/modalities:
1. Biophysical
2. Psychosocial
3. Cognitive
4. Environment (socioeconomic, cultural and/or built environments)
2. For each diagnosis:
a. client-oriented objective(s)
b. intervention(s): see referrals and resources for home client below
c. scientific rationale (reference research and evidenced-based practice)
3. Use the following format:
Nursing Diagnosis
ICD10
Client Objectives
Interventions Scientific Rationale
Part 3. Resources and Referrals for Home Client1. Identify at least four resources or referrals for your client. Identify key and appropriate
community resources for the client/family. These resources should reflect current needs as well as future needs.
2. Provide contact information for each of the resources: name, address, telephone number, and summary of the services provided.
3. Resources should be primarily within the client’s community, but when appropriate, other resources (state, national) can be utilized. Provide copies of materials to instructor.
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Part 4. Case Presentation in Post-Clinical Conference
Referencesa. OASIS Start of Care Assessment. Chapter 33, p. 648-649.
b. Hartford Institute for Geriatric Nursing http://consultgerirn.org/resources
c. Do-It-Yourself Home Environmental Assessment List (HEAL)
http://www.tpchd.org/files/library/0aa73e5da1c29d0f.pdf
d. National Center for Healthy Housing http://www.nchh.org/
e. Exposure History Form http://www.atsdr.cdc.gov/HEC/CSEM/exphistory/exphist_form.html
f. Early Development Assessment
http://www.developmentalscreening.org/screening_tools/denverii.htm
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NUR444 Home Care Assessment: Case Presentation Rubric
Student Name_____________________________________________________________________
Agency_____________________________________________________________________
Client’s Initials ______
Case Study Not At All
0
MinimumDegree
3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Part 1. Quality of description of client/family in the home.Part 2. Quality of nursing plan of care identify one actual or potential diagnosis with objectives, interventions, scientific rationalePart 3. Identified & described at least one resource / referral for EACH domain
Submitted On Time? Yes No
If No, minus 2 points____
Total ____ of (15)
Comments:
Instructor: _____________________________ Date: _________________________
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B. Nursing in the HomeThis is a general policy for use of the community health nursing bags. Be sure to consult the specific policies of the agency with whom you are working this semester whether you will need a nursing bag.
The purpose of proper bag technique is to ensure aseptic technique in the home. The bag is loaned to you for this semester by the College of Nursing or the particular agency with whom you work. You are responsible for its up-keep and must be returned in the same condition that you received it.
Objectives
1. The student nurse is to practice aseptic techniques using the bag.
2. The student will demonstrate how to organize the bag into “clean” and “dirty” compartments and use sealable plastic bags.
Procedure
1. During working hours, the nursing bag should be locked in the car out of public view and in a clean area. Extreme heat and cold can damage equipment in the bag.
2. Use Standard precautions at all times for all patients.
3. In infested, unclean homes, bring only items into the home that will be used during the visit.
4. Place items in a clean double plastic bag. Leave outer plastic bag in the home when leaving.
5. Upon entering patient’s’ home, select an appropriate site for bag placement and work area.
6. Do not place the bag on the floor.
7. Place your nursing bag on a newspaper. Always use a barrier under bags.
8. Keep bag in sight at all times.
9. Keep out of reach of children or pets.
10. Set up plastic trash bag along with the supplies if contaminated dressings or equipment will be discarded.
11. Select a clean surface in patient’s home for equipment set up.
12. Unzip the bag first and then wash hands following agency hand washing procedure prior to removing equipment from the bag.
13. Use hand washing supplies from your bag. Do not use cloth towels in patient’s home or bar soap.
14. Set alcohol wipes on paper towel for cleaning stethoscope and BP cuff after use.
15. Remove blood pressure cuff and stethoscope from their respective bags and place on paper towels.
16. Place any equipment removed from bag on paper towels.
Follow Standard Precautions for ALL Clients
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1. Use gown, gloves, goggles, mask as appropriate for expected splashing of contamination with body fluids.
2. Do not reenter bag unless hands are washed. Wash hands before removing anything from the bag and returning to the bag.
3. Dispose of plastic trash bag with soiled dressings/equipment after procedure is completed.
4. When procedure is completed, clean used equipment before replacing in nursing bag.
5. Wipe stethoscope and BP cuff with alcohol and place in bags and secure.
6. Zip bag closed when visit is complete.
7. Wash hands. If waterless soap is used, wash hands with soap and water as soon as possible.
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Section 4Community Health Project
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B. Community Health Project: Overview1. Purpose
a. This project assignment is to provide an opportunity to engage in a systematic approach toward community health planning.
b. Emphasis is placed on working collaboratively with your community preceptor.
c. Epidemiological concepts are utilized in assessing health status of these community(-ies) to identify health problems and/or needs, and formulate plans for improving health.
d. The plan is to be implemented when time allows.
e. Lastly, the project is evaluated for effectiveness and appropriateness to the community and their needs.
f. Read Nies & McEwen (2015) Chapter 7: Community Health Planning, Implementation and Evaluation
2. Grading
Part 1: Assessment Phase: Needs Assessment and Baseline Data Collection (15 points)
Part 2. Assessment Phase: Review of Scientific Literature (15 points)
Part 3: Planning Phase (15 points)
a. Prioritization
b. Goals and Objectives
c. Logistics
Part 4: Implementation Phase (40 points)
a. Intervention / Execution
b. Sample
Part 5: Evaluation Phase (10 points)
a. Process
b. Product
Part 6. Post-Clinical Conference Presentation with Abstract (5 points)
3. Major Considerations
a. This is a project that involves a serious time commitment outside of clinical and course work
(≥ 4 hours per week over the semester).
b. The project should reflect your ability to apply nursing process to the community setting.
c. Your project is designed to provide a service to your assigned community. The information you collect should be meaningful and of use to your community (needs assessment, resources and referrals).
d. Any materials you collect/generate should be kept in one folder so that your instructor can grade your work.
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e. At the end of the semester, you will have the opportunity to present your project to your clinical student group.
4. References for Precede Model
a. http://faculty.mercer.edu/thomas_bm/classes/641/PRECEDE-PROCEED.pdf
b. Chaney, J., Hunt. & Schultz, J. (2000) An examination using the PRECEDE model framework to establish a comprehensive program to prevent school violence. American Journal of Health Studies 16(4), 199-204.
c. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2770049/
d. Salinero-Fort MA, Carrillo-de Santa Pau E, Arrieta-Blanco FJ, Abanades-Herranz JC, Martín-Madrazo C, Rodés-Soldevila B, & de Burgos-Lunar C (2011). Effectiveness of PRECEDE model for health education on changes and level of control of HbA1c, blood pressure, lipids, and body mass index in patients with type 2 diabetes mellitus BMC Public Health 11:267. Retrieved at http://www.biomedcentral.com/content/pdf/1471-2458-11-267.pdf
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C. Community Health Project RequirementsBe sure to consult with your community preceptor and clinical instructor before beginning each phase of your project. Keep them informed of your progress. The project will be due and evaluated in phases. See instructor for due date(s).
Part 1. Assessment Phase: Needs Assessment and Baseline Data Collection (15 points)a. Identify a vulnerable subpopulation within your community setting and assess
their needs as well as their strengths and weaknesses. This assessment refers to the subpopulation that is the subject of your community health project.1. Characteristics of Subpopulation
a. demographic: age, gender, race/ethnicity, educational background, income / poverty level, occupational status
b. environmental: location / proximity to hazards as well as resources; psychological, sociocultural and built environments
2. Health Status of Subpopulation (as it applies to your project)a. rates of mortality, morbidity and healthcare utilization as
appropriateb overall physical health and individual behaviors (diet, smoking,
substance abuse)3. Community Needs/Resources as Influences on Subpopulation
a. existing services / resources available to improve the health of this subpopulation.
4. Summarize Strengths and Weaknesses of Subpopulation5. Justify the need for your stated project. Incorporate your needs
assessment of the community where your community setting is located. Provide additional data that is an important part of your assessment based on key findings from your literature review (evidenced-based practice). This Phase logically justifies why you should do your particular intervention and why you should intervene with a specific method. Provide an overview of what you have selected for your project, why you chose it and a concise description explaining what you did.
6. Create measureable objectives for this project in terms of what you will accomplish and what outcomes will be for the community.
Part 2. Assessment Phase: Review of Scientific Literature (15 points).1. Identify six articles from peer-reviewed journals (3 research, 3
professional practice) that provide information about the needs, characteristics or problems of identified vulnerable subpopulation.
2. Articles must be published within last five years.3. Provide a summary of each article in your own words. Explain how this
article relates to your topic / subpopulation4. Provide hard or electronic copies of each article for the clinical instructor
Part 3. Planning Phase (15 points).1. Use a Health Planning Model to outline your plan (Chapter 7, p. 115-116).
Incorporate prioritization of the problems identified in your assessment and establish meaningful and achievable goals and objectives.
2. Identify level of prevention of your intervention (precautionary, primary, secondary, and/or tertiary).
3. List logistics necessary to execute plan: tools, equipment, space, invites, funding, etc.4. Goals and Objectives
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a. Identify the single ultimate goal of your project state measurable objectives for both you and for the recipient(s) of your intervention.
b. What is/are the expected outcome(s) of this intervention?Part 4. Implementation Phase (40 points)
1. Implementation Details2. Intervention / Execution
a. If your intervention is a presentation, notify your clinical instructor of the date and time so that s/he can attend.
b. Sample3. Provide copies of all printed materials to your clinical instructor and
community preceptor prior to distribution.
Part 5. Evaluation Phase (10 points).1. Remember to allow time (one week) in your schedule for this phase.2. What measures would you use to determine how well your intervention
met project goal and objectives for both you and the recipient(s) of your intervention; include a constructive critique of the intervention.a. Processb. Product
3. Feedback from Community Preceptor and Clients4. Provide recommendations for project sustainability
Part 6. Post-Clinical Conference Presentation with Abstract (5 points)1. Summarize each project phase2. Provide sample of intervention3. Discuss findings and outcomes of intervention (positive and negative).4. If you could do this all over again, what would you do differently and why?
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D. Examples of Community Health ProjectsHomeless Shelter
1. In an attempt to control outbreaks of tinea pedis, the student organized a donation project to obtain clean socks and foot powder to be distributed to clients of the center. This was conducted in addition to an information session for clients.
Women's Shelter
1. One student created a large resource folder with information about women's health and family health for the residents to consult. Included were many pamphlets about important topics such as lead poisoning, preventive health care and community resources.
Housing Site for AIDS Patients
1. One student compiled a nutrition information file for residents and staff to improve the nutrition of the AIDS residents there.
2. Another student created a manual for staff to identify specific symptomology.
Head Start Center
1. Students have created a comprehensive resource manual for the Health Aide to use for screenings, information about common health problems and community resources, e.g., child abuse and neglect.
Day Care Center
1. Students have provided staff education about hygiene and safety. They prepared posters, instruction guides and information for a staff manual.
Elementary School
1. One student created a comprehensive resource manual for teachers about ADD (Attention Deficit Disorder.)
2. Another student provided a resource packet about asthma for teachers at a school with a very high incidence of childhood asthma.
3. A student conducted a blood pressure screening clinic for staff and provided information about blood pressure and cardiovascular health.
Middle School
1. The student wrote a grant for an after-school sports program to encourage healthy activities for inner city adolescents.
2. The student developed an eating and exercise program with the new food pyramid.
High School
1. Students have designed teaching/educational programs related to common health issues such as teen pregnancy, substance use, STDs and violence.
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NUR444 Community Health Project RubricPart 1. Assessment Phase: Needs Assessment and Baseline Data Collection
Student Name_____________________________________________________________________
Community _____________________________________________________________________
Project Title_____________________________________________________________________
Needs Assessment Not At All0
MinimumDegree3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Described community health project in area of interest after consulting with preceptor, staff and instructorIdentified and described subpopulation’s demographic and environmental characteristics and overall health status using survey & statistical data.Identified and described existing services / resources available to improve health or address identified problems. Summarized subpopulation’s strengths (enablers) and weaknesses (barriers).
Submitted On Time? Yes No
If No, minus 2 points____
Total ____ of (15)
Comments:
Instructor: _____________________________ Date: ______________________
69
NUR444 Community Health Project RubricPart 2. Assessment Phase: Review of Scientific Literature
Student Name_____________________________________________________________________
Community_____________________________________________________________________
Project Title_____________________________________________________________________
Literature Review Not At All0
MinimumDegree6.0
Fairly
7.0
Good
8.0
Very Good
9.0
Outstanding
10.0Summarized content of each article:Background/RationalePurpose/Research ObjectivesMethod(s)/Material(s)Results/LimitationsDiscussionLiterature Review Not
At All0
MinimumDegree3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Explained how research/practice article informed or related to community health project
At least three research articles from peer-reviewed journals/publications: Research
At least three practice-related articles from peer-reviewed publications or reputable websites:Practice
Complete articles provided? Yes No
Articles published within last five years? Yes No
Submitted On Time? Yes No
Total ____ of (15)
Comments:Instructor: _____________________________Date:
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NUR444 Community Health Project RubricPart 3. Planning Phase
Student Name_____________________________________________________________________
Community_____________________________________________________________________
Project Title_____________________________________________________________________
Planning Phase Not At All0
MinimumDegree3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Use Health Planning Model to outline plan. Stated problem identified in needs assessment and summarized proposed intervention in detailEstablished measureable objective(s) and identified the level of prevention; Described expected and realistic outcome(s) of intervention and how outcome(s) will be measuredListed logistical requirements in sufficient detail as to be reproducible.
Submitted On Time? Yes No
If No, minus 2 points____
Total ____ of (15)
Comments:
Instructor: _____________________________ Date:
71
NUR444 Community Health Project RubricPart 4. Implementation Phase
Student Name____________________________________________________________________
Community Project Title __________________________________________________________________
Implementation Not At All0
MinimumDegree3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Obtained all required materials / equipment necessary to execute interventionAccommodated for language, cognitive and behavioral level(s) among clientsProvided copy of all printed materials to preceptor and instructor prior to distribution and/or conducted sample / dry run prior to actual implementation date.If appropriate, teaching plan.Obtained initial feedback from preceptor and clients and made modifications based on initial feedback.Organized and prepared: provided advance notice to potential participants; notified instructor of time/place of presentation if appropriate; executed on time per plan
0 5.0 7.5 10.0 12.5 15.0Presented high quality product; syntax, grammar
Submitted On Time? Yes No No, minus 2 pts Total ____ of (40)
Comments:
Instructor: _____________________________ Date: _________________________
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NUR444 Community Health Project RubricPart 5. Evaluation Phase
Student Name_____________________________________________________________________
Community_____________________________________________________________________
Project Title_____________________________________________________________________
Evaluation Not At All0
MinimumDegree0
Fairly
0..5
Good
1.0
Very Good
1.5
Outstanding
2.0PRODUCT EVALUATION: Discussed overall results of project & whether objectives were met.PROCESS EVALUATION: Identified process oriented evaluation including feedback from preceptor, staff, client(s), instructorOutlined what to do (same or differently) next time & discussed what is next step in future projectsMeasure sustainability for project.Quality of project evaluation.
Submitted On Time? Yes No
If No, minus 2 points____
Total ____ of (10)
Comments:
Instructor: ____________________________Date: _________________________
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NUR444 Community Health Project RubricPart 6. Presentation with Abstract
Student Name_____________________________________________________________________
Community_____________________________________________________________________
Project Title_____________________________________________________________________
Presentation Not At All0
MinimumDegree3.0
Fairly
3.5
Good
4.0
Very Good
4.5
Outstanding
5.0Identified community subpopulation, stated objectives, described project, demonstrated sample of intervention, discussed findings/outcomes with suggestions for change, and provided written abstract as handout for clinical group.
Submitted On Time? Yes No
If No, minus 2 points____
Total ____ of (5)
Comments:
Instructor: _____________________________ Date: _______
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