GCU NRS428VN Topic 3: Tools for Community Health Nursing Practice
GCU NRS428VN Topic 3: Tools for Community Health Nursing Practice
Objectives:
- Propose a health promotion plan for a community or population.
- Compare vulnerable populations in terms of contributing factors that make them at risk or vulnerable.
- Apply strategies to achieve cultural competence in community health promotion.
- Examine the role of the nurse as an advocate for vulnerable populations. GCU NRS428VN Topic 3: Tools for Community Health Nursing Practice
Study Materials
Read Chapter 3 in Community and Public Health: The Future of Health Care.
From Health for All to Universal Health Coverage: Alma Ata is Still Relevant |
Read “From Health for All to Universal Health Coverage: Alma Ata is Still Relevant,” from BioMed Central (2018), located on the US National Library of Medicine website.
The Lessons of Alma-Ata |
Read “The Lessons of Alma-Ata,” from Global Health NOW (2018) located on the Johns Hopkins Bloomberg School of Public Health website.
Ten Things to Know About Health |
Read “Ten Things to Know About Health,” from the PBS documentary series, Unnatural Causes: Is Inequality Making Us Sick? (2008), located on the Unnatural Causes website.
Climate Change |
Explore the Climate Change page of the American Public Health Association (APHA) website.
Community Teaching Work Plan Proposal |
Use the “Community Teaching Work Plan Proposal” resource to complete the Community Teaching Plan: Community Teaching Work Plan Proposal assignment.
Tasks
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
- Bioterrorism/Disaster
- Environmental Issues
- Primary Prevention/Health Promotion
- Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
| Name and Credentials of Teacher:
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| Estimated Time Teaching Will Last: | Location of Teaching:
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| Supplies, Material, Equipment Needed: | Estimated Cost:
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| Community and Target Aggregate:
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| Topic:
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Identification of Focus for Community Teaching (Topic Selection):
Epidemiological Rationale for Topic (Statistics Related to Topic):
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis:
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
| Behavioral Objective and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain) GCU NRS428VN Topic 3: Tools for Community Health Nursing Practice |
Content (be specific)Example – The Food Pyramid has five food groups which are…. Healthy foods from each group are…. |
Strategies/Methods
(label and describe) Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day. |
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Creativity: How was creativity applied in the teaching methods/strategies?
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
Therapeutic Communication
4.2 Communicate therapeutically with patients.
How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?
Rubric
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-428VN | NRS-428VN-O503 | Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal | 100.0 | ||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (80.00%) | Satisfactory (88.00%) | Good (92.00%) | Excellent (100.00%) | Comments | Points Earned | |
| Content | 80.0% | ||||||||
| Planning and Topic | 30.0% | The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. | The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies. | The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. | The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. GCU NRS428VN Topic 3: Tools for Community Health Nursing Practice | The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated. | |||
| Effectiveness of Teaching Plan Criteria | 40.0% | Two or more of the assignment criteria are omitted. | More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed. | One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed. | All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective. | All assignment criteria are thoroughly completed. Rational and detail is provided throughout. | |||
| Therapeutic Communication (C4.2) | 10.0% | Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated. | The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented.It is unclear if nonverbal techniques were employed. More information is needed. | The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed. | The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed. | The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation. | |||
| Organization and Effectiveness | 15.0% | ||||||||
| Organization of Proposal, Paragraph Development, and Transitions | 10.0% | Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking. | Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. | Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. | Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. | |||
| Criteria 2Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. GCU NRS428VN Topic 3: Tools for Community Health Nursing Practice | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||
| Format | 5.0% | ||||||||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | |||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||
| Total Weightage | 100% |
Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
Topic 3 DQ 1 Example
Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial. GCU NRS428VN Topic 3: Tools for Community Health Nursing Practice
In the United States, significant disparities exist in healthcare for vulnerable populations. There are a number of groups that are considered vulnerable populations, including racial and ethnic minorities, the economically disadvantaged, and those with chronic health conditions. An example of a vulnerable population in the US is American Non-English Speakers. When an non-English speaker becomes ill, they immediately become vulnerable to adverse health outcomes. Even if they have health insurance and access to adequate medical facilities, when one is ill, it is particularly important to be able to communicate with first responders and medical personnel. Despite advances in translation technology, the language barrier introduces a substantial amount of vulnerability to poor health outcomes (CareCentrix, 2017).
Based on the Census Bureau data for 2018, the Center for Immigration Studies found that 67.3 million residents (21.9%) in the US speak a language other than English at home. 25.6 million (38%) reported that they speak very limited English (67.3 Million in the United States Spoke a Foreign Language at Home in 2018, 2019). Those who are non-English speaking face many challenges in regards to healthcare. Health disparities such as unequal treatment related to language barriers are associated with unequal access to healthcare and unequal health outcomes. For instance, patients who do not speak English are disadvantaged in terms of access to healthcare services. These patients have poorer health outcomes compared with patients who speak English. Language barriers contribute to reducing both patient and medical provider satisfaction, as well as communication between medical providers and patients. Patients who face language barriers are more likely to consume more healthcare services and experience more adverse events (Al Shamsi et al., 2020).
There are many ethical issues that must be considered when working with non-English speaking population. Non-English speakers are less likely to receive documentation that provides informed consent before they undergo invasive procedures and less likely to have signed consent forms in their medical records. Informed consent is a fundamental tenet of the U.S. health care system. While language barriers make obtaining informed consent more complex, it is still a legal and ethical requirement and is increasingly recognized as a key component of quality care and patient safety. (News, 2008).
Nursing advocacy would benefit these patients. Nurses need to be culturally sensitive and willing to ask questions to avoid making mistakes in conversation with patients of a non-English speaking background. Advocating for this populati0n includes making sure the patient completely understands the medical information you are relaying. Even when shorter words and clear sentences are used, you cannot be certain that the patient has fully understood unless the patient acknowledges it with feedback. Head nodding does not count as feedback, as usually this is often a sign of partial comprehension. Asking open ended questions which require the patient to form a structured response instead of saying a simple ‘yes’ or ‘no’, can help gauge the patient’s level of understanding. Some situations may require the presence of an interpreter. An accredited interpreter should be invited at the patients request, if the patient’s English skills are inadequate for the situation, or the information that needs to be communicated is significantly important for the patient’s health (Tips for delivering care to non-english speaking patients, 2017).
References:
67.3 Million in the United States Spoke a Foreign Language at Home in 2018. (2019, October). CIS.org.https://cis.org/Report/673-Million-United-States-Spoke-Foreign- Language-Home-2018
Al Shamsi, H., Almutairi, A. G., Al Mashrafi, S., & Al Kalbani, T. (2020). Implications of Language Barriers for Healthcare: A Systematic Review. Oman Medical Journal, 35(2),. https://doi.org/10.5001/omj.2020.40
CareCentrix. (2017, September 7). What is a Vulnerable Population in… CareCentrix; CareCentrix. https://www.carecentrix.com/blog/what-is-a-vulnerable-population
News, A. B. C. (2008, March 24). Non-English-Speaking Patients Face Barriers to Health Care. ABC News. Retrieved June 20, 2021, from https://abcnews.go.com/Health/Healthday/story?id=4509454&page=1#:~:text=Non- English%20speakers%20are%20also%20less%20likely%20to%20have
Tips for delivering care to non-english speaking patients. (2017, July 31). Health Times. Retrieved June 20, 2021, from https://healthtimes.com.au/hub/nursing- careers/6/guidance/healthinsights/tips-for-delivering-care-to-nonenglish- speaking-patients/2760/#:~:text=Healthcare%20providers%20need%20to%20be%20 culturally%20sensitive%20and
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format. GCU NRS428VN Topic 3: Tools for Community Health Nursing Practice