NURS 4327-001 Population Focused Health: Theoretical Foundations
All students are responsible for checking their UTHSCSA Livemail account regularly (i.e., daily or several times every week) to obtain Official University Communication regarding their courses, program and student status.
Welcome to Population Health!
Class will begin on June 18, 2012 at 9:00 AM, in room 1.463
Please see the agenda below:
9:30-11:00 Intro to Public Health and History of Public Health Nursing
11:00-12:00 Vulnerability Issues
1:00-3:30 Vulnerability Issues continued
We will have breaks each hour
Prior to class, please read Chapters 1 & 2 from the Stanhope Text, and Chapter 2 from the Anderson Text.
Please complete the Quiz on Blackboard under Assessments by 9am June 18. The quiz will count toward participation points.
Please also refer to the information on Blackboard for any updates to reading assignments or preparation before class.
We are looking forward to a wonderful semester!
FACULTY CONTACT INFORMATION
210-452-6581 (Cell-call only, no text)
This course addresses population focused health promotion, and disease and injury prevention based on determinants of local, national and global health including lifestyle, environmental, cultural, and genetic factors.
CREDIT AND TIME ALLOCATION
3 semester hours (3 hours theory)
Completion of Semester 7
At the completion of the baccalaureate program the student will demonstrate the following:
- Incorporate knowledge, skills, and attitudes from the liberal arts and sciences in professional nursing education and practice.
- Apply knowledge and skills of organizational and systems leadership, quality improvement and patient safety in promoting safe, high-quality care for diverse patients across healthcare systems and environments.
- Analyze and apply evidence from research and other information sources as a basis for nursing practice.
- Incorporate knowledge and skills in using information systems and a range of patient-care technologies to facilitate delivery of quality patient care.
- Advocate for financial and regulatory healthcare policies, processes, and environments that improve the nature and functioning of the healthcare delivery system and nursing practice.
- Collaborate and communicate effectively with healthcare professionals to promote positive working relationships, improve patient health outcomes, and deliver quality, safe patient care.
- Promote individual and population health by assessing factors that influence individual and population health and apply principles and culturally appropriate health promotion and disease-prevention strategies. Demonstrate consistent application of the core values of the discipline of nursing and the professional standards of moral, ethical, and legal conduct.
- Demonstrate consistent application of the core values of the discipline of nursing and the professional standards of moral, ethical, and legal conduct.
- Integrate the knowledge, skills, and attitudes expected of baccalaureate prepared nurses by providing professional nursing care to diverse patients and populations across the lifespan, healthcare settings, and healthcare environments.
- Identify concepts from the liberal arts and sciences that can be incorporated into the management of population focused healthcare. (Essential I)
- Analyze organizational, leadership, and quality improvement concepts to promote safe, quality care for local, national, and global populations. (Essential II)
- Examine the interrelationships among theory, practice, and research as a foundation for population health nursing practice. (Essential III)
- Describe information systems and healthcare technologies that promote population healthcare. (Essential IV)
- Analyze the impact of financial and regulatory healthcare policies on the delivery of nursing services to groups and populations. (Essential V)
- Describe the effects of effective collaboration and communication on improvement of healthcare outcomes for groups and populations. (Essential VI)
- Identify population health determinants by assessing protective and predictive factors including culturally appropriate health promotion and disease prevention strategies. (Essential VII)
- Compare the core values of public health nursing with professional nursing standards of moral, ethical, and legal conduct. (Essential VIII)
- Discuss the role of the baccalaureate prepared nurse in promoting professional healthcare to diverse groups and populations. (Essential IX)
GRADING SCALE FOR UNDERGRADUATE COURSES
A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (75-79)
D = 1 point (66-74)
F = 0 points (65 or below)
CRITERIA FOR EVALUATION / GRADES
Midterm 25 points
Final 30 points
Quizzes/Participation 10 points
Learning Module Assignments 35 points
Details about each of these opportunities can be found on the Blackboard site!
CELL PHONE POLICY
- Respect for classroom and clinical communication processes are necessary for teaching and learning.
- Silence mobile devices / cell phones in classrooms and clinical settings.
- Remove Bluetooth devices prior to entering the classroom and when in ANY clinical setting.
- Failure to do so can / will / may (depending on the faculty) either affect your class participation, clinical or final course grade.
GRADING POLICY GUIDELINES:
- Examination items are the proprietary intellectual property of the university and are not to be shared by students. Sharing of exam items by students is considered cheating and is subject to disciplinary action. There are no legal test item banks available to students in the SON other than those provided with the ATI NCLEX –RN exam preparation materials.
- Exams are required.
- Students are expected to take examinations at the scheduled time.
- The student must notify the course coordinator prior to the scheduled exam time if they are unable to take the exam as scheduled. Failure to make this notification in advance will result in a "zero" for that examination.
- If the excuse is accepted as reasonable and necessary, arrangements will be made for a make-up examination.
- Exam content is based on course, class, and clinical objectives. Included are all required readings, lecture and discussion, related material in the course packet, media presented in or required for class, material handed out, and material on Blackboard.
- Students should follow the School of Nursing dress code during exams.
- Students must leave all food and drink, books, purses, and backpacks in an area designated by exam proctors. If available, students are encouraged to leave personal items in lockers. No hats, caps or head coverings may be worn during exams, with the exception of those required for religious purposes.
- When entering the classroom for an exam, students will show their School of Nursing badge to the proctor. Proctors will ensure only the students eligible to take the exam receive access to the test and take the exam in an approved testing location. During the exam, students will wear their badge on the upper chest area.
- Calculators, scratch paper and pencils are provided by the School of Nursing for exams. Proctors will distribute the scratch paper after students have initiated the exam.
- If students arrive late, no extra time to complete the exam will be given.
- Each student is responsible for making sure that he or she has completed the exam before the exam is turned in to a proctor. Under no circumstances will a student be allowed to retrieve his or her exam materials after turning them in to the test proctor.
- Students will be given the opportunity to review exams.
- To pass the course, a student must have a weighted average of 75% on all graded activities.
- Students must make a "C" (75) or higher in all nursing courses to progress in the program.
The final grade will be calculated to two decimal places and rounded mathematically as follows:
Attendance in class is an expectation of each student.
- If written assignments are made in a course they are required.
- Students are expected to submit written work on the scheduled date and time.
- The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
- If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
- Each student is responsible for making sure that he or she has completed the written work prior to submission.
- Late work will be accepted with consequences as outlined per course syllabi.
The APA Publication Manual 6th edition is required for use in all nursing school programs.
Assessment Technologies Institute®, LLC (ATI) RN CONTENT MASTERY SERIES®
UTHSCSA School of Nursing utilizes the ATI RN Content Mastery Series®, RN Comprehensive Predictor® practice and proctored exams, and the ATI Virtual "greenlight" program to assist students in preparing for the NCLEX-RN® exam. Through practice and proctored examinations, students are able to assess their own knowledge and receive feedback and direction for content review throughout the program of study.
The proctored exams are administered in specific courses in both undergraduate tracks.
In order for a student to take the course related proctored exam, students will take the non-proctored (Practice A and B) tests individually, as often as they wish with a minimum of a 24 hour wait period between attempts. The student should engage in a minimum of one hour focused review on missed topics and/or identify three critical points to remember. Achievement of a 90% or higher individual score is required prior to taking the proctored test. Students may be required to show documentation by submitting a printed copy of the individual student transcript to the faculty prior to testing. Non-proctored tests are pass/fail.
To strengthen the review method, if students did not achieve a 90% or greater on the practice exam, students should understand the rationales for each distracter. It is recommended that students review 5-15 questions at a time with ample time given to review each of the rationales. When the student logs in again, the exam will continue from where the student had stopped previously.
Content Mastery Exams will comprise 15% of the total course grade. The following provides guidelines for inclusion of the CME in the course grade.
Content Mastery Examinations Requirements
1st ATI Exam (15% of Course Points)
2nd ATI Exam (15% of Course Points)
100% of points
85% of points
90% of points
80% of points
*0% of points, develop focused review** and must retake exam
0% of points
Less than Level 1
*0% of points, develop focused review** and must retake exam
0% of points
*Level 1 and below: An individualized student success plan will be developed and implemented in conjunction with faculty to help student attain content mastery.
* Focused review consists of printing out the specific proctored “report” and using either the available ATI templates or a plain piece of paper to handwrite all of the missed items under “Topics to Review” and label each missed item with the topic descriptors. This handwritten remediation will be stapled with the student’s proctored “report”.
The RN Comprehensive Predictor will be given in Nurs 4420 (traditional BSN program) or Nurs 4423 accelerated BSN program).
Each student will enroll in the designated comprehensive review course.
The student is expected to obtain a 74.0% on the RN Comprehensive Predictor (96% predicted probability of passing the NCLEX-RN) or greater on their individual score.
All students will engage in a required handwritten focused review* under “Topics to Review” on all missed items stapled with their ATI “Report” within 10 business days.
- The course coordinator/designee will track students needing to turn in the student focused review.
- A second RN Comprehensive Predictor will be given before the end of the semester.
- All students will engage in a required handwritten focused review* under “Topics to Review” on all missed items stapled with their ATI “Report”.
- If the student has not turned in the required focused review before course grades are due, the course coordinator will be notified and corrective actions will be taken.
- If the student does not achieve the required 74.0% on the second RN Comprehensive Predictor (96% predicted probability of passing the NCLEX-RN) or greater on their individual score, corrective actions will be taken.
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.
Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: http://uthscsa.edu/eeo/form100-Faculty-student-resident.pdf) must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website: http://uthscsa.edu/eeo/request.asp.
REQUIRED TEXT / REFERENCE
American Psychological Association. (2010). Publication manual of American Psychological Association. (6th Ed.). Washington D.C.: American Psychological Association. ISBN-10: 1-4338-0561-8
Anderson, E. & McFarlane, J. (2011). Community as partner: Theory and practice in nursing. (6th Ed.). Philadelphia: Lippincott Williams & Wilkins. ISBN-978-1-60547-855-5
Stanhope, M, & Lancaster, J. (2012). Public health nursing: Population-centered health care in the community. (8th Ed.). St. Louis: Elsevier Mosby. ISBN-9780323080019
Concept One: History
I. Public Health
B. Milestones of Public Health
C. Five Core Elements of Public Health
4. Health Services Administration
5. Social and behavioral Sciences
II. Public Health Nursing
A. Nightingale begins population-based nursing
B. Milestones of public health nursing
C. Significant people in public health nursing
D. Events in public health nursing
3. Political/economic change
Concept Two: Health Promotion
A. Definitions of Nursing
1. Public health nurse
2. Community health nurse
d. Nursing (caring)
4. Community defined
5. Professional Organizations
1. Core functions
c. Policy Development
2. Core Values
a. Social justice
c. Respect for autonomy
3. Clinical reasoning and decision-making
C. Community-focused nursing practice
1. Community as Client
2. Community-focused nursing practice
a. Community Assessment
b. Nursing diagnosis
D. Roles and settings
A. Definitions of Health
B. Health Promotion
1. Healthy People 2010
2. Ottawa Charter 1986
C. Disease prevention
D. Disease and injury management
III. Health Promotion
A. Definitions of health promotion
B. Healthy People
C. Institute of Medicine’s The Future of Public Health
D. Influential multilevel community studies
1. Framingham heart study
2. Human population laboratory
E. Application to Public and community health nursing
1. Create partnerships with communities to promote their health
2. Community members gradually take on more responsibility
3. Build community capacity
F. Application of an integrative model for community health promotion at the individual, family, and community level:
1. Health promotion
2. Disease and injury prevention
3. Illness care
4. Inclusion of the people, the community, and the interrelationships of both
Concept Three: Communities at Risk
I. Vulnerable Populations
A. Conditions/situation within a community
1. Non-dominant racial/ethnic groups
2. Homelessness, increased poverty, unemployment, increased teen pregnancy rate
3. Increased rate of chronic disease
B. Conditions/situation outside the community
1. Social/political unrest
3. Financial instability
4. Climate change
5. Natural or manmade disasters
II. Health Disparities
A. Social conditions or determinants
1. Government or political interactions
5. Population concentration, density
III. Global Health
A. Major global health organizations
1. WHO & Alma Ata
3. Pan American
5. Philanthropic orgs.
B. Global Health and Economics
C. Global health problems
D. Burden of disease
E. Communicable Disease
F. Diarrheal disease
H. Maternal health
A. Geographic location
D. Infection exposures
E. Chemical exposures
A. Physical environment
B. Health and Social Services
D. Safety and Transportation
E. Politics and Government
VI. Health Literacy
Concept Four: Epidemiology
II. Disease and Surveillance
E. Notifiable Diseases
A. Epidemiology Triangle
B. Web of Causation
VI. Descriptive and analytic epidemiology
VII. Social Epidemiology
VIII. Experimental studies
X. Nursing roles
XI. Role of CDC, health department
Concept Five: Emergencies
A. National Response Framework
F. Nurses’ Role in disaster
A. Categories of agents
Concept Six: Policy
A. Health Care System
B. Resource Allocation
C. Health Payment Systems
D. Factors influencing cost
II. Organizations and Agencies
B. Federal Health
C. Federal non-health
D. State and local health department
IV. Quality and safety
A. TQM/CQI in community/public health settings
V. Political competencies
A. Negotiation skills
B. Conflict Resolution
C. Power dynamics
Concept Seven: Technology
I. Information Systems
C. Health Department
D. Public and private agencies
E. Information management
1. Access, utilization
2. Storage, privacy
3. Cost, feasibility
4. Data accuracy
II. Virtual care delivery systems
III. Surveillance systems
A. Immunization tracking
B. Disease tracking
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
For full calendar and details, please refer to information posted on Blackboard
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