Summer 2013

NURS 4327-4327 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 Focused Health Theory. This class will be a hybrid of face to face class and online modules. Please refer to Learning Modules posted on BB Learn for details about requirements for each day.

FACULTY CONTACT INFORMATION

Adelita G. Cantu, PhD, RN
Room 2.114
Cell 210-289-7623 (call or text)
Office 210-567-5834
cantua2@uthscsa.edu
I do respond to my emails within 24 hours

COURSE DESCRIPTION

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)

PREREQUISITES

Completion of Semester 7

PROGRAM OUTCOMES

At the completion of the baccalaureate program the student will demonstrate the following:

  1. Incorporate knowledge, skills, and attitudes from the liberal arts and sciences in professional nursing education and practice.
  2. 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.
  3. Analyze and apply evidence from research and other information sources as a basis for nursing practice.
  4. Incorporate knowledge and skills in using information systems and a range of patient-care technologies to facilitate delivery of quality patient care.
  5. Advocate for financial and regulatory healthcare policies, processes, and environments that improve the nature and functioning of the healthcare delivery system and nursing practice.
  6. Collaborate and communicate effectively with healthcare professionals to promote positive working relationships, improve patient health outcomes, and deliver quality, safe patient care.
  7. 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.
  8. Demonstrate consistent application of the core values of the discipline of nursing and the professional standards of moral, ethical, and legal conduct.
  9. 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.

COURSE OUTCOMES

  1. Identify concepts from the liberal arts and sciences that can be incorporated into the management of population focused healthcare.  (Essential I)
  2. Analyze organizational, leadership, and quality improvement concepts to promote safe, quality care for local, national, and global populations.  (Essential II)
  3. Examine the interrelationships among theory, practice, and research as a foundation for population health nursing practice.  (Essential III)
  4. Describe information systems and healthcare technologies that promote population healthcare.  (Essential IV)
  5. Analyze the impact of financial and regulatory healthcare policies on the delivery of nursing services to groups and populations.  (Essential V)
  6. Describe the effects of effective collaboration and communication on improvement of healthcare outcomes for groups and populations.  (Essential VI)
  7. Identify population health determinants by assessing protective and predictive factors including culturally appropriate health promotion and disease prevention strategies.  (Essential VII)
  8. Compare the core values of public health nursing with professional nursing standards of moral, ethical, and legal conduct.  (Essential VIII)
  9. 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

 

1. Community Assessment Paper = 50%

2.  Quizzes = 30%

3.  Assignments= 20%

ATI:

UTHSCSA School of Nursing utilizes the ATI RN Content Mastery Series® & the RN Comprehensive Predictor® practice and proctored exams 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.


The proctored exam is required to complete the course
.

CELL PHONE POLICY

TESTING POLICY

  1. 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.
  2. Exams are required.
  3. Students are expected to take examinations at the scheduled time.
  4. 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.
  5. If the excuse is accepted as reasonable and necessary, arrangements will be made for a make-up examination.
  6. 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.
  7. Students should follow the School of Nursing dress code during exams. 
  8. 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.
  9. 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.
  10. 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.
  11. If students arrive late, no extra time to complete the exam will be given.
  12. 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.
  13. Students will be given the opportunity to review exams.  

GRADING POLICY GUIDELINES:

  1. To pass the course, a student must have a weighted average of 75% on all graded activities.
  2. Students must make a "C" (75) or higher in all nursing courses to progress in the program.

 ROUNDING POLICY:

The final grade will be calculated to two decimal places and rounded mathematically as follows:

CLASSROOM ATTENDANCE

Attendance in class is an expectation of each student.

WRITTEN ASSIGNMENTS

  1. If written assignments are made in a course they are required.
  2. Students are expected to submit written work on the scheduled date and time.
  3. 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.
  4. If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
  5. Each student is responsible for making sure that he or she has completed the written work prior to submission.
  6. Late work will be accepted with consequences as outlined per course syllabi.

APA GUIDELINES

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


Level

 1st ATI Exam  (15% of Course Points)

2nd ATI Exam      (15% of Course Points)

3

100% of points  

85% of points

2

90% of points

80% of points    

1

*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).


SCHOLASTIC DISHONESTY

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.

ADA ACCOMMODATIONS

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

Anderson, E. & McFarlane, J. (2011). Community as partner: Theory and practice in nursing. (6th Ed.). Philadelphia: Lippincott Williams & Wilkins.
ISBN 1605478555


CONTENT OUTLINE

 

Concept One: History

I.                    Public Health

A.      Timeline

B.      Milestones of Public Health

C.      Five Core Elements of Public Health

1.       Biostatistics

2.       Epidemiology

3.       Environment

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

1.       War

2.       Disasters

3.       Political/economic change

Concept Two: Health Promotion

I.                    Nursing

A.      Definitions of Nursing

1.       Public health nurse

2.       Community health nurse

3.       Metaparadigm

a.       Person

b.      Environment

c.       Health

d.      Nursing (caring)

4.       Community defined

5.       Professional Organizations

B.      Functions

1.       Core functions

a.       Assessment

b.      Assurance

c.       Policy Development

2.       Core Values

a.       Social justice

b.      Beneficence

c.       Respect for autonomy

d.      Nonmaleficence

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

c.       Planning

d.      Implementation

e.      Evaluation

II.                  Health

A.      Definitions of Health

B.      Health Promotion

1.       Healthy People 2020

C. Levels of Prevention

1. Primary

 2.       Secondary

3.       Tertiary

D.      Disease and injury management

E.     Institute of Medicine’s The Future of Public Health

F.       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

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

2.       War

3.       Financial instability

4.       Climate change

5.       Natural or manmade disasters

6.       Emergencies

II.                  Health Disparities

A.      Social conditions or determinants

1.       Government or political interactions

2.       Economics

3.       Culture

4.       Lifestyle

5.       Population concentration, density

III.                Global Health

A.      Major global health organizations

1.       WHO & Alma Ata

2.       Unicef

3.       Pan American

4.       Religious

5.       Philanthropic orgs.

B.      Global Health and Economics

C.      Global health problems

D.      Burden of disease

E.       Communicable Disease

F.        Surveillance

G.        Bioterrorism

IV.                Environment

A.      Geographic location

B.      Topography

C.      Climate

D.      Infection exposures

E.       Chemical exposures

V.                  Subsystems

A.      Physical environment

B.      Health and Social Services

C.      Economics

D.      Safety and Transportation

E.       Politics and Government

F.       Communication

G.     Education

H.      Recreation

VI.                Health Literacy

VII.              Genomics

Concept Four: Epidemiology

I.                    Definitions

II.                  Disease and Surveillance

A.      Prevention

B.      Control

C.      Immunity

D.      Transmission

E.       Notifiable Diseases

III.                Models

A.      Epidemiology Triangle

B.      Web of Causation

IV.                Measures

V.                  Screening

A.      Reliability

B.      Validity

VI.                Descriptive and analytic epidemiology

VII.              Social Epidemiology

VIII.            Experimental studies

IX.                Immunity

X.                  Nursing roles

XI.                Role of CDC, health department

Concept Five: Emergencies

I.                    Disaster

A.      National Response Framework

B.      Prevention

C.      Preparation

D.      Response

E.       Recovery

F.       Nurses’ Role in disaster

Concept Six: Policy

I.                    Economics

A.      Health Care System

B.      Resource Allocation

C.      Health Payment Systems

D.      Factors influencing cost

II.                  Organizations and Agencies

A.      International

B.      Federal Health

C.      Federal non-health

D.      State and local health department

III.                Advocacy

IV.                Quality and safety

A.      TQM/CQI in community/public health settings

B.      Safety

V.                  Political competencies

A.      Negotiation skills

B.      Conflict Resolution

C.      Power dynamics

Concept Seven: Technology

I.                    Information Systems

A.      Census

B.      CDC

C.      Health Department

D.      Public and private agencies

E.       Information management

1.       Access, utilization

2.       Storage, privacy

3.       Cost, feasibility

4.       Data accuracy

II.                Surveillance systems

A.      Immunization tracking

B.      Disease tracking

CALENDAR - 1st Day Only

Please check the schedule for recent updates on Class Dates & Room.

First day requirements will be posted on BB Learn.

© School of Nursing | The University of Texas Health Science Center at San Antonio external link
Links provided from Health Science Center School of Nursing pages to other websites do not constitute or imply an endorsement of those sites, their content, or products and services associated with those sites.

School of Nursing - UT Health Science Center San Antonio