NURS 4213 Syllabus
NURS 4213 - Community Health Nursing
3 Credit Hours
Community Health provides a theoretical background for the study of community health nursing and is based on the synthesis of nursing theory and public health science. Emphasis is on health promotion, health maintenance and disease prevention among populations. The course assists students to recognize and analyze the interrelationships between individuals, families, population groups, and communities in determining the health status of each. The impact of political, economic, social, environmental, and cultural concerns on the health of populations is examined.
Upon successful completion of this course, students will:
- Integrate concepts from behavioral, biological and natural sciences, with emphasis on epidemiology and global perspectives, in order to review the needs of communities and diverse populations.
- Evaluate epidemiological research and apply findings to community oriented nursing practice in order to explain the control of communicable disease.
- Explain the relationship between the environment and human health and disease.
- Examine the role of the nurse and discuss appropriate nursing interventions that promote and maintain the health of children.
- Evaluate strategies that can be used by public and community health nurses to improve the health status and eliminate health disparities of vulnerable populations.
- Evaluate how disasters effect persons, families and their communities.
- Identify the multidimensional influences on aging and how these effect the health status of older adults.
- Describe nursing roles that meet the emerging health needs of individuals, families, communities and populations.
- Describe school health services and coordinated occupational health programs.
- Discuss trends in lifestyles that will affect the health of communities and the future challenges for nursing.
Admission to TN eCampus MSN Bridge program.
- Historical underpinnings of Community Health Nursing
- Population Health
- Families and family assessment
- Community as the client and community assessment
- Rural communities
- Epidemiologic Principles
- Communicable and Infectious diseases
- Environmental Health and Disaster Management
- Vulnerable populations
- Cultural competence and Ethical practice in the community
- Organization and Funding of the U.S. Health System
- Global Health
- Community health, health teaching and health promotion across the lifespan
- Nursing Practice in the community: APN's, Home health, Hospice, School health, Occupational health, Forensics, Faith-based
All written assignments must be submitted in Word. Some presentations may be in Power Point presentation. A viewer is downloadable through any internet server at no cost. In addition, some modules may include voice over lecture content requiring a computer with audio capabilities.
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
American Nurses Association. (2015). Essentials of nursing practice package . Atlanta, GA: Author. PUB# FNDN2015. This package contains the three documents listed below at a discounted rate.
- American Nurses Association (2015). Guide to Nursing’s social policy statement: Understanding the profession from social contract to social covenant .Silver Springs, MD: Author. ISBN 9781558102705
- American Nurses Association (2015). Code of ethics for nurses with interpretative statements. Silver Springs, MD: Author. ISBN 978-1-55810-599-7
- American Nurses Association (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Springs, MD: Author. ISBN 978-1-55810-619-2
These publications can also be purchased online from nursesbooks.org for by calling 800-637-0323
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
There are no quizzes or tests in this course.
5 Module Learning Activities, @ 7% each
3 Module Discussion Boards @ 7% each
Health Care Policy Paper
Vulnerable Population Presentation
Student Led Presentation: Nursing Community Roles
Total Grade Possible
5 Module Learning Activities (35%)
Module 1: Learning Activity: Henry Street Settlement (7%)
Purpose: To explore a historical event in community health nursing and its long term impact on a community
Event: Henry Street Settlement
Resource: Henry Street Settlement Website
Assignment: Write a one page comparison between the Henry Street Settlement today with the Henry Street Settlement in Lillian Wald's day.
Brief Description of a piece of HSS
Brief Description of a piece of current day HSS
Brief discussion of similarities and differences between past and current
Grammar, Spelling, Organization
Total possible score
Module 3: Learning Activity: Community Assessment (7%)
Purpose: Demonstrate the differences in Primary, Secondary, and Tertiary levels of prevention in a community specific environment.
Submit to the appropriate drop box by the due date listed in the course calendar
Choose one of the following or a topic of particular interest to you and identify ONE community-focused nursing intervention at each level of prevention. For example, a community focused nursing intervention for primary prevention or xyz is _____________________. This is one sentence for each level of prevention. Do this for primary, secondary, and tertiary levels of prevention for a SPECIFIC community/city/county. The lecture content and the textbook readings will provide a foundation for this assignment.
- Understanding the difference between primary, secondary, and tertiary prevention.
- Community focus
Choose one of the following topics or a topic of interest to you:
- Teenagers at risk for unwanted pregnancies because health care resources in the community refuse to provide birth control information for teenagers OR
- Children being exposed to lead poisoning because the enforcement of housing regulations is inadequate OR
- Increased violence among youth over the past 5 years OR
- Topic of your choice
Appropriate Primary Prevention
Appropriate Secondary Prevention
Appropriate Tertiary Prevention
Prevention statements are community specific
Total possible score
Module 4: Learning Activity: Epidemiology (7%)
Purpose: To become familiar with the epidemiology process within an identified community.
Submission: Submit the completed assignment to the appropriate drop box by the due date listed in the course calendar.
Please choose a communicable disease concern for your community and complete the following assignment. Use the listed items as headings as you complete this assignment. This is not a formal paper requiring paragraphs. Use of bulleted lists is acceptable. You MUST be community specific and focused identifying a SPECIFIC community of your choice. The lecture content will be beneficial in completion of this assignment.
Student Name____________________________________ Disease:_____________________________________
Focus Community (city OR county)_____________________________________
- Natural Life History of the Disease
- Incidence and Prevalence of the problem at the local, state and national levels (whenever possible...some topics have only national statistics while others will have all three). It is acceptable to use national statistics that may be reported as ***/100,000 and based on the population of your selected community you can extract an estimated percentage for your community
- Risk factors related to occurrence
- Primary, secondary and tertiary prevention activities that can alter the natural life history of th disease or condition.
- Community health nursing interventions aimed at addressing the identified problem (list and remember to think in regards to your specific community)
- Local, state and national resources that focus attention on this problem.
Community and Disease Identified
Natural life history includes both pre-patho and patho
Incidence and prevalence at all levels where appropriate
Levels of prevention appropriate and specific
Interventions that are community specific and community focused
Resources identified at all levels
Total possible score
Module 5 Learning Activity: Current Environmental Event (7%)
Purpose: To explore a current environmental event and apply principles from the lecture and reading to assess the response and impact of an environmental issue
Submission: This short presentation will be posted to the appropriate Discussion Board by the due date listed in the course calendar.
Using newspapers,media, internet news, etc. choose a "current" issue related to environmental health or impacting health. If possible use an event/concern in the media within the last 6 months, but no older than 12 months unless you have a very interesting and unique topic and it is approved by faculty. Use the guidelines provided below to develop a short powerpoint presentation related to your topic and post on the discussion board. ***IF presenting this would be a 5-7 minute presentation so the power point should be less than 10 or so slides...no penalty of longer.
- Title slide to include topic and your name
- Source: Where did you find the topic and if possible post the headline or a photo,etc. related to the topic. A photo is NOT required as some will only be print media. If an online source provide the link in this slide. Also provide date of event/story, etc.
- Identify most important information to relate to the class (a synopsis...bulleted...no paragraphs (1-3 slides)
- How is this event related to community health locally, statewide, nationally, and or internationally? (1-3 slides)
- Is there a role for nursing? If so, what is that role? (1-2 slides)
***Helpful hints...usually if a slide has more than 6-8 lines on a slide it is too busy
***The above listed slide numbers are just a suggestion. You may use more or less slides with no penalty as long as you address each item.
Appropriate Topic Identified
Source provided with a reference or link to easily access the resource
Critical aspects of environmental issue relayed succinctly
Relationship to community health at all levels: locally, state, nationally and internationally if applicable
Is a role for nursing identified and explained
Total Possible Score
Top of Form
Module 8 Learning Activity: Community Health Resources (7%)
Using one of the following cases identify federal, state, and local governmental and voluntary programs (e.g. Medicaid, Medicare, Unemployment Compensation, Temporary Assistance to Needy Families, and Catholic Social Services, etc.) from which the family might receive assistance. List these and briefly describe the services provided by these resources (1-2 sentences/source). NOTE: At least one health department service must be included.
Purpose: To identify resources to address the needs of families within communities
Choose one of the following:
- Mary Parks, a 31 year old single parent of 4 children, recently moved to the community and has had difficulty finding a job. She has depleted her savings and has not been receiving her child support from her ex-husband.
- Joyce Flowers, 72 year old widow, receives $624 per month Social Security and has Medicare A and B. She manages her money well, but recently has had difficulty buying adequate food and medications because her rent was raised significantly.
Federal program(s) and brief description
State program(s) and brief description
Local program(s) and brief description
Voluntary program(s) and brief description
Health Department Service(s) and brief description
Total possible score
Bottom of Form
3 Module Discussion Boards (21%)
Module 2 Discussion Board: Family Assessment/Intervention (7%)
Purpose: Assist in recognizing how theory guides in the formulation of goals and interventions and the significance of deriving nursing diagnoses from client data. This assignment will also encourage you to identify your values around family and will contribute to the class discussion.
Submission: This assignment is to be placed on the appropriate discussion board and all students are expected to participate by posting an original post and enter into discussion with peers. The due date can be found on the Course Calendar...both a due date for the post and a close date for end of discussions is provided.
A 16 year old mother of a 2 month old infant who lives with her parents has been referred to you, the public health nurse. Identify the following:
- Data you would want to collect on the first home visit (bulleted list is acceptable)
- Choose a theory from the reading/lecture this week
- Using the theory as your guide what goals would you establish for client/nurse interactions
- Using the theory as a guide what nursing interventions would you suggest
Note: Using theory to formulate ideas and plans may be awkward at first, but remember you base your decisions on something. Maybe this exercise will assist you in putting a context to how you make decisions.
Adequate assessment data collection planned. Appropriate content for the situation. Realistic approach.
Selection and use of appropriate theory
Appropriate goal setting with consideration of theory
Appropriate interventions that are community/family focused with consideration of theory
Clarity and appropriate grammar
Total score possible
Module 7 Discussion Board: CLAS (7%)
Review the 14 standards of the CLAS document. Choose one standard and write a paragraph or two discussing how this looks practically in your work setting or if it is not being done /encouraged in your work setting how might you move to implement this? Post according to the dates in the course calendar.
Initial Post on time
Selection of one CLAS standard
Description of how CLAS standard employed in work environment or Implementation of CLAS standard in work setting
Adequate participation in discussion (answer all inquiries in original post and respond to at least two peers)
Total possible score
Top of Form
Module 9 Discussion Board: Health Literacy (7%)
Purpose: Increase awareness of the impact of health literacy on health care and identification of current literature related to health literacy.
Please view the AMA Health Literacy video in the "Content" section prior to completing this exercise. Identify one article related to health literacy and submit the article to the discussion board. Write a brief paragraph regarding the article or resource. Also, briefly describe how the video and/or the article could impact your nursing practice.
Submit to the discussion board by the assigned date in the course calendar. Respond to your peers in a timely manner.
Article attached and APA used to reference article
Brief summary of article
How the video and/or article could impact your nursing practice (brief—a sentence or two)
Posted in timely manner and responds to at least two peers within the time frame
Total possible score
Vulnerable Population Presentations (15%)
Purpose: To explore a specific vulnerable population and use community assessment skills to describe and analyze both the impact of the community on the vulnerable population and the vulnerable population impact on a specific community.
Submission: This presentation will be posted to the appropriate Discussion Board by the due date published in the course calendar
Note: Powerpoint is the best method for posting this presentations. However, other venues such as stylesheets, Prezi, etc. may be used
- Identification of Vulnerable Population: Who have you chosen to as your target vulnerable population? Why are they considered vulnerable?
- Who is the vulnerable population? Use statistics to describe the population you choose. Compare the data from local, state and national sources related to your chosen vulnerable population. What are the health disparities for this population?
- What does the community say? Discuss your vulnerable population with both healthcare and non-healthcare individuals in the community. Provide bulleted points AFTER you synthesize the information as to the view of the community.
- What does the vulnerable population say? Where possible talk with individuals within the vulnerable population as to their thoughts and views on their lifestyle, health and if they view themselves as vulnerable. What does being vulnerable mean to them? ***NOTE: Be sensitive and considerate. Also if this group is a protected group such as children or the mentally ill you may not be able to address this section. Also, I would recommend you NOT ask these questions of those who are victims of child abuse, rape, etc.
- What are the characteristics of the community where the vulnerable population lives? What resources are available: housing, transportation, food resources, etc? What is the economic situation of that community? Are there geographical challenges? What are the job opportunities for this population if relevant? What social interaction avenues are available?
- How does the health care system impact this population in their community? How does the vulnerable population impact the health care system?
- Are there any political concerns that need to be addressed related to this population and their impact on the community or the community's impact on them?
- What ethical concerns need to be addressed?
- Does Healthy People 2020 address this population? If so, how are the HP 2020 objectives being addressed in their community? If HP2020 does not address this population, what objectives need to be addressed in the community?
Identification of Appropriate Vulnerable Population supported by rationale
Description of V. Population using statistics
Health disparities identified
Community views of V. Population and Vulnerable Population Views (where applicable)
Clear description of community and resources
Health Care Impact
Ethical Concerns Identified
HP 2020 Objectives and comparison to community
Total Possible Score
Bottom of Form
Health Policy Paper (15%)
Purpose: The student will gain an increased awareness of current health policy and how it impacts their practice and/or their local community of interest (Patients, families, communities)
Requirements: This is a paper resulting in a 5 page paper or less meeting the following requirements (title page and references do not have to be counted in the 5 page limit)
Submission: The appropriate drop box by the date listed in the course calendar
- Identification of a current health policy (Federal or State) that impacts or has a great likelihood of impacting your local community or your nursing practice.
- A brief introduction including the legislators who authored the bill and the sponsors of the bill. The introduction should include a short history of the policy.
- Explain why you think this bill impacts your community OR your nursing practice.
- Support why you believe this policy to be positive or negative for your community or your nursing practice.
- What action plan is needed to insure this policy is implemented in your community, or if you believe it a negative policy what action plan could insure change occurs to delete or revise the policy?
- APA format
Health policy chosen
Introduction including sponsors/authors of policy and history of policy
Explanation of impact of bill on community or nursing practice
Adequate support as to policy's positive or negative attributes
Total Possible Score
Student Led Presentations: Nursing Community Roles (15%)
Purpose: To gain an understanding of the multiple nursing roles in the community
Topic Choices: APN's in Community, Home Health or Hospice Nursing, School Nursing, Occupational Health Nursing, Forensic Nursing, Faith Based Nursing
This assignment may be completed individually or in groups of no more than 3
- Prepare a presentation to be submitted to the discussion board. If using power point I would recommend use of the "notes" section of the power point to provide additional information about the slides/content.
- Following the title slide provide learning objectives (this should drive your content).
- ON the last slide provide all sources, please include at least 2 sources outside of the textbook.
- Provide discussion material: this can be a question or case study.
- The presentation needs to be 30 minutes or less, I would recommend 20 slides or less.
- Creativity is welcomed and enhances your presentation.
- Post to the discussion board on the due date and the group will discuss the topic.
- The person(s) presenting the material is responsible for monitoring their board and answering any questions/comments made to their board.
Learning Objectives: pertinent and concise
Content: Meets learning objectives highlighting key points, notes provided
References provided as per guidelines
Discussion question or Case study presented
Posts in timely manner, read all presentations, responded to at least 2 peers, answered all questions posed to their discussion board
Total possible score
All students are expected to fully participate in all aspects of the course. All course assignments are expected to be completed on or before the due dates posted in the course calendar.
A "Late Assignment" dropbox will be provided for all late work. Late assignments will receive a 5 point deduction for each day late.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.