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Galen College of Nursing
Course Syllabus
Course Information:
Course Name Nursing Practice – Community Health
Course Number NSG 3480
Course Section Number 08D
Quarter Credit Hours
[Theory/Lab/Clinical]
Contact Hours
[Theory/Lab/Clinical]
Prerequisites NSG 3250; NSG 3280
Co-requisites n/a
Course Location See Student Self Service for information. Select Academics > Schedule.
Course Meeting Days/Times^ Times and locations are subject to change.
Methods of Instruction
Lectures, PowerPoint presentations, in-class discussions, written
assignments
Changes to Syllabus
Faculty reserves the right to make changes as necessary to this course
syllabus. Learners will be notified in writing of any changes in a timely
fashion.
Faculty Information:
Faculty (title, credentials) LaNora Gray, MSN, RN
Office Location 4 th^ Floor
Office Hours Thursdays 11:00 AM to 2:00 PM, or by appointment
Phone Number(s)
931 - 368 - 8575 (Please include your name and course on text or voice
messages)
Course Description:
This course provides an overview of community and public health nursing practice. An emphasis is placed on
the use of evidence-based approaches to guide community health promotion, disease prevention, population-
focused interventions, and the health of vulnerable populations across the lifespan. The use of clinical
judgment related to disaster, mass casualty, and emergency situations are examined.
Textbooks & Resources:
Required Textbook(s)
Nies, M. A., & McEwen, M. ( 2024 ). Community/public health nursing:
Promoting the health of populations. ( 8 th ed.). Elsevier.
ISBN-13: 9780323795319
Recommended Textbook(s)
Silvestri, L. A., & Silvestri, A. E. (2023). Saunders comprehensive review for
the NCLEX-RN® examination (9th ed.). Elsevier.
ISBN-13: 9780323795302
Additional Information:
Student Portal See Student Self Service for information.
Galen Website www.galencollege.edu
Student Catalog See Student Self Service for information.
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Web-Enhanced Access
Courses are augmented on the web utilizing the Canvas Learning
Management System. On the first day of class, students will be oriented to
the learning system. Students will access the course syllabus and content
through this network. https://classroom.galencollege.edu. This network
will also provide access to student course grades, a means to submit
assignments, and handouts the faculty may post for you.
Final Course Grade Determination for Theory & Clinical:
Theory – Exams Weight
Unit/Week
Administered
Date Administered
Exam 1 1 5% 5 For exam dates:
https://colss-
prod.ec.galencollege.edu
/Student
Go to: Academics - >
Schedule.
Exam 2 1 5% 11/
Total 3 0%
Theory – Assignments Weight Unit/Week Due Date Administered
Health Literacy
Assessment
Day 7
11:59 PM ET
Community Assessment 40% 9
Day 7
11:59 PM ET
Total 70%
Grand Total 100%
Students must achieve a cumulative grade of at least 74% to meet the requirements and pass the course.
Clinical – Written
Assignments
Requirement Unit/Week Due Date Due
Windshield Survey
Satisfactory
(Satisfactory = 74%)
As Assigned As Assigned
Reflective Journaling
Satisfactory
(Satisfactory = 74%)
As Assigned As Assigned
Clinical Evaluation Requirement
Unit/Week
Administered
Date Administered
Clinical Evaluation Satisfactory As Assigned As Assigned
Learners must achieve a satisfactory on each written assignment and the final clinical evaluation to meet the requirements and pass the course.
Academic Policies:
All policies and procedures contained in the most recent edition of the Student Catalog apply to this course
and are hereby incorporated by reference into this syllabus. Please refer to the Galen College of Nursing
website and your campus at: http://www.galencollege.edu/campuses/ for the most recent edition of the
Student Catalog.
Disability Accommodations
Galen will make academic adjustments and provide auxiliary aids and services deemed necessary and
appropriate to facilitate enrollment and participation of qualified individuals with disabilities. Any student
who wishes to request disability accommodations should contact one of Galen’s Title IX Coordinators.
Information regarding disability accommodations can be found in the Student Catalog published on
the College website, as well as the Accessibility and Accommodations page of the website.
Grading Scale:
Grade Explanation Quality Quality Points
A+ 98.0 0 – 100 Excellent 4
A 95.00 – 97.99 4
A- 92.00 – 94.99 3.
B+ 89.00 – 91.99 3.
B 86.00 – 88.99 Good 3
B- 83.00 – 85.99 2.
C+ 79.00 – 82.99 2.
C 74 – 78.99 Average 2
F Below 74 Failing 0
S Satisfactory
U Unsatisfactory
Audit Audit
I Incomplete
W Withdrawn
WP Withdrawn Passing
WF Withdrawn Failing** Failed 0
T Transferred
DP Dismissed Passing
DF Dismissed Failing** Failed 0
* Students must earn a grade of at least 74.00 to pass each course.
**Grades of WF or DF will be considered when computing GPA.
Course Requirements:
Achieve a minimum cumulative course average of 74%.
Clinical and CLL Written Assignments:
Students may be required to submit written assignments. Successful completion of these assignments will be
based on earning a pass as outlined in the grading rubrics included in the syllabus. Students who do not pass a
written assignment (i.e.: Careplan, Concept Maps and Teaching Plans) will have one opportunity to revise the
assignment for resubmission. Students who fail to complete this assignment or who do not earn a pass per the
rubric after the allowed repeated attempt will not meet the requirements for this course and will earn a grade
of “F” for this course.
Late Assignment Policy
All assignments are expected to be submitted by the due date. Late assignments, without faculty consent, may
result in a grade of “0”. Late assignments, with faculty consultation and consent, may result in a penalty of 5%
Blueprint for Exams:
exam 1 Unit Content/Outcomes # of Questions 1
- Introduction to community nursing
- The role of the community health nurse
- Community health agencies
Public health theories related to population-based nursing
- Upstream thinking
- Downstream thinking
- Health Promotion
Community Assessment
- Census Data
- Behavioral Risk Factor Surveillance System (BRFSS)
- Vital Statistics
- Needs Assessment
- Health Problems
- Windshield survey
- Finding health data
- Health Education Health Planning, Implementation & Evaluation
TOTAL 50
Exam 2 Unit Content/Outcomes # of Questions 5
- The effects of epidemiology on community health nursing
- Global health and it’s in the spread of disease
- National Healthcare and Regulatory Guidelines
- Community Health Nurses role in policy development and recommendations
- Infectious vs Communicable Diseases
- Prevention and control of infectious and communicable diseases
- Vaccinations
- Cultural Diversity
- Poverty and its impact on community health
- Homeless population and available resources
9 •^ Interpersonal and^ Community Violence^7 - 10 10
- Types of Disasters
- Characteristics of Disasters
- Disaster Management
Total 50
Theory
Theory Content Theory Learning Activities Required Reading Assignment Assessment
- Census Data
- Behavioral Risk Factor Surveillance System (BRFSS)
- Vital Statistics
- Needs Assessment
- Health Problems
- Windshield survey
- Finding health data
- Presentation
- Socratic Questioning
- Group Activity: Neighborhood Assessment
- Group Activity: Community Needs
- Individual Activity: Windshield Survey Group Activity: Case Study Nies & McEwen, 2024 - CH. 6: Community Assessment Unit 4 Unit Student Learning Outcomes (USLOs):
- Identify the components of health education. (CSLO 1, 4, 5)
- Recognize the influence of various factors on health. (CSLO 1, 4, 2)
- Describe the nurse’s role in health education. (CSLO 1, 2, 4)
- Examine the community health nurse’s role in community health planning, implementation, and evaluation. (CSLO 1, 3, 4)
- Explain the significance of utilizing culturally and literacy relevant health education materials, messages, media, and programs. (CSLO 6, 1, 5) Theory Content Theory Learning Activities Required Reading Assignment
- Health Planning, Implementation & Evaluation
- Health Education
- Presentation
- Socratic Questioning
- Group Activity: Teaching Plan
- Group Activity: Community Resources
- Nies & McEwen, 2024
- CH. 7: Community Health Planning, Implementation, and Evaluation
- CH. 8: Community Health Education and Engagement Unit 5 Unit Student Learning Outcomes (USLOs):
- Examine the effects of epidemiology on community health nursing. (CSLO 1, 4)
- Apply global health and its role in community health nursing. (CSLO 1, 4)
- Analyze epidemiological methods of study as it relates to community health nursing. (CSLO 4, 5)
- Explore the influence of population and environmental factors on patterns of health and disease. (CSLO 1, 4) Theory Content Theory Learning Activities Required Reading Assignment
- The effects of epidemiology on community health nursing
- Global health and its role in the spread of disease - Presentation - Socratic Questioning - Group Activity: Global health Nies & McEwen, 2024 - CH. 5: Epidemiology - CH. 15: Health in the Global Community Unit 6
Unit Student Learning Outcomes (USLOs)
- Discuss current health policy issues. (CSLO 3, 4, 6)
- Identify the social and political processes that influence health policy development. (CSLO 2, 4, 3)
- Illustrate the nurse’s role in political activities. (CSLO 2, 3, 6)
- Examine the influence of the nursing profession on changing global health policies. (CSLO 4, 6) Theory Content Theory Learning Activities Required Reading Assignment
- National Healthcare and Regulatory Guidelines
- Community Health Nurses role in policy development and recommendations - Presentation - Socratic Questioning - Discussion Questions - Group Activity: Health Care Policy Activity: Public Health Issue Nies & McEwen, 2024 - CH. 10: Policy, Politics, Legislation, and Community Health Nursing - CH. 11: The Health Care System - CH. 12: Economics of Health Care - CH. 16: Child and Adolescent Health, Healthy People 2030: Child and Adolescent Health, p. 322; Public Health Programs Targeted to Children and Adolescents, p. 323- 325 - CH. 25: Populations Affected by Mental Illnesses, Healthy People 2030 : Mental Health and Mental Disorders, p. 543 Unit 7 Unit Student Learning Outcomes (USLOs):
- Differentiate infectious and communicable diseases. (CSLO 1, 4)
- Discuss prevention and control of infectious and communicable diseases. (CSLO 1, 4, 3)
- Examine the use of vaccines within the community as it relates to disease prevention. (CSLO 1, 4) Theory Content Theory Learning Activities Required Reading Assignment
- Infectious vs Communicable Diseases
- Prevention and control of infectious and communicable diseases
- Vaccinations
- Presentation
- Socratic Questioning
- Group Activity: Teaching Methods
- Group Activity: Disease Prevention
- Group Activity: Debate Nies & McEwen, 2024
- CH. 26: Communicable Disease Unit 8 Unit Student Learning Outcomes (USLOs):
- Identify the cultural aspects of community health.
- Examine poverty guidelines and the risk for health disparities in the poor. (CSLO 1, 4)
- Identify factors contributing to homelessness. (CSLO 4)
- Discuss resources available for poor and homeless populations within communities. (CSLO 6, 4, 1)
- Windshield Survey/Community Assessment Class Discussion of Key Findings - Presentation - Socratic Questioning
Assignment: Health Literacy Assessment
PSLO 1, 2, 4, 5, 6; CSLO 1, 3, 4. 5
Purpose: To determine whether the literacy level of your selected health education resource is appropriate
for at risk populations.
Directions: Select a written (or downloaded from internet source) health education resource (pamphlet,
handout, etc.) that you would find at a healthcare facility such as a clinic, health care provider’s office, or
hospital.
Using your selected health education resource, write an APA style paper to communicate the following:
1. Define health literacy with a scholarly source.
2. Analyze the impact of low literacy on health promotion and health education with a scholarly source.
3. Identify and discuss three at risk populations for low health literacy (based on community
demographics and risk factors known in the literature for low health literacy).
4. Calculate the literacy level of the selected education resource using the SMOG Formula (SMOG
Readability Calculator: http://www.online-utility.org/english/readability_test_and_improve.jsp).
5. Analyze the results and present report findings.
6. Evaluate the appropriateness of the literacy level of the education resource for the three identified at
risk populations.
7. Explain and justify SMOG recommendations to enhance the readability of the educational material for
the three identified at risk populations.
8. Use only scholarly/professional, peer-reviewed references. Do not use Wikipedia or internet
sources that are not officially recognized as authority websites , as such websites are not scholarly
sources. Also, keep in mind that not every .org domain is an authoritative website.
9. Type written 2 - 3 double spaced page ( NOT including the title page and references)
10. Written in current APA format. This paper should include:
a. Formal components including title page
b. APA running head
c. Include page numbers
d. APA formatted headings in the body of the paper
e. Appropriate in-text reference citations
f. A reference page, in correct APA format
All assignments are expected to be submitted by the due dates. Refer to written assignment’s guidelines in the
syllabus. Late assignments without faculty consultation and consent may result in a penalty of (5) points per
college day past due on any written assignment. Failure to submit a written assignment and/or consistent
lateness can result in a grade of “0” or “F”.
s to enhance the readability of the educational material for the three identified at risk populations. s to enhance the readability of the educational material for the three identified at risk populations. three identified at risk populations. Criteria Excellent (10) Satisfactory (8) Needs Improvement (6) Unsatisfactory (0) Grammar, Spelling, and APA formatting
- Type written 2- 3 double spaced page ( NOT including the title page and references)
- Written in current APA format. This paper should include: a. Formal components including title page b. APA running head c. Include page numbers d. APA formatted headings in the body of the paper e. Appropriate in-text reference citations f. A reference page, in correct APA format Skillful and proficient writing using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting of the title page, running head, page numbers, headings in the body of the paper, appropriate in-text reference citations, and reference page. Written in 2-3 double spaced pages. Uses appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting of the title page, headers, page numbers, headings in the body of the paper, appropriate in-text reference citations, and reference page with a few errors or lapses. Written in 2- 3 double spaced pages. Uses appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting of the title page, headers, page numbers, headings in the body of the paper, appropriate in-text reference citations, and reference page with a moderate number of errors or lapses. Written in less than 2 or greater than 3 double spaced pages. Does not write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Total /
Assignment: Community Assessment
PSLOs 1, 2, 3, 4, 5, 6, 7; CSLOs 1, 2, 3, 4, 5, 6
Directions: Students will be assigned a community or zip code to perform research on the history &
demographics of a selected area.
Assignment Overview: Follow the directions within each section of the assignment. For items I-V record the
information on the form/tables provided. Submit the tables along with a title and reference page at the end of
Unit 6. The title and reference page must be in APA format.
a. Community Data : Gather vital statistical data to assess the community’s health status and to
identify vulnerable populations in the community.
b. Census Data: Gather Census Data to identify the population in your community and zip code. Identify
three vulnerable populations & identify two potential health care needs for the identified vulnerable populations.
c. Environmental Risk Assessment: Collect data to assess environmental risks for your assigned
community or zip code.
d. Community Member Interviews: Interview three community members (for example: police,
fireman, schoolteacher, community member [no official title], mechanic, librarian, business owner
or store clerk/manager) to determine their perspective on the health of the community.
e. Community Planning : Meet with a public health professional in the community and present
assessment findings. Collaborate with the healthcare member to identify the top three priority
needs for the assessed community or zip code area and outline a program plan to address one
priority need for a target population.
Component: Community Data Directions: Utilize different databases to gather vital statistics data to assess the community’s health status and to identify vulnerable populations in the community. For example: The CDC National Vital Statistics Report @ http://www.cdc.gov/nchs/hus/gettingstarted.htm and http://www.cdc.gov/nchs/products/nvsr.htm and the
United States Census Bureau at www.census.gov. Public health departments for each states. You will also need
to access information for your state.
- Live Births: Community/County
- General Death
- Mortality
- Infant
- Heart
- Cancer
- Stroke
- Accidents
- Diabetes
- Suicide
- HIV/AIDs
- Morbidity
- Tuberculosis
- Syphilis
- Gonorrhea
- Life Expectancy Summarize Findings. I
just enter^ #S
References, No (^) title page D
Component: Environmental Risk Assessment Directions: Go to EJSCREEN: Environmental Justice Screening and Mapping Tool at epa.gov/ejscreen. Enter zip code (Zip Code to Your Community) to collect data to assess environmental risks. Assessment Toxic Chemicals:
- Top Polluter in County
- Top Chemical Released in County Lead Hazards
- Percent of houses with high risk of lead Air
- Top Polluter in County Environmental Justice (Environmental Justice Mapper)
- Identify Unequal Distribution of Burdens by Race/Ethnicity Implications of: - Chemical exposure on health - Lead exposure on health - Poor Air quality on health - Unequal Distribution of Burden Summarize Findings. Component: Community Member Interviews
Directions: Interview a total of three community members. Two community members (for example: police,
fireman, school teacher, community member [no official title], business owner or store manager) and one
healthcare professional (physician, nurse, respiratory therapist, etc.) to determine their perspective on the
health of the community regarding the following information:
- Perceived health/illness beliefs, values, attitudes and practices that influence the health
- Attitudes and Practices
- Community Strengths/Weaknesses
- Community Needs
- Level of Safety
- General Concerns This portion of the assessment will give you an idea of how people in the community see the community they live in. Community Member 1 Community Member 2 Community Member 3 Summarize Findings (Complete below for each community member interviewed) Name: Position: Contact Information: Name: Position: Contact Information: Name: Position: Contact Information: factories & (^) por health^ = go into detail nowsafedoyou feel?
Component: Collaboration with Community Healthcare Team Member Directions: Meet with a healthcare member (different than the healthcare member interviewed above, for example: public health nurse, school health nurse, Red Cross nurse) in the community and present assessment findings. Collaborate with the healthcare official to identify the top three priority needs for the assessed community. From the list of top three priority needs select one to focus on for your Program Planning Proposal and identify the target population. Community Health Member Top 3 Priority Needs Describe Target Population Name: Position: Contact Information:
Program Planning Proposal : Collaborate with your community health member from above to formulate a community diagnosis and develop an intervention plan that takes into account assessment findings with a focus on social determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, or premature death. Develop a community diagnosis. Using the NANDA format include health risk/problem/potential of/for (specific injury, illness, or potential of, complications of, etc.) among (specific population) related to (supporting evidence of risk factors) as evidenced by (contributing factors). Examples:
- Health risk of low birth rate among pregnant adolescents in downtown Memphis related to inadequate income.
- Potential for accidents among children traveling to and from school related to a lack of sidewalks in the neighborhood and crosswalk guards as evidenced by children walking and crossing the streets unattended. * (^) Needa nurseDXA
