NSG 152 - Health Care Participant at Reynolds Community College
Course Description
Effective: 2019-01-01
Focuses on the health and wellness of diverse individuals, families, and the community throughout the lifespan. Covers concepts that focus on client attributes and preferences regarding healthcare. Emphasizes population-focused care. Provides supervised learning experiences in college nursing laboratories, clinical/community settings, and/or cooperating agencies, and/or simulated environments.
Lecture 2 hours. Laboratory 3 hours. Total 5 hours per week.
3 credits
General Course Purpose
The purpose of this course is to introduce the advanced beginner student to concepts relevant to community based nursing.
Course Prerequisites/Corequisites
Prerequisites: BIO 142 (or BIO 232 or NAS 162), NSG 100, NSG 106, NSG 130 and NSG 200
Course Objectives
- Assess diverse client/family values, beliefs, and attitudes as well as community resources in a variety of community settings.
- Provide culturally relevant care that minimizes risk of harm to clients in community settings.
- Demonstrate use of the nursing process and evidence-based care related to the concepts of family dynamics, culture, spirituality, grief/loss, motivation/adherence, patient teaching, health care disparities and infection in supervised community care.
- Develop a plan for providing community-based care in a resource poor environment.
- Use epidemiological principles in the evaluation of diverse community settings.
- Implement a teaching plan for an individual or group in the community setting with supervision.
- Compare and contrast the uses of informatics and quality control for inpatient vs. community based care.
Major Topics to be Included
- Community Based Practice
- Overview of community nursing
- Role of the nurse in community setting
- Home health nursing
- Home safety
- Epidemiology
- Exemplar: community assessment (windshield survey)
- Family Dynamics Concept
- Overview of the family dynamics
- Genogram
- Risk related to genetics
- Family structure and roles
- Exemplars: aging of family members, expanding family, chronic illness of a
- Culture Concept
- Overview of culture
- Culture subconcepts
- Cultural competence
- Cultural self-awareness
- Diversity
- Exemplars: sexual orientation, examples of cultural preferences in situations
- Spirituality Concept
- Overview of spirituality
- Effects on health
- Spiritual needs and assessment
- Exemplar: spiritual distress
- Health Care Disparities Concept
- Overview of health care disparities
- Characteristics of those at risk
- Healthcare access
- Quality of care
- Healthy people 2020
- Exemplars: homelessness, veterans, lower socioeconomic status
- Stress and Coping Concept
- Overview of stress and coping
- Physiological response to stress
- Risk/benefit of stress
- Healthy coping & stress Management
- Exemplars: physical response/disease, separation anxiety (child)
- Patient Education Concept
- Overview of patient education
- Domains of learning: affective, cognitive, psychomotor
- Teaching- learning process: teaching/learning theories, educational principles
- Factors affecting learning: health literacy, learning readiness, motivation theories
- Health belief model
- Self efficacy, change theory, response to change technology: client health informatics promotion of healthy lifestyle
- Exemplars: diabetes education, pre-operative teaching
- Grief & Loss
- Types of loss
- Stages of grief
- Effect on the family and significant others
- Exemplars: loss of a child at birth, SIDS (Sudden Infant Death Syndrome), children?s response to loss, end-of-life care, amputation
- Infection Concept
- Community based infections
- Epidemiology
- Diagnostics related to infection
- Pharmacological interventions: antimicrobials (antibiotics and antifungals)
- Exemplars: pneumonia, otitis media (child), meningitis (adolescent), Respiratory Syncytial Virus (RSV) (infant)