NURS 4010 Care of Patients Across the Lifespan III Assignments

NURS 4010 Care of Patients Across the Lifespan III Assignments

Integrates concepts of the health-illness continuum across the lifespan in care of patients with multisystem health problems using clinical judgment. This course requires a Differential Tuition Rate which is an additional fee of $75 charged per credit hour.

NURS 4010 Care of Patients Across the Lifespan III Assignments

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Acquire knowledge of how to incorporate concepts of the health illness continuum across the lifespan to manage care for individuals and groups in a variety of patient care settings with both predictable and unpredictable outcomes.

2. Describe strategies to empower patients or families in all aspects of the health care process.

3. Use therapeutic communication skills with adults across the health-illness continuum and across the lifespan to improve patient health outcomes.

4. Acquire knowledge of how to integrate professional standards of moral, ethical, and legal conduct when providing therapeutic nursing interventions for diverse populations across the lifespan in a multicultural environment.

5. Discuss effective strategies for overcoming barriers, facilitating teamwork, and participating in quality improvement measures to promote health for patients across the lifespan. Prerequisites: NURS 3505, NURS 3650, NURS 3710, NURS 3820, (Grade C or higher). FA, SP.

NURS 4011. Care of Patients Across the Lifespan III Clinical (ALCS). 3 Hours.

Provides students the opportunity to practice and master skills previously learned for patients with multisystem health problems across the lifespan. Students are assigned to a hospital based affiliate and the simulation laboratory setting. This course is designated as an Active Learning Community Service (ALCS) course. Students provide service in areas of public concern in a way that is mutually beneficial for both the student and community. This course requires a Differential Tuition Rate which is an additional fee of $75 charged per credit hour. NURS 4010 Care of Patients Across the Lifespan III Assignments.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Incorporate concepts of the health illness continuum across the lifespan to manage care for individuals and groups in a variety of patient care settings with both predictable and unpredictable outcomes.

2. Use strategies to empower patients or families with complex conditions in all aspects of the health care process. NURS 3820 – Care of Patients Across the Lifespan II Essays.

3. Use therapeutic communication skills with patients across the health-illness continuum and across the lifespan to improve patient health outcomes.

4. Integrate professional standards of moral, ethical, and legal conduct when providing therapeutic nursing interventions for diverse populations across the lifespan in a multicultural environment.

5. Utilize effective strategies for overcoming barriers, facilitating teamwork, and participating in quality improvement measures to promote health for patients across the lifespan. Prerequisites: NURS 3505, NURS 3650, NURS 3710, NURS 3820 (Grade C or higher). FA, SP.

NURS 4020. Community Health Nursing. 5 Hours.

Prepares the baccalaureate student to function within the scope of professional nursing practice in the care of individuals, families, and groups in the community with emphasis placed on family assessment, community assessment, health promotion, health maintenance, and disease prevention. Past, present, and future community service trends are explored and analyzed. Includes classroom and clinical learning experiences. NURS 4010 Care of Patients Across the Lifespan III Assignments.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Acquire knowledge to incorporate concepts of disease prevention, risk reduction, health promotion, and health restoration to the management and delivery of population-focused nursing care. Utilize Healthy People 2020 Health Objectives to assess, diagnose, plan, and implement an intervention for a community.

2. Describe research findings and how to apply these findings to the nursing care of community populations.

3. Understand how to apply an interdisciplinary approach in performing a community assessment, decision-making, planning, implementation, and evaluation of population-focused care.

4. Acquire knowledge of how to integrate professional standards of moral, ethical, and legal conduct when providing therapeutic nursing interventions for diverse populations across the lifespan in a multicultural environment.

5. Describe professional roles, ethics, and standards of nursing practice. Also, the student will identify policies, political, and economic influences at the local, national, and state levels related to care of community populations. Prerequisites: NURS 3100 (can be concurrently enrolled). FA, SP, SU. NURS 4030. Nursing Policy & Ethics. 3 Hours.

NURS 4011 – Community, and Population-Based Care Study Papers.

Addresses policy development, political influences and power, and nursing’s involvement in the policy-making process. Legislation past and present, as well as ethical theories, frameworks, and the process of ethical inquiry are examined, explored, and analyzed as a basis for professional nursing practice, education, research, and decision-making. NURS 4010 Care of Patients Across the Lifespan III Assignments.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Demonstrate basic knowledge of healthcare policy, including local, state, national, and global healthcare trends.

2. Integrate concepts from ethical theories, frameworks, codes for nurses, and the process of ethical inquiry into practice, education, research, and decision-making.

3. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.

4. Advocate for consumers and the nursing profession. Also, prevent unsafe, illegal, and unethical care practices.

5. Describe professional roles, ethics, and standards of nursing practice. Also, participate in political processes and grassroots legislative efforts to influence healthcare policy. Prerequisite: Acceptance into the RN-BSN program. FA, SP.

NURS 4040. Nursing Leadership Management. 5 Hours.

Explores the role of the professional nurse as a leader and manager of patient care by exploring strategies, processes, and techniques of the nurse leader and manager as well as theories, principles, and application of leadership and management within the professional nursing role.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Analyze the principles surrounding therapeutic interactions in providing direct and indirect care for patients, families, groups, communities, and other members of the health care team.

2. Demonstrate insightful thinking through utilization of personal cognition, interdisciplinary collaboration, and evidence based practice.

3. Examine the principles of therapeutic communication need to build and maintain relationships with clients, families, groups, communities, and other members of the health care team and how to utilize informatics in order to improve patient health outcome.

4. Demonstrate a knowledge moral and ethical commitment toward the protection and promotion of human dignity and diversity of individuals, families, groups, communities, and members of the healthcare team. NURS 3820 – Care of Patients Across the Lifespan II Essays.

5. Examine the principles needed to collaborate with the interdisciplinary healthcare team in order to plan, organize, delegate, and evaluate the implementation of quality care and patient safety. In addition, the student will explore the ethical and legal standards of nursing practice, health care policy, and quality improvement. Prerequisite: NURS 3100 (can be concurrently enrolled). FA, SP.

NURS 4300. Community/Global Health Nursing. 4 Hours.

Prepares the baccalaureate student to function within the scope of professional nursing practice in the care of individuals, families, and groups in the community with emphasis placed on global health perspectives, population-based assessment, health promotion, health maintenance, and disease prevention. This course requires a Differential Tuition Rate which is an additional fee of $75 charged per credit hour. NURS 4010 Care of Patients Across the Lifespan III Assignments.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Acquire knowledge to incorporate concepts of disease prevention, risk reduction, health promotion, and health restoration to the management and delivery of population-focused nursing care. Utilizes Healthy People 2020 Health Objectives to assess, diagnose, plan, and implement an intervention for a community.

2. Describe research findings and how to apply these findings to the nursing care of community populations.

3. Understand how to apply an interdisciplinary approach in performing a community assessment, decision-making, planning, implementation, and evaluation of population-focused care.

4. Acquire knowledge of how to integrate professional standards of moral, ethical, and legal conduct when providing therapeutic nursing interventions for diverse populations across the lifespan in a multicultural environment.

5. Identify policies, political, and economic influences at the local, state, national, and global levels related to care of community populations. Prerequisites: NURS 3505, NURS 3650, NURS 3710, NURS 3820 (Grade C or higher). FA, SP.

NURS 4301. Community/Global Health Nursing Clinical (ALCS). 2 Hours.

Clinical experiences incorporate best practices for population-based assessment, disease prevention and management, risk reduction and health promotion in a variety of multicultural, community based settings. This course is designated as an Active Learning Community Service (ALCS) course. Students provide service in areas of public concern in a way that is mutually beneficial for both the student and community. This course requires a Differential Tuition Rate which is an additional fee of $75 charged per credit hour.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Utilize knowledge of how to incorporate concepts of disease prevention, risk reduction, health promotion, and health restoration to the management and delivery of population-focused nursing care by using “Healthy People 2020” health objectives to assess, diagnose, plan, and implement an intervention for a community.

2. Use research findings in the nursing care of community populations.

3. NURS 4011 – Community, and Population-Based Care Study Papers. Apply an interdisciplinary approach in performing a community assessment, decision-making, planning, implementation, and evaluation of population-focused care.

4. Integrate professional standards of moral, ethical, and legal conduct while providing therapeutic nursing interventions for diverse populations across the lifespan in a multicultural environment.

5. Apply policies and respect political and economic influences at the local, state, national, and global levels when providing care to a community. Prerequisites: NURS 3505, NURS 3650, NURS 3710, NURS 3820 (Grade C or higher). FA, SP.

NURS 4500. Contemporary Nursing. 4 Hours.

Explores how informatics systems can be utilized to assist in providing more efficient and effective patient care, including hardware, software, databases, new developments, and associated legal and ethical issues. Addresses policy development, political influences and power, and nursing’s involvement in the policy-making process. Legislation past and present, as well as ethical theories, frameworks, and the process of ethical inquiry are examined, explored, and analyzed as a basis for professional nursing practice, education, research, and decision-making. This course requires a Differential Tuition Rate which is an additional fee of $75 charged per credit hour. NURS 4010 Care of Patients Across the Lifespan III Assignments.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Acquire knowledge to incorporate principles and processes of evidence-based practice including the application of best available evidence, clinical judgement and patient centered care for patients, families, groups, communities, and populations.

2. Acquire knowledge to be able to evaluate and apply the nursing process to assist in providing more efficient and effective patient care in order to promote healthy lifestyle, prevent disease, and deliver safe patient centered care.

3. Acquire knowledge of informatics and communication methods in all areas of nursing practice, including hardware, software, databases, new developments, and associated legal and ethical issues.

4. Examine how the quality, safety, and cost effectiveness of care may be improved through the principles and processes of evidence-based practice, providing more efficient and effective patient care, and the active involvement of patients, families, groups, communities, populations and members of the healthcare team.

5. Acquire and discuss effective strategies for overcoming barriers, facilitating teamwork, resolving conflict, developing health policy, and participating in quality improvement measures to provide more efficient and effective patient care. Prerequisites: NURS 4010, NURS 4300 (Grade C or higher). FA, SP.

NURS 4600. Senior Capstone. 6 Hours.

Allows the student to select an area of interest and have an intensive experience focused on nursing leadership, research, and/or clinical practice. Student portfolios are used to design an individual learning experience in which students will integrate the role of the professional nurse with previous knowledge and experience. Students will meet the college requirement of 45 work hours per credit.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Develop a professional nursing project that is related to the student’s professional interests and goals then present information to class members.

2. Demonstrate learning in the analysis, synthesis, and application of the RN-BSN program student learning outcomes in the completion of all course assessments.

3. Engage in collaborative and interactive activities with peers including peer feedback and critique with use of the technology available in the Canvas Learning Management System.

4. Exhibit professional standards of moral, ethical, and legal conduct while fostering collegial relationships when interacting with peers, health care workers, and diverse populations across the lifespan in multicultural environments.

5. Using several perspectives determine current professional development and practice goals. Engage in self-reflection of professional nursing activities and all course assignments for completion of RN-BSN program courses. Integrate professional nursing concepts and principles learned in the RN-BSN program into their current and future professional nursing practice through development of a professional portfolio. Prerequisites: Admission to the Bachelor of Science in Nursing program and NURS 3100; and NURS 3200, NURS 3300, NURS 3400, NURS 3600, NURS 3700, NURS 4020, NURS 4030, and NURS 4040 can be taken concurrently. FA, SP, SU.

NURS 4700. Leadership and Management Capstone. 5 Hours.

Explores the role of the professional nurse as a leader and manager of patient care by exploring strategies, processes, and techniques of the nurse leader and manager as well as theories, principles, and application of leadership and management within the professional nursing role. Emphasis is placed on management of health information, leadership applied at the point of care and effecting change at the organizational and systems level. Student portfolios are used to demonstrate achievement of end-of-program student learning outcomes. This course requires a Differential Tuition Rate which is an additional fee of $75 charged per credit hour.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Acquire knowledge to organize and manage care for patients, families, groups, communities, and populations in a variety of patient care settings with both predictable and unpredictable outcomes.

2. Acquire knowledge to be able to evaluate and apply the nursing process to individuals to promote health lifestyle, prevent disease, and deliver safe patient-centered care.

3. Acquire knowledge of informatics, and communication methods to improve patient health outcomes. NURS 4011 – Community, and Population-Based Care Study Papers.

4. Examine how the quality, safety, and cost-effectiveness of health care may be improved through the active involvement of patients, families, groups, communities, populations and members of the healthcare team.

5. Acquire and discuss effective strategies for overcoming barriers, facilitating teamwork, resolving conflict, developing health policy, and participating in quality improvement measures. Prerequisites: NURS 4010 (Grade C or higher) and NURS 4300 (Grade C or higher). FA, SP.

NURS 4701. Leadership and Management Capstone Clinical (ALCS). 3 Hours.

Provides students the opportunity to work with preceptors to further develop clinical judgment and skills needed for a graduate nurse. The student can learn, practice and master skills previously learned as well as apply principles of leadership and management. This course is designated as an Active Learning Community Service (ALCS) course. Students provide service in areas of public concern in a way that is mutually beneficial for both the student and community. This course requires a Differential Tuition Rate which is an additional fee of $75 charged per credit hour. NURS 4010 Care of Patients Across the Lifespan III Assignments.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Organize and manage care for patients, families, groups, communities, and populations in a variety of patient care settings with both predictable and unpredictable outcomes.

2. Evaluate and apply the nursing process to patients to promote healthy lifestyle, prevent disease, and deliver safe patient-centered care.

3. Utilize informatics and communication methods to improve patient health outcomes.

4. Identify how the quality, safety, and cost-effectiveness of health care may be improved through the active involvement of patients, families, groups, communities, populations and members of the healthcare team.

5. Utilize effective strategies for overcoming barriers, facilitating teamwork, resolving conflict, developing health policy, and participating in quality improvement measures. Prerequisites: NURS 4010, NURS 4300 (Grade C or higher). FA, SP.

NURS 4750. Concept Synthesis. 3 Hours.

Assists students in synthesizing curricular concepts in preparation for professional nursing practice. Emphasis is placed on the concepts of safety, clinical judgment, skills, and evidence-based practice in providing nursing care for patients across the lifespan. This course requires a Differential Tuition Rate which is an additional fee of $75 charged per credit hour.

**COURSE LEARNING OUTCOMES (CLOs)

At the successful conclusion of this course, students will be able to:

1. Demonstrate knowledge of evidence-based practice in administering pharmacological and parenteral therapies to patients across the lifespan.

2. Demonstrate the role of the nurse in empowering patients, families, groups, communities, and populations in all aspects of the health care process by exhibiting knowledge, comprehension, application, and prioritization within the eight test plan categories of the NCLEX-RN.

3. Participate in group activities as an effective team member and/or leader, constructively voicing their own perspective or position.

4. Demonstrate through practice tests the understanding of providing nursing care with a moral and ethical commitment toward the promotion of human dignity, diversity of individuals, communities, and members of the healthcare team.

5. Demonstrate an appreciation for vigilance and monitoring of self and others to promote safety and prevent errors. Prerequisites: NURS 4010, NURS 4300 (Grade C or higher). FA, SP.

Community health is a major field of study within the medical and clinical sciences which focuses on the maintenance, protection, and improvement of the health status of population groups and communities. It is a distinct field of study that may be taught within a separate school of [public health] or [environmental health]. The WHO defines community health as:

environmental, social, and economic resources to sustain emotional and physical well being among people in ways that advance their aspirations and satisfy their needs in their unique environment.[1]

Community health tends to focus on a defined geographical community. The health characteristics of a community are often examined using geographic information system (GIS) software and public health datasets. Some projects, such as InfoShare or GEOPROJ combine GIS with existing datasets, allowing the general public to examine the characteristics of any given community in participating countries.

NURS 4010 Care of Patients Across the Lifespan III Assignments

NURS 4011 – Community, and Population-Based Care Study Papers.

Medical interventions that occur in communities can be classified as three categories: primary healthcare, secondary healthcare, and tertiary healthcare. Each category focuses on a different level and approach towards the community or population group. In the United States, community health is rooted within primary healthcare achievements.[2] Primary healthcare programs aim to reduce risk factors and increase health promotion and prevention. Secondary healthcare is related to “hospital care” where acute care is administered in a hospital department setting. Tertiary healthcare refers to highly specialized care usually involving disease or disability management.

The success of community health programmes relies upon the transfer of information from health professionals to the general public using one-to-one or one to many communication (mass communication). The latest shift is towards health marketing.

Contents 1 Measuring community health 2 Categories of community health 2.1 Primary healthcare and primary prevention 2.2 Secondary healthcare and secondary prevention 2.2.1 Chronic disease self management programs 2.3 Tertiary healthcare 3 Challenges and difficulties with community health 4 Academic resources 5 See also 6 Notes 7 Further reading 8 External links

Measuring community health

Community health is generally measured by geographical information systems and demographic data. Geographic information systems can be used to define sub-communities when neighborhood location data is not enough.[3] Traditionally community health has been measured using sampling data which was then compared to well-known data sets, like the National Health Interview Survey or National Health and Nutrition Examination Survey.[4] With technological development, information systems could store more data for small scale communities, cities, and towns; as opposed to census data that only generalizes information about small populations based on the overall population. Geographical information systems (GIS) can give more precise information of community resources, even at neighborhood levels.[5] The ease of use of geographic information systems (GIS), advances in multilevel statistics, and spatial analysis methods makes it easier for researchers to procure and generate data related to the built environment.[6]

Social media can also play a big role in health information analytics.[7] Studies have found social media being capable of influencing people to change their unhealthy behaviors and encourage interventions capable of improving health status.[7] Social media statistics combined with geographical information systems (GIS) may provide researchers with a more complete image of community standards for health and well being.[8][9]

Categories of community health

Primary healthcare and primary prevention

Community based health promotion emphasizes primary prevention and population based perspective(traditional prevention).[10] It is the goal of community health to have individuals in a certain community improve their lifestyle or seek medical attention. Primary healthcare is provided by health professionals, specifically the ones a patient sees first that may refer them to secondary or tertiary care.

Primary prevention refers to the early avoidance and identification of risk factors that may lead to certain diseases and disabilities. Community focused efforts including immunizations, classroom teaching, and awareness campaigns are all good examples of how primary prevention techniques are utilized by communities to change certain health behaviors. Prevention programs, if carefully designed and drafted, can effectively prevent problems that children and adolescents face as they grow up.[11] This finding also applies to all groups and classes of people. Prevention programs are one of the most effective tools health professionals can use to greatly impact individual, population, and community health.[11]

Secondary healthcare and secondary prevention

Community health can also be improved with improvements in individuals’ environments. Community health status is determined by the environmental characteristics, behavioral characteristics, social cohesion in the environment of that community.[12] Appropriate modifications in the environment can help to prevent unhealthy behaviors and negative health outcomes.

Secondary prevention refers to improvements made in a patient’s lifestyle or environment after the onset of disease or disability. This sort of prevention works to make life easier for the patient, since it’s too late to prevent them from their current disease or disability. An example of secondary prevention is when those with occupational low back pain are provided with strategies to stop their health status from worsening; the prospects of secondary prevention may even hold more promise than primary prevention in this case.[13]

Chronic disease self management programs

This section may require cleanup to meet Wikipedia’s quality standards. The specific problem is: style, flow Please help improve this section if you can. (May 2018) (Learn how and when to remove this template message) Chronic diseases has been a growing phenomena within recent decades, affecting nearly 50% of adults within the US in 2012.[14] Such diseases include asthma, arthritis, diabetes, and hypertension. While they are not directly life-threatening, they place a significant burden on daily lives, affecting quality of life for the individual, their families, and the communities they live in, both socially and financially. Chronic diseases are responsible for an estimated 70% of healthcare expenditures within the US, spending nearly $650 billion per year.

With steadily growing numbers, many community healthcare providers have developed self-management programs to assist patients in properly managing their own behavior as well as making adequate decisions about their lifestyle.[15] Separate from clinical patient care, these programs are facilitated to further educate patients about their health conditions as a means to adopt health-promoting behaviors into their own lifestyle.[16] Characteristics of these programs include: grouping patients with similar chronic diseases to discuss disease-related tasks and behaviors to improve overall health improving patient responsibility through daily disease-monitoring inexpensive and widely-known Chronic Disease self-management programs are structured to help improve overall patient health and quality of life as well as utilize less healthcare resources, such as physician visits and emergency care.[17] Furthermore, better self-monitoring skills can help patients effectively and efficiently make better use of healthcare professionals’ time, which can result in better care.[18] Many self-management programs either are conducted through a health professional or a peer diagnosed with a certain chronic disease trained by health professionals to conduct the program. No significant differences have been reported comparing the effectiveness of both peer-led versus professional led self-management programs. [17]

The distribution of rural CDSME program participants varied across the US. Analysis across rurality indicated that approximately 22.1% (using county-level rurality) to24.4% (using ZCTA/ZIP Code-level rurality) of CDSME program participants resided in rural areas. There has been a lot of debate regarding the effectiveness of these programs and how well they influence patient behavior and understanding their own health conditions. Some studies argue that self-management programs are effective in improving patient quality of life and decreasing healthcare expenditures and hospital visits. A 2001 study assessed health statuses through healthcare resource utilizations and self-management outcomes after 1 and 2 years to determine the effectiveness of chronic disease self-management programs.

After analyzing 800 patients diagnosed with various types of chronic conditions, including heart disease, stroke, and arthritis, the study found that after the 2 years, there was a significant improvement in health status and fewer emergency department and physician visits (also significant after 1 year). They concluded that these low-cost self-management programs allowed for less healthcare utilization as well as an improvement in overall patient health.[19] Another study in 2003 by the National Institute for Health Research analyzed a 7-week chronic disease self-management program in its cost-effectiveness and health efficacy within a population over 18 years of age experiencing one or more chronic diseases. They observed similar patterns, such as an improvement in health status, reduced number of visits to the emergency department and to physicians, shorter hospital visits. They also noticed that after measuring unit costs for both hospital stays ($1000) and emergency department visits ($100), the study found the overall savings after the self-management program resulted in nearly $489 per person.[20] Lastly, a meta-analysis study in 2005 analyzed multiple chronic disease self-management programs focusing specifically on hypertension, osteoarthritis, and diabetes mellitus, comparing and contrasting different intervention groups. They concluded that self-management programs for both diabetes and hypertension produced clinically significant benefits to overall health.[15]

On the other hand, there are a few studies measuring little significance of the effectiveness of chronic disease self-management programs. In the previous 2005 study in Australia, there was no clinical significance in the health benefits of osteoarthritis self-management programs and cost-effectiveness of all of these programs.[15] Furthermore, in a 2004 literature review analyzing the variability of chronic disease self-management education programs by disease and their overlapping similarities, researchers found “small to moderate effects for selected chronic diseases,” recommending further research being conducted.[16]

Some programs are looking to integrate self-management programs into the traditional healthcare system, specifically primary care, as a way to incorporate behavioral improvements and decrease the increased patient visits with chronic diseases.[21] However, they have argued that severe limitations hinder these programs from acting its full potential. Possible limitations of chronic disease self-management education programs include the following:[18]

underrepresentation of minority cultures within programs lack of medical/health professional (particularly primary care) involvement in self-management programs low profile of programs within community lack of adequate funding from federal/state government low participation of patients with chronic diseases in program uncertainty of effectiveness/reliability of programs.

NURS 4011 – Community and Population-Based Care Study Papers

Tertiary healthcare

In tertiary healthcare, community health can only be affected with professional medical care involving the entire population. Patients need to be referred to specialists and undergo advanced medical treatment. In some countries, there are more sub-specialties of medical professions than there are primary care specialists.[12] Health inequalities are directly related to social advantage and social resources.[12]

Aspects of care that distinguish conventional health care from people-centred primary care[22] Conventional ambulatory medical care in clinics or outpatient departments Disease control programmes People-centred primary care Focus on illness and cure Focus on priority diseases Focus on health needs Relationship limited to the moment of consultation Relationship limited to programme implementation Enduring personal relationship Episodic curative care Programme-defined disease control interventions Comprehensive, continuous and person-centred care Responsibility limited to effective and safe advice to the patient at the moment of consultation Responsibility for disease-control targets among the target population Responsibility for the health of all in the community along the life cycle; responsibility for tackling determinants of ill-health Users are consumers of the care they purchase Population groups are targets of disease-control interventions People are partners in managing their own health and that of their community Challenges and difficulties with community health

Summary of Governance Issues, Strategies, and New/Lingering Problems[23] The complexity of community health and its various problems can make it difficult for researchers to assess and identify solutions. Community-based participatory research (CBPR) is a unique alternative that combines community participation, inquiry, and action.[24] Community-based participatory research (CBPR) helps researchers address community issues with a broader lens and also works with the people in the community to find culturally sensitive, valid, and reliable methods and approaches.[24]

Other issues involve access and cost of medical care. A great majority of the world does not have adequate health insurance.[25] In low-income countries, less than 40% of total health expenditures are paid for by the public/government.[25] Community health, even population health, is not encouraged as health sectors in developing countries are not able to link the national authorities with the local government and community action.[25]

In the United States, the Affordable Care Act (ACA) changed the way community health centers operate and the policies that were in place, greatly influencing community health.[26] The ACA directly affected community health centers by increasing funding, expanding insurance coverage for Medicaid, reforming the Medicaid payment system, appropriating $1.5 billion to increase the workforce and promote training.[26] The impact, importance, and success of the Affordable Care Act is still being studied and will have a large impact on how ensuring health can affect community standards on health and also individual health.

The MSPH  is an academic research degree designed for students who wish to prepare for further study at the doctoral level or to prepare for research or technical positions in government, industry, academia, or private institutions. Studies will include many of the core disciplines included in the MPH  degree with an additional emphasis on advanced research methods and quantitative analysis skills.

We are committed to transmitting the skill sets necessary to conduct effective public health research to all our students, understanding that such research may take place in academic, governmental, the private sector, and international settings. Experience in public health research often involves similar skill sets as those needed by public health practitioners. NURS 4010 Care of Patients Across the Lifespan III Assignments.

The Master of Science in Public Health (MSPH) degree is accredited by the Council on Education for Public Health (CEPH).