NURS 4011 – Community and Population-Based Care Study Papers

NURS 4011 – Community and Population-Based Care Study Papers

The focus of this course is on application of theories and concepts from nursing and public health sciences in assessing health status and preventing and controlling disease in families, aggregates, and communities as clients. NURS 4011 – Community, and Population-Based Care Study Papers.

The use of epidemiological and community assessment techniques to examine populations at risk, health promotion, and levels of disease prevention with special emphasis on ethnically diverse and vulnerable populations are incorporated. Major local, state, and national health issues are considered, including mental health and substance abuse and related co-morbidities, re-emergence of infectious and communicable diseases, environmental and occupational health hazards, bioterrorism, emergency preparedness, and disaster response. This course includes a 45-hour virtual, online leadership practicum with no required preceptors or travel. NURS 4011 – Community, and Population-Based Care Study Papers.

NURS 1001. FYE: Nursing. 1 Hour.

A First Year Experience course designed to help entering freshmen and transfer students with 0-24 credits majoring in nursing adapt to college life and become integrated into Dixie State University. Students will refine academic skills, create and foster social networks, learn about college resources, and explore the field of nursing. Multiple listed with all other sections of First Year Experience. Students may only take one FYE course for credit. FA. NURS 1005. Certified Nursing Assistant (ALCS). 4 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Prepares students in the knowledge, skills, and responsibilities required for certification as a nursing assistant by the state of Utah. 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. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. NURS 4011 – Community, and Population-Based Care Study Papers.Adapt and apply theoretical and laboratory concepts in a clinical setting. 2. Demonstrate in the laboratory setting acquired knowledge of basic nursing skills and the ability to perform them. 3. Identify the basic needs of patients and describe how a nursing assistant can provide for those needs. 4. Identify and discuss components of restorative and rehabilitative nursing care 5. Identify and discuss the role of the nursing assistant. 6. Identify and describe specialized job skills and abilities that may be required in the sub-acute care setting, the long-term care setting, the individual’s home setting, and the hospital setting. NURS 4011 – Community, and Population-Based Care Study Papers. 7. Identify the principles of safety as they relate to patient care and facilitate safe practices in the clinical setting. 8. Identify and discuss legal and ethical concerns as they relate to health care, in general, and to the elderly population, in particular. Course fee required. Corequisite: NURS 1007. FA, SP, SU. NURS 1007. Nursing Assistant Clinical. 0 Hours.

Clinical portion of NURS 1005. Provides hands on clinical training in the long term care setting to reinforce nurse assistant skills learned in classroom and laboratory. A minimum of 24 clinical hours required. Corequisite: NURS 1005. FA, SP, SU.

NURS 4011 – Community and Population-Based Care Study Papers

NURS 2000. Intro to Health Concepts. 4 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

First semester course. Introduces health concepts within the three domains of the client, healthcare, and nursing. Emphasis is placed on an introduction to the concepts of fluid and electrolytes, elimination, thermoregulation, oxygenation, inflammation, tissue integrity, infection, sensory and perception, mobility, comfort, safety, stress and coping, grief and loss, cognition, self, family, diversity, culture, spirituality, critical thinking, and nursing process. Includes classroom and clinical experiences. Offered in cohort rotation. NURS 4011 – Community, and Population-Based Care Study Papers.**COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to:

1. Explain applicable concepts within the domains of the healthy client, healthcare, and nursing within the context of concept-based learning. (cognitive)

2. Express an awareness of the values, attitudes, behaviors, and beliefs important to therapeutic nursing care through reflective journal entries.(affective, kinesthetic)

3. Demonstrate understanding of concepts within the domain of nursing by safely providing therapeutic nursing care to individuals in the clinical setting as evidenced by completion of concept map activities.(kinesthetic)

4. Perform nursing assessments, nursing interventions, and clinical decision making related to each applicable concept in the clinical setting.(cognitive, kinesthetic)

5. Demonstrate understanding of concepts within the domain of nursing by safely providing therapeutic nursing care to individuals in the clinical setting as evidenced by completion of concept map activities.(cognitive, affective, kinesthetic)

6. Practice safely and ethically within the healthcare system by adhering to standards of nurse practice act, healthcare policy, and National Patient Safety Goals. (kinesthetic) Course fee required. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP. NURS 4011 – Community, and Population-Based Care Study Papers. NURS 2001. Intro to Health Concepts Clinical. 0 Hours.

First semester course. Provides opportunity for student to learn, practice, and achieve clinical competency using concept based clinical skills. Students have the opportunity to complete these clinical skills in long-term based facilities, hospital based affiliates, and with simulation in the laboratory setting. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to:

1. Exhibit personal traits necessary to establish vision and goals; the ability to plan, organize, motivate, manage, execute, delegate, evaluate, use conflict resolution strategies, and collaborate with other members of the interdisciplinary health care team. NURS 4011 – Community, and Population-Based Care Study Papers.

2. Utilize a process of insightful thinking that utilizes multiple dimensions of one’s own cognition and collaborates with the interdisciplinary health care team to develop conclusions, solutions, and alternatives to ensure safe nursing practice and quality care.

3. Apply concepts of communication and therapeutic interaction in building and maintaining relationships with clients, families, groups, communities and other members of the health care team.

4. Demonstrate caring as an altruistic philosophy of moral and ethical commitment toward the protection, promotion and preservation of human dignity and diversity including the recognition and acknowledgment of the value of individuals, families, groups, communities, and other members of the health care team. Caring is the essence of nursing. NURS 4011 – Community, and Population-Based Care Study Papers.

5. Exhibit professional behavior by demonstrating adherence to standards of nursing practice, commitment to the profession of nursing, accountability for actions, behaviors and nursing practice within legal, ethical, and regulatory frameworks.

Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. NURS 2005. Nursing Skills Laboratory. 2 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

First semester course. Provides opportunity for students to learn, practice, and achieve competency in basic nursing skills including but not limited to physical assessment, sterile technique, peripheral intravenous insertion, medication administration, blood administration, and wound care. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to:

1. Perform specific interventions within the scope of nursing practice at a basic level in the nursing lab and with supervision in the clinical setting.

2. Plan execute and evaluate the effectiveness of specified nursing interventions while caring for simulated patients in the nursing lab.

3. Safely perform nursing care interventions recognizing those elements of each skill that if performed incorrectly or omitted pose a significant risk to the patient nurse or nursing student.

4. Demonstrate therapeutic communication techniques while performing interventions and caring for simulated patients in the nursing lab.

5. Plan execute and evaluate the effectiveness of specified nursing interventions while caring for simulated patients in the nursing lab.

6. Safely perform nursing care interventions recognizing those elements of each skill that if performed incorrectly or omitted pose a significant risk to the patient nurse or nursing student.

7. Recognizing the importance of collaborating with members of the interdisciplinary health care team while caring for simulated patients in the nursing skills laboratory. NURS 4011 – Community, and Population-Based Care Study Papers.

8. Demonstrate consideration of cultural ethnic social diversity as applicable when performing nursing interventions and providing care for simulated patients in the nursing lab. Course fee required. Corequisite:

NURS 2000. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. NURS 2400. Health & Illness Concepts I. 5 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

First semester course. Further develops health and illness concepts within the three domains of the client, healthcare, and nursing. Emphasis is placed on the concepts of acid-base, metabolism, cellular regulation, oxygenation, infection, stress and coping, health-wellness-illness, therapeutic communication, caring, technical skills, time management/organization, critical thinking, nursing process, safety, quality improvement, and informatics. Includes classroom, lab, and clinical learning experiences. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to:

1. Incorporate course concepts and exemplars, with the domain of nursing, to the safe provision of therapeutic nursing care to individuals across the lifespan. (kinesthetic, cognitive)

2. Provide and direct nursing care of the client that incorporates the knowledge of expected growth and development principles, prevention and/or early detection of health problems and strategies to achieve optimal health. NURS 4011 – Community, and Population-Based Care Study Papers.(kinesthetic)

3. Express an awareness of the values, attitudes, behaviors and beliefs important to the provision of therapeutic nursing care. (affective)

4. Perform caring nursing assessments, nursing interventions and clinical decision making at a beginning level. (affective, kinesthetic)

5. Explain course concepts and exemplars within the framework of client needs and therapeutic nursing care. (cognitive)

6. Recognize measures needed to reduce the likelihood that clients will develop complications of health problems related to existing conditions, treatments or procedures as related to applicable course concepts and exemplars. (cognitive, affective, kinesthetic)

7. Begin to apply principles of evidence-based practice in the planning and provision of therapeutic nursing care. (kinesthetic)

8. Identify the elements required to provide nursing care that enhances the care delivery setting and protects clients and health care personnel. NURS 4011 – Community, and Population-Based Care Study Papers. (affective, cognitive)

9. Manage and provide care for clients with acute, chronic or life-threatening physical health conditions, as related to course concepts and exemplars, at the beginning level. (kinesthetic, affective, cognitive) Course fee required. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP. NURS 2401. Health & Illness Concepts I Clinical. 0 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

First semester course. Clinical opportunities are offered at an increased level of instruction for student to learn, practice, and achieve clinical competency using concept based clinical skills. Students have the opportunity to complete these clinical skills in long-term based facilities, hospital based affiliates, and with simulation in the laboratory setting. NURS 4011 – Community, and Population-Based Care Study Papers. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to:

1. Exhibit personal traits necessary to establish vision and goals; the ability to plan, organize, motivate, manage, execute, delegate, evaluate, use conflict resolution strategies, and collaborate with other members of the interdisciplinary health care team.

2. Utilize a process of insightful thinking that utilizes multiple dimensions of one’s own cognition and collaborates with the interdisciplinary health care team to develop conclusions, solutions, and alternatives to ensure safe nursing practice and quality care.

3. Apply concepts of communication and therapeutic interaction in building and maintaining relationships with clients, families, groups, communities and other members of the health care team.

4. Demonstrate caring as an altruistic philosophy of moral and ethical commitment toward the protection, promotion and preservation of human dignity and diversity including the recognition and acknowledgment of the value of individuals, families, groups, communities, and other members of the health care team. Caring is the essence of nursing.

5. Exhibit professional behavior by demonstrating adherence to standards of nursing practice, commitment to the profession of nursing, accountability for actions, behaviors and nursing practice within legal, ethical, and regulatory frameworks. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP.

NURS 4011 – Community and Population-Based Care Study Papers

NURS 2450. Nursing Pharmacology Concepts I. 2 Hours.

First semester course. Provides an introduction to concepts of pharmacology for nurses within the three domains of the client, healthcare, and nursing. Emphasis is placed on the concepts of assessment, therapeutic communication, critical thinking, nursing process, caring, safety, and accountability and their application in various healthcare settings. NURS 4011 – Community, and Population-Based Care Study Papers. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to:

1. Discuss the major concepts associated with pharmacology including pharmacodynamics, pharmacokinetics, therapeutic effects, adverse effects, and factors affecting drug therapy.

2. Explain the legal regulation for drug development, approval and testing.

3. Discuss the challenges associated with drug therapy in current times.

4. Calculate accurate drug dosages for adults and children.

5. Describe the major drug groups and their indications for use.

6. Correlate the actions of the major drug groups with the body system(s) affected.

7. Discuss the important lifespan considerations associated with the major drug groups.

8. Explain the mechanism of action, indications, contraindications and cautions, common adverse effects, and clinically important drug-drug interactions for each of the major drug groups.

9. Relate the importance of renal and hepatic function with drug therapy.

10. Describe the nursing considerations related to drug therapy, including important teaching points, for each of the major drug groups. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP. NURS 2500. Health & Illness Concepts II. 8 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Second semester course. Further develops health and illness concepts within the three domains of the client, healthcare, and nursing. Emphasis is placed on the concepts of elimination, metabolism, intracranial regulation, cellular regulation, perfusion, infection, immunity, mobility, comfort, behavior, health-wellness-illness, critical thinking, nursing process, caring, time management/organization, leadership/management, and safety. Includes application of pharmacological health and illness concepts in acute care settings. Includes classroom and clinical learning experiences. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Exhibit personal traits necessary to establish vision & goals; the ability to plan, organize, motivate, manage, execute, delegate, evaluate, use conflict resolution strategies, & collaborate with other members of the interdisciplinary health care team. (Leadership) 2. Utilize a process of insightful thinking that utilizes multiple dimensions of one’s own cognition & collaborates with the interdisciplinary health care team to develop conclusions, solutions, & alternatives to ensure safe nursing practice & quality care. (Critical Thinking). 3. Apply concepts of communication & therapeutic interaction in building & maintaining relationships with clients, families, groups, communities & other members of the health care team. (Communication) 5. Demonstrating adherence to standards of nursing practice, commitment to the profession of nursing, accountability for actions, behaviors & nursing practice within legal, ethical, & regulatory frameworks. (Professional Behavior) Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP. NURS 2501. Health & Illness Concepts II Clinical. 0 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

This course is offered in the second semester in the ADN program. It further develops health and illness concepts within the three domains of the client, healthcare, and nursing. Emphasis is placed on the concepts of metabolism, intracranial regulation, cellular regulation, perfusion, infection, immunity, mobility, comfort, behavior, health-wellness-illness, critical thinking, nursing process, caring, time management/organization, leadership/management, and safety. NURS 4011 – Community, and Population-Based Care Study Papers. The course includes application of pharmacological health and illness concepts in acute care settings. It includes clinical learning experiences. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Establish vision & goals; to plan, organize, motivate, manage, execute, delegate, evaluate, use conflict resolution strategies, & collaborate with other members of the interdisciplinary health care team. (Leadership) 2. Utilize a process of insightful thinking that utilizes multiple dimensions of one’s own cognition & collaborates with the interdisciplinary health care team to develop conclusions, solutions, & alternatives to ensure safe nursing practice & quality care. (Critical Thinking) 3. Apply concepts of communication & therapeutic interaction in building & maintaining relationships with clients, families, groups, communities & other members of the health care team. (Communication) 4. Demonstrate caring as an altruistic philosophy of moral & ethical commitment toward the protection, promotion & preservation of human dignity & diversity including the recognition & acknowledgment of the value of individuals, families, groups, communities, & other members of the health care team as the essence of nursing. 5. Exhibit professional behavior by demonstrating adherence to standards of nursing practice, commitment to the profession of nursing, accountability for actions, behaviors & nursing practice within legal, ethical, & regulatory frameworks. (Professional Behavior) Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP. NURS 4011 – Community, and Population-Based Care Study Papers.

NURS 2530. Family Health Concepts. 5 Hours.

Second semester course. Further develops health and illness concepts within the three domains of the client, healthcare, and nursing. Emphasis is placed on the concepts of oxygenation, thermoregulation, sexuality, reproduction, infection, grief and loss, mood and affect, behavior, development, family, critical thinking, and nursing process. NURS 4011 – Community, and Population-Based Care Study Papers. Includes classroom and clinical learning experiences. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Apply previous conceptual learning to understanding concepts and exemplars as they relate to the care of women, newborns, children, and the family. 2. Differentiate the family-centered nursing care of women, newborns, and children in the following: pediatric gastroenteritis, pediatric acute renal failure, seizures, SIDS, cystic fibrosis, bronchiolitis, otitis media, pharyngitis, cerebral palsy, ADHD, autism, failure to thrive, Down’s syndrome, pediatric pain assessment, antepartum care, newborn care, postpartum care, gestational diabetes, newborn thermoregulation, prematurity, perinatal loss, postpartum depression, perinatal substance use, breast cancer, family planning, infertility counseling, menstrual dysfunction, menopause, and STIs. 3. Differentiate the family-centered nursing care of men in the following: prostate cancer, erectile dysfunction. 4. Demonstrate the ability to make reasonable clinical judgments through the use of the nursing process and evidence-based practice in providing family-centered care of women, newborns, and children. 5. Value effective communication techniques that are used with individuals, families, and members of the health care team in providing family-centered nursing care of women, newborns, and children. 6. Recognize the importance of collaboration within the interdisciplinary team in the care of women, newborns, and children. 7. Apply caring behaviors that incorporate patient and family advocacy; respect for persons and cultural diversity; and ethical principles in the care of women, newborns, and children. 8. Begin to assume responsibility and accountability in the practice of registered nursing as defined by the Utah Nurse Practice Act and professional standards of registered nursing in the care of women, newborns, and children. Course fee required. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing Program. FA, SP. NURS 2531. Family Health Concepts Clinical. 0 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Second semester course. Provides the opportunity for students to learn, practice, and achieve clinical competency in the clinical skills developed in the laboratory setting. Students have the opportunity to implement clinical skills in specialty areas learned in Family Health Concepts. The student attends these clinicals in hospital based affiliates as well as in community settings which provides skill development in all areas of nursing, including care of the perinatal patient and child. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Apply previous conceptual learning to understanding concepts and exemplars as they relate to the care of women, newborns, children, and the family. 2. Differentiate the family-centered nursing care of women, men, newborns, and children. 3. Demonstrate the ability to make reasonable clinical judgments through the use of the nursing process and evidence-based practice in providing family-centered care of women, men, newborns, and children. 4. Use effective communication techniques that are used with individuals, families, and members of the health care team in providing family-centered nursing care of women, men, newborns, and children. 5. Recognize the importance of collaboration within the interdisciplinary team in the care of women, men, newborns, and children. 6. Apply caring behaviors that incorporate patient and family advocacy; respect for persons and cultural diversity; and ethical principles in the care of women, men, newborns, and children. 7. Begin to assume responsibility and accountability in the practice of registered nursing as defined by the Utah Nurse Practice Act and professional standards of registered nursing in the care of women, newborns, and children. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP. NURS 2600. Health Care Systems. 2 Hours.

Third semester course. Further develops student learning outcomes/competencies. An emphasis is placed on Leadership, Critical Thinking, Communication, Caring and Professional Behavior of the graduate nurse. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Explain and explore what personal traits are necessary to establish vision & goals; the ability to plan, organize, motivate, manage, execute, delegate, evaluate, use conflict resolution strategies, & collaborate with other members of the interdisciplinary health care team. 2. Demonstrate of insightful thinking that utilizes multiple dimensions of one’s own cognition & collaborates with the interdisciplinary health care team to develop conclusions, solutions, & alternatives to ensure safe nursing practice & quality care. 3. The students will explore concepts of communication & therapeutic interaction needed to build & maintain relationships with clients, families, groups, communities & other members of the health care team. 4. The student will explore the concept of caring as an altruistic philosophy of moral & ethical commitment toward the protection, promotion & preservation of human dignity & diversity including the recognition & acknowledgment of the value of individuals, families, groups, communities, & other members of the health care team. 5. The student will explore professional behavior by acquiring knowledge of how to adhere to the standards of nursing practice, commit to the profession of nursing, and accept accountability for their own actions, behaviors & nursing practice within legal, ethical, & regulatory frameworks. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP. NURS 2700. Complex Health&Illness Concept. 9 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Third semester course. Assimilates concepts within the three domains of the client, healthcare, and nursing. Emphasis is placed on the concepts of fluid and electrolytes, metabolism, thermoregulation, oxygenation, perfusion, tissue integrity, infection, mobility, stress and coping, family, violence, critical thinking, and the nursing process. Addresses application of complex health and illness concepts in nursing pharmacology. Includes classroom and clinical learning experiences. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Utilize critical thinking skills and the nursing process to prioritize and manage complex medical surgical client situations. 2. Prioritize the technical skills and nursing interventions, as well as propose the effective outcomes necessary to provide care to the client with a complex medical surgical problem. 3. Demonstrate effective use of therapeutic communication as human needs are taken into consideration. 4. Take into consideration the client’s needs and demonstrate caring behaviors. 5. Work as an effective member of a group, evaluate self and each member of the group, design and implement interventions for improvement. 6. Demonstrate professional behaviors. Course fee required. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. SP, FA. NURS 2701. Complex Health Concepts Clinical. 0 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Third semester course. Provides student the opportunity to work with preceptors to further develop the clinical skill needed for a graduate nurse. The student has the opportunity to learn, practice and master skills previously learned. Students are assigned to a hospital based affiliate, community setting experiences, and the simulation laboratory setting. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Exhibit personal traits necessary to establish vision and goals, the ability to plan, organize, motivate, manage, execute, delegate, evaluate, use conflict resolution strategies and collaborate with other members of the interdisciplinary health care team. 2. Utilize a process of insightful thinking that utilizes multiple dimensions of one’s own cognition and collaborates with the interdisciplinary health care team to develop conclusions, solutions and alternatives to ensure safe nursing practice and quality care. 3. Apply concepts of communication and therapeutic interaction in building and maintaining relationships with clients, families, groups, communities and other members of the health care team. 4. Demonstrate caring as an altruistic philosophy of moral and ethical commitment toward the protection, promotion and preservation of human dignity and diversity including the recognition and acknowledgement of the value of individuals, families, groups, communities and other members of the health care team as the essence of nursing. NURS 4011 – Community, and Population-Based Care Study Papers.5. Exhibit professional behavior by demonstrating adherence to standards of nursing practice, commitment to the profession of nursing accountability for actions, behaviors and nursing practice within legal, ethical and regulatory frameworks. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. NURS 2750. NCLEX Success Course. 2 Hours.

Third semester course. Builds on previously learned nursing pharmacology concepts in preparation for entry into nursing practice. Emphasis is placed on the concepts of safety, critical thinking, technical skills, nursing process, and evidence-based practice in providing nursing care related to the administration of pharmacological and parenteral therapies in patients across the lifespan. The course also includes a review of nursing licensure by examination requirements. NURS 4011 – Community, and Population-Based Care Study Papers. The eight test plan categories of the NCLEX-RN examination including management of care, safety and infection control, health promotion and maintenance, psychosocial integrity, basic care and comfort, reduction of risk potential, pharmacological and parenteral therapies, and physiological adaptation will be reviewed in detail. Offered in cohort rotation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Safely administer pharmacological and parenteral therapies to patients across the lifespan. 2. Demonstrate the ability to make sound clinical judgments in the administration of pharmacological and parenteral therapies. 3. Collaborate with appropriate interdisciplinary team members in the administration of pharmacological and parenteral therapies. 4. Develop effective communication techniques to use with patients across the lifespan and their families in the administration of pharmacological and parenteral therapies. NURS 4011 – Community, and Population-Based Care Study Papers.5. Demonstrate caring behaviors the incorporate patient and family advocacy; respect for persons and cultural diversity; and ethical principles in the administration of pharmacological and parenteral therapies. 6. Assume responsibility and accountability in the administration of pharmacological and parenteral therapies as defined by the Utah Nurse Practice Act and professional standards of registered nursing. 7. Discuss the eight NCLEX-RN test plan categories and describe examples of content tested within each. 8. Identify individual strengths as well as weaknesses in each of the eight NCLEX-RN test plan categories. 9. Prepare a personalized study plan using available resources to utilize in preparation to successfully pass NCLEX-RN the first time. 10. Actively participate in class and homework assignments in answering NCLEX-RN type questions to demonstrate knowledge, critical thinking, and ability to use test taking strategies effectively. Prerequisite: Admission to the Dixie State University Associate Degree in Nursing program. FA, SP. NURS 3005. Foundations of Clinical Nursing Care I. 1 Hour. NURS 4011 – Community, and Population-Based Care Study Papers.

Provides opportunity for students to learn, practice, and achieve competency in basic nursing skills including but not limited to sterile technique, medication administration, and wound care. 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 how to develop a therapeutic relationship supporting patient’s rights, dignity, autonomy, and cultural preferences using the nurse’s knowledge, skills, attitudes, and experiences to facilitate dynamic, goal-oriented care individually designed to meet the needs of patients and families when performing basic nursing skills. NURS 4011 – Community, and Population-Based Care Study Papers. 2. Begin to utilize their own cognition skills and ability to work with others when performing basic nursing skills. 3. Demonstrate the skills necessary to maintain therapeutic communication with patients and families as well as other members of the health care team by utilizing informatics, verbal, and non-verbal means when performing basic nursing skills. 4. Identify how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values and how to provide basic nursing care skills which respects those differences. 5. Exhibit the ethical and legal parameters to ensure adherence to standards of nursing practice, health policy and quality improvement measures while performing basic nursing skills. Prerequisite: Admission to the DSU Bachelor of Science Nursing program. FA, SP. NURS 3050. Pharmacology. 4 Hours.

Introduces concepts of pharmacology with emphasis on the concepts of assessment, therapeutic communication, critical thinking, nursing process, caring, safety, and accountability and their application in various healthcare settings. 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 of medication administration in order to organize and coordinate nursing care for patients receiving medications and their families. 2. Utilize university databases and other resources to obtain valid, reliable pharmacological data to inform clinical practice. 3. Develop therapeutic communication skills and adapt their own style of communicating to provide patient teaching on pharmacology to achieve or improve patient outcomes. 4. Acquire knowledge of how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values related to pharmacotherapy. 5. Describe accountability and value their own role in preventing medication errors and promoting a culture of safety through the use of factors (quiet zone in medication preparation work area) and processes (the Rights of Medication Administration). Prerequisite: Admission to the DSU Bachelor of Science in Nursing program. FA, SP. NURS 3100. Professional Nursing Roles. 3 Hours.

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

Focuses on the transition to professional nursing role and responsibilities and explores the differences in ADN and BSN education and practice levels by exploring the roles of the BSN nurse in the health care environment, including nurse educator, nurse leader, case manager, and community health nurse. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Acquire knowledge regarding the standards and principles of delegating, organizing, and prioritizing patient care within the professional nursing role. NURS 4011 – Community, and Population-Based Care Study Papers. 2. Identify valid resources for locating evidence reports and evidence summaries as well as using online databases and other resources to acquire knowledge of professional roles, ethics, legal issues, and standards of professional nursing practice. 3. Adapt their own style of communication to the needs of others and the situation as delineated by nursing role and responsibilities. 4. Describe how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values and the effect on nursing role and responsibilities within the healthcare environment. 5. Describe professional roles, ethics, standards of nursing practice, and their personal philosophy of nursing. Prerequisite: Admission to the Dixie State University Bachelor of Science in Nursing program. FA, SP, SU. NURS 3200. Health Assessment. 3 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Focuses on the development of interviewing and physical assessment skills throughout the lifespan utilizing a holistic approach and critical thinking skills to evaluate assessment findings, differentiate between normal and abnormal variations. Purchase of electronic access is required to navigate this online course. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss the role of the nurse in assessing the patient’s health from the holistic perspective. Collaborate with the patient to identify strengths and problem areas from the health assessment. 2. Differentiate between normal and abnormal findings in a health assessment. Demonstrate appropriate physical examination skills of an adult patient. Apply special considerations in the assessment of functional status in the older adult. NURS 4011 – Community, and Population-Based Care Study Papers. 3. Document a holistic health history and physical examination findings. Demonstrate effective interviewing skills in obtaining a holistic health history. The student will identify therapeutic communication skills when building relationships with patients, families, and other members of the health care team during assessment activities. 4. Describe how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values. 5. Function within the scope of a Registered Nurse using skills and knowledge obtained through clinical experiences during assessment activities to care adult patients across the lifespan. Prerequisites: NURS 3900 or BIOL 4400; and NURS 3100 (can be concurrently enrolled). FA, SP, SU. NURS 3210. Health Assessment. 2 Hours.

Introduces the assessment of and the health promotion for the health care participant as an individual, family or community. Focuses on the development of interviewing and physical assessment skills throughout the lifespan utilizing a holistic approach and critical thinking skills to evaluate assessment findings, differentiate between normal and abnormal variations. 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 of assessment to plan and organize care for patients and families in patient care settings with predictable outcomes. 2. Examine the role of the nurse in assessment and health promotion and apply the nursing process to effectively deliver safe patient-centered care. 3. Identify therapeutic communication skills when building relationships with patients, families, and other members of the health care team during assessment activities. 4. Describe how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values. 5. Function within the scope of a Registered Nurse using skills and knowledge obtained through clinical, laboratory, and didactic experiences during assessment activities. Prerequisite: Admission to the DSU Bachelor of Science in Nursing Program. Corequisite: NURS 3215. FA, SP. NURS 3215. Health Assessment Lab. 1 Hour. NURS 4011 – Community, and Population-Based Care Study Papers.

This course provides the students with the knowledge and skill necessary to perform a comprehensive health assessment utilizing the skills of history taking, inspection, palpation, percussion, and auscultation. Normal assessment findings, frequently seen variations from normal and cultural differences are discussed. 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. Complete a health history and conduct comprehensive and focused assessments (physical, psychosocial, spiritual, developmental, socioeconomic, and environmental) of patients across the life span, to identify current and potential health problems and promote health across the lifespan. (Patient Centered Care) 2. Perform a complete review of systems and physical assessment, discriminating between normal and abnormal findings, using developmentally, spiritual, and culturally appropriate approaches. (Clinical Judgment) 3. Utilize beginning therapeutic communication skills in interactions with patients, peers and health care team members. (Communication) 4. Assess health/illness belies, values, attitudes, and practices of diverse individuals. (Caring) 5. Compare and contrast the roles and responsibilities of the nurse in the process of health assessment and health promotion. (Professional Behavior) Prerequisite: Admission to the DSU Bachelor of Science in Nursing Program. Corequisite: NURS 3210. FA, SP. NURS 3300. Transcultural Nursing. 3 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Prepares professional nursing students to provide culturally sensitive and culturally competent care to individuals, families, and communities, emphasizing the importance of understanding cultural diversity in order to promote appropriate health prevention, disease intervention activities, and teaching strategies. Includes self-evaluation, including biases and prejudices about other cultures and ethnic groups. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Evaluate the concepts of health, wellness, and health care within nursing from a cultural context. Utilize a theoretical framework to perform a cultural assessment of individuals, families, and communities specific to their culture, ethnicity, and social diversity. 2. Analyze theoretical frameworks of transcultural nursing models. NURS 4011 – Community, and Population-Based Care Study Papers. Determine the influence of culture on an individual’s belief system and practices especially those surrounding concepts of health, illness, and self-care deficits. 3. Compare the similarities between diverse cultures and the dominant health care model for conflict resolution to improve healthcare outcomes. 4. Identify strategies used to provide culturally competent care to all patients with regard to their culture, ethnicity, and social diversity. Value client rights in decision-making based on cultural factors. 5. Understand their own and others’ cultural biases, gender biases, ethnocentrism, racism, and acceptance of cultural diversity. Prerequisite: NURS 3100 (can be concurrently enrolled). FA, SP, SU. NURS 3320. Care of Patients Across the Lifespan I. 5 Hours.

Begins to integrate basic concepts of the health-illness continuum across the lifespan with a focus on pathophysiology, pharmacology, health promotion and genetics, using the nursing process as the basis for clinical reasoning and judgment for care of patients with common health problems. 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 plan and organize care of patients across the lifespan based on patient values, clinical expertise, and evidence. 2. Examine the role of the nurse in applying the nursing process to effectively deliver care to patients across the lifespan. 3. Describe scopes of practice and roles of health care team members in helping patients across the lifespan to achieve and improve healthcare outcomes. 4. Acquire knowledge of how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values. 5. Describe scope of practice, ethical and legal standards of nursing practice associated with the care of patients across the lifespan. Prerequisite: Admission to the DSU Bachelor in Science Nursing program. FA, SP. NURS 4011 – Community, and Population-Based Care Study Papers. NURS 3321. Care of Patients Across the Lifespan I Clinical (ALCS). 2 Hours.

Incorporates concepts associated with health promotion and illness prevention across the lifespan. Provides clinical experience in supervised settings in hospital and other community 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. Develop individualized care plans for patients across the lifespan based on patient values, clinical expertise, and evidence. 2. Apply the nursing process to effectively deliver care to patients across the lifespan. 3. Demonstrate communication skills reflecting perspectives of all team members in helping patients across the lifespan to achieve and improve healthcare outcomes. 4. Incorporate respect for diverse cultural, ethnic, and social backgrounds as sources of patient and family values. 5. Function within the scope of a Registered Nurse using skills and knowledge obtained through clinical, laboratory, and didactic experiences to care for patients across the lifespan. Prerequisite: Admission to the DSU Bachelor in Science Nursing program. FA, SP. NURS 3400. Nursing Informatics. 3 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Introduces informatics in nursing practice, education, research, and administration, exploring how informatics systems can be utilized to assist in providing more efficient and effective client care, including hardware, software, databases, new developments, and associated legal and ethical issues. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Utilize knowledge of informatics and communication methods in all areas of nursing practice, including hardware, software, databases, new developments, and associated legal and ethical issues. Apply guidelines in the evaluation of health related websites. 2. Understand the basic components of nursing informatics to assist in providing evidence-based nursing care. 3. Use information technology to retrieve hierarchical levels of evidence and evaluate the credibility of sources of information, including but not limited to databases and internet resources to address clinical questions. NURS 4011 – Community, and Population-Based Care Study Papers. Evaluate the various types of information systems and electronic health records. 4. Utilize nursing informatics to ensure the best patient outcomes. 5. Comply with state and federal laws including regulations governing the privacy and confidentiality of patient’s health care records. Prerequisite: Admission to the DSU Bachelor of Science in Nursing program and NURS 3100 (can be concurrently enrolled). FA, SP, SU. NURS 3505. Foundations of Clinical Nursing Care II. 1 Hour.

Provides further opportunities for students to learn, practice, and achieve competency in more invasive nursing skills including but not limited to peripheral intravenous insertion and blood transfusion. 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 how to develop a therapeutic relationship supporting the patient’s rights, dignity, autonomy, and cultural preferences using the nurse’s knowledge, skills, attitudes, and experiences to facilitate dynamic, goal-oriented care individually designed to meet the needs of the patient when performing nursing skills. NURS 4011 – Community, and Population-Based Care Study Papers. 2. Begin to utilize their own cognition skills and ability to work with others when performing nursing skills. 3. Demonstrate the skills necessary to maintain therapeutic communication with patients and families as well as other members of the health care team by utilizing informatics, verbal, and non-verbal means when performing nursing skills. 4. Identify how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values and how to provide nursing care skills which respects those differences. 5. Exhibit the ethical and legal parameters to ensure adherence to standards of nursing practice, health policy, and quality improvement measures while performing nursing skills. Prerequisites: NURS 3005, NURS 3050, NURS 3210, NURS 3320, and NURS 3321 (All Grade C or higher). FA, SP.

NURS 3600. Nursing Research. 3 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Introduces quantitative and qualitative research concepts, methodology, and techniques, addressing the scientific approach; preliminary steps in research design, measurement, and data collection; analysis of data; and critiquing. Emphasizes the relationship between research and the practice of professional nursing. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Integrate evidence, clinical judgment, inter-professional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care. NURS 4011 – Community, and Population-Based Care Study Papers. Utilize the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes. 2. Utilize information technology to retrieve hierarchical levels of evidence and evaluate the credibility of sources of information, including but not limited to databases and internet resources to address clinical questions. 3. Discuss the role of evidence-based practice in organizational and systems leadership to support quality patient care and apply principles of evidence-based practice with diverse populations across the lifespan. 4. Demonstrate an understanding of the basic elements of the research process, differentiate questions and methods suitable for quantitative and qualitative nursing research, and apply strategies and resources to promote evidence-based practice, especially in areas of quality and safety. 5. Identify practice discrepancies between identified standards and practice that may adversely impact patient outcomes. Prerequisites: Admission to the DSU RN-BSN program and MATH 1040, or STAT 2040, AND NURS 3100 (can be concurrently enrolled). FA, SP, SU. NURS 3650. Evidence Based Practice and Research Methods. 3 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Introduces quantitative and qualitative research concepts, methods, and techniques, addressing the scientific approach; preliminary steps in research design, measurement, and data collection; analysis of data; and critiquing. NURS 4011 – Community, and Population-Based Care Study Papers.Emphasize the relationship between research, evidence-based practice, and the practice of professional nursing. 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 an understanding of the basic elements of the research process, differentiate questions and methods suitable for quantitative and qualitative nursing research, and apply strategies and resources to promote evidence-based practice, especially in areas of quality and safety. 2. Make clinical decisions based on appraisal of the evidence, patient preferences, and clinical expertise. 3. Use information technology to retrieve hierarchical levels of evidence and evaluate the credibility of sources of information, including but not limited to databases and internet resources to address clinical questions. 4. Discuss the role of evidence-based practice in organizational and systems leadership to support quality patient care and apply principles of evidence-based practice with diverse populations across the lifespan. 5. Identify practice discrepancies between identified standards and practice that may adversely impact patient outcomes and utilize the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes. Prerequisites: Admission to the DSU Bachelor of Science in Nursing program, and NURS 3005, NURS 3050, NURS 3210, NURS 3320, NURS 3321 (All Grade C or higher). FA, SP. NURS 3700. Gerontological Nursing. 3 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Focuses on nursing care of the older adult by exposure to best practices for care of the older adult; issues such as quality of life, elder abuse, cultural considerations, and restraint alternatives; normal physiologic changes of aging; pathological disease processes; cognitive and psychological changes; end-of-life care; and environments of care for the older adult. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Conduct a comprehensive assessment of the needs of older adults using valid and reliable tools. 2. Use clinical judgment to individualize care for older adults based on knowledge of own values, expectations and attitudes towards aging, professional standards of care, and knowledge of complex syndromes of illness in older adults. 3. Use therapeutic communication skills to communicate respectfully and compassionately with older adults and their families taking into consideration the sensory changes of aging that will impact elder’s ability to communicate. 4. Apply evidence-based standards of care to promote health, prevent disease and reduce risks for elders and adapt technical in consideration of elder’s endurance and capabilities. 5. Apply ethical and legal principles to the complex issues that arise in care of older adults as you advocate for elders in our society. Prerequisite: NURS 3100 (can be concurrently enrolled). FA, SP, SU. NURS 3710. Foundations of Professional Nursing. 3 Hours.

Introduces health concepts involved in the organization and delivery of healthcare. Professional roles, ethics, and standards of professional nursing practice, as well as the social context of health and healthcare are emphasized. Explores the roles of the BSN nurse in the health care environment, including nurse educator, nurse leader, case manager, and community health nurse. 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 regarding the standards and principles of delegating, organizing, prioritizing patient care within the professional nursing role. 2. Identify valid resources for locating evidence reports and evidence summaries as well as using university databases and other resources to acquire knowledge of professional roles, ethics, and standards of professional nursing practice. 3. Adapt their own style of communication to the needs of others and the situation as delineated by nursing role and responsibilities. 4. Describe how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values and the effect on nursing role and responsibilities within the healthcare environment. 5. Describe professional roles, ethics, and standards of nursing practice. Prerequisite: NURS 3005, NURS 3050, NURS 3210, NURS 3320, NURS 3321 (Grade C or higher). FA, SP. NURS 3820. Care of Patients Across the Lifespan II. 5 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Integrates concepts of the health-illness continuum across the lifespan with a greater focus on pathophysiology, pharmacology, and clinical judgment in care of patients with more complex health problems. 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. Gain an understanding of how to develop a therapeutic relationship supporting the patient’s rights, dignity, autonomy, and cultural preferences using the nurse’s knowledge, skills, attitudes, and experiences to facilitate dynamic, goal-oriented care individually designed to meet the needs of the patient. 2. Begin to develop cognitive skills and ability to work with others. NURS 4011 – Community, and Population-Based Care Study Papers. Each will further identify evidence based practice which may promote healthy lifestyle, prevent disease, and deliver safe patient-centered care. 3. Acquire the skills necessary to maintain therapeutic interactions with patients, families, and other members of the health care team by utilizing informatics, verbal, and non-verbal means. 4. Describe how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values and how to provide nursing care which respects those differences. 5. Learn the ethical and legal parameters to ensure adherence to standards of nursing practice, health policy, and quality improvement measures. Prerequisites: NURS 3005, NURS 3050, NURS 3210, NURS 3320, NURS 3321 (Grade C or higher). FA, SP. NURS 3821. Care of Patients Across the Lifespan II Clinical (ALCS). 3 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Applies concepts related to the complex illness experience of patients across the lifespan and their families. There is an emphasis on communication, assessment, clinical interventions and evaluation of outcomes. 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. NURS 4011 – Community, and Population-Based Care Study Papers. Demonstrate how to develop a therapeutic relationship supporting the patient’s rights, dignity, autonomy, and cultural preferences using the nurse’s knowledge, skills, attitudes, and experiences to facilitate dynamic, goal-oriented care individually designed to meet the needs of the patient. 2. Begin to utilize their own cognition skills and ability to work with others. They will further utilize evidence based practice to promote healthy lifestyle, prevent disease, and deliver safe patient-centered care. 3. Demonstrate the skills necessary to maintain therapeutic interactions with patients, families, and other members of the health care team by utilizing informatics, verbal, and non-verbal means. 4. Identify how diverse cultural, ethnic, and social backgrounds function as sources of patient and family values and how to provide nursing care which respects those differences. 5. Exhibit the ethical and legal parameters to ensure adherence to standards of nursing practice, health policy, and quality improvement measures. Prerequisites: NURS 3005, NURS 3050, NURS 3210, NURS 3320 (Grade C or higher). FA, SP. NURS 3900. Pathophysiology. 3 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

Applies anatomy and physiology concepts to examine alterations of human function. Explores major pathophysiological concepts using a body systems approach. Relates etiology, pathogenesis, and clinical manifestations in the study of common health problems. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe abnormal physiologic processes associated with common disease processes using a body system approach. (Patient Centered Care) 2. Differentiate normal and abnormal physiological findings and manifestations. (Clinical Judgment) 3. Describe common physiologic stressors, human adaptive and maladaptive responses, and its impact on individuals, families, groups, communities, and populations. (Communication) 4. Explain age-related and cultural differences in physiologic and pathophysiologic processes and their clinical manifestations. (Caring) 5. Describe ethical considerations for diagnosis and treatment of altered pathophysiological processes. (Professional Behavior) Prerequisites: BIOL 2320 (grade C or higher); AND BIOL 2325 (grade C or higher); AND BIOL 2420 (Grade C or higher); AND BIOL 2425 (grade C or higher). FA, SP, SU. NURS 4010. Care of Patients Across the Lifespan III. 6 Hours. NURS 4011 – Community, and Population-Based Care Study Papers.

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

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

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

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

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

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

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

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

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

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

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

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

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. NURS 4011 – Community, and Population-Based Care Study Papers.[17]

The distribution of rural CDSME program participantsvaried 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 programparticipants 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. NURS 4011 – Community, and Population-Based Care Study Papers.

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

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

The Master of Science in Public Health (MSPH) degree is accredited by the Council on Education for Public Health (CEPH). NURS 4011 – Community, and Population-Based Care Study Papers.