This clinical course focuses on the implementation of the roles of the advanced practice nurse in tertiary care pediatrics.  Applications of nursing, biological and behavioral science are emphasized in the clinical assessment and management of acutely ill children and their families. The student gains the necessary clinical management skills to provide specialized care to acutely ill children and to assist their adaptation and the adaptation of their families.

COMMUNITY PROJECT TITLE:

Decreasing Diabetes Risk Factors in the Community through a Partnership between Nurse Practitioner and High School Students: Dance for Health

PRE-REQUISITE(S):

N684 or N685, N720, N721

CO-REQUISITE(S):

N722 or N717, N637

PROJECT OVERVIEW:

The purpose of this assignment is to further develop student’s leadership, teaching, and research skills.  All students will work in the community setting at Sayre High School with Dr. Terri Lipman and Mary Schucker.  This academically based community service (ABCS) experience will engage students in real-world problem solving related to APN teaching and research opportunities. While all students will participate, a core group of students who volunteer will be responsible for assuming oversight of the project.

PROJECT OBJECTIVES:

ABCS (academically based community service) clinical experience at Sayre High School

Upon completion of this project, the student will demonstrate the ability:

• To plan, implement, and evaluate a formal clinical teaching plan focusing on a key indicator of child health in partnership with students and key individuals in a community setting
• To have a community immersion experience in which the community members are true partners in the educational, practice and research process.
• To develop culturally relevant interventions, in collaboration with the community, to address a child health issue.
• To gather, organize and interpret data regarding this key indicator of child health.
• To disseminate data regarding this key indicator of child health.

Goals:

• At the completion of this project Sayre students enrolled in the health education class will attain knowledge of normal growth and growth disorders and diabetes risk factors.  They will also acquire important skills for medical intake.
• These students will then implement these skills in the after school program.
• Sayre students and children whose growth is evaluated will be in possession of ACCURATE growth assessment and growth charts which will also provide accurate data for calculation of BMI and diabetes risk factors.
• Children at the Sayre Recreation Center with growth disorders and risk factors for diabetes will be identified and referred to their primary care providers to consider further evaluation.
• The Sayre Dance Team will provide a weekly dance program for the children at the recreation center
• Sayre students, mentored by  NP students, will obtain baseline and post dancing heart rates on the children.
• Children at the recreation center will have their activity monitored via pedometers placed during the dance activity and for one hour on days they do not dance.
• Data related to BMI, fitness and activity level of the children at the recreation center will be analyzed.
• Abstracts of the data will be prepared by the NP and Sayre students and submitted to a national conference for presentation.

Student, Faculty, and RA roles:

• Two student leaders will develop and present 4 teaching sessions in the Sayre Health Education Class. All other students should assist in preparation of sessions- if needed- and must attend one teaching session to support didactic and practice sessions. All teaching plans and homework assignments must be discussed with and approved by the classroom teacher.
• Faculty:  Patrice Johnson (Penn/ Sayre liaison) and Jill Bazelon (executive director of the Sayre Health Center) will be our faculty contacts at Sayre.  Terri Lipman will provide leadership for this project at the School of Nursing assisted by Mary Schucker.
• Research assistant:  TBA will assist students with data management and analysis

Classes

• Consist of 10^th and 11^th grade students.  Sessions will include handouts, a visual display and one homework assignment.
• Didactic Teaching sessions (suggested content) -Importance of growth assessment, principles of growth, causes of short stature, obesity epidemic, type 2 diabetes, need for referral, how to perform assessments, interventions to decrease obesity.  Practice session- Sayre students assess growth and diabetes risk factors of one another
• Clinical Teaching sessions- (suggested content) – How to calculate age, how to plot height and weight, calculate BMI. Practice session- Practice session- Sayre students plot growth measurements
• Sayre students will have observational experiences at the Instructional Technology Center and the Bio-behavioral  Research Laboratory in the School of Nursing and the Diabetes Technology Center at the Children’s Hospital of Philadelphia.

After School Project Tuesdays:

Week 1

Introduction                                                                         

Review goals

Link between fall and spring

Review ht, wt

Teach heart rate and pedometers

Weigh/ measure Sayre students

Put on growth charts

Demonstrate charting data

Week 2

Discussion of previous week

Growth charts rec cneter children’s data

Chart HR pedometer data

Film-NP students Interview Sayre students re

Activity in the community

Week 3

Discussion of previous week

Review preparing a poster

Chart HR pedometer data

Film- Sayre student interview NP students re: Nursing as a career, Working with children

Week 4

Discussion of previous week

Chart HR pedometer data

Begin designing a poster

Film- Sayre student interview one another re: Penn/ Sayre project

Topics below are part of Sayre Heath Center curriculum and can be included in discussions

Sports, exercise and fitness

Nutrition, healthy cooking

Obesity and cardiac diseases, cholesterol

Physiology and vital signs

Patient interviews and patient history.

Communication skills including listening, presentation and organizational skills.

After School Project- Thursdays

NP and Sayre Health Center Students working with children at Sayre Recreation Center

Week 1

Introduction and describe project

Assign teams- record subject data

Obtain baseline ht/ wt/HR

Attach pedometers

Dance program by Sayre dance students

Resting HR

Document pedometer data

Week 2

Obtain baseline HR/ attach pedometers

Dance program by Sayre dance students

Resting HR

Document pedometer data

March 25

Obtain baseline HR/ attach pedometers

Dance program by Sayre dance students

Resting HR

Document pedometer data

March 31

Obtain  wt/HR/ attach pedometers

Dance program by Sayre dance students

Resting HR

Document pedometer data

Tally teams

Give prizes

(film and photography throughout)

After project-  wrap up for parents- dance performance

Grading criteria

Group grade

1. Teaching plan (20%)
   1. Description of client group
   2. Format for dissemination
   3. Objectives
   4. Content-overview
   5. Length of the session
   6. Plan for process and outcome evaluation includes
2. What data that will be gathered
3. How it will be managed
4. Analyzed
5. Interpreted
6. Implementation of project (60%)
   1. Attentiveness to negotiating with setting leaders and project personnel
   2. Competency to join with and engage learner(s)
   3. Fidelity to objectives of project
7. Evaluation of the project (20%)
8. Process (e.g. learner satisfaction)
9. Outcomes: Key child health outcomes: collection; organization; interpretation

References:

• Assessment of growth and diabetes risk factors in the community:   A partnership between nurse practitioner and high school students Funded by the Netter Center for Community Partnerships (T. Lipman [PI] and J. Deatrick [Co-Investigator])
• Key health indicator-Growth (See: Lipman, T.H. et al.  (2004). A multicenter randomized controlled trial of an intervention to improve the accuracy of linear growth assessment.  Archives of Disease in Children, 89, 342-246 on blackboard)

Lipman TH, Schucker MM, Ratcliffe SJ, Holmberg T, Baier S, Deatrick JA.(2011). Diabetes risk factors in children: A partnership between nurse practitioner and high school students. American Journal of Maternal Child Nursing,  36(1), 56-62.

This course involves students in community service learning theory and practice. Through Project Horizon, the University of Hartford’s community outreach program, students partner with non-profit agencies and programs serving primarily vulnerable populations. Engagement, reflection, reciprocity and public dissemination are the vehicles through which service learning is implemented. This course is designed to enhance students’ understanding of the social determinants of illness, community public health nursing and civic engagement. Co/Prerequisites: NUR 443

COURSE OBJECTIVES:

Upon completion of this course the student should be able to:

1. Collaborate with key players in the service learning setting to promote health and prevent disease.
2. Employ professional values and ethics in the practice of community public health nursing.
3. Apply principles of epidemiology when analyzing health problems with the aggregate.
4. Apply ethical principals in your role as community/public health nurse in the service-learning setting.
5. Recognize two values and beliefs that form the basis of community practice.
6. Design culturally competent, professional communication when interacting with groups and aggregates.

TEACHING FORMAT:

The pedagogy of the BSN program is based on the principles of adult learning. Everyone is expected to attend and actively participate. This course uses the principles of service learning to promote student civic engagement and creativity in learning and is organized as a field-based methodology requiring 90 hours per semester of service learning. Students are expected to be present in the service learning sites when committed.

PROJECT HORIZON:

The University of Hartford’s College of Education, Nursing and Health Professions Department of Nursing’s Project Horizon is a vehicle by which students participate in service learning experiences, primarily in, but not limited to, the urban Hartford community. Through NUR 434 Community Service Learning I and NUR 444 Community Service Learning II faculty create the milieu for the student experiences and maintain relationships with 22 partner sites in Greater Hartford. The sites include transitional living centers, homeless shelters, soup kitchens, neighborhood centers, senior centers, boys and girls clubs and urban schools. Project Horizon aims to create a democratic forum for community exchange and partnerships, to foster understanding among groups with different racial, ethnic, cultural and class backgrounds and to create community-driven health care initiatives that seek to reduce ethnic and racial health disparities. Members of the university community outside of nursing are welcome to participate in Project Horizon and to grow in understanding of critical health issues. Students in art, music, sociology and technology have partnered with nursing to implement programs together.

The baccalaureate program in the Department of Nursing for registered nurses completing the bachelors of science degree in nursing is designed to challenge students to explore new ideas and to consider new beliefs and behavior. The curriculum is planned to take the student in small increments to a place where they can: 1. become advocates for health care change and civic engagement, 2. grow in their understanding of the negative effects of racial and ethnic health disparities and, 3. create together with the community innovative health and wellness advocacy programs. The curriculum supports the transformation of ideas. Faculty background in nursing and the social sciences helps provide the conceptual tools to develop a curriculum where students are asked to challenge themselves to address complex health and social issues.

REQUIRED TEXTS:

1. Sweitzer, H.F. & King, M.A. (2009). The successful internship: Personal, professional, and civic development. 3rd ed. Belmont, CA: Brooks/Cole Cengage Learning.

2. Delaney, S. & Delaney, A. E. (1993) Having our say: The Delaney sisters’ first 100 years. N.Y: Dell Books. (Random House)

3. Kozol, J. (1988) Rachel and her children: Homeless families in America. NY: Ballantine

RECOMMENDED TEXTS:

1. Nies, M. & McEwen, M. (2007). Community health nursing: Promoting the health of populations. 4th ed. Philadelphia: W.B. Saunders.

2. Chin, J. E. ed (2000). Control of communicable diseases manual, 17th ed. Washington, D.C.: American Public Health Association.

3. Publication Manual of the American Psychological Association. Washington: APA

4. Forni, P.M. (2002) Choosing civility: The twenty-five rules of considerate conduct. New York: Saint Martin’s Press.

EVALUATION:

Reflective Diaries (due every week for 1st half semester, then every other week) 10%

Monthly Statistical Logs with Monthly tallies & analysis 20%

Letter to the Site Directors (include monthly tallies & health promotion write ups with letter) 15%

Service Learning Setting & Post Conference Contribution 20%

Weekly Health Promotion (2 Health Promotion Campaign write-ups required) 20%

Self Evaluation Green Sheets 5%

End of Semester Analytical Essay 10%

Total 100%

NUR 434 TOPICAL OUTLINE

WEEK 1

Orientation to course format and objectives (held on UHA campus)

Discuss: Engagement, reflection, reciprocity and public dissemination

Field Experience: Hartford Scavenger Hunt, Getting to know Hartford

WEEK 2

Field Experience: Participate in Riverfront Adventure Teambuilding Workshop. This experience is held outdoors in Hartford. Please dress for the weather.

Final setting assignments given out at Park. No classroom Conference

WEEK 3

Field Experience: Introduction & Orientation to Service Learning setting

Complete: Project Horizon: Getting Started Check List

Conference: reflection, Discuss scavenger hunt and how to develop rapport

WEEK 4

Field Experience Developing rapport and Service Learning Site Assessment

Conference: Discuss scavenger hunt, “Getting Started Check List” and how to develop a Service Learning Plan and pages 4-7 Service Learning Packet

WEEK 5

Field Experience Assessment of Population Wellness Needs

Conference: Discuss Population Wellness Needs & Service Learning Plan

WEEK 6

Field Experience Wellness Promotion Teaching (population focused)

Conference: Discuss “Having Our Say”

WEEK 7

Field Experience Wellness promotion teaching

Conference: Discuss “Having Our Say”

WEEK 8

Field Experience Wellness promotion teaching

Conference: Discuss 9th Street Notebook, reflection

WEEK 9

No Field Experience this week. May use for make up hours.

WEEK 10

Field Experience: Wellness Promotion teaching

Conference: Student Present Wellness Promotion topics to peers.

WEEK 11

Conference: Discussion of Self Reflection tool “green sheets”

WEEK 12

Field Experience Site Evaluation and draft plan for Spring semester. If possible, make visits to other settings.

Conference: Students present Wellness Promotion topics to peers.

WEEK 13

Field Experience: Preclosure with sites and if possible make visits to other settings

Conference: Students present Wellness Promotion topics to peers.

WEEK 14

Field Experience Course closure & Wrap-Up. Hand deliver “Letter to the Director” Include Monthly tallies and health promotion write-ups with letter

Conference: CLOSURE,WRAP-UP

Assignment Guidelines and Evaluation Rubrics

Project Horizon: Hartford Scavenger Hunt

Scavenger Hunt to be completed during Weeks 1 & 2 of Service Learning I.

Assignment Objective: to help familiarize yourself with the streets and landmarks of Hartford. May be done in groups.

Fill out table: Location Found, Who I Met, My First Impressions

Project Horizon: Getting Started Check List

To be completed during Weeks 3 & 4 of NUR 434. May be completed in groups

Assignment Objective:

This is a tool to help you navigate through the service learning setting. It will guide you to the key players in the setting and help you learn about the population. The checklist may not be all inclusive. Answer the following questions:

Who are the key people at my setting? (ie) managers, principals?

How would I get in touch with the key people? Contact info:

What is the mission statement and the goals at my setting?

Ask for an organizational flow chart. Is it lateral or horizontal?

Ask for a tour of the facility.

What kind of facility is my setting? Transitional, homeless

What type of funding is provided to the facility?

What populations are served? (ie) elderly, children, teens?

Is the population static or dynamic?

What is the most common issue at your setting?

What type of insurance, if any, does your population have?

What type of income does the population have?

Where does the population seek medical care?

What is the primary mode of transportation for the population?

Name of Setting(s)

Student (s) Name (print)

Student (s) Signature, Date

NUR 434 Analytical Essay

Description of Assignment: This assignment will help you to analyze the service learning experience in a meaningful way. You will make conscious use of the course readings by incorporating them into the essays and by linking them to your experiences in the setting.

The purpose of the analytical essays is to have you demonstrate your ability to critically think about the service learning experience. This is an opportunity to synthesize experiences with the literature, class work and your personal and professional experiences. While this is a formal essay using APA format, it is not a research paper that requires a lot of additional sources. Try to use the existing course readings from NUR 434 and NUR 433 to substantiate your points. This is an individual assignment.

Grading Rubric Criteria

Analytical Essay (Suggested length-5 text pages)

Possible Points: 100

Intro: tells reader what paper is about (identify thesis, purpose, audience) (10 pts)

Logical progression of thought; relates to first paragraph, readability (20 pts)

Content, use of course readings, triangulation of personal, professional (35 pts)

Use of proper grammar, mechanics, APA, (use subheadings, 1st person, active voice) (15 pts)

Summary & Conclusions: Summarize points discussed in paper (return to the thesis, purpose & audience). Conclude with your expanded viewpoint on topic. (20 pts)

Here is a list of things to think about as you write your analytical essay.

(the format is from NUR 333)

Introduction

Does it get the reader’s attention? Is my topic clear?

Did I state the importance of the topic?

Have I stated my thesis (what I think about the topic)?

Did I state the purpose of the paper (This paper will…)

Did I say who I am writing the paper for (audience)?

Did I include an overall statement about the literature review?

Organization of thoughts around your thesis

Do the ideas connect to my thesis?

Are the paragraphs in a coherent sequence towards the conclusion? Are my references related to what I am talking about?

Have I tried hard enough to get the reader to understand what I am saying?

Rhetoric

Does my literature review help support my thesis?

Have I given some consideration to opposing viewpoints?

Style

Can the reader tell that I care about what I am writing about?

Have I written to a specific audience & have I tried to be concise & clear?

Mechanics

Grammar, sentence structure & fluency, spelling, word choice, punctuation?

Neatness in presentation? Careful parenthetical citation (APA)?

Conclusion

Did I reemphasize the purpose & thesis of this paper?

Did I summarize the main points?

Did I reflect on what I learned from writing this piece?

Have I posed any possibilities on what to do with this new information?

NUR 434 Weekly Wellness Promotion Activities

2 write-ups due over course of semester

Guidelines

Assignment Objective: Complete these activities in collaboration with your setting. These activities are usually informal and done in a group setting. They will help you identify the needs of the population and to design setting-specific initiatives.

Student(s) Name(s)

Community Service Learning Site

Date:

Audience:

Who was your intended audience for the activity?

Rationale:

Why did you design the activity and how did you develop it with the population?

Intervention:

What did you do during the activity? Important: Attach any worksheets, activity sheets or handouts you used with the group.

Evaluation:

How did the group respond to the activity?

Why was it successful? Add suggestions or tips for the future.

Implications:

Why was it successful? Add suggestions for future groups.

Attachments: Attach your culturally sensitive bilingual health promotion materials here:

SERVICE LEARNING AND Conference CONTRIBUTION

You are expected to be an active participant in the service learning setting and in post conference. This includes staying at the service learning setting for the required number of hours, doing the readings and being able to participate in discussions in post conference.

Collaborative Work Skills : Ways to Earn Your Grade in Your Setting

Faculty Name:

Student Name:

CATEGORY: Working with Others

4 Almost always listens to, shares with & supports the efforts of others. Tries to keep people working together.

3 Usually listens to, shares, with, and supports the efforts of others. Does not cause “waves” in the group.

2 Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

1 Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

CATEGORY: Pride

4 Work reflects this student’s best efforts.

3 Work reflects a strong effort from this student.

2 Work reflects some effort from this student.

1 Work reflects little effort on the part of this student.

CATEGORY: Contributions

4 Routinely provides useful ideas when participating in discussion. A definite leader who contributes a lot of effort.

3 Usually provides useful ideas when participating in discussion. A strong group member who tries hard!

2 Sometimes provides useful ideas when participating in discussion. A satisfactory group member who does what is required.

1 Rarely provides useful ideas when participating in discussion. May refuse to participate.

CATEGORY: Problem-solving

4 Actively seeks & suggests solutions to problems. Works collaboratively with staff & guests

3 Refines solutions suggested by others.

2 Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

1 Does not try to solve problems or help others solve problems. Lets others do the work.

CATEGORY: Monitors Group Effectiveness

4 Routinely monitors the effectiveness of the group, makes suggestions to make it more effective.

3 Routinely monitors the effectiveness of the group, works to make the group more effective.

2 Occasionally monitors the effectiveness of the group, works to make the group more effective.

1 Rarely monitors the effectiveness of the group, does not work to make it more effective.

CATEGORY: Focus on the task

4 Consistently stays focused on the task &what needs to be done. Very self-directed.

3 Focuses on the task & what needs to be done most of the time. Other group members can count on this person.

2 Focuses on the task & what needs to be done some of the time. Other group members must nag, prod & remind to keep person on-task.

1 Rarely focuses on the task & what needs to be done. Lets others do the work.

CATEGORY: Preparedness

4 Brings needed materials to class and is always ready to work.

3 Almost always brings needed materials to class and is ready to work.

2 Almost always brings needed materials but sometimes needs to settle down and get to work

1 Often forgets needed materials or is rarely ready to get to work.

CATEGORY: Attitude

4 Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

3 Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

2 Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about task(s).

1 Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

CATEGORY: Time-management

4 Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

3 Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

2 Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

1 Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person’s inadequate time management.

CATEGORY: Quality of Work

4 Provides work of the highest quality. Often goes beyond expectations of instructor

3 Provides high quality work.

2 Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

1 Provides work that usually needs to be checked/redone by others to ensure quality.

WEEKLY DIARIES

The diaries are a way for the nurse to reflect thoughtfully on the service learning experience. It is the place to write about your activities, set goals for the week, and write about actions and reactions and evaluations.

Guidelines for length and content

500 words is a good length for your weekly diary entry. This is the one assignment where APA format is not requires. However, you must use proper grammar, syntax and punctuation and quote from sources if you use them. Be cognizant of the objective for the course as well as your own learning objectives for the course Use the 1st person.

Evaluation Criteria

1. Quality of reflection

2. Relevance to course and student learning objectives

3. Ability to link experience with concepts

MONTHLY LOGS

The monthly logs are records of individuals and groups you assess in the settings and what interventions were carried out. The logs are collated so that you may use the information gathered in the settings and report your findings to the agency staff. When you complete the collation, pay attention to patterns and trends as well as health concerns within the service learning population.

Evaluation Criteria

1. Clarity and accuracy of data

2. Legibility

3. Completeness

LETTER TO THE SITE DIRECTOR

This is a letter that you write and give to the agency director at the end of the semester. The letter is intended to inform the director of activities done, health concerns expressed by the aggregate and your evaluation of the activities. This is a narrative based on your collation of the “monthly logs”.

Evaluation Criteria

1. Clarity, accuracy and completeness of information

2. Readability

3. Quality of synopsis and evaluation

Analytical and Conceptual Guides to Writing and Thinking for Service Learning Implementation

Concepts from Peace and Power by Peggy Chinn

Praxis: Thoughtful reflection and actions that occur together; “values made visible through deliberate action.”

Empowerment: growth, personal strength and power; respect of other, actively listening to self and others

Awareness: being in touch with the moment; acknowledging self and others

Cooperation: commitment to group. Each viewpoint and abilities are of equal value. Ideas are encourage; energy generated will contribute to group solidarity and cohesiveness.

This is the glue that holds the group together

Evolvement: The group will change over the semester. Change is deliberate; change happens because the group is growing together over the semester.

Power of Process: fluid learning environment designed to give a fresh perspective of nursing

Power of Sharing: passing of knowledge and skills that may develop. Some of the group may find that they have a passion for educating; others may have a voice advocating for others.

Power of Distribution: material resources available benefiting others according to need. This may challenge your biases, think about the “haves vs. have nots.”

Power of Consciousness: ethical dilemmas; involves alternate views, flexibility. Expansion of thoughts and give meaning to service learning experience

Critical Reflection: this is the best you have to offer and is the intent of helping the group understand your challenges and learning experiences.

Concepts from Service Learning Literature

“Service learning is the pedagogy that links academic study with the practical experience of community service. It has become an international movement that offers new approaches to teaching and learning and to civic engagement of institutions of higher education. It provides students with an education that meets the highest academic standards and delivers meaningful service that makes a difference to the well-being of society.

Service learning aims to develop in students a lifelong commitment to service and leadership. It promotes understanding of local issues as well as recognition of the interrelatedness of communities and societies across the world (IPSL, 2003).”

From: The International partnership for Service-Learning and Leadership, www.ipsl.org.

Helpful Links to Info on Service Learning

http://www.servicelearning.org

http://www.ipsl.org

Study Questions for Having our say: The Delaney Sisters’ First 100 Year

Pages 1-145

1. Bessie says “if it is going on in my neighborhood, it’s my business.” Do you think this stems from concern or nosiness? Does this apply to neighborhoods today, why or why not?

2. Papa discusses freedom, what do you think he means? What ways are there to be free? How do we take away freedom?

3. Papa says “your mission is to help somebody.” What image does this evoke? What ways can you carry out this mission in your setting?

Pages 146-299

4. Sadie gets a letter from her college after graduation demanding $25 and states that the assumption is that she is a “deadbeat.” Is this a common bias? Do we unknowingly perpetuate this viewpoint? How can this perception be changed?

5. Do you think that being “entirely honest, clean and brilliant” is enough to get ahead? Why or why not? What other qualities are needed?

6. “Am I going to change the world or am I going to change me?” What are some examples of this in your setting? What are some examples in our daily lives?

7. Do you think this book portrays life the way it is today? Have your personal thoughts or prejudices changed since reading this book?

NUR 434 Student Mid-Course Evaluation

1. The three top things I have learned so far in the course are …………

2. More than anything this is what I like about the course…………

3. Between now and the end of the semester I would like to change this about the course.

NUR 434 Self-Evaluation “GREEN SHEETS”

Community service learning I (NUR 434) require the careful completion of the “green sheets” which is a self-appraisal achievement tool attached here. Please document all of the behaviors you demonstrate in the service learning field sites as well as the rationale for your behavior. This form is available electronically for ease of completion.

GREEN SHEETS: The purpose of the green sheets is for you to document how you have achieved the learning objectives over the course of the semester. The green sheets provide documentation for accreditation of the program and are completed individually.

Nurse Intern:

Community Service Learning Site(s):

Date:

Rate each behavior by the following code:

2 – Satisfactory, meets requirements

1 – Showing improvement

0 – Inadequate

and provide documentation.

Behaviors to be achieved by end of semester:

1. Collaborate with key players in the service learning setting to promote health and prevent disease.

1.1 Demonstrate how you apply public health theory to your community service learning activities.

2 2. Employ professional values and ethics in the practice of community public health nursing.

2.1 Identify one conflict between the individual and the public good.

2.2 Identify two of your own values & beliefs that form the basis of your community practice.

3. Apply principles of epidemiology when analyzing health problems with the aggregate.

3.1 Provide one example of your use of epidemiology when analyzing a health concern with a population group.

3.2 Give one example of your use of incidence and prevalence measurements with a population group.

4. Apply ethical principals in your role as community public health nurse in the service-learning setting.

4.1 Illustrate two competing ethical principles in your role as community public health nurse.

5. Recognize two values and beliefs that form the basis of Community practice.

5.1 Define your role as a public health advocate.

Mid Semester Student Summary of Progress

End of Semester Student Summary of Progress

Faculty Signature, Date

Student Intern Signature, Date

Hours per week: 21
Theory: 6 hours lecture
Practicum: 15 hours clinical practice
Credits: II
Placement: Either fall or spring semester after completion of Nursing I
Prerequisite: NU 115
Co-requisite: Semester 2, BI 102, PY 220 || Semester 3, BI 202, EN 101

COURSE OVERVIEW

The emphasis of Nursing 117 is on the care of the client with commonly occurring health deviations related to universal self care requirements. Focus on caring and legal/ethical standards are continued. Using the nursing process, the student employs all nursing systems within the focus on the educative/supportive and partially compensatory nursing systems within the Self Care Framework to assist the client within a range of self care deficits. Learning is planned through concurrent classroom and clinical experiences. Opportunities for application of knowledge to practice are provided through laboratory experiences and client care assignments in various settings. Evaluation of knowledge occurs throughout the Course with interaction between the student and faculty.

COURSE OBJECTIVES

1. Utilize the nursing process to assist the client throughout the life cycle to meet Universal, Developmental and Health Deviation Self Care Requirements.
2. Organize and provide for the therapeutic self care demands of the client throughout the life cycle utilizing all nursing systems with a focus on the
educative/supportive and partially compensatory nursing systems.
3. Provide nursing care for clients and their family with a range of self care deficits throughout the life cycle.
4. Employ goal directed communication when interacting with clients, family and members of the health care team.
5. Coordinate resources to assist clients in maintaining their environment.
6. Apply ethical and legal standards to individual practice within the discipline of nursing.
7. Utilize the concept of caring to provide nursing care to the client and their family.

NU 117 TEXTBOOKS

Ackley & Ladwig. (2002). Nursing, Diagnosis Handbook: A Guide to Planning, Care (5th ed.) St. Louis: Mosby, Inc. (ISBN 0 323 01459 3)

Ayers, Bruno & Langford. (1999). Community Based Nursing Care: Making the Transition. St. Louis: Mosby, Inc. (ISBN 0 8151 1339 0)

Curren & Munday. (2000). Math for Meds: Dosages and Solutions (8th ed.). San Diego, CA: W.I. Publications. (ISBN 0 918082 09 9)

Elkin, Perry & Potter. (2000) Nursing Interventions & Clinical Skills (2nd ed.). St. Louis: Mosby, Inc. (ISBN 0 323 00802 X)

Fischbach, F. (2000). A Manual of Laboratory & Diagnostic Tests (6th ed.). Philadelphia: Lippincott. (ISBN 0 7817 1969 0)

Karch, A. (2002). 2002 Lippincott's Nursing Drug Guide. Philadelphia: Lippincott. (ISBN 0 7817 3217 4)

Keltner et al. (2003). Psychiatric Nursing (4th ed.). St. Louis: Mosby, Inc. (ISBN 0 323 01739 8)

Potter & Perry. (2001). Fundamentals of Nursing (5th ed.). St. Louis: Mosby, Inc. (ISBN 0 323 01141 1)

Smeltzer & Bare. (2000). Brunner & Suddarth's Textbook of Medical Surgical Nursing (9th ed.). Philadelphia: Lippincott. (ISBN 0 7817 1575 X)

Dictionary

Student choice: Mosby, Taber etc. Medical Surgical Allied Health Dictionary

Not required, but suggested

Bullock & Henze. (2000). Focus on Pathophysiology. Philadelphia: Lippincott. (ISBN 0 7817 1736 1)

Karch, A. (2000). Focus on Nursing Pharmacology. Philadelphia: Lippincott.

METHODS OF EVALUATION AND GRADING

There will be a total of 4 exam grades, each worth 15% of the course grade. The remaining component of the course grade will be calculated with the final comprehensive exam (40%)

4 exams = 60%
Final Exam = 40%

Total 100%

Test questions will include lecture and reading assignments.

There is one service learning project required. The information related to this project will be presented the first day of class. Project descriptions are in the syllabus. The time required for this project is outside of clinical and lecture hours.

There is one self help group requirement to be done during your psychiatric mental health clinical rotation. This time requirement is outside of clinical and lecture hours.

Past Service Learning Projects

NHTI WELLNESS FAIR SERVICE LEARNING PROJECT

Purpose:
To develop, deliver and evaluate a wellness fair given to the campus of the New Hampshire Technical Institute based on assessment and collaboration with the NHTI community. This experience will focus on student achievement of two of the NU 117

Course objectives:

• Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
• Objective #5: Coordinate resources to assist clients in maintaining their environment.

Project Objectives:
Upon completion of this service learning project the student shall be able to:

• Identify health education materials appropriate for the campus population
• Describe the steps to health fair implementation
• Communicate information regarding health maintenance and prevention of common health deviations to the NHTI community
• List at least five community service agencies and explain how they impact the community that they serve.
• Evaluate the effectiveness of the health fair utilizing:

*Student developed objectives
*Feedback from the target population

Experience Overview:
Students will work together as a team to develop a health fair for the NHTI community. Students will review evaluations from past NHTI Health Fairs to aid in planning. Students will develop objectives for the wellness fair and evaluate the fair based on these objectives and also the evaluations from the fair attendees.
The wellness fair is held annually on the first Tuesday in April from 11 AM to 2 PM. Students must obtain prior approval to attend the fair (before committing to this project) from their course instructor if there is a class time conflict. Students are to expect to meet weekly for one hour planning meetings beginning in February. Students and faculty will mutually agree upon day and time of meetings. Class time will be allotted at the end of the semester for reflection and sharing of all service learning projects.

Evaluation:
This project is part of a NU 117 clinical course requirement. Students are required to submit a typewritten summary of the fair and at least five of the community agencies that attended. The paper should include:

• A description of how the project objectives were met including the results of all evaluations
• Documentation of individual student involvement. What were the student contributions as a member of the health fair team'?
• Documentation of five community agencies role and their impact on the Community

BOYS & GIRLS CLUB SERVICE LEARNING PROJECT

Purpose:
To develop, deliver, and evaluate a health promotion presentation given to members of the Concord Boys & Girls Club based on assessment and collaboration with the staff, members and parents. This experience will focus on student achievement of two of the NU 117 Course Objectives.

• Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
• Objective #5: Coordinate resources to assist clients in maintaining their environment.

Objectives:
Upon completion of this service learning project the student shall be able to:

• Identify the learning needs of the club members.
• Identify the developmental stage of the club members.
• Assess the club members for their readiness/motivation to learn.
• Deliver the health promotion content utilizing teaching/learning principles.
• Evaluate learning achieved by club members.

Experience Overview:
Students will work together in teams of two or three to develop, deliver, and evaluate a health promotion presentation to be given to members of the Concord Boys & Girls Club at the after school program (between the hours of 3:00 and 6:00 PM). Students will choose an approved topic for their project. Ideas for the presentations come from a club member and parent health teaching needs survey that was distributed in December, 2001. Students will research materials related to their target audience's stage of growth and development. They will develop objectives, content and methodology for their presentations. There will be a practice presentation with critique from the faculty project director one week prior the presentation. After successful completion of the practice presentation, the student will then give the presentation to the club members. Class time will be allotted at the end of the semester for reflection and sharing of all community service learning projects.

Evaluation:
This service learning project is part of a NU 117 clinical course requirement. Students are required to submit a Teaching/Learning Process Recording to the instructor one week following the presentation. Evaluation of the presentation will be based on student developed objectives and club member evaluations. The instructor will evaluate the presentation using the Presentation Assessment Scoring Sheet. Students will also be evaluated based on meeting NU 117 course objectives #4 and #5. Dates of presentations and papers due will be given on an individual basis.

WRITING THE HEALTH BROCHURE

Purpose:
To develop, deliver and evaluate a brochure targeted to a specific population in the community and geared to promoting health maintenance and prevention of common health deviations. This experience will focus on student achievement of two of the NU 117 course objectives.

• Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
• Objective #5: Coordinate resources to assist clients in maintaining their environment.

Project Objectives:
Upon completion of this service learning project the student shall be able to:

• Create a health brochure that is specifically directed to a target population in the community
• Communicate in writing health information to the community at the appropriate level of understanding
• Utilize current technology to create a health oriented brochure
• Evaluate the effectiveness of the brochure utilizing:

  *Student developed objectives
  *Feedback from the target population

Experience Overview:
The student will create a health related brochure for a target population of their choice. The student will meet with the instructor at the beginning of the semester for approval of the topic and objectives created by the student. The student will present the brochure to the target population and will also evaluate the effectiveness of the brochure utilizing a student developed evaluation tool.

Evaluation:
This service learning project is part of a NU 117 clinical course requirement. Students are required to submit a typewritten (double spaced) paper using the following criteria:

• Successful completion of project objectives reflected in the written summary
• Successful completion of student objectives reflected in the written summary
• Paper should also include:
  -Introduction: identify thesis
  -Body: transition statements, topic sentence, supporting details of thesis, logical organization, interpretation of details, and commentary
  -Conclusion: summarize main points, restate thesis, leave lasting impression

PLYMOUTH STATE COLLEGE WELLNESS FAIR EXHIBITOR PROJECT

Purpose:
To develop, deliver and evaluate a wellness fair exhibit given on the campus of Plymouth State College based on assessment and collaboration with the college community. This experience will focus on student achievement of two of the NU 117 Course Objectives.

• Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
• Objective #5: Coordinate resources to assist clients in maintaining their environment.

Project Objectives:
Upon completion of this service learning community health project the student shall be able to:

• Identify health education materials appropriate for the college population
• Develop a wellness fair exhibit for the college community
• Communicate information regarding health promotion to the community
• List at least five community service agencies attending the fair and explain how they impact the community that they serve.
• Evaluate the effectiveness of their exhibit utilizing:

*Student developed objectives
*Results of surveys from target population

Experience Overview:
Teams consisting of two or more students per team will develop an innovative, health oriented exhibit for the PSC Health Fair. The Fair will be held in October. Exact date will be announced in September. The student will develop a presentation incorporating client involvement. Students will write specific objectives for their exhibit and develop a participant evaluation tool to use to evaluate their work. Students will meet with the instructor at the beginning of the semester for approval of their topic and objectives. On the day of the fair, the student will interview at least five community agencies attending the fair.

Students must obtain prior approval from their course instructor if there is a class time conflict on the day of the fair.

Evaluation:
This project is part of NU 117 clinical course requirements. Students are required to write a typewritten double-spaced paper using the following criteria:

• o Explanation of how student developed objectives were met 0 Documentation of individual student involvement
• Description of the five community agencies role and impact on the community
• Paper should also include:
  – An introduction: set the context, identify thesis
  -Body: transition statements, topic sentence, supporting details of thesis, logical organization, interpretation of details, and commentary
  -Conclusion: summarize main points, restate thesis, leave lasting impression

TUBERCULIN SKIN TESTING PROJECT

Purpose:
To review the epidemiology, pathogenesis and treatment of tuberculosis as well as administer the Mantoux skin test.

This experience will focus on student achievement of two of the NU 117 Course Objectives.

• Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
• Objective #5: Coordinate resources to assist clients in maintaining their environment.

Project Objectives:
Upon completion of service learning experience the student shall be able to:

• Describe the TB disease process
• Identify risk groups for TB testing
• Demonstrate the correct technique of the Mantoux skin test
• Describe the difference between erythema and induration
• Describe the correct measurement of a significant reaction to the Mantoux test, using Center for Disease Control (CDC) and New Hampshire Department of Public Health Service (NHDPHS) guidelines for interpretation
• Define parameters for significant reaction with HIV infection and other risk groups
• Describe the causes of false reactions with Mantoux testing
• Describe protocols for follow up of a significant Mantoux test result, and the role of Public Health.
• Identify criteria for preventive therapy

Experience Overview:
The student will attend a tuberculosis workshop to be held at NHTI and will be given by the New Hampshire Department of Public Health, Bureau of Disease Control. The student will then administer Mantoux skin tests to all NHTI students and faculty who are currently taking or teaching a clinical course (after written consent for implantation and interpretation is obtained) and are in need of a Mantoux skin test. The workshop is has been approved for 3.5 contact hours by the New Hampshire Nurses Association.

Evaluation:
This project is part of a NU 117 clinical course requirement. Students are required to submit a typewritten, double spaced summary of their experience using the following criteria:

• Description of how the student met the project objectives
• Paper should also include:
  – An introduction: set the context, identify thesis
  -Body: transition statements, topic sentence, supporting details of thesis, logical organization, interpretation of details, and commentary
  -Conclusion: summarize main points, restate thesis, leave lasting impression
  

FACULTY:

Annette Gibson, RN, MEd, MSN Office: Room 2341
(Course Co Coordinator) Phone: (305) 237 4466
Email: agibson {at} mdcc(.)edu

Dr. Susan Fairchild, EdD, RN, APN Office: Room 2335
(Course Co Coordinator) Phone: (305) 237 4168
Email: sfairchie {at} mdcc(.)edu

Helen Bhagwandin, MSN, RN Office: Room 2318
Phone: (305) 237 4192
Email: hbhagwan {at} mdcc(.)edu

Marie Etienne, MSN, ARNP Office: Room 2347
Phone: (305) 237 4288
Email: metiennea {at} mdcc(.)edu

Figuly, Violeta, MSN, ARNP Office: Room 2337
Phone: (305) 237 4219
Email: vaguilara {at} mdcc(.)edu

Liffrock, Diane, BSN, RN Email: dianeliefrock {at} aol(.)com

Angela, Russell, RN, MPH Office: Room 2322
Phone: (305) 237 4453
E mail: arussell(@mdcc.edu

Gale Woolley, EdD, ARNP Office: Room 2348
Phone: (305) 237 4467
Email: gwoolley {at} mdcc(.)edu

TEXTBOOKS:

Required:
Corbett, J.V. (2000). Laboratory Tests and Diagnostic Procedures with Nursing Diagnosis. Prentice Hall Health: Saddle River, NJ.

Tappen, R. Weiss, Whitehead, D., (2001). Essentials of Nursing Leadership and Management, F. A. Davis, Philadelphia.

Deglin, J.H. (1999). Davis' Drug Guide for Nurses. 6 1h ed. Philadelphia: F.A. Davis.

Doenges, M. (1999). Nurses Pocket Guide: Nursing Diagnoses and Interventions. 5th ed. Philadelphia: F.A. Davis.

Iyer, P. Taptich, B. Nursing Process and Nursing Diagnosis. W.B. Saunders Co.: Philadelphia.

L., Engebretson, J., (2001). Maternal, Neonatal, and Women's Health Nursing. Delmar, Albany, NY.

Wong, D.L. & Hockenberry Eaton M. (2001). Wong's Essentials of Pediatric Nursing (6th ed.) St. Louis: Mosby.

Recommended:
Aucker, R., Albanese, J. Pharmacology and the Nursing Process. Mosby Year Book: St. Louis, MO.

Lutz, C. and Przytulski, K. (1997). Nutrition and Diet Therapy. 2nd ed. Philadelphia: F.A. Davis.

Taber's Cyclopedic Medical Dictionary. Philadelphia: F.A. Davis.

COURSE DESCRIPTION:

This laboratory course assists the student to apply knowledge of community resources to the care of childbearing/child rearing families. There is special
emphasis on the understanding of cultural influences on health practices and beliefs within the family. 1 Credit

Corequisites: Pediatric Nursing, Pediatric Nursing Clinical Lab, Psychiatric Nursing, Psychiatric Nursing Clinical Lab, Obstetrical Nursing, Obstetrical Nursing Clinical Lab, Medical/Surgical Nursing, Medical/Surgical Nursing Clinical Lab, Nursing Math and Pharmacology, Medical/Surgical Nursing Skills Lab C, MCB 2013

COURSE COMPETENCIES:

Competency 1: Discuss necessary components for assessment of maternal/infant,
children and adolescent populations in community based settings:

a. Perform a community assessment.
b. Assess community resources for patients and their families.
c. Incorporate transcultural nursing concepts in community settings.
d. Develop priorities when planning care for families.

Competency 2: The student will provide health education to childbearing/ childrearing families in the community by:

a. Identifying families who would benefit from health education.
b. Planning and implementing teaching, based on assessed needs.
c. Evaluating the success of the teaching plan with the family and faculty.

Competency 3: The student will describe the function of individual community agencies that support women and children by:

a. Communicating with other health professionals in community settings.
b. Using the resources of community agencies when planning and delivering services.
c. Comparing alternative/complementary health practices found in various cultures.

Competency 4: The student will apply principles of growth and development to childbearing/child rearing families when planning
community based interventions by:

a. Assessing levels of development of the children and family.
b. Analyzing relationships among family members.
c. Seeking community services to meet clients' needs.
d. Assisting families in health promotion/wellness activities.

HEALTH / CPR REQUIREMENTS: Please refer to School of Nursing Orientation Manual. Students must present documentation of health/CPR requirements on the first clinical day.

INTRODUCTION

A large part of being a registered professional nurse involves the education of the public and the community you serve. Throughout your clinical experiences, you have had the opportunity to see nursing practiced in acute care and/or extended long term care settings. But this is only one area in which the practice of nursing is performed each day. NUR 261 OL, Introduction to Community Health Nursing is designed to help you explore the many ways nurses practice "outside the walls" in the Community and how this practice influences the health of the community as a whole.

COURSE REQUIREMENTS

This exploratory course requires a minimum of 48 hours of community health nursing, education, and teaching in a directed/self directed format. The course spans 16 weeks and consists of three segments: (1) Community Service Hours, (2) Formal Seminars (classes) and (3) Reflection Hours. Additionally, a Personal Journal will be kept by each student which serves as a record of the student's experiences along with a detailed Activity Log that is maintained throughout the course. The following information is a breakdown of the activities required to successfully complete this course.

COMMUNITY SERVICE HOURS

CSH focuses on student generated projects/activities that directly or indirectly relate to the care and/or teaching of obstetric and/or pediatric patients within the community. Requirements for this segment include 27-31 hours.

Professional Street Attire (Community Service Projects):

1. No jeans or dungarees.
2. Women may either wear dress slacks, skirts, or dresses. Whatever the choice, hose stockings, knee highs, or socks must be worn.
3. Men must wear dress slacks and a shirt with a collar, either a sport shirt or dress shirt. As in the case for women, socks must be worn.
4. Service Learning or School of Nursing shirt may be worn.
5. No students may wear tennis shoes or sneakers (unless given permission by the instructor).
6. All students must wear their student name badges.
7. Jewelry may be worn with discretion. Avoid hoops or dangling earrings.

Please remember you are a representative of MDCC SON when you are out in the community.

The Community Service Projects/assignments must be approved by the Faculty member. Students may suggest project/sites for this segment, but it must be approved by the Faculty member and/or Course Coordinator. Students can only receive a maximum of 8 hours for any one site or any one project unless approved, in advance, by the Faculty member and/or Course Coordinator.

Each student must also participate in at least one Health Fair. Health Fair dates and times will be announced by the Faculty and will, be posted on the Community Health Nursing Calendar. Hours of participation at the Health Fair will be counted as part of the total Community Service Hours required for this course. Failure to attend a health fair can place the student in jeopardy for successfully completing this course.

FORMAL LECTURES

The lectures include topics such as: Course/Specialty Orientation classes; Guest Lecturers; Formal Classes conducted by Faculty members that relate to the practice of Community Health Nursing.

Each student enrolled in NUR 261 OL must attend the 2 hour Course Orientation at the designated time and location. Failure to attend this orientation will exclude the student from completing the course. Dates/Time and Location may be found on the Course Calendar. Students may, with approval of the Faculty member, attend the required orientation class at a different location, should seating permit.

Two formal Lectures (2 hours each) are required for NUR 261 OL. Failure to attend these lectures could jeopardize success in this course. Dates/time and location will be found on the Course Calendar and discussed during the Course Orientation. Students may, with approval of the Faculty member, attend the required seminars at a different time than originally scheduled for their group, should seating permit.

The topics for these lectures are:

Forum on Civic Responsibility
This presentation is hosted by staff members from the MDCC Center for Community Involvement. The program focuses on the needs of our society as a whole; who we are and what part we play in striving to meet our society's needs and desires. The presentation discusses topics such as "What does democracy mean?", and "What are our responsibilities as citizens in this democratic society?"

Community Health Nursing: Concepts, Trends & Issues
This seminar, presented by Professor Etienne, ARNP, focuses on the definition of health, community health and health promotion in our community. Topics include: "Concepts of Community Health: Promotion, Protection and Prevention"; and "How can nurse make a difference in health in today's changing society?"

Additional Training and Education lectures related to Community Health nursing will be offered throughout the course. It is the responsibility if each student to arrange for their times accordingly to meet the required lecture hours for this course.

REFLECTION HOURS:

Reflection hours are designed to provide students with an opportunity to share their community nursing experiences/projects/progress with other classmates and Faculty members.

These one or two hour segments, conducted by the Faculty member throughout the course, will be documented on the Activities Log according to date, time and faculty member conducting the Reflection segment. Reflection hours cannot be substituted by any other activity conducted within the program. A minimum of twelve (12) hours or a maximum of sixteen (16) hours of Reflection is required for the successful completion of this course.

Faculty will announce dates/times of Reflection Hours in advance. Should a conflict arise that would prevent the student from attending the designated Reflection Hours, the students may attend another "Reflection" time offered at another location, with advanced approval from the Faculty and enough seating is available to accommodate the change in location.

PERSONAL JOURNAL

In addition to the designated activities conducted during this course, each student is required to keep a Personal Journal of Community Health Experiences that will be submitted at the assigned date announced by the Faculty member.

There is no minimum or maximum length to your entries, but each entry must include the following information (1) Date and time of your activity, (2) Contact Person for the activity and should answer the following questions:

1. What did I do? (brief description of activity)
2. What did I teach the Community? (topic or concept discussed)
3. What did I learn from this activity? (personal reflection)
4. How can I use this experience in the future? (personal reflection)

In addition, each entry must include a Community Assessment consisting of:

1. Identification of population you were speaking to
2. Explanation of why the population needed this educational program
3. Risk factors facing this particular population
4. Specific needs of the population as a community

The Journal may be hand written (in a spiral bound book) or typed and presented in a binder, along with the Activity Log. Use your imagination; be creative; that too is an important part of professional nursing.

APPROPRIATE ACTIVITIES FOR COMMUNITY SERVICE PROJECTS

This list is only a partial list of things you can do. Use your imagination!!

Teaching

Prenatal Care in Women's Clinics
Sports Safety to Children and Parents
Nutrition and Safety for Kids at Health Fairs
Proper Diets; Personal Hygiene
Health Promotion & Disease Prevention for Kids & Parents

Planning Activities for a Group of Students and/or Activities

Be the contact person (coordinator) for volunteering in places with which you are familiar
Create new teaching opportunities
Organize teaching/learning sessions including teaching/learning materials
Coordinate a Health Fair with faculty member

Creating Learning Activities

Make posters or display boards to be used at Health Fairs (multiple language)
Design educational posters for Miami Children's Hospital Bulletin Boards and other facilities
Teach safety through bulletin board/poster creations for area youths and community centers
Create Health Education Pamphlets/Flyers in several languages (Spanish, Creole, English,
Russian, Portuguese, etc) to meet the diverse community needs
Develop health based coloring books (in several languages)

Learning Activities

Attend on campus sessions to learn Amblyopia Screening Techniques; Car Safety, etc
Community wide educational opportunities related to Children & Women (Lamaze Classes; Prenatal Classes; etc)

Remember!! A maximum of 8 hours can be assigned to only one activity and that activity cannot be repeated throughout the course.
(Exceptions may be pre approved by a Faculty member).

HOW TO SIGN UP FOR ACTIVITIES/PROJECTS

1. Contact your Faculty member or Course Coordinator
2. Check the calendar for the latest activities (Community Health Nursing Web Site)
3. Attend scheduled reflections / seminars for updates

COMMUNICATING WITH FACULTY / GROUP MEMBERS

• Community Health Nursing Faculty can be reached via email or telephone. Refer to the information listed in the Syllabus.
• An E-List will be created at the beginning of the course to allow Faculty members to contact students and students to contact Faculty and other members of the group.
• If you do not have access to a computer, please inform the Faculty member so that an alternative method of communication may be set up throughout the course.

NUR 2610L Introduction to Community Health Nursing is designed to provide you with an exploration of how you can best serve your community to Promote Health and Prevent Illness.

It is your opportunity to be creative while learning the needs of today's multicultural/multidimensional society.

MADONNA UNIVERSITY
Family and Community Health Nursing 1

FACULTY:

Course Facilitator
Joycelyn Montney MS, RN
Assistant Professor, Community Health Nursing
Office Room D 121
Office Room D 112
Phone (734) 432 5459

CREDIT:

3 semester hours
Theory: 2 semester hours
Practicum: 1 semester hour as assigned

TIME ALLOCATION:

Theory: 30 clock hours
Practicum: 45 hours

PREREQUISITE COURSES:

All prerequisite and supporting courses (ENG, PSY, MTH, BIO, CHM, IS, SOC, HUM, LANG, ART/MUS, FCR, CIS, PHIL/HIS, COL 101);

NUR 303
NUR 306
NUR 322
NUR 327

CO-REQUISITE COURSES:

NUR 330
NUR 332
NUR 337

COURSE DESCRIPTION:

This course focuses on the application of fundamental nursing practices with families within the context of communities. It includes a supervised Practicum.

COURSE OUTCOMES:
By the completion of this course the student will:

1. Use a variety of assessment models to organize theoretical knowledge related to groups, families, and communities (Critical Thinking, Communication).

Indicators: Exams, Family assessment, Community Agency Report

2. Analyze nursing care using a variety of models of family and community (Critical Thinking).

Indicators: Family Assessment and Community Agency Report

3. Recognize the role of the nurse in caring for aggregates such as groups, families, communities, public and community service.

Indicators: Plan of care, Exams, Service Learning & Community Agency Report

4. Discriminate among political, socioeconomic, and historical perspectives that impact family and community practice. (Public and Community Service, Critical
Thinking)

Indicators: Case studies, Service Learning & Community Agency Report

5. Evaluate the usefulness of selected models and research findings in regard to applicability and relevance in a diverse society (Public and Community Service,
Critical Thinking).

Indicators: Family assessment, Service Learning & Community Agency Report

COMMUNITY AGENCY EXPERIENCE/SERVICE LEARNING AND PRESENTATION GUIDELINE:

Students will be expected to spend 15 Hours in academic/service learning in a community based agency in their community. This project meets the criteria of service learning and has 2 goals:

1. to assist the student in understanding the nature and structure of a community agency and
2. to provide service to that agency using this service as a vehicle to reach the student's academic goals and objectives.

Community Agency/Service Learning Experience

Service learning is defined by Madonna University as an academic teaching methodology that utilizes community services as a means of gaining a deeper understanding of course objectives. Service is a key component of the Madonna University's Mission Statement. Service learning increases the students' awareness of civic and human responsibility with the intent to foster a sense of volunteerism for the future.

In keeping with the mission of the university, students are expected to actively engage in service learning while at Madonna University. Nursing 331 has been designed to incorporate the concept of service learning into the practicum experience. Each student will be expected to contact a service agency, with the assistance of the clinical instructor, and arrange a meeting to interview a key contact person. Information about the agency's mission and aggregate served will be gathered. (See Community Agency Report grading criteria p 28-29). Your role in the agency will be mutually agreed upon based on the needs of the agency. The student will then schedule 137 hours of time with the agency over 3-4 weeks. The student will write at least 3 personal goals they wish to accomplish during this activity. Choose 3 of the five course outcomes and relate one personal goal to each of the course outcomes. A short paragraph after each session reflecting on that day's activities and progress toward the goal is expected. These reflection activities help identify in advance, and track, the specific learning of the student. While this activity fulfills a need in the community it also provides a foundation to examine, yourself, society and the future. This structured clinical opportunity allows the student to reflect critically on their experiences through a mix of writing, reading, speaking, listening, creating and small and large group discussions. At the conclusion a summary will be written to…

…show how this participation has helped the student learn more about the aggregate served and how it has empowered the clientele to help themselves become stronger and better able to meet their own needs…

…and explain the meaning of service in one's personal goals for life…

As a group, students will learn about three or four community agencies that are resources to the people served in your community. In collaboration with the faculty, appropriate agencies will be identified and visited using the criteria on p.31 32.

Pairs of students will be assigned to do a formal presentation. Each pair will give a 5 minute overview of the client population; then each agency will be described. The agency descriptions should be about 10 minutes including time for questions. Include visual aids such as slide presentations handout, overheads, videos, posters, etc. to make this an interesting event. Grading criteria is on page 28 29. This will be a group grade.

Compose a thank you note to the agency with your instructor's approval and send it to the agency when you have finished your activities with the agency.

SERVICE LEARNING BENEFITS (AS DEFINED BY MADONNA UNIVERSITY):

For Students

Service learning benefits, as outlined below, connect with several of Madonna University's academic goals and competencies, specifically:

• The development of effective communication skills.
• An understanding of religious and moral dimensions of human experience.
• An understanding of the ways in which individuals perceive, experience, and behave in their personal and social environment.
• The development of a facility for international and national citizenship skills.
• An achievement of individual educational goals for personal enrichment and/or career development.

Cairn and Kielsmeier (1991) identified outcomes for students involved in service learning

Career development
Active exploration of career interests
Specific job skills
Hiring advantage over others
Greater confidence in career choice
Social development
Increased interpersonal skills
Increased tolerance/support for diversity
Engagement in other volunteer activities
Indication of future community participation

Academic/cognitive development
Belief that service is a positive learning experience
Better grades
Persistence to graduation
Problem solving and critical thinking skills

SERVICE LEARNING PAPER ELEMENTS

• 3 personal goals related to 3 course outcomes selected
• Reflection after each session
• progress toward goals
• conclusion/summary
• How participation helped to learn more about aggregate served
• How empowered the client to help themselves become stronger
  and better able to meet their own needs
• Explain meaning of service in one's personal goals for life
  

Course Description
This elective course provides the opportunity to explore the impact of national and international policy decisions on the health and well being of individuals and communities. Additionally, the course provides the opportunity to explore the role of cultural beliefs and values in health seeking behaviors. Students will participate in an immersion learning program in which they will live and work in a culture different from their own. The associations among international conflict and corporate activities, poverty and lack of resources in communities, and health status of community members will be central to the learning experience.

Nurses face the challenge of providing care to an increasingly diverse population. The phrase "cultural competence" is used to describe the behaviors that a health care professional uses to individualize clinical care to individuals whose circumstances are different than those of the professional (e.g. culture, gender, economic status, language, geographic home, ethnicity). The culturally competent health care practitioner accepts and works with cultural differences in an open, sincere manner without condescension or patronization. Culturally competent care is sensitive to issues related to culture, race, gender, sexual orientation, social class and economic situation. Research suggests that immersion programs in which students experience the daily lives of other people may increase the cultural competency of student nurses.

Service Learning
This course is developed to provide a learning experience through a service learning project. The term "service learning" is an educational process:

a. in which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs;

b. that is integrated into the students' academic curriculum or provides structured time for a student to think, talk or write about what the student did and saw during the service activity;

c. that provides students with opportunities to use newly acquired skills and knowledge in real life situations in their own communities; and

d. that enhances what is taught in school by extending student learning beyond the classroom and into the community and help to
foster the development of a sense of caring for others. (National and Community Service Act off 1990)

Essential elements of service learning include preparation prior to the experience, community service, reflection and evaluation of the service activity, and celebration/recognition of the experience.

Each service learning experience offered in this course identifies both a geographic and a clinical focus. While faculty participating in the course bring expertise in the clinical specialty and in international health initiatives, they recognize that they also are learners in the immersion process.

Geographic Focus: Central America/Guatemala

Clinical Focus: Family Health; Community Health

Course Objectives
At the completion of this course, the student will be able to:

1. Identify historical and political factors that influenced the development of the health care system in a particular country of interest.

2. Discuss "culture clashes" that occur when western medicine is introduced into traditional communities.

3. Discuss the major health problems experienced community members in a particular country of interest.

4. Evaluate the health care resources that are available to meet the health care needs of the community.

5. Discuss one health care initiative that has had a positive impact on community members.

6. Propose the integration of specific cultural approaches to health and illness into the provision of professional nursing care nationally and
internationally.

Grading
The grade for the course will be determined as follows:

Participation in pre- and post- project seminars 25%
Participation in daily seminars that explore the day's activities 25%
Completion of a scholarly paper 50%

Course Schedule

Seminar 1 Introduction to Course Requirements and Service Learning

Seminar 2 Issues in Global Health

Service Learning Project

Each evening students will participate in a one hour seminar to explore the community's health needs, the social and political influences on health and health care delivery, and the potential impact of the project.

Seminar 3 Presentation of the experience to University leaders

Seminar 4 Discussion of experience

Seminar 5 Presentation of scholarly papers

Additional planning meetings will most likely be necessary to discuss fundraising and preparation for the trip.

Course Prerequisites
Students must have successfully completed Family Health I and Family Health II prior to enrollment in this course.

Required Reading

Universal Declaration of Human Rights. (1948). United Nations.

International Declaration of Health Rights. (1992). Johns Hopkins School of

Hygiene and Public Health, Johns Hopkins University.

Institute of Medicine, National Academy of Sciences. (1997). America's vital interest in global health: Protecting our people, enhancing our economy, and advancing our international interests. Washington, DC: National Academy Press.

Bartlett, A. V., Paz de Bocaletti, M. E., & Bocaletti, M. A. (199 1). Neonatal and early postneonatal morbidity and mortality in a rural Guatemalan community: the importance of infectious diseases and their management. Pediatric Infectious Disease Journal, 10, 752 757.

Greenberg, L. (1982). Midwife training programs in highland Guatemala. Social Science and Medicine, 16, 1599 1609.

Lang, J. B., & Elkin, E. D. (1997). A study of the beliefs and birthing practices of traditional midwives in rural Guatemala. Journal of
Nurse Midwifery, 42(l), 25 3 1.

Menchu, R. (1992). Birth Ceremonies, Rigoberta Menchu An Indian Woman in Guatemala (pp. 7 17).

Menchu, R. (1998). Understanding and Accepting Diversity, Crossing Borders (pp. 211 227).

Nicolaidis, C. (1993). Las comadronas. JAMWA, 48(3), 73, 92.

Vaughn, P. (1996). Finding the heart of medicine at the end of the road in Guatemala. Canadian Medical Association Journal, 155(12),
1733 1734.

Recommended Reading

Kwast, B. E. (1996). Reduction of maternal and perinatal mortality in rural and urban settings: what works? European Journal of Obstetrics and Gynecology and Reproductive Biology, 69, 47 53.

Pebley, A., Hurtado, E. & Goldman, N. (1999). Beliefs about children's illnesses. Journal of Biosocial Science, 31, 195 219.

Van der Stuyft, P., Sorensen, S. C., Delgado, E., & Bocaletti, E. (1996). Health seeking behavior for child illness in rural Guatemala. Tropical Medicine and International Health, 1(2), 161 170.

Course With Service Learning

COURSE LOCATION: Center for Healthy Communities, 140 E. Monument Avenue, Dayton, OH 45402, (937) 775 1114
MEETING TIMES: Fridays, 1:00 4:00 PM (January March)

FACULTY: Meetings by appointment

Annette Canfield, MS, RNC Bob Nelson, LISW
Director, Health Professions Education Visiting Associate Professor
Center for Healthy Communities WSU, Department of Social Work
Clinical Instructor, WSU, CoNH Phone: 775 2751
Phone: 775-1117 E mail: robert.nelson {at} wriqht(.)edu
EMail: annette.canfield {at} wright(.)edu

Cheryl Meyer, PhD, JD Kate Cauley, PhD
Associate Professor Director, Center for Healthy Communities
WSU, School of Professional Psychology Associate Professor
Phone: 775-3300 WSU, School of Medicine
Email : chervl.meyer {at} wright(.)edu Phone: 775 1114
EMail: katherine.cauley {at} wright(.)edu

Michele Schwegman, PAC, MS Kay Vorholt, RN, MS
Physician Assistant Program Associate Professor, Department of Nursing
Kettering College of Medical Arts Kettering College of Medical Arts
3737 Southern Blvd. 3737 Southern Blvd.
Kettering, OH 45429 Kettering, OH 45429
Phone: 298-3399, ext 55667 Phone: 395 8619 ext 55624
Email: michele.schwegman {at} kmca(.)edu E mail: kay.vorholt {at} kcma(.)edu

COURSE DESCRIPTION
Students from health professions disciplines will be introduced and exposed to conceptual models of multiprofessional (MP) practice in community settings. This course will be taught utilizing the principles of Service Learning in relationship to MP practice.

CREDIT ALLOCATION/SERVICE HOURS
As determined by the specific health professions school or department. Number of on site service hours to be determined by individual MP team faculty.

COURSE OBJECTIVES
During or at the completion of this course, the student, individually, or as a member of a multiprofessional team, will be able to:

1. Demonstrate competence in multiprofessional team approaches to community based primary health care with an emphasis on Health Promotion and Disease Prevention.
2. Develop awareness of barriers to health, well being, and primary health care access
3. Become aware of the impact of diverse health beliefs and practices on individuals, families, and communities.
4. Identify, discuss and apply knowledge of community resources in maintaining individual, family and community health.
5. Reflect on how service learning enhances more collaborative practice

REQUIRED READINGS

1. Walbroehl, G. (2000). Service Learning in health professions education: A multi-professional example. Academic Exchange, Winter, 2000.

2. Rice, A., (2000). Interdisciplinary collaboration in health care: Education, practice, and research. National Academies of Practice Forum, 2 (1), 59 73.

3. Casto R. M., Julia M. C., Platt L. J., Harbaugh G. L., Waugaman W. R., Thompson A., Jost T. S., Bope E. T., Williams T. & Lee D. B. (1994) (Commission on Interprofessional Education and Practice) Interprofessional care and collaborative practice. Pacific Grove, CA: Brooks/Cole Publishing Co., Chapters 4

4. "Group Process and Interprofessional Teamwork" by Julia & Thompson, Chapter 5 "Essential Elements of Interprofessional Teamwork: Task and Maintenance Functions" Julia & Thompson.

5. Eyler, J. & Giles, D. (1999). "Engagement, curiosity, and reflective practice" In Where's the learning in service learning? Jossey Bass: San Francisco, CA.

TEACHING STRATEGIES
Service Learning, team building, reflection, discussion, community partners/sites, required readings, guest speakers and others as appropriate.

COURSE REQUIREMENTS

1. Course attendance and participation – required in this course and comprise 30% of your course grade. If there is more than one unexcused absence, you will be dropped from the course.
2. Assigned readings and exercises - must be completed prior to each class.
3. Multiprofessional Team Service Learning Project - Community partners will be invited to the class to present information about their agency/organization to students. The focus of the presentation will be a service opportunity appropriate for implementation by a MP team of students. Students will be asked to identify their top two choices of agencies. Faculty will select multiprofessional teams to work with each agency. Teams will be representative of the health professions student population. Each team will have an academic and community faculty for the duration of the project. See attached guidelines.

   Writing the Community Development Mini Grant: Each MP team will have the opportunity to write for a mini grant, using the Request For Proposal (RFP) in the packet, for $750 to support their SL project. Community and academic faculty will provide guidance for this project. A draft copy is due by Week Five in order for the funds to be dispersed in a timely fashion.

   Team Presentation Week TEN: Each MP team will make a 10-15 minute presentation highlighting their SL project. Each team member must participate. Creativity is encouraged (ex: short video, PowerPoint). Community and academic faculty will be present.

   (The above three components of the class are part of the Multiprofessional Service Learning Team Project identified below and constitute 50% of the points earned in the course.)

4. Reflection Assignment – There will be a weekly reflective question assigned (See class schedule). The student will email their reflections to their discipline faculty, to the MP Team faculty, to the community faculty, and to the course coordinator (Annette Canfield).
5. Active email account – All students will have an active email account that is accessed on a regular basis. This will serve as primary method of communication between community and academic faculty and students, and students with each other.

EVALUATION/GRADING
Class Attendance and Participation 30%
Multiprofessional Service Learning Team Project 50%
Reflection Assignment 20%

Total 100%

Credit hours: 2
Placement in curriculum: seventh semester (first semester, senior year)
Prerequisites: successful completion of first six semesters' courses.
Co requisites: S470: Restorative Health Related to Multi System Failures; S471: Restorative Health Related to Multi System Failures: The Practicum; S472: A
Multi System Approach to the Health of the Community; and S474: Applied Health Ethics

Faculty

Joyce Splann Krothe, DNS, RN Associate Professor, Department of Environments for Health
Campus address: Sycamore Hall, Rm.400
Phone: (812) 855 1731
E mail: jkrothe {at} indiana(.)edu

Description

Students will have the opportunity to apply the concepts of community assessment, program planning, prevention, and epidemiology to implement and evaluate interventions for community centered care to groups or aggregates. Professional nursing will be practiced within diverse groups in communities.

Course competencies

Upon the successful completion of the course, the student will be able to:

1. Assist individuals, families, and communities in meeting identified health needs and maximizing health potential.
2. Demonstrate the ability to individualize nursing and medical regimes in consultation with members of the health care team, the individual and family.
3. Make practice decisions based on an analysis of costs associated with achieving quality care outcomes with minimal direction from instructor.
4. Develop, deliver, and evaluate teaching strategies that promote learning to increase health promotion and illness prevention by individuals, families, and communities.
5. Arrive at decisions after critically analyzing assumptions that were made related to the problem and information that was processed in reaching decisions related to professional practice situations in the community.
6. Facilitate access to community resources with increasing self direction.
7. Integrate cultural beliefs, values, and practices of individuals, families, and communities in providing culturally relevant nursing therapeutics with increasing self direction.
8. Promote development of needed health care resources for individuals, families, and targeted communities through appropriate actions.
9. Advocate of individuals, families and communities by informing them of their legal and ethical rights with increasing self direction.
10. Synthesize communication techniques to promote positive outcomes in the community.
11. Collaborate in delivering health care with multiple health team members in a variety of structured and semi structured settings.
12. Provide safe, effective, nurturing care that promotes the health of individuals, families and the communities.
13. Role model professional nursing behaviors as a positive public image.
14. Evaluate intervention employed to reduce real or potential risk for targeted individuals, their families, and community groups.
15. Determine the degree to which outcomes of health care have been met for individuals, families, and communities.
16. Articulate the profession of nursing and nursling's contribution to the public's health and well being to others.

Texts / readings

Stanhope, M., Lancaster, J. (2002). Foundation of Community Health Nursing: Community-oriented Practice. St. Louis: Mosby.

Teaching strategies

• Interaction with individuals, families and groups in the community
• Weekly seminar includes group discussions, class exercises, and assigned readings.
• Critical thinking activities
• Family home visiting to assess, plan, intervene and evaluate care
• Assessment of an aggregate to plan, implement, and evaluate health education/promotion program
• Seminar presentation and participation
• Critique of research articles
• Self assessment
• Demonstrate evidence of responsibility and accountability for professional nursing practice.
• Evaluation

This clinical course is graded as satisfactory or unsatisfactory.

Brown County Health Support Clinic

The following expectations relate to student clinical experience at the Brown County Health Support Clinic:

• Attend meetings of the Community Advisory Board that are scheduled during the semester. Reflect on the role of clients on the board; the dynamics of delivering culturally competent care in a rural community; and the utilization of the Community Development Model.

• Participate in any outreach activities sponsored by the clinic during your rotation. Examples include, kindergarten round up,, the Brown County Fair; and the spring Health and Wellness Fair held in collaboration with the Brown County Community School System and the Brown County Health Dept.

• Attend bi-weekly seminars led by clinical faculty in collaboration with Brown County Health Support Clinic staff,, clients,, and members of the Community Advisory Board.

• Submit a weekly journal reflecting on your clinical experience. Focus on the nurse managed model of care. Compare this to other health care settings where you have had clinical experience. Reflect on the factors in society which affect access to health care in this community, the state and the nation. Consider the relationship of health to social justice,, and the role of community health nursing in the health policy arena. Include reflections from your attendance at Community Advisory Board meetings and clinical seminar.

• Schedule a final evaluation meeting with the clinical faculty and the community health nurse at the clinic.

Unit Exams – DATES
Exam #1 September 24 15%
Exam #2 November 10 15%
Cumulative Final 20%

5) Papers:

Communication Exercise 5%
Reaction Paper – Siegel Book October 1 10%
Service-Learning Project – December 3 10%

Issue Paper – December 8 25%

Course Objectives:
1) Explain the holistic view, uniqueness, worth, and dignity of the person.
2) Describe the indicator of critical thinking as defined in the nursing curriculum.
3) Analyze the variables that influence the individual's adaptation.
4) Define health in relation to adaptation.
5) Describe the nature, characteristics, and development of professional nursing through written analysis of a professional issue.
6) Discuss the legal and ethical implications of professional nursing practice.
7) Identify the influence of one's own needs, behavior/values and communication skills in adapting to the role of the professional nurse.
8) Differentiate the role of the professional nurse from others in the health care system.
9)Distinguish between the different educational preparations for various levels of nursing practice.
10) Explain the purpose of professional nursing literature and the importance of research studies.
11) Describe the health care system and the factors that influence the delivery of health care.
12) Discuss the role of consumers as active participants in the delivery of health care.
13) Gain insight into a specific community issue through service-learning.
14) Describe the phases of the nursing process.
15) Identify the of health patterns as described by Gordon.


"Tell me and I will forget
Show me and I will remember.
Involve me and I will understand."
-Chinese Proverb-

A Service-learning Activity: (10% of Course Grade)

Each student will spend a minimum of 15 hours directly involved in a service-learning experience. The needs of the project will direct the allocation of these hours. Each student will design the allocation of the hours in consultation with the Service-Learning Coordinator and the community agency personnel. Critical reflection will be apart of each service-learning project.

Requirements:
1 . Attend the Orientation Period for the service-learning activity.
2. Fulfill the assigned hours. (5 pts.)
3. Maintain a "dialogue journal" to be shared with the Professor after each contact.
4. Participate in group reflection (2)
5. Submit a 2-3 page reaction paper on "Service-Learning" (2.5 points).

REACTION PAPER FOR SERVICE-LEARNING EXPERIENCE
(2.5 POINTS OF 10)

Write a 2-3 paper (on the computer) that is a reflection of your total experience with the community you served during this semester.

In your paper include the following:
Describe the specific learning experience. Where? What did you do? How many hours?
What did you learn about yourself?.
What did you learn about the community? .
What was the most enjoyable part?
What was the least enjoyable part?
Describe how "learning in the community" impacts on your academic life here at the University

SERVICE-LEARNING DIALOGUE JOURNAL

SERVICE-LEARNING: "… a method under which students … learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community and is coordinated with an institution of higher education and with the community; helps foster civic responsibility; is integrated into and enhances the academic curriculum of the students… and includes structured time for the students to reflect on the service experience." (National and Community Service Trust Act of 1993)

As part of your service-learning activities you will keep an ongoing Journal account of your experiences in a specific community service. Your "journal entries" should include the following for each daily contact:

1. Date and time spent in the community service contact
2. A description of your pre-experience attitudes regarding the specific community service you are engaging in.
3. An objective or goal for your contact that day.
4. Your personal reaction to the experience
5. Comments about insights, new ideas, issues, points of confusion, etc.
6. Your thoughts and feelings regarding the experience
7. Interactive experiences with other health care providers
8. A description of your post-experience attitudes regarding the specific community service.
9. Comments regarding the experience and how the experience is relating to your academic studies.

The JOURNAL should be placed in my mailbox (Dr. Patricia Bailey) following each service-learning contact. I will read and respond to each journal entry and place back in your mailbox within a 3 day period. I suggest you purchase a small side-spiral notebook for your journal writing. You will be using the same journal notebook for all 4 years. Journals submitted just once at the end of the semester will not receive the 2.5 points.

SERVICE LEARNING OPTIONS

Jewish Home of Eastern Pa. – Students will help provide residents with friendship, one to one or in a group. Activities could include feeding residents, escorting residents to activities, playing cards with residents.

Visiting Nurse Association Hospice Program: Peggy Begley, volunteer Coordinator for Hospice, will provide a 6 hour orientation on campus for those interested in training.

This volunteer program provides the student with excellent experience in providing companionship and support the terminally ill. The 11 bed inpatient unit is open at CMC on the 5th floor and is within walking distance from the university.

Northeastern Veteran's Center: 200 bed facility primarily concerned with veterans who are in need of nursing home care. Students will provide residents with companionship, or help assist nursing staff if they want.

Boys and Girls Club of Scranton: Provides social, educational, recreational, vocational development for boys and girls ages 7-18. Dealing primarily with children who are socially and economically deprived. Programming includes arts and crafts: 2:30 – 9:00pm, athletics: 3:00pm, cooking: 6:00-8:00pm, game room facilities, computer room: 6:00 – 8:00 pm, tutoring during Power Hour: 3:00-5:00pm and special events. Open Saturdays 10:00 – 3:00 pm.

Community Medical Center: CMC is a nonprofit hospital with 300+ beds, including a regional/trauma neonatal intensive care center.

Why are volunteers important: Because volunteers provide many extra services that supplement the basic essential functions of the staff, services that add to the comfort, care and happiness of the patient. Volunteers add to the quality of heath care, helping patients, their families, the staff, visitors, and the entire community.

Include:
Client group served
Educational preparation of the nurse
Case finding (how are the clients selected)
Barriers to care
Use of resources (community, volunteers)

2. Discuss a major chronic disease endemic (frequently present) in thepopulation served at your S-L site.

Include:
History of the disease in this client group
include incidence and prevalence of disease
Factors which delay or exacerbate the disease process
What motivates or deters the client from seeking care
How to prevent complications of the disease
How to promote wellness and improve the quality of life inthis client group

References Newspaper articles
Professional journals
News magazines such as Time, Newsweek
Personal commmunication with healthcare professionals
Your textbook
The preceptor at your S-L site may have some materials to share.

Grading The paper, like the course, is Pass/Fail. However, papers of excellent quality may, with the permission of the student, be included in an anthology of student Service-Learning experiences and/or submitted for publication at a local or national level.

SERVICE LEARNING FOR NURSING – REFLECTION

Please comment on the following topics:
How did you feel about your service learning experience?
What did you learn that you really didn't know (or understand) before?
Has this changed the way you think/feel about your nursing career?
How?
What will you do differently because of it?
Are there other, unmet needs for this population that could be addressed through Service-Learning?
How would you do this?
Other comments on your Service-Learning experience.