NURS 4411 - Community Nursing
Spring 2025 Syllabus, Section 201, CRN 25921
Instructor Information
Reyes G. Soto, MSN RN
Clinical Assistant Professor
Email: reyes.soto@tamiu.edu
Office: Canseco Nursing Building 315-E
Office Hours:
Monday 10:30 a.m. - 1:30 p.m. in CNS 315-E
Tuesday 11:30 a.m. - 2:30 p.m. (Virtual)
Office Phone: 956-326-3287
Cell Phone: 956-251-9568
Times and Location
Course Description
Additional Course Information
This class's theory and clinical portions will be taught face-to-face in the classroom/nursing lab/clinical while maintaining social distancing. Face covering is recommended.
**While this course is scheduled face to face, circumstances beyond the control of the university course didactic content and lab/clinical requirements may need to be provided in an alternate format. Course content and objectives will not change only the method of instruction.
Program Learning Outcomes
- Develop a nursing knowledge and practice framework by synthesizing knowledge from the arts, humanities, sciences, and other disciplines.
- Explore the effect of variations in health status, developmental processes, values, beliefs and attitudes, culture, history, and environment on nursing care needs.
- Use critical thinking, clinical judgment/decision-making, problem-solving, and the research process to develop nursing knowledge and practice.
- Assess, diagnose, plan, implement, and evaluate evidence-based, culturally appropriate, safe nursing care for patients, families, populations, and communities.
- Evaluate the utilization of health promotion strategies in the development of nursing practice.
- Develop professional nursing practice frameworks and roles, including those of a patient-centered care provider, health care team member/collaborator, leader/manager, educator, scholar, patient-safety advocate, activist, mentor, and entrepreneur.
- Evaluate the impact of evolving technological, socioeconomic, political, and demographic changes on nursing practice and health care systems.
- Adhere to legal and ethical principles in the development of professional nursing practice.
- Articulate a commitment to life-long learning.
- Participate in nursing- and health-related services.
Student Learning Outcomes
- Apply concepts and principles from the arts, sciences, humanities, and nursing when making practice decisions for communities and populations. (PLO’s 1,3,4,6)
- Incorporate social, cultural, ethnic, spiritual, psychological and economic factors when providing nursing care to communities and populations. (PLO’s 2,4,6,7,8)
- Use critical thinking, evidence-based knowledge, and interdisciplinary collaboration to develop holistic plans of care for communities and populations. (PLO’s 1,2,3,4,6,9)
- Provide accurate, safe, and holistic nursing care to communities and populations within ethical, legal, and professional nursing boundaries. (PLO’s 2,3,4,6,8)
- Incorporate relevant research when providing the delivery of comprehensive nursing care, including health promotion, among diverse populations within communities and populations. (PLO’s 2,3,4,5,6,9,10)
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
Group | Title | Author | ISBN |
---|---|---|---|
Required | Foundation for Population Health in Community/Public Health Nursing | Stanhope, M., & Lancaster, J. | 9780323100946 |
Other Course Materials
To go to the bookstore, click here.
Nursing Care Plan book:
Doenges, M., et.al. (2016). Nurse's pocket guide: Diagnoses, prioritized interventions, and rationales (14th ed.). Philadelphia, PA: F.A. Davis Company. (Available as an ebook from the Killiam Library).
OR
Gulanick, M., & Myers, J.L. (2017). Nursing care plans: Diagnoses, interventions & outcomes. (9th ed.). St. Louis, MO: Elsevier.
Recommended Texts
Anderson, E.T. & McFarlane, J. (2014). Community as Partners (7th ed.). Philadelphia: Wolters Kluwer-Lippincott Williams & Wilkins. - ISBN/ISSN: 9781451190939
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN: 9780323443838
Website to help with APA Questions: Owl: Purdue Online Writing Lab
Any Current Drug Manual
A medical terminology dictionary such as Taber's
The Checklist Manifesto How to Get Things Right by Atul Gawande
ISBN: 978-0-0312-43000-9
Grading Criteria
GRADE | PERCENTAGE |
A | 89.45-100 |
B | 79.45-89.44 |
C | 69.45-79.44 |
D | 59.45-69.44 |
F | Below 59.44 |
Requirements
PER 211 Medical Management of Chemical, Biological, Radiological,
Nuclear, Explosive (CBRNE) Events
Description:
This course combines facilitated discussions, small-group exercises, hands-on scenarios using human patient simulators, and traditional classroom discussions. Training is conducted in a CBRNE scenario using adult and pediatric Human Patient Simulators to reinforce classroom lectures and interaction. It promotes critical thinking skills while utilizing the RAPID-Care concept.
REQUIRED
1. Register: Register for this course before the course date. The registration link for the PER-211 course will be sent in another e-mail. We scheduled the course for Wednesday and Thursday, April 16-17, 2025, from 7:45 a.m. to 5 p.m.
2. FEMA ID: Nursing students are to obtain a FEMA/SID (Student Identification Number). The FEMA SID is a unique number generated and assigned to anyone who desires to take training provided by a FEMA organization. A FEMA SID uniquely identifies an individual throughout the FEMA organization and all of its agencies. The goal is for the FEMA SID to serve as an individual's personal identification number instead of their Social Security Number (SSN) in support of FEMA's effort to decrease/cease the use of SSNs for identifying and tracking individuals. Individuals can obtain their FEMA SID at cdp.dhs.gov/FEMASID. Bring your FEMA SID to the first day of the workshop. You'll need this to register for this course.
**Register for the following course: The link will be provided to all students at the beginning of class day via an e-mail or in-class registration.
**Students must submit proof of registration for the CBRNE course by Monday, March 3, 2025, at 11:59 p.m.
3. Online Modules: To register for these courses, visit the TEEX online Domestic Preparedness Campus at www.teex.org/nerrtc.
a) Select NERRTC Online Training
b) Select +Response HazMat/EMS/Public Health
c) Complete the AWR111 Internet-Basic Emergency Medical Services (EMS) Concepts for Chemical, Biological, Radiological, Nuclear, and Explosive (CBRNE) Events module.
4. Notice for International Students Registering for the CBRNE course: International students enrolling in the CBRNE course must allow the Department of Homeland Security (DHS) to review their application for clearance. This process requires a minimum of 45 days to complete.
5. Notice Regarding CBRNE Completion: If a student cannot complete the CBRNE course, an equivalent module will be assigned in its place. This alternative module will encompass clinical coursework, a research paper, and other subjects related to disaster management to ensure comprehensive education and preparedness. Out-of-pocket expenses may be incurred. Please contact the course coordinator for further details or clarification.
Use of AI
In this course, students may leverage generative artificial intelligence (GenAI) tools (e.g., ChatGPT, Gemini, Microsoft Copilot, and writing tools) to assist with assignments specified by the instructor. The use of GenAI is intended to support [specific learning objectives, e.g., critical analysis, creative thinking, or productivity in content creation], with the following guidelines in place to ensure academic integrity:
Permissible Uses: Students can use AI tools for tasks such as brainstorming, creating outlines, exploring different perspectives, data visualization, data analysis, or drafting ideas. However, for assignments requiring critical analysis or personal reflection, AI tools are not permitted unless explicitly allowed by the instructor.
Documentation of AI Use: For each assignment where GenAI is utilized, please provide the following:
· Tool Used: Specify the AI application or Tool (e.g., ChatGPT, Microsoft Copilot).
· Purpose: Describe how GenAI contributed to your work (e.g., idea generation, grammar improvement).
· Evaluation: Reflect briefly on the AI output's accuracy and relevance.
· Integration: Explain how you incorporated and refined the GenAI content into your final submission.
Students must maintain academic integrity by ensuring all GenAI use is appropriately documented and credited. When AI contributes significantly to the development of an assignment, students must cite the Tool in APA format (e.g., "ChatGPT, OpenAI"). This citation should explain how the Tool was used.
Students are responsible for ensuring the accuracy of all content submitted, as AI-generated content may contain inaccuracies. Review and verify all information independently.
Failure to disclose using GenAI tools or presenting AI-generated content as one's original work constitutes academic misconduct and may result in disciplinary action.
CLINICAL POLICIES:
Clinical Hours Breakdown: 84 hours per semester
Clinical Experience Hours Description
Direct Community hours 56
Community clinicals presentations 3 Project presentations
HESI case studies- low fidelity 5 Online case studies
Poverty simulation-low fidelity 1 Online simulation
Video/discussion posts- low fidelity 3 Students will view videos and discuss
CBRNE- 8hr high fidelity, 8hr low fidelity 16 TEEX will provide a 2-day session regarding identification and management of chemical, biological, radiologic, nuclear, and explosive materials. Hands-on simulation
Clinicals and hours subject to change
Clinical Activities: Required clinical paperwork will be graded as pass/fail. A student must pass the clinical component of a course to pass the course.
1. Clinical Hours: A total of 84 clinical hours is required for the successful completion of clinical requirements for NURS 4411. These hours will include a variety of community and practice-based experiences and will be documented in an assigned format. Some clinical experiences will involve independent community-based experiences; others will consist of participating in organized public health and community health activities throughout Laredo and surrounding areas.
a. Failure to meet the 84 clinical hours required by the course will constitute a clinical failure for the course.
b. Appointments with clients or individuals in the community must be faithfully kept.
c. Scheduled clinical days and times vary between Wednesdays, Thursdays, and Fridays but will include approximately 8 hours daily. Clinical hours may differ between clinical groups. Assigned clinical faculty MUST approve changes to the clinical schedule before the fact, not after.
d. Student who are not present, left their assignment early, or have not reported to their assignment as specified on their weekly agenda are considered clinically absent and will be identified as abandoning their clinical area. This constitutes a clinical "F" day.
e. Clinical group members must be aware of their group members' whereabouts during the clinical period.
2. Clinical group participation: Each member of a clinical group has a responsibility to their group for the group's assignments. Group members reserve the right to request to expel a member from their assigned group. This may result from a group member's Failure to meet the group assignments or expectations. Students who are removed from their group may be subject to course and clinical Failure. Clinical journaling notes entries will be used to support the group decisions.
3. Nametag/Dress/Appearance: All students must follow the dress code policies. See CONHS BSN Handbook.
a. All students must follow the dress code policies. See CONHS BSN Handbook.
4. Clinical "F" Day: Unacceptable nursing practice in the clinical setting or unexcused clinical absence is grounds for receiving a clinical fail day, also known as an "F" Day. A clinical setting is any activity for which the Student receives clinical hours. A student who receives three (3) clinical "F" days in any clinical course will receive an F grade for that course. CONHS BSN Handbook.
a. The course lead instructor is responsible for the clinical assignment schedule for the Student (s).
b. The lead or clinical instructor reserves the right to dismiss any student not compliant with the clinical policies. That individual will receive a failure for the clinical day.
c. If, for any reason, you must be absent from clinical, you are required to call your clinical faculty as soon as possible, preferably 24 hours in advance. You may leave a message, but continue to call until you are sure the instructor has received your message. You are responsible for notifying the clinical faculty that you will be absent.
d. Upon contacting your clinical faculty, once it is mutually agreed upon, you will notify your client(s) or individual of any missed or changed appointment. You are responsible for informing the client(s) or individuals that you will not keep the appointment.
Schedule of Topics and Assignments
Week of | Agenda/Topic | Reading(s) | Due |
---|---|---|---|
1/27 | Introduction Chapter 1-3 Chapter 4, 6, and 8 |
Chapter 1 Public Health Nursing and Population Health Chapter 2 History of Public Health Chapter 3 US and Global Healthcare Chapter 4 Government and Policy Activism Chapter 6 Ethics in Public Health and Community Health Chapter 8 Environmental Health |
In-class Quiz of Ch. 1-3 In-class Quiz of Ch. 4, 6, and 8 |
2/3 | Chapter 10, 13, and 14 | Chapter 10 Epidemiological Applications Chapter 13 Community Assessment and Evaluation Chapter 14 Health Education in the Community |
In-class Quiz of Ch. 10. 13, and 14 |
2/10 | Exam 1 | Exam 1 | |
2/17 | Chapter 15-18 | Chapter 15 Case Management Chapter 16 Disaster Management Chapter 17 Public Health Surveillance Chapter 18 Program Management |
In-Class Quiz of Ch. 15-18 |
2/24 | Chapter 20-24 | Chapter 21 Family Health Risks Chapter 22 Health Risks Across the Life Span Chapter 23 Health Equity and Care of Vulnerable Populations Chapter 24 Rural Health and Migrant Health Chapter 20 Family Development, Family Nursing Assessment, and Genomics |
In-Class Quiz of Ch. 20-24 |
3/3 | Exam 2 | Exam 2 | |
3/10 | Spring Break | Spring Break | Spring Break |
3/17 | Ch. 25-27 | Chapter 25 Poverty, Homelessness, Teen Pregnancy, and Mental Illness Chapter 26 Alcohol, Tabacco, and other Drug Problems in the Community Chapter 27 Violence and Human Abuse |
In-class Quiz Ch. 25-27 March 19-21 - Community Clinical |
3/24 | Ch. 11, 12, and 28 | Chapter 11 Infectious Disease Prevention and Control Chapter 12 Communicable and Infectious Disease Risks Chapter 28 Nursing Practice at the Local, State, and National Levels |
In-class Quiz Ch. 11, 12, and 28 March 26-28 - Community Clinical |
3/31 | Ch. 29-32 | Chapter 29 The Faith Community Nurse Chapter 30 The Nurse in Public Health, Home Health, Palliative, and Hospice Chapter 31 The Nurse in the Schools Chapter 32 The Nurse in Occupational Health |
In-Class Quiz Ch. 29-32 |
4/7 | Exam 3 | Exam 3 | |
4/14 | Presentations | April 16 and 17 CBRNE Course | |
4/21 | Presentations | ||
4/28 | Communtiy HESI | ||
5/5 | Review | ||
5/12 | Final Exam |
University/College Policies
Please see the University Policies below.