Topic 3: Tools for Community Health Nursing Practice

NRS 428 Topic 3: Tools for Community Health Nursing Practice

Topic 3: Tools for Community Health Nursing Practice

In order for a community health nurse to provide the best possible care to all patients in the community, they must be able to recognize bias, and stereotypes. They do this by having an understanding about the diversity of the community they are caring for, and the different cultures that exist in the community as well. To be a good community health nurse, you must show cultural competence. Cultural competence is to be respectful and responsive to the health beliefs and practices as well as cultural and linguistic needs of diverse population groups (Falkner, 2018). Cultural competence is the ability to interact effectively with people of different cultures, belief systems, and preferences.

In so doing, community health nurses demonstrate respect and responsiveness to health beliefs and practices (Falkner, 2018). This means that the nurse must take her own cultural beliefs and practices and set them aside when caring for a patient who might not have the same views and values. One article written by Cuevas, A., O’brien, K., Saha, S., titled What is the Key to Culturally Competent Care: Reducing Bias or Cultural Tailoring concluded that evidence based practice suggests that a patient-centered approach to cultural competency training, responsive to individual patient concerns and coupled with general knowledge of the cultural context of the major population groups being cared for, may reduce disparities in the quality of care patients receive (Cuevas, A., O’brien, K., Saha, S., 2017).

Reference:

Falkner, A. (n.d.). Chapter 3 Community as Client. In Community and Public Health: The Future of Health Care. essay. Retrieved July 8, 2022, from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/3

Cuevas, A., O’brien, K., Saha, S. (February 6, 2017). What is the key to culturally competent care: Reducing bias or cultural tailoring? Psychol Health 32(4) 493-497. 10.1080/08870446.2017.1284221

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I agree with your statement that the first thing the nurse must do to provide culturally competent care while eliminating bias and stereotypes is to self-reflect on their own biases and then take purposeful actions to not allow those biases to affect their view of their patients or the care that they provide to their patients. This describes “emotional regulation,” a strategy for mitigating implicit bias identified by Narayan, the author of Addressing Implicit Bias in Nursing: A Review. Narayan continues to explain that nurses must purposefully find ways to demonstrate empathy, patience, and compassion (Narayan, 2019). I think this strategy is one we have all had to use whether we realized it or not. What do you think?

Topic 3: Tools for Community Health Nursing Practice Objectives:

1. Propose a health promotion plan for a community or population.
2. Compare vulnerable populations in terms of contributing factors that make them at risk or vulnerable.
3. Apply strategies to achieve cultural competence in community health promotion.
4. Examine the role of the nurse as an advocate for vulnerable populations.

Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.

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Topic 3 DQ 2

How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format. Topic 3: Tools for Community Health Nursing Practice

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Topic 3: Tools for Community Health Nursing Practice.

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:	Location of Teaching:
Supplies, Material, Equipment Needed:	Estimated Cost:
Community and Target Aggregate:
Topic:

 

Identification of Focus for Community Teaching (Topic Selection):

Epidemiological Rationale for Topic (Statistics Related to Topic):

 Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Nursing Diagnosis:

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)	Content (be specific)Example – The Food Pyramid has five food groups which are….Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are….	Strategies/Methods(label and describe) Example – Interactive poster presentation of the Food  Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
1.	1.	1.
2.	2.	2.
3.	3.	3.
4.	4.	4.

 

Creativity: How was creativity applied in the teaching methods/strategies?

 

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Therapeutic Communication

4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?