NR 443 Community Settings APA Template
NR 443 Community Settings APA Template
The purpose of this paper is to describe a community health setting and analyze the role of a community health nurse in health promotion in that setting. A professional nursing organization related to that setting will also be examined.
This assignment enables the student to meet the following Course Outcomes.
CO5: Analyze the nursing roles in providing comprehensive care in a variety of community health settings. (PO 1)
CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)
Submit by 11:59 p.m. MT Sunday of Week 4.
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Watch the tutorial on tips for completing the NR443 Community Settings assignment.
This APA paper is expected to be no more than four pages in length (not including the title page and reference list). Below are the requirements for successful completion of this paper. Please use the recommended APA Template linked below, which incorporates the following categories as the first level headings on your paper. APA formatting helps you to organize your paper in a professional manner and provides consistent methods for citing your sources and completing your reference page. See the documents in the APA category in Course Resources for assistance with APA formatting. The Student Success Strategies resource has great sections on writing scholarly papers and APA formatting.
The setting for this paper must be on school nursing.
Click to view and download the NR443 Community Settings APA Template (Links to an external site.)Links to an external site. to complete your paper. The template is formatted with the appropriate running head, title page, page numbers, paragraph formatting, and most of the headings. Please edit the headers and title page with your specific information. You are also encouraged to view the Week 4 assignment tutorial found at the end of the Academic Integrity Reminder.
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Read the chapter of your textbook on the role and take notes based on the outline below.
Locate and read at least one scholarly peer-reviewed journal article that is not assigned in the course related to a nurse\’s role in health promotion in this setting. Go to the Chamberlain library at http:/library.chamberlain.edu (Links to an external site.)Links to an external site.. Search peer reviewed journals to find a scholarly article on this topic. The article must be less than 10 years old (less than 5 years is best).
Thoroughly address the following categories using the APA Template that is provided.
Introduction (one paragraph): The introduction should be interesting and capture the reader\’s attention.
Community Setting (two to three paragraphs)
Use your textbook or an outside scholarly source to address the following subpoints and cite your source.
Describe the community setting.
Describe the population served in this setting.
Discuss three health services provided by nurses in this setting.
You may use your textbook or an outside scholarly source to address these sub-points.
Health Promotion Nursing Intervention (two to three paragraphs)
Professional Nursing Organization (two paragraphs)
Provide a detailed description of a professional nursing organization that supports nurses in this setting in your own words. Search the text, your article, or the Internet for one professional organization that supports nurses in this setting. If you can\’t find an organization specific to this group, search the American Nurses Association website for information on this setting. Cite the organization in the body of the text with (organization name, year), and include a complete reference on the reference page.
Discuss one professional issue that this organization is addressing related to this setting.
Summary (one paragraph)
Reference Page: The reference page should start on a new page (insert a page break). All references should be cited within the body of the paper as (author or organization, year), and the full reference should be included in APA format on the reference page. A URL link alone is not an adequate reference. See the Chamberlain Guidelines for Professional Writing in the APA Folder in Course Resources for examples of properly formatted references.
Application: Use Microsoft Word 2010™ or later to create this assignment on the template provided.
We highly recommend that you used the specific APA paper template for this assignment linked above as the headings are already included.
Scholarly Writing: APA format is required. Review APA documents Course Resources, and use the free resources of tutor.com for writing tutors.
Length: This paper is expected to be no more than 4 pages in length (not including the title page and reference list).
Quotations should be minimal—please paraphrase your sources. A maximum of one quotation should be used for this paper.
Save your paper with your last name in the document title (e.g., Smith Community Settings).
Submission: Submit your paper by 11:59 p.m. MT Sunday of Week 4.
Late Submission: See the course policy on late submissions.
Best Practices in Preparing the Paper
The following are best practices in preparing this project.
Follow the guidelines above carefully.
Complete you own work.
Use the provided APA assignment specific template.
Ask you instructor if you have any questions.
Visit the SSPRNBSN Student Success resource for help with writing a scholarly paper, APA formatting, and library navigation. This should be one of your course tiles.
Use the A column of the grading rubric to make sure all elements of the paper are addressed.
Cite all sources within the paper as well as on the reference page.
Proofread prior to final submission.
Check for spelling and grammar errors prior to final submission with Grammarly.com or the free tutor available through the Tutoring link in the course.
Role of Nurses in School Nursing Setting
Community health nurses play a fundamental role in the promotion of health care activities in multifarious community settings. Indeed, the concept of health promotion has undergone evolution to focus on the community-oriented health promotion practice, community participation, as well as health promotion exercise founded on health and social policies. In order to properly understand the roles that community health nurses play in a community health setting, the examination of their community health promotion within a particular setting such as a school nursing becomes paramount. School nursing has gained traction since its inception as it plays a fundamental role in the provision of comprehensive health services to youths and children. An increasing number of students join schools with chronic conditions that require the intervention of school nurses. To this end, it behooves the school nurse to undertake various promotional and preventative interventions with support from relevant agencies to ensure a healthy population at the school setting. Therefore, gaining understanding of school nursing as a community setting and the promotional interventions undertaken by nurses therein to ensure that students enjoy quality health forms the basis of the paper’s discussion.
School Nursing as a Community Setting
The definition of school nursing reveals that the setting allows such nurses to offer specialized public health nursing practice, with a view of protecting and promoting student health, advancing academic excellence and facilitating normal development. After home, the school easily becomes the most influential environment in the life of a child. As the number of mental health or general health problems increase among the student populace, school nurses increasingly face the challenge of managing these conditions throughout the school day (Selekman, 2013). In the school nursing setting, a recognized correlation between learning and health as well as the availability of school nurse and educational student wellbeing and educational success exists. Thus, the setting in school nursing enables the achievement of both health and educational objectives by the specialized public health nurse.
The school nursing environment comprises mostly of school-going children. According to statistics, these students have increasingly become vulnerable to general health and mental health issues due to existing pressures in the academic space. Indeed, the number of fragile students or those with chronic medical conditions has continuously increased over the last couple of years (Loschiavo, 2015). Most of these students suffer from chronic conditions such as anaphylaxis, asthma, type 2 and 1 diabetes, obesity and epilepsy. Thus, the nurses offer emotional, physical, social, and mental health support to them so as to facilitate their academic process.
The nurse practitioners within the school environment perform the above roles through provision of specific health care services. The provision of diagnostic services forms one of the most fundamental of these services. According to literature, school nurses offer mental and physical health assessment as well as referral for care. In addition, these nurses undertake mandatory screening of immunization status, vision and hearing (Zimmerman, 2013). Lastly, school nurses may also offer interventions for chronic and acute illness, emergencies and injuries, substance abuse and use, obesity, sexually transmitted diseases and adolescence pregnancy. Therefore, school nurses play a vital role within the health program of a school through managing the major health issues experienced by students.
Health Promotion Nursing Intervention
According to Schaffer, Anderson, and Rising (2015) community nursing operates under the aegis of community/ public health. As already mentioned, the objective of community nursing transcends the individual boundary and focuses on community disease prevention and health promotion. Consequently, the usage of intervention techniques to achieve the above forms one of the rudimentary roles of a school nurse. Studies reveal that school nurses employ primary promotion by offering health education. Herein, the purpose entails promoting the mental and physical health of the students in addition to preventing diseases and enhancing school performance. Specifically, school nurses address topics such as risk-reducing behaviors, healthy lifestyles, daily living activities, developmental needs, and preventive self-care (Schaffer, Anderson, & Rising, 2015). To achieve this promotional objective, they employ the usage of teaching methods consistent with readiness, developmental level, ability to learn and learning needs of students.
In order for a school nurse to successfully implement the above intervention, care coordination with their professional colleagues becomes important. Wolfe (2013) postulates that school nurses belong to two divergent communities (medical/nursing and educational), which enables them to seamlessly collaborate and communicate with professionals from the two fields. Therefore, the nurse could collaborate with the school staff to implement the educational intervention described above. The Every Student Succeeds Act (2015) provides framework for the integration of school staff into the intervention undertakings of school nurse as long as it leads to exemplary performance by students.
Professional Nursing Organization
The National Association of School Nurses plays and important facilitative role in the promotion of school nurses’ activities. The NASN has received accreditation from the American Nurses Credentialing Center’s Commission on Accreditation to continually offer nursing education in schools. The organization became operational in the year 1979 and it solely represents school nurses (NASN, 1979).Further, it has 50 affiliates and over 16 000 members. The NASN facilitates the practice of school nursing so as to enhance the academic excellence and health of every student. According to NASN (2016), school nurses offer services such as care coordination, leadership, quality improvement, and community/public health based on standards of practice.
The NASN thus believes that nurses play an integral role in the provision of care a healthy, safe and ready learning environment for children. According to the association, the school nurse belongs to a unique field of professional nursing. The NASN posits that most of their members often form the sole healthcare provider within a school setup. Indeed, the agency has created a student-centered school nursing approach in response to the 21-century dynamics. The NASN organization therefore critically influences the performance of their members.
Therefore, school nurses play an integral role in their mandate to use evidence-based practice to bridge education and health care. The school setting has offered the best opportunities for the specialized community nurses to engage in health promotion and intervention activities. Using educational intervention, school nurses have the capacity to control some of the most important chronic and acute illness in academic settings. Importantly, they achieve this through interprofessional collaboration with teaching personnel. Also, several professional agencies such as the National Association of School Nurses provide welcome support to nurses in these settings. Thus, school nurses make an important contribution to their respective settings including school settings.
Every Student Succeeds Act (2015), Pub. L. No. 114-95, S.1177 .Retrieved from https://www.gpo.gov/fdsys/pkg/BILLS-114s1177enr/pdf/BILLS-114s1177enr.pdf
Loschiavo, J. (2015). Fast facts for the school nurse: School nursing in a nutshell. New York, NY : Springer Publishing Company.
National Association of School Nurses. (2016). Framework for 21st century school nursing practice. NASN School Nurse, 31(1), 45-53. doi: 10.1177/1942602X15618644.
National Association of School Nurses: Home. (n.d.). Retrieved from https://www.nasn.org/
Schaffer, M.A., Anderson, L.J.W., & Rising, S. (2015). Public health interventions for school nursing practice. The Journal of School Nursing. Advance online publication. doi: 10.1177/1059840515605361
Selekman, J. (2013). School nursing: A comprehensive text. Philadelphia: F.A. Davis.
Wolfe, L. C. (2013). The profession of school nursing. In J. Selekman (Ed.), School nursing: A comprehensive text (2nd ed.) (pp. 25-47). Philadelphia, PA: F.A. Davis Company.
Zimmerman, B. (2013). Student health and education plans. In J. Selekman (Ed.), School nursing: A comprehensive text (2nd ed.) (pp. 284-314). Philadelphia, PA: F.A. Davis Company.
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
|Discussion (50 points, Weeks 1–7; 25 points, Week 8)||375||37.5%|
|Shared Governance Model Paper (Week 3)||200||20%|
|Management of Power Paper (Week 5)||200||20%|
|Executive Summary (Week 7)||225||22.5%|
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
|A||940–1,000||94% to 100%|
|A-||920–939||92% to 93%|
|B+||890–919||89% to 91%|
|B||860–889||86% to 88%|
|B-||840–859||84% to 85%|
|C+||810–839||81% to 83%|
|C||760–809||76% to 80%|
|F||759 and below||75% and below|
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
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