Community
Health Nursing
Unit:
Roles of Primary, Secondary and Tertiary Prevention
First
Year ASN Program
Instructor-
Krista Vanzanardi RN, BSN
Contact
Information:
Email:
kvanzanardi@gmail.com
Call
or Text (until 2300 EST): 717-818-7675
Technical Support 24/7: itsupport@gmail.com
Call:
1-888-555-4654
Community
Health Nursing
Unit:
Roles of Primary, Secondary and Tertiary Prevention
Introduction
I am Krista and I am your instructor for this course. I
work PRN 4 (weekends) at the large hospital in my area in the Neonatal
Intensive Care Unit. I also work Flex at the small community hospital in my
area in the Intensive care unit; since it is the smaller hospital it is a
general ICU that gets every patient from “soup to nuts”. I love to teach and I
am excited to help you with your journey.
In the past I have worked as a Home health Nurse, Hospice Nurse and
Agency Nurse working in LTAC & Nursing homes. I am a blessed mom of three
fabulous children 15, 6 and 4. We all adore our Golden Retriever named Dixie
and our Guinea Pig Addy. I enjoy bowling and going to the beach. I love to soak
up as much Vitamin D as I can (with sunscreen on of course). Looking forward to
a great semester with you all!
My
contact information and Technology Support contact informationfor unforeseen
problems or questions:
Email:
kvanzanardi@gmail.com
Call
or Text (until 2300 EST): 717-818-7675
Technical Support 24/7: itsupport@gmail.com
Call:
1-888-555-4654
Course
Description
This
course will broaden the concepts of community health nursing. Emphasis is
placed on increasing the students’ self-awareness, communicating effectively,
and meeting the community health needs of families and groups. Health
education, health promotion, and illness prevention are stressed as strategies
for meeting the health needs of population aggregates. Public health nursing
issues, such as communicable diseases, environmental hazards, and occupational
exposures are discussed. Roles of Primary, Secondary and Tertiary prevention
are examined.
Unit
of Instruction
This unit will be based on Primary, Secondary and Tertiary
prevention. Within this unit the learner will be expected to be able to define
the three levels of prevention and how nurses can impact a patient in each
level by one nursing intervention. The learning will be measured by each
learner presenting a care plan for each Primary, Secondary and Tertiary
prevention with one nursing intervention for each.
(I did make a VOKI however
it wanted me to pay to publish it and I’m not doing that for one time, only
choice was to buy for a year).
As the learner you will benefit from this unit of
instruction because it will assist you to become an active community resource for
disease prevention and/or exacerbation. Your active participation to enhance
and reinforce learning is expected and required. You are to view all modules
every week and be an active part of all discussions including at least one initial
reply with a source supporting your thoughts.
Outcomes
Outcomes include:
1. Learner will be able
to describe Primary Prevention in the Community Setting. (Measuring comprehension
level in Bloom’s taxonomy by demonstrating an understanding of the facts).
2. Learner will be able
to modify a care plan for a member in the community who requires Secondary
Prevention in the community. (Measuring application level in
Bloom’s taxonomy by applying knowledge to actual situations).
3. Learner will be able
to choose two ways to prevent further physical deterioration and maximizing
quality of life in a community member with chronic disease. (Measuring evaluation
level in Bloom’s taxonomy by making and defending judgments based on internal
evidence or external criteria).
Content
Community Health Nursing
Week
1: Intro to Community Health Nursing-
Levels
of prevention
|
What
is community health nursing
Roles
& responsibilities of the community Health Nurse regarding Primary, Secondary and Tertiary
prevention
|
Chapters
1, 2, & 46 in Stanhope and Lancaster (2014)
|
Familiarize
with www.Healthypeople.gov
Discussion
topic #1 (entire class)
What
is a community health nurse and what are the expectations of this nurse.
|
Week
2: Nursing in the community
Primary,
Secondary Prevention
|
What
facilities are in the community for health care
|
Chapters
3, 5, 32 in Stanhope and Lancaster (2014)
|
Discussion
Topic # 2 (entire class)
Discuss
two different types of prevention.
Start
care plan
Make
contacts with local public health service to be aware of resources.
|
Week
3: Nursing in the community
Tertiary
prevention
|
What
can nurses provide to prevent exacerbations’ of chronic disease
|
Chapters
3,5,32 in Stanhope and Lancaster (2014)
|
Discussion
Topic # 3 (entire class)
Complete
Care Plan
|
Learner
Centered Approach
My
chosen teaching methods are congruent with the learning domain(s) and with the
learning objectives. I will use a blended environment within this unit of instruction
that provides a learner-centered approach and guided learning. The new content will
be merged with prior learning by questioning the learners and assisting them to
make connections.
Technology
supports content and learning
(Image
credit: http://www.registerednursern.com/nursing-care-plan-and-diagnosis-/
)
EMBEDDED
video that supports the content:
https://www.youtube.com/watch?v=TlGe80Mi85U
(Credit: \https://www.youtube.com/channel/UCgLUKVbTKqX9nQgf0QBhUMA)
Hyperlinks:
http://www.iom.edu/~/media/Files/Activity%20Files/Quality/IntegrativeMed/Preventive%20Medicine%20Integrative%20Medicine%20and%20the%20Health%20of%20the%20Public.pdf
Interaction
and Assessment of Learning
Discussion question:
For
discussion topic #1: Levels of prevention- Discuss with team members Primary,
Secondary and Tertiary prevention in the community nurse setting. Which do you
feel is a top priority? Provide at least one source to support you thoughts.
Quiz:
Question #1: Objectives of the nurse role are to help the
patient maintain or regain coping abilities the promote functioning. The nurse
uses teaching to increase knowledge about illness and health. Teaching to
reduce illness symptoms in the community should include:
A. Hand
washing
B. Community
Resources
C. Benefits
of medication
D. How to
notify Crisis
Question #2: The New freedom commission’s goals of a
transformed mental health system include all of the following except:
A. Technology
will be used to access mental health care and information.
B. Of all
racial groups, African Americans have the highest suicide risk.
C. Disparities
in mental health care will be eliminated.
D. Mental
health will be consumer and family driven.
Question#3: In adult life virtually all adults experience
a serious event that is stressful. However major depressive disorder differs
both in intensity and sadness from normal sadness and/or grief. Depression
(choose answer that applies):
A. Does
not lead to a higher risk of suicide.
B. Medication
can help 90% of people with depression.
C. 1 in 10
adults experience a mental disorder throughout their life time.
D. Disrupts
relationships and the ability to function.
Question #4: Primary prevention efforts attempt to prevent
illness. When looking at the community level, primary prevention activities
include all of the following except:
A. Education and
legislation about proper seatbelt and helmet use
B. Regular exams and
screening tests to monitor risk factors for illness
C. Immunization against
infectious disease
D. Providing
suitably modified work for injured workers
Question #5: Tertiary prevention efforts attempt to restore
and enhance functioning. When looking at the community level, tertiary
prevention activities include all of the following except:
A. Inpatient treatment
B. Affordable housing
C. Involvement in advocacy and consumer
groups for the mentally ill
D. Promotion
of psychosocial rehabilitation and recovery programs
Question #6: The psychiatric nurse practitioner has
a graduate level education and their role is expanded to encompass primary care
and specialty knowledge and skill to the mentally ill. The care they provide
includes all of the following except:
A. Secondary Care
B. Primary Care
C. Tertiary Care
D. Emergency Care
Question #7: Secondary prevention efforts attempt
to
halt or slow the progress of disease. When looking at the community level, secondary
prevention activities include all of the following except:
A. Telling
people to take daily, low-dose aspirin to prevent a first or second heart
attack or stroke
B. Recommending regular exams and screening tests
in people with known risk factors for illness
C. Providing
suitably modified work for injured workers
D. Education
about good nutrition, the importance of regular exercise, and the dangers of
tobacco, alcohol and other drugs
Question#8: Multiple threats to mental health exist
across the lifespan. Bereavement is a large cause however many others do exist
and present themselves. These include the following except:
A. Disabilities resulting from trauma
B. Unstable employment
C. New job
D. Unanticipated environmental disasters
Question # 9: List two Secondary prevention nursing
interventions.
1.
2.
Question # 10. List two Primary prevention nursing
interventions.
1.
2.
Holistic
Rubric: Community Health Levels of prevention
5.Above Average (100%) : No missed assisgnments. All
three program expected outcomes are met.
4.Sufficient (90%) : No more than 1 late assignment.
Two of the three expected outcomes are met.
3.Developing (80%) : No more than 2 late assignments.
Addresses two expected program outcomes.
2.Needs Improvement (70%) : No more than 3 late
assignments. Addresses only one expected program outcomes.
1. Unsatisfactory (60%) : More than 3 late
assignments. No program outcomes met.
Reflection
I
unfortunately could not create a final web page in Moodle describing the
experience of using the course management system to facilitate the learning of
the students. I am not sure if the issue is within my computer or virus scan
system or a part of the course that is not working like it does in every other
course. However, I then attempted Webquest, which I have used in teaching my clinical
LPN students and I am at my limit and need to pay more, so I was left with a
blogger. I then also discovered that Voki will also charge so I did create one
however I cannot pay to publish it. In reflecting on my use of a course
management system in your future teaching endeavors and lessons learned I will
use the system that the university has license to. That way everything I set up
will be compatible and already paid for. If I find a program that I would
really like to use that teaches effectively I will present it to the Dean to
see if we can add to our available programs.
(Image credit: http://iowaascd.org/index.php/members1/approaches-to-learning/teacher-guides-for-technology)
Reference
Billings,
D. & Halstead, J. (2012). Teaching in Nursing A Guide for Faculty (4th Ed).
St. Louis, MO: Elsevier Saunders.
https://www.healthypeople.gov/
Silva,
M.C. (1999). The state of nursing science: Reconceptualizing for the 21st
century. Nursing Science Quarterly, 12, 221-226.
Stanhope,
M., & Lancaster, J. (2014). Public Health Nursing: Population-Centered
Health Care in the Community. Philadelphia, PA: Elsevier.
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