Lesson 1

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Lesson 1: Concepts of Community Health Nursing (CHN)

Objectives

A. Cognitive Objectives: at the end of 30 minutes lecture, student will able to;
● Define the concepts of Community Health Nursing (CNH).
● Explain the Philosophy and Principles of Community Health Nursing (CNH).
● Identify the features of Community Health Nursing (CHN).
● Describe the theoretical of Community Health Nursing (CHN).

B. Psychomotor Objectives: at the end of 30 minutes lecture the student will able to;
● Apply the Concepts of Community Health Nursing (CHN) at different work field.

C. Psycho-affective: at the end of 30 minutes of lecture the student will able to;
● Appreciate the role of Community Health Nursing (CHN) in the promotion of health
and well-being.

Content:
A. Definition
B. Philosophy and Principles
C. Features of Community Health Nursing (CHN)
D. Theoretical

● Health Belief Model (HBM)


● Millions Framework for prevention
● Nola Render’s Health Promotion
● Lawrence Green’s PRECEDE-PROCEED
PRECEDE (Predisposing, Reinforcing, enabling constructs in educational Diagnosis
and Evaluation)
PROCEED (Policy regulatory and organizational construct in Educational and
environmental development)

E. Different Fields
1. School Health Nursing
2. Occupational Health Nursing
3. Community Mental Health Nursing
Lesson 2: Concepts of the Community

Objectives

A. Cognitive Objectives: at the end of 30 minutes lecture, student will able to;
● Define the characteristic of a healthy community and its type.
● Explain the factors that influence the health community and the affects.
● Identify the Components of community health.

B. Psychomotor Objectives: At the end of 30 minutes lecture the students will able to;
● Apply the concepts of community health in the working field.

C. Psycho-affective: At the end of 30 minutes lecture, student will able to;


● Appreciate the importance of community health.
● Develop commitment in proving the outcomes.

Content:
A. Characteristic of a health
B. Components of a community
C. Factors affecting Health of the community

● Characteristic of the population


● Location of community
● Social system with community
Roles and Activities of community Health nurses

Lesson 3: Health statistic and epidemiology

Objectives

A. Cognitive Objectives: at the end of 30 minutes lecture, student will able to;
● Describe the Characteristics of statistics and epidemiology in the community.
● Explain the health Indicators in the community.
● Define the demography status of the community.

B. Psychomotor Objectives: at the end of 30 minutes lecture, student will able to;
● Apply the Statistics and epidemiology in real-world scenario.

C. Psycho-affective: at the end of 30 minutes lecture, student will able to;


● Appreciate the importance of statistic in providing data.
● Gain knowledge on how the epidemiology exist and developed in the
community.

Content:

A. Tools
1. Demography (Source of data, population size, distribution, and composition).
2. Health Indicators (Crade birth rate, death rate, infant mortality rate, life
expectancy).

B. Philippine health situation


1. Demographic
2. Health profile

C. Epidemiology and the nurse


1. definition and related terms.
2. Natural life history of disease.
3. Epidemiology Triangle
4. Epidemiology process and Investment

Lesson 4: Nursing Process in the Care of Population Groups and Communities

A. Objectives cognitive objective/s:

● define various community health assessment tools, including primary data collection
methods and secondary data sources
● identify appropriate data collection methods and sources for specific community health
assessment needs.
● analyze community health data presented in various formats, drawing conclusions
about community health status and needs.

B. Psychomotor:

● Apply their knowledge of data collection methods to develop a simple community


health assessment plan for a specific community
● Demonstrate the proper way to conduct a simple interview with a community member.

C. Psycho-affective:

● Develop an understanding of the importance of community health assessments in


identifying and addressing health needs.
● Demonstrate increased interest in learning more about community health assessment
tools and their applications.
● Recognize the importance of advocating for community health improvements based on
the findings of assessments.

Content:
A. Community health assessment tools

1. Collecting primary data (observation, survey, informant interview, community forum)

2. Secondary data sources ( registry of valid events, health records and reports, disease
registries, census data)

3. Methods to present community data

Lesson 5: Community Diagnosis

A. Objectives Cognitive/s:

● Define community diagnosis and explain its purpose.


● Describe the different types of community diagnosis, including traditional and
participatory action research (PAR).
● Explain the various schemes used for starting community diagnosis, such as NANDA
International, Shuster and Goepingger, and the Omaha system
● Identify the domains and problems within the Omaha system's problem classification
scheme (Environmental, Psychosocial, Physiological, Health-Related Behaviors).

B. Psychomotor:

● Develop a community health intervention plan based on the diagnosis.


● Utilize data collection tools and techniques appropriate for community diagnosis.
● Present findings from a community diagnosis effectively using visual aids.

C. Psycho-affective:

● Appreciate the importance of community diagnosis in addressing health disparities and


promoting well-being.
● Develop a sense of empathy and understanding for the needs and perspectives of
diverse communities.
● Foster a commitment to community health improvement through active participation in
diagnosis and intervention efforts.
● Demonstrate critical thinking and problem-solving skills when analyzing community
health issues.

Content:

1. Types of community Diagnosis

● Traditional
● Participatory Action Research (PAR)

2. Scheme in starting community Diagnosis

● NANDA international
● Shuster and Goepingger
● The Ohama system

3. The Omaha system: Domains and Problems of the problem classification scheme
● Environmental domain
● Psychosocial domain
● Physiological domain
● Health related behaviors domain

LESSON 6: Planning Community Health Interventions

A. Objectives cognitive objective/s:

● Define the importance of priority setting in community intervention planning.


● Explain the process of formulating goals and objectives that are SMART (Specific,
Measurable, Achievable, Relevant, Time-bound).
● Understand the process of assigning criterion weights in the nominal group technique.
● Explain the principles of developing a comprehensive community intervention action
plan.

B. Psychomotor:

● Demonstrate the application of problem-solving techniques in a simulated or real-world


context.
● Adapt their problem-solving strategies to changing circumstances and unexpected
challenges.

C. Psycho-affective:

● Develop a sense of responsibility for their actions and decisions in the problem-solving
process.
● Value the importance of collaboration and teamwork in addressing complex problems.
● Appreciate the need for a structured and systematic approach to problem-solving,
recognizing its potential to lead to more effective solutions.

Content:

A. Priority setting

B. Formulating goals and objectives

● Assigning criterion weight through nominal group technique


● Computation of problem priority score

C. Dividing on community interventions / action plan

Community Health Nursing Quiz (20 Items)

1. Which of the following is NOT a characteristic of a SMART goal?

a) Specific.

b) Measurable.
c) Ambiguous.

d) Time-bound.

Answer: C

2. Which of the following is a key step in developing a community intervention action


plan?

a) Identifying the problem.

b) Setting goals and objectives.

c) Developing interventions.

d) All of the above.

Answer: D

3. When planning interventions, community health nurses should set goals that are:

a) Specific, Measurable, Achievable, Relevant, and Time-bound (SMART).

b) Easy to understand and remember.

c) Based on the latest medical research.

d) Approved by the government.

Answer: A

4. What is the purpose of using SMART objectives?

a) To enhance creativity in healthcare solutions

b) To develop vague yet inspiring goals

c) To ensure that goals are clear and actionable

d) To randomize planning processes

Answer: C

5. What is the main focus of Community Health Nursing (CHN)?

a) Individual patient care

b) Population health and prevention

c) Hospital management

d) Surgical procedures

Answer: B

6. Which of the following is NOT a principle of Community Health Nursing?


a) Health promotion

b) Individual decision making

c) Community participation

d) Preventive health measures

Answer: B

7. What does the Health Belief Model (HBM) primariaddres

a) Social determinants of health

b) Individual behaviors and beliefs

c) Environmental health

d) Epidemiological trends

Answer: B

8. Which theoretical framework assesses the predisposing, reinforcing, and enabling


constructs in educational diagnosis?

a) Lawrence Green’s PRECEDE-PROCEED

b) Nola Pender’s Health Promotion Model

c) Shuster and Goepinger

d) Omaha System

Answer: A

9. The "Epidemiology Triangle" consists of which components?

a) Host, Agent, Environment

b) Population, Risk, Politics

c) Disease, Symptoms, Treatment

d) Social factors, Economic status, Health services

Answer: A

10. The Omaha system classifies community health problems into how many domains? a)
Two

b) Four

c) Five

d) Three
Aswer: B

11. In the Omaha System, which domain addresses environment issue

a) Psychosocial

b) Physiological

c) Health-related behaviors

d) Environmental

Answer: D

12. Which domain is NOT part of the Omaha System?

a) Environmental

b) Psychological

c) Physiological

d) Economic

Answer: D

13. The PRECEDE-PROCEED model is used primarily for:

a) Assessing individual health outcomes

b) Planning, implementing, and evaluating health programs

c) Establishing nursing diagnoses

d) Creating pharmacological interventions

Answer: B

14. What is one of the key components involved in the PRECEDE phase of the PRECEDE-
PROCEED model?

a) Policy development

b) Evaluation of outcomes

c) Assessment of predisposing factors

d) Implementation of programs

Answer:C

15. Which field of nursing focuses on the health needs of students and school communities?

a) Occupational Health Nursing

b) School Health Nursing


c) Community Mental Health Nursing

d) Public Health Nursing

Answer:B

16. Which health indicator reflects the number of live births per 1,000 people in a
population?

a) Death rate

b) Infant mortality rate

c) Crude birth rate

d) Life expectancy

Answer: C

17. What does the nominal group technique involve?

a) Assigning arbitrary importance to different health issues

b) Group discussion to randomly select problems

c) A structured method for assigning criterion weights to prioritize issues

d) Solely relying on expert opinions without community input

Answer: C

18. Which of the following is NOT a type of community diagnosis?

a) Traditional

b) Participatory Action Research (PAR)

c) Experimental Design

d) Both A and B

Answer: C

19. What is a key feature of Participatory Action Research (PAR)?

a) Exclusively researcher-led

b) Ignoring community input

c) Involving community members in the research process

d) Focusing only on quantitative data

Answer: C
20. What should be the primary focus when developing a community intervention action
plan?

a) Individual treatment approaches only

b) Comprehensive strategies that involve community participation

c) Ignoring collaboration with stakeholders

d) Solely focusing on funding sources

Answer: B

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