Course Syllabus
Care of Communities: Community Health Nursing
1131-NUR4636CVB1131_fep-17593
GENERAL INFORMATION
Professor Information
Professor's Photo
Instructor:
Prof. Tatayana Bogopolskiy, ARNP, MSN
Phone:
(305) 919-4007
Office Hours:
Tuesdays: 9a-2p; by appointment
 
Course Information

Placement:

Semester II, Senior Year

Course Credits:

4 credits

Clock Hours:

3 credits theory (2 ½ hours); 1 credit clinical (2 hours)

Course Description and Purpose

The purpose of this course is to introduce students to community health nursing, health promotion and disease prevention across the life span. A major focus of this course is for students to critically think about and discuss the role of community health care nurse within a global environment. Nursing students will be exposed to the culturally diverse population, health disparities that exist in the United States and countries around the world, and some of the efforts by individuals, groups, organizations, and countries to deal with disparities. In addition, students will be provided with information and tools that nurses and nursing can use to confront health and health care challenges.  Students will enhance critical thinking skills by  planning and implementing a service-learning project in the vulnerable population community.

Course Objectives

Upon completion of this course, the student will be able to:

  • Analyze comprehensive and focused assessments (physical, psychosocial, socioeconomic, political, developmental, spiritual, cultural, educational, health care, and environmental) of diverse communities, groups, and populations.
  • Evaluate one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self, patients/clients, communities, groups, and populations in a multicultural environment.
  • Use decision making skills, including the nursing process and problem solving processes, to deliver evidence-based care in the health promotion, maintenance, and restoration, disease and injury prevention, and rehabilitation of health and during disasters/ emergencies, mass casualties, and other crises that impact communities, groups, and populations, using developmentally and culturally appropriate approaches.
  • Critically analyze evidence-based practice guidelines/research, nursing theories and theories from other disciplines that support the identification of clinical problems, prioritization of activities, implementation of nursing skills, and quality outcomes in the care of diverse communities, groups, and populations.
  • Develop clinical prevention and population-focused interventions, using appropriate technological aids, with attention to effectiveness, efficiency, cost-effectiveness, and equity.
  • Engage in purposeful collaboration and communication within a team to develop plans of care for communities, groups, and populations that take into account determinants of health, available resources, and the range of activities that contribute to health promotion, prevention of disease and injury, and emergency preparedness.
  • Examine professional nursing concepts of social justice, advocacy, autonomy, human dignity, integrity, and altruism related to the health of vulnerable communities, groups, and populations and elimination of health disparities in a multicultural global environment.
Teaching Methodology
  1. Online group discussions/forums
  2. Multimedia
  3. Case studies
  4. Written assignments; individual and group
  5. PowerPoint presentations of textbook information
  6. Guest lecturers/presentations
Evaluation Methods

Written examinations, submitted group papers, community project, group presentation, service-learning reflection paper.

IMPORTANT INFORMATION
FIU Policies

Please review the policies page as it contains essential information regarding guidelines relevant to all courses at FIU and additional information on the standards for acceptable netiquette important for online courses.

Drop Date: See the University Calendar (http://registrar.fiu.edu/index.php?id=88) for drop dates for this course.

FIU Code of Academic Integrity and Academic Misconduct. Information is available at http://academic.fiu.edu/AcademicBudget/misconductweb/1acmisconductproc.htm

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service.  All students should respect the right of others to have an equitable opportunity to learn and honestly demonstrate the quality of their learning.  Students who plagiarize or cheat can be charged with academic misconduct.

Cheating: The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Any student helping another cheat may be found guilty of academic misconduct.

Plagiarism: The deliberate use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student, who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism. Any student helping another to plagiarize may be found guilty of academic misconduct.

Misrepresentation: Intentionally lying to a member of the faculty, staff, administration, or an outside agency to gain academic advantage for oneself or another, or to misrepresent or in other ways interfere with the investigation of a charge of academic misconduct.

Misuse of Computer Services: The unauthorized use of any computer, computer resource or computer project number, or the alteration or destruction of computerized information or files or unauthorized appropriation of another's program (s).

Bribery: The offering of money or any item or service to a member of the faculty, staff, or administration anyone in order to commit academic misconduct.

Conspiracy and Collusion: The planning or acting with one or more fellow students, any member of the faculty, staff or administration, or any other person to commit any form of academic misconduct together.

Falsification of Records: The tampering with, or altering in any way any academic record used or maintained by the University.

Academic Dishonesty: In general, by any act or omission not specifically mentioned above and which is outside the customary scope of preparing and completing academic assignments and/or.

It is the responsibility of the student to abstain from academic misconduct, and in addition, to guard against making it possible for others to commit academic misconduct.  Any student who helps another student to commit some form of academic misconduct is as guilty as the student he/she assists. In this course the Faculty reserve the right to take immediate action against any/all offender(s) and give that person(s) a 0 (zero) for the exam, project, paper or other assigned course activity. If such behavior is observed, the student or students responsible will be reported for Academic Misconduct, and appropriate disciplinary action will be pursued according to University Policy.

Filing Charges: Charges of Academic Misconduct may be brought against a student (hereafter Charged Student) by a faculty member, a chair, a dean, or the Provost's designee (hereafter Complainant). Charges may be filed by the aforementioned persons on behalf of a staff person, another student, or a person not affiliated with the University, who reasonably believes that a student has committed academic misconduct. If a student, staff, or a person not affiliated with the University observes a student committing an act of Academic Misconduct, he/she must first inform the appropriate faculty member, chair, dean, or the Vice Provost for Academic Affairs or designee (hereafter Complainant). The Complainant, who suspects academic misconduct, must meet with the student in order to inform him/her of the allegation(s), to provide any evidence, and to allow the student to respond, before either entering into an Informal Resolution, as described below, or filing the Complaint Form Alleging Academic Misconduct with the Vice Provost for Academic Affairs.

All students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. As a student taking this class:

  • I will be honest in my academic endeavors.
  • I will not represent someone else's work as my own.
  • I will not cheat, nor will I aid in another's cheating.
  • I understand that if I am found responsible for academic misconduct, I will be subject to the academic misconduct procedures and sanctions, as outlined in the Student Handbook.

FIU DIVERSITY:
The Division of Human Resources provides guidelines to assure University compliance with the Americans with Disabilities Act (ADA), Equal Opportunity Programs, and to provide a University Community Environment that is free from illegal discrimination. The University assures that the University Community members can enjoy an atmosphere that is free from sexual harassment and illegal discrimination, while affording educational equity. Information can be accessed at http://catalog.fiu.edu/index.php?id=2697&section=cataloghome 

STUDENTS WITH DISABILITIES:
Students with disabilities who may need special accommodations must register with the Disability Resource Center. The Disability Resource Center at the student’s request, will provide the faculty member with a statement regarding the accommodations appropriate to the learning need. Information on the Disability Resource Center can be found online at http://drc.fiu.edu/

RELIGIOUS HOLY DAYS

  • Each student shall, upon notifying his/her instructor, be excused from class to observe a religious holy day of his/her faith. 
  • While the student will be held responsible for the material covered in his/her absence, each student shall be permitted a reasonable amount of time to make up any work missed.
  • No major test, major class event, or major University activity will be scheduled on a major religious holy day.
  • Professors and University administrators shall not arbitrarily penalize students who are absent from academic or social activities because of religious observances.

Religious Holidays
Religious holidays are an excused absence, but not beyond the day for the holiday itself. Students should make their requests known at the beginning of the semester and arrangements must be made with the faculty member for missed work.

SEXUAL HARASSMENT:
University policies related to sexual harassment and non-discrimination can be found at http://www2.fiu.edu/~diversit/publications/EOPSexH.pdf

CNHS Student Academic Grievance/Appeal Procedure:
CNHS students have the right to grieve/appeal academic grading/course complaints/ controversies and program progression/dismissal decisions. According to the FIU Student Policy (undergraduate and graduate) online:
The FIU Academic Grievance Procedure indicates the reasons (nature of appeal) for an academic grievance include: “covers academic grievances which are defined as any complaint or controversy alleging: 1) unprofessional conduct by a professor which adversely affects either a student’s ability to satisfy academic expectations, whether in the classroom, the field, or a lab, or the student’s actual performance; 2) improper admission counseling; 3) improper counseling by an adviser; 4) arbitrary grading for coursework, comprehensive examination, thesis or dissertation; and 5) arbitrary non-renewal of a graduate assistance or arbitrary dismissal from a course or program.”
Students who wish to appeal MUST FIRST follow the CNHS academic grievance/appeal procedure.
http://policies.fiu.edu/record_profile.php?id=737&s=Student%20Grievance%20

Technical Requirements & Skills

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy we mean being able to manage and organize computer files efficiently, and learning to use your computer's operating system and software quickly and easily. Keep in mind that this is not a computer literacy course; but students enrolled in online courses are expected to have moderate proficiency using a computer. Please go to the "What's Required" page to find out more information on this subject.

For detailed information about the technical requirements, please click here.

Accessibility And Accommodation

For detailed information about the specific limitations with the technologies used in this course, please click here.

For more information about Blackboard's Accessibility Commitment, click here.

For additional assistance please contact our Disability Resource Center.

Course Prerequisites

This online section requires an on campus meeting and/or exams.

Textbooks
Textbook cover

Community/Public Health Nursing Practice: Health for Families and Populations (Required)
Maurer, F.A, & Smith C.M.
St. Louis, Missouri: Saunders Elsevier, 5th Edition, (2009)

ISBN 10: 1455707627
ISBN 13: 9781455707621

Click here to buy your textbook online at the FIU Bookstore.

Textbook cover

Publication Manual of the American Psychological Association (Required)
American Psychological Association
Washington, DC: APA. 6th Edition, (2009)

ISBN 10: 1433805596
ISBN 13: 9781433805592

Click here to buy your textbook online at the FIU Bookstore.

Recommended Textbooks
  • American Nurses Association (2007). In Public health nursing: Scope and standards of practice.  Author Silver Spring, MD. Anderson,E.T, McFarlane, J. (2008) Community as partner: Theory  and practice in nursing.  J. B. Lippincott: Philadelphia.
  • Association of State and Territorial Health Officials (2007). In Innovations in public health: Understanding state public health. Author, Washington, DC.
  • Avila, M. & Smith, K.  (2003). The reinvigoration of public health nursing: Methods and innovations. Journal of Public Health Management. 9(1) 16–24.
  • Bashir, Z., Johnson, V., Leep, C.J. (2007). In Local impact of changes to federal funding for public health emergency preparedness activities (abstract no. 153134), American Public Health Association, Washington, DC.
  • Beitsch, L., Brooks, R.G., Grigg, M. (2006). Structure and functions of state public health agencies. American Journal of Public Health. 96(1) 167–172.
  • Cicutto, L., Conti, E., Evans, H. (2006). Creating asthma-friendly schools: A public health approach. Journal of School Health. 76(6) 255–258.
  • Columbia University School of Nursing, Center for Health Policy (2002).  Bioterrorism and emergency readiness: Competencies for all public health workers.  Centers for Disease Control and Prevention, Atlanta.
  • DeNavas-Walt, C., Smith J.  (2006).  Income, poverty, and health insurance coverage in the United State. U.S. Bureau of the Census, Current Population Reports, P60-233.  U.S. Government Printing Office, Washington, DC.
  • Hunt, K.A., Knickman, J.R.  (2008) Financing for health care.  Health care delivery in the United States. (8th ed.) Springer: New York, 46–72.
  • Joly, B.M.,  Polyak, G., Davis M.V. (2007) Linking accreditation and public health outcomes: A logic model approach. Journal of Public Health Management Practice. 13(4) 349–356.
  • Lashley, M.  (2007) A targeted testing program for tuberculosis control and prevention among Baltimore  City’s homeless population. Public Health Nursing. 24(1) 34–39.
  • North American Nursing Diagnosis Association International (2007-2008), Nursing diagnoses: Definition and classifications. Author, Philadelphia.
  • Sistrom, M., Hale, P. (2006) Outbreak investigations: Community participation and the role of community and public health nurses. Public Health Nursing. 23(3), 256–263.
  • Sloand, E., Gebrian B. (2006). Fathers' clubs to improve child health in rural Haiti. Public Health Nursing. 23(1), 40–51.
  • Stanhope, M., & Lancaster, J.  (2008). Public health nursing (7th ed.). St Louis, MO: Mosby Elsevier. B.J. Turnock (2004). Public health: What it is and how it works. (3rd ed.). Jones & Bartlett, Sudbury, MA.
  • U.S. Department of Health and Human Services (2000) Healthy People 2010: National health promotion and disease prevention objectives. (2nd ed.) U.S. Government Printing Office: Washington, DC.
  • U.S. Department of Health and Human Services (2000).  Healthy People 2010: Midterm Review, U.S. Government Printing Office: Washington, DC.
  • U.S. Department of Health and Human Services (2007). Healthy People 2020: The road ahead. Retrieved April 10, 2010 from http://www.healthypeople.gov/hp2020
Required Purchases

Laboratory fees, Personal Digital Assistant (PDA), student response card RF, audio plug-in (earphones) for the computer, stethoscope, penlight, watch with second hand, bandage scissors, eye protection, uniform, CPR certification (basic), health screenings (including immunizations), health insurance.

Expectations of this Course

This is an online course, meaning that most of the course work will be conducted online. Expectations for performance in an online course are the same as for a traditional course; in fact, online courses require a degree of self-motivation, self-discipline, and technology skills that can make them more demanding for some students.

STATEMENT OF BELIEF REGARDING TEACHING AND LEARNING

Professor Bogopolskiy embraces and practices with a pledge to respect students and all other teaching/learning associates as scholars and worthy unique human beings.  All faculty and students within this program as expected to adhere to this same standard of conduct and respect for others.

As a collective learning group of faculty and students, we should believe in respect for all faculty and students as learners and as individuals whose life experiences enrich the learning environment.   We should expect faculty and students always to behave in a manner that exhibits respect for each other and the faculty.  We should believe that learning is a life-long process.  We should believe the ultimate goal for learning is not for short-term expression on quizzes and exams, but that learning must find a home in the long-term memory of learners.  The ultimate final exam for material/information gained from this learning experience is how we continue to apply the information learned in the classroom to our lives as we pursue the honorable profession of nursing.
 
As the primary faculty member for this course, I believe that students need to leave this course with an overall understanding of the core concepts of providing nursing care for older adults and the connections of these concepts to the practice of professional nursing.  I view the teaching learning process as a collaborative venture with students, where honesty and respect are the cornerstones of this educational experience.  I believe that the teaching learning process is a joint process, with faculty and students each accepting responsibility for the outcomes.


As the instructor, I accept the responsibility to:

  • have a current knowledge base in this content area of teaching,
  • acknowledge when I do not know the answer,
  • select relevant content which is in concert to the overall curricular plan,
  • act as a mentor to facilitate student learning,
  • be available for student questions and to assist students to meet their educatioinal needs, and
  • communicate expectations and evaluations in a timely manner.


I expect students to take the responsibility to:

  • be active participants in the learning process,
  • be prepared to actively participate in the learning process by completing assigned readings,
  • actively participate in course assignments, discussions and activities,
  • be open-minded and critically examine new information/material,
  • be willing to seek answers to questions within the textbook and other appropriate information sources, including full use of the internet and other social communication networks/platforms,
  • evaluate, learn from, listen to, and responsibly critique and dialog with classmates,
  • communicate with faculty in a timely fashion when concerns or questions arise related to the course, and
  • perform self-evaluation and pursue corrective strategies as needed.

Students are also expected to:

  • Review the how to get started information located in the course content,
  • Introduce yourself to the class during the first week by posting a self introduction in the appropriate discussion forum,
  • Take the practice quiz to ensure that your computer is compatible with Blackboard,
  • Interact online with instructor/s and peers,
  • Review and follow the course calendar,
  • Submit assignments by the corresponding deadline.
COURSE DETAIL
Course Policies

Class will meet several times on Campus for community clinical component and exams; the dates are listed in the schedule.           

  • Any student who arrives late for an examination will not be granted an extension beyond the time that has been allotted for testing.
  • All written examinations are to be taken according to the scheduled date and time.  THERE ARE NO MAKEUP EXAMS. The following applies to any student unable to take Exams on the scheduled date and time.
  • Any student unable to take any exams or quizzes at the scheduled date and time will receive a zero (0) for the exam unless there is a dire emergency substantiated with proper documentation.
  • The professor reserves the right to revise the exams for those students who miss the exams at the scheduled date and time.
  • Exam questions are constructed according to NCLEX guidelines and the best answer is the correct answer. The professor performs a detailed item analysis on each exam and will make adjustments accordingly.
  • Students may schedule an appointment during faculty office hours to review any exam for learning purposes except the final exam. Reviews are open for each exam until the next scheduled exam.  For example, midterm is open to review until the day of the next scheduled final exam.
  • Students earning a midterm average below 77% should schedule a conference with the faculty member teaching the course in order to identify strategies for success. In addition, it is highly recommended that the student seek assistance through the Learning Center.
  • Cheating or plagiarism is dishonest and WILL NOT BE TOLERATED!  Students will refrain from suspicious behavior such as talking, looking at notes, looking at another student’s paper, etc. during exams.  Faculty reserves the right to take away the exam of any offender and the student will receive a grade of zero (0) for the exam. This procedure is strictly enforced!
  • All items except for exam tools such as pencil, eraser, and calculator are to be left at the front of the classroom prior to the start of the exam. This includes purses, backpacks, cellular phones, etc. Cell phones or other electronic equipment cannot be used as calculators.
  • Failed exams or quizzes will not be retaken. Please refer to the College of Nursing & Health Sciences Student Handbook.
  • Cell phones are to be turned off during class and examination periods.
  • Audio taping of the class is not allowed.
  • Students are to refrain from talking during class time. It is very disturbing to the professor as well as other students to incur these types of interruptions. Please be respectful of self and others. If a student continues to interrupt the classroom in any manner, the professor reserves the right to dismiss the student from class.  Please visit the website http://conduct.fiu.edu/ to review University Standards of Student Conduct. 
  • Students are expected to use the FIU Email system for all electronic communications with the course faculty. All emails regarding this course from ISP other than FIU Email system will be treated as “junk mail” and will not receive the courtesy of a response from the course faculty.
  • Students are expected to use the FIU Online Learning Management System which uses Blackboard Learn. All questions regarding accessibility, connections, hardware/software compatibility, and other technology issues must be directed to the FIU Online Support Staff, not the professor(s).
  • All quizzes and examinations online will require the use of the Respondus Lockdown Browser on any computer that the student will use to take the exam. It is the responsibility of the student to download the browser from the FIU Online course website and to verify the installation by taking the brief online quiz to test the browser. Any problems should be directed to the FIU Online Support Staff, not the professor.
  • Discussing quiz or examination questions with anyone (students or others) or using resources such as textbooks, internet resources, etc. during an online examination or quiz period is considered to be academic misconduct.
  • HESI will only be given on campus, in a technologically secure location as arranged by the course faculty. The exam may be given at a different day/time, than the usually scheduled class day/time. Every effort will be made to assure that the exam schedule does not directly conflict with exams for concurrent courses in which the student might be enrolled in the same semester.
  • Students are EXPECTED to read assigned readings, review the PowerPoint presentations for each chapter of the textbook, and to be responsible for content presented. It is the student’s responsibility to obtain the information presented. Non-participation in course learning activities decreases the student’s ability to be adequately prepared to successfully pass examinations.
  • All written assignments must be submitted to the online course website via the Turnitin drop box for each corresponding assignment. Students will be able to receive a similarity report from Turnitin. All assignments will be evaluated for authenticity, originality and similarity indexing.
  • Students can expect that messages within the course shell will receive a reply from the course faculty in 48-72 hours. Students should not expect responses on holidays, weekends, or during any time the University is not offering classes.
  • Students should not experience “learning emergencies,” since these are usually the result of poor planning or lack of timely access to the course materials and schedule by the student. Any emergent problems that will interfere with completion of examinations or assignments as posted, should be discussed with the course faculty as soon as possible to develop mutually agreeable alternatives, if any exist.
  • The course work is scheduled and posted with the syllabus for the duration of the course. The student can expect that there should be very few changes to the syllabus or schedule. All changes will be announced as far in advance as possible to allow for the best student outcomes.
  • Active student participation in the course will be monitored by the course faculty, as evidenced by periodic participation by the faculty member in the various discussion groups and forums.
  • All students are expected to participate asynchronously in the course activities. Individual groups of students may elect to meet in person to work on assignments; however this expectation will be determined within the specific course groups.
  • Students must complete all quizzes/exams will be given no extension beyond the time allotted for the examination or quiz.  Time for exams will be based on 1.5 minute per question, therefore, if there are 60 questions the exam will be one hour and thirty minutes.
  • Students unable to take the on-site HESI exam at the scheduled date and time must make arrangements with the faculty member PRIOR to the exam date. If the student communicates with the faculty member prior to the exam, possible alternate arrangements can be discussed. Faculty will decide on the date and time that the examination can be given to the student.    
  • Examination content will cover textbook material, PowerPoint presentations and all assignments: required readings, resource links on course website, etc.
  • Failed examinations CANNOT be re-taken.
  • Students must achieve an average of 77 between midterm exam, final exam, and the HESI before community project grade is calculated into the Final Grade.  Students who did not achieve 77% on above listed exams will not pass the course.
  • Students may choose to use their percentage score for the HESI Community exam for their Exam 2 grade.  In other words, if a student earns a 95% score on the HESI Community exam, they may choose to take the 95% for Exam 2, thus the HESI exam score will be 40% of the final grade.
  • There is no extra credit considered when calculating the grade averages on quizzes, exams related to determination of a grade of 77 or greater to successfully complete the course.
  • Incomplete Grades: An incomplete grade is a temporary symbol given at the discretion of the course faculty for work not completed because of a SERIOUS interruption not caused by the student’s own negligence.  See student handbook.
  • Students may schedule an appointment during faculty office hours to review any exam for learning purposes except the final exam.  Reviews are open for each exam for one the week after the scheduled exam, at the discretion and availability of the faculty member.
  • Students who fail the first exam are required to make an appointment with the faculty to develop written action plan for improvement.
  • All items except for exam tools such as pencil and eraser are to be left at the front of the classroom prior to the start of the HESI standardized exam.  This includes purses, backpacks, cellular phones, etc.
  • Instructors retain the right to modify the course syllabus throughout the semester provided that:
  • Fair and adequate notice is given to enrolled students either by email, in writing, or through online publishing
  • Modifications to the syllabus are not arbitrary or capricious
  • Students are not unfairly disadvantaged by mid semester changes to grading
  • Students may not submit any paper in this course, which was submitted previously in any other course, without the explicit permission of the faculty member for this course. This activity is usually detected through the use of some academic software program, such as Turnitin. Some educators may consider this to be “self-plagiarism,” however, by definition that is an oxymoron. The behavior is considered unethical, if the paper submitted for a previous course, is re-submitted as a new and original paper or work for the current course, but it is not plagiarism since the original paper was written by the same author.
Course Communication

Communication in this course will take place via email and/or messages.

The message feature is a private, internal Blackboard only communication system. Users must log on to the blackboard system to send/receive/read messages. There are no notifications in Blackboard to inform users when a new message has been received; therefore, it is recommended that students check their messages routinely to ensure up-to-date communication.

The email feature is external communication that allows users to send emails to users enrolled in the course including the instructor and other students. Emails are sent to the student's FIU email on record.

Topical Outline
  • Overview of Adaptive Responses of Communities
    • Physical
    • Psychosocial
    • Socioeconomic
    • Political
    • Spiritual
    • Cultural
    • Environmental
    • Heath Care system
    • Educational system
    • Global systems
  • Evidence-based Research Findings in Assisting Communities to Achieve Health Quality Initiatives
    • Selected nursing concepts and theories
    • Multidisciplinary concepts and theories
  • Community Assessment for Health Maintenance/Promotion, Injury/Illness Prevention
  • Use of Nursing Process in Health Maintenance/Promotion, Injury/Illness Prevention in Communities
  • Adaptive/Coping Responses of Communities
    • Crisis of families
    • Crisis of  groups and/or populations: Global crisis, disasters, and emergency preparedness
    • Environmental issues
    • Violence/safety
    • Chronic disease
    • Substance abuse
    • Mental health issues
Discussion Forums

Keep in mind that forum discussions are public, and care should be taken when determining what to post.

Exams

In order to mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz" from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your computer meets the minimum hardware requirements.

Please note assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If you need further assistance please contact FIU Online Support Services.

Grading

Grading Criteria for the Community Health Nursing Theory

Course Requirements Weight
Community Project 35%
HESI Community Health Nursing Exam 20%
Exam 1 15%
Exam 2 20%
On line discussions (class participation) 10%
Total 100%

Grading Criteria for the Community Service-Learning Project

Groups (selected the first week of class) will present their community project during the last few weeks of class.   Criteria for grading and content of community project can be accessed on the Blackboard site for NUR 4636C.

Community Service-Learning Project Weight
Cultural Competence and Service Learning Individual Reflection Paper 10%
Group Final Paper 10%
Group Contract 5%
Individual Presentation of group work in class 10%
Total 35%

 

Letter
Grade
RAnge Letter
Grade
Range Letter
Grade
Range
A 93 - 100% B- 83 - 84% D+ 73 - 74%
A- 91 - 92% C+ 81 - 82% D 69 - 72%
B+ 89 - 90% C 77 - 80% D- 67 - 68%
B 85 - 88% C- 75 - 76% F 66% or below

F0 Below 60%

COURSE CALENDAR
Weekly Schedule
week Topic, Chapters, Assignments
Week 1
January 7 - 12
IIntroduction to the on-line course and Community Project

Responsibilities for Care in Community/Public Health Nursing
Chapter 1 Community as a Client
Chapters 15, 16, 17

Group Contract is due on January 12th via Blackboard email by 11:55 pm
Week 2
January 13 - 19
Role and Context of Community/ Public Health Nursing.  Global Health
Chapters 2, 3, 5 and 6 Community Clinicals
Week 3
January 20 - 26
Epidemiology, Environmental Health and Communicable Diseases . Relevance of Culture and Values for Community.
Chapters 7, 8, 9, 10

Discussion 1 is due on January 26th by 11:55 pm

Miami Dade group will attend community clinicals on January 25th from 8:00 am - 2:00 pm.

Hialeah Easter Seals group will attend clinicals on January 26th from 8:00 am - 2:00 pm.
Week 4
January 27 - February 2
Health Promotion and Disease Prevention. Tools for Practice
Chapters 18, 19, 20

Pembroke Pines group will attend clinicals on January 30th from 9:00 am - 3:00 pm.

Miami Dade group will attend community clinicals on February 1st from 8:00 am - 2:00 pm.

Hialeah Easter Seals group will attend clinicals on February 2nd from 8:00 am - 2:00 pm.
Week 5
February 6
Pembroke Pines group will attend clinicals on February 6th from 9:00 am - 3:00 pm.
Week 5
February 9
Mandatory Community Health Nursing Simulation at BBC 9:00 am - 5:00 pm.
Week 6
February 10 - 16
EXAM 1 will be on Monday, February 11th from 7:55 am - 11:55 pm
Chapters 1, 2, 3, 5, 6, 7, 8, 9, 10, 15, 16, 17, 18, 19, 20
Week 7
February 17 - 23
Contemporary Problems in Community/Public Health Nursing
Chapters 21, 24, 25
Week 8
February 24 - March 2
Support for Special populations
Chapters 26, 27, 28

Discussion 2 is due on March 2nd by 11:55 pm.
Week 9
March 3 – 9
Contemporary Problems in Community/Public Health Nursing
Chapters 22 and 23

Individual Reflection Paper is due in Turnitin on March 9th by 11:55 pm.

Last day to drop the course with DR grade is March 18th
Week 10
March 10 - 16
SPRING BREAK
Week 11
March 17 - 23
Family as a Client
Chapters 11, 12, 13, 14
Week 12
March 24 - 30
Community Group Project Papers are due in Turnitin on March 29th by 11:55 pm.
Students in class presentations (30 minutes per group)
Groups 1, 2, 3, 4  (On Campus on March 30; 9:00 am - 12:00 pm)
Week 13
March 31 - April 6
Community Health Nursing HESI EXAM on April 6th from 9:00 am - 12:00 pm  (Computer lab TBA).
Week 14
April 7 - 13
Settings for Community Public Health practice (Chapters 29-33)

Discussion 3 is due on April 13th by 11:55 pm.
Week 15
April 14 - 20
Individual study preparation for the Exam 2
Week 16
April 21 - 27
Exam 2
April 22nd
Chapters 11, 12, 13, 14, 21 through 33