NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Sample Answer for NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion Included After Question

Topic 1 DQ 1

Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.

A Sample Answer For the Assignment: NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Title:  NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

The role of a community health nurse is to improve the health and wellness of the community. That encompasses the nursing process but is applied to the community as a group being the patient. They look at the population, and the ecosystems of culture, socioeconomics, geography, sociopolitical, environmental, and even phenomenon. A community can be defined as a group of people in a specific location, that includes where they live, work, attend school, and recreate. Most people dwell in some type of community. The goal of the public health nurse is to promote, protect and preserve the health of their community. They provide primary intervention through the promotion of healthy lifestyles thus helping to prevent disease. Immunization awareness and promotion is one of the focus areas. They plan educational assemblies, hand-out fliers, conduct health screenings, dispense medications and administer immunizations. They provide secondary interventions by promoting health screenings like STIs,  obesity, DM, HTN, and substance abuse. They provide direct care through public health clinics. They will distribute health-related items like condoms, and pregnancy tests, and in some communities are involved in clean needle programs. Public health nurses can be found in a variety of places including hospitals, community centers, clinics, schools, and governmental agencies. Rural areas depend heavily on PHN.

References

Dahl, B. M., & Clancy, A. (2015). Meanings of knowledge and identity in public health nursing in a time of transition: interpretations of public health nurses’ narratives. Scandinavian Journal of Caring Sciences, 29(4), 679–687. https://doi.org/10.1111/scs.12196

Green, S. (n.d.). Community & Public Health: The Future of Health Care. GCU Media. Retrieved August 29, 2022, from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/home

A Sample Answer 2 For the Assignment: NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Title:  NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Hello Bernardette, hope you are doing create! An important statement you made in your post regarding how the public community can benefit greatly from the material and educational resources public health nursing can provide. These resources should be accessible to the community free of cost or with the charge of a small co-pay but also be provided with care and empathy. Some of these resources are immunizations, infection prevention, environmental health, and opioid crisis response (American Nurses Association, n.d.). As mentioned in one of the ANA articles nurses can also provide other benefits such as, “respond directly to public health crises; from outbreaks of disease to natural disasters” (ANA, n.d.) With the help of stakeholders’ resources can be provided, and analyzing the needs of the community. For example, during the pandemic, PHN and stakeholders, educated the community about the importance of protecting each other by getting vaccinated, offering free testing, and mask. Thanks for sharing!

References:

American Nurses Association. (n.d.-b). Public Nursing Health. ANA. Retrieved September 2, 2022, from https://www.nursingworld.org/practice-policy/workforce/public-health-nursing/

A Sample Answer 3 For the Assignment: NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Title:  NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Your write up is well detailed but i wish to had some roles of the community health nurses too, which are, they

    • Provide culturally appropriate health education on topics related to chronic disease prevention, physical activity, and nutrition
    • Advocate for underserved individuals or communities to receive services and resources to address health needs
    • Collect data and relay information to stakeholders to inform programs and policies
    • Provide informal counseling, health screenings, and referrals
    • Build community capacity to address health issues
    • Address social determinants of health (Rural Health Information Hub, 2020)

Reference

Rural Health Information Hub, (2020). Roles of Community Health Workers. Retrieved from https://www.ruralhealthinfo.org/toolkits/community-health-workers/1/roles

A Sample Answer 4 For the Assignment: NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Title:  NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Bernardette, I love all of the ways and examples a public health nurse how they help the community. The Public health nurse (PHN) works to improve the community first by setting the policies and procedures in order to carry out the proper plan of action. PHN planning for health improvement occurs at both the local and state levels, including systematic alignment of resources for health improvement strategic planning (Green, 2018). The PHN works with the low income and uninsured community and I like how you talked about the free supplies such as pregnancy and STI prevention. So it is important for the PHN to collaborate with stakeholders in order to receive the proper supplies to hand out to prevent the spread of diseases in the community.

Community & Public Health: The Future of Health Care. (n.d.). Retrieved September 4, 2022, from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/1

A Sample Answer 5 For the Assignment: NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Title:  NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

Community health nurses therefore play a supervisory role in ensuring they regulate and control the health behavior within a community. Nurses and other community health practitioners could use advocacy in ensuring they lobby for various health promotion plans and strategies that are aimed at solving some of the health challenges within the community (Sykes, 2017). The primary role of community nurses in collaboration with the community stakeholders is to guide them on healthy practices which promote healthy living within the community. For example, community health nurses could decide to enlighten the community in championing the construction of a decent toilet by every household within the community (Guzys, 2020). Through this, the nurse will provide primary care through various community stakeholders who play a role in prevention of potential diseases that might harm the community.

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Appraising community resources like religious and nonprofit making organizations in the community is vital in enhancing community participation in health promotion. For instance, religious institutions are against some social acts that can encourage the spread of disease like premarital sex. It is important for community resources to be appraised because it gives comprehensive information about current health status, needs and issues in the community. The information that is gathered can help to develop a plan for the community health improvement by justifying how and where resources should be allocated to better meet the needs of the community (Sang, 2020). A few benefits would be improved organizational and community coordination and collaboration, as well as increased knowledge about the public’s health and the interconnectedness of activities. The use and availability of community resources provide support of prevention plans in the community.

NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion
NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

 

 

References

Guzys, D. (2020). Community health needs assessment. An Introduction to Community and Primary Health Care, 28(15), 172-187. https://doi.org/10.1017/9781108868396.013

Sang, B. (2020). User involvement: The involved and involving community health care nurse. Community Health Care Nursing, 112(06), 352-364. https://doi.org/10.1002/9781444316247.ch22

Sykes, S. (2017). Health needs assessment and the community nurse. Community Health Care Nursing, 101(54), 61-73. https://doi.org/10.1002/9781444316247.ch5

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Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Check Out:  NRS 428 Benchmark Policy Brief GCU