{"id":3193,"date":"2021-08-19T08:49:08","date_gmt":"2021-08-19T08:49:08","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=3193"},"modified":"2024-03-21T16:08:30","modified_gmt":"2024-03-21T16:08:30","slug":"nrs-428-discussion-role-of-the-community-health-nurse","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nrs-428-discussion-role-of-the-community-health-nurse\/","title":{"rendered":"NRS 428 Discussion: Role of the Community Health Nurse"},"content":{"rendered":"

NRS 428 Discussion: Role of the Community Health Nurse<\/span><\/h2>\n

Sample Answer for NRS 428 Discussion: Role of the Community Health Nurse Included After Question<\/strong><\/h2>\n

Topic 1 DQ 1<\/em><\/strong><\/h2>\n

Description:<\/h3>\n

Explain the role of the community health nurse<\/a> 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.<\/p>\n

A Sample Answer For the Assignment: NRS 428 Discussion: Role of the Community Health Nurse<\/strong><\/h2>\n

Title: <\/strong>\u00a0<\/strong>NRS 428 Discussion: Role of the Community Health Nurse<\/h2>\n

Community health nurses help develop strategies to help with health promotion for an entire population of groups, families, or individuals (Kiper & Geist, 2020). They focus on care outside of the hospital level and provide their own assessments that incorporate health needs and resources that are available to the individual or groups of people. Because community health nurses provide care in areas such as clinics, community nursing centers, local and state health departments, homeless shelters, works sites, etc, it is important for these nurses to build relationships with what are called stakeholders. Stakeholders are individuals or organizations that are involved in representing different races, ethnicities, genders, and communities (ACHI, n.d.). These stakeholders are an important aspect in community health nursing because nurses can work with them to promote the well-being of the people in the community. In my current community, there are many resources that are available for community nurses to refer the public to. These include programs for immunizations, STD\/HIV prevention, nutrition programs, and health referral programs. It is important as a nurse to provide education to the people in the community and understand what resources are available to people in order to provide the best resources and referrals to them.<\/p>\n

 <\/p>\n

ACHI. (n.d.-a).\u00a0https:\/\/www.healthycommunities.org\/<\/a><\/p>\n

Green, S. Z. (2013). Populations as Clients. In\u00a0Community and Public Health: the Future of Health Care<\/em>. essay, Grand Canyon University. Retrieved from\u00a0https:\/\/lc.gcumedia.com\/nrs427vn\/community-and-public-health-the-future-of-health-care\/v1.1\/#\/chapter\/1.<\/a><\/p>\n

Kiper, V. & Geist, R.\u00a0(2020).\u00a0Nurses on the frontline.\u00a0Nursing Made Incredibly Easy!,\u00a018\u00a0(3),\u00a022-26.\u00a0doi: 10.1097\/01.NME.0000658188.17482.9a.<\/p>\n

Paso, C. of E. (n.d.).\u00a0Public health<\/em>. City of El Paso Texas.\u00a0https:\/\/www.elpasotexas.gov\/public-health\/resources\/<\/a><\/p>\n

A Sample Answer 2 For the Assignment: NRS 428 Discussion: Role of the Community Health Nurse<\/strong><\/h2>\n

Title: <\/strong>\u00a0<\/strong>NRS 428 Discussion: Role of the Community Health Nurse<\/h2>\n

The primary role of the community health nurse (CHN) is to improve illness prevention and overall health within a specific population in the larger community. In order to complete this task effectively, the CHN must collaborate with other disciplines and community stakeholders in four different, but linked aspects. Firstly, there must be collaboration to monitor the group’s health status, as well as the diagnosis and investigation of community health problems. This is accomplished through data collection\/maintenance of data banks, community health assessment, and epidemiologic investigations. The data gathered regarding health status and community health problems is then used to identify risks, disparities, and needs. Additionally, it is used to develop a plan for intervention and locate assets and resources that can be used to address potential issues. (Green, 2013) Secondly, there must be collaboration to build knowledge within the population and shape their attitude about health. This is accomplished through health education initiatives. Additionally, ensuring the public is informed about available choices for their health, and how their decision-making skills and behaviors can affect their quality of life. Employers, faith-based organizations, schools, and healthcare providers can prove to be excellent partners in this aspect by assisting in providing the foundation for policies that support the protection and improvement of health for the individual and the community alike, Additionally, these partnerships can help with the preparations for threats and emergencies. (Green, 2013) Thirdly, there must be collaboration to enforce laws, connect individuals to providers, ensure competency of the health care workforce, and evaluate the effectiveness of the established programs. This might look like establishing a quarantine in response to an outbreak of illness, the use of evidence-based practice in healthcare, identifying barriers to the connection of individuals and care providers\/appropriate coordination of services, ensuring health care providers have an active license, maintaining an attitude of life-long learning, providing education and training, etc. (Green, 2013) Finally, there must be\u00a0collaboration to manage the system effectively. This is accomplished through research and the implementation of evidence-based practice.<\/p>\n

Community resources are important in population health promotion because no single entity can appropriately and effectively provide holistic care to patients on their own. As we all know, every aspect of the individual must be properly cared for so that the individual can attain their highest possible state of wellness, thereby improving the well-being of the community as a whole. Appraising these resources as a part of community assessment is also important because the CHN who is planning interventions for the community must know what resources the community has and how much of that resource they have. For instance, the area of Northern New York that I live in is pretty rural (I have to drive about 30-45 minutes to get to a hospital) so it’s important for me to know that healthcare providers are scarce up here. The scarcity of providers in this area affects a lot of things from how long it takes to get an appointment somewhere to the fact that, when patients come into the hospital, they’re usually pretty sick (especially considering there’s a large Amish population up here as well). If I want to address a health concern of a specific community in this area, I must take the lack of access to providers into account.<\/p>\n

References:<\/h2>\n

Green, S. Z. (2013). Populations as Clients. In\u00a0Community and Public Health: the Future of Health Care<\/em>. essay, Grand Canyon University. Retrieved from\u00a0https:\/\/lc.gcumedia.com\/nrs427vn\/community-and-public-health-the-future-of-health-care\/v1.1\/#\/chapter\/1.<\/a><\/p>\n

Description<\/h2>\n

Objectives:<\/h3>\n

1. Examine the role of the community\/public health nurse.
\n2. Evaluate the role of community stakeholders as clients and community partners.
\n3. Discuss the aspects of health promotion<\/a> in nursing care of populations.
\n4. Explain the importance of community resources to planning an intervention.<\/p>\n

Public Health: The Future of Health Care<\/h2>\n

Description:<\/h4>\n

Read Chapter 1 in Community and Public Health: The Future of Health Care.<\/p>\n

All the Gear in the CDC’s Disease Detectives Use in the Field<\/h2>\n

Description:<\/h4>\n

View the “All the Gear in the CDC’s Disease Detectives Use in the Field” video, by WIRED (2018), located on the YouTube website.<\/p>\n

Jackson County Healthy Communities Coalition<\/h2>\n
\"NRS<\/a>
NRS 428 Discussion Role of the Community Health Nurse<\/figcaption><\/figure>\n

Description:<\/h4>\n

Explore the Jackson County Health Department (JCHCC) website. In addition, explore the relevant public health site for your own county or state.<\/p>\n

American Public Health Association<\/h2>\n

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 428 Discussion: Role of the Community Health Nurse <\/a><\/u><\/strong><\/span><\/p>\n

Description:<\/h4>\n

Explore the American Public Health Association (APHA) website.<\/p>\n

Maricopa County Public Health<\/h2>\n

Description:<\/h4>\n

Explore the Maricopa County Public Health website. In addition, explore the relevant public health site for your own county or state.<\/p>\n

California Department of Public Health<\/h3>\n

Description:<\/h4>\n

Explore the California Department of Public Health website. In addition, explore the relevant public health site for your own county or state.<\/p>\n

Optional: Meanings of Knowledge and Identity in Public Health Nursing in a Time of Transition: Interpretations of Public Health Nurses’ Narratives<\/p>\n

Description:<\/h3>\n

For additional information, the following is recommended:<\/h4>\n

“Meanings of Knowledge and Identity in Public Health Nursing in a Time of Transition: Interpretations of Public Health Nurses’ Narratives,” by Dahl and Clancy, from Scandinavian Journal of Caring Sciences (2015).<\/p>\n

NRS 428 Discussion Role of the Community Health Nurse <\/em>Grading Rubric Guidelines<\/strong><\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n

\n
    \n
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

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<\/strong><\/td>\n

\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

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.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

\n
    \n
  • Exceeds minimum post requirements<\/li>\n
  • 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.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

\n
    \n
  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

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.<\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/td>\n

\n
    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\n
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
<\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

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.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

NRS 428 Discussion: Role of the Community Health Nurse Sample Answer for NRS 428 Discussion: Role of the Community Health Nurse Included After Question Topic 1 DQ 1 Description: 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 […]<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-3193","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\nNRS 428 Discussion: Role of the Community Health Nurse -<\/title>\n<meta name=\"description\" content=\"NRS 428 Discussion: Role of the Community Health Nurse-Explore the California Department of Public Health website.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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