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UNIVERSITY OF TECHNOLOGY, JAMAICA

COLLEGE OF HEALTH SCIENCES


CARIBBEAN SCHOOL OF NURSING
FACILITATORS:
Marjorie Ming: Lecturer, Marjorie.ming@utech.edu.jm Tel: 927 1680 ext. 3245 or 391 0766
Miss Lisa McDonald Lecturer, Lisa.McDonald@utech.edu.jm Tel: 4658084
Mr. Naphtali Williamson: Guest Lecturer, nwilliamson@utech.edu.jm Tel:948 8784/9057
Keron Jones-Fraser: Programme Director, keron.fraser@utech.edu.jm Tel: 927 1680 ext. 3241/390-6038

Site Visits: Wednesdays 9:00 am-1:00 pm or as otherwise scheduled. ......................

COURSE OUTLINE
ACADEMIC YEAR 2013-2014 SEMESTER 11
COURSE OF STUDY:
Bachelor of Science in Nursing Year 1
MODULE TITLE:
Community Health
MODULE CODE:
HEA1014
DURATION:
Theory 30 Hours; Practical 45 Hours
CREDIT VALUE:
3
MODULE DESCRIPTION:
This module will enable students to understand differences between hospital and community based
health care, and the role of the nurse in this setting. Components of the module include elements of
community health, factors affecting health, primary health care and community assessment. To enhance
learning, students will be exposed to a number of community health related facilities.
The module is divided into the following units:
Unit 1: Elements of Community Health.
Unit 2: Factors Affecting the Health and Wellness of the Individual, Family and Community.
Unit 3: Primary Health Care.
Unit 4: Assessment of the Family and Community.
GENERAL OBJECTIVES:
Upon completion of this module, the students should be able to:
1. Understand the basic elements of community health;
2. Use knowledge of the factors affecting health in helping to promote the health of the community and
its component groups;
3. Describe the primary health care delivery system in Jamaica;
4. Demonstrate beginning skills in carrying out family and community assessment;
5. Describe the roles and functions of the nurse in Community Health / Primary Health Care;

COMMUNITY HEALTH LECTURE SCHEDULE 2013/2014


Community Health Course Outline 2014 - MEMing

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DATE
Wednesdays

TOPIC (S)

WK 1: 15/1/14
WK 2 : 22/1/14

UNIT 1: Elements of Community Health: Mrs. Marjorie Ming


UNIT 1: Elements of Community Health: Mrs. Marjorie Ming
UNIT 2: Factors Affecting the Health and Wellness of the Individual: Miss Lisa McDonald

WK. 3: 29/1/14

UNIT 2: Factors Affecting the Health and Wellness of the Individual: Mrs. Marjorie Ming
UNIT 2: Environmental Health: Mr Naphtali Williamson or designate: Guest Lecturer

WK 4: 05/2/14

WK. 5: 12/2/14

WK. 6: 19/2/14
WK. 7: 26/2/14
WK. 7: 26/2/14
WK 8: 5/3/14
WK. 9: 12/3/14
WK.10:19/3/14
WK 11: 26/3/14

UNIT 4: Community and Family Assessment: Mrs. Marjorie Ming


VISITS (GROUP 1) Water treatment plant, Sewage disposal plant, Refuse disposal Systems.
Guide: Mrs. Marjorie Ming & Mrs. Sylvia Morgan & Miss Lisa McDonald
VISITS (GROUP 2) Windshield Survey of selected community.
VISIT (GROUP 2) Water treatment plant, Sewage disposal plant, Refuse disposal systems.
Guide: Mrs. Marjorie Ming & Mrs. Sylvia Morgan & Miss Lisa McDonald
VISITS (GROUP 1) Windshield Survey of selected community.
SUBMISSION OF ASSIGNMENT 1
UNIT 4: Community and Family Assessment: Mrs. Marjorie Ming
UNIT 3: Primary Health Care: Mrs. Marjorie Ming & Miss Lisa McDonald
MID SEMESTER EXAMS
ASH WEDNESDAY

VISITS: Types 2 -5 health centres, Schools, Residential institutions, Homes


VISITS: Types 2 -5 health centres, Schools, Residential institutions, Homes
VISITS: Types 2 -5 health centres, Schools, Residential institutions, Homes
VISITS: Types 2 -5 health centres, Schools, Residential institutions, Homes

WK 12: 2/4/14

SUBMISSION OF ASSIGNMENT 2

Wk 12: 2/4/14
Wk 13: 9/4/14
WK 14: 16/4/14

GROUP PRESENTATIONS (ASSIGNMENT 2 ) AND REVISION

WK 15: 23/4/14

EXAMINATION WEEK

WK 16: 30/4/14

EXAMINATION WEEK

STUDY WEEK

VISITS AND OBJECTIVES


Aim and Objectives for Visits to Community Health Facilities and Related Agencies
A. VISITS TO TYPES 2 -5 HEALTH CENTRES AND OTHER COMMUNITY HEALTH
CARE SETTINGS
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AIM: Students will receive firsthand experience re: the structure of the organization, services provided,
staff providing these services and the functions of members of the health care team.
OBJECTIVES:
During visits students should be able to:
1.
2.

Observe the role and functions of the nurse in each type of community health care setting
Gain an understanding of the responsibilities of the nurse in each type of community health care
setting.
3. Identify the benefits gained (locally, nationally, regionally, and internationally) from each type of
community health care setting.
4. Identify the strategies being used to promote the health of the community and its component groups.
5. Identify the scope of services offered to ensure health and safety of the environment/community.
6. Note any challenges in meeting community health needs in each type of community health care settings.
7. Identify the differences and similarities among Types 2 -5 Health Centres.
8. Gain an understanding of the differences between the hospital and the health centre.
9. Observe surveillance methods and specific prevention strategies used to address communicable and noncommunicable diseases.
10. Access information regarding disease/epidemic investigations.

*NB. Dates scheduled for visits may change

B. ENVIRONMENTAL HEALTH EDUCATIONAL VISIT


PURPOSE: This experience is aimed at exposing students to the environmental health practices which
are used to safeguard the health of individuals and communities.
OBJECTIVES:
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I.

VISIT TO WATER TREATMENT PLANT

Specific Objectives
Following the visit to the Water Treatment Plant the students should be able to:
1.
2.
3.
4.
II.

Identify the sources of community water supply.


Identify the methods of evaluating water supply for safety.
Describe the process of bacteriological sampling.
Discuss the methods used to purify water.
VISIT TO SEWAGE TREATMENT PLANT

Specific Objectives
Following the visit to the Sewage Treatment Plant the students should be able to:
1. Identify the:
a. importance of sewage treatment.
b. general principles of sewage treatment.
c. methods used to disinfect effluent.
2. Describe the sewage treatment methods used at the facilities visited.
3. Describe the impact that untreated sewage can have on the environment and health the of the
general population.
III.

VISIT TO SOLID WASTE DISPOSAL SITE

Specific Objectives
Following the visit to the Solid Waste Disposal Site the students should be able to:
Identify the:
(a) sources of solid waste.
(b) areas served by the solid waste disposal site.
(c) different types of solid waste handled at the site.
(d) rationale for the different methods used to treat the various types of solid wastes.
(e) local conditions that impact negatively on the collection and disposal of solid waste.
(f) effects of improper management of solid waste.
(g) characteristics of a sanitary landfill.
(h) hazardous materials that are treated at the site.
(i) procedure for treating hazardous waste, such as waste from medical facilities.
NB. Students are required to hand in a written report as well as make an oral presentation at the end of the
visits to indicate that these objectives have been successfully met.

RECOMMENDED READING

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Anderson, E.T. (2008) (5th Ed.) Community as Partner. Theory and Practice in Nursing. Lippincott.
Philadelphia.
Clark M.J. (1996) (2nd Ed.) Nursing in the Community. Appleton and Lange.
Smith C.M. & Maurer F.A. (1995) Community Health Nursing: Theory and Practice.
Ministry of Health, Jamaica (1978) Primary Health Care: The Jamaican Perspective, Ministry of Health:
Kingston, Jamaica.
World Health Organization (1978) Alma Ata 1978. Primary Health Care. Geneva: World Health
Organization.
Ministry of Health (1998) Health Reform in Jamaica, Kingston Jamaica.

ADDITIONAL READING

Stanhope, M. & Lancaster, J. (2004) Community & Public Health Nursing. C.V. Mosby.

Butterfoss F.D. (2007) (5th Ed.) Coalitions and Partnerships in Community Health.

Dreher M., Shapiro D. & Asselin M. (2006) Healthy Places Healthy People.

Stanhope, M. & Lancaster, J. (200) (7th Ed.) Community & Public Health Nursing C.V. Mosby.

Sines D. Appleby F. & Frost M. (2005) (3rd Edition) Community Health Care Nursing.

Tinkham C.W., Voorhies E.F. & McCarthy N.C. (1985) (3rd Edition) Community Health Nursing.
Evolution and Process in the Family and Community.
Hitchcock J.E., Schubert P.E. & Thomas S.A. (1999) Community Health Nursing Caring in Action.

COURSE REQUIREMENTS:
Attendance and punctuality at all classes are compulsory. Repeated absenteeism and/or lateness will
attract disciplinary action in keeping with the UTECH regulations and the Nursing Council disciplinary
procedures (See student handbooks).

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Bathroom or mobile phone breaks are not allowed except during assigned break times. Exceptions must
be arranged with the lecturer in advance.
Each student is to be appropriately attired according to school rules. Students who are inappropriately
attired will not be permitted entry to the classroom.
All assignments are to be submitted on the date stipulated. Late submissions will attract a penalty
of 0.5 marks deducted for each day late.
Students whose assignments are rated unsatisfactory will be required to complete another assignment for
which a score no higher than C will be awarded
Students will usually enter for the written final examination only if course work assignments are rated as
satisfactory; and have been submitted on time. In addition, students must demonstrate satisfactory
attitudes and conduct for the duration of the course.
Each student is expected to maintain proper decorum consistent with professional standards, and is
encouraged to utilize appropriate channels for communicating any challenges they may be experiencing.
EVALUATION
Mid-semester Test - Multiple Choice and Short Answer Questions

30%

Project

- Case Study (Group Assignment 1)

10%

Project 2

- Community Assessment (Group Assignment 2) -

10%

Final Examination

- 50%

NB (Passing grade 60%)


ASSIGNMENTS DUE DATES
a) Group Assignment 1: Case Study: Wednesday, February 19, 2014.
b) Group Assignment 2: Community Assessment: Written: Wednesday, April 2, 2014.
c) Group Assignment 2: Community Assessment: Oral presentation: Wednesday, April 9, 2014.

NB. PLEASE SEE BELOW FOR ASSIGNMENT SHEETS.

UNIT 3: PRIMARY HEALTH CASE STUDY: [GROUP ASSIGNMENT # 1]


SCENARIO:
Gully Bank is a close nit, large squatter community built along the bank of a river which is a major
water source; the illegally constructed houses vary from very simple to very complex in structure and
quality with inappropriate utility and waste disposal systems. Most of the residents are in childbearing
age, a few are elderly; and approximately fifty percent are children. Some are self-employed and work
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at home; others work away from home, locally and abroad. They access health care services
haphazardly; their children are often left alone and attend school irregularly.
Activity: After reading the scenario
1. Identify the different population groups in this community and discuss five health needs for each
group.
2. Describe the IMPACT of this living condition under the following headings:
a) Health
b) Psychosocial
Individual and family
Community and country
c) Economic
Direct cost
Indirect cost
d) Environmental
3. A) Use the following Primary Health Care Principles to suggest interventions for this
Community:
Community based
Accessibility
Community participation
Multi-sectoral collaboration
Preventive (primary, secondary and tertiary prevention strategies).
B) State the roles that the Community Health Nurse would assume in the implementation
of the suggested interventions.

RUBRIC FOR CASE STUDY


ASSESSMENT CRITERIA

Possible
Score

Population groups and Health Needs

15

Description of the impact of this living condition

20

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Score
Awarded

REMARKS

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A. Health
B. Psychosocial
I. Individual and family
II.
Community and country
C. Economic
I. Direct cost
II.
Indirect cost
D. Environmental
Interventions based on Primary Health Care
Principles
Community based
Accessibility
Community participation
Multi-sectoral collaboration
Preventive (primary, secondary and
tertiary prevention strategies)

55

The roles that the Community Health Nurse would


assume in the implementation of the suggested
interventions
1. GRAMMAR

2. REFERENCES

TOTAL

100

UNIT 3: ASSESSMENT OF THE COMMUNITY [GROUP ASSIGNMENT 2]


Instruction: In your assigned groups, select a community which is bounded by a radius of about one (1)
mile and perform an assessment according to the guidelines provided.

RUBRIC FOR COMMUNITY ASSESSMENT


This paper is designed to provide an opportunity for participants to gain experience and
insight into what is involved in community assessment and to appreciate its value in
determining the health status of a community.

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A.

REMARKS

Introduction
1. Purpose of assessment
2. Data collection method used

B.

GAINEDMARKS

EVALUATION CRITERIA
Written Presentation

ED ASSIGNMARKS

N
O

2
3

Body:
1. Categorization and summarization of
survey findings
Amount of information
Quality of information
Diagrams and illustrations

2. Analysis of community assessment findings


strengths(assets) & weaknesses ( Health
problems/needs: actual and potential/risks)

15
5
5
5

20
5

3. Formulation of two community Nursing


Diagnoses

10

4. Recommendations/Interventions for
problems identified

C.
D.

Conclusion
Organization of Written Material

1. Layout/organization

5
5
5

2. Mechanics
3. Referencing

Oral Presentation
TOTAL MARKS

25

10
0

DATE ASSIGNMENT DUE: Written: April 03, 2013


Oral Presentation: April 10, 2013

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RUBRIC FOR ASSESSING THE BODY AND ORGANIZATION OF COMMUNITY

CATEGORY
Diagrams &
Illustrations

5
Diagrams and
illustrations are
neat, accurate and
add to the reader\'s
understanding of the
topic.

4
Diagrams and
illustrations are
accurate and add
to the reader\'s
understanding of
the topic.

3
2 or 1
Diagrams and
Diagrams and
illustrations are neat illustrations
and accurate and
are not accurate OR
sometimes add to the do not
reader\'s
add to the reader\'s
understanding of the
understanding of the
topic.
topic.

Amount of
Information

All topics are


addressed and all
questions answered

All topics are


addressed and
most questions
answered

All topics are


addressed, and most
questions answered

One or more topics


were
not addressed.

Quality of
Information

Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.

Information clearly
relates to the main
topic. It provides 12 supporting details
and/or examples.

Information clearly
relates to the main
topic. No details
and/or examples are
given.

Information has little


or
nothing to do with
the main topic.

Organization

Information is very
organized with wellconstructed
paragraphs and
subheadings.

Information is
organized with
well-constructed
paragraphs.

Information is
organized, but
paragraphs are not
well-constructed.

The information
appears
to be disorganized.

Referencing

All sources
(information and
graphics) are
accurately
documented in the
desired format.

All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.

All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.

Some sources are


not
accurately
documented.

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Mechanics

No grammatical,
spelling or
punctuation errors.

Almost no
grammatical,
spelling or
punctuation errors

A few grammatical
spelling or
punctuation errors.

Many grammatical,
spelling, or
punctuation errors.

ASSESSMENT PROJECT

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