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NURSING (ENGLISH) PROGRAMME
COURSE DESCRIPTION
|
| Name of the Course Unit
| Code
| Year
| Semester
| In-Class Hours (T+P)
| Credit
| ECTS Credit
|
| PUBLIC HEALTH NURSING |
NRS304 |
3 |
6 |
3+0 |
3.0 |
5.0 |
| General Information |
| Language of Instruction |
English |
| Level of the Course Unit |
Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle |
| Type of the Course |
Compulsory |
| Mode of Delivery of the Course Unit |
Face-to-face |
| Work Placement(s) Requirement for the Course Unit |
Yes |
| Coordinator of the Course Unit |
Prof. Dr. MEHMET ZEKİ AVCI |
| Instructor(s) of the Course Unit |
Prof. Dr. MEHMET ZEKİ AVCI
|
| Assistant(s) of the Course Unit |
|
| Prerequisites and/or co-requisities of the course unit |
| CATEGORY OF THE COURSE UNIT |
|---|
| Category of the Course Unit |
Degree of Contribution (%) |
| Fundamental Course in the field |
% 40 |
| Course providing specialised skills to the main field |
% 30 |
| Course providing supportive skills to the main field |
- |
| Course providing humanistic, communication and management skills |
% 20 |
| Course providing transferable skills |
% 10 |
| Objectives and Contents |
| Objectives of the Course Unit |
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 around the world, and some of the efforts by individuals, groups, organizations, and countries to deal with disparities. |
| Contents of the Course Unit |
This course broadens the concepts of nursing introduced across the curriculum and helps students gain a broad understanding of the history and overarching principles of public health, and the role of the discipline in improving health and reducing health inequities. Students study the multiple and interacting factors which impact on human health, including bio-physiology; behavior; culture; societal structure (social, political, economic, and built context); and the natural environment. Emphasis is placed on increasing the student’s self-awareness, communicating effectively, and meeting the community health needs of families and communities. Analysis of the health care delivery system includes the impact of political, legal, social and cultural influences on the health of patients. |
| Contribution of the Course Intending to Provide the Professional Education |
This course introduces the nursing student to concepts of community health utilizing the population-focused nursing process. Includes levels of disease prevention, principles of epidemiology, community assessment, environmental health, disaster preparedness, and professional nursing roles and inter-professional collaboration in various community settings. Emphasis is on health promotion, risk reduction, and disease management across the lifespan in community settings. |
No
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Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
|
| 1 |
Distinguish between public health, rural health, community health and community-based nursing practice. | | 2 |
Compare and contrast ethical theories and principles inherent in the core functions of community-oriented nursing practice. | | 3 |
Discuss basic knowledge of healthcare policy, finance, and regulatory environments that affect the health of diverse populations. | | 4 |
Synthesize knowledge from comprehensive health assessment data and evidence-based research to provide care for culturally, ethnically, and socially diverse patients, families, populations, and communities. | | 5 |
Analyze the relationship between primary health care, health promotion, and disease prevention. | | 6 |
Communicate effectively and participate as a team member with community stakeholders to identify areas for health promotion, community action and advocacy. | | 7 |
- | | 8 |
- | | 9 |
- | | 10 |
- |
| Weekly Course Contents and Study Materials for Preliminary & Further Study |
| Week |
Topics (Subjects) |
Preparatory & Further Activities |
| 1 |
Introduction to Public Health Nursing
Community Health
The Concept of Health |
No file found
|
| 2 |
History and Evolution of Community Health Nursing |
No file found
|
| 3 |
Evidence-based Practice and Ethics in Community Health Nursing
Transcultural Nursing in the Community |
No file found
|
| 4 |
Structure and Economics of Community Health Services
Epidemiology in Community Health Care |
No file found
|
| 5 |
Communicable Disease Control
Environmental Health and Safety |
No file found
|
| 6 |
Communication, Collaboration, and Contracting
Health Promotion: Achieving Change through Education |
No file found
|
| 7 |
Planning and Developing Community Programs and Services
Policy Making and Community Health Advocacy |
No file found
|
| 8 |
Theoretical Basis of Community Health
Community as Client: Applying the Nursing Process
Global Health and International Community Health Nursing |
No file found
|
| 9 |
Theoretical Bases for Promoting Family Health
Working with Families: Applying the Nursing Process |
No file found
|
| 10 |
Maternal-Child Health: Working with Perinatal, Infant, Toddler, and Preschool Clients |
No file found
|
| 11 |
School-age Children and Adolescents |
No file found
|
| 12 |
Adult Women and Men |
No file found
|
| 13 |
Older Adults: Aging in Place |
No file found
|
| 14 |
Promoting and Protecting the Health of Vulnerable Populations |
No file found
|
| SOURCE MATERIALS & RECOMMENDED READING |
|---|
1- Allender, J.A., Rector, Ch. and Warner, K.D. (2014) Community and Public Health Nursing: Promoting the Public’s Health, Wolters Kluwer Health / Lippincott Williams and Wilkins
2- Hunt, R. (2009) Introduction to Community-Based Nursing, Wolters Kluwer Health / Lippincott Williams and Wilkins
3- Thornbory, G. (2009) Public Health Nursing, Blackwell Publishing Ltd.
4- Sines, D., Saunders, M. and Forbes-Burford, J. (2009) Community Health Care Nursing, Blackwell Publishing Ltd.
5- Watkins, D., Edwards, J. and Gastrell, P. (2003) Community Health Nursing: Frameworks for Practice, Elsevier Science Limited
6- Rippke, M. et al. (2001) Public Health Interventions: Applications for Public Health Nursing Practice, MDH
7- Omaha System KBS Rating Supplement (2010) Minnesota Omaha System Users Group
8- Kozier B, Erb G., Berman A, Snyder Sh., Harvey Sh and Morgan-Samuel H (2012) Fundamentals of Nursing, Second Edition Pearson
9- Delves-Yates C (2015) Essentials of Nursing Practice, Sage
10- Leininger, M. and McFarland, M.R (2002) Transcultural Nursing: Concepts, Theories, Research and Practice, McGraw-Hill Professional
11- Ogden J (2007) Health Psychology, Fourth Edition McGraw-Hill
12- Morin, P.J (1999) Community Ecology, Wiley-Blackwell
13- Doenges ME, Moorhouse MF and Murr AC (2010) Nursing Care Plans: Guidelines for Individualizing Client Care across the Life Span, Eighth Edition, F. A. Davis Company
14- Lewis, K. and Bear B. (2008) Manual of School Health, Saunders Elsevier
15- A Quick Guide to Common Childhood Diseases (2009). BC Centre for Disease Control
16- Reed J, Clarke Ch and Macfarlane A (2012) Nursing Older Adults, McGraw-Hill Open University Press
17- Hasselaar J and Payne Sh (2016) Integrated palliative care, Radboud University Medical Center Nijmegen, the Netherlands
18- Townsend, M.C. (2015) Psychiatric Mental Health Nursing: Concepts of Care in Evidence-based Practice, F.A. Davis Company
19- Thompson J and Manore M (2007) Nutrition for Live, Third edition Pearson
20- Zeman FJ and Ney DM (1996) Applications in Medical Nutrition Therapy, Second edition Merrill
21- WHO Handbook for Guideline Development (2014) World Health Organization
22- Omaha System Care Plans and Practice Tools. Available at http://omahasystemmn.org
23- Required reading for the topics will be in the form of review and original articles, and online resources as directed.
24- PowerPoint Slides |
| MATERIAL SHARING |
|---|
| Course Notes |
No file found |
| Presentations |
No file found |
| Homework |
No file found |
| Exam Questions & Solutions |
No file found |
| Useful Links |
No file found |
| Video and Visual Materials |
No file found |
| Other |
No file found |
| Announcements |
No file found |
|
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
|
|
KNOWLEDGE
|
|
Theoretical
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Will use professional knowledge and skills managing health care issues par excellence. | | | | | | X |
| 2 |
Will provide high quality person-centered health care in clinical practices. | | | | X | | |
|
SKILLS
|
|
Cognitive
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Will define nursing as a scientific discipline that takes a holistic approach in a competent, ethical, and caring manner to demonstrate humanism par excellence. | | | | | | X |
| 2 |
Will protect and enhance the health of individuals, families, and groups of all ages. | | | | | | X |
| 3 |
Will provide high quality person-centered health care by integrating knowledge of the multiple mechanisms underlying human health and disease. | | | | | | X |
| 4 |
Will understand that health care is a human right, whether the goal is quality of life or dignity of death and dying. | | | | | | X |
|
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
|
|
Autonomy & Responsibility
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Will determine the need for high quality patient-centered health care in accordance with the contemporary principles to apply a person-centered nursing framework. | | | | | | X |
| 2 |
Will improve a good-quality therapeutic relationship in diverse environments. | | | | | | X |
| 3 |
Will coordinate internal actions and promotes interdisciplinary cooperation using their leadership skills. | | | | | | X |
|
Learning to Learn
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Will provide essential skills needed for life-long learning. | | | | | | X |
| 2 |
Will approach an evidence-based practice through a commitment to innovation and nursing research. | | | | | | X |
| 3 |
Will encourage and support scholarly research and creative endeavor that seeks, creates, and explores universal values, and knowledge exchange in a professional framework. | | | | | | X |
| 4 |
Will participate in the framework of the health policy development with national and international bodies by integrating knowledge of the multiple mechanisms. | | | | | | X |
|
Communication & Social
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Will fulfill the foreign language requirement at an intermediate level. | | | | | | X |
| 2 |
Will use information and communication technologies to improve more efficiency and communicate more effectively. | | | | | | X |
|
Occupational and/or Vocational
|
| No |
PROGRAMME LEARNING OUTCOMES |
LEVEL OF CONTRIBUTION* |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Will adhere to the codes of ethics that govern the psychological, medical, and health science professions at the provincial, national, and international levels. | | | | | | X |
| 2 |
Will promote the fusion of critical thinking with creative thinking through a commitment to innovation and nursing research. | | | | | | X |
| *Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High |
No
|
Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
|
PROGRAMME LEARNING OUTCOMES |
| 1 |
Distinguish between public health, rural health, community health and community-based nursing practice. | 1 (5), 2 (3), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (5), 12 (5), 13 (5), 14 (5), 15 (5), 16 (5), 17 (5) | | 2 |
Compare and contrast ethical theories and principles inherent in the core functions of community-oriented nursing practice. | 1 (5), 2 (3), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (5), 12 (5), 13 (5), 14 (5), 15 (5), 16 (5), 17 (5) | | 3 |
Discuss basic knowledge of healthcare policy, finance, and regulatory environments that affect the health of diverse populations. | 1 (5), 2 (3), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (5), 12 (5), 13 (5), 14 (5), 15 (5), 16 (5), 17 (5) | | 4 |
Synthesize knowledge from comprehensive health assessment data and evidence-based research to provide care for culturally, ethnically, and socially diverse patients, families, populations, and communities. | 1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (5), 12 (5), 13 (5), 14 (5), 15 (5), 16 (5), 17 (5) | | 5 |
Analyze the relationship between primary health care, health promotion, and disease prevention. | 1 (5), 2 (3), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (5), 12 (5), 13 (5), 14 (5), 15 (5), 16 (5), 17 (5) | | 6 |
Communicate effectively and participate as a team member with community stakeholders to identify areas for health promotion, community action and advocacy. | 1 (5), 2 (3), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (5), 12 (4), 13 (5), 14 (5), 15 (5), 16 (5), 17 (5) |
| Assessment |
| Assessment & Grading of In-Term Activities |
Number ofActivities |
Degree of Contribution (%) |
| Mid-Term Exam |
1 |
% 35 |
| Computer Based Presentation |
0 |
- |
| Short Exam |
1 |
% 25 |
| Presentation of Report |
0 |
- |
| Homework Assessment |
0 |
- |
| Oral Exam |
0 |
- |
| Presentation of Thesis |
0 |
- |
| Presentation of Document |
0 |
- |
| Expert Assessment |
0 |
- |
| Board Exam |
0 |
- |
| Practice Exam |
0 |
- |
| Year-End Final Exam |
1 |
% 40 |
| Internship Exam |
0 |
- |
| TOTAL |
3 |
%100 |
|---|
|
| Contribution of In-Term Assessments to Overall Grade |
3 |
%50 |
| Contribution of Final Exam to Overall Grade |
1 |
%50 |
| TOTAL |
4 |
%100 |
| WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
|---|
| Workload for Learning & Teaching Activities |
|---|
| Type of the Learning Activites |
Learning Activities
(# of week) |
Duration(hours, h) |
Workload (h) |
| Lecture & In-Class Activities |
14 |
3 |
42 |
| Preliminary & Further Study |
14 |
3 |
42 |
| Land Surveying |
0 |
0 |
0 |
| Group Work |
0 |
0 |
0 |
| Laboratory |
0 |
0 |
0 |
| Reading |
14 |
2 |
28 |
| Assignment (Homework) |
1 |
3 |
3 |
| Project Work |
1 |
3 |
3 |
| Seminar |
0 |
0 |
0 |
| Internship |
0 |
0 |
0 |
| Technical Visit |
0 |
0 |
0 |
| Web Based Learning |
0 |
0 |
0 |
| Implementation/Application/Practice |
0 |
0 |
0 |
| Practice at a workplace |
0 |
0 |
0 |
| Occupational Activity |
0 |
0 |
0 |
| Social Activity |
0 |
0 |
0 |
| Thesis Work |
0 |
0 |
0 |
| Field Study |
0 |
0 |
0 |
| Report Writing |
0 |
0 |
0 |
| Total Workload for Learning & Teaching Activities |
- |
- |
118 |
| Workload for Assessment Activities |
|---|
| Type of the Assessment Activites |
# of Assessment Activities
|
Duration(hours, h) |
Workload (h) |
| Final Exam |
1 |
2 |
2 |
| Preparation for the Final Exam |
1 |
4 |
4 |
| Mid-Term Exam |
1 |
2 |
2 |
| Preparation for the Mid-Term Exam |
1 |
4 |
4 |
| Short Exam |
1 |
1 |
1 |
| Preparation for the Short Exam |
1 |
1 |
1 |
| Total Workload for Assessment Activities |
- |
- |
14 |
|
|---|
| Total Workload of the Course Unit |
- |
- |
132 |
| Workload (h) / 25.5 |
|
5.2 |
| ECTS Credits allocated for the Course Unit |
|
5.0 |
|
