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NUR 2680L Community Health Nursing lab
Course Number: NUR 2680L Term: 2213 (Spring 2021)
Course Reference Number: 4946
Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th- April 19th, 2021)
Location: Remote Learning via Blackboard Collaborate
Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN
E-mail Address: rstewar1@msn.com
Office Phone: 305-237-4519, for faster contact use the Remind app class code CHN2021
Office Hours: Before Class on Mondays
Course Description: This laboratory course assists the students in applying knowledge of
community health resources. Students will learn to manage health resources to
support the delivery of care to the individuals, families, and target populations
within the community. Special emphasis is placed on the understanding cultural
influences, social justice, and the impact of the nurse on the community.
Course Credits: 1 Credit
Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR 1060C, NUR 1141, NUR 1211, NUR
1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142
Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR 2520L, NUR 2420L,
NUR2420
MDC Learning Outcomes:
1. Communicate effectively using listening, speaking, reading, and writing skills. 2. Use quantitative analytical skills to evaluate and process numerical data. 3. Solve problems using critical and creative thinking and scientific reasoning. 4. Formulate strategies to locate, evaluate, and apply information. 5. Demonstrate knowledge of diverse cultures, including global and historical perspectives. 6. Create strategies that can be used to fulfill personal, civic, and social responsibilities. 7. Demonstrate knowledge of ethical thinking and its application to issues in society. 8. Use computer and emerging technologies effectively. 9. Demonstrate an appreciation for aesthetics and creative activities. 10. Describe how natural systems function and recognize the impact of humans on the environment.
End-of-Program Student Learning Outcomes:
1. Develop a professional identity that demonstrates teamwork, collaboration, effective communication
and adhere to standards of practice for nursing.
2. Implement safety and quality initiatives in the delivery of holistic patient-centered care.
3. Utilize technological resources to effectively deliver care which enhances positive patient outcomes.
4. Deliver compassionate care to diverse populations with respect to individuality and clients’ needs.
5. Uses relevant evidence to improve clients’ outcomes within a dynamic environment.
Course Student Learning Outcomes:
At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Understand the dynamic and inter-related factors influencing health outcomes for various segments of the population. (Meets Unit Objectives/ Competencies 1 &2)
2. Analyze and apply data to support the care of individuals, families, and target populations within the community. (Meets Unit Objectives/ Competencies 1 & 2)
3. Utilize culturally competent health strategies to educate individuals and groups regarding health promotion, health protection and prevention of illness or injury. (Meets Unit Objectives/
Competencies 1)
4. Collaborate with community partners to facilitate initiatives which support the health of the local community. (Meets Unit Objectives/ Competencies 3)
5. Apply theories of growth and development, nursing, and public health to validate decision making, planning, implementation, and evaluation of care. (Meets Unit Objectives/ Competencies 1 & 4)
BLACKBOARD
All assignments will be administered via blackboard. Students are expected to adhere to the instructions
provided along with assigned due dates.
ACADEMIC HONESTY
This procedure establishes a process for addressing charges of academic dishonesty in a manner that
preserves the professional integrity of the faculty member as well as the due process rights of the student.
Academic dishonesty includes the following actions, and those that are similar in nature, with respect to a
student’s academic performance:
A. Cheating on an examination and unauthorized sharing of information.
B. Collaborating with others on individual assignments.
C. Plagiarizing the ideas, writings, or works of another.
D. Re-submitting work from another course unless permitted by the instructor.
Some related actions of academic dishonesty, such as stealing examinations or course material and
falsifying records, may be directly addressed through Procedure 4035 Addressing Academic Dishonesty. A
detailed review of the procedure can be viewed at https://www.mdc.edu/procedures/Chapter4/4035.pdf
STUDENT DISCIPLINARY ACTIONS
All alleged student violations of the Code of Conduct of the College are referred to the Office of the
Student Dean at the respective campus. A detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4030.pdf
STANDARDS OF ACADEMIC PROGRESS (SOAP)
The main purpose for the Standards of Academic Progress (SOAP) Procedure is to establish a formal
process through which the faculty, staff, and administration at Miami Dade College may identify and
provide support to students who experience academic difficulty and fall below a Combined Cumulative
Grade Point Average (GPA) of 2.0 (Calculated from the combined graded units for GPA). The combined
Cumulative GPA includes computation of grades for both MDC and posted transfer courses. Good
Academic Standing is defined as 2.0 or higher for the Combined Cumulative GPA. A detailed review of
the procedure can be viewed at https://www.mdc.edu/procedures/Chapter4/4010.pdf
GUIDELINES FOR APPEAL OF THE STANDARDS OF ACADEMIC PROGRESS
To establish a procedure for review and consideration regarding adjustment to students’ academic standing
of suspension or dismissal as outlined in College Procedure 4010 Standards of Academic Progress
(SOAP). A detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4015.pdf
SERVICES PROVIDED FOR STUDENTS WITH DISABILITIES
To provide general information and guidelines concerning services available for students with disabilities,
including the granting of auxiliary aids, substitutions, modifications, academic adjustments, or waivers of
requirements for admission to the College, its programs of study, its entry requirements to the upper
division, or graduation for students with disabilities. To provide the College with procedures relating to
students that may pose a direct threat to the health and safety of others. A detailed review of the procedure
can be viewed at https://www.mdc.edu/procedures/Chapter4/4055.pdf
STUDENT APPEAL OF GRADES
This College procedure for the student appeal of grades ensures that both students and faculty will be
aware of the processes that are to be followed when a course grade is challenged. The responsibility for
academic evaluation and the assignment of grades is that of the faculty member who has been assigned
responsibility for a course. When a student believes that he/she has not been evaluated as prescribed in the
course syllabus, an avenue of appeal must be provided. A detailed review of the procedure can be viewed
at https://www.mdc.edu/procedures/Chapter8/8301.pdf
INCOMPLETE GRADES
A grade of Incomplete is submitted when the student's work in a course is unfinished. An incomplete is
normally given only where extenuating circumstances exist, or where research or performance needs to be
extended beyond the normal limits of the term. The student must obtain the instructor's permission to
finish the course. Student may request a grade of incomplete only after the drop/withdraw date has passed.
The decision to grant such a request will rest with the individual course instructor. The students have an
opportunity to appeal the course instructor's decision, if it is negative, to the immediate supervisor of the
course instructor. This would be a one-step final appeal process.
If the decision is reached by the course instructor to grant an incomplete, this must be accompanied by a
written and signed agreement between the course instructor and the student. The Agreement Form will
contain the following points:
1. The time frame in which the course requirements must be completed. As a standard rule, this
work should be completed by the last day of the next major term (Fall or Winter). An extension of
this time limit may be granted by the appropriate Department Head after consultation with the
instructor, if the reasons are determined to be beyond the control of the student – severe illness,
accident, etc. (In the event the Incomplete grade is carried past the next major term, faculty must
maintain course records for the student up until the next major term from the time at which the
grade is recorded on the student transcript.)
2. The specific requirements that must be completed and the manner in which they are to be
completed. (This might include some reference to grading criteria).
3. A provision that if the requirements have not been met by the end of the next major term, a
Failure will be recorded as the grade for the course. A student does not remove an Incomplete by
registering in a subsequent term to re-take the course.
WITHDRAWALS
If you are thinking of withdrawing from a class, speak first with your professor. If you still choose to
withdraw, please keep the following in mind:
• A course withdrawal is not an automatic process; you need to withdraw either online or at
the registration office.
• If you withdraw from a course after the 100 percent refund date, it counts as an attempt and
it will remain on your transcript.
• You may withdraw with a grade of “W” up to the withdrawal date. Withdrawals after that
date would be considered only through the petition process. Check with your advisor for
more information.
• Withdrawals are not official until processed online or at the Registrar’s Office. Get a copy
of your schedule to confirm this transaction.
• Withdrawal deadlines are published in the official College calendar.
• Dropping a course may jeopardize your athletic eligibility, financial aid, veteran benefits,
student visa status or participation in student activities.
STUDENT COMPLAINTS
Prospective or enrolled students may voice a complaint about a College rule/regulation, procedure, or
experience. The complaint may also be raised by a group of students or student government. Students must
first voice their complaint to front-line staff and/or their supervisors. If the complaint cannot be resolved at
that level, then the supervisors will communicate it to the next leadership level and notify the student(s).
Students are expected to follow this chain of command within the complaint process and not elevate their
complaint to the senior executive level of the College. Students who are unable to resolve their
concerns/issues with the front-line staff and/or their supervisors may file a complaint in writing to the
appropriate division head as listed in the table in this procedure. If the complaint is against a first or second
level individual in the chain of command, the student should present the concern to the next level. A
detailed review of the procedure can be viewed at https://www.mdc.edu/procedures/Chapter4/4032.pdf
VETERANS AFFAIRS
Our Veterans Affairs offices are available to assist all eligible U.S. veteran students and dependents who
are using their V.A. educational benefits to further their education. You can get information about
entitlements, filing claims to the Department of Veterans Affairs (DVA) and certifying enrollment at
MDC. Connect to MDC staff/contacts, specialized services, and certification information and processing.
For more information, please contact Veterans Information at 305-237-2790.
ACCESSIBILITY AND DISABILITY SERVICES
ACCESS (A Comprehensive Center for Exceptional Student Services) Disability Services provide and
coordinate accommodations for students with documented disabilities. Federal and state laws and
regulations guarantee students with disabilities equal access and equal opportunity in post-secondary
education. The College has developed special support services and accommodations to assist students with
disabilities in achieving equal opportunities.
TUTORING
Tutoring is available through Blackboard Collaborate Ultra.
How to access a virtual tutor:
1. Select the campus where you typically meet with a tutor 2. Select the discipline you are requesting tutoring from 3. You will be connected to a Collaborate Ultra room and a staff member will further direct you
Need a tutor outside of the scheduled hours? Check to see if your professor has activated Smarthinking
virtual tutoring in their Blackboard course. Smarthinking will pair you with a subject specific tutor 24/7.
FOR MORE INFORMATION CONCERNING LABS BY CAMPUS, PLEASE VISIT
https://libraryguides.mdc.edu/c.php?g=636897&p=4456609
TITLE IX: DISCRIMINATION, HARASSMENT, AND SEXUAL MISCONDUCT REPORTING:
Miami Dade College is committed to providing an institutional environment where all persons may pursue
their studies, careers, duties, and activities in an atmosphere free of threat of unwelcome and unwanted
sexual offenses and violence. The College prohibits offenses of Sexual Assault, Domestic Violence, Dating
Violence and Stalking on its campuses and has developed policies and procedures to be followed once it
has been determined that a sexual offense has occurred.
A list of resources is available at https://www.mdc.edu/preventsexualviolence/know-your-rights.aspx.
If you wish to report misconduct or have questions about school policies and procedures regarding
Sexual Assault, Dating Violence, Domestic Violence and Stalking, please refer to MDC’s Title IX
Coordinator and/or for more information, please review the procedure with contact listing information at
https://www.mdc.edu/policy/Chapter1/01-I-20-Non-Substantive-Revised-8-17-16.pdf
HEALTH / CPR REQUIREMENTS:
Please refer to School of Nursing Orientation Manual. Students must adhere to the requirements for
clinical as per school policy.
REQUIRED TEXT
• ATI Review Module: RN Community Health Nursing (Edition 7.0) (e-book available)
• ATI Review Module: Nutrition for Nursing (Edition 6.0) (e-book available)
MEANS OF OUTCOME ASSESSMENT
Lectures, Seminars, Forums, Guided-Discussions, Student Presentations, Case Studies, Exams,
Remediation, and Written Assignments
EVALUATION/GRADING SCALE
The course grade scale is outlined below:
GRADE PERCENTAGE
S Satisfactory
U Unsatisfactory
A student who earns a grade of satisfactory:
• Safely executes psychomotor skills.
• Applies previous learning to Community Nursing.
• Gathers data about the community systematically.
• Uses therapeutic communication with patients, families, staff, peers, and others.
• Applies critical thinking to nursing care situations with community nursing.
• Is self-directed
• Meets all objectives in Core Components (see evaluation tool)
A student who earns a grade of unsatisfactory:
• Fails to transfer previously learning.
• Uses communications patterns that are angry, judgmental, disrespectful, familiar, false, or otherwise inappropriate.
• Violates policies of affiliating agency and/ or College. Unsafely executes psychomotor skills.
• Fails to act on constructive feedback.
• Fails to meet course objectives due to excessive tardiness or absence.
• Fails to meet all objectives in Core Components (see evaluation tool)
NUR 2680L – Introduction to Community Health Nursing is structured to provide students with an
opportunity to expand on the previous knowledge gained from caring for clients in acute care and/ or
extended long term care settings. Registered nurses must also meet the needs of clients who may not
access traditional avenues of care. This course allows students to gain insight into the way nurses practice
“outside the walls” of traditional sites to reach clients where they work, live, and play in the community.
Students develop strategies and implement services to promote health and prevent illness. The course is
also designed to increase your awareness of professional nursing values, ethics, and civic responsibility. It
gives students the opportunity to use nursing expertise to provide service-learning to individuals, families,
and target populations in collaboration with community partners.
Through these experiences’ students can raise their awareness of community health issues become
advocates for change. Students can act as change-makers as they provide meet the needs of the community
through the opportunities to provide service. Students expand their learning and professional development
as they reflect on these experiences (exploring personal values, professional behaviors, and commitment
and to the community). This embodies the principles of service-learning.
COURSE REQUIREMENTS
The exploratory course requires a minimum of 40 hours of community health nursing, education, and
teaching in a directed/self-directed format. The course spans 12-16 weeks and consists of three segments:
The hours are portioned into three (3) distinct segments:
A. Mandatory Lecture Hours (7hrs)
B. Instructor-Assigned Class Activity Hours (10hrs) –Includes Standardized Exams & Remediation.
C. Community Service-Learning Activity Hours (23hrs)
Requisite Components
• Activities Log: Students must maintain a detailed log throughout the course to serve as a record of all activities (Mandatory Lectures, Instructor- Assigned Activities, & Service-Learning Activities).
Each entry in the log should be signed off or verified by the assigned clinical instructor. Students
must provide a signature, certificate, or letter from any community partners depending on the
activity.
• Personal Reflection Journals discussing the experience (Specific Questions to be addressed in the journal entries are provided).
• Terminology (these are provided): Students must define specific vocabulary and may utilize these terms in the journal entries to demonstrate understanding.
• Community Needs Assessment: Students are required to conduct a community needs assessment and write a scholarly paper detailing the results (an outline is provided).
• Final Portfolio: The student will submit a portfolio document with all the course requirements listed above.
• Course Evaluation: Students will complete the course evaluation at the end of the semester.
PRACTICE ASSESSMENTS AND REMEDIATION:
1. Students will complete the following items on the ATI platform:
Practice Assessments and Remediation
Practice Assessment A Remediation Plan Practice Assessment B
(Results will generate a
remediation plan)
(Student must complete 3
handwritten critical thinking points
on each of the tiles)
(Taken after completion of the
remediation plan)
2. At designated times during the course, the student will take the mandatory Practice Assessments.
3. The results of the Practice Assessment A will generate mandatory remediation plans based on the student’s individualized performance.
4. The student must complete the Remediation Plan with the 3 critical thinking points (handwritten) for each tile prior to taking the Practice Assessment B.
5. Students scoring less than 70% on a Practice A exam will complete the remediation above and will complete additional remediation on the ATI platform as directed to address gaps in learning.
6. Students will earn two (2) hours towards the 10 hours of required Instructor Assigned Class Activities for completing all required practice assessments and remediation plans
(1 hour for the Community Health assignments and 1 hour for the Nutrition assignments).
7. To earn the designated hours, students must complete ALL of the outlined requirements (1-6 above), no partial hours will be granted.
8. Missed exams will be considered a clinical absence (please review clinical absentee policy in Student Handbook)
Professional Attire for Community Service-Learning Activities/Projects:
1. Students must wear community health nursing t-shirt, green scrub pants, white shoes
2. All students must wear their MDC student badges.
3. Adhere to the standards in the Student Handbook: regarding hair, nails, and jewelry
Please remember—you are a representation of MDC – School of Nursing when you are out in the
community.
COMMUNICATING WITH FACULTY / GROUP MEMBERS
All Community Health Nursing Faculty are available via e-mail or telephone.
Refer to the information listed in the Syllabus.
It is required to have an MDC email address to provide secure communication. If you do not have an mdc
e-mail account, the Student Success Center personnel can help you get one free of charge, please make
sure this is present as your official email account on file.
COURSE REQUIREMENTS: ASSIGNMENT SPECIFICS
The following information goes into more detail regarding the course requirements listed previously to
successfully complete this course.
MANDATORY LECTURE HOURS (7 Hours)
Mandatory Lectures will provide 7 hours towards the total course requirements of 40 hours and attendance
to each is required for NUR 2680L. Failure to attend these sessions could jeopardize success in this
course. With the approval of the Faculty member, students may attend the required seminars at a different
time than originally scheduled for their group if a conflict should arise.
Orientation Lecture to NUR 2680L: Faculty will orient students to the course requirements, learning
platforms, and an overview of Community Health Nursing.
Civic Engagement Lecture: – The MDC- Institute for Civic Engagement & Democracy (iCED) will
provide a presentation focusing on service learning, the needs of our society as a whole; and what it means
to be civically engaged as members of this democratic society.
Community Health Nursing Lecture: – The presentation discusses health promotion and disease
prevention including primary, secondary, and tertiary care and public health. It also includes information
on conducting a focused Community Needs Assessment.
Healthy People Lecture & Nutrition Lecture: These presentations orient students to the national health
goals based on the Healthy People platform and the current topic areas/ objectives. The nutrition
presentation provides students with an overview to facilitate health promotion and disease prevention in
the population.
Students must write a journal entry for each of the mandatory lectures according to the course criteria.
COMMUNITY HEALTH NURSING SERVICE-LEARNING HOURS (23 Hours)
Service- Learning activities will provide 23 hours towards the total course requirements of 40 hours.
Course assignments and community partnerships will focus on activities related to the care of individuals,
families, or vulnerable populations within the community.
Students will be involved in the preparation and delivery of the service-learning activities with supervision
and guidance from faculty or community partners. Requirements for this segment include 23 hours of
service learning.
• Students may not conduct any hands-on activities at a site unless an instructor from Community Health Nursing is present (Vital Signs, Screenings- glucose, lipids, etc.).
• During strict remote learning students are NOT allowed to participate in ANY on site or face to face activities with community partners as part of NUR 2680L.
• Students must record their service activity hours on the log sheet provided. Clinical Instructors must be able to verify student activity. Verification from community partners may be submitted in
the form of a certificate, letter, email, or signature.
• Activity logs must be kept current and be presented for faculty review upon request.
• If a student cannot longer attend an event with a community partner that they have committed to participate in, then the lead faculty/or clinical instructor must be notified as soon as possible, which
can be counted as an absence from clinical.
• Students will discuss their experiences with classmates in live meetings or the discussion board at the discretion of each clinical instructor.
Students must write a journal entry for each of the service- learning activities according to the course
criteria. If a community partner requires multiple days of attendance- students write an entry for each
engagement.
PROCEDURE FOR SELECTING/SCHEDULING SERVICE-LEARNING PROJECTS AND
ACTIVITIES
• All service-learning activities for this course must be approved. Activities will be provided and communicated to students via the clinical instructor or course leads.
• Approved activities are posted on the Community Board and new opportunities will be provided via course announcements or emails.
• If students have additional community partners or events that seems appropriate, they must email their instructor and course lead so that these may be approved.
• Participation in an unapproved activity may result in those hours not being counted towards the service-learning.
• Not ALL activities with a community partner are approved for NUR 2680L service-learning even when MDC has an established relationship with the community partner.
• Students are required to sign up for service-learning activities with our community partners as directed.
• Students are responsible for checking their MDC email and the NUR 2680L course for events.
Additional training or lectures related to Community Health that become available during the course may
count towards either Observational Service- Learning Hours (up to 4 hours) or Instructor-Assigned
Activity Hours at the discretion or approval of the assigned clinical instructor.
ATTENDANCE AT COMMUNITY HEALTH NURSING PROJECTS/ACTIVITIES
When a student signs up for an activity or project there is an expectation that the student will fulfill this
professional responsibility. If unable to attend the event, the student is to notify the lead faculty and
their assigned clinical instructor via e-mail. For same day emergencies, students should call the lead
instructor. If a student is absent from a service-learning activity for which they have committed, this
will be counted as an absence and will reflect unprofessional behavior. As per the MDC absentee
policy, more than 2 absences (or withdrawals from an event) will result in an automatic grade of
unsatisfactory. Therefore, please make sure that you check potential obligations prior to signing up
for a service-learning activity. As with all clinical courses, instructors reserve the right to require an
alternative assignment to be completed by the student.
EXAMPLES COMMUNITY SERVICE-LEARNING ACTIVITIES
While engaging in service-learning activities with our community partners, students can expect to do
some of the following activities.
Teaching-
• Safety
• Nutrition
• Proper Diets
• Personal Hygiene
• Health Promotion & Disease Prevention
• Create educational posters to be used at Health Fairs and community partner sites
• Create educational pamphlets
Planning Activities
• Coordinate a Health Fair with faculty member
• Coordinate a Service-Learning Project with faculty guidance
• Coordinate with Community Partners to distribute resources effectively
• Coordinate with Community Partners to facilitate Health Promotion Disease Prevention Events/ Outreach
Observational Service- Learning Activities (up to 4 hours total)
Attend on-campus and off-campus sessions as approved by the assigned instructor that are
observational or focused on professional growth as a future nurse. Examples include: Mental Health Seminar, Opioid Dependence Seminar, Professional Nursing Organization Meetings
PROFESSIONAL BEHAVIORS
Professional Behaviors are the actions expected of all nurses and nursing students, which reflect the values,
rules, and practices of nursing. Refer to the School of Nursing Manual of Clinical Performance
Professional Behaviors and the Clinical Evaluation Tool. These actions must be demonstrated throughout
the course. Deviations from professional behaviors may result in a failing clinical grade, and/or withdrawal
from the program.
INSTRUCTOR ASSIGNED CLASS ACTIVITIES (10 Hours)
Instructor-Assigned Class Activity hours will provide 10 hours towards the total course requirements of 40
hours and provide students with an opportunity to share their community nursing
experiences/projects/progress as a group. These segments are generally one or two hours in duration and
are facilitated by clinical faculty. Instructor assigned class activities cannot be substituted by any
other activity conducted within the program. If students do not attend or participate in an
Instructor Assigned Class Activity by the assigned date this is considered an absence. Students may
receive prior approval from their assigned clinical instructor for adjustments if a conflict arises.
Students are not permitted to complete Instructor Assigned Class Activity hours with another instructor
without prior approval from their assigned instructor. Faculty will announce dates/times of Instructor
Assigned activities in advance to their clinical groups. Students will receive a total of two (2) hours
towards the Instructor-Assigned Class Activities for completing the mandatory Practice Assessments and
Remediation (1 hour for Community Nursing and 1 hour for Nutrition). No partial hours will be given.
PERSONAL REFLECTION JOURNAL
In addition to the designated activities conducted during this course, each student is required to keep a
Personal Journal that will be submitted as requested by the assigned instructor. Journals must be kept
current. Journal entries must be completed for the Mandatory Lectures and Service- Learning Activities.
Individual Instructors may request entries for the Instructor Assigned Activities as well. Each entry must
include the following information:
JOURNAL CRITERIA:
• The Type of Activity (Mandatory Lecture, Service- Learning, or Instructor- Assigned)
• The Date, Total Hours and the Contact Person (Name & phone number or email address)
• A paragraph for each of the following questions:
1. What did I do? (brief description of activity) 2. What did I learn from this activity? 3. How did this activity impact my development as a future nursing professional? 4. How did this activity address a specific Healthy People topic & objective? 5. How did this activity address the community health nursing course competencies and program
learning outcomes?
Journals should be current and ready for submission as per faculty or course calendar. Journals not turned
in on time are considered unsatisfactory. Please refer to Professional Behaviors. Journals must meet the
course criteria. Students should revise their journals based on instructor comments prior to submitting
them in the final portfolio.
FINAL PORTFOLIO:
All course activities should be compiled into one Microsoft Word document or a 3- ring binder and be
submitted along with the Activities Log. The complete journal must be turned in at one time. Guidance can
be provided by the assigned clinical instructor prior to turning in the portfolio. The following items should
be included:
• Reflective Journal Entries that follow the guidelines in the syllabus
• Terminology Definitions • The Community Needs Assessment Paper (QEP)
QEP ASSIGNMENT: COMMUNITY NEEDS ASSESSMENT PAPER
For this scholarly paper, the student will complete a Community Needs Assessment and identify a gap or
need that is present. To do this, the student will use observational and objective research data to analyze
the strengths and weaknesses of the neighborhood or target population. Students should utilize the
community assessment components (People, Place/Environment, and Social Systems) as detailed in the
ATI Community Review Module and in the Community Health Nursing lecture. The guidelines for the
paper are listed below: During strict remote learning, the Community Needs Assessment Paper will be
done on the student’s own neighborhood.
Describe the Community
1. People (demographic data and biological, social, and cultural factors)
2. Place/Environment (physical and environmental factors)
3. Social Systems (health systems, economic factors, resources, and services)
Research and Analysis of the Community
• Conduct a windshield survey of your neighborhood.
• Analyze the data on your community (the windshield survey information along with any data
and statistics you found).
• Identify your community's needs and strengths.
• Identify a community health program/resource that your community could utilize to alleviate
the needs you have indicated.
• Summarize how this community health program/resource helps meet the Healthy People
2030 initiatives.
• Reflect on what you learned from the assignment and how it will impact your practice in the
future.
Requirements:
• Your paper must be APA format and at least 750 words not to exceed 1000 words.
• Double space your paper and use Times New Roman 12-point font and 1” margins.
• Proofread your paper; visit and present proof of seeing a writing tutor before
submitting your paper to “Turn-it-in”.
• A minimum of two (2) scholarly references (ex. Healthy People 2030 and Center
for Disease Control) must be used. APA format must be used in citing and
referencing sources.
(Provide the reader with an outline (in narrative form) of what you will accomplish in this paper.)
Introduce the community being assessed (zip code, location, boundaries, type of dwellings). Give a
very brief overview of some of the needs in your community that you discovered as a result of this
study. What could be the role of community health nursing to meet these needs?
Community Data
(Make sure to cite reliable and professional sources- Healthy People, US Census, Miami Matters, etc)
People: Based on your research, discuss the community demographics, social factors, and cultural factors.
This includes who makes up the community, the socio-economic status, and cultural influences. Also
include your observations from the windshield survey.
Environment: Discuss the physical and social environments that can affect health. This includes
discussing available public spaces (parks, playgrounds, gardens) and are the spaces clean and maintained
or littered? Include observations from the windshield survey such as the availability of bike lanes,
streetlights, or sidewalks (are they maintained or cracked?) Other environmental factors to consider are
signs, billboards, and graffiti. Are there concerns with air, water, or noise pollution? Is violence an issue
or does it feel safe?
Social Systems: Discuss the health systems available (hospitals, urgent care, assisted living, pharmacies),
resources (buses/trains, grocery stores, farmers’ markets, places of worship, schools, childcare, food
pantries, fast food vs healthy food options) and services (police, fire, gyms, YMCA, museums, cultural
centers).
Recommendations
Identify an organization or program within the community that aims to address the need(s) you
have discussed. Present the organization’s mission or vision and discuss how it relates to the
Healthy People goals? Give an example of a specific topic objective that it aims to meet.
(Remember to cite Healthy People within your paper and in the reference page.)
Summary
(Summarize the most important points and draw any final conclusions about topic).
State the priority needs (top 1 or 2) that have been identified by conducting this community needs assessment.
Explain how this need makes the community vulnerable to negative health outcomes and how nurses could
help meet this need.
Reflection
(In this section, you may now begin to write in first person (I, me, my).
Address the following questions in a narrative fashion:
• Explain how learning about a windshield survey and conducting one has affected the way that you view communities in general or this community specifically.
• How can nursing as a discipline advocate for communities like this to address the needs
identified?
• Identify three opportunities that you as a future health care professional could seek out to become civically engaged within your community.
• How do you think the role of community health nurses will evolve in the future?
Analysis
Based on all the information you have gathered through research and observation, identify a few strengths of
the community. Identify the top 1 or 2 needs that you would recommend focusing on. Discuss why those
needs should be the priority focus. Explain how it relates to a Healthy People topic and goal.
(Remember to cite Healthy People within your paper and in the reference page).
NUR2680L Community Needs Assessment QEP Paper TEMPLATE
Students should complete all sections of the paper prior to seeing the writing tutor for feedback.
Students should utilize this feedback from the writing tutor to make any adjustments to the paper before
submitting it to their assigned instructor for grading. The outline provided below offers a clear example of
how to organize the required information into a paper format. Remember students must attain a grade
of 77% or greater on this paper in order to successfully complete this course.
ROLES AND RESPONSIBILITIES
Student’s Role:
The role of the student, during the Community Health Nursing Clinical experience will be to:
1. Complete the required course assignments and submit them by the due dates
2. Adhere to all MDC, BLSON, and Community Partner policies and procedures
3. Read the required textbook assignments and be prepared for Instructor Assigned Class Activities, and ATI Exams
4. Demonstrate professional and ethical behavior at all times
5. Do not provide direct hands-on client care without a School of Nursing Faculty member present (i.e. BP’s, Fingersticks, Cholesterol Screening)
6. When providing direct client care, report any abnormal findings to BLSON Faculty member for follow-up
7. Utilize and check their MDC email at least daily to keep updated regarding events or course changes
8. During Strict Remote Learning- Do not engage in any person activities. Students will be notified by their clinical instructor or course lead if this status changes
Faculty Role:
The role of the BLSON Lead Faculty for an event, during the Community Health Nursing clinical
experience, will be to:
1. Update students regarding Service-Learning opportunities
2. Contact the Course Lead & Community Partner prior to the event to coordinate requirements
3. Coordinate/ organize the supplies necessary for the event (equipment, literature, transport to event site)
4. Facilitate setup and organization at the event site & maintain a sign in sheet on the Community Event Reporting Form
5. Discuss with students the target population and expectations prior to the start of the event
6. Assign students specific tasks and coordinate flow of activity as needed
7. Follow-up with any abnormal findings and referrals as needed
8. Verify student’s Service- Learning Activities Log Sheet
9. Coordinate return of supplies and equipment back to respective areas in a state that is ready for another event
10. Distribute the Community Event Reporting Form to the Course Lead and appropriate instructors