Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 1
Discussion

DQ1 Back to the Future

This module has provided you with an
overview of the history and practice of Community/Public Health Nursing and
expanded on the concept of client. In this discussion, you will explore these
concepts further as you identify trends in public health nursing, health
concerns in your own community, and the role of the community/public health
nurse in dealing with population health issues.

When you have completed your readings for
this module research the questions listed below and share the information with
your classmates.

Discuss how the role of Community/Public
Health Nurse has been impacted by one of the following events: terrorism,
natural disasters, aging population, broken health care system, chronic
healthcare issues, infectious diseases, and an economic downturn.

Identify health concerns in your community
that have resulted in death, disease, or injury from one of these events or
issues listed above.

Describe how population based
community/public health nursing could assist with these issues and/or problems.

DQ2 Interprofessional (IPE) Discussion
Contract

Please use this link to sign your
Interprofessional (IPE) Discussion Contract (Links to an external site.)Links
to an external site.. After you have submitted, post a discussion reply
containing the word “Done” in order to receive credit.

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 2
Discussion

DQ1 The Community as Client

A community’s health is reflected in its
status (morbidity and mortality rates, crime rates, educational and economic
levels), structure (availability, use and quality of services and resources),
and processes (how well it functions regarding its strengths and limitations).

In this discussion, you will evaluate
secondary data regarding your community’s health status to discover existing or
potential needs and assets.

After reviewing table 18-3 Health Status
Indicators (pg. 405 of text) and the data provided in County Health Rankings
and Roadmaps (Links to an external site.)Links to an external site. identify
leading health status indicators in your community.

Discuss how demographic factors and health
disparities influence these indicators and what population(s) is most at risk.

Review Healthy People 2020 State and
Territorial Healthy People Plans (Links
to an external site.)Links to an external site for your state and identify how
your state is addressing the health status indicators you have identified in
your community.

DQ2 Major Health Issues

Today, C/PHNs are faced with a multiplicity
of population based health problems within the community. Such public health
problems as the quality of a community’s drinking water, the outbreak of Zika
virus in the US, caring for returning veterans, an aging and more diverse
population, as well as a major heroin epidemic further increase the burden on
communities, services, and resources.
One of the core competencies for Public Health Nursing is the ability to
describe the characteristics of a population-based health problem. In this discussion, you will address this
competency as you:

Identify a current population based health
problem present in your community.

Describe the structures and government
interventions in place in your community/state to address this issues.

Identify any gaps you perceive in how your
community is dealing with this population based health problem.

Describe the steps a C/PHN would take to
address your community’s population based health problem.

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 3
Discussion

DQ1 Everything is Connected

Epidemiology offers C/PHNs a methodology to
assess the health of a community/population. It provides a frame of reference
for investigating as well as improving the health of communities.

The C/PHN is in fact a kind of detective
who investigates a problem, unravels a puzzle, analyzes, and interprets clues,
narrows down suspects, plans an intervention, and addresses the issue.

In this discussion, you will investigate a
current public health issue in your community by

Identify a current health issue/concern in
your community e.g. lead poisoning, Zika virus, West Nile virus, obesity,
HIV/AIDs, gun violence, heroin and drug use, food safety, healthcare associated
infections, nutrition, infant mortality, etc.

Describe the epidemiologic data &
biostatistics used to identify this public health problem.

Describe primary, secondary, and tertiary
prevention interventions being planned and/or implement in your community to
address this public health problem.

DQ2 Reflection: The Community Assessment

The observations and data collected in your
Comprehensive Community Assessment provides a snap shot of your community: its
population, its strength and resources, its stability, any changes, and/or
trends that influence the health and well-being of the community as well as it
needs.

Post your Comprehensive Community
Assessment (CCA) (M3A1 assignment) in the discussion area to share with your
peers.

Describe how your CCA assisted you in
identifying the needs of the community as well as vulnerable populations
present.

Identify Healthy People 2020 goals relevant
to improving population health in your community.

Discuss how the CCA informed your analysis
of the community/neighborhood, identify
new fact(s) you learned about your community, including available health
related agencies.

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 4
Discussion

DQ1 Family Health

The family is a major client system which
community and public health nurses interact with to promote health and reduce
health risks. The nurse assumes many roles in the provision of care to families
across the lifespan, including facilitating inter- professional care to
optimize health outcomes.

Example:

Jennifer S. is an Army veteran of Operation
Freedom. Since returning home, Jennifer has suffered from recurrent headaches,
ringing in her ears, difficulty focusing, and dizziness. In addition, soon
after returning home, she began to experience moments of panic when in open
spaces, flashbacks reliving the blast and the death of fellow soldiers,
feelings of emotional numbness and depression, and being easily startled. She
was placed on medical leave and diagnosed with Post Traumatic Stress Disorder
(PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her
husband understands the concept of PTSD but is unprepared to handle his wife’s
deteriorating condition.

Recently, Jennifer was seen at the local
urgent care center for recurrent headaches, complaints of shortness of breath,
and chest pain. Her husband informed the urgent care nurse that for the past
four weeks his wife has been unable to care for the children, remains in bed,
complaining of headaches, and is very ‘jumpy’.

The nurse assesses Jennifer knowing that
returning veterans with PTSD and their families face an array of challenges,
with implications for the veterans, their partners, and their children. The
nurse considers referring them to: a social worker specializing in crisis
intervention for veterans, a family counselor, the school nurse, a family
health care practitioner.

Key elements of the nurse’s assessment are
as follows:

Jennifer is 33 year- old woman who enlisted
in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism.
Upon graduation, she obtained a position in the Army as public affairs
broadcast specialist. Her first assignment was at a base in upstate New York.
Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer
has been married to her husband, Zane, for 14 years and they have two children
ages six and ten. Cameron is ten years- old and entering middle school and Zeta
is six years- old and in kindergarten. Zane works as a civil engineer in the St
Louis area. Both Jennifer and Zane come from large families who reside in the
Boston area. Jennifer’s family is Portuguese and Zane’s is Irish, they were
both raised Catholic. While Jennifer was deployed, her mother moved in with
Zane and the children to provide additional support and child care.

One year ago, Jennifer was deployed to
Afghanistan on a six month assignment to report on the events of the war: she
thought she had a ‘safe’ assignment. While working on a story in the field an
Improvised Explosive Device (IED) exploded near her: two soldiers and four
citizens were killed including one child. Although she was unhurt, she was
unable to sleep after this event. Upon returning stateside, she began
experiencing vivid nightmares, sleeplessness, survivor guilt, and depression.
She was recently diagnosed with PTSD and is attempting to find a support group
and counseling. Unfortunately, she has found that treatment for female veterans
is limited and the family continues to struggle.

Describe the health disparities present in
this family and the impact PTSD has had on Jennifer herself as well as her
family and community.

What members of the inter- professional
team and/or community services might you refer Jennifer and her family to?

Discuss a current state and federal
legislation program which addresses returning veterans’ health issues.

Describe the political advocacy role
community/public health nurses have in addressing veterans’ health disparities.

DQ2 Reflection

Today the definition of family has
undergone multiple changes from the more traditional image of father, mother,
and children. Reflecting on one’s own definition of family and comparing this
with other’s provides a new lens through which to view “family”.

In this discussion:

Present your own definition of family.

Compare and contrast your definition with
other definitions presented by your classmates.

Discuss how an awareness of backgrounds,
definitions, and attitudes about families might influence nursing care of
families.

Reflect on this experience and what you
have learned from this.

***We all may have different definitions of
family. Please be caring and open to learning about diverse lifestyles, even
they do not coincide with your value system.

DQ3 Student Learning Experience (SLE)
Mentor Information

Please use this link to submit your Student
Learning Experience Mentor Information (Links to an external site.)Links to an
external site.. If we do not receive this completed form, your mentor will not
be able to complete your performance feedback form at the end of this course,
which will affect your grade.

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 5
Discussion

DQ1 In the Community

The community and public health nurse plays
a critical role in promoting the health of communities. C-PHNs often use the
Healthy People 2020 educational objectives as a guide to identify community –
based learning needs.

In this activity, you will apply public
health nursing concepts, models, and theories in the promotion of health within
communities.

Review:

For this discussion:

Describe the health promotion plan you have
designed to address the gaps in services identified in the community.

Based on the identified gap(s) in
service(s), identify members of the interprofessional health care team and or
community services that could assist in improving health outcomes.

Identify the Healthy People 2020
educational objective that would align with this initiative.

Discuss the community health promotion
model or framework you would use to implement your health promotion.

DQ2 Reflection: Health Promotion

Case management has been part of C-PHN
since the days of Lillian Wald. Now common within other health care settings,
its origins are firmly rooted in public health. While working with an
individual or family, the case manager may uncover lack of services or
educational resources in the community. In the role of advocate, the C-PHN
addresses these gaps in services, researches evidence based practices, and
institutes change within a community.

For this discussion, summarize the health
promotion you designed and shared last week.

Identify evidence based practices and
interventions that support your health promotion plan from M5D1.

Using Table 22-1 (pp 482 of text) as a
guide, describe how your health promotion plan addresses each of the components
listed in this table. Be sure to include examples of members of the inter-
professional team who will assist in successful implementation of your plan.

Identify the C-PHN competency this activity
would address.

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 6
Discussion

DQ1 Internal and External Factors

Environment factors, legislative events,
and health care financing influence public health and population based
practice. Although progress has been made toward a healthier global society,
problems remain.

Describe evidence of external influences
(diversity-globalization, ethics, environment, and economics) on the population
served at your SLE.

Identify the funding source at your SLE
site.

Discuss how governmental policy or
budgeting has impacted services and available resources.

Discuss the role of the C-PHN in obtaining
funding for population health initiatives.

DQ2 Reflection

In this week’s discussion, present M5A1:
the SWOT analysis and summary, to the class.

Identify the problems or issues uncovered
from this exercise.

Discuss the role the C-PHN plays in
determining a community’s health policy need.

Discuss how you would work with the key
stakeholders and or partnerships needed to implement health promotion plan.
Describe any preconceived notions or bias you may have regarding the
professions or community members who may be integral to the success of your
plan.

Discuss what you learned from this
exercise.

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 7
Discussion

DQ1 Vulnerable Populations and
Interprofessional Teams

This week you will have the opportunity to
participate in an Inter-professional Educational (IPE) experience. The concept
of IPE in educational programs has been a clarion call from the Institute of
Medicine as a way to prepare healthcare practitioners to fully engage in
collaborative practice roles. You will be learning virtually alongside with
students from the Albany College of Pharmacy.

As mentioned in Module 1, in the IPE
Discussion Contract, this discussion will take place within Google Groups. At
this point, you should have already received, and accepted your invitation to
join your assigned Google Group. Please login using this link (Links to an
external site.)Links to an external site., and click on your group name (Group
#_) to enter the “IPE Discussion”.

As one of the most disenfranchised,
marginal groups in our country poor and homeless families are at high risk for
severe physical, emotional, and social health problems. View: “Poor Kids”
(Links to an external site.)Links to an external site. [Video file] [58 min 42
sec]. In this week’s discussion, you will be reflecting on the meaning of
vulnerability and the role of the community health nurse as part of an
Interprofessional team working with homeless families.

Here are the steps to engage in this
exciting approach to learning:

Complete the assignment – that is watch the
55 minute video entitled “Poor Kids”. As you watch the video, reflect on your
role as a nurse and educator in the community working with families in poverty.

Complete the pre-survey by clicking here
(Links to an external site.)Links to an external site..

After the pre-survey, you can click on this
link to enter the Google discussion forum (Links to an external site.)Links to
an external site..

You have been placed in a specific team for
the discussion. This helps to assure that representation from all disciplines
is equal in all the teams.

Respond to the 5 discussion questions
posted.

Be sure to review posts from other students
in other programs, and respond to their posts, commenting on similarities or
differences. Your responses can include your personal experiences, what new
learning emerged from the discussions, how you embrace values or question
social justice. You may also provide constructive comments and include
questions to clarify a point or advance the dialogue with peers.

Complete the post survey by clicking here
(Links to an external site.)Links to an external site..

Here are the discussion questions for the
week:

Question 1: Explain the impact of poverty
on health, from your perspective, in the lives of families with children.

Question 2: Provide examples of social,
cultural, political, economic, and/or environmental factors that are observed
shaping the lives of the families in the video and would need to be considered
as you develop a culturally competent, holistic health promotion plan. [Assign
1 family from video to a team discussion].

Question 3: How would these families be
likely to enter “the system” of care, in other words – meet you and the types
of service you would provide? What would the family experience look like?

Question 4: Consider one of the families in
the video. What role can your profession [or you] play to ensure this family
receives equitable health services, treatment, and access?

Question 5: What views shared by members on
your team, from other disciplines, helped to deepen your understanding of
health and societal issues faced by children growing up in poverty?

DQ2 Being Prepared

Community and public health nurses play a
crucial role in all phases of community preparedness. In this discussion, you
will explore various scenarios dealing with community preparedness and the roles
the community health nurse.

When you have completed your reading:

Both local and state health departments are
required by law to have disaster preparedness plans.

Identify your local and or state health
department’s preparedness plan and the specific areas covered in them.

Review the “phases of disaster linked to
the nursing process” chart.

Identify one vulnerable population in your
community and describe how you would apply the nursing process and disaster
phases to this population to decrease potential risk during times of disaster.

Explain who else would need to be involved
from a health professional background and or community leaders

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 8
Discussion

DQ1 Reflection on the Lived Experience

For this activity, you will reflect over
your Service Learning Experience as well as the course content. The shift that
occurs when an individual experiences something for the first time, which can
make life long impressions. Reflect on your experience:

Share a story from this experience that
highlights the work of the agency, resource, and organization and the impact on
those they serve.

Discuss what you learned about your
community (i.e.: families, disability and culture, resources, and or interprofessional
support) that you were unaware of.

Discuss what revelations this project
brought to light for you regarding the needs of your community.

DQ2 The Future

During the past 14 weeks, you have acquired
new knowledge about the nursing practice geared at population health.
Historically, public health nurses have been the leaders in providing care in
the community. In fact, some may say, nursing’s roots are in the community.
“Despite the historical and current importance of public health nurses, the future
of public health nursing is in jeopardy. This is due in part to a reduced
emphasis on the training of public health nurses and faculty and the shrinking
budgets for prevention in local and state health departments” (National
Association of County and City Health Officials, 2013).

In this last discussion post in NUR448,
reflect on your readings and your SLE and:

Discuss components of your BS in nursing
education that have provided you with the additional knowledge and resources
necessary to assume the role of a bachelor’s prepared nurse.

Discuss how you will provide and advocate
for safe quality care for patients and families in an environment that values
the uniqueness, dignity, and diversity of patients.

Provide 2 exemplars of how you addressed
the core competencies of public health professionals (Links to an external
site.)Links to an external site. [PDF, file size 427 KB].

Discuss the impact of population health on
your nursing practice

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 3 A1
Comprehensive Community Assessment

The purpose of the Comprehensive Community
Assessment is to provide you with a richer and deeper understanding and
appreciation of a community’s character or make up; the people who live there;
the resources available; the extent of the needs that exist in the community;
and the depth of the assets available to address those needs.

The Comprehensive Community Assessment will
be presented to your Service Learning Practice Experience site upon completion
of the course.

The Comprehensive Community Assessment,
consists of both the Windshield Assessment and the Secondary Data Analysis. It
is submitted as two separate documents to the M3A1 drop-boxes. The first
document is the Power Point Presentation, submit using the drop box labeled
“M3A1: Power Point Presentation Submission Only. The second document
includes the Data Table, Analysis, Summary, and Conclusions submit using the
drop box below. Length for Power Point Presentation: 10- 12 slides. Length for Data
Table, Analysis, Summary and Conclusion: 4-6 pages.

Part I – Community Assessment:

Windshield/Walking Assessment (Links to an
external site.)Links to an external site.: is a Power Point Presentation
incorporating visual representation of the community. Addresses all elements
from Table 18-5 pp 410 of text as well as:

Introduction: name of community and zip
code.

Demographics: race, age, gender, and
ethnicity of neighborhood.

Handicap Accessible: accessible pedestrian
signals

Noise level in various parts of the
community

Services/agencies/organizations that
support physical, psychosocial, socioeconomic, and spiritual/religious needs of
the community.

Education: Schools and other educational
institutions such as libraries and museums.

Physical Determinants of Health (Links to
an external site.)Links to an external site.

Concluding slide: (a visual of the
community)

Secondary Data Table: is presented in the
Secondary Data Table Preview the document [Doc file size 16.5 KB] with a 2– 3
page summary and analysis paper. Multiple sites provide data to understand the
health of communities and neighborhoods.

Sources of data can be found in the health
data link in Library Course Page (Links to an external site.)Links to an
external site.. Review: Community Tool Box to analyze community problems.

Analysis of Data: Review the Community Tool
Box (Links to an external site.)Links to an external site. and analysis data
obtained in the Windshield Assessment and Secondary Data Table to determine the
following:

Identification of 3 Social Determinants
(Links to an external site.)Links to an external site. of Health in Community.

Identification of 3 health care disparities
(Links to an external site.)Links to an external site. and the vulnerable
populations affected.

Community Diagnosis to identify 1 to 2
community health problems.

Summary: Summarize the key points of your
analysis and note important or unexpected findings. Discuss the relationship
between the identified health behaviors and the health status in the community.
Describe the leading health issues in the community. Identify what the
community is doing to address these issues.

Concluding Statement: Describe the impact
of your findings. Provide a concluding sentence that explains the significance
of your findings.

Review: Ch. 18 Community as Client:
assessment and analysis

NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 3 A2
SLEC Request and Approval Form Submission

Complete and submit the Service Learning
Experience Clinical Request & Approval Form to your NUR448 Faculty
Instructor for final approval.

You will submit this form to your
NUR448Faculty Instructor during Module 3/Week 5 through the M3A2: SLEC Form
Submission assignment dropbox.

Please note: final approval is required
prior to contacting and setting up SLEC times with the agency.

All sections MUST be filled out.

Student Name:
_______________________________________________________________________

Name of agency/organization/resource where
SLEC will take place: _____________________________________________________________________________________

Name & title of contact
individual/mentor at agency:
_____________________________________________________________________________________

Contact information for SLEC site:
_____________________________________________________________________________________

Street
address
City/State/Zip Code

_____________________________________________________________________________________

Phone number
email address

Vulnerable Population Served:
__________________________________________________________ _

Health People 2020 Goal and Objective
addressed by agency: _____________________

____________________________________________________________________________________

Give a brief description of the
agency & the services provided by this agency: ____________________

_____________________________________________________________________________________

___________________________________________________________________________________

Activities engaged to meet course outcomes:
_______________________________________________

__________________________________________________________________________________________________________________________________________________________________________

Faculty Instructor’s Signature Date
of Approval

If not approved reason:
_______________________________________________________________

___________________________________________________________________________________

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 5 SWOT Analysis and Summary

Conduct a SWOT analysis Preview the document
[Docx, file size 25 KB] of the SLE agency, addressing:

Strengths

Weaknesses

Opportunities

Threats

Gaps in services

Develop a health promotion plan based on
the SWOT analysis. Be sure to include inter- professional health care providers
and community services that will assist in implementation of the plan.

This assignment accounts for 20% of the
final grade.

Please refer to the instructions in the
Practice Experience folder of Module 5 and the Library Course Guide for more
information.

Use this interactive APA Checklist (Links
to an external site.)Links to an external site. [PDF, File Size 1.74 MB] to
enhance your knowledge of APA formatting guidelines and self-assessment skills.
The checklist is interactive and will show you examples of each component of
APA with a sample paper. You can check off each item in the list and save the
file or just use the checklist as a reminder for yourself. This checklist will
help you ensure that your paper meets the APA requirements.

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 8
Assignment 1Final Graded Assignment Population Focused Care Paper

This paper explores the role of advocate
and nurse leader in promoting an initiative that positively impacts the
community needs, addresses a Healthy People 2020 goal/objective, supports gaps
in service in the community and provides a reflection on the practice experience.

The paper should include 10 – 12 pages of
content (excluding title page and reference list) and address all the following
criteria.

*A minimum of 5 scholarly articles are to
be used to substantiate findings and support conclusions. Scholarly articles
integrated within the Population Focused Care paper should come from the most
current nursing or related literature (published no more than 5 years ago) but
may be older if a seminal source or where there is a gap in the literature; at
least one reference used within the Population Focused Care paper should come
from a discipline outside nursing.

Title of Project (Include the Vulnerable
Population Served)

Introduction: provide an overview of your
practice experience, the location of the selected community, and the vulnerable
population addressed.

Summary and analysis of statistical data

Summarize the findings of the statistical
data retrieved for the Comprehensive Community Assessment

Analyze the strengths, weaknesses, health
needs, and conditions that exist in selected community

Describe the aggregate (vulnerable
population) at-need or at-risk and two (2) community health problems they face.

Community Diagnosis & Healthy People
2020 goal and Leading Health Indicator

Briefly describe community health problems

Formulate at least two (2) appropriate
community diagnosis for the selected community and give rationale for the
diagnoses.

Discuss how this diagnosis aligns with a
Healthy People 2020 goal and Leading Health Indicator.

Advocacy and Leadership

Address gaps between what individuals and
or families in the community identify as their need for resources, support, and
services and what is available to them.

Describe the health promotion initiative
implemented to promote advocacy and or change. Address gaps between what is
identified as a need and what is available in the community.

Identify the leadership role utilized to
promote the health promotion initiative to positively impact community needs
and support gaps of service.

Describe the evaluation process used to
determine the effectiveness of your initiative.

Reflection and Conclusion

Identify the C-PHN competency you used to
meet the goals of the practice experience.

Discuss what you learned about the
community

Discuss the revelations you had during the
practice experience regarding the needs of your community.

Describe how this information will or will
not influence your own nursing practice and role as a professional nurse.

Summarize the role you believe you can play
as an advocate to promote population focused care. Summarize your findings and
highlight key discoveries from this experiential activity.

Scholarly Writing:

Use clear structure as outlined in the
assignment.

Language is graceful, clear, concise,
error-free, and skillfully communicates meaning to reader(s).

Paper is well written organized, and within
page limit.

Grammar, spelling, and punctuation are
correct

Conforms to APA standards for citations and
references

References *Scholarly articles integrated
within the Population Focused Care paper should come from the most current
nursing or related literature (published no more than 5 years ago) but may be
older if a seminal source or there is a gap in the literature; at least one
reference used within the Population Focused Care paper should come from a
discipline outside nursing. Students are encouraged to use the Excelsior
College Library for references.

Follow APA Guidelines for Title page,
Headings and subheadings, Citations in text, and Reference List.

Formatting requirements:

Font size: 12

Font type: Times New Roman

Double-spaced

One inch margins

All references cited within the paper and
on the reference page must adhere to APA guidelines

You may use the headings from this outline
when writing your paper

Post completed Population Focused Care Final
Paper by the due date.

This assignment accounts for 25% of the
final course grade. Address all elements found in the scoring rubric since this
will be used to determine the final grade.

All documents must be written and submitted
in Microsoft® Word®. If written in another word processing program the
instructor may not be able to open it, the formatting will be distorted and you
may be asked to resubmit your paper prior to grading.

Please refer to the instructions in the
Practice Experience folder and the Library Course Guide (Links to an external
site.)Links to an external site. for m

Excelsior NUR448 Full Course Latest NUR448 COMMUNITY HEALTH NURSING CARING FOR THE PUBLIC’S HEALTH

Module 8 Assignment
2 Service Learning Practice Experience Participation Log

Compose your work using a word processor
(or other software as appropriate) and save it frequently to your computer. Be
sure to check your work and correct any spelling or grammatical errors before
you upload it. When you are ready to submit your work, click “Browse My
Computer” and find your file. Once you have located your file, click
“Open” and, if successful, the file name will appear under the
Attached files heading. Scroll to the bottom of the page and click
“Submit.”

Instructions: Fill out the Service Learning
Practice Experience Participation Logfor every 5 hours you spend at the
approved service learning site. Include
on this form the activity or activities completed during your time at the
agency. Reflect on the experience and document what your learned from this
experience, how the population was served, and the role you served.

Remember:
a staff member is to initial the hours.

The completed SLPE Participation Log is due
week 14 and to be submitted as M8A2.

Student Name:
_______________________________________________________________

SLEC Placement Site:
__________________________________________________________

Course Number and Faculty Name:
_______________________________________________

Date

SLE
Activity # Hours Agency Staff’s Initial

SLE
Activity

SLE
Activity

SLE
Activity

Total Number of Hours this page
_______________

Agency Staff’s Signature
_________________________________ Date_____________

Student’s Signature
_________________________________ Date _____________

Add additional pages as needed