Intellectual Indebtedness and Academic Integrity

 

Students enrolled in Athabasca University courses are considered to be responsible scholars and are therefore expected to adhere rigorously to the principles of academic integrity both in assignments and tests. In order to maintain test question security, duplication or sharing of quiz and test questions is not permitted. Please read the Athabasca University Student Academic  Misconduct PoliCY…

 

Plagiarism is a form of intellectual dishonesty in which another person’s work is presented as one’s own. Be certain that whenever you use a secondary source in your course work and assignments you reference your source in a consistent and logical manner. All direct quotes (quotations of any number of words from the original) and indirect quotes (paraphrased ideas) must be acknowledged. Failure to do so constitutes plagiarism, and as with any form of academic misconduct, it will be penalized. Penalties may take the form of rejection of the submitted work; expulsion from the examination, the course or the program; or legal action, depending on the specific nature of the infraction.

 

Dutiful citation of quotes and paraphrased materials does not mean that you can write an essay assignment by stringing together a series of quotes. You should always try to summarize or describe someone else’s ideas in your own words. When you present your own ideas or opinions in a paper, provide evidence or arguments to substantiate your position. For information about the reference and citation styles of the Publication Manual of the American Psychological Association and how to write scholarly papers, visit Athabasca University’s Libra[Y Helg Centre .

 

All written assignments in this course must:

 

• use correct spelling and grammar;
• adhere to APA format, as outlined in the current edition of the Publication Manual of the American Psychological Association
• be your own work and be free of evidence of plagiarism;
• use Microsoft Word (or Microsoft Word compatible) format; and
• be submitted via the Assignment Drop

 

 

Assignments

 

To receive credit for Nursing 434: Community Health Promotion students must complete all of the required assignments and achieve an overall composite grade of 64% (C). All papers

submitted must follow APA Publication Manual, current edition.

 

*Refer to the course Schedule httg_:llcnhs.lms.athabascau.ca/mod/urllview.g_hg .?id=151069 for a systematic approach to completing study guide units and assignments.

 

Note – Assignment completion supports students meeting course and unit outcomes. Students are expected to include scholarly evidence to support the concepts and ideas presented in assignments.

 

The assignments and weighting of the composite grade are as follows:

 

 

 

Assignments	Weighting
Assignment  1: Concept Map: Community Health Promotion – Application to Your Practice	30%
Assignment 2: Application of Epidemiology in Community Health Nursing	20%
Assignment 3: Community Assessment and Diagnoses	25%
Assignment 4: Development of a Community Health Promotion Program	25%
Total	100%

 

 

Optional Project: Finding a Study Buddy (5%)

 

Due Date: Negotiable. However, it is recommended that if you wish to find a Study Buddy that you do so early in your course contract.

 

Purpose:

 

The purpose of this optional project is to provide students with an opportunity to work online with another individual or individuals currently in the course, to share knowledge, resources, and skills, motivate each other, discuss learning activities and assignments and assist each other in meeting individual learning goals and outcomes. While study buddy feedback are only recommendations, many students find proofreading papers and editing APA helpful.

 

To receive this additional 5% you will be required to create a forum post seeking a study buddy and write a brief summary of your experience in finding and working with a study buddy at the completion of the course.

 

Optional Project Guidelines

 

The study buddy approach has been found to improve learning through social interaction, motivate study and promote a deeper approach to critical inquiry and reasoning in relation to concepts (Madland & Richards, 2016).

 

If you decide to participate in this optional project, you may find it helpful to include information such as an honest evaluation as to your knowledge of community health promotion, preferred language, preferred time, i.e. morning, afternoon, evening, night including time zone to study and discuss, and your learning goals for completing the course in your study buddy request forum post.

 

You can have more than one study buddy. However, if you are creating a study buddy group, be careful not to let the group become too large. We recommend that the group is no more than five

 

 

people in order to be able to set study schedules and times when you will communicate. Remember, a study buddy relationship is a professional partnership, entered to share workload, meet deadlines, and engage in constructive discussion to enhance learning.

 

If a study buddy within the classroom is not feasible, you may choose a person outside of the classroom to collaborate with in the development of knowledge, resources and skills specific to individual learning goals and outcomes

 

Marking Criteria

 

Students will receive an additional 5% toward your overall Assignment  1 grade if you complete the following:

 

1. Post your request for a Study Buddy to theFinding a NURS434 Study Buddy forum (If you are not able to connect with a Study Buddy within the course you may reach outside the course to find a Study Buddy, if your Study Buddy is not a classmate, please work to maintain course confidentiality in your discussions with your Study Buddy) and;
2. Submit a copy of the request with a brief 1 to 2 page summary that discusses the following points:
   • How you found working with a study buddy to be helpful why or why
   • Would you choose to work with a study buddy again?
   • Would you make any changes when working with a study buddy in the future? Why or why not?

 

NOTE: Submit to the Assignment 1: Dropbox at the same time you submit all the final requirements of the Assignment 1 Concept Map: Community Health Promotion – Application to Your Practice

 

Find full article below for further reading:

 

Madland, C., & Richards, G. (2016). Enhancing student-student online interaction: Exploring the study buddy peer review activity. International review of research in open and distributed learning 17(3), 157-175. Retrieved from httgs://eric.ed.gov/?id=EJ1102718

 

 

Required Assignments

 

Assignment  1: Concept Map: Community  Health Promotion – Application  to Your Practice I Value 30%

NOTE: This assignment is submitted in 2 parts. Assignment 1A – a draft concept map is the first submission of the course and is graded as pass/fail. Assignment 1B is the last submission of the course, which includes an improved concept map and a scholarly paper).

 

Due Date: Negotiable. However, it is recommended that you complete Section I: Units 1-4 and Section 11 : Unit 5 prior to your first submission and both Sections I and 11 : Units 1-7 including all other assignments prior to your final submission.

 

Purpose

 

This assignment will provide the student with the opportunity to create a concept map of a community health promotion. You may find it helpful to email your instructor early to share the community as client focus you have chosen with a brief description of why.

 

When choosing a topic, consider the health needs of your community. If you live in an urban centre, are there particular communities that face challenges maintaining their health and meeting their potential? If you work in a health facility, is there one population that has higher rates of admission?

 

 

If you live in a rural setting, are there certain groups that have unmet needs, or who are at risk for poor health? Thinking about the community around you may help when you try to focus on one group that you would like to research and write about throughout the course.

 

Between assignment 1 A and 1 B, students will demonstrate growth in learning. Assignment 1A outlines your initial understanding of the target community and demonstrates you have considered relevant factors and the determinants of health impacting your community. At the end of the course, concept map and scholarly paper (assignment 1B) will build on earlier course work. The concept map in the final course submission (1B), will have increased depth and detail. The scholarly paper will introduce the target community and analyse 4 chosen community health concepts and demonstrate how concepts relate to the community’s overall health.

 

Assignment  Guidelines

 

Concept maps are visual tools used to support learners in demonstrating relationships, connections and processes between concepts and ideas about a central subject (Harrison & Gibbons, 2013). As a learner, you will have the opportunity to draw from existing knowledge, identify knowledge gaps and make learning meaningful to you through concept mapping (Fitzgerald, n.d.). Often in nursing concept maps, the central node is the client, and the arcs link to outlying nodes about the client. In this assignment the central node must be the community as the client. First, you will develop a comprehensive community health promotion concept map and then select 4 community health concepts that stand out in relation to your community client for in depth discussion in a scholarly paper.

 

Community health nursing is not limited to any one place or unit instead it can be found practiced anywhere and with anyone if the practitioner so chooses. The following resources are not meant as an exhaustive list but instead provide some opportunity to explore trends and issues that you may find to be both intriguing and relevant to your current nursing practice. Consider these topics as examples of how a nurse might identify a community of interest. Careful choice of your group is important as all course assignments relate to your chosen community.

 

Alzheimers Society of Canada. (2020).

httP-://www.alzheimer.ca/en/?gclid=Cl3LmaPvn9MCFY61wAod2uQGew

 

Fentanyl Crisis. (2017).

httP-S ://www.canadian-n urse.com/en/a rticles/issues/2017 /jan ua[Y–februa [Y–2017/the-fenta nyl-crisis

 

Food Secure Canada. (n.d.). Food insecurity in Canada.

httP-s://foodsecurecanada.org/resources-news/resources-research/food-insecurity-canada? gclid=EAlalQobChMlm-fc3bTA5wlVFdVkCh1 bkAuP-EAAYASAAEgLYSfD_BwE

 

Public Health Agency of Canada. (2020). httP-://www.P-hac-asP-c.gc.ca/index-eng  P-hP-

 

Reconciliation Canada. (n.d.). httP-://reconciliationcanada.ca/

 

Concept maps are common in nursing practice; the following concept map is an example of an individual client in acute care, note how the client is central with the arcs identifying relationships to a variety of nodes specific to this client’s health

 

Community Health Concept Map SamP-le

 

You can also find a variety of concept maps by searching the internet. You may choose to use any form. Remember that whatever you choose, it must be electronically developed and contain clearly developed nodes and arcs. Consider that you will want to add to your map as you are introduced to the many aspects of community health promotion.

 

 

If you are not familiar with developing a concept map, you may find the following resources helpful:

 

Athabasca University Tool Cupboard, Concept Mapping. httg://tools.elab.athabascau.ca/tutorials/concegt-ma12.ging

 

Novak, J.D. (2008). Concept maps: What the heck is this? httg://ctools.msu.edu/ctools/How-to-Cma12…gdf

 

Or you may want to search your own resources by entering into your browser search terms such as, concept mapping public health, concept mapping community nursing, concept mapping nursing education. If you are a visual learner be certain to select Videos

 

If you are interested in reading further the full references are:

 

Fitzgerald, P. (n.d.). Concept mapping: A GPS for patient care in various health care environments.  httgs ://docP-fgY.er. net/ 19247164-Con cegt-ma12.gi ng-a-g gs-for-gatient-care-in-various-health-care­                                                                                                              environ ments-gatrizia- fitzgerald-msn-rn. htmI

 

Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students’ critical thinking. Nursing Education Perspectives (Wolters Kluwer Health), 39(4), 208-214. httgs://0-doi­ org.augac.lib.athabascau.ca/10.1097/01.NEP.0000000000000307

 

Harrison, S., & Gibbons,  C.  (2013).  Nursing Student  Perceptions of Concept  Maps: From Theory to Practice. Nursing Education Perspectives (National League For Nursing) , 34(6), 395-399.

doi: 10.5480/10-465

 

Marking Criteria Concept Map (15/30)

1A initial draft submission graded as pass/fail, 1B final submission is graded out of 15 marks.

 

• The community is the central
• Multiple nodes of community health concepts are
• Distinct, concise, descriptive terms of linking relationships/arcs are
• Progression from the first submission to the second submission demonstrates a greater depth of understanding of community health
• Contained in a single

 

Scholarly Paper (15/30)

 

• Setting and chosen community are clearly
• A minimum of 4 community health concepts/nodes are selected for in depth discussion (examples concepts could include but are not limited to: harm reductions, health promotion, community resilience, health literacy or primary health care). This discussion should include, but is not limited to answering the question of how is each concept demonstrated/applied/analyzed in relation to the issue or trend that you have chosen in your community?
• Role of the nurse and evidenced based nursing practice are clearly articulated in relation to each of the 4 community health concepts
• Ability to analyze, evaluate, create, and engage in critical inquiry is evident
• Adheres to APA current addition scholarly format – limit of 6 pages (excluding title and reference pages).

 

Assignment 1a: First Submission, Concept Map only via the Assignment 1a Dropbox. Your tutor will provide formative feedback (a pass/fail mark will be given with this submission)

 

 

 

Assignment 1b: Second Submission, Concept Map & Scholarly paper via the Assignment 1b Dropbox.

 

Note: If you chose to complete the optional project Finding a Study Buddy be sure to submit your work at the same time you submit your second submission to the Assignment 1b Dropbox.

 

Assignment 2: Application of Epidemiology in Community Health Nursing I

Value 20%

 

Due Date: Negotiable. However, it is recommended that you work through Section I: Units 1-3 prior to completing work on this assignment.

 

Purpose

 

The purpose of this assignment is to provide you with an opportunity to demonstrate utilization of epidemiology research related to the health of the community.

 

Assignment  Guidelines

 

Determine a specific population that you would like to have more information about, this should be the same population chosen for assignment 1 and the one you anticipate to use for assignment 3 and 4).

 

Use the Athabasca University Library Databases to search the epidemiology literature. Students will:

 

• Find an applicable research article on your chosen
• Summarize and critique your chosen research
• Consider how this research could be integrated into nursing
• Your work will achieve the maximum value/grade if it is succinct and insightful and clearly shows how you have applied the theory learned to a practical

 

Your critique should include, but is not limited to the following:

 

• What type of study design is it? Provide
• Are the findings reported consistent with information/knowledge that you have? Do the reported relationships make sense?
• If reported, how strong is the observed association?
• Would you incorporate the findings of this study into your community health nursing practice (i.e., the health promotion program that you are planning) or recommend this study to others? Provide
• What further research question(s) would you develop in relation to this study and/or your observations?

 

When submitting in the assignment dropbox include a copy of the article in PDF along with your completed assignment.

 

Marking Criteria

 

• Each element of the assignment guidelines is
• Ability to analyze, evaluate, create, and engage in critical inquiry is evident
• Adheres to APA current addition scholarly format – limit of 5 pages (excluding title, reference, and appendix pages).

 

Submit your completed assignment and PDF copy research article to your tutor via the Assignment 2 Dropbox on the course home page.

 

 

 

Assignment 3: Community Assessment and Diagnosis I Value 25%

Due Date: Negotiable. However, it is recommended that you work through Section I, Units 1-4, and Section II, Unit 5 and Unit 6 prior to completing work on this assignment.

 

Purpose

 

The purpose of this assignment is to provide students with an opportunity to conduct a partial community assessment and diagnose one area of need for health promotion related to an identified population.

 

Assignment  Guidelines

 

The paper will begin with an overview of your selected population, providing the reader with a rational for the importance of the health assessment and will include demographic details to provide context for this work. Students will then conduct an assessment using either the Population Health Promotion Model or the Canadian Community as Partner Model. The student will provide rational outlining why the selected model was chosen before discussing either 3 determinants of health or 3 segments from the community assessment wheel. An analysis of the assessment data will be included. Assessment data will form the basis of a community diagnosis. This diagnosis will shape the basis for your health promotion program in Assignment 4. In Assignment 3 students will:

 

• Describe and provide the rationale for the selected population/group you have

 

o    Include relevant demographic and epidemiological data.

 

• Outline the assessment methods used:

 

• Population Health Promotion Model, provide the rationale for your choice, select 3 determinants of health, and complete an assessment in relation to the

OR

• Canadian Community-as-Partner Model, provide the rationale for your choice, select 3 segments from the community assessment wheel, and complete an assessment in relation to the

 

• Analyse the assessment data of the community using the chosen community assessment Provide a concise analysis of the assessment data.
• From your analysis you have the opportunity to formulate several community Write one clearly written community diagnoses. Outline if it is a wellness or deficit diagnosis. The community diagnosis will frame your work in Assignment 4).

 

o    Provide rationale for the community diagnosis supported by the analysis of the assessment data for the community.

 

Marking Criteria

 

• Each element of the assignment guidelines is
• Ability to analyze, evaluate, create, and engage in critical inquiry is evident
• Adheres to APA current addition scholarly format – limit of 8 pages (excluding title, reference, and appendix pages).

 

Submit your completed assignment to your tutor via the Assignment  3 Dropbox on the course home page.

 

Assignment 4: Development of a Community Health Promotion Program I

Value 25%

 

 

Due Date: Negotiable. However, it is recommended that you work through both Sections I and II, prior to completing work on this assignment.

 

Purpose

 

The purpose of this assignment is to provide you with an opportunity to develop a health promotion program. Your program will address the community health diagnosis you identified in Assignment 3. The program must incorporate two health promotion approaches and will demonstrate an understanding of community planning, implementation, evaluation and the role of the community health nurse. Please note you are not expected to carry out the health promotion program

that you develop. Assignment  Guidelines

• Describe your target community and provide the rational for the development of a community health promotion >

 

• Based on your community diagnosis from Assignment 3, outline a plan for a health promotion program that incorporates two health promotion These health promotion approaches can include but are not limited to community social action, community development, social planning, community organizing, service extension (see Planning a Community Health Program chapter in your text).

 

• Formulate an overarching goal and 3-4 specific objectives related to the planned health promotion It should include a rational for the goals and objectives as well as outcome measures necessary in the evaluation of the program.

 

Hint: Consider using a program logic model or similarly structured overview (as an appendix) to present the program goals, objectives and outcome data in detail.

 

• Evaluate two selected health promotion Include rational for incorporating these approaches and provide an overview of each approach in the assessment, planning and evaluation phases of the planned health promotion program.
• Summarize the strengths and limitations of these two approaches in relation to your health promotion
• Explain the role of the community health nurse within the planned health promotion

 

Marking Criteria

 

• Each element of the assignment guidelines is
• Ability to analyze, evaluate, create, and engage in critical inquiry is evident
• Adheres to APA current addition scholarly format – limit of 8 pages (excluding title, reference, and appendix pages).

 

Submit your completed assignment to your tutor via the Assignment 4 Dropbox on the course home page.

 

References

 

Books and Journals

 

Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students’ critical thinking. Nursing Education Perspectives (Wolters Kluwer Health), 39(4), 208-214.

 

Harrison, S., & Gibbons, C. (2013). Nursing student perceptions of concept maps: From theory to practice. Nursing Education Perspectives (National League For Nursing), 34(6), 395- 399.

doi: 10.5480/10-465

 

 

Madland, C., & Richards, G. (2016). Enhancing student-student online interaction: Exploring the study buddy peer review activity. International Review of Research in Open and Distributed Learning 17(3), 157-175. Retrieved from httgs://eric.ed.gov/?id=EJ1102718

 

Online Resources

 

Alzheimer Society of Canada. (2020). httg://www.alzheimer.ca/en/? gclid=C   13LmaPvn9MCFY61wAod2uQGew

 

Athabasca University Tool Cupboard, Concept Mapping located

://tools.elab.athabascau.ca/tutorials/concept-mapping

 

Fentanyl Crisis. (2017). httgs://www.canadian-nurse.com/en/articles/issues/2017/janua[Y–februa[Y ..: 2017/the-fentanyl-crisis

 

Fitzgerald, P. (n.d.). Concept mapping: A GPS for patient care in various health care environments  httgs ://docP-fgY.er. net/19247164-Con cegt-ma12.gi ng-a-ggs-for-gatient-care-in-various-health-care­  environ ments-gatrizia- fitzgerald-msn-rn. htmI

 

Food Secure Canada. (n.d.). Food insecurity in Canada. httgs://foodsecurecanada.org/resources­ news/resources-research/food-insecurity-canada?gclid=EAlalQobChMlm-

fc3bTA5wlVFdVkCh1 bkAugEAAYASAAEgLYSfD_BwE

 

Novak, J.D. (2008). Concept maps: What the heck is this? httg://ctools.msu.edu/ctools/How-to­ Cma12..:.12df/

 

Public Health Agency of Canada. (2020). httg://www.ghac-asgc.gc.ca/index-eng P-hP- Reconciliation Canada. (n.d.).httg://reconciliationcanada.ca/

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