Community/Public Health Nursing
Promoting the Health of Populations
SEVENTH EDITION
Mary A. Nies, PhD, RN, FAAN, FAAHB
Director of Nursing Research and Professor College of Nursing, Joint Appointment MPH Program, Kasiska
Division of Health Sciences, Idaho State University, Pocatello, Idaho
Melanie McEwen, PhD, RN, CNE, ANEF
Professor, University of Texas Health Science Center at Houston, Cizik School of Nursing, Houston, Texas
2
Table of Contents
Cover image
Title page
Copyright
Dedication
About the Author
Acknowledgments
Contributors
Preface
Unit 1. Introduction to Community Health Nursing
1. Health: A Community View
Definitions of Health and Community
Determinants of Health and Disease
Indicators of Health and Illness
Definition and Focus of Public Health and Community Health
Preventive Approach to Health
Definition and Focus of Public Health Nursing, Community Health Nursing, and Community-
Based Nursing
Population-Focused Practice and Community/Public Health Nursing Interventions
Public Health Nursing, Managed Care, and Health Reform
Summary
Evolve Website
2. Historical Factors: Public Health Nursing in Context
Evolution of Health in Western Populations
3
kindle:embed:0006?mime=image/jpg
Advent of Modern Health Care
Consequences for The Health of Populations
Social Challenges and Public Health Nursing
Challenges for Public Health Nursing
Summary
Evolve Website
3. Thinking Upstream: Nursing Theories and Population-Focused Nursing Practice
Thinking Upstream: Examining the Root Causes of Poor Health
Historical Perspectives on Nursing Theory
How Theory Provides Direction to Nursing
Microscopic Versus Macroscopic Approaches to the Conceptualization of Community Health
Problems
Assessing a Theory’s Scope in Relation to Community Health Nursing
Review of Theoretical Approaches
Healthy People 2020
Summary
Evolve Website
4. Health Promotion and Risk Reduction
Health Promotion and Community Health Nursing
Determinants of Health
Theories in Health Promotion
Risk and Health
The Relationship of Risk to Health and Health Promotion Activities
Summary
Evolve Website
Unit 2. The Art and Science of Community Health Nursing
5. Epidemiology
Use of Epidemiology in Disease Control and Prevention
Calculation of Rates
Concept of Risk
4
Use of Epidemiology in Disease Prevention
Use of Epidemiology in Health Services
Epidemiological Methods
Summary
Learning Activities
6. Community Assessment
The Nature of Community
Healthy Communities
Assessing the Community: Sources Of Data
Needs Assessment
Diagnosing Health Problems
Summary
Evolve Website
7. Community Health Planning, Implementation, and Evaluation
Overview of Health Planning
Health Planning Model
Health Planning Projects
Health Planning Models in Public Health
Health Planning Federal Legislation
Nursing Implications
Summary
Evolve Website
8. Community Health Education
Connecting With Everyday Realities
Health Education in ...
HFMG 4999- Health & Fitness Management CapstoneCase Study # 2SusanaFurman449
HFMG 4999- Health & Fitness Management Capstone
Case Study # 2
Thomas is a collegiate Division II track sprinter who missed most of his last season because of multiple lower body muscle strains. His off-season goals are to maintain his lower body power and strength while increasing his flexibility in order to decrease the frequency of in season muscle strains. Thomas’s strength coach has provided him with an offseason resistance program, but he has asked you to create a stretching program that will get him through his next season “injury free”. Thomas has been working with strength coaches for 10 years and will be using his schools weight room that is fully equipped with any amenities he may need.
Required: Include the following:
1. Conduct a needs analysis that includes common muscular injuries that track sprinters experience along with recommendations to decrease these occurrences.
2. In narrative form provide a list of the recommended stretches and the rationale for including them in Thomas’s program.
Include In the rationale:
A. Muscles stretched including cues
B. Training frequency
C. Sets and Reps
3. Discuss other methods and modalities that Thomas can add to his program to decrease the likelihood of straining muscles in the upcoming track season.
Policy & Politics in Nursing and Health
Care
EIGHTH EDITION
Diana J. Mason, PhD, RN, FAAN
Consultant and Journalist, Senior Policy Service Professor, Center for Health Policy and Media
Engagement, School of Nursing, George Washington University, Washington, DC
Professor Emerita, Hunter-Bellevue School of Nursing, City University of New York, New York,
New York
Elizabeth Dickson, PhD, RN
Assistant Professor, College of Nursing, Center for Participatory Research, University of New
Mexico, Albuquerque, New Mexico
Monica R. McLemore, PhD, RN, MPH, FAAN
Associate Professor, Family Health Care Nursing, Clinician-Scientist, Advancing New Standards in
Reproductive Health (ANSIRH), University of California, San Francisco, San Francisco, California
G. Adriana Perez, PhD, RN, CRNP, ANP-BC,
FAAN, FGSA
Assistant Professor of Nursing, Family and Community Health, School of Nursing, Senior Fellow,
Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia,
Pennsylvania
2
Table of Contents
Cover image
Title page
Copyright
About the editors
Contributors
Reviewers
Contents
Forewords
Preface
Acknowledgments
UNIT 1. Introduction to Policy and Politics in Nursing and Health
Care
1. Frameworks for action in policy and politics
Focus on policy: What policy?
The affordable care act
Upstream factors: Social determinants of health
Nursing and health and social policy
4
kindle:embed:0006?mime=image/jpg
Policy and the policy process
Forces that shape health and social policy
The framework for action
Policy and political competence
Nursing essentials
Conclusion
Discussion questions
References
2. Historical perspective on policy, politics, and nursing
“ ...
Promoting Health Equity A Resource to Help Communities Add.docxbriancrawford30935
Promoting Health Equity
A Resource to Help Communities Address
Social Determinants of Health
Cover art is based on original art by Chris Ree developed for the Literacy for Environmental Justice/Youth
Envision Good Neighbor program, which addresses links between food security and the activities of
transnational tobacco companies in low-income communities and communities of color in San Francisco. In
partnership with city government, community-based organizations, and others, Good Neighbor provides
incentives to inner-city retailers to increase their stocks of fresh and nutritious foods and to reduce tobacco
and alcohol advertising in their stores (see Case Study # 6 on page 24. Adapted and used with permission.).
Promoting Health Equity
A Resource to Help Communities Address
Social Determinants of Health
Laura K. Brennan Ramirez, PhD, MPH
Transtria L.L.C.
Elizabeth A. Baker, PhD, MPH
Saint Louis University School of Public Health
Marilyn Metzler, RN
Centers for Disease Control and Prevention
This document is published in partnership
with the Social Determinants of Health
Work Group at the Centers for Disease
Control and Prevention, U.S. Department of
Health and Human Services.
1
Suggested Citation
Brennan Ramirez LK, Baker EA, Metzler M. Promoting Health Equity: A Resource
to Help Communities Address Social Determinants of Health. Atlanta: U.S.
Department of Health and Human Services, Centers for Disease Control and
Prevention; 2008.
For More Information
E-mail: [email protected]
Mail: Community Health and Program Services Branch
Division of Adult and Community Health
National Center for Chronic Disease Prevention and Health Promotion
Centers for Disease Control and Prevention
4770 Buford Highway, Mail Stop K–30
Atlanta, GA 30041
E-mail: [email protected]
Mail: Laura Brennan Ramirez, Transtria L.L.C.
6514 Lansdowne Avenue
Saint Louis, MO 63109
Online: This publication is available at
http://www.cdc.gov/nccdphp/dach/chaps
and http://www.transtria.com.
Acknowledgements
The authors would like to thank the following people for their valuable contributions to
the publication of this resource: the workshop participants (listed on page 5), Lynda
Andersen, Ellen Barnidge, Adam Becker, Joe Benitez, Julie Claus, Sandy Ciske, Tonie
Covelli, Gail Gentling, Wayne Giles, Melissa Hall, Donna Higgins, Bethany Young
Holt, Jim Holt, Bill Jenkins, Margaret Kaniewski, Joe Karolczak, Leandris Liburd, Jim
Mercy, Eveliz Metellus, Amanda Navarro, Geraldine Perry, Amy Schulz, Eduardo
Simoes, Kristine Suozzi and Karen Voetsch. A special thanks to Innovative Graphic
Services for the design and layout of this book.
This resource was developed with support from:
> National Center for Chronic Disease Prevention and Health Promotion
Division of Adult and Community Health
Prevention Research Centers
Community Health and Program Services Branch
> National Center f.
OverviewPrepare a 3–4 page report on a critical health issue in .docxaman341480
Overview
Prepare a 3–4 page report on a critical health issue in a community or state. Describe the factors that contribute to the health issue and interventions that have been implemented. Explain the scope and role of nursing in the interventions, and recommend ways the scope of the interventions might be expanded.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Explain the factors that affect the health of communities.
. Explain the factors that contribute to a critical health care issue within a specific community.
· Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues.
. Describe current interventions to target a critical health care issue within a specific community.
. Describe the scope and role of nursing in current interventions that target a critical health care issue.
. Recommend evidence-based ways to expand the scope of interventions to target a critical health care issue.
· Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
. Describe a critical health care issue within a specific community.
. Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
. Correctly format citations and references, using current APA style.
Context
Community/public health nursing is nursing care that is population-focused and occurs in non-hospital settings. Numerous nursing theories can provide the structure for community/public health nursing; however, nursing theories that incorporate components of the general systems theory frequently provide the framework for the practice of community/public health nursing.
Historically, nurses have made significant contributions to the field of public health. From providing maternal-child care to poor women in the late 1800s, to promoting hygiene among school aged children in the early 1900s, to providing environmental and safety care to industrial workers during World War I, nurses have been instrumental in shaping health policies (Maurer & Smith, 2013). Today, community/public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues.
Many factors influence the health of communities and populations, including national policies that focus on health promotion. Healthy People, a major national health promotion program issued by the U.S. Surgeon General, identifies major health problems of the nation and sets national goals and objectives targeting health promotion (Maurer & Smith, 2013). If adopted, activities that target health promotion can result in disease prevention.
Reference
Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations (5th ed.). St. Louis, MO: W. B. Saunder.
Cooperative Extension's National Focus on Health literacySUAREC
Please presentation, that was presented as a webinar focuses on the National Land-grant's role on Health Literacy. The presenters of this webinar were Dr. Sonja Koukel, New Mexico State University Extension and Dr. Fatemeh Malekian, Southern University Agricultural Research and Extension Center.
HFMG 4999- Health & Fitness Management CapstoneCase Study # 2SusanaFurman449
HFMG 4999- Health & Fitness Management Capstone
Case Study # 2
Thomas is a collegiate Division II track sprinter who missed most of his last season because of multiple lower body muscle strains. His off-season goals are to maintain his lower body power and strength while increasing his flexibility in order to decrease the frequency of in season muscle strains. Thomas’s strength coach has provided him with an offseason resistance program, but he has asked you to create a stretching program that will get him through his next season “injury free”. Thomas has been working with strength coaches for 10 years and will be using his schools weight room that is fully equipped with any amenities he may need.
Required: Include the following:
1. Conduct a needs analysis that includes common muscular injuries that track sprinters experience along with recommendations to decrease these occurrences.
2. In narrative form provide a list of the recommended stretches and the rationale for including them in Thomas’s program.
Include In the rationale:
A. Muscles stretched including cues
B. Training frequency
C. Sets and Reps
3. Discuss other methods and modalities that Thomas can add to his program to decrease the likelihood of straining muscles in the upcoming track season.
Policy & Politics in Nursing and Health
Care
EIGHTH EDITION
Diana J. Mason, PhD, RN, FAAN
Consultant and Journalist, Senior Policy Service Professor, Center for Health Policy and Media
Engagement, School of Nursing, George Washington University, Washington, DC
Professor Emerita, Hunter-Bellevue School of Nursing, City University of New York, New York,
New York
Elizabeth Dickson, PhD, RN
Assistant Professor, College of Nursing, Center for Participatory Research, University of New
Mexico, Albuquerque, New Mexico
Monica R. McLemore, PhD, RN, MPH, FAAN
Associate Professor, Family Health Care Nursing, Clinician-Scientist, Advancing New Standards in
Reproductive Health (ANSIRH), University of California, San Francisco, San Francisco, California
G. Adriana Perez, PhD, RN, CRNP, ANP-BC,
FAAN, FGSA
Assistant Professor of Nursing, Family and Community Health, School of Nursing, Senior Fellow,
Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia,
Pennsylvania
2
Table of Contents
Cover image
Title page
Copyright
About the editors
Contributors
Reviewers
Contents
Forewords
Preface
Acknowledgments
UNIT 1. Introduction to Policy and Politics in Nursing and Health
Care
1. Frameworks for action in policy and politics
Focus on policy: What policy?
The affordable care act
Upstream factors: Social determinants of health
Nursing and health and social policy
4
kindle:embed:0006?mime=image/jpg
Policy and the policy process
Forces that shape health and social policy
The framework for action
Policy and political competence
Nursing essentials
Conclusion
Discussion questions
References
2. Historical perspective on policy, politics, and nursing
“ ...
Promoting Health Equity A Resource to Help Communities Add.docxbriancrawford30935
Promoting Health Equity
A Resource to Help Communities Address
Social Determinants of Health
Cover art is based on original art by Chris Ree developed for the Literacy for Environmental Justice/Youth
Envision Good Neighbor program, which addresses links between food security and the activities of
transnational tobacco companies in low-income communities and communities of color in San Francisco. In
partnership with city government, community-based organizations, and others, Good Neighbor provides
incentives to inner-city retailers to increase their stocks of fresh and nutritious foods and to reduce tobacco
and alcohol advertising in their stores (see Case Study # 6 on page 24. Adapted and used with permission.).
Promoting Health Equity
A Resource to Help Communities Address
Social Determinants of Health
Laura K. Brennan Ramirez, PhD, MPH
Transtria L.L.C.
Elizabeth A. Baker, PhD, MPH
Saint Louis University School of Public Health
Marilyn Metzler, RN
Centers for Disease Control and Prevention
This document is published in partnership
with the Social Determinants of Health
Work Group at the Centers for Disease
Control and Prevention, U.S. Department of
Health and Human Services.
1
Suggested Citation
Brennan Ramirez LK, Baker EA, Metzler M. Promoting Health Equity: A Resource
to Help Communities Address Social Determinants of Health. Atlanta: U.S.
Department of Health and Human Services, Centers for Disease Control and
Prevention; 2008.
For More Information
E-mail: [email protected]
Mail: Community Health and Program Services Branch
Division of Adult and Community Health
National Center for Chronic Disease Prevention and Health Promotion
Centers for Disease Control and Prevention
4770 Buford Highway, Mail Stop K–30
Atlanta, GA 30041
E-mail: [email protected]
Mail: Laura Brennan Ramirez, Transtria L.L.C.
6514 Lansdowne Avenue
Saint Louis, MO 63109
Online: This publication is available at
http://www.cdc.gov/nccdphp/dach/chaps
and http://www.transtria.com.
Acknowledgements
The authors would like to thank the following people for their valuable contributions to
the publication of this resource: the workshop participants (listed on page 5), Lynda
Andersen, Ellen Barnidge, Adam Becker, Joe Benitez, Julie Claus, Sandy Ciske, Tonie
Covelli, Gail Gentling, Wayne Giles, Melissa Hall, Donna Higgins, Bethany Young
Holt, Jim Holt, Bill Jenkins, Margaret Kaniewski, Joe Karolczak, Leandris Liburd, Jim
Mercy, Eveliz Metellus, Amanda Navarro, Geraldine Perry, Amy Schulz, Eduardo
Simoes, Kristine Suozzi and Karen Voetsch. A special thanks to Innovative Graphic
Services for the design and layout of this book.
This resource was developed with support from:
> National Center for Chronic Disease Prevention and Health Promotion
Division of Adult and Community Health
Prevention Research Centers
Community Health and Program Services Branch
> National Center f.
OverviewPrepare a 3–4 page report on a critical health issue in .docxaman341480
Overview
Prepare a 3–4 page report on a critical health issue in a community or state. Describe the factors that contribute to the health issue and interventions that have been implemented. Explain the scope and role of nursing in the interventions, and recommend ways the scope of the interventions might be expanded.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Explain the factors that affect the health of communities.
. Explain the factors that contribute to a critical health care issue within a specific community.
· Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues.
. Describe current interventions to target a critical health care issue within a specific community.
. Describe the scope and role of nursing in current interventions that target a critical health care issue.
. Recommend evidence-based ways to expand the scope of interventions to target a critical health care issue.
· Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
. Describe a critical health care issue within a specific community.
. Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
. Correctly format citations and references, using current APA style.
Context
Community/public health nursing is nursing care that is population-focused and occurs in non-hospital settings. Numerous nursing theories can provide the structure for community/public health nursing; however, nursing theories that incorporate components of the general systems theory frequently provide the framework for the practice of community/public health nursing.
Historically, nurses have made significant contributions to the field of public health. From providing maternal-child care to poor women in the late 1800s, to promoting hygiene among school aged children in the early 1900s, to providing environmental and safety care to industrial workers during World War I, nurses have been instrumental in shaping health policies (Maurer & Smith, 2013). Today, community/public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues.
Many factors influence the health of communities and populations, including national policies that focus on health promotion. Healthy People, a major national health promotion program issued by the U.S. Surgeon General, identifies major health problems of the nation and sets national goals and objectives targeting health promotion (Maurer & Smith, 2013). If adopted, activities that target health promotion can result in disease prevention.
Reference
Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations (5th ed.). St. Louis, MO: W. B. Saunder.
Cooperative Extension's National Focus on Health literacySUAREC
Please presentation, that was presented as a webinar focuses on the National Land-grant's role on Health Literacy. The presenters of this webinar were Dr. Sonja Koukel, New Mexico State University Extension and Dr. Fatemeh Malekian, Southern University Agricultural Research and Extension Center.
The attached presentation is Jenny Byelick’s UIC School of Public Health Capstone project for her Master of Public Health degree, relating the introductory public health course at Pedro Albizu Campos High School as part of a comprehensive public health curriculum. Public health curricula at the high school level may be a vehicle for addressing health disparities and improving health outcomes among adolescents, particularly in socially marginalized communities. Public health curricula may address health disparities and contribute to the composition of the future health professions workforce; this is especially relevant when high school education programs are linked to career pipelines. This presentation addresses how a school course encompassed aspects of population wellness utilizing social constructionist methods of education. The course was developed adhering to a theoretical framework influenced by principles of positive youth development, critical race theory and school connectedness. This presentation also discusses lessons learned and future directions of the public health curriculum in Humboldt Park. Next steps include improving and evaluating the public health curriculum and career-linked pipeline and connecting this program with other area schools.
Teen2Xtreme: Using Social Media to Improve Adolescents' Health LiteracyNedra Kline Weinreich
Presentation at CDC's National Conference on Health Communication, Marketing and Media 2010
Atlanta, GA
August 17, 2010
Contact:
Nedra Weinreich
Weinreich Communications
www.social-marketing.com
weinreich@social-marketing.com
Health Needs Assessment Paper
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An Assessment of Community Health Needs
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Community Health Needs Assessment Paper
Community Needs Assessment Essay
Comprehensive Needs Assessment
The Community Health Needs Assessment Essay
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Assessment And Care Planning Essay
Community Needs Assessment Paper
Public Health Assessment Essay
Policy & Politics
in Nursing and
Health Care
Seventh Edition
Diana J. Mason, PhD, RN, FAAN
Rudin Professor of Nursing
Co-Director of the Center for Health, Media, and Policy
School of Nursing
Hunter College
City University of New York
New York, New York
Deborah B. Gardner, PhD, RN, FAAN, FNAP
Health Policy and Leadership Consultant, LLC
Honolulu, Hawaii
Freida Hopkins Outlaw, PhD, RN, FAAN
Adjunct Professor
Peabody College of Education
Vanderbilt University
2
Nashville, Tennessee
Eileen T. O'Grady, PhD, NP, RN
Nurse Practitioner and Wellness Coach
McLean, Virginia
3
Table of Contents
Cover image
Title page
Copyright
About the Editors
Contributors
Reviewers
Foreword
Preface
What's New in the Seventh Edition?
Using the Seventh Edition
Acknowledgments
Unit 1 Introduction to Policy and Politics in
4
kindle:embed:0006?mime=image/jpg
Nursing and Health Care
Chapter 1 Frameworks for Action in Policy and Politics
Upstream Factors
Nursing and Health Policy
Reforming Health Care
Nurses as Leaders in Health Care Reform
Policy and the Policy Process
Forces That Shape Health Policy
The Framework for Action
Spheres of Influence
Health
Health and Social Policy
Health Systems and Social Determinants of Health
Nursing Essentials
Policy and Political Competence
Discussion Questions
References
Online Resources
Chapter 2 An Historical Perspective on Policy, Politics, and Nursing
“Not Enough to be a Messenger”
Bringing Together the Past for the Present: What We Learned From
History
Conclusion
5
Discussion Questions
References
Online Resources
Chapter 3 Advocacy in Nursing and Health Care
The Definition of Advocacy
The Nurse as Patient Advocate
Consumerism, Feminism, and Professionalization of Nursing: the
Emergence of Patients' Rights Advocacy
Philosophical Models of Nursing Advocacy
Advocacy Outside the Clinical Setting
Barriers to Successful Advocacy
Summary
Discussion Questions
References
Online Resources
Chapter 4 Learning the Ropes of Policy and Politics
Political Consciousness-Raising and Awareness: the “Aha” Moment
Getting Started
The Role of Mentoring
Educational Opportunities
Applying Your Political, Policy, Advocacy, and Activism Skills
Political Competencies
Changing Policy at the Workplace Through Shared Governance
6
Discussion Questions
References
Online Resources
Chapter 5 Taking Action: How I Learned the Ropes of Policy and
Politics
Mentors, Passion, and Curiosity
Chapter 6 A Primer on Political Philosophy
Political Philosophy
The State
Gender and Race in Political Philosophy
The Welfare State
Political Philosophy and the Welfare State: Implications for Nurses
Discussion Questions
References
Online Resources
Chapter 7 The Policy Process
Health Policy and Politics
Unique Aspects of U.S. Policymaking
Conceptual Basis for Policymaking
Bringing Nursing Competence Into the Policymaking Process
Conclusion
Discussion Questions
References
7
On ...
Please create a response blog to my classmate! APA format is requi.docxstilliegeorgiana
Please create a response blog to my classmate! APA format is required
Question Number 1.
Review the 10 essential public health services
The ten essential public health services serve as a guideline for public health nurses to follow when caring for their community. The public health services focus on the need of health problem education, developing local policies, implementing laws, creating relationships among the community, and evaluating the communities’ health status.
How do managed care organizations benefit from having a public health nurse on staff?
After reviewing the textbook, and the essential public health services and selected nursing activities, I was amazed to learn about the roles and responsibilities of a public health nurse. There are many different benefits to having a public health nurse as part of staffing such as being able to monitor and identify different health issues and illnesses in the community, tracking and studying the public population and health conditions, providing insight from a community standpoint regarding acute health issues, and being able to provide numerous resources to staff and patients regarding health prevention and disease management topics.
Public health nurses are professionals in research and they understand the importance of evidence based practice. They utilize evidence-based research to help protect the health in the community and to also strengthen the health of the public. According to Weum, Bragstad, and Glavin (2018),“public health nurses’ rank their sources of knowledge, it showed that the four most frequently used sources were national plans and guidelines, knowledge acquired while training as a public health nurse, personal experience, and guidelines and procedures issued by their local authorities” (p. 8). Public health nurses focus more on the prevention of diseases and incidents rather than on the care that is required after diseases and incidents occur (Anderson and McFarlane, 2015). According to Teodorowski, Cable, Kilburn, and Kennedy (2019), “community nurses are expected to deliver evidence-based practice, which is challenging given the diversity and breadth of the evidence base from which they can draw” (p. 370). Due to today’s increase in patient access to online health information, it is important for public health nurses to retrieve their information from evidenced-based sources such as the Centers of Disease Control and Prevention and World Health Organization websites.
How could population-based community nursing help prevent these problems – death, disease, or injury?
Community nursing is able to help prevent all three of these topics. These nurses are able to be a resource and also track and educate the community on communicable and sexually transmitted diseases, the importance of wellness checks, and disease prevention. As stated in the previous question, public health nurses focus on prevention. A way to prevent disease would ...
Policy & Politics in Nursing and Health CareSeventh Ed.docxstilliegeorgiana
Policy & Politics in Nursing and Health Care
Seventh Edition
Diana J. Mason, PhD, RN, FAAN
Rudin Professor of Nursing
Co-Director of the Center for Health, Media, and Policy
School of Nursing
Hunter College
City University of New York
New York, New York
Deborah B. Gardner, PhD, RN, FAAN, FNAP
Health Policy and Leadership Consultant, LLC
Honolulu, Hawaii
Freida Hopkins Outlaw, PhD, RN, FAAN
Adjunct Professor
Peabody College of Education
Vanderbilt University
Nashville, Tennessee
Eileen T. O'Grady, PhD, NP, RN
Nurse Practitioner and Wellness Coach
McLean, Virginia
2
Table of Contents
Cover image
Title page
Copyright
About the Editors
Contributors
Reviewers
Foreword
Preface
What's New in the Seventh Edition?
Using the Seventh Edition
Acknowledgments
Unit 1 Introduction to Policy and Politics in Nursing and Health
Care
Chapter 1 Frameworks for Action in Policy and Politics
Upstream Factors
Nursing and Health Policy
Reforming Health Care
Nurses as Leaders in Health Care Reform
Policy and the Policy Process
Forces That Shape Health Policy
The Framework for Action
Spheres of Influence
Health
Health and Social Policy
Health Systems and Social Determinants of Health
Nursing Essentials
Policy and Political Competence
3
kindle:embed:0006?mime=image/jpg
Discussion Questions
References
Online Resources
Chapter 2 An Historical Perspective on Policy, Politics, and Nursing
“Not Enough to be a Messenger”
Bringing Together the Past for the Present: What We Learned From History
Conclusion
Discussion Questions
References
Online Resources
Chapter 3 Advocacy in Nursing and Health Care
The Definition of Advocacy
The Nurse as Patient Advocate
Consumerism, Feminism, and Professionalization of Nursing: the Emergence of Patients' Rights Advocacy
Philosophical Models of Nursing Advocacy
Advocacy Outside the Clinical Setting
Barriers to Successful Advocacy
Summary
Discussion Questions
References
Online Resources
Chapter 4 Learning the Ropes of Policy and Politics
Political Consciousness-Raising and Awareness: the “Aha” Moment
Getting Started
The Role of Mentoring
Educational Opportunities
Applying Your Political, Policy, Advocacy, and Activism Skills
Political Competencies
Changing Policy at the Workplace Through Shared Governance
Discussion Questions
References
Online Resources
Chapter 5 Taking Action: How I Learned the Ropes of Policy and Politics
Mentors, Passion, and Curiosity
Chapter 6 A Primer on Political Philosophy
Political Philosophy
The State
4
Gender and Race in Political Philosophy
The Welfare State
Political Philosophy and the Welfare State: Implications for Nurses
Discussion Questions
References
Online Resources
Chapter 7 The Policy Process
Health Policy and Politics
Unique Aspects of U.S. Policymaking
Conceptual Basis for Policymaking
Bringing Nursing Competence Into the Policymaking Process
Conclusion
Discussion Questions
References
Online Resources
Chapter 8 ...
Child-health practitioners in Iowa must find better ways to address family, neighborhood and economic factors that shape children' health and well being, according to CFPC executive director Charles Bruner and Debra Waldron, director and chief medical officer of the Child Health Specialty Clinics at the University of Iowa. They presented at the Iowa Governor's Conference on Public Health in Ames on April 5.
Partnering with Patients, Families and Communities for Health: A Global Imper...EngagingPatients
Engagement is an essential tool to improving global health. This report introduces a new framework for engagement to help countries assess current programs and think strategically about future engagement opportunities. It spotlights barriers to engagement and offers concrete examples of effective engagement from around the globe.
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
·
·
· Must be a foreign film with subtitles
· Provide you with a glimpse of what life is like in another culture
· The process of watching this movie or TV show should provide you with a unique cultural experience.
· Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
· Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
Write a paper of 2–3 pages addressing the following:
· Provide a comprehensive overview of the concept of ethnocentrism.
· Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
· Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
· The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
· Please note that this paper is not intended to be a summary of the movie or TV show.
· This paper is not a book review or overview of the movie or TV show you selected.
· Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
Please submit your assignment.
The following rubric will be used for grading:
Grading Rubric
Submission addresses content requirements
30%
Evidenced critical thinking and connection to real-world and assignment scenario applicability
40%
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience
20%
Adherence to assignment deadlines, length requirement, correct spelling and proper grammar, and properly formatted per APA style
10%
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following multimedia course material(s):
· Unit 2: Social Interaction (Watch It)
· Unit 2: Social Interaction and Group Functioning
· Unit 2: Social Interaction (Answer It)
· Unit 2: Concepts in Sociology
· Unit 2: Social Groups and Organizations
Instructions
You and your teammates are working for a company as members of their management team.
Write a 1,300- to 1,500-word management plan that includes the following:
•Discuss the best methods that the management team can use to problem solve areas under consideration.
•Discuss how judgment is included in these processes.
•Provide an example in your plan.
Sources should include the course text and at least 1 peer-reviewed journal article.
Papers should adhere to APA style.
Problem Solving and Judgment
Everyday we’re faced with making a decision or decisions, some are life changing, and others may be derived from a policy or procedure that has little or no input from the individual that requires a judgment t.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
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Similar to CommunityPublic Health NursingPromoting the Health of
The attached presentation is Jenny Byelick’s UIC School of Public Health Capstone project for her Master of Public Health degree, relating the introductory public health course at Pedro Albizu Campos High School as part of a comprehensive public health curriculum. Public health curricula at the high school level may be a vehicle for addressing health disparities and improving health outcomes among adolescents, particularly in socially marginalized communities. Public health curricula may address health disparities and contribute to the composition of the future health professions workforce; this is especially relevant when high school education programs are linked to career pipelines. This presentation addresses how a school course encompassed aspects of population wellness utilizing social constructionist methods of education. The course was developed adhering to a theoretical framework influenced by principles of positive youth development, critical race theory and school connectedness. This presentation also discusses lessons learned and future directions of the public health curriculum in Humboldt Park. Next steps include improving and evaluating the public health curriculum and career-linked pipeline and connecting this program with other area schools.
Teen2Xtreme: Using Social Media to Improve Adolescents' Health LiteracyNedra Kline Weinreich
Presentation at CDC's National Conference on Health Communication, Marketing and Media 2010
Atlanta, GA
August 17, 2010
Contact:
Nedra Weinreich
Weinreich Communications
www.social-marketing.com
weinreich@social-marketing.com
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Policy & Politics
in Nursing and
Health Care
Seventh Edition
Diana J. Mason, PhD, RN, FAAN
Rudin Professor of Nursing
Co-Director of the Center for Health, Media, and Policy
School of Nursing
Hunter College
City University of New York
New York, New York
Deborah B. Gardner, PhD, RN, FAAN, FNAP
Health Policy and Leadership Consultant, LLC
Honolulu, Hawaii
Freida Hopkins Outlaw, PhD, RN, FAAN
Adjunct Professor
Peabody College of Education
Vanderbilt University
2
Nashville, Tennessee
Eileen T. O'Grady, PhD, NP, RN
Nurse Practitioner and Wellness Coach
McLean, Virginia
3
Table of Contents
Cover image
Title page
Copyright
About the Editors
Contributors
Reviewers
Foreword
Preface
What's New in the Seventh Edition?
Using the Seventh Edition
Acknowledgments
Unit 1 Introduction to Policy and Politics in
4
kindle:embed:0006?mime=image/jpg
Nursing and Health Care
Chapter 1 Frameworks for Action in Policy and Politics
Upstream Factors
Nursing and Health Policy
Reforming Health Care
Nurses as Leaders in Health Care Reform
Policy and the Policy Process
Forces That Shape Health Policy
The Framework for Action
Spheres of Influence
Health
Health and Social Policy
Health Systems and Social Determinants of Health
Nursing Essentials
Policy and Political Competence
Discussion Questions
References
Online Resources
Chapter 2 An Historical Perspective on Policy, Politics, and Nursing
“Not Enough to be a Messenger”
Bringing Together the Past for the Present: What We Learned From
History
Conclusion
5
Discussion Questions
References
Online Resources
Chapter 3 Advocacy in Nursing and Health Care
The Definition of Advocacy
The Nurse as Patient Advocate
Consumerism, Feminism, and Professionalization of Nursing: the
Emergence of Patients' Rights Advocacy
Philosophical Models of Nursing Advocacy
Advocacy Outside the Clinical Setting
Barriers to Successful Advocacy
Summary
Discussion Questions
References
Online Resources
Chapter 4 Learning the Ropes of Policy and Politics
Political Consciousness-Raising and Awareness: the “Aha” Moment
Getting Started
The Role of Mentoring
Educational Opportunities
Applying Your Political, Policy, Advocacy, and Activism Skills
Political Competencies
Changing Policy at the Workplace Through Shared Governance
6
Discussion Questions
References
Online Resources
Chapter 5 Taking Action: How I Learned the Ropes of Policy and
Politics
Mentors, Passion, and Curiosity
Chapter 6 A Primer on Political Philosophy
Political Philosophy
The State
Gender and Race in Political Philosophy
The Welfare State
Political Philosophy and the Welfare State: Implications for Nurses
Discussion Questions
References
Online Resources
Chapter 7 The Policy Process
Health Policy and Politics
Unique Aspects of U.S. Policymaking
Conceptual Basis for Policymaking
Bringing Nursing Competence Into the Policymaking Process
Conclusion
Discussion Questions
References
7
On ...
Please create a response blog to my classmate! APA format is requi.docxstilliegeorgiana
Please create a response blog to my classmate! APA format is required
Question Number 1.
Review the 10 essential public health services
The ten essential public health services serve as a guideline for public health nurses to follow when caring for their community. The public health services focus on the need of health problem education, developing local policies, implementing laws, creating relationships among the community, and evaluating the communities’ health status.
How do managed care organizations benefit from having a public health nurse on staff?
After reviewing the textbook, and the essential public health services and selected nursing activities, I was amazed to learn about the roles and responsibilities of a public health nurse. There are many different benefits to having a public health nurse as part of staffing such as being able to monitor and identify different health issues and illnesses in the community, tracking and studying the public population and health conditions, providing insight from a community standpoint regarding acute health issues, and being able to provide numerous resources to staff and patients regarding health prevention and disease management topics.
Public health nurses are professionals in research and they understand the importance of evidence based practice. They utilize evidence-based research to help protect the health in the community and to also strengthen the health of the public. According to Weum, Bragstad, and Glavin (2018),“public health nurses’ rank their sources of knowledge, it showed that the four most frequently used sources were national plans and guidelines, knowledge acquired while training as a public health nurse, personal experience, and guidelines and procedures issued by their local authorities” (p. 8). Public health nurses focus more on the prevention of diseases and incidents rather than on the care that is required after diseases and incidents occur (Anderson and McFarlane, 2015). According to Teodorowski, Cable, Kilburn, and Kennedy (2019), “community nurses are expected to deliver evidence-based practice, which is challenging given the diversity and breadth of the evidence base from which they can draw” (p. 370). Due to today’s increase in patient access to online health information, it is important for public health nurses to retrieve their information from evidenced-based sources such as the Centers of Disease Control and Prevention and World Health Organization websites.
How could population-based community nursing help prevent these problems – death, disease, or injury?
Community nursing is able to help prevent all three of these topics. These nurses are able to be a resource and also track and educate the community on communicable and sexually transmitted diseases, the importance of wellness checks, and disease prevention. As stated in the previous question, public health nurses focus on prevention. A way to prevent disease would ...
Policy & Politics in Nursing and Health CareSeventh Ed.docxstilliegeorgiana
Policy & Politics in Nursing and Health Care
Seventh Edition
Diana J. Mason, PhD, RN, FAAN
Rudin Professor of Nursing
Co-Director of the Center for Health, Media, and Policy
School of Nursing
Hunter College
City University of New York
New York, New York
Deborah B. Gardner, PhD, RN, FAAN, FNAP
Health Policy and Leadership Consultant, LLC
Honolulu, Hawaii
Freida Hopkins Outlaw, PhD, RN, FAAN
Adjunct Professor
Peabody College of Education
Vanderbilt University
Nashville, Tennessee
Eileen T. O'Grady, PhD, NP, RN
Nurse Practitioner and Wellness Coach
McLean, Virginia
2
Table of Contents
Cover image
Title page
Copyright
About the Editors
Contributors
Reviewers
Foreword
Preface
What's New in the Seventh Edition?
Using the Seventh Edition
Acknowledgments
Unit 1 Introduction to Policy and Politics in Nursing and Health
Care
Chapter 1 Frameworks for Action in Policy and Politics
Upstream Factors
Nursing and Health Policy
Reforming Health Care
Nurses as Leaders in Health Care Reform
Policy and the Policy Process
Forces That Shape Health Policy
The Framework for Action
Spheres of Influence
Health
Health and Social Policy
Health Systems and Social Determinants of Health
Nursing Essentials
Policy and Political Competence
3
kindle:embed:0006?mime=image/jpg
Discussion Questions
References
Online Resources
Chapter 2 An Historical Perspective on Policy, Politics, and Nursing
“Not Enough to be a Messenger”
Bringing Together the Past for the Present: What We Learned From History
Conclusion
Discussion Questions
References
Online Resources
Chapter 3 Advocacy in Nursing and Health Care
The Definition of Advocacy
The Nurse as Patient Advocate
Consumerism, Feminism, and Professionalization of Nursing: the Emergence of Patients' Rights Advocacy
Philosophical Models of Nursing Advocacy
Advocacy Outside the Clinical Setting
Barriers to Successful Advocacy
Summary
Discussion Questions
References
Online Resources
Chapter 4 Learning the Ropes of Policy and Politics
Political Consciousness-Raising and Awareness: the “Aha” Moment
Getting Started
The Role of Mentoring
Educational Opportunities
Applying Your Political, Policy, Advocacy, and Activism Skills
Political Competencies
Changing Policy at the Workplace Through Shared Governance
Discussion Questions
References
Online Resources
Chapter 5 Taking Action: How I Learned the Ropes of Policy and Politics
Mentors, Passion, and Curiosity
Chapter 6 A Primer on Political Philosophy
Political Philosophy
The State
4
Gender and Race in Political Philosophy
The Welfare State
Political Philosophy and the Welfare State: Implications for Nurses
Discussion Questions
References
Online Resources
Chapter 7 The Policy Process
Health Policy and Politics
Unique Aspects of U.S. Policymaking
Conceptual Basis for Policymaking
Bringing Nursing Competence Into the Policymaking Process
Conclusion
Discussion Questions
References
Online Resources
Chapter 8 ...
Child-health practitioners in Iowa must find better ways to address family, neighborhood and economic factors that shape children' health and well being, according to CFPC executive director Charles Bruner and Debra Waldron, director and chief medical officer of the Child Health Specialty Clinics at the University of Iowa. They presented at the Iowa Governor's Conference on Public Health in Ames on April 5.
Partnering with Patients, Families and Communities for Health: A Global Imper...EngagingPatients
Engagement is an essential tool to improving global health. This report introduces a new framework for engagement to help countries assess current programs and think strategically about future engagement opportunities. It spotlights barriers to engagement and offers concrete examples of effective engagement from around the globe.
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
·
·
· Must be a foreign film with subtitles
· Provide you with a glimpse of what life is like in another culture
· The process of watching this movie or TV show should provide you with a unique cultural experience.
· Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
· Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
Write a paper of 2–3 pages addressing the following:
· Provide a comprehensive overview of the concept of ethnocentrism.
· Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
· Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
· The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
· Please note that this paper is not intended to be a summary of the movie or TV show.
· This paper is not a book review or overview of the movie or TV show you selected.
· Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
Please submit your assignment.
The following rubric will be used for grading:
Grading Rubric
Submission addresses content requirements
30%
Evidenced critical thinking and connection to real-world and assignment scenario applicability
40%
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience
20%
Adherence to assignment deadlines, length requirement, correct spelling and proper grammar, and properly formatted per APA style
10%
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following multimedia course material(s):
· Unit 2: Social Interaction (Watch It)
· Unit 2: Social Interaction and Group Functioning
· Unit 2: Social Interaction (Answer It)
· Unit 2: Concepts in Sociology
· Unit 2: Social Groups and Organizations
Instructions
You and your teammates are working for a company as members of their management team.
Write a 1,300- to 1,500-word management plan that includes the following:
•Discuss the best methods that the management team can use to problem solve areas under consideration.
•Discuss how judgment is included in these processes.
•Provide an example in your plan.
Sources should include the course text and at least 1 peer-reviewed journal article.
Papers should adhere to APA style.
Problem Solving and Judgment
Everyday we’re faced with making a decision or decisions, some are life changing, and others may be derived from a policy or procedure that has little or no input from the individual that requires a judgment t.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
· · Re WEEK ONE - DISCUSSION QUESTION # 2posted by DONALD DEN.docxLynellBull52
·
· Re: WEEK ONE - DISCUSSION QUESTION # 2
posted by DONALD DENNIS
Aug 19, 2014, 8:31 AM
Financial statements are crucial documents with details of what the company earns, how they earn, as well as what and how the company spends its money.
The income statement shows figures of profitability of that given company over a period of time. The statements usually include detailed sections of revenue, gains in addition to their expenses and losses. If revenue and gains are greater than expenses and losses, the income statement will show a profit for the company
The balance sheet provides information about the company's financial situation over a period of time. This information is used to make certain business decisions for future projects, plans or general business operations. The balance sheet includes more information than that of the income statement. This information included the company's assets, liabilities, in addition to the stockholders' equity (their investment). The assets should always equal liabilities, plus the stockholders investment(s).
· Comment on Aug 19, 2014, 6:52 PM
Re: WEEK ONE - DISCUSSION QUESTION # 2
posted by Linda Moore
Aug 19, 2014, 6:52 PM
Good! The income statement tells us what we've earned, our sales and expenses, and in the balance sheet we see our assets and liabilities, and owner's equity. The equity will also increase if we have net income and other investments from our owners. Our income statement tells us a lot especially when we compare months over time - we can see trends of expenses and revenues; and analyze what has changed.
Class: Any questions?
· Comment on Aug 20, 2014, 9:13 AM
2 Other Statements
posted by DONALD DENNIS
Aug 20, 2014, 9:13 AM
Other than the income and balance sheets, there are two other documents that are just as important. More about these will be mentioned in this week and class.
Owners equity statement - This shows and explains changes in the retained earnings. Retained earnings are on the balance sheet and will change due to incomes or dividends.
Cash flow statement - A company could be successful, yet lack cash to pay its bills. This will show sources of cash and where cash is being used.
· Comment on Aug 20, 2014, 11:36 AM
Re: 2 Other Statements
posted by Mark Pollack
Aug 20, 2014, 11:36 AM
Donald,
You bring up a great point about the cash flow statement. I was a small business owner in a retail strip center. I cant tell you how many conversations I had with fellow business owners that were struggling to pay there bills; however they showed a profit. The company used the money in various ways other than appropriately such as product that did not sell, decorations, "write-offs" for their home. I do believe that many small businesses fail because they are underfunded and do not use simple accounting principles to determine its health.
Mark
· Comment on Aug 21, 2014, 10:09 AM
Re: 2 Other Statements
posted by DONALD DENNIS
Aug 21, 2014, 10:09 AM
I curre.
· Week 3 AssignmentGovernment and Not-For-Profit AccountingVal.docxLynellBull52
· Week 3 Assignment
Government and Not-For-Profit Accounting
Value of Donated Assets
Which is the proper value to be assigned to certain donated assets? (This is a question for which answers cannot be found in either GASB pronouncements or the text), research is necessary.
A city’s road maintenance department received “donations” of two type of assets:
1. From the county in which the city is located it received earthmoving equipment. The equipment had cost the county $800,000 when it was acquired five years earlier. Accounted for in a county proprietary fund, its book value, net of accumulated depreciation at the time of donation, was $500,000. Its fair market value was $530,000.
2. From the city’s own utility fund (a proprietary fund) it received motor vehicles that had cost the city $400,000 when acquired three years earlier. At the time of transfer, the vehicles were recorded on the utility’s books at $180,000, net of accumulated depreciation. Their fair market value was #225,000.
Write a 1000 word, APA you answer style paper where the following:
1. At what value should the city record in its government-wide financial statements for: (1) the earth-moving equipment, and (2) the motor vehicles?
1. Briefly justify your response, commenting on any apparent inconsistencies in the values assigned to each of the two types of assets.
1. Comment on the significance of the resultant book values for decisions or assessments to be made by statement users.
Myth Clash Paper #1
Zheng Hui
The present paper will discuss how different ancient poets describe the myths. It will compare and Contrast the two versions of the myth of the Cyclops Polyphemus in the Archaic Greek poet Homer’s Odyssey (EH 298-314) and in the Hellenistic poet Theocritus' poem (Idyll 11) (ACM 399-401). It will also elaborate how Roman poet Ovid combine elements from each of these earlier poets’ versions to make his own version of the myth in his poem, the Metamorphoses (OM 374-381). In general, the paper will discuss and analyze the differences and similarities among several versions from different aspects including characters, features, techniques and others.
According to ancient Greek myth, there were three separate tribes of the mythical, one eyed giants known as Cyclops, or Cyclopes. One of them is the Ouranian Cyclopes, who was the offspring of Gaea and Ouranos. Besides, there is also another Cyclops called the mason-Cyclopes, who represents workers in Hephaestus’s forge. The third one is the shepherd-like Cyclopes, who was neighbors of the island-dwelling Polyphemus, who was a son of Poseidon (Weinstock, 2013). Based on the description of the Cyclopes in the ancient Greek myth, one feature that is present in all these Cyclopes is that they had one unique anatomy. In addition, they all had a single round eye in the middle of their foreheads. In fact, the eye, according to the Greek poet Hesiod, is the source of their name.
In Greek, Cyclops means “circle-eye.” These giants .
· Week 10 Assignment 2 Submission
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Critical Thinking
Topic: "People have become overly dependent on technology"
Your paper should present a reasoned, convincing argument for a position on a selected topic.
Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the overriding argument or one contained in an individual paragraph)
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
5. Include at least four (4) references (sources). At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
The paper should follow guidelines for clear and effectively organized writing:
• The paper is well-organized, and every explanation is both complete and easy to understand.
• Include an introductory paragraph and concluding paragraph for the paper.
• Main ideas should be addressed in body paragraphs with a topic sentence and supporting sentences.
• Adhere to standard rules of English grammar, punctuation, and mechanics.
• The paper should be checked for spelling and grammatical errors.
Your assignment must:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Create written work utilizing the concepts of critical thinking.
• Use technology and information resources to research issues in critical thinking skills and informal logic.
• Write clearly and concisely about issues in critical thinking using proper writing mechanics.
.
· Write in paragraph format (no lists, bullets, or numbers).· .docxLynellBull52
· Write in paragraph format (no lists, bullets, or numbers).
· Do not re-write the question(s) from the assignment list.
· Ensure that you have a minimum of three (3) paragraphs.
· Each paragraph should be six (6) to eight (8) sentences each.
· Include at least one in-text citation per paragraph that corresponds to the References.
· You need to use and cite at least two (2) references for each submitted assignment, including DBs.
Remember we are in a college-level course. As such, you need to clearly and thoroughly answer every question asked in each project. This will rarely be accomplished with one or two sentences. In addition to providing a basic answer for each question, a quality response will explain:
a. “How” you arrived at your answer(s)
b. “What” facts and sources you reviewed and considered
c.“Why” your response is the best one from all the alternatives
SPE 352N Module 3 Lecture Instructional Strategies for Teaching Students With MR
When thinking about how to instruct students with mental retardation, educators must consider the fact that instructional organization and effective instructional delivery are the keys to success. Instruction is not just done in some sort of haphazard, discovery-learning manner without any particular goals in mind; rather, teachers should be thinking about their students' particular disability and their associated learning characteristics from start to finish.
Three Assumptions To Guide Instructional Delivery
Assumptions in science have to do with laying out ground rules or basic agreements about how something is to be interpreted, discussed, or studied by interested parties; it is much like setting the rules for playing a game. Similarly, teachers need basic assumptions to govern the science and practice of teaching. The first assumption teachers should come to agreement about is that due to the unique learning characteristics of students with mental retardation, instructional procedures that work well for typically developing students may not work as well with this population (Taylor, Richards, & Brady, 2005). The learning characteristics of students with mental retardation will ultimately affect what actual skills will be learned and what educational goals can realistically be attained. So while typically developing students will benefit from the global general education curriculum, the educational goals and specific skills students with mental retardation will focus on will depend heavily on the decisions of an individualized education plan (IEP) team as they consider the unique educational needs and monitor instructional progress over time (Miner & Bates, 1997).
The second assumption teachers of students with mental retardation should adhere to is that instructional progress can only be obtained if that instruction is direct and explicit. The idea that typically developing students do not need precise instruction to make academic gains is losing ground in America because s.
· WEEK 1 Databases and SecurityLesson· Databases and Security.docxLynellBull52
· WEEK 1: Databases and SecurityLesson
· Databases and Security
Databases are in just about everything we use today. When you are performing any task, think to yourself, Does this involve a database in some way?
As a daily process, communication occurs between people by many mediums, but there is no other medium more utilized than the large internetwork of computer systems we know as the Internet. When we look at some of the transactions that are performed on a daily basis, it is highly likely that there is a database involved. For example, if you open a web page to www.google.com and type a keyword in the textbox to search for, this process starts a series of searches through multiple databases. Another example is when searching for a book in the APUS library, this search is conducted using a database of books known as a catalog. so databases play an integral part in our daily lives; they store millions of pieces of data and more is collected each day (Basta, 2012).
In recent years, we find that technology has expanded to the reaches of utilities and production environments. Many of the utilities we come to rely on so heavily, such as gas, oil and electric, have been tied into the networks we use today. This interconnection allows for many new innovations in keeping everything in working order, but at the same time it also presents some very real threats to security. In reality, an intruder could take down an entire electrical grid which would remove power to millions of customers. An article in CIO Insight gives a great perspective on this and other issues in security where databases play such an important role (CIOInsight, 2011).
With the importance of securing the database infrastructure, we need to look at a multilayered approach to security. As can be seen in many security programs, multiple layers allow for strong security because it adds another roadblock that an intruder has to bypass to get to these systems. This same approach leads us to begin with the foundation of security; the CIA Triad. It all begins with the most basic approach, computer security and moves forward from that point on. Below is a detailed description of the components of the CIA Triad from (Basta, 2012):
· Confidentiality: For a system to provide confidentiality, it needs to do two things: ensure that information maintains its privacy by limiting authorized access to resources; block unauthorized access to resources.
· Integrity: This refers to the efforts taken through policy, procedure, and design in order to create and maintain reliable, consistent, and complete information and systems.
· Availability: This refers to the efforts taken through policy, procedures, and design to maintain the accessibility of resources on a network or within a database. These resources include, but are not limited to, data, applications, other databases, computers, servers, applications, files, drives, shares, and network access.
Database Structure, Models and Management
A databa.
· Unit 4 Citizen RightsINTRODUCTIONIn George Orwells Animal.docxLynellBull52
· Unit 4 Citizen Rights
INTRODUCTION
In George Orwell's Animal Farm, the assertion that "all animals are equal but some animals are more equal than others" signals the breakdown of any semblance of a fair society. We have probably all experienced it: a situation where someone who was better connected, more influential, or in a position of power could advance far beyond the position or actions of the common person. On a typical day, this happens in travel, restaurant seating, the selection of a church pew, and the line at the grocery store.
It should not, however, happen in our public services. As citizens, we all have rights, and we all have the same rights. That is the beauty of the United States's democratic government structure, and perhaps one of the most cherished aspects of it. Economic and social diversity aside, when we interact with the government, we expect to receive the same treatment, whether we are a Rockefeller or a plumber. The reality is that this balance of citizen rights is difficult to achieve, because in many cases, those wielding power and influence attempt to trump equity.
TOGGLE DRAWERHIDE FULL INTRODUCTION
Inherent in the concept of citizenship is the exchange wherein citizens give allegiance to a nation and receive protection offered by that nation. Citizens therefore have certain privileges in the eyes of the nation, such as the right to vote, to pay taxes, and to refuse certain actions, such as reciting the Pledge of Allegiance because it refers to God. There are benefits and entitlements that the citizen can demand from the government. These rights are balanced by responsibilities, such as upholding the law, participating in government, and engaging in the same privileges previously mentioned.
In this unit, issues of the middle class, the welfare state, and what constitutes citizenship will be examined based on the concept of citizen rights.
Reference
Orwell, G. (1945). Animal Farm. New York, NY: Harcourt Brace & Company.
SANDRA CISNEROS
Woman Hollering Creek
The day Don Serafín gave Juan Pedro Martínez Sánchez permission to take CleófilasEnriquetaDeLeón Hernández as his bride, across her father’s threshold, over several miles of dirt road and several miles of paved, over one border and beyond to a town en el otrolado—on the other side—already did he divine the morning his daughter would raise her hand over her eyes, look south, and dream of returning to the chores that never ended, six good-for-nothing brothers, and one old man’s complaints.
He had said, after all, in the hubbub of parting: I am your father, I will never abandon you. He had said that, hadn’t he, when he hugged and then let her go. But at the moment Cleófilas was busy looking for Chela, her maid of honor, to fulfill their bouquet conspiracy. She would not remember her father’s parting words until later. I am your father, I will never abandon you.
Only now as a mother did she remember. Now, when she and Juan Pedrito sat by the creek’s edge..
· Unit Interface-User Interaction· Assignment Objectives Em.docxLynellBull52
· Unit: Interface-User Interaction
· Assignment Objectives: Employ appropriate tools and methods for simple, functional, and effective interfaces.
· Deliverable Length: Screenshot or functional application, and a Word document of 1-2 pages
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
.
· The Victims’ Rights MovementWrite a 2 page paper. Address the.docxLynellBull52
· The Victims’ Rights Movement
Write a 2 page paper. Address the following in your paper:
· Explain how has the victims’ rights movement has affected the criminal justice system and the rights of offenders?
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia).
Paper 2
· Victim Selection
Write a 2 page paper. Address the following in your paper:
· Is the victim selection process different between team serial killers and those who work alone?
· Discuss any differences and or similarities as it relates to motives, methods, and offender history.
· Support your argument. Be sure to cite your resource(s), use APA style formatting.
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia
Paper 3
· Credit Card Crime
In a two to three page paper, please discuss the following: Assume a person accidentally picks up a credit card that is not theirs and uses the card in several instances.
Can the person be charged with multiple violations of a state statute that makes it a crime to "knowingly obtain, possess, use, or transfer a means of identification or financial information of another?" Why or why not? See State vs. Leyda, 138 P.3d 610 (Wash. 2006).
Make sure you format your paper and cite all sources used in this paper appropriately according to APA style guidelines.
.
· Question 1· · How does internal environmental analy.docxLynellBull52
· Question 1
·
·
How does internal environmental analysis help health care organizations sustain competitive advantage? As a health care leader, what are some of the key aspects that you will assess in conducting your own internal environmental analysis?
Question 2
· How does the “value chain” relate to health care organizations? What is the role of the value chain in the strategic planning process?
Question 3
· How can the value chain be used to identify organizational strengths and weaknesses in health care organizations?
· Question 4
·
Read the Perspective 4-3–LEAN Six Sigma on page 140 in your textbook Discuss the Ottawa Ankle Rules as an example of Six Sigma utilization. How was Six Sigma beneficial in this case example? Think about your own health care organization or one which you hope to lead. How might Six Sigma be utilized in your own facility, as our colleagues in Ottawa did a few years ago?
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ATT00005
Clarence_Eder_Biography_(Jan_2015) (1).pdf
BIOGRAPHY: CLARENCE L. EDER (January 2015)
Clarence Eder is a retired United States Air Force officer and is currently working as Principal Acquisition
Associate and Senior Systems Engineer for Quantech Services, Inc. in El Segundo, California. He leads a team
of systems engineers and acquisition professionals in the development of strategies and documents to start the
new Air Force Weather Systems Follow-On (WSF) program. Clarence has over 18 years of acquisitions,
engineering, and operational experience in space, intelligence, missile defense, and aircraft programs.
Clarence was raised in Honolulu, Hawaii. He graduated with a Mechanical Engineering degree from the
University of Hawaii and was commissioned into the Air Force in 1996. As a second lieutenant, he was
assigned to Wright-Patterson Air Force Base in Dayton, Ohio. He worked to improve Air Force flying training
systems, and then became a project manager to improve T-37 aircraft engines and A-10 aircraft engines.
In 1999, he was assigned to Space and Missiles Systems Center in Los Angeles, California. He worked as an
Acquisition Support manager to implement Department of Defense (DoD) processes and policies to major space
programs. As a captain, he became a Mission Integration Manager for launch vehicles. He led teams to
integrate Global Positioning System (GPS), weather, and intelligence satellites into the newly acquired $18.8B
Air Force rockets. He also worked Ground systems integration issues.
In 2003, he was assigned to the National Geospatial Intelligence Agency (NGA) in Reston, Virginia to be Chief
of Tactical Imagery Dissemination. He led a team to develop, test, and deploy a $17M imagery system. He
trained Navy Seals and Special Forces deployed worldwide to use the system. As a major, he became a
Contacting Officer Technical Representative (COTR) for the $2B Geoscout program, NG.
· Question 1Question 192 out of 2 pointsWhat file in the.docxLynellBull52
· Question 1Question 19
2 out of 2 points
What file in the etc/ directory contains user’s hashed password?
Selected Answer:
etc/shadow file
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 20
1 out of 2 points
What file and file-field are read by the finger command?
Selected Answer:
Passwd file, it reads user id info like user name phone number and so on
Correct Answer:
[None]
Response Feedback:
gecos field
· Question 21
0 out of 2 points
When a parent process dies, what happens to any child processes that are still running?
Selected Answer:
They Child Processes keep running
Correct Answer:
[None]
Response Feedback:
process becomes child of init
· Question 22
1 out of 2 points
What is the effect of the command: $ killall root (Where root is the root account of the system)
Selected Answer:
It canceles all the Processes that the user
Correct Answer:
[None]
Response Feedback:
shutdown
· Question 23
2 out of 2 points
List 4 shortcomings of root accounts.
Selected Answer:
1- Single Point of failure if compromised
2-The security model is not strong enough for a network
3-High security environments enforce rules that cannot be implemented with traditional UNIX
4- Since some rules are implemented in command code, modification requires rewrite and recompilation
5- Minimal support for auditing
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 24
1 out of 2 points
Write a BASH command that would force the OS into single-user mode.
Selected Answer:
Root should run the init command to change the run level using the letter s or the number 1 for example
Correct Answer:
[None]
Response Feedback:
telinit 1
· Question 25
0 out of 2 points
Explain when it would be necessary to use the non-rewinding interface file of any backup device.
Selected Answer:
To implement permanent changes to the backup device
Correct Answer:
[None]
Response Feedback:
Only if multiple dumps were being made to the same tape drive. Failure to use the non-rewind would cause successive dumps to overwrite each other.
· Question 26
2 out of 2 points
What BASH shell command can send any signal level to a running process?
Selected Answer:
Kill Command
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 27
2 out of 2 points
Which two inter-process signals cannot be caught or blocked?
Selected Answer:
Kill process
Stop Process
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 28
2 out of 2 points
What BASH shell utility allows you to monitor CPU and memory usage?
Selected Answer:
Network Monitoring: Netstat, nethogs, iptraf, iftop
Disk I/O: iotop
CPU/ memory: top, Ps, htop, atop
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 29
0 out of 2 points
In the file permission listing drwxr-xr-x, what is the file type?
Selected Answer:
.sh
Correct Answer:
[None]
Response Feedback:
directory
· .
· Question 15 out of 5 pointsWhen psychologists discuss .docxLynellBull52
· Question 1
5 out of 5 points
When psychologists discuss fear, anger, sadness, joy, surprise, disgust, and contempt, they are usually describing the:
Answer
Selected Answer:
b.
primary emotions
· Question 2
5 out of 5 points
Studies on sex differences in emotion have found that men are more likely to ruminate about _____________ thoughts whereas women are more likely to ruminate about ____________.
Answer
Selected Answer:
a.
anger; depression
· Question 3
5 out of 5 points
Positive emotions evoke more electrical activity in the __________, and negative emotions evoke more activity in the __________.
Answer
Selected Answer:
c.
left hemisphere; right hemisphere
· Question 4
5 out of 5 points
What limbic structure is a center for fear responses?
Answer
Selected Answer:
b.
amygdala
· Question 5
5 out of 5 points
Imagine that you have just discovered a space craft that landed in a remote field near your home. Fortunately, the aliens aboard the space craft share your language, but they do not know anything about how to interact appropriately within the cultural norms of North America. Using your knowledge of emotions and emotional expression, create a list of 5 important points to remember when expressing emotion in this culture.
Answer
Selected Answer:
Smiling Frequently is ok
Dont kiss other male friends if male (european countries)
shake hands before hugging
Arms length of space between people, it can be seen as hostile or uncomfortable otherwise
Public displays of affection are often more acceptable then in other cultures
· Question 6
0 out of 5 points
Cindy used to study with her friend Amanda but found that she had to quit studying with her because Amanda was always so hyper and anxious before taking tests. Cindy often felt anxious after the study sessions and was worried that this might have a negative influence on her test performance. Cindy was probably experiencing:
Answer
Selected Answer:
c.
catharsis.
· Question 7
5 out of 5 points
Social and cultural rules that regulate when, how, and where a person may express emotions are referred to as:
Answer
Selected Answer:
c.
display rules
· Question 8
5 out of 5 points
Why are polygraph tests considered invalid or unreliable?
Answer
Selected Answer:
d.
There is no pattern of physical arousal that is specific to lying and distinct from other types of arousal
· Question 9
5 out of 5 points
This term is the process by which the facial muscles send messages to the brain about the basic emotion being expressed.
Answer
Selected Answer:
c.
facial feedback
· Question 10
5 out of 5 points
___________, or how we explain events or behavior, affect our emotional responses.
Answer
Selected Answer:
a.
Attributions
· Question 11
0 out of 5 points
In one study, infants were put on a modified version of a visual cliff that is only moderately frightening because the cliff did not dr.
· Question 1 2 out of 2 pointsWhich of the following i.docxLynellBull52
· Question 1
2 out of 2 points
Which of the following is not considered a union unfair labor practice?
Answer
Selected Answer:
under a valid union-shop agreement, demanding the discharge of an employee who fails to pay union dues
· Question 2
2 out of 2 points
In recent years,
Answer
Selected Answer:
all of the above
· Question 3
0 out of 2 points
The first U.S. President ever to grant official recognition to federal government employees to bargain collectively was President
Answer
Selected Answer:
Nixon
· Question 4
0 out of 2 points
Recent media campaign ads by the Automobile Workers have contained the message
Answer
Selected Answer:
"America works best when we say, 'Union, Yes!' "
· Question 5
0 out of 2 points
Most of the local union's time is devoted to
Answer
Selected Answer:
negotiating labor agreements.
· Question 6
0 out of 2 points
Most members of the National Education Association
Answer
Selected Answer:
support right-to-work laws
· Question 7
0 out of 2 points
About 85 percent of the UAW's spending goes to
Answer
Selected Answer:
strike funds.
· Question 8
0 out of 2 points
As compared to the Teachers, many of the building trades are much
Answer
Selected Answer:
less active in research efforts.
· Question 9
0 out of 2 points
In 1970, an unprecedented federal sector eight-day strile was carried on by the employees of the
Answer
Selected Answer:
State Department
· Question 10
2 out of 2 points
The American Federation of Labor was originally entitled the
Answer
Selected Answer:
Federation of Organized Trades and Labor Unions
· Question 11
0 out of 2 points
Under Taft-Hartley, if management or labor wishes to terminate or modify an existing labor contract, it must give a
Answer
Selected Answer:
thrity-day notice to the other party.
· Question 12
0 out of 2 points
At present, the unionized percentage of all United States workers is approximately
Answer
Selected Answer:
33.4
· Question 13
0 out of 2 points
In 1993, the Retail, Wholesale and Department Store Union merged with the
Answer
Selected Answer:
Service Employees International Union.
· Question 14
0 out of 2 points
By 1917 some thrity states had introduced
Answer
Selected Answer:
antitrust laws for unions.
· Question 15
0 out of 2 points
Investigation of union misconduct under the Landrum-Griffin is the responsibility of the
Answer
Selected Answer:
Senate Subcommittee on Ethics.
· Question 16
0 out of 2 points
COPE is a part of the
Answer
Selected Answer:
Furriers.
· Question 17
0 out of 2 points
When it has found that employees have been unlawfully discharged for union activities, the NLRB has most frequently required
Answer
Selected Answer:
automatic union certification.
· Question 18
2 out of 2 points
Employ.
· Processed on 09-Dec-2014 901 PM CST · ID 488406360 · Word .docxLynellBull52
· Processed on 09-Dec-2014 9:01 PM CST
· ID: 488406360
· Word Count: 1969
Similarity Index
47%
Similarity by Source
Internet Sources:
46%
Publications:
2%
Student Papers:
N/A
sources:
1
30% match (Internet from 27-Mar-2009)
http://www.isaca.org/Content/ContentGroups/Journal1/20023/The_IS_Audit_Process.htm
2
13% match (Internet from 29-Mar-2011)
http://www.scribd.com/doc/36655995/Chapter-1-the-Information-System-Audit-Process
3
2% match (publications)
Athula Ginige. "Web site auditing", Proceedings of the 14th international conference on Software engineering and knowledge engineering - SEKE 02 SEKE 02, 2002
4
1% match (Internet from 26-Feb-2012)
http://www.dc.fi.udc.es/~parapar/files/ai/The_IS_Audit_Process_isaca_sayana.pdf
5
1% match (Internet from 01-Apr-2009)
http://www.idkk.gov.tr/web/guest/it_audit_manual_isaca
paper text:
Running head: AUDITING INFORMATION SYSTEMS PROCESS Auditing information systems process Student’s Name University Affiliation Auditing information systems 2process Information systems are the livelihood of any huge business. As in past years, computer systems do not simply record transactions of business, but essentially drive the main business procedures of the enterprise. In such a situation, superior management and business managers do have worries concerning information systems. Auditing is a methodical process by which a proficient, independent person impartially obtains and assesses evidence concerning assertions about a financial entity or occasion for the reason of outlining an outlook about and reporting on the extent to which the contention matches to an acknowledged set of standards. Auditing of information systems is the administration controls assessment inside the communications of Information Technology. The obtained proof valuation is used to decide if systems of information are defensive assets, maintenance reliability of data, and also if they are efficiently operating in order to attain organization’s goals or objectives (Hoelzer, 2009). Auditing of Information Systems has become an essential part of business organization in both large and small business environments. This paper examines the preliminary points for carrying out and Information system audit and some of the, techniques, tools, guidelines and standards that can be employed to build, manage, and examine the review function. The Certified Information Systems Auditor (CISA) qualifications is recognized worldwide as a standard of accomplishment for those who assess, monitor, control and audit the information technology of an organization and business systems. Information Systems experts with a concern in information systems security, control and audit. At least five years of specialized information systems security, auditing and control work practice is necessary for certification. An audit contract should be present to evidently state the responsibility of the management, 2objectives for, and designation of authority to Information .
· Strengths Public Recognition of OrganizationOverall Positive P.docxLynellBull52
· Strengths Public Recognition of Organization
Overall Positive Perception of Organization
Established Integrity and Longevity of the Organizations
Continued success in saving lives and always willing to lend a helping hand
Weaknesses
Lack of Congruency of public and internal views
Commitment to service to the public overlooks the work environment of the employees that make these endeavors possible daily
Opportunities
Disaster relief is always a turning point for anyone’s perception of the organization especially when it hits close to home
Threats
Possibility of not being able to help someone due to lack in financial or physical resources
Understanding that it’s impossible to please everyone, there could be some bad experiences that are communicated to many tarnishing the positive perception of the brand
Strengths with Opportunities
Increasing amount of volunteers and assistance of employees on a continual basis in order to secure definite support in the face of a disaster
Weaknesses with Threats
Increase and expand awareness of employees concerns through surveys and group discussions in order to increase the morale of the organization.
Strengths with Threats
With understanding the necessity of all aspects of the organization needing to be congruent, implementing and ensuring that public and employees all hold the same values to be true simultaneously through continued efforts of the organization increasing the involvement of the employees in minor decision making abilities in order to feel as if the organization is less of a dictatorship and slightly reflective of a democracy
Weaknesses with Opportunities
Increasing awareness of the severity of a need for this organization in the country due to the lack of ability by the country alone
.
· Part I Key Case SummaryThis case discusses the Union Carbid.docxLynellBull52
· Part I: Key
Case Summary
This case discusses the Union Carbide gas leak that occurred in Bhopal, India in 1984. Over five thousand people were killed and hundreds of thousands were injured after water inadvertently mixed with methyl isocyanate (MIC) causing the release of a deadly gas. The plant in Bhopal was a pesticide production facility that served the increasing demand of India’s thriving farming industry. However, uncontrolled zoning allowed the plant to be built within close proximity to a densely populated region. While the plant was initially profitable, market changes negatively impacted revenue forcing budget cuts that led to the decay of maintenance and safety practices. There are several theories as to why the incident occurred such as a disgruntled employee’s maliciousness or an accidental contamination. Over several years, Union Carbide paid out hundreds of millions of dollars to the survivors and ultimately ceased to exist, while the community continues to struggle with the aftermath of the disaster.
Main Critical Issues (the list):
· India’s officials adopted careless zoning practices and allowed the construction of the plant near dense population.
· The proper safety procedures were not followed and the equipment was not being properly utilized as designed. UCIL managers placed a higher weight on cost cutting than on safety, resulting in the reduction of maintenance and safety practices.
· Union Carbide Corp. did not require frequent reporting from its subsidiary in India (UCIL), which allowed malpractices and unsafe systems in the Bhopal plant to go unnoticed.
· Union Carbide Corporation and UCIL had an ethical obligation to warn the surrounding community of potential dangers of living close to the pesticide plant
· If the case, the disgruntled employees action to sabotage the plant to take vengeance
· Employees and supervisors in the Bhopal plant did not follow numerous policies and routines that could have prevented the tragedy (e.g. acting upon the alarming increase in the tank pressure, instead of postponing it to after the tea break).
· The residents were not informed of what actions to take in the event of a toxic leak or accident.
· The employees did not use the emergency buses to evacuate surrounding residents.
·
Part II: Key
Stakeholders:
The following are the stakeholders in the case: The Union Carbide’s Corporation Stockholders, The Bhopal’s population, The Indian Government, The Bombay Stock Exchange, The Union Carbide’s workers from de Indian subsidiary “UCIL”. The workers from Union Carbide headquarter in Connecticut, The Board of Directors of Union Carbide Headquarter, and The Board of Directors from Union Carbide’s Indian subsidiary. The American and Indian lawyers. UCIL’s Executives. Carbides’ Scientifics. Indian Scientists and engineers. Indian Court Systems. Insurance company. Indian Public. Corrupts Physicians. Corrupts Court Officials. Bhopal Congress. Chemical Industry. Dow Chemical. The Activis.
· Perceptual process is a process through manager receive organize.docxLynellBull52
· Perceptual process is a process through manager receive organize and interpret information. According to this case, after Andrea decided quit this job, Sam chose Grant for the manager position from three candidates, even he is not very suitable for this position, because Sam strongly believes the manager have to be a full time based on previous customer experience(He believed that you can’t be a part time manager and that his customers would think Vibe was not a serious company if he appointed a part time manager for marketing and public relations-Sam Nguyen) Moreover Sam thought Grant could Increase himself-awareness to achieve demonstrate good relationship with customer.
· Job satisfaction is a collection of positive or negative felling that an individual holds toward their job. In this case, Andrea is a good example of having a negative felling of her job. ( Sam’s only criticism of her was that she seemed to live to work). Because Sam does not care about the employee satisfaction, Andrea can not get more spiritual benefit even get good salary. People may have different level of the job satisfaction. In this case, Andrea work long hours, she may feel very stressful, she is happy with cognitive job satisfaction, but not with the affective job satisfaction.
LIBRARY USE
lllillllllllllllll LA TROBE UNIVERSITY
3 2934 02374381 0
SEMESTER TWO EXAMINATION PERIOD
2010
student ID: Seat Number:
Unit Code: LST2LBA
Unit Name:
Paper Name:
Reading Time:
Writing Time:
Paper No: 1
Law of Business Association
Final
30 minutes
3 hours
No. of Pages (including cover sheet): 9
OFFICE USE ONLY (FACULTY/SCHOOL STAFF):
CAMPUS AW BE BU MI SH
Number
102
92
ALLOWABLE MATERIALS
Description
Open book, including electronic dictionary
Students may make notes during reading time (not on script books or multiple
choice answer sheets)
INSTRUCTIONS TO CANDIDATES
1. This examination Is in three parts:
i. Part A: This Is a set of 20 multiple choice questions, worth 1 mark each. You may tear off the
answer sheet at the back of the examination paper. Write your student number on the answer
sheet. Circle the appropriate letter for each question.
li. Part B: This comprises three questions worth 10 marks each. Answer all questions.
III. Part C: Answer ONE of the two questions In Part C. It Is worth 20 marks.
2. This examination is worth 70 marks, being 70% of the marks for the course.
This paper MUST NOT BE REMOVED from the examination venue
Part A
This Part of the examination consists of twenty (20) multiple choice questions, each worth
one (1) marlc. The suggested time for completion is fifty minutes; that is, two minutes and
thirty seconds for each question. Be very careftal not to spend too much time on this section.
Students should circle the most appropriate answer to each question in Part A on the Part A
answer sheet provided at the end of this examination paper. Y o u may tear the answer shee.
· Performance Critique Assignment· During the first month of.docxLynellBull52
· Performance Critique Assignment
· During the first month of class, you are required to attend a theatrical production and to respond to it in the form of a performance critique (due February 29). A performance critique is a short essay in which you describe and offer your perspective on the specific choices that were made in a production. For this particular assignment, you are asked to develop an argument about how the production choices reflected (or failed to clearly reflect) the play’s central message.
· This piece of writing is uniquely tied to your own experience as a spectator in the theatre. Your critique should engage with the production as performance. This is different from doing a simple literary analysis of the main themes in the play. You should explore how these ideas are communicated through specific scenic choices – acting, directing, design, use of space, etc. – and make an argument about how these choices contributed to the production as a whole. Did they further the audience’s understanding of the message it was trying to convey? Did they make sense within the world they were trying to create? Was the text more alive because of them?
·
· *If there is a director’s note in the program, this will be particularly useful in ascertaining what the director’s intentions were or why he/she chose to stage this play in particular.
·
· A Performance Critique Looks Like:
·
· Format: 4 pages, 12-point font, double-spaced, 1” margins. Consulting other sources is not recommended (and you should definitely NOT consult other reviews of the performance), but if there is a secondary source that you feel provides important supporting information for your argument, you may use it if you include proper MLA citation.
·
· Ticket: Staple your ticket stub to the back page of your paper.
·
· Description: Give the audience a sense of the play. Include information about the name of the production, location, notable cast members, etc. Also include a very brief description of the main action, and/or the driving character relationships, and/or the genre (period piece, musical, etc.). When describing the action of the play, use the present tense.
·
· Argument: You should move far beyond saying simply whether you liked or disliked the play. Be sure to develop a clear thesis about what you think the production company was attempting to accomplish and whether they were successful.
·
· Specific Examples: Remember to provide specific examples to back up your argument. Your critique should help readers "visualize" the play. Provide relevant and evocative details. You will likely want to address several of the following elements: Acting (were the characters believable? Were they supposed to be?), Directing (Did there seem to be a unifying concept behind the production? How was that concept realized? Did the different elements of the production fit together?), Costume/Set/Lighting/Sound Design (H.
· Please read the following article excerpt, and view the video cl.docxLynellBull52
· Please read the following article excerpt, and view the video clips below. Listen carefully in order to understand as much of the Spanish as you can, using the images and contextual clues to help you get a sense of the gist of the video content.
· Next, write a 200-word response in English to the issues raised. Make sure to address the following questions:
1. What is syncretism and how does it differ from the concept of the melting pot?
2. How is Latin America’s (specifically Brazil and Cuba) experience with racial and cultural mixture different from that of the U.S.?
3. Can you give a couple of examples of syncretism in your own culture or in the U.S.?
Article
SYNCRETISM AND ITS SYNONYMS: REFLECTIONS ON CULTURAL MIXTURE by CHARLES STEWART
(If you would like to read the article from which this excerpt was taken, you can find it in Doc Sharing.)
The subject matter of anthropology has gradually changed over the last twenty years. Nowadays ethnographers rarely search for a stable or original form of cultures; they are usually more concerned with revealing how local communities respond to historical change and global influences. The burgeoning literature on transnational flows of ideas, global institutions, and cultural mixture reflects this shift of attention. This increased awareness of cultural penetration has, furthermore, been instrumental in the critique of earlier conceptions of “culture” that cast it as too stable: bounded, and homogeneous to be useful in a world characterized by migrations (voluntary or forced), cheap travel, international marketing, and telecommunications… In this body of literature the word syncretism has begun to reappear alongside such related concepts as hybridization and creolization as a means of portraying the dynamics of global social developments.
My purpose in considering the history of syncretism up to the present is not to enforce a standard usage conformed to the domain of religion; nor is it my goal to promote syncretism to a position of primus inter pares in the company of all other terms for mixture. I see my approach instead as an attempt to illustrate historically that syncretism has an objectionable but nevertheless instructive past…
Current Discussions of Mixture
Cultures, if we still wish to retain this term (and I do), are porous; they are open to intermixture with other, different cultures and they are subject to historical change precisely on account of these influences. This has no doubt always been the case…
Cultural borrowing and interpenetration are today seen as part of the very nature of cultures… To phrase it more accurately, syncretism describes the process by which cultures constitute themselves at any given point in time. Today's hybridization will simply give way to tomorrow's hybridization, the form of which will be dictated by historical-political events and contingencies… As [Edward] Said expresses it: all cultures are involved in one another, none is simple and pure, all.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
CommunityPublic Health NursingPromoting the Health of
1. Community/Public Health Nursing
Promoting the Health of Populations
SEVENTH EDITION
Mary A. Nies, PhD, RN, FAAN, FAAHB
Director of Nursing Research and Professor College of Nursing,
Joint Appointment MPH Program, Kasiska
Division of Health Sciences, Idaho State University, Pocatello,
Idaho
Melanie McEwen, PhD, RN, CNE, ANEF
Professor, University of Texas Health Science Center at
Houston, Cizik School of Nursing, Houston, Texas
2
Table of Contents
Cover image
Title page
Copyright
Dedication
2. About the Author
Acknowledgments
Contributors
Preface
Unit 1. Introduction to Community Health Nursing
1. Health: A Community View
Definitions of Health and Community
Determinants of Health and Disease
Indicators of Health and Illness
Definition and Focus of Public Health and Community Health
Preventive Approach to Health
Definition and Focus of Public Health Nursing, Community
Health Nursing, and Community-
Based Nursing
Population-Focused Practice and Community/Public Health
Nursing Interventions
Public Health Nursing, Managed Care, and Health Reform
Summary
Evolve Website
2. Historical Factors: Public Health Nursing in Context
3. Evolution of Health in Western Populations
3
kindle:embed:0006?mime=image/jpg
Advent of Modern Health Care
Consequences for The Health of Populations
Social Challenges and Public Health Nursing
Challenges for Public Health Nursing
Summary
Evolve Website
3. Thinking Upstream: Nursing Theories and Population-
Focused Nursing Practice
Thinking Upstream: Examining the Root Causes of Poor Health
Historical Perspectives on Nursing Theory
How Theory Provides Direction to Nursing
Microscopic Versus Macroscopic Approaches to the
Conceptualization of Community Health
Problems
Assessing a Theory’s Scope in Relation to Community Health
Nursing
Review of Theoretical Approaches
4. Healthy People 2020
Summary
Evolve Website
4. Health Promotion and Risk Reduction
Health Promotion and Community Health Nursing
Determinants of Health
Theories in Health Promotion
Risk and Health
The Relationship of Risk to Health and Health Promotion
Activities
Summary
Evolve Website
Unit 2. The Art and Science of Community Health Nursing
5. Epidemiology
Use of Epidemiology in Disease Control and Prevention
Calculation of Rates
Concept of Risk
4
5. Use of Epidemiology in Disease Prevention
Use of Epidemiology in Health Services
Epidemiological Methods
Summary
Learning Activities
6. Community Assessment
The Nature of Community
Healthy Communities
Assessing the Community: Sources Of Data
Needs Assessment
Diagnosing Health Problems
Summary
Evolve Website
7. Community Health Planning, Implementation, and Evaluation
Overview of Health Planning
Health Planning Model
Health Planning Projects
6. Health Planning Models in Public Health
Health Planning Federal Legislation
Nursing Implications
Summary
Evolve Website
8. Community Health Education
Connecting With Everyday Realities
Health Education in the Community
Learning Theories, Principles, and Health Education Models
The Nurse’s Role in Health Education
Enhancing Communication
Framework for Developing Health Communications
Health Education Resources
5
Social Media
Summary
Evolve Website
7. 9. Case Management
Overview of Case Management
Origins of Case Management
Purpose of Case Management
Trends that Influence Case Management
Education and Preparation for Case Managers
Case Manager Services
Case Manager Roles and Characteristics
Case Identification
The Referral Process
Application of Case Management in Community Health
Research in Case Management
Summary
Evolve Website
Unit 3. Factors That Influence the Health of the Community
10. Policy, Politics, Legislation, and Community Health
Nursing
Overview: Nurses’ Historical and Current Activity in Health
Care Policy
8. Definitions
A Major Paradigm Shift
Structure of the Government of the United States
Overview of Health Policy
Public Policy: Blueprint for Governance
The Effective Use of Nurses: a Policy Issue
Nurses’ Roles in Political Activities
Health Care Reform and Restructuring of the Health Care
Industry
Nurses and Leadership in Health Policy Development
Summary
6
Evolve Website
11. The Health Care System
Overview: The Health Care System
Components of the Health Care System
Critical Issues in Health Care Delivery
Future of Public Health and the Health Care System
9. Summary
Evolve Website
12. Economics of Health Care
Factors Influencing Health Care Costs
Public Financing of Health Care
Philanthropic Financing of Health Care
Private Health Care Insurance
Cost Containment
Trends in Health Financing
Health Care Financing Reform
Roles of the Public Health Nurse in the Economics of Health
Care
Best Care at Lower Cost
Summary
Evolve Website
13. Cultural Diversity and Community Health Nursing
Cultural Diversity
Transcultural Perspectives on Community Health Nursing
10. Population Trends
Cultural Perspectives and Healthy People 2020
Transcultural Nursing
Overview of Culture
Culture and Socioeconomic Factors
Culture and Nutrition
Culture and Religion
7
Culture and Aging
Cross-Cultural Communication
Health-Related Beliefs and Practices
Management of Health Problems: A Cultural Perspective
Management of Health Problems in Culturally Diverse
Populations
Role of the Community Health Nurse in Improving Health for
Culturally Diverse People
Resources for Minority Health
Summary
11. Evolve Website
14. Environmental Health
A Critical Theory Approach to Environmental Health
Areas of Environmental Health
Effects of Environmental Hazards
Efforts to Control Environmental Health Problems
Emerging Issues in Environmental Health
Approaching Environmental Health at the Population Level
Critical Environmental Health Nursing Practice
Summary
Evolve Website
15. Health in the Global Community
Population Characteristics
Environmental Factors
Patterns of Health and Disease
International Agencies and Organizations
International Health Care Delivery Systems
Research in International Health
12. Summary
Evolve Website
Unit 4. Aggregates in the Community
16. Child and Adolescent Health
8
Issues of Pregnancy and Infancy
Childhood Health Issues
Adolescent Health Issues
Factors Affecting Child and Adolescent Health
Strategies to Improve Child and Adolescent Health
Public Health Programs Targeted to Children and Adolescents
Sharing Responsibility for Improving Child and Adolescent
Health
Legal and Ethical Issues in Child and Adolescent Health
Summary
Evolve Website
17. Women’s Health
Major Indicators of Health
13. Life Expectancy
Social Factors Affecting Women’s Health
Working Women and Home Life
Health Promotion Strategies for Women
Major Legislation Affecting Women’s Health
Health and Social Services to Promote the Health of Women
Levels of Prevention and Women’s Health
Roles of the Community Health Nurse
Research in Women’s Health
Summary
Evolve Website
18. Men’s Health
Men’s Health Status
Use of Medical Care
Theories that Explain Men’s Health
Factors that Impede Men’s Health
Men’s Health Care Needs
Community Health Nursing Services for Men
14. New Concepts of Community Care
9
Summary
Evolve Website
19. Senior Health
Concept of Aging
Theories of Aging
Demographic Characteristics
Psychosocial Issues
Physiological Changes
Wellness and Health Promotion
Common Health Concerns
Additional Health Concerns
Elder Safety and Security Needs
Psychosocial Disorders
Spirituality
End-of-Life Issues
15. Summary
Evolve Website
20. Family Health
Challenges Facing U.S. Families
Understanding Family Nursing
The Changing Family
Approaches to Meeting the Health Needs of Families
Approaches to Family Health
Assessment Tools
Family Health Assessment
Extending Family Health Intervention to Larger Aggregates and
Social Action
Applying the Nursing Process
Summary
Evolve Website
Unit 5. Vulnerable Populations
10
16. 21. Populations Affected by Disabilities
Self-Assessment: Perception of Disability
Definitions and Models for Disability
A Historical Context for Disability
Prevalence of Disability
Disability and Public Policy
The Experience of Disability
Health Promotion and Disease Prevention for Pwd
Ethical Issues for People Affected by Disabilities
Summary
Evolve Website
22. Veterans’ Health
Overview of the American Uniformed Services
Veteran Health Risks
Veterans Health Assessment
Interventions for Veteran Health Problems
Summary
Evolve Website
17. 23. Homeless Populations
Definitions, Prevalence, and Demographic Characteristics of
Homelessness
Factors that Contribute to Homelessness
Health and Homeless Populations
Health Status of the Homeless Population
Community Public Health Nursing: Care of Homeless
Populations
Summary
Evolve Website
24. Rural and Migrant Health
Rural United States
Rural Health
Rural Health Disparities: Context and Composition
11
Specific Rural Aggregates
Rural Health Care Delivery System
Community-Based Care
18. Legislation and Programs Affecting Rural Public Health
Rural Community Health Nursing
New Models Of Health Care Delivery for Rural Areas
Evolve Website
25. Populations Affected by Mental Illness
Overview and History of Community Mental Health: 1960 to the
Present Day
Healthy People 2020: Mental Health and Mental Disorders
Factors Influencing Mental Health
Mental Disorders Encountered in Communi ty Settings
Identification and Management of Mental Disorders
Community-Based Mental Health Care
Role of the Community Mental Health Nurse
Summary
Evolve Website
Unit 6. Population Health Problems
26. Communicable Disease
Communicable Disease and Healthy People 2020
Principles of Infection and Infectious Disease Occurrence
19. Chain of Transmission
Breaking the Chain of Transmission
Public Health Control of Infectious Diseases
Vaccines and Infectious Disease Prevention
Vaccine Needs for Special Groups
Healthy People 2020 Focus on Immunization and Infectious
Diseases
Healthy People 2020 Focus on Sexually Transmitted Diseases
Healthy People 2020 Focus on Hiv/Aids
Prevention of Communicable Diseases
12
Summary
Evolve Website
27. Substance Abuse
Etiology of Substance Abuse
Historical Overview of Alcohol and Illicit Drug Use
Prevalence, Incidence, and Trends
20. Adolescent Substance Abuse
Conceptualizations of Substance Abuse
Sociocultural and Political Aspects of Substance Abuse
Course of Substance-Related Problems
Legal and Ethical Concerns Related to Substance Abuse
Modes of Intervention
Social Network Involvement
Vulnerable Aggregates
Nursing Perspective on Substance Abuse
Summary
Evolve Website
28. Violence
Overview of Violence
History of Violence
Interpersonal Violence
Community Violence
Factors Influencing Violence
Violence from a Public Health Perspective
21. Prevention of Violence
Summary
Evolve Website
29. Natural and Manmade Disasters
Disaster Definitions
Types of Disasters
13
Characteristics of Disasters
Disaster Management
Disaster Management Stages
Recovery Stage
Summary
Evolve Website
Unit 7. Community Health Settings
30. School Health
History of School Health
School Health Services
22. School Nursing Practice
School-Based Health Centers
Future Issues Affecting the School Nurse
Summary
Evolve Website
31. Occupational Health
Evolution of Occupational Health Nursing
Demographic Trends and Access Issues Related to Occupational
Health Care
Occupational Health Nursing Practice and Professionalism
Occupational Health and Prevention Strategies
Skills and Competencies of the Occupational Health Nurse
Impact of Federal Legislation on Occupational Health
Legal Issues in Occupational Health
Multidisciplinary Teamwork
Summary
Evolve Website
32. Forensic and Correctional Nursing
Subspecialties of Forensic Nursing
23. Correctional Nursing
Health Issues in Prison Populations
14
Mental Health Issues in Correctional Settings
Education and Forensic Nursing
Summary
Evolve Website
33. Faith Community Nursing
Faith Communities: Role in Health and Wellness
Foundations of Faith Community Nursing
Roles or Functions of the Faith Community Nurse
Education of the Faith Community Nurse
The Faith Community Nurse and Spirituality
Issues in Faith Community Nurse Practice
Summary
Evolve Website
34. Home Health and Hospice
24. Types of Home Health Agencies
Certified and Noncertified Agencies
Special Home Health Programs
Reimbursement for Home Care
OASIS
Nursing Standards and Educational Preparation of Home Health
Nurses
Conducting a Home Visit
Documentation of Home Care
Application of the Nursing Process
Hospice Home Care
Summary
Evolve Website
Index
IBC
15
16
26. Knowledge and best practice in this field are constantly
changing. As new research and experience
broaden our understanding, changes in research methods,
professional practices, or medical
treatment may become necessary.
Practitioners and researchers must always rely on their own
experience and knowledge in
evaluating and using any information, methods, compounds, or
experiments described herein. In
using such information or methods they should be mindful of
their own safety and the safety of
others, including parties for whom they have a professional
responsibility.
With respect to any drug or pharmaceutical products identified,
readers are advised to check the
most current information provided (i) on procedures featured or
(ii) by the manufacturer of each
product to be administered, to verify the recommended dose or
formula, the method and duration
of administration, and contraindications. It is the responsibility
of practitioners, relying on their
own experience and knowledge of their patients, to make
diagnoses, to determine dosages and the
best treatment for each individual patient, and to take all
appropriate safety precautions.
To the fullest extent of the law, neither the Publisher nor the
authors, contributors, or editors,
assume any liability for any injury and/or damage to persons or
property as a matter of products
liability, negligence or otherwise, or from any use or operation
of any methods, products,
instructions, or ideas contained in the material herein.
27. Previous editions copyrighted 2015, 2011, 2007, 2001, 1997,
and 1993.
Library of Congress Cataloging-in-Publication Control Number:
2018944741
17
http://www.elsevier.com/permissions
Content Strategist: Jamie Blum
Senior Content Development Manager: Ellen Wurm-Cutter
Content Development Specialist: John Tomedi
Publishing Services Manager: Julie Eddy
Senior Project Manager: Rachel E. McMullen
Design Direction: Renee Duenow
Printed in Canada
Last digit is the print number: 9 8 7 6 5 4 3 2 1
18
Dedication
To Phil Yankovich, my husband, companion, and best friend,
whose love, caring, and true support
are always there for me. He provides me with the energy I need
to pursue my dreams.
To Kara Nies Yankovich, my daughter, for whom I wish a happy
and healthy life. Her energy, joy,
and enthusiasm for life give so much to me.
28. To Earl (who passed away October 15, 2017, at the age of 92)
and Lois Nies, my parents, for their
never-ending encouragement and lifelong support. They helped
me develop a foundation for
creative thinking, new ideas, and spirited debate.
Mary A. Nies
To my husband, Scott McEwen, whose love, support,
inspiration, and encouragement have been
my foundation for more than 40 years. I can’t wait to see what
happens next!
Melanie McEwen
19
About the Author
Mary A. Nies
Mary A. Nies, PhD, RN, FAAN, FAAHB, is the Director of
Nursing Research and Professor
College of Nursing, Joint Appointment MPH Program, Kasiska
Division of Health Sciences, Idaho
State University. Dr. Nies received her diploma from the Bellin
School of Nursing in Green Bay,
Wisconsin; her BSN from the University of Wisconsin,
Madison; her MSN from Loyola University,
Chicago; and her PhD in Public Health Nursing, Health
Services, and Health Promotion Research at
29. 20
the University of Illinois, Chicago. She completed a
postdoctoral research fellowship in health
promotion and community health at the University of Michigan,
Ann Arbor. She is a fellow of the
American Academy of Nursing and a fellow of the American
Academy of Health Behavior. Dr.
Nies co-edited Community Health Nursing: Promoting the
Health of Aggregates, which received the
1993 Book of the Year award from the American Journal of
Nursing. Her program of research focuses
on the outcomes of health promotion interventions for minority
and nonminority populations in the
community. Her research is involved with physical activity and
obesity prevention for vulnerable
community populations.
Melanie McEwen
Melanie McEwen, PhD, RN, CNE, ANEF, is a Professor at the
University of Texas Health Science
Center at Houston’s Cizik School of Nursing. Dr. McEwen
received her BSN from the University of
Texas School of Nursing in Austin; her Master’s in Community
and Public Health Nursing from
Louisiana State University Medical Center in New Orleans; and
her PhD in Nursing from Texas
21
Woman’s University. Dr. McEwen has been a nursing educator
30. for 30 years and is also the co-
author of Community–Based Nursing: An Introduction
(Elsevier, 2009) and co-author/editor of
Theoretical Basis for Nursing (Wolters Kluwer, 2018).
22
Acknowledgments
Community/Public Health Nursing: Promoting the Health of
Populations could not have been written
without sharing the experiences, thoughtful critique, and
support of many people: individuals,
families, groups, and communities . We give special thanks to
everyone who made significant
contributions to this book.
We are indebted to our contributing authors whose inspiration,
untiring hours of work, and
persistence have continued to build a new era of community
health nursing practice with a focus on
the population level. We thank the community health nursing
faculty and students who welcomed
the previous editions of the text and responded to our inquiries
with comments and suggestions for
the seventh edition. These people have challenged us to stretch,
adapt, and continue to learn
throughout our years of work. We also thank our colleagues in
our respective work settings for
their understanding and support during the writing and editing
of this edition.
Finally, an enormous “thank you” to John Tomedi of Spring
Hollow Press, Elsevier editors Ellen
31. Wurm-Cutter and Jamie Blum, and project manager Rachel E.
McMullen. Their energy, enthusiasm,
encouragement, direction, and patience were essential to this
project.
Mary A. Nies, PhD, RN, FAAN, FAAHB
Melanie McEwen, PhD, RN, CNE, ANEF
I would like to express appreciation for the chapter authors who
have been with me since the
very first edition of the textbook in 1993, namely:
• Patricia Burbank, Chapter 7: Community Health Planning,
Implementation, and Evaluation
• Holly Cassells, Chapter 5: Epidemiology; Chapter 6:
Community Assessment
• Susan Givens, Chapter 16: Child and Adolescent Health
• Jean Cozad Lyon, Chapter 9: Case Management
Mary A. Nies, PhD, RN, FAAN, FAAHB
23
Contributors
Cathy R. Arvidson, PhD, FNP-BC, Associate Professor,
School of Nursing, Idaho State
University, Pocatello, Idaho
Chapter 10: Policy, Politics, Legislation, and Community Health
Nursing
Tonya Bragg-Underwood, DNP, FNP-BC, CNE, Associate
Professor, School of Nursing, Western
Kentucky University, Bowling Green, Kentucky
32. Chapter 20: Family Health
Carrie L. Buch, PhD, BSN, MS, Associate Professor, School
of Nursing, Oakland University,
Rochester, Michigan
Chapter 34: Home Health and Hospice
Patricia M. Burbank, DNSc, BS, MS, Associate Dean and
Professor, College of Nursing, The
University of Rhode Island, Kingston, Rhode Island
Chapter 7: Community Health Planning, Implementation, and
Evaluation
Sarah G. Candler, MD, MPH, Assistant Professor, Baylor
College of Medicine, Michael E.
DeBakey Veterans Affairs Medical Center, Houston, Texas
Chapter 22: Veterans’ Health
Holly B. Cassells, PhD, MPH, MN, Professor, School of
Nursing and Health Professions,
University of the Incarnate Word, San Antonio, Texas
Chapter 5: Epidemiology
Chapter 6: Community Assessment
Angelic Denise Chaison, PhD, Psychologist, Michael E.
DeBakey Veterans Affairs Medical
Center, Assistant Professor, Baylor College of Medicine,
Houston, Texas
Chapter 22: Veterans’ Health
Christina N. DesOrmeaux, BSN, MSN, PhD, Community
Division Head, Community Nursing,
The University of Texas at Houston Health Science Center,
School of Nursing, Houston, Texas
33. Chapter 13: Cultural Diversity and Community Health Nursing
Chapter 30: School Health
Tina Doyle-Hines, LPC, NCC, U.S. Air Force, Retired,
Former Veteran Counselor, UTH Cizik
School of Nursing, Houston, Texas
Chapter 22: Veterans’ Health
Stacy A. Drake, MSN, MPH, RN, Assistant Professor,
Nursing Systems, The University of Texas
Health Science Center at Houston, School of Nursing, Houston,
Texas
Chapter 32: Forensic and Correctional Nursing
24
Allison P. Edwards, DrPH, MS, RN, CNE
Assistant Professor, Nursing Systems, The University of Texas
Health Science Center at Houston,
School of Nursing, Houston, Texas
Board Member, Texas Board of Nursing, Austin, Texas
Chapter 21: Populations Affected by Disabilities
Rola El-Serag, MD, Medical Director Women Veteran’s
Program, Michael E. DeBakey Veterans
Affairs Medical Center, Assistant Professor of Medicine, Baylor
College of Medicine, Houston,
Texas
Chapter 22: Veterans’ Health
Melissa Domingeaux Ethington, BSN, MSN, PhD, Assistant
Professor, Family Health, The
University of Texas Health Science Center at Houston, School
34. of Nursing, Houston, Texas
Chapter 16: Child and Adolescent Health
Ginette G. Ferszt, PhD, RN, PMHCNS-BC, Professor,
College of Nursing, University of Rhode
Island, Kingston, Rhode Island
Chapter 28: Violence
Lori A. Glenn, DNP, MS, CNM, RN
Clinical Associate Professor, McAuley School of Nursing,
University of Detroit Mercy, Detroit,
Michigan
Nurse Midwife, Mid-Michigan Midwifery, Hurley Medical
Center, Flint, Michigan
Chapter 17: Women’s Health
Deanna E. Grimes, DrPH, RN, MSN, FAAN, Suzie Conway
Endowed Professor in Nursing,
Nursing Systems, The University of Texas Health Science
Center at Houston, School of Nursing,
Houston, Texas
Chapter 26: Communicable Diseases
Karyn Leavitt Grow, MS, BSN, RN
Director of Care Coordination Training, Clinical Development,
Caravan Health, Berkeley,
California
Chief Nursing Officer, Manager, Case
Management/Preadmission Screening, Sierra Surgery
Hospital, Carson City, Nevada, Reno, Nevada
Chapter 9: Case Management
Jené M. Hurlbut, BSN, MSN, MS, PhD, Professor, Nursing,
Roseman University of Health
Sciences, Henderson, Nevada
35. Chapter 18: Men’s Health
Joanna Lamkin, PhD, Postdoctoral Fellow, Veterans Affairs
Health Services Research &
Development, Houston Center of Excellence, Michael E.
DeBakey Veterans Affairs Medical Center,
Menninger Department of Psychiatry and Behavioral Sciences,
Baylor College of Medicine,
Veterans Affairs South Central Mental Illness Research,
Education and Clinical Center, Houston,
Texas
Chapter 22: Veterans’ Health
Jean Cozad Lyon, PhD, MSN, Clinical Care Practitioner,
ATOP2, HealthInsight, Reno, Nevada
Chapter 9: Case Management
25
Rex Marsau, U.S. Navy, Retired, Former Program Director,
U.S. Vets, Houston, Texas
Chapter 22: Veterans’ Health
Diane Cocozza Martins, MEd, MA, PhD, Professor, College
of Nursing, University of Rhode
Island, Kingston, Rhode Island
Chapter 3: Thinking Upstream: Nursing Theories and
Population-Focused
Nursing Practice
Chapter 7: Community Health Planning, Impleme ntation, and
Evaluation
Mary E. McBee, DNP, MSN, BSN, RN, Assistant Professor,
36. Nursing Systems, The University of
Texas Health Science Center at Houston, School of Nursing,
Houston, Texas
Chapter 11: The Health Care System
Chapter 12: Economics of Health Care
Melanie McEwen, PhD, RN, CNE, ANEF, Professor,
University of Texas Health Science Center
at Houston, Cizik School of Nursing, Houston, Texas
Chapter 1: Health: A Community View
Chapter 2: Historical Factors: Public Health Nursing in Context
Chapter 11: The Health Care System
Chapter 12: Economics of Health Care
Cathy D. Meade, PhD, RN, FAAN
Senior Member, Population Science, Health Outcomes &
Behavior, Moffitt Cancer Center
Professor, Oncologic Sciences, University of South Florida,
Tampa, Florida
Chapter 8: Community Health Education
Mary A. Nies, PhD, RN, FAAN, FAAHB, Director of Nursing
Research and Professor College of
Nursing, Joint Appointment MPH Program, Kasiska Division of
Health Sciences, Idaho State
University, Pocatello, Idaho
Chapter 1: Health: A Community View
Chapter 4: Health Promotion and Risk Reduction
Chapter 34: Home Health and Hospice
Julie Cowan Novak, DNSc, RN, CPNP
Executive Director, Neuro Developmental NICU Follow up
Clinic, Sharp Mary Birch Hospital for
37. Women and Newborns, San Diego, California
Professor Emerita, Purdue University, West Lafayette, Indiana
Chapter 15: Health in the Global Community
Bridgette Crotwell Pullis, BSN, MS, PhD, Assistant
Professor of Nursing, Director, The
Veterans’ Bachelor of Science in Nursing Program, Nursing
Systems, The University of Texas
Health Science Center at Houston, School of Nursing, Houston,
Texas
Chapter 4: Health Promotion and Risk Reduction
Chapter 22: Veterans’ Health
26
Robert Pullis, Houston, Texas
Chapter 22: Veterans’ Health
Elda G. Ramirez, PhD, RN, FNP-BC, Professor of Clinical
Nursing, Acute and Clinical Care, The
University of Texas Health Science Center at Houston, School
of Nursing, Houston, Texas
Chapter 29: Natural and Manmade Disasters
Bonnie Rogers, DrPH, COHN-S, LNCC, Director, NC
Occupational Safety and Health and
Education and Research Center, OHN Program, University of
North Carolina, School of Public
Health, Chapel Hill, North Carolina
Chapter 31: Occupational Health
Tamara Rose, BSN, MPH, PhD, Associate Dean, Nursing,
Oregon Health and Science University,
38. Klamath Falls, Oregon
Chapter 14: Environmental Health
Mary Ellen Trail Ross, DrPH, MSN, RN, GCNS-BC,
Associate Professor of Clinical Nursing,
Department of Nursing Systems, The University of Texas
Health Science Center at Houston,
Houston, Texas
Chapter 19: Senior Health
Beverly Cook Siegrist, EdD, MS, BSN, CNE, Professor,
School of Nursing, Western Kentucky
University, Bowling Green, Kentucky
Chapter 20: Family Health
Chapter 33: Faith Community Nursing
Alison C. Sweeney, PsyD, Clinical Psychologist, Michael E.
DeBakey Veterans Affairs Medical
Center, Assistant Professor, Menninger Department of
Psychiatry and Behavioral Science, Baylor
College of Medicine, Houston, Texas
Chapter 22: Veterans’ Health
Lisa W. Thomas, DNP, MS, BSN, Assistant Professor,
Clinical, Acute and Continuing Care,
University of Texas Health Science Center;, Houston Research
Nurse Consultant, Nursing
Administration, TIRR Memorial Herman, Houston, Texas
Chapter 21: Populations Affected by Disabilities
Patricia L. Thomas, PhD, MS, BSN, ADN, Assistant Dean for
Practice, Cook DeVos Health
Science Center-Kirkhof, College of Nursing, Grand Valley State
University, Grand Rapids,
Michigan
39. Chapter 24: Rural and Migrant Health
Meredith Troutman-Jordan, PhD, MSN, Associate Professor,
School of Nursing, University of
North Carolina, Charlotte, North Carolina
Chapter 21: Populations Affected by Disabilities
Chapter 23: Homeless Populations
Chapter 25: Populations Affected by Mental Illness
Chapter 27: Substance Abuse
27
Lori Wightman, BSN, MSN, DNP, Chief Nursing Officer,
System Administration, Regional
Health, Rapid City, Michigan
Chapter 24: Rural and Migrant Health
ANCILLARY AUTHORS
Joanna E. Cain, BSN, BA, RN, President and Founder,
Auctorial Pursuits, Inc., Atlanta, Georgia
NCLEX Review Questions
Case Studies
Dulce Santacroce, DNP, RN, CCM, RN-BSN Coordinator,
Touro University Nevada, Henderson,
Nevada
PowerPoint Slides
Anna K. Wehling Weepie, DNP, RN, CNE, COI, Assistant
40. Dean, Undergraduate Nursing and
Professor, Allen College, Waterloo, Iowa
Test Bank
REVIEWERS
Lisa L. Capps, PhD, APN, FNP-BC, Assistant Professor,
School of Nursing, Saint Xavier
University, Chicago, Illinois
Michelle L. Gerrety, EdD, MSN, RN, Administrative
Director, Academic Services, Director, St.
Elizabeth School of Nursing, Division Coordinator, Nursing,
Saint Joseph’s College, Lafayette,
Indiana
Jean Brewer Grantham, MSN, APRN, WHNP-BC, Instructor,
Robert E. Smith School of Nursing,
Delta State University, Cleveland, Mississippi
Meryle Gurmankin, PhD, RN, CSN, AHN-BC, Adjunct
Faculty, School of Nursing and Health
Sciences, LaSalle University, Philadelphia, Pennsylvania
Karen A. Ivantic, DNP, APRN-BC, APNP, Professor and
Family Nurse Practitioner, Columbia
College of Nursing, Milwaukee, Wisconsin
Susan K. Lee, PhD, MSN, RN, Nursing Consultant,
Department of Education, Texas Board of
Nursing, Austin, Texas
Sherry R. Lovan, PhD, MSN, RN, BSN Program Coordinator
and Associate Professor, School of
Nursing, Western Kentucky University, Bowling Green,
41. Kentucky
Patricia S. Martin, MSN, RN, Assistant Professor, School of
Nursing, University of Louisville,
Louisville, Kentucky
Jill M. Nocella, PhD, APRN-BC, Associate Professor of
Nursing, Department of Nursing,
William Paterson University of New Jersey, Wayne, New Jersey
Dulce Anne Santacroce, DNP, RN, CCM, Assistant Professor,
School of Nursing, Touro
University Nevada, Henderson, Nevada
Marcia R. Scanlon, RN, DNP, Assistant Professor of Nursing,
Department Chair of Nursing and
Allied Health, Westfield State University, Westfield,
Massachusetts
Terri Stone, MSN, MBA, RN, Assistant Professor of Nursing,
Department of Nursing,
Pennsylvania College of Technology, Williamsport,
Pennsylvania
28
Deborah Lynn Sweeney, DNSc, RN, Associate Professor of
Nursing, Division of Nursing,
Baptist College of Health Sciences, Memphis, Tennessee
Dokagari Woods, PhD, RN, Assistant Professor and
Undergraduate Program Director,
Department of Nursing, Tarleton State University, Stephenville,
Texas
42. 29
Preface
More money is spent per capita for health care in the United
States than in any other country ($9990
in 2015). The United States spent 17.8% of its gross domestic
product on health care expenditures in
2015, reaching a record high of $3.2 trillion. It is one of the few
industrialized countries in the world
that lacks a program of national health services or national
health insurance, so despite this
spending, 8.8% of the nation lacks health insurance. In addition,
many countries have far better
indices of health, including traditional indicators such as infant
mortality rates and longevity for
both men and women, than does the United States.
Over the years, the most significant improvements in the health
of the population have been
achieved through advances in public health using organized
community efforts, such as
improvements in sanitation, immunizations, and food quality
and quantity. Although access to
health care services and individual behavioral changes are
important, they are only components of
the larger determinants of health, such as social and physical
environments. The greatest
determinants of health are still equated with factors in the
community, such as education,
employment, housing, and nutrition. The more money put into
health care expenditures in the
United States, the less money there is to improve these
43. community factors.
30
Upstream Focus
The traditional focus of many health care professionals, known
as a downstream focus, has been to
deliver health care services to ill people and to encourage
needed behavioral change at the
individual level. The focus of public/community health nursing
has traditionally been on health
promotion and illness prevention by working with individuals
and families within the community.
A shift is needed to an upstream focus, which includes working
with aggregates and communities
in activities such as organizing and setting health policy. This
focus will help aggregates and
communities work to create options for healthier environments
with essential components of
health, including adequate education, housing, employment, and
nutrition, and will provide
choices that allow people to make behavioral changes, live and
work in safe environments, and
access equitable and comprehensive health care.
Grounded in the tenets of public health nursing and the practice
of public health nurses such as
Lillian Wald, this seventh edition of Community/Public Health
Nursing: Promoting the Health of
Populations builds on the earlier works by highlighting an
aggregate focus in addition to the
traditional areas of family and community health, and thus
promotes upstream thinking. The
primary focus is on the promotion of the health of aggregates.
44. This approach includes the family as
a population and addresses the needs of other aggregates or
population subgroups. It
conceptualizes the individual as a member of the family and as
a member of other aggregates,
including organizations and institutions. Furthermore,
individuals and families are viewed as a part
of a population within an environment (i.e., within a
community).
An aggregate is made up of a collective of individuals, be it a
family or another group that, with
others, makes up a community. This text emphasizes the
aggregate as a unit of focus and how
aggregates that make up communities promote their own health.
The aggregate is presented within
the social context of the community, and students are given the
opportunity to define and analyze
environmental, economic, political, and legal constraints to the
health of these populations.
Community/public health nursing has been determined to be a
synthesis of nursing and public
health practice with goals to promote and preserve the health of
populations. Diagnosis and
treatment of human responses to actual or potential health
problems comprise the nursing
component. The ability to prevent disease, prolong life, and
promote health through organized
community effort is from the public health component.
Community/public health nursing practice
is responsible to the population as a whole. Nursing efforts to
promote health and prevent disease
are applied to the public, which includes all units in the
community, be they individual or collective
(e.g., person, family, other aggregate, community, or
45. population).
31
Purpose of the Text
In this text, the reader is encouraged to become a student of the
community, learn from families and
other aggregates in the community how they define and promote
their own health, and learn how
to become an advocate of the community by working with it to
initiate change. The student is
exposed to the complexity and rich diversity of the community
and is shown evidence of how the
community organizes to meet change.
The use of language or terminology by clients and agencies
varies in different parts of the United
States, and it may vary from that used by government officials.
The contributors to this text are a
diverse group from various parts of the United States. Their
terms vary from chapter to chapter and
from those in use in local communities. For example, some
authors refer to African Americans,
some to blacks, some to European Americans, and some to
whites. The student must be familiar
with a range of terms and, most important, know what is used in
his or her local community.
Outstanding features of this seventh edition include its
provocative nature as it raises
consciousness regarding the social inequalities that exist in the
United States and how the market-
driven health care system contributes to prevention of the
realization of health as a right for all.
46. With a focus on social justice, this text emphasizes society’s
responsibility for the protection of all
human life to ensure that all people have their basic needs met,
such as adequate health protection
and income. Attention to the merits of population-focused care,
or care that covers all people
residing within geographic boundaries rather than only those
populations enrolled in insurance
plans, highlights the need for further reform of the systems of
health reimbursement. Working
toward providing health promotion and population-focused care
to all requires a dramatic shift in
thinking from individual-focused care for the practitioners of
the future. The future paradigm for
health care is demanding that the focus of nursing move toward
population-based interventions if
we are to forge toward the goals established in Healthy People
2020.
This text is designed to stimulate critical thinking and challenge
students to question and
debate issues. Complex problems demand complex answers;
therefore the student is expected to
synthesize prior biophysical, psychosocial, cultural, and ethical
arenas of knowledge. However, experiential
knowledge is also necessary, and the student is challenged to
enter new environments within the
community and gain new sensory, cognitive, and affective
experiences. The authors of this text have
integrated the concept of upstream thinking, introduced in the
first edition, throughout this
seventh edition as an important conceptual basis for nursing
practice of aggregates and the
community. The student is introduced to the individual and
aggregate roles of community health
nurses as they are engaged in a collective and interdisciplinary
47. manner, working upstream, to
facilitate the community’s promotion of its own health. Students
using this text will be better
prepared to work with aggregates and communities in health
promotion and with individuals and
families in illness. Students using this text will also be better
prepared to see the need to take
responsibility for participation in organized community action
targeting inequalities in arenas such
as education, jobs, and housing and to participate in targeting
individual health-behavioral change.
These are important shifts in thinking for future practitioners
who must be prepared to function in
a population-focused health care system.
The text is also designed to increase the cultural awareness and
competency of future
community health nurses as they prepare to address the needs of
culturally diverse populations.
Students must be prepared to work with these growing
populations as participation in the nursing
workforce by ethnically and racially diverse people continues to
lag. Various models are introduced
to help students understand the growing link between social
problems and health status,
experienced disproportionately by diverse populations in the
United States, and understand the
methods of assessment and intervention used to meet the special
needs of these populations.
The goals of the text are to provide the student with the ability
to assess the complex factors in
the community that affect individual, family, and other
aggregate responses to health states and
actual or potential health problems and to help students use this
ability to plan, implement, and
48. evaluate community/public health nursing interventions to
increase contributions to the promotion
of the health of populations.
32
33
Major Themes Related to Promoting the Health of
Populations
This text is built on the following major themes:
• A social justice ethic of health care in contrast to a market
justice ethic of health care in
keeping with the philosophy of public health as “health for all”
• Integration of the concept of upstream thinking throughout the
text and other appropriate
theoretical frameworks related to chapter topics
• The use of population-focused and other community data to
develop an assessment, or
profile of health, and potential and actual health needs and
capabilities of aggregates
• The application of all steps in the nursing process at the
individual, family, and aggregate
levels
• A focus on identification of needs of the aggregate from
common interactions with
individuals, families, and communities in traditional
49. environments
• An orientation toward the application of all three levels of
prevention at the individual,
family, and aggregate levels
• The experience of the underserved aggregate, particularly the
economically
disenfranchised, including cultural and ethnic groups
disproportionately at risk of
developing health problems.
Themes are developed and related to promoting the health of
populations in the following ways:
• The commitment of community/public health nursing is to an
equity model; therefore
community health nurses work toward the provision of the
unmet health needs of
populations.
• The development of a population-focused model is necessary
to close the gap between
unmet health care needs and health resources on a geographic
basis to the entire
population. The contributions of intervention at the aggregate
level work toward the
realization of such a model.
• Contemporary theories provide frameworks for holistic
community health nursing practice
that help students conceptualize the reciprocal influence of
various components within the
community on the health of aggregates and the population.
• The ability to gather population-focused and other communi ty
50. data in developing an
assessment of health is a crucial initial step that precedes the
identification of nursing
diagnoses and plans to meet aggregate responses to potential
and actual health problems.
• The nursing process includes, in each step, a focus on the
aggregate, assessment of the
aggregate, nursing diagnosis of the aggregate, planning for the
aggregate, and intervention
and evaluation at the aggregate level.
• The text discusses development of the ability to gather clues
about the needs of aggregates
from complex environments, such as during a home visit, with
parents in a waiting room
of a well-baby clinic, or with elders receiving hypertension
screening, and to promote
individual, collective, and political action that addresses the
health of aggregates.
• Primary, secondary, and tertiary prevention strategies include
a major focus at the
population level.
• In addition to offering a chapter on cultural influences in the
community, the text includes
data on and the experience of underserved aggregates at high
risk of developing health
problems and who are most often in need of community health
nursing services (i.e., low
and marginal income, cultural, and ethnic groups) throughout.
34
51. 35
Organization
The text is divided into seven units. Unit 1, Introduction to
Community Health Nursing, presents an
overview of the concept of health, a perspective of health as
evolving and as defined by the
community, and the concept of community health nursing as the
nursing of aggregates from both
historical and contemporary mandates. Health is viewed as an
individual and collective right,
brought about through individual and collective/political action.
The definitions of public health
and community health nursing and their foci are presented.
Current crises in public health and the
health care system and consequences for the health of the public
frame implications for community
health nursing. The historical evolution of public health, the
health care system, and community
health nursing is presented, as well as the evolution of humans
from wanderers and food gatherers
to those who live in larger groups. The text also discusses the
influence of the group on health,
which contrasts with the evolution of a health care system built
around the individual person,
increasingly fractured into many parts. Community health
nurses bring to their practice awareness
of the social context; economic, political, and legal constraints
from the larger community; and
knowledge of the current health care system and its structural
constraints and limitations on the
care of populations. The theoretical foundations for the text,
with a focus on the concept of
52. upstream thinking, and the rationale for a population approach
to community health nursing are
presented. Recognizing the importance of health promotion and
risk reduction when striving to
improve the health of individuals, families, groups, and
communities, this unit concludes with a
chapter elaborating on those concepts. Strategies for assessment
and analysis of risk factors and
interventions to improve health are described.
Unit 2, The Art and Science of Community Health Nursing,
describes application of the nursing
process—assessment, planning, intervention, and evaluation—to
aggregates in the community
using selected theory bases. The unit addresses the need for a
population focus that includes the
public health sciences of biostatistics and epidemiology as key
in community assessment and the
application of the nursing process to aggregates to promote the
health of populations. Application
of the art and science of community health nursing to meeting
the needs of aggregates is evident in
chapters that focus on community health planning and
evaluation, community health education,
and case management.
Unit 3, Factors That Influence the Health of the Community,
examines factors and issues that can both
positively and negatively affect health. Beginning with an
overview of health policy and legislation,
the opening chapter in this unit focuses on how policy is
developed and the effect of past and future
legislative changes on how health care is delivered in the
United States. This unit examines the
health care delivery system and the importance of economics
and health care financing on the
53. health of individuals, families, and populations. Cultural
diversity and associated issues are
described in detail, showing the importance of consideration of
culture when developing health
interventions in the community. The influence of the
environment on the health of populations is
considered, and the reader is led to recognize the multitude of
external factors that influence health.
This unit concludes with an examination of various aspects of
global health and describes features
of the health care systems and patterns of health and il lness in
developing and developed countries.
Unit 4, Aggregates in the Community, presents the application
of the nursing process to address
potential health problems identified in large groups, including
children and adolescents, women,
men, families, and seniors. The focus is on the major indicators
of health (e.g., longevity, mortality,
and morbidity), types of common health problems, use of health
services, pertinent legislation,
health services and resources, selected applications of the
community health nursing process to a
case study, application of the levels of prevention, selected
roles of the community health nurse,
and relevant research.
Unit 5, Vulnerable Populations, focuses on those aggregates in
the community considered
vulnerable: persons with disabilities, veterans of the armed
forces, the homeless, those living in
rural areas including migrant workers, and persons with mental
illness. Chapters address the
application of the community health nursing process to the
special service needs in each of these
areas. Basic community health nursing strategies are applied to
54. promoting the health of these
vulnerable high-risk aggregates.
36
Unit 6, Population Health Problems, focuses on health problems
that affect large aggregates and
their service needs as applied in community health nursing.
These problems include communicable
disease, violence and associated issues, substance abuse, and a
chapter describing nursing care
during disasters.
Unit 7, Community Health Settings, focuses on selected sites or
specialties for community health:
school health, occupational health, faith community health, and
home health and hospice. Finally,
forensic nursing, one of the more recently added subspecialty
areas of community health nursing, is
presented in this unit, combined with correctional nursing
content.
37
Special Features
The following features are presented to enhance student
learning:
• Learning objectives. Learning objectives set the framework for
the content of each chapter.
• Key terms. A list of key terms for each chapter is provided at
the beginning of the chapter.
55. The terms are highlighted in blue within the chapter. The
definitions of these terms are
found in the glossary located on the book’s Evolve website.
• Chapter outline. The major headings of each chapter are
provided at the beginning of each
chapter to help locate important content.
• Theoretical frameworks. The use of theoretical frameworks
common to nursing and public
health will aid the student in applying familiar and new theor y
bases to problems and
challenges in the community.
• Healthy People 2020. Goals and objectives of Healthy People
2020 are presented in a special
box throughout the text. (The updated Healthy People 2020
information is new to this
edition and based on the proposed objectives.)
• Upstream thinking. This theoretical construct is integrated
into chapters throughout the
text.
• Case studies and application of the nursing process at
individual, family, and aggregate
levels. The use of case studies and clinical examples throughout
the text is designed to
ground the theory, concepts, and application of the nursing
process in practical and
manageable examples for the student.
• Research highlights. The introduction of students to the
growing bodies of community
health nursing and public health research literature is enhanced
56. by special boxes devoted
to specific research studies.
• Active learning exercises. Selected learning activities are
interspersed throughout the
chapter to test students’ knowledge of the content they’ve just
read, helping provide
clinical application and knowledge retention.
• Photo novellas. Numerous stories in photograph form
depicting public health care in a
variety of settings and with different population groups.
• Ethical insights boxes. These boxes present situations of
ethical dilemmas or
considerations pertinent to particular chapters.
38
New Content in this Edition
• An increased focus on genomics—found in new Genetics in
Public Health boxes—reflects
growing scientific evidence supporting the health benefits of
using genetic tests and family
health history to guide public health interventions.
• A new chapter dedicated to the care of veterans has been
added, reflecting the need for
enhanced education and information related to the specific
needs and issues for this special
population.
• Most chapters contain new or updated Research Highlights
57. boxes highlighting timely,
relevant examples of the topics from recent nursing literature
and Ethical Insights boxes
that emphasize specific ethical issues.
39
Teaching and Learning Package
Evolve website: The website at
http://evolve.elsevier.com/Nies/community is devoted
exclusively
to this text. It provides materials for both instructors and
students.
• For Instructors: PowerPoint lecture slides, image collection,
and more than 900 test bank
questions with alternative item questions, as well as TEACH for
Nurses, which contains
detailed chapter Lesson Plans, including references to
curriculum standards such as QSEN,
BSN Essentials and Concepts, BSN Essentials for Public Health,
and new and unique Case
Studies.
• For Students: NCLEX-style multiple-choice review questions
with correct answer
rationales, and Case Studies with questions and answers.
40
http://evolve.elsevier.com/Nies/community
U N I T 1
58. Introduction to Community Health Nursing
OUTLINE
1. Health: A Community View
2. Historical Factors: Public Health Nursing in Context
3. Thinking Upstream: Nursing Theories and Population-
Focused
Nursing Practice
4. Health Promotion and Risk Reduction
41
Health
A Community View
Melanie McEwen, and Mary A. Nies
OUTLINE
Definitions of Health and Community
Health
Community
Determinants of Health and Disease
Indicators of Health and Illness
Definition and Focus of Public Health and Community Health
Preventive Approach to Health
Health Promotion and Levels of Prevention
59. Thinking Upstream
Prevention versus Cure
Healthy People 2020
Definition and Focus of Public Health Nursing, Community
Health Nursing, and Community-
Based Nursing
Public and Community Health Nursing
Community-Based Nursing
Community and Public Health Nursing Practice
Population-Focused Practice and Community/Public Health
Nursing Interventions
Public Health Interventions
The Public Health Intervention Wheel
Public Health Nursing, Managed Care, and Health Reform
OBJECTIVES
Upon completion of this chapter, the reader will be able to do
the following:
1. Compare and contrast definitions of health from a public
health nursing perspective.
2. Define and discuss the focus of public health.
3. Discuss determinates of health and indicators of health and
illness from a population
perspective.
4. List the three levels of prevention, and give examples of
each.
5. Explain the difference between public/community health
nursing practice and community-
based nursing practice.
60. 6. Describe the purpose of Healthy People 2020 and give
examples of the topic areas that
42
encompass the national health objectives.
7. Discuss public/community health nursing practice in terms of
public health’s core functions and
essential services.
8. Discuss public/community health nursing interventions as
explained by the Intervention Wheel.
KEY TERMS
aggregates
community
community health
community health nursing
disease prevention
health
health promotion
health-related quality-of-life (HRQOL)
population
population-focused nursing
primary prevention
public health
public health nursing
secondary prevention
tertiary prevention
As a result of recent and anticipated changes related to health
care reform, community/public
health nurses are in a position to assist the U.S. health care
system in the transition from a disease-
oriented system to a health-oriented system. Costs of caring for
61. the sick account for the majority of
escalating health care dollars, which increased from 5.7% of the
gross domestic product in 1965 to
17.8% in 2015 (National Center for Health Statistics [NCHS],
2017). Alarmingly, national annual
health care expenditures reached $2.7 trillion in 2015, or an
astonishing $8500 per person.
H e a l t h y Pe o p l e 2 0 2 0
Topic Areas
• Access to health services
• Adolescent health
• Arthritis, osteoporosis, and chronic back conditions
• Blood disorders and blood safety
• Cancer
• Chronic kidney disease
• Dementias, including Alzheimer
• Diabetes
• Disability and health
• Early and middle childhood
• Educational and community-based programs
• Environmental health
• Family planning
43
• Food safety
• Genomics
• Global health
• Health communication and health information technology
• Health care–associated infections
62. • Health-related quality of life and well-being
• Hearing and other sensory or communication disorders
• Heart disease and stroke
• HIV
• Immunization and infectious diseases
• Injury and violence prevention
• Lesbian, gay, bisexual, and transgender health
• Maternal, infant, and child health
• Medical product safety
• Mental health and mental disorders
• Nutrition and weight status
• Occupational safety and health
• Older adults
• Oral health
• Physical activity
• Preparedness
• Public health infrastructure
• Respiratory diseases
• Sexually transmitted diseases
• Social determinants of health
• Substance abuse
• Tobacco use
• Vision
From U.S. Department of Health and Human Services. Healthy
People 2020 topics & objectives—
objectives A-Z. Retrieved from
<http://www.healthypeople.gov/2020/topicsobjectives2020/defa
ult.aspx>.
Health expenditures in the U.S. reflect a focus on the care of the
sick. In 2015, $0.38 of each health
care dollar supported hospital care, $0.23 supported
physician/professional services, and $0.12 was
spent on prescription drugs (more than double the proportion
since 1980). The vast majority of
63. these funds were spent providing care for the sick, and less than
$0.03 of every health care dollar
was directed toward preventive public health activities (NCHS,
2017). Despite high hospital and
physician expenditures, U.S. health indicators such as life
expectancy and infant mortality rate
remain considerably below the health indicators of many other
countries. This situation reflects a
relatively severe disproportion of funding for preventive
services and social and economic
opportunities. Furthermore, the health status of the population
within the United States varies
markedly across areas of the country and among groups. For
example, the economically
disadvantaged and many cultural and ethnic groups have poorer
overall health status compared
with middle-class Caucasians.
Nurses constitute the largest segment of health care workers;
therefore they are instrumental in
creating a health care delivery system that will meet the health-
oriented needs of the people.
According to a survey of registered nurses (RNs) conducted by
the National Council of State Boards
of Nursing (NCSBN, 2016), about 54.4% of approximately 2.5
million RNs employed full-time in the
United States worked in hospitals during 2015 (down from
about 66.5% in 1992). This survey also
found that about 16%, or approximately 470,000, of all RNs
worked in home, school,
public/community health, or occupational health settings; 11%
worked in ambulatory care settings;
and 5.5% worked in nursing homes or other extended care
facilities (NCSBN, 2016).
44
64. http://www.healthypeople.gov/2020/topicsobjectives2020/defaul
t.aspx
Between 1980 and 2015, the number of nurses employed in
community, health, and ambulatory
care settings more than doubled (NCSBN, 2016; USDHHS,
HRSA, BHP, 2010). The decline in the
percentage of nurses employed in hospitals and the subsequent
increase in nurses employed in
community settings suggests a shift in focus from illness and
institutional-based care to health
promotion and preventive care. This shift will likely continue
into the future as alternative delivery
systems, such as ambulatory and home care, employ more
nurses (ANA, 2016; IOM, 2011;
Rosenfeld & Russell, 2012).
Community/public health nursing is the synthesis of nursing
practice and public health
practice. The major goal of community/public health nursing is
to preserve the health of the
community and surrounding populations by focusing on health
promotion and health maintenance
of individuals, families, and groups within the community. Thus
community/public health nursing
is associated with health and the identification of populations at
risk rather than with an episodic
response to patient demand.
Public Health is often described as the art and science of
preventing disease, prolonging life and
promoting health through organized community efforts to
benefit each citizen (Winslow, 1920). The
mission of public health is social justice, which entitles all
65. people to basic necessities such as
adequate income and health protection and accepts collective
burdens to make it possible. Public
health, with its egalitarian tradition and vision, often conflicts
with the predominant U.S. model of
market justice that largely entitles people to what they have
gained through individual efforts.
Although market justice respects individual rights, collective
action and obligations are minimal.
An emphasis on technology and curative medical services
within the market justice system has
limited the evolution of a health system designed to protect and
preserve the health of the
population. Public health assumes that it is society’s
responsibility to meet the basic needs of the
people. Thus there is a greater need for public funding of
prevention efforts to enhance the health of
our population.
Current U.S. health policies advocate changes in personal
behaviors that might predispose
individuals to chronic disease or accidents. These poli cies
promote exercise, healthy eating, tobacco
use cessation, and moderate consumption of alcohol. However,
simply encouraging the individual
to overcome the effects of unhealthy activities lessens focus on
collective behaviors necessary to
change the determinants of health stemming from such factors
as poor air and water quality,
workplace hazards, unsafe neighborhoods, and unequal access
to health care. Because living
arrangements, work/school environment, and other sociocultural
constraints affect health and well-
being, public policy must address societal and environmental
changes, in addition to lifestyle
changes, that will positively influence the health of the entire
66. population.
With ongoing and very significant changes in the health care
system and increased employment
in community settings, there will be greater demands on
community and public health nurses to
broaden their population health perspective. The Code of Ethics
of the American Nurses
Association (ANA) (2015) promotes social reform by focusing
on health policy and legislation to
positively affect accessibility, quality, and cost of health care.
Community and public health nurses
therefore must align themselves with public health programs
that promote and preserve the health
of populations by influencing sociocultural issues such as
human rights, homelessness, violence,
disability, and stigma of illness. This principle allows nurses to
be positioned to promote the health,
welfare, and safety of all individuals.
This chapter examines health from a population-focused,
community-based perspective.
Therefore it requires understanding of how people identify,
define, and describe related concepts.
The following section explores six major ideas:
1. Definitions of “health” and “community”
2. Determinants of health and disease
3. Indicators of health and disease
4. Definition and focus of public and community health
5. Description of a preventive approach to health
6. Definition and focus of “public health nursing,” “community
health nursing,” and
“community-based nursing”
67. 45
46
Definitions of Health and Community
Health
The definition of health is evolving. The early, classic
definition of health by the World Health
Organization (WHO) set a trend toward describing health in
social terms rather than in medical
terms. Indeed, the WHO (1958, p. 1) defined health as “a state
of complete physical, mental, and
social well-being and not merely the absence of disease or
infirmity.”
Social means “of or relating to living together in organized
groups or similar close aggregates”
(American Heritage College Dictionary, 1997, p. 1291) and
refers to units of people in communities
who interact with one another. “Social health” connotes
community vitality and is a result of
positive interaction among groups within the community, with
an emphasis on health promotion
and illness prevention. For example, community groups may
sponsor food banks in churches and
civic organizations to help alleviate problems of hunger and
nutrition. Other community groups
may form to address problems of violence and lack of
opportunity, which can negatively affect
social health.
In the mid-1980s, the WHO expanded the definition of health to
68. emphasize recognition of the
social implications of health. Thus health is:
the extent to which an individual or group is able, on the one
hand, to realize aspirations and satisfy
needs; and, on the other hand, to change or cope with the
environment. Health is, therefore, seen as a
resource for everyday life, not the objective of living; it is a
positive concept emphasizing social and
personal resources, and physical capacities.
(WHO, 1986, p. 73)
Saylor (2004) pointed out that the WHO definition considers
several dimensions of health. These
include physical (structure/function), social, role, mental
(emotional and intellectual), and general
perceptions of health status. It also conceptualizes health from a
macro perspective, as a resource to
be used rather than a goal in and of itself.
The nursing literature contains many varied definitions of
health. For example, health has been
defined as “a state of well-being in which the person is able to
use purposeful, adaptive responses
and processes physically, mentally, emotionally, spiritually, and
socially” (Murray, Zentner, &
Yakimo, 2009, p. 53); “The individual’s total well-being. the
regular patterns of people and their
environments that result in maintaining wholeness and human
integrity” (Roy, 2009, p. 3);
“realization of human potential through goal-directed behavior,
competent self-care, and satisfying
relationships with others” (Pender, Murdaugh, & Parsons, 2011,
p. 22); and a “state of physical,
mental, spiritual and social functioning that realizes a person’s
69. potential and is experienced within
a developmental context” (Greiner, 2014, p. 3).
The variety of characterizations of the word illustrates the
difficulty in standardizing the
conceptualization of health. Commonalities involve description
of “goal-directed” or “purposeful”
actions, processes, responses, functioning, or behaviors and the
possession of “integrity,”
“wholeness,” and/or “well-being.” Problems can arise when the
definition involves a unit of
analysis. For example, some writers use the individual or
“person” as the unit of analysis and
exclude the community. Others may include additional
concepts, such as adaptation and
environment, in health definitions, and then present the
environment as static and requiring human
adaptation rather than as changing and enabling human
modification.
For many years, community and public health nurses have
favored Dunn’s (1961) classic concept
of wellness, in which family, community, society, and
environment are interrelated and have an
impact on health. From his viewpoint, illness, health, and peak
wellness are on a continuum; health
is fluid and changing. Consequently, within a social context or
environment, the state of health
depends on the goals, potentials, and performance of
individuals, families, communities, and
societies.
A c t i ve L e a r n i n g E x e r c i s e
47
70. Interview several community/public health nurses and several
clients regarding their definitions of
health. Share the results with your classmates. Do you agree
with their definitions? Why or why
not?
Community
The definitions of community are also numerous and variable.
Baldwin and colleagues (1998)
outlined the evolution of the definition of community by
examining community health nursing
textbooks. They determined that, before 1996, definitions of
community focused on geographic
boundaries combined with social attributes of people. Citing
several sources from the later part of
the decade, the authors observed that geographic location
became a secondary characteristic in the
discussion of what defines a community.
In recent nursing literature, community has been defined as “a
collection of people who interact
with one another and whose common interests or characteristics
form the basis for a sense of unity
or belonging” (Rector, 2017, p. 6); “a group of people who
share something in common and interact
with one another, who may exhibit a commitment with one
another and may share a geographic
boundary” (Lundy & Janes, 2016, p. 13); and “a locality-based
entity, composed of systems of
formal organizations reflecting society’s institutions, informal
groups and aggregates” (Shuster,
2012, p. 398).
71. Maurer and Smith (2013) further addressed the concept of
community and identified three
defining attributes: people; place; and social interaction or
common characteristics, interests, or
goals. Combining ideas and concepts, in this text, community is
seen as a group or collection of
individuals interacting in social units and sharing common
interests, characteristics, values, and
goals.
Maurer and Smith (2013) noted that there are two main types of
communities: geopolitical
communities and phenomenological communities. Geopolitical
communities are those most
traditionally recognized or imagined when the term community
is considered. Geopolitical
communities are defined or formed by natural and/or man-made
boundaries and include cities,
counties, states, and nations. Other commonly recognized
geopolitical communities are school
districts, census tracts, zip codes, and neighborhoods.
Phenomenological communities, on the other
hand, refer to relational, interactive groups. In
phenomenological communities, the place or setting
is more abstract, and people share a group perspective or
identity based on culture, values, history,
interests, and goals. Examples of phenomenological
communities are schools, colleges, and
universities; churches, synagogues, and mosques; and various
groups and organizations, such as
social networks.
A community of solution is a type of phenomenological
community. A community of solution is a
collection of people who form a group specifically to address a
common need or concern. The Sierra
72. Club, whose members lobby for the preservation of natural
resource lands, and a group of disabled
people who challenge the owners of an office building to obtain
equal access to public buildings,
education, jobs, and transportation are examples. These groups
or social units work together to
promote optimal “health” and to address identified actual and
potential health threats and health
needs.
Population and aggregate are related terms that are often used in
public health and community
health nursing. Population is typically used to denote a group of
people with common personal or
environmental characteristics. It can also refer to all of the
people in a defined community
(Williams, 2016). Aggregates are subgroups or subpopulations
that have some common
characteristics or concerns (Gibson & Thatcher, 2016).
Depending on the situation, needs, and
practice parameters, community health nursing interventions
may be directed toward a community
(e.g., residents of a small town), a population (e.g., all elders in
a rural region), or an aggregate (e.g.,
pregnant teens within a school district).
48
Determinants of Health and Disease
The health status of a community is associated with a number of
factors, such as health care access,
economic conditions, social and environmental issues, and
cultural practices, and it is essential for
the community health nurse to understand the determinants of
73. health and recognize the interaction
of the factors that lead to disease, death, and disability. It has
been estimated that individual
behaviors are responsible for about 50% of all premature deaths
in the United States (Cassidy,
Trujillo, & Orleans, 2015). Indeed, individual biology and
behaviors influence health through their
interaction with each other and with the individual’s social and
physical environments. Thus
policies and interventions can improve health by targeting
detrimental or harmful factors related to
individuals and their environment. Fig. 1.1 shows the model of
Healthy People 2020, which depicts
the interaction of these determinants and shows how they
influence health.
In a seminal work, McGinnis and Foege (1993) described what
they termed “actual causes of
death” in the United States, explaining how lifestyle choices
contribute markedly to early deaths.
Their work was updated a decade later (Mokdad et al., 2004).
Leading the list of “actual causes of
death” was tobacco, which was implicated in almost 20% of the
annual deaths in the United States
—approximately 435,000 individuals. Poor diet and physical
inactivity were deemed to account for
about 16.6% of deaths (about 400,000 per year), and alcohol
consumption was implicated in about
85,000 deaths because of its association with accidents,
suicides, homicides, and cirrhosis and
chronic liver disease. Other leading causes of death were
microbial agents (75,000), toxic agents
(55,000), motor vehicle crashes (43,000), firearms (29,000),
sexual behaviors (20,000), and illicit use of
drugs (17,000).
74. Although all of these causes of mortality are related to
individual lifestyle choices, they can also
be strongly influenced by population-focused policy efforts and
education. For example, the
prevalence of smoking has fallen dramatically during the past
two decades, largely because of legal
efforts (e.g., laws prohibiting sale of tobacco to minors and
much higher taxes), organizational
policy (e.g., smoke-free workplaces), and education. Likewise,
concerns about the widespread
increase in incidence of overweight and obesity have led to
population-based measures to address
the issue (e.g., removal of soft drink and candy machines from
schools, regulations prohibiting the
use of certain types of fats in processed foods).
49
FIG. 1.1 Model: Healthy People 2020.
From U.S. Department of Health and Human Services Office of
Disease Prevention and Health
Promotion: Federal interagency workgroup: the vision, mission,
and goals of healthy people 2020, n.d.,
Retrieved from:
https://www.healthypeople.gov/sites/default/files/HP2020Frame
work.pdf
Public health experts have observed that health has improved
over the past 100 years largely
because people become ill less often (McKeown, 2003; Russo,
2015). Indeed, at the population level,
better health can be attributed to higher standards of living,
good nutrition, a healthier
75. environment, and having fewer children. Furthermore, public
health efforts, such as immunization
and clean air and water, and medical care, including
management of acute episodic illnesses (e.g.,
pneumonia, tuberculosis) and chronic disease (e.g., cancer,
heart disease), have also contributed
significantly to the increase in life expectancy.
Community and public health nurses should understand these
concepts and appreciate that
health and illness are influenced by a web of factors, some that
can be changed (e.g., individual
behaviors such as tobacco use, diet, physical activity) and some
that cannot (e.g., genetics, age,
gender). Other factors (e.g., physical and social environment)
may require changes that will need to
be accomplished from a policy perspective. Public health nurses
must work with policy makers and
community leaders to identify patterns of disease and death and
to advocate for activities and
policies that promote health at the individual, family, aggregate,
and population levels.
50
https://www.healthypeople.gov/sites/default/files/HP2020Frame
work.pdf
Indicators of Health and Illness
A variety of health indicators are used by health providers,
policy makers, and community health
nurses to measure the health of the community. Local or state
health departments, the Centers for
Disease Control and Prevention (CDC), and the National Center
for Health Statistics (NCHS)
76. provide morbidity, mortality, and other health status–related
data. State and local health
departments are responsible for collecting morbidity and
mortality data and forwarding the
information to the appropriate federal-level agency, which is
often the CDC. Some of the more
commonly reported indicators are life expectancy, infant
mortality, age-adjusted death rates, and
cancer incidence rates.
Indicators of mortality in particular illustrate the health status
of a community and/or population
because changes in mortality reflect a number of social,
economic, health service, and related trends
(Shi & Singh, 2016). These data may be useful in analyzing
health patterns over time, comparing
communities from different geographic regions, or comparing
different aggregates within a
community.
When the national health objectives for Healthy People 2020
were being developed, a total of 12
leading health indicators were identified that reflected the major
public health concerns in the
United States (see Healthy People 2020 box). They are
individual behaviors (e.g., tobacco use,
nutrition, physical activity, and obesity), physical and social
environmental factors (e.g.,
environmental quality, injury, and violence), and health systems
issues (e.g., access to health
services). Each of these indicators can affect the health of
individuals and communities and can be
correlated with leading causes of morbidity and mortality. For
example, tobacco use is linked to
heart disease, stroke, and cancer; substance abuse is linked to
accidents, injuries, and violence;
77. irresponsible sexual behaviors can lead to unwanted pregnancy
as well as sexually transmitted
diseases, including human immunodeficiency virus/acquired
immunodeficiency syndrome
(HIV/AIDS); and lack of access to health care can contribute to
poor pregnancy outcomes, untreated
illness, and disability.
H e a l t h y Pe o p l e 2 0 2 0
Leading Health Indicator Topics
• Access to Health Services
• Clinical Preventive Services
• Environmental Quality
• Injury and Violence
• Maternal, Infant, and Child Health
• Mental Health
• Nutrition, Physical Activity, and Obesity
• Oral Health
• Reproductive and Sexual Health
• Social Determinants
• Substance Abuse
• Tobacco
From U.S. Department of Health and Human Services. Healthy
People 2020 leading health indicator
topics. Retrieved from
https://www.healthypeople.gov/2020/Leading-Health-Indicators
Public health nurses should be aware of health patterns and
health indicators within their
practice. Each nurse should ask relevant questions, including
the following: What are the leading
causes of death and disease among various groups served? How
78. do infant mortality rates and
teenage pregnancy rates in my community compare with
regional, state, and national rates? What
51
https://www.healthypeople.gov/2020/Leading-Health-Indicators
are the most serious communicable disease threats in my
neighborhood? What are the most serious
environmental risks in my city?
The public health nurse may identify areas for further
investigation and intervention through an
understanding of health, disease, and mortality patterns. For
example, if a school nurse learns that
the teenage pregnancy rate in their community is higher than
regional and state averages, the nurse
should address the problem with school officials, parents, and
students. Likewise, if an
occupational health nurse discovers an apparent high rate of
chronic lung disease in an industrial
facility, the nurse should work with company management,
employees, and state and federal
officials to identify potential harmful sources. Finally, if a
public health nurse works in a state-
sponsored AIDS clinic and recognizes an increase in the number
of women testing positive for HIV,
the nurse should report all findings to the designated agencies.
The nurse should then participate in
investigative efforts to determine what is precipitating the
increase and work to remedy the
identified threats or risks.
52
79. Definition and Focus of Public Health and Community
Health
C. E. Winslow is known for the following classic definition of
public health:
Public health is the Science and Art of (1) preventing disease,
(2) prolonging life, and (3) promoting
health and efficiency through organized community effort for:
(a) sanitation of the environment,
(b) control of communicable infections,
(c) education of the individual in personal hygiene,
(d) organization of medical and nursing services for the early
diagnosis and preventive
treatment of disease, and
B O X 1 . 1 C o r e P u b l i c H e a l t h F u n c t i o n s
Assessment: Regular collection, analysis, and information
sharing about health conditions, risks, and resources in a
community.
Policy development: Use of information gathered during
assessment to develop local and state health policies and to
direct resources toward those policies.
Assurance: Focuses on the availability of necessary health
services throughout the community. It includes maintaining
the ability of both public health agencies and private
providers to manage day-to-day operations and the capacity
to respond to critical situations and emergencies.
80. From Institute of Medicine: The future of public health,
Washington, DC, 1988, National Academy
Press.
(e) development of the social machinery to ensure everyone a
standard of living adequate for
the maintenance of health, so organizing these benefits as to
enable every citizen to realize
his birthright of health and longevity.
(Hanlon, 1960, p. 23)
A key phrase in this definition of public health is “through
organized community effort.” The
term public health connotes organized, legislated, and tax-
supported efforts that serve all people
through health departments or related governmental agencies.
The public health nursing tradition, begun in the late 1800s by
Lillian Wald and her associates,
clearly illustrates this phenomenon (Wald, 1971; see Chapter 2).
After moving into the immigrant
community in New York City to provide care for individuals
and families, these early public health
nurses saw that neither administering bedside clinical nursing
nor teaching family members to
deliver care in the home adequately addressed the true
determinants of health and disease. They
resolved that collective political activity should focus on
advancing the health of aggregates and
improving social and environmental conditions by addressing
the social and environmental
determinants of health, such as child labor, pollution, and
poverty. Wald and her colleagues
81. 53
affected the health of the community by organizing the
community, establishing school nursing,
and taking impoverished mothers to testify in Washington, DC
(Wald, 1971).
In a key action, the National Academy of Medicine (NAM),
formerly called the Institute of
Medicine (IOM) (1988) identified the following three primary
functions of public health: assessment,
assurance, and policy development. Box 1.1 lists each of the
three primary functions and describes
them briefly. All nurses working in community settings should
develop knowledge and skills
related to each of these primary functions.
The term community health extends the realm of public health
to include organized health
efforts at the community level through both government and
private efforts. Participants include
privately funded agencies such as the American Heart
Association and the American Red Cross. A
variety of private and public structures serves community health
efforts.
Public health efforts focus on prevention and promotion of
population health at the federal, state,
and local levels. These efforts at the federal and state levels
concentrate on providing support and
advisory services to public health structures at the local level.
The local-level structures provide
direct services to communities through two avenues:
82. B O X 1 . 2 E s s e n t i a l P u b l i c H e a l t h S e r v i c
e s
• Monitor health status to identify and solve community health
problems
• Diagnose and investigate health problems and health hazards
in the community
• Inform, educate, and empower people about health issues
• Mobilize community partnerships and actions to identify and
solve health problems
• Develop policies and plans that support individual and
community health efforts
• Enforce laws and regulations that protect health and ensure
safety
• Link people to needed personal health services and assure the
provision of health care when
otherwise unavailable
• Assure a competent public health and personal health care
workforce
• Evaluate effectiveness, accessibility, and quality of personal
and population-based health
services
• Research for new insights and innovative solutions to health
problems
From Centers for Disease Control and Prevention, Office of the
Director, Office of the Chief of
Public Health Practice, National Public Health Performance
Standards Program: 10 essential public
health services, 2014. Retrieved from:
https://www.cdc.gov/nphpsp/essentialservices.html.
• Community health services, which protect the public from
83. hazards such as polluted water
and air, tainted food, and unsafe housing
• Personal health care services, such as immunization and
family planning services, well-
infant care, and sexually transmitted disease (STD) treatment
Personal health services may be part of the public health effort
and often target the populations
most at risk and in need of services. Public health efforts are
multidisciplinary because they require
people with many different skills. Community health nurses
work with a diverse team of public
health professionals, including epidemiologists, local health
officers, and health educators. Public
health science methods that assess biostatistics, epidemiology,
and population needs provide a
method of measuring characteristics and health indicators and
disease patterns within a
community. In 1994 the American Public Health Association
drafted a list of 10 essential public
health services, which the U.S. Department of Health and
Human Services later adopted. The
updated list of essential services (CDC, 2014) appears in Box
1.2.
54
https://www.cdc.gov/nphpsp/essentialservices.html
55
Preventive Approach to Health
84. Health Promotion and Levels of Prevention
Contrasting with “medical care,” which focuses on disease
management and “cure,” public health
efforts focus on health promotion and disease prevention.
Health promotion activities enhance
resources directed at improving well-being, whereas disease
prevention activities protect people
from disease and the effects of disease. Leavell and Clark
(1958) identified three levels of prevention
commonly described in nursing practice: primary prevention,
secondary prevention, and tertiary
prevention (Fig. 1.2 and Table 1.1).
Primary prevention relates to activities directed at preventing a
problem before it occurs by
altering susceptibility or reducing exposure for susceptible
individuals. Primary prevention consists
of two elements: general health promotion and specific
protection. Health promotion efforts
enhance resiliency and protective factors and target essentially
well populations. Examples include
promotion of good nutrition, provision of adequate shelter, and
encouraging regular exercise.
Specific protection efforts reduce or eliminate ri sk factors and
include such measures as
immunization, seat belt use, and water purification.
FIG. 1.2 The three levels of prevention.
Secondary prevention refers to early detection and prompt
intervention during the period of
early disease pathogenesis. Secondary prevention is
implemented after a problem has begun, but
before signs and symptoms appear, and targets those
populations that have risk factors.
Mammography, blood pressure screening, scoliosis screening,
85. and Papanicolaou tests are examples
of secondary prevention.
Tertiary prevention targets populations that have experienced
disease or injury and focuses on
limitation of disability and rehabilitation. Aims of tertiary
prevention are to keep health problems
56
from getting worse, to reduce the effects of disease and injury,
and to restore individuals to their
optimal level of functioning. Examples include teaching how to
perform insulin injections and
disease management to a patient with diabetes, referral of a
patient with spinal cord injury for
occupational and physical therapy, and leading a support group
for grieving parents.
Much of public health nursing practice is directed toward
preventing the progression of disease
at the earliest period or phase feasible using the appropriate
level(s) of prevention. For example,
when applying “levels of prevention” to a client with
HIV/AIDS, a nurse might perform the
following interventions:
• Educate students on the practice of sexual abstinence or “safer
sex” by using barrier
methods (primary prevention)
• Encourage testing and counseling for clients with known
exposure or who are in high-risk
groups; provide referrals for follow-up for clients who test
86. positive for HIV (secondary
prevention)
• Provide education on management of HIV infection, advocacy,
case management, and
other interventions for those who are HIV positive (tertiary
prevention)
TABLE 1.1
Examples of Levels of Prevention and Clients Served in the
Community
AIDS, Acquired immunodeficiency syndrome; HIV, human
immunodeficiency virus; STI, sexually transmitted infection.
∗ Note that terms are used differently in literature of various
disciplines. There are not any clear-cut definitions; for example,
families may be referred to as an aggregate, and a population
and subpopulations may exist within a community.
Thinking Upstream
The concepts of prevention and population-focused care figure
prominently in a conceptual
57
orientation to nursing practice referred to as thinking upstream.
This orientation is derived from an
analogy of patients falling into a river upstream and being
rescued downstream by health providers
overwhelmed with the struggle of responding to disease and
illness. The river as an analogy for the
natural history of illness was first coined by McKinlay (1979),
with a charge to health providers to
87. refocus their efforts toward preventive and “upstream”
activities. In a description of the daily
challenges of providers to address health from a preventive
versus curative focus, McKinlay
differentiates the consequences of illness (downstream
endeavors) from its precursors (upstream
endeavors). The author then charges health providers to
critically examine the relative weights of
their activities toward illness response versus the prevention of
illness.
A population-based perspective on health and health
determinants is critical to understanding
and formulating nursing actions to prevent disease. By
examining the origins of disease, nurses
identify social, political, environmental, and economic factors
that often lead to poor health options
for both individuals and populations. The call to refocus the
efforts of nurses “upstream, where the
real problems lie” (McKinlay, 1979) has been welcomed by
community health nurses in a variety of
practice settings. For these nurses, this theme provides
affirmation of their daily efforts to prevent
disease in populations at risk in schools, work sites, and clinics
throughout their local communities
and in the larger world.
E t h i c a l I n s i g h t s
Inequities: Distribution of Resources
In the United States, inequities in the distribution of resources
pose a threat to the common good
and a challenge for community and public health nurses. Factors
that contribute to wide variations
in health disparities include education, income, and occupation.
Lack of health insurance is a key
88. factor in this issue and a major rationale for health care reform
efforts. Lack of insurance is
damaging to population health, as low-income, uninsured
individuals are much less likely than
insured individuals to receive timely primary health care and
preventive dental care.
Public health nurses are regularly confronted with the
consequences of the fragmented health
care delivery system. They diligently work to improve the
circumstances for populations who have
not had adequate access to resources largely because of who
they are and where they live.
Ethical questions commonly encountered in community and
public health nursing practice
include the following: Should resources (e.g., free or low -cost
immunizations) be offered to all,
even those who have insurance that will pay for the care?
Should public health nurses serve
anyone who meets financial need guidelines, regardless of
medical need? Should the health
department provide flu shots to persons of all ages or just those
most likely to be affected by the
disease? Should nonresidents in the United States illegally or
persons working on “green cards”
receive the same level of health care services that are available
to citizens? Who should have free or
reduced-cost access to extremely expensive drugs such as those
that treat hepatitis C, multiple
sclerosis, or many forms of cancer, and who should bear the
financial burden?
Access to health care is a goal for all. To this end, community
and public health nurses must face
the challenges and dilemmas related to these and other
89. questions as they assist individuals,
families, and communities dealing with the uneven distribution
of health resources and the
associated costs of health care.
Prevention versus Cure
Spending additional dollars for cure in the form of health care
services does little to improve the
health of a population, whereas spending money on prevention
does a great deal to improve health.
Getzen (2013) and others (Russo, 2015; Shi & Singh, 2016) note
that there is an absence of convincing
evidence that the amount of money expended for health care
improves the health of a population.
The real determinants of health, as mentioned, are prevention
efforts that provide education,
housing, food, a decent minimal income, and safe social and
physical environments, as well as
encouraging positive lifestyle choices. The United States spends
more than one sixth of its wealth
on health care or “cure” for individuals, likely diverting money
away from the needed resources
and services that would make a greater impact on health
(NCHS, 2017 Shi & Singh, 2016).
U.S. policy makers must become committed to achieving
improved health outcomes for the poor
58
and vulnerable populations. With a limited health workforce and
monetary resources, the United
States cannot continue to spend vast amounts on health care
services when the investment fails to
90. improve health outcomes. In industrialized countries, life
expectancy at birth is not related to the
level of health care expenditures; in developing countries,
longevity is closely related to the level of
economic development and the education of the population
(Russo, 2015; Shi & Singh, 2016).
The current health care system is currently in a flux following
implementation of the Affordable
Care Act (ACA) and subsequent efforts to “repeal and replace”
it. These endeavors could actually
be detrimental to the health of the population, as the focus on
obtaining health insurance for more
people may defer a large investment of the country’s wealth
from education and other
developmental efforts that would positively affect the health of
the population as a whole. Managed
care organizations (MCOs) focus on prevention and have
determined that the rate of health care
cost increases have slowed among employees of large firms
(Kongstvedt, 2013). Prevention
programs may help reduce costs for those enrolled in MCOs, but
it remains unclear who will
provide services for those who are required to purchase
insurance, those who are currently
uninsured and may remain so, the poor, and other vulnerable
populations. In addition, still to be
determined is who will provide adequate schooling, housing,
meals, wages, and a safe environment
for the disadvantaged. Increasing health care spending may
negatively affect efforts to address
economic disparities by reducing investments in sufficient
housing, employment, education,
nutrition, and safe environments.
Healthy People 2020
91. In 1979, the U.S. Department of Health and Human Services
published a national prevention
initiative titled Healthy People: The Surgeon General’s Report
on Health Promotion and Disease
Prevention. The 1979 version established goals that would
reduce mortality among infants, children,
adolescents and young adults, and adults and increase
independence among older adults. In 1990,
the mortality of infants, children, and adults declined
sufficiently to meet the goal. Adolescent
mortality did not reach the 1990 target, and data systems were
unable to adequately track the target
for older adults (USDHHS, 2000).
Published in 1989, Healthy People 2000 built on the first
surgeon general’s report. Healthy People
2000 contained the following broad goals (USDHHS, 1989):
1. Increase the span of healthy life for Americans.
2. Reduce health disparities among Americans.
3. Achieve access to preventive services for all Americans.
The purpose of Healthy People 2000 was to provide direction
for individuals wanting to change
personal behaviors and to improve health in communities
through health promotion policies. The
report assimilated the broad approaches of health promotion,
health protection, and preventive
services and contained more than 300 objectives organized into
22 priority areas. Although many of
the objectives fell short, the initiative was extremely successful
in raising providers’ awareness of
health behaviors and health promotional activities. States, local
health departments, and private-
sector health workers used the objectives to determine the
relative health of their communities and
92. to set goals for the future.
Healthy People 2010 emerged in January 2000. It expanded on
the objectives from Healthy People
2000 through a broadened prevention science base, an improved
surveillance and data system, and
a heightened awareness of and demand for preventive health
services. This reflects changes in
demographics, science, technology, and disease. Healthy People
2010 listed two broad goals:
Goal 1: Increase quality and years of healthy life.
Goal 2: Eliminate health disparities.
The first goal moved beyond the idea of increasing life
expectancy to incorporate the concept of
health-related quality of life (HRQOL). This concept of health
includes aspects of physical and
mental health and their determinants and measures functional
status, participation, and well-being.
HRQOL expands the definition of health—beyond simply
opposing the negative concepts of
disease and death—by integrating mental and physical health
concepts (USDHHS, 2000).
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The final review and analysis of the Healthy People 2010
objectives showed decidedly mixed
progress for the nation. Some 23% of the objectives were met or
exceeded, and another 48% “moved
toward target.” Conversely, 24% of the objectives “moved away
from target” (i.e., the indicators
were worse than in the previous decade), and another 5%