Course Catalog Information
Nursing in Communities - Writing Intensive
Examines roles and functions of nurses within community with emphasis on application of community/public health concepts and design and implementation of nursing systems of care for individuals, families, and populations.
Lecture/Standard with Laboratory
A-F (allow student to choose S/U option)
NURSE 4270 and NURSE 3470; or NURSE 3760 or NURSE 4930.
The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Associate Faculty Member
Assistant Faculty Member
Full Faculty Member
Honors Course Information
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
Writing Intensive Course Information
This course in the BSN sequence examines roles and functions of the nurse within the community, with emphasis on the application of community/public health concepts, and the design and implementation of nursing systems of care for individuals, families, and populations. It is required of all seniors prior to graduation. The course is infused with writing-to-learn principles, in which students are writing their thoughts, their knowledge, their conclusions, in order to better make meaning out of learning and to think more insightfully, clearly, and critically.
We have pushed up the due date for the final paper to allow for more peer and faculty review.
Should this course be considered for funding?
Large Enrollment Courses:
We have an online component of this course and an in person 3 hour class every week.
We monitor our students performance on an ongoing basis. We meet in clinical conference to discuss their writings. They submit drafts throughout the semester. Each writing assignment builds on the last. The paper is a 4 step process.
Core Functions' Papers
For this assignment, the student must select a significant public health issue and identify a stakeholder audience, such as health care providers, hospital administrators, policy-makers or legislators, the voting public, parents of young children, etc. Using evidence from the professional literature and audience-appropriate language, they must document the extent of their chosen public health issue, convincing the audience that it is a significant issue for human health.
The first step is to submit 3 -4 paragraphs, approx 500 words, on the assessment of the public health problem. This assignment addresses the first of three core functions of public health identified by the Institute of Medicine assessment, Planning, Assessment and Policy Development. Although there is no formal revision on these paragraphs, students get feedback from both their peers and faculty in order to reflect on what they have written and become able to incorporate thoughts and information into the more formal Assessment and Policy paper. 15 points
Step 2: Paper (2 pages = 660 words), one page about Assessment, and one page on Policy. This is basically a Planning document and is worth 30 points. In this paper they fine tune their assessment paragraphs and add a page on their evidenced based intervention. This paper must contain a thesis statement describing their public health issue and its significance to health that is clear and understandable, state their position in an audience aware manner, and support the significance of the public health issue with strong evidence from the professional nursing and medical literature. The paper should focus on the needs and perspectives of the audience, include a strong introduction and conclusion, be well organized, and demonstrate the use of appropriate evidence. It is returned to students with comments and feedback after grading. They use this feedback to write their final paper (which builds on this paper and other writing), so this paper is essentially revised as it becomes more fully developed in the final paper. Following the Planning Document and paragraphs, students write the Core Functions' paper.
Step 3: Core Functions paper . In writing this paper, students are encouraged to expand upon, revise, and refine their Paper Planning Document to produce a more-developed longer paper, the Core Functions' Paper. This paper focuses on the needs and perspectives of the audience, include a strong introduction and conclusion, be well organized, and demonstrate the use of appropriate evidence. This paper is a persuasive paper to convince a specific audience to implement their recommended evidenced based intervention.
The Core Functions final paper must use APA citation style correctly for both text and reference list.
The paper is approximately 8-10 pages (2640-3300 words) and is worth 100 points.
During clinical conference students review each other's papers and discuss suggestions for improvement. A draft of this final paper will also be turned in for faculty evaluation and comments. Students discuss these comments with faculty and revise.
Length of assignment:
Free writes: Students meet with faculty for clinical conference every other week. Clinical conference activities include two in-class free writing assignments of approximately 300 words each - 600 words total. The free writing assignments are designed to elicit the student's reaction to public health topics or their clinical placements encountered during the course. An example question would be: What is the most concerning environmental health issue to you, and why?
Length of assignment:
The project update documents the student's development in clinical learning and public health nursing competencies. Each project update is worth 20 points and there are 4 project updates - 140 points total. There are 4 project updates that are approximately 700 words each - 2,800 words total. The purpose of the updates is to help the student to clarify the understandings about public health nursing and to relate these to clinical practice. Students are expected to develop their thoughts as fully as possible rather than listing the events of their experiences. Entries should reflect student growth in achieving the course objectives and should reflect beginning competency in public health nursing skills and knowledge acquisition. Faculty feedback will be given on all project updates to help the students grow in their ability to express reflective thoughts and critical thinking skills.
Length of assignment:
Community Windshield Survey and Assessment:
The purpose of this assignment is to enable the student to develop skills for gathering data about an identified community in order to assess variables affecting the health status of the community, to identify resources available to that community, and to plan nursing interventions for that community. Public health experts often gather preliminary information about a community via a "windshield survey? Windshield surveys primarily involve visual observations of a community while driving (literally) looking through the windshield. As the CDC 2007 states, windshield surveys are a relatively inexpensive, time-efficient method for assessing factors which contribute to community health. Community assessment data will also be collected. Students will work together in forum to analyze the data, which is often the most challenging part of the assessment. The group document will be approximately 2000 words. Faculty will review drafts of this document and offer constructive feedback. In addition to the group paper, each member of the group will write an individual paper 2-3 pages in length analyzing the data and evaluating the community ~ 1,500 words. The windshield survey and community assessment writing component is worth 100 points.
Length of assignment:
Written summary of the capstone clinical project:
In their clinical placement and capstone experience, students are expected to integrate and expand upon previously learned nursing knowledge, and critically analyze and apply newly acquired knowledge. At the conclusion of the term, students produce a written summary of the capstone for poster presentation. In this approximately 300-word paper, students are asked to evaluate and describe their experience -- including a description of the agency in which they worked, their project, what they did, who the project served, and the significance of the project, results, challenges, lessons learned and new awareness or knowledge gained, and implications for their future nursing career. The capstone project is worth 50 points and is not included in the total writing points for this course.
Length of assignment:
Students will occasionally be asked to engage in a dialogue with other students online about public health issues encountered in the lessons and/or to develop pieces of the Core Functions Paper. On average, a new canvas discussion question is posted every third or fourth week; a total of three questions are posted throughout the term; each is worth ten points. Example questions are provided below in the following section. Responses vary, but students can generally be expected to write 100-200 words per discussion question, with a total of approximately 800 words by the end of the term.
Length of assignment:
Writing Intensive Teaching
Instructor provided feedback
Acceptable Interpretation: Both the free writes and the Blackboard discussion issues are of this nature. For example, "In the community assessment we collect slightly different information. For example, what is the proportion of the community that is receiving unemployment benefits?" What is the availability of low-cost and safe housing stock? What is the annual birth rate? What is the age distribution of women having their first birth? What proportion of the population graduated from high school? What patterns of in-migration and out-migration are seen in the community? So, the job of the student at this point in the lesson is select two of the above questions, put on your thinking caps, and explain to faculty and classmates ways in which these data are related to health status of the community. Please post your responses to the discussion board topic: ?Data Rules? Another example: "So, in summary, what works? How effective is health education? Would society be better off to legislatively regulate food and tobacco - Black Market Big Macs? What about punishing unhealthy people, perhaps through loss of income or imposition of fine? Reinstitute compulsory physical activity and legislatively mandate physical activity at worksites? Should health insurance refuse to pay when persons become chronically ill due to their own habits? What ideas do you have? Before proceeding onward, please think about what ideas you might have that would help people adopt healthier lifestyles. Please post your response to the discussion board topic; Oh mama, please don't take my Big Mac away!" Many of the assignments allow for individual interpretation, explanations, analysis and evaluation. They need to support their views with good rationale and in most cases evidence.
Distributed throughout semester: Free writes, project updates, and canvas discussions occur at two week intervals. The Paper Planning Document, 2 paper drafts, and final Core Functions paper are distributed throughout the semester at weeks 7, 11, 13 and 16. The written summary of the capstone is due at the end of the term at week 16.
Papers are graded by me and the other faculty who are PhD MSN/MPH prepared faculty who have had ample experience in academic writing.