Outline

Overview

This unit of study examines the major concepts and principles of community health nursing based on primary health care principles. It draws on public health concepts to focus on health promotion/illness prevention, community assessment and management of public health problems using epidemiological concepts integral to community health nursing. The nurse’s role in disease outbreak investigation and screening is also explored. The primary health care principles also inform community nursing practice to focus on individual, family and home assessment and case management. Increasingly complex and chronic health conditions are being managed in the community and concepts of patients as partners, self-management and collaborative care are integrated into the unit. Approaches to the provision of nursing care for people of all ages with acute, chronic, or life-threatening illness in settings where they live will be critiqued. Particular attention is given to the home visit process: its therapeutic nature, communication skills, and clinical governance regarding ethical and safety issues. Students will undertake a community assessment using a 'community profile' approach. This approach will be extended to explore and plan for the health needs of communities who experience health and social disparities including people living in rural and remote areas, Aboriginal and Torres Strait Islander peoples, people living with physical, intellectual or psychiatric disabilities, minority cultural groups, and the homeless. Professional experience placements in the community setting afford students the opportunity to consolidate and integrate theoretical knowledge and community nursing practice.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	48 credit points of 1000 level units and 36 credit points of 2000 level units including NURS2011 or NURS3010
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Gemma Saravanos, gemma.saravanos@sydney.edu.au
Tutor(s)	Kazuma Honda, kazuma.honda@sydney.edu.au
	Katrina Baikie, k.baikie@sydney.edu.au
	Tonia Crawford, tonia.crawford@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	Assessment 5: Professional Experience Placement Professional experience placement and clinical debrief	0%	Multiple weeks	80 hours
Outcomes assessed:
Small test	Assessment 3. Peer Review Peer review of team contribution	5%	STUVAC Due date: 04 Jun 2023 at 23:59	30 minutes
Outcomes assessed:
Small continuous assessment	Assessment 1: Quiz A - team MCQ	4%	Week 03	20 minutes
Outcomes assessed:
Tutorial quiz	Assessment 1: Quiz A - individual MCQ	6%	Week 03	20 minutes
Outcomes assessed:
Assignment	Assessment 2A: Team Application Exercise Poster/Concept Map - Infectious disease outbreak management	12.5%	Week 04 Due date: 17 Mar 2023 at 23:59	2 hours
Outcomes assessed:
Small continuous assessment	Assessment 1: Quiz B - team MCQ	4%	Week 05	20 minutes
Outcomes assessed:
Tutorial quiz	Assessment 1: Quiz B - individual MCQ	6%	Week 05	20 minutes
Outcomes assessed:
Assignment	Assessment 2B: Team Application Exercise Poster/Concept Map - Case management	12.5%	Week 06 Due date: 31 Mar 2023 at 23:59	2 hours
Outcomes assessed:
Assignment	Assessment 4: Community Profile Report Report	50%	Week 08 Due date: 19 Apr 2023 at 23:59	2500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment 1: MCQ Quiz A & B (individual & team component)
Assessment 2: Team Application Exercises A & B
Assessment 3: Peer Review
Assessment 4: Community Profile Report – 2500 words
Assessment 5: Professional Experience Placement & Debrief

Please note: Each student is required to submit all assessment items in order to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

*Where an assignment is submitted late without an approved extension, a late penalty will apply. For every calendar day up to and including ten calendar days after the due date a penalty of 5% of the maximum awardable marks will be applied to late work. For work submitted more than ten calendar days after the due date a mark of zero marks will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Clinical placement	Clinical practice (80 hr)
Week 01	Introduction to the unit, primary health care, community health and community nursing roles and settings	Lecture (2 hr)
Week 01	Introduction to team-based learning format; Introduction to community profile	Tutorial (2 hr)
Week 02	Introduction to demography and epidemiology to support community profile assessment	Lecture (2 hr)
Week 02	Using Australian Bureau of Statistics (ABS) data to support community profile assessment	Tutorial (2 hr)
Week 03	Infectious diseases, outbreaks and immunisation in the community	Lecture (2 hr)
Week 03	Assessment 1: Quiz A (individual & team); Prepare for Assessment 2A	Tutorial (2 hr)
Week 04	Part A: Screening for Health; Part B: Community Health Assessment	Lecture (2 hr)
Week 04	Assessment 2A: Team Application Exercise A - Infectious Disease Outbreak (12.5%)	Tutorial (2 hr)
Week 05	Case management	Lecture (2 hr)
Week 05	Assessment 1: Quiz B (individual & team); Prepare for Assessment 2B	Tutorial (2 hr)
Week 06	Part A: Cumulative Complexity; Part B: Acute Post Acute Care (APAC) & Hospital in the Home (HiTH)	Lecture (2 hr)
Week 06	Assessment 2B: Team Application Exercise B - Case Management (12.5%)	Tutorial (2 hr)
Week 07	Rural and Remote Nursing	Lecture (2 hr)
Week 07	Preparing for Practice: Having difficult conversations, and ethical-legal considerations of community nursing	Tutorial (2 hr)
Week 14 (STUVAC)	Careers in Community & Primary Health Care Nursing	Lecture (2 hr)
Week 14 (STUVAC)	Community and primary health care nursing roles	Tutorial (2 hr)

Attendance and class requirements

Referencing guidelines: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, as its official referencing style. This is an author date style of referencing.
Attendance requirements: The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution 7.2 states that if students are absent without leave for more than 10% of classes in a particular unit of study in any one semester, the Dean may call upon them to show cause why they should not be deemed to have failed that unit of study. It is expected that all students participate and fully engage in the content of this unit of study by attending lectures, tutorials and laboratories, being prepared for tutorials and laboratories, contributing to discussions in class and online, and providing and receiving feedback in a respectful and dignified manner. Students must also attend 100% of all off campus clinical, which are supplemented with online and group activities.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Readings available through eReserve on the unit’s Canvas site.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Identify the physical, psychological, socio-cultural, politico-economic, and environmental factors that influence community health by completing a community profile.
LO2. Critically analyse how social determinants and community characteristics impact a range of public health problems.
LO3. Apply the epidemiological concepts of primary, secondary, and tertiary prevention in the planning of programs and priorities to address public health problems.
LO4. Discuss, in depth, the function of Primary Health Care as a theoretical basis for community nursing practice.
LO5. Describe strategies used by the community nurse in assessment and case management to support consumers as partners in care in self-management at home.
LO6. Critically evaluate strategies for building partnerships with Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering health care, and planning and implementing health initiatives.
LO7. Demonstrate competence in communication and teamwork with a variety of clients, families and community agency personnel from diverse backgrounds during a professional experience placement in a community setting.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.5. Uses ethical frameworks when making decisions 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.5. Uses ethical frameworks when making decisions 2.4. Provides support and directs people to resources to optimise health related decisions 2.6. Uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 5.1. Uses assessment data and best available evidence to develop a plan
	Registered Nurses Standards for Practice - 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.5. Uses ethical frameworks when making decisions 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 7.1. Evaluates and monitors progress towards the expected goals and outcomes
	Registered Nurses Standards for Practice - 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 2.8. Participates in and/or leads collaborative practice 3.5. Seeks and responds to practice review and feedback 6.2. Practises within their scope of practice 7.1. Evaluates and monitors progress towards the expected goals and outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to student feedback with timeline, support and clarity for the Community Profile, this has been changed from a report (from an essay), and mid-semester drop-in support sessions will be available for students who require them. With regards to the teaching week that is delivered after clinical placement, this will be amended to focus on "Community & Primary Health Care Nursing" and consolidation of prior learning to enhance relevance.

Additional information

Sensitive Materials in Teaching: Please note that in NURS3008 sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This may include reference to, for example discrimination, assault, including sexual assault, illness, death and dying or culturally sensitive issues. These topics are relevant to your learning in NURS3008 and your knowledge and skill development for nursing practice.

You will be advised before the topic/information is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see the images that you may be watching on your device.

If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss it with them.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS3008: Community Health Nursing

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect