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 infectious 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 self-management, partnering with consumers are integrated into the unit. Approaches to the provision of nursing care for people of across the lifespan 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, ethical and safety issues. Students 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 disparities including 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 provide students with 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 ?	NURS6018 and NURS6019
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tonia Crawford, tonia.crawford@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment 2: Team application assessments (x2) Poster/concept map, self and peer evaluation	30%	Multiple weeks	2 hours each
Outcomes assessed:
Tutorial quiz	Assessment 1: Readiness assurance test (x2) MCQ	20%	Multiple weeks	1-hour each
Outcomes assessed:
Placement	Assessment 4: Off-campus clinical placement Clinical placement	0%	Multiple weeks	80 hours
Outcomes assessed:
Assignment	Assessment 3: Major essay Essay	50%	Week 04 Due date: 05 Sep 2021 at 23:59	2500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment 1. Readiness assurance tests: These tests will assess student understanding of the unit content. Questions will be drawn from lectures and readings uploaded to Canvas. Each test will be taken individually first and consists of 15 multiple choice questions taken in 20 minutes, followed by 20 minutes to complete 15 multiple choice questions as a team.
Assessment 2. Team application assessments: The team application exercises comprise three parts and will be completed in class in your designated teams. They are designed to assess your ability to apply the knowledge gained from lectures and readings to real-life scenarios using posters/concept maps.
Assessment 3. Major essay: A community profile is an exercise in social analysis in which the specific characteristics of a geographically defined community of people are researched and analysed. Community information gathering and awareness of community needs and problems are major, and necessary dimensions of community nursing in order for community health problems to be prioritised and resolved or modified.
Assessment 4. Off-campus clinical placement: A compulsory clinical debrief workshop is to be attended as soon as possible after the completion of your clinical placement. Workshop times will be provided during the semester and will need to be booked. Your completed clinical record book is to be submitted at the conclusion of the workshop.

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
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
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.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	1. Introduction to unit of study; 2. Primary health care; 3. Community health; 4. Community nursing roles and settings	Lecture (2 hr)
Week -01	1. Introduction to community profile; 2. Formation of groups; 3. Practice test	Tutorial (2 hr)
Week 01	Introduction to demography and epidemiology in nursing in relation to community assessment	Lecture (2 hr)
Week 01	ABS session in relation to community assessment	Tutorial (2 hr)
Week 02	Infectious disease management in the community	Lecture (2 hr)
Week 02	Controlling an infectious disease outbreak	Tutorial (2 hr)
Week 03	1. Screening; 2. Assessment in the home; 3. Utilising community resources	Lecture (2 hr)
Week 03	Application: controlling an infectious disease outbreak	Tutorial (2 hr)
Week 04	Case management	Lecture (2 hr)
Week 04	Application 1 feedback, clinical placement and community profile preparation	Tutorial (2 hr)
Week 10	Community nursing specialties: palliative care and practice nursing	Lecture (2 hr)
Week 10	Legal and ethical considerations of working in the community	Tutorial (2 hr)
Week 11	Community nursing specialties: aboriginal health promotion	Lecture (2 hr)
Week 11	Case management	Tutorial (2 hr)
Week 12	Community nursing specialties: child and family health	Lecture (2 hr)
Week 12	Application: case management.	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution 8.2 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. Students must also attend 100% of all clinical simulation laboratories (CSL) and off-campus clinical, which are supplemented with online and group activities. Students are required to attend 100% of all clinical hours. These clinical hours must be reported to the Nurses and Midwives Board of NSW as a requirement for registration on completion of the nursing program clinical requirements.
Referencing: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 6th Edition, 2010 as its official referencing style. This is an author-date style of referencing.
Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:
- font: use Calibri or Times New Roman in 11 - 12 point
- double line spacing
- margins: 2.5cm each side
- use page numbers
- refer to assessment instructions for use of title and headings

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.

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. critically analyse the physical, psychological, socio-cultural, politico-economic, and environmental factors which 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. integrate and apply the epidemiological concepts of primary, secondary, and tertiary prevention in the planning of programs and priorities to address public health problems across the lifespan
LO4. demonstrate a comprehensive understanding of the function of Primary Healthcare as theoretical basis for community nursing practice
LO5. evaluate strategies used by the community nurse in assessment and case management to support self-management in the home with patients as partners in care
LO6. demonstrate strength-based strategies for building partnerships with Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering health care, and designing and implementing health initiatives, both in course work and in clinical placements
LO7. demonstrate competence in communication and inter-professional teamwork during clinical placement with a variety of clients, families and community agency personnel from diverse backgrounds in various community settings

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 - 2.3. Recognises that people are the experts in the experience of their life 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 - 1.2. 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 2. Standard 2: Engages in therapeutic and professional relationships 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 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 3.2. Provides the information and education required to enhance people’s control over health 3.5. Seeks and responds to practice review and feedback 3.6. Actively engages with the profession 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 4. Standard 4: Comprehensively conducts assessments 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 5. Standard 5: Develops a plan for nursing practice 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 5.3. Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes 5.5. Coordinates resources effectively and efficiently for planned actions 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality 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 2.4. Provides support and directs people to resources to optimise health related decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 3.2. Provides the information and education required to enhance people’s control over health 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing 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 1.4. 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. Standard 2: Engages in therapeutic and professional relationships 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 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 3. Standard 3: Maintains the capability for practice 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 3.2. Provides the information and education required to enhance people’s control over health 3.4. Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities 3.5. Seeks and responds to practice review and feedback 3.6. Actively engages with the profession 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 4. Standard 4: Comprehensively conducts assessments 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 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 5.4. Plans and negotiates how practice will be evaluated and the time frame of engagement 5.5. Coordinates resources effectively and efficiently for planned actions 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.3. Appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or nonclinical roles 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
	Registered Nurses Standards for Practice - 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 2.8. Participates in and/or leads collaborative practice 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 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 5.5. Coordinates resources effectively and efficiently for planned actions 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing 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 1.7. Contributes to quality improvement and relevant research 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.2. Provides the information and education required to enhance people’s control over health 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.4. Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities 3.5. Seeks and responds to practice review and feedback 3.6. Actively engages with the profession 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 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 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 5.3. Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes 5.4. Plans and negotiates how practice will be evaluated and the time frame of engagement 5.5. Coordinates resources effectively and efficiently for planned actions 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 6.6. Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons

Responding to student feedback

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

Changes to due dates made due to student feedback.

Additional information

Faculty of Medicine and Health Handbook

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

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

NURS6022: Community Health Nursing

Semester 2, 2021 [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

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