NUR 4636L Patient Genetic and Genomics Interview and Education Part

Patient Genetic and Genomics Interview and Education Part 1
Medications and supplements someone taking sertraline (Zoloft) should avoid
Patient Genetic and Genomics Interview and Education Part 1
Medications and supplements someone taking sertraline (Zoloft) should avoid

Patient Genetic and Genomics Interview and Education Part 1
Medications and supplements someone taking sertraline (Zoloft) should avoid
SYLLABUS
Patient Genetic and Genomics Interview and Education Part 1
Medications and supplements someone taking sertraline (Zoloft) should avoid

Course Title: Community Health Nursing Practicum
Number: NUR 4636L
Schedule: Monday – Friday TBA
Term: Spring 2021 – Semester 2213
Credits: 3 Credits
Instructor Information
Marie Etienne, DNP, APRN, FNP, PNP, PLNC
Professor
Benjamin Leon School of Nursing – RN-BSN Program
Office Location: 2309
Telephone: (305) 237-4288 Cell: 305-731-7976
Email: [email protected]
(Students, please remember to start the transfer request of the 30 credits for NUR 3997
at the end/completion of this course)
“Due to the present situation, the faculty will be implementing distance learning methods to allow
students to continuity their clinical experiences. A virtual clinical practicum will provide learning
resources utilizing direct and indirect learning simulation experiences to attain overall program objectives
successfully. These experiences include virtual scenarios in which the student will be exposed to various
situations to gain knowledge and the skills to make complex decisions. Students in this course will also
participate in synchronous and asynchronous sessions that will include written exercises, skills training,
skills demonstration by students, and debriefing to evaluate course competencies.”
Course Description
This course focuses on the clinical application of Community Health Nursing Theory. Students will utilize
the nursing process in the delivery of healthcare within the community environment. Students will assess
the individual, family, and community, develop a plan of care, and deliver care to an individual, family and
community within a multicultural envi-ronment. Minimum grade of “C” or better required. Co-requisite:
NUR 4636. (144 hr. Practicum)
Course Competencies: Upon completion of the course, the student will be able to:
1. Apply historical and theoretical concepts to community health nursing practice by:
a. Identifying nurse established community health models in a global society.
b. Relating public health concepts to the practice and delivery of healthcare in the community.
c. Transferring the theoretical role of the professional nurse to the community setting.
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2. Focus on the relationships between theory, evidence-based practice, and education as
they relate to community health nursing in a global community by:
a. Examining epidemiological concepts as they relate to global health.
b. Justifying the nurse’s role as an educator, counselor, advocate and change agent in the
community.
c. Applying evidence-based principles relating to community health nursing.
3: Transfer theoretical concepts of ethnicity and culture in the provision of nursing care in the
community setting by:
a. Assessing cultural differences by utilizing existing tools.
b. Documenting assessment findings.
c. Utilizing assessment findings while providing culturally competent care.
d. Evaluating the plan of care for effectiveness in a selected population.
4. Transfer concepts of community assessment, planning, education while promoting health
and cultivating empowerment by:
a. Negotiating with community leaders to empower selected underserved groups in the
community.
b. Educating the consumer on using available community resources.
c. Assisting the consumer to navigate through the health care system.
5. Evaluate effectiveness, accessibility and quality of personal and population based health
care services by:
a. Locating existing health promotion programs within a selected community.
b. Comparing disease processes and conditions occurring in underserved populations as
specified by Healthy People 2020 indicators.
c. Examining the effectiveness of existing programs in meeting the Healthy People 2020
initiatives.
Collegewide Student Learning Outcomes:
Upon completion of a program of study at the Medical Campus, graduates from Miami Dade College
should emulate these outcomes. Participants in the community health practicum will incorporate all 10 of
these outcomes in their experiences while in this course.
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
*We will address learning outcomes #1, #3, #4, #5, #6, #7, #8, and #10 in this course.
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Textbooks/Resources/Supplies
Required Textbooks:
Virtual Experiences from
Clark, M., (2015). Population and community health nursing (6th ed.). Philadelphia, PA. Pearson
Education, Inc. ISBN-13:978-0133859591
Clark, M. J. (2015). Community health nursing (Assessment reference guide) (6 th ed.).
Upper Saddle River, N. J.: Pearson/Prentice Hall. ISBN-13:978-0132404006
U. S. Department of Health and Human Services. Healthy people 2020:
Understanding and improving health. Washington, DC: U.S. Department of Health
and Human Services. See website for your specific population info.
Recommended Textbooks:
American Psychological Association. (2010). Publication Manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association.
Anderson, E. T. & McFarlane, J. (2008). Community as partner: Theory and practice in
nursing (5th ed.). Philadelphia: Wolters-Kluwer/Lippincott Williams & Wilkins.
Friis, R. H. & Sellers, T. A. (2009). Epidemiology for public health practice (4th ed.).
Sudbury, Massachusetts: Jones and Bartlett.
Lowstein, A. J., Foord-May, L. & Romano, J.C. (2009). Teaching strategies for health
education and health promotion: Working with patients, families, and communities.
Sudbury, Massacusetts: Jones and Bartlett.
*Note: Recommended texts are on reserve in the Miami Dade College Medical
Campus 2nd floor library.
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Course Requirements
1. Develop personal learning objectives for the community practicum experience.
2. Participate in the course discussions.
3. Participate in assigned clinical practicum virtual activities.
4. Written daily journals of community experiences. (See Practicum Professor for further information or
directions).
5. Develop and present a teaching project (s). Cite at least 4-6 relevant EBP journal articles as
references.
6. Develop a Genetic and Genomic Assessment and Teaching plan.
7. Complete all evaluative documentation, including the Midterm and Final Self- evaluation.
8. Reflect on how the course activities impacted your view of the role of the professional nurse in
primary/community setting.
Grading Criteria:
Assignment Assignment Percentage
Discussions x 5 10%
Journal Entries x 10 30%
Goals and Objectives 5%
Genetics and Genomics Part 1 20%
Community Health Teaching project 20%
Genetics and genomics Part 2 10%
Midterm Clinical evaluation 5%
Final Clinical evaluation 5%
Reflection Paper 5%
Total 100%
Scale Grading:
93-100% A
85-92% B
77-84% C
69-76% D
Below 69% F
Progression:
In order to progress, students must earn a grade of “C” or higher in every nursing course required this
semester.
5
Wee
k
Clinical Calendar Proposed Guideline for Activities/
Discussions or Reading Assignments
1 Mandatory Orientation
Discussion 1
Introduce yourself and tell me about future plans
and how developing knowledge about population
health can help you achieve those goals,
Overview of Course requirements.
Virtual Practicum Orientation. Review of
course syllabus.
2 The Point: Windshield Survey-A Community
Assessment Strategy: Downtown Promise
Heights
Discussion 2 CC2.a
Please access the following
Simulation http://playspent.org/
Discuss how the following factors relate
to the reality of poverty in America. Please,
write a two to three paragraph discussion,
citing your sources, and respond to at
least one of your classmates with a
meaningful response.
1. Subjugation
2. Disadvantaged Areas
3. Work- and Employment-Related
Hardships
4. Lack of Adequate Health and Wellbeing
5. Resources
6. Stigma & Shame
7. Social Isolation
8. Unrecognized Voice & Participation
9. The Struggle
Journal Entry #1.CC1.a
(Please see directions in each journal entries.
There are specific questions for each journal
entry)
1. Describe the critical attributes that
define a community.
2. Define community health and goals of
community health practice.
3. Describe primary, secondary and
tertiary levels of prevention.
4. What is the role of the professional
nurse in the community setting?
3 Virtual Meeting
Virtual Simulations
The Point: Family as Client: Public Health
Clinic
The Pediatric Patient
https://de.ryerson.ca/games/nursing/hospital/a
rea.html#3
See the videos in the course
Screening for Trauma 1 and 2
Discuss your personal goals and objectives for
the course.
Journal Entry #2 CC3.c
Please complete the activities for this week
including the point and answer the following in
your journal?
1. Are some children more affected by
violence than others?
2. Can you explain more about the
relationship between violence and
aggressive behavior?
3. Can you give examples on how to
approach children suspected of abuse?
6
4
Virtual Simulation
The Point: Intimate Partner Violence and
Elder Abuse: Heights Shelter
Simulation: Interviewing a victim of domestic
violence
Skills Practice: A Home Visit Simulation
Game
This is a simulation game that promotes the
application of knowledge and skills related to
establishing a therapeutic nurse-client
relationship and completing a mental health
assessment. You will have the opportunity to
do the first interview of the victim of
domestic violence in her home. This is an
interactive case in which you are going to
interact with the victim by asking her
questions and the victim will interact with
you positively or negatively according to your
choice of questions or comments. The case
takes approximately 30 minutes, at the end
you are going to get a report of your
communication abilities please save the PDF
and attach the PDF to your weekly reflective
journal.
Journal Entry#3 CC4.b
First, sign up for the free simulation and access
the following case
https://de.ryerson.ca/games/nursing/hospital/ar
ea.html#2
Second : go to the point and do
The Point: Intimate Partner Violence and
Elder Abuse: Heights Shelter
Answer the following questions:
1. What is the role of the nurses play
in the community setting to assist
women and children victims of
abuse and violence?
2. Do you think nurses need more
preparation on how to assists these
women and children?
3. Please provide example of
strategies that can be used to assist
these women and children?
5 Ethical Behavior in Nursing
Video
Watch Miss Evers’ Boys @
https://www.youtube.com/watch?v=nHP1p9b
RQ3Q
Personal goals & objectives due (see
syllabus for directions).
Journal entry #4 CC2.b
1. Why do you think the filmmakers
began the movie with the Florence
Nightingale pledge?
2. How did Nurse Evers uphold or violate
this Using the ANA Code of Ethics,
discuss at least 2 sections of the Code
and how Nurse Evers acted within or
violated those
sections https://www.nursingworld.org/
practice-policy/nursingexcellence/ethics/code-of-ethics-fornurses/.
3. What advice would you offer Nurse
Evers if she asked how you would have
handled her situation?
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6 Virtual Meeting with professor
Virtual Simulation
The nurse role in the Opioid crisis
In this simulation, you are going to explore
the care of the patient experiencing addictions
and the nurse response.
Please watch the simulation in the course
Read the following:
https://www.drugabuse.gov/nidamedmedical-health-professionals/ctndissemination-initiative/engaging-nursingcommunity-in-treatment-opioid-use-disorder
Patient Genetic and Genomics Interview
and Education Part 1 CC5.b
Journal entry #5 CC4.b
After completing the activities please answer
the following in your journal:
1. What is the most effective strategy for
treatment of OUD patients?
2. Name common barriers to obtaining
and providing effective OUD treatment
3. Outline ways that a collaborative care
model can improve patient outcomes
and what will be the role of the nurse in
the community setting.
7 Virtual Simulation
Disaster Management
Turbulent Sky
The Point: Public Health Nursing and PostDisaster Recovery: Rural Flood Zone
1.
Patient Genetic and Genomics Interview
and Education Part 2 CC4.c
Journal Entry #6 CC1.b
The Role of a Nurse in a Disaster Event
The community health nurse strives to
promote community resilience and helps to
prevent the possibility of illness and injury
during disaster events.
Prevention and Mitigation
The roles of a community health nurse (CHN)
during the prevention and mitigation processes
of Disaster Management are as follows:
1. Reflecting on the simulation, discuss
the role of the nurse in the prevention
and mitigation of Disaster management.
2. Please give examples of prevention and
mitigation in disaster management?
8 MID-TERM EVALUATION
Discussion 3 CC2.c
Choose any topic in Holistic Medicine which
interests you and would be of value to your
colleagues. Topics such as herbs,
acupuncture, coining, intermittent fasting,
water fasting, Keto diet, Mongolian tea, urine
therapy, prayer etc
Please complete the genetics and genomic
assessment and teaching. This is art of your
direct clinical hours and will be used to
evaluate your clinical competencies in the
midterm evaluation.
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Research your holistic/alternative health
practice or treatment, include:
1. Define/describe practice
2. What the claims or benefits of the
practice
3. What are the risks or side effects?
4. Research articles on the topic?
5. What is the availability and cost?
6. How can the nurse use this
information?
9 Teaching presentation proposals due.
Virtual Simulation
The Point: Case Management: Transitions of
Care: Primary Care Clinic
(The dates for teaching presentation are to be
discussed with your professor and classmates)
Journal Entry#7 CC4.a
Primary care is the foundation of our health
care system and essential to better health
outcomes, lower costs, and healthier families
and communities.
It is:
 The first point of care
 Comprehensive, addressing all that
contributes to a person’s health and
well-being
 The care that follows a person from
childhood through old age
 Coordination of care across settings and
providers
1. What are the challenges to nurses who
are generally seen as having less
authority than doctors in the decisionmaking process related to patient care
in primary care?
2. Does this perception increase patient
negative outcomes?
3. Does historical stereotypes that
influence current behaviors?
4. What would equal partnership in an
inter-professional team look like?
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Virtual Simulation
Communicating with the Patient in Crisis
Please do the following imulation
https://de.ryerson.ca/games/nursing/hospital/a
rea.html#4
Communicating with colleagues
Discussion 4
This week’s discussion includes watching a
short video about a nursing situation
developed by Montgomery College at
https://youtu.be/Wz1xkj-SDZE . After
Journal Entry #8 CC1.c
1. Reflect on your virtual clinical
experience.
2. Explain your patient’s medical
diagnosis.
3. Describe your interaction with the
patient.
4. Was there anything that surprised you
or anything you would do differently?
5. What is your overall reaction to
clinical?
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viewing the video using the following
mnemonic to address the nursing situation:
D – Describe the behavior
E – Explain the effect of the behavior
S – State the desired outcome
C – Consequence: say what will happen if the
behavior continues
Some professionals prefer to memorize the
keywords below at representing this model
because it gives them a consistent structure to
follow:
D When . . .
E I feel . . . because…
S Therefore, I want/need …
C So that …
Now in your discussion answer the following
questions and answer at least one of your
classmate’s posting.
1. What emotions did you experiencing
while watching the simulation?
2. Did you believe that anger?
Frustration? Disappointment? played a
role in the disruptive behavior?
3. What story do you think led to these
emotions?
4. What facts do you have that support
this story?
5. Can you retell this story using the
evidence that you have?
6. What information is missing?
6. Please include the PDF completion
certificate.
11 The Point: Home Safety and the Aging
Adult: Elderly Client’s Home
Journal Entry#9 CC3.d
Please go to
Home Safety and the Aging Adult: Elderly
Client’s Home
1. Do the aging population have especial
needs? If so, can you describe one
situation that deserves attention?
2. Will you identify an evidence-based
nursing intervention to address the
issue identified as of major importance?
3. How would you implement the
strategy?
12 Virtual Simulation
Care of the Transgender Patient
Journal Entry#10 CC5.a
After watching the video. Please reflect in the
following questions:
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Topic Selections for Teaching Projects/presentations-Suggestions:
Please, refer to the following documents to identify a possible topic for the Teaching
projects/presentations.
1. See Healthy People 2020 list of related federal government priority problems to be remedied for
your age group.
2. See the JCAHO list of Safety Problems for this year.
3. Speak with your professor and determine Quality Improvement Projects available, Incident
Reports for the last year.
4. Do a needs survey of your classmates to determine their perception of what they want to learn?
1. When caring for patients who are
transgender, the first step is for the
healthcare professional to self-reflect:
2. “Do I have a potential bias toward a
patient who is lesbian, gay, bisexual, or
transgender?”
3. why Transgender individuals may
delay seeking healthcare ?
13 The Point: Correctional Facility Nursing:
Promise Heights Jail
Discussion 5 CC5.b
These final questions are an overall evaluation
of what you learned about Community/Public
Health Nursing throughout the course.
Instructions:
1. How has this course helped you grow
personally and professionally?
2. What did you expect from this course?
3. How did the course meet or not meet
your expectations?
4. What will you take away with you in
terms of conducting Genetics and
genomics assessment and
education and preparing a teaching
project?
5. Do you feel that you have strengthened
your skills in preparing a presentation
to the community?
6. If so, how?
7. If not, how could the course have better
met your needs?
14 Community Teaching Presentations CC5.a Reflection Paper Due CC5.b
15 Community Teaching Presentations CC5.a Course Final Evaluation, Virtual meeting with
professor to evaluate completion of course
requirements.
16 Virtual meeting with professor to evaluate
completion of course requirements.
Course Final Evaluation, Virtual meeting with
professor to evaluate completion of course
requirements.
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Note: Your professor must approve all teaching topics prior to initiating a topic
development/presentation.
The following is a list of suggested special projects/activities:
1. Poster.
2. Games.
3. Bulletin boards.
4. Videos.
5. Flyers.
Students may collaborate on a teaching & learning project. Approval of any joint project will be at the
discretion of your clinical instructor. However, each student must submit their own evidence of active
participation in the preparation, delivery, and evaluation of the project. To get credit, students must be
present on the day of the presentation.
The presentation will evaluate on creativity, achievement of learning objectives, organization, evaluation,
and adherence to the time frame allowed by your professor
Guidelines for Clinical Assignments
Assignments-All written assignments for the course will be submitted and graded by your clinical
instructor. All written documents must be typed double-spaced, in a 12-point, New Times Roman font
using the APA format. Four to six (4-6) evidenced-based references must be included in teaching projects
or as per your professor’s RUBRIC.
Personal Goals & Objectives-Each student is required to submit at least one goal and at least 3
typewritten personal behavioral objectives to his/her clinical faculty. Prior to the due date, a draft copy
may be given to your clinical professor for corrections and/or clarification. All objectives must be
finalized by the end of the third week of clinical. Behavioral objectives may be in the cognitive, affective,
and psychomotor domains. One or more of each is preferable. Document in final journals whether your
goals and objectives for the semester were achieved.
Directions
The Big Goal
To develop the Goals and Objectives for the Community Teaching project follows the following steps:
1. Analyze the problem or the issue
2. Find out what is causing concern, and break the issue down into its components “Patients with
Diabetes.”
3. Identified the Stakeholders (‘key players’ or main stakeholders and invite them to be part of the
project) “Talk to the Diabetes educator,”
4. Know your target group ( a group, for example, adolescents with type I DM)
5. Understand the characteristics of your target group “recently diagnosed diabetes patient” “Premenopausal women at risk for diabetes.”
6. Determine the goals and objectives
7. Determine the result you want from your community education project. Define this in terms of a
goal, educational objectives, and desired outcomes
8. The goal or aim of your project is a broad statement of what you want to achieve
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Example: My goal this semester is to develop an educational project to assist newly diagnosed diabetic
patients in managing their nutrition and glucose monitoring.”
Objectives
Define your educational objectives in terms of the knowledge, skills, values, beliefs, and practices you
want the target group to adopt to achieve the goal.
Educational objectives:
At the end of the project, participants will:
1. verbalized increased knowledge and understanding of the diabetes disease process.
2. be able to identify the signs and symptoms of hyper and hypoglycemia.
3. be able to identify solutions to the environmental impacts
4. develop an appreciation for glycemic diet and the importance of monitoring blood glucose.
5. use of the American Diabetes Association guidelines for blood glucose control.
Design your educational project (based on evidence)
1. Make an action plan and implement it
2. Evaluate the objectives by testing or surveying the knowledge and attitudes of the participants
concerning the purposes.
Consider This:
SMART:
1. Specific: Clearly state the issue, the target group, the time and place of the activity.
2. Measurable: Be clear in the objective of what will be changed and by how much. Setting this
clearly at the start makes it easier to evaluate: Example of a measurable goal “within the next six
weeks, I will develop a health literacy program for at-risk of amputation diabetic patients in the
community. I will survey at the end of the program, 80% of participants will answer at least five
questions correctly in the survey.”
3. Achievable: Be realistic about what the project achieves in terms of the scale/scope of what is
being done, time, and resources available.
4. Relevant: Objectives need to relate to and be relevant to the goals. Remember objectives are the
building blocks/steps toward meeting the goals
5. Time Specific: Be clear in the objectives about the timeframe in which the program/activities, as
well as expected changes, will take place
Remember that the rest of the course will be used to accomplish your goal by having a clear goal.
1. Goal statements “identify” the specific target group and provide the “what” information as distinct
from the “how” the goal will be achieved or when it will come about.
2. Objectives are the building blocks or steps towards achieving a program’s goals. Objectives are
specific and concise statements that state who will make what change, by how much, where, and
by when.
Identifies the target group
States the result (change)
Specifies the degree of change in measurable terms (degree)
Identifies when the will happen (time)
Reflection Journals-Students are required to maintain a written journal of their activities within the
virtual clinical area. The journal should include meeting both the course and your personal goal (s) and
objectives.
Daily Journal format: Please follow the format and grading rubric for each reflection journal. Each
journal is unique, and the purpose is to critically think about issues that are pivotal in the role of the
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community health nurse. Reflections must demonstrate a high degree of critical thinking in applying,
analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions
activities, and/or assignments. Insightful and relevant connections are made through contextual
explanations, inferences, and examples. Thoughtfulness is demonstrated by conveying strong evidence of
reflection on own work with a personal response to the self-assessment questions posed. Demonstrates
significant personal growth and awareness of deeper meaning through inferences made examples, well
developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience
into future implications.
1 point 2 point 3 points
Rudimentary and superficial. No
analysis or insight is displayed.
Substantial information
(describes) but lacks either the
insight or analysis.
Rich in content. Ful of thought,
insight, and analysis.
Discussion Board Assignment
Class participation is an important expectation of this course. Students are expected to offer comments,
questions, and replies to the discussion question that has been posed as well as to classmate postings.
Students are expected to actively participate in EACH discussion throughout the semester.
Evaluation of Assignment:
Postings will be evaluated on the quality of the postings and the degree that the postings promote
discussion with classmates. Participation on 5 forums is and postings will be evaluated per forum on the
below scale. Students can earn the 5 additional points by showing good effort to engage classmates in
discussion comparing activities done on other graded assignments. PA guidelines and references are a
requirement. The discussion assignment will be worth a total of 2 points.
0 points 1 point 2 points
Minimal response to the
question. No references or
meaningful response to
classmate.
Post response to the questions.
But does not contain references
or the response to classmate is
minimal.
Posting fully addresses the
module question and stimulates
at least one substantial followup posting. APA and references
are present.
COMMUNITY HEALTH NURSING PRACTICUM PRESENTATION IDEAS:
The following is a list from which a topic may be selected for your presentation(s). These are only
suggestions, you may have another area that you may want to explore ; these presentations will be
asynchronous in the form of Blackboard video, zoom, skype, or any other distance learning technique:
 Global society
 Cultural competence
 Health promotion-exercise, nutrition, disease prevention, immunizations, wellness, fitness, Breast
& cervical cancer screening; mental health
 Environmental safety
 Community empowerment
 Care of families
 Care of populations-health disparities
 Child and adolescent needs
 Health needs of men or women-sexual and reproductive health
 Health needs of older adults
 Meeting the needs of the homeless
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 Home care
 School client care
 Work setting client care
 Correctional client care
 Communicable diseases-TB, STD’s, HIV/AIDS
 Substance Abuse-Alcohol, tobacco, drugs, etc.
 Mental Health client needs
 Societal violence
 Physical health problems
 Urban and rural care
 Disaster care
 Community resources
Community Health Teaching Project
This assignment will be submitted in 2 parts. The student will outline a Community Health Plan and
Health Education Lesson Plan for his/her community and implement this in his/her community.
Students will use the following steps to formulate a community health nursing project.
First, the student will submit a two-page proposal that follows APA reference format.
The steps are outlined below:
1. Assessment: Assess a targeted population in your community to see what needs to exist. This is done by
researching health data for your population. Make sure you select and define your community by noting
the history of your community.
2. Capture a picture of your selected community. What are the vital statistics of your community? Think
about socioeconomic statistics. What are the leading causes of death? What illnesses or diseases are
present in your community? Do citizens in your community have easy access to primary care? What are
the most prevalent health problems in your community?
3. Formulate a community health nursing diagnosis related to this health need, based on this data, what are
the strengths and needs of your community?
4. Plan community intervention. Ask yourself if this will have a positive health impact in the designated
population? How do you know?
5. Implementation. Create an educational presentation that will address the most important needs of your
population. The presentation must be arranged with your instructor. The instructor will attend your
presentation virtually or in person.
6. Evaluation: How would you evaluate your intervention
Examples for the project: Health screening, health education, getting a sidewalk or gym or rec. center
built, provide car seats for children in poverty areas, design and after-school-program for at risk students,
provide training to inmates or correctional facility staff on infection control, organize a home visitation
for at-risk teen moms, teaching nutritional cooking to moms receiving WIC, intervene in a communicable
disease outbreak situation, develop a disaster plan, STD/HIV reduction rate program in a specific
population, increase immunization rates in school-age children, Safety (texting while driving)(car
seats)(firearm)(summer), depression screening of college students, assessing client satisfaction with
public health services, obesity prevention, nutrition programs, physical fitness programs, marketing
prenatal care, CHIP (community health improvement plan), teaching parents alternative discipline
methods, tobacco cessation, etc.
Grading
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Rating Criteria Good 10 points Proficient 15 points Distinguished 20
points
Assessment
How the selected
population
demonstrates they have
deficient knowledge
regarding the topic.
Performs needs
assessment. Establishes
barriers to successful
learning.
Performs needs
assessment. Partially
identifies special needs.
Partially determines
learning style.
Identifies barriers to
successful learning.
Performs needs
assessment. Identify
special needs.
Determines preferred
learning style.
Establishes readiness to
learn.
Findings
What is the problem or
needs of the selected
population
Shows that the major
problem is not
identified.
The major problem is
identified but analysis
is not fully developed.
Analysis is fully
develop. It shows with
evidence the
importance of the major
identified issues.
Outcome
identification
Always: the participant
will
Goal for teaching is
identified.
Goal for teaching is
identified. Objectives
are established.
Goal for teaching is
identified with clear
and measurable goals.
Project Method
Rationale
How you will teach the
population, rationale is
scientific evidence that
this information was
taken from a reliable
source and will explain
why teaching this will
help encourage
understanding.
Determines method of
presentation. Identify
required materials.
Reflects on teaching
needs of the patient.
Identify where teaching
will take place. Identify
required materials.
Synthesizes patient
needs and chosen
method of presentation.
Identify required
materials. Identify
where teaching will
take place.
Create positive learning
environment.
Formulate
lesson/teaching plan
supported by scientific
rationale.
Planning
Implementation
Specific Content: the
material you will teach
the group or population.
Identifies minimal
teaching needs of the
population
Identifies all possible
teaching points.
Considers most
effective approach for
the group.
Manages a positive
learning environment.
Lesson/teaching plan is
supported by scientific
rationale.
Teaching is designed to
achieve desired
outcomes.
Evaluation
How the patient
understood each part of
the content. how you
realized the group
understood. (Example:
group members
verbalized
understanding
regarding _____)
Determines
effectiveness of
teaching plan.
Determines
effectiveness of
teaching plan with
patient-centered focus.
Determines
effectiveness of
teaching plan with
patient-centered focus.
Revise plan as needed.
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Presentation
Materials
The presentation
includes visual aids that
are inappropriate,
disorganized, and with
very little appealing.
Visual tools are used
but there are few and
encourage minimal
participation.
Visual tools are
creative and encourage
participation.
Oral Presentation Minimal participation
read the PowerPoint,
monotonous. Lacks
organization, does not
encourage change.
Appears insecure and
conveys lack of caring.
The presenter speaks
clearly but fails to use
eyes contact or
engagement.
Presenter is articulate
and knowledgeable
Presentation main
points are clear and
well developed,
information is
thoughtful, organized,
and encourage the
participant to
contemplate behavioral
changes.
Patient Genetic and Genomics Interview and Education Part 1
To assess a patient’s genetic risk, you must understand the relationship of genetics and genomics to
health, prevention, screening, treatment, and monitoring. E This is a two-part assignment whose purpose
is to help you develop your abilities to apply genetics and genomic information while providing patient
care.
Purpose: Use a constructed genetic pedigree from collected family history information to identify a risk
profile and develop a plan of care, including patient education and referral.
Before you start this project go and register for the G3C (Global Genetics and Genomics Community)
learning portal https://www.genomicscases.net/en/. The site is free and has interactive cases that
demonstrate how genetic and genomics link to health and illness. Throughout each patient scenario, there
are links to resources and supplemental educational activities to expand upon genetic/genomic learning
concepts. At the end of each patient encounter, learners are prompted to make a recommendation to their
“patient” and are assessed across multiple domains such as risk assessment, family history, and patient
medical history. There are 17 cases, and you can get CEs for the activities.
Part 1:
a. Choose one case in the https://www.genomicscases.net/en/ and complete the activity, please submit the
report given at the end of the activity.
b. Select a patient that you can interview virtually. Set up a time and quiet time, go over with the patient
about confidentiality, and explain that no identifiable information will be used in this assignment.
c. Go to the Center for Disease Control “My Family Health Portrait: A tool from the Surgeon General
at https://phgkb.cdc.gov/FHH/html/index.html
d. Collect a client’s personal and three-generation family health history to assess for genomic factors that
impact the client’s health ( Save the created Family Health History, please, use fictitious names, but keep
the rest of the information accurate).
e. Identify genetic and genomic factors within collected history and that contribute to illness and/or health
risk.
f. Identify issues in this patient-related to each of the following: Financial/Socioeconomics, Cultural,
Religious, and Lifestyle.
g. Identify ethical/legal concepts related to this patient. Include concepts Genetics/Genomics Nursing
Practice.
17
h. Identify the major challenge with this patient and identified possible strategies to overcome this challenge
i. Report your findings in a three-page report including the three-generation Map using APA guidelines
Grading Rubric
Rating Criteria Needs Improvement
10 points
Proficient
15 points
Exceptional
20 points
Pedigree Construction Student included most
data from family members
but is missing data from
some individuals. Trait of
interest is clearly
diagramed in the
pedigree.
Student included 3 or
more generations using
standardized symbols
and terminology OR the
U.S. Surgeon General’s
My Family Health Portrait
Tool.
Student included 3 or
more generations using
standardized symbols
and terminology OR the
U.S. Surgeon General’s
My Family Health Portrait
Tool.
Pedigree Analysis Analysis of the pedigree
is incomplete, inaccurate,
and/or does not address
relevant genomic factors
that impact the client’s
health.
Analysis of the pedigree
is complete, accurate,
AND addresses relevant
genomic factors that
impact the client’s health.
Analysis of the pedigree
is comprehensive,
accurate, AND addresses
relevant genomic factors
that impact the client’s
health.
Pedigree identification
of health risk
Identifies some risk
factors but fails to make
connections.
Identifies partially
potential health risk
factors for this patient.
Identifies potentially
significant health risk for
this patient.
Pedigree identification
of environmental and
cultural factor as risk fa
tors.
Completes a risk analysis
of the environmental and
cultural factors but misses
two or more components.
Completes a risk analysis
of the environmental and
cultural factors but misses
one component.
Completes a thorough
risk analysis for the
identified patient based
on their pedigree, culture,
environmental exposures,
and lifestyle.
Genetics and Genomics Part two:
Now that you have genetics and genomic information about your patient. It is time to plan, implement
and evaluate and educational strategy for this patient.
a) Use the following chart to identify your patient red flags.
18
b) Develop a specific teaching strategy for this patient. The teaching strategy must address specific
health promotion activities (exercise, nutrition, environmental risk) as well as emotional support.
c) The education also Includes referrals and testing if necessary.
d) Set a second meeting with the selected patient to discuss the results of the pedigree analysis.
e) Create a short video, communicating with the patient your findings (5 to 10 minutes).
f) Maintain the privacy of your patient by disguising his presence. Film you rather than the patient.
Grading Rubric
Rating Criteria Needs Improvement
10 points
Proficient
15 points
Exceptional
20 points
Patient Knowledge Convey minimal
knowledge of patient
pedigree. Does not use
the pedigree map.
Conveys knowledge of
the patient pedigree,
uses the map to explain
findings.
Communicates
thoughtfully a deep
understanding of the
patient history. Clearly
explains the pedigree
map to the patient.
Pedigree identification
of health risk
Communicates some risk
factors but fails to make
connections.
Communicates partially
potential health risk
factors for this patient.
Communicates with a
caring attitude potentially
significant health risk for
this patient.
Pedigree identification
of environmental and
cultural factor as risk
fa tors.
Communicate the risk
analysis of the
environmental and
cultural factors but misses
two or more components.
Communicates the risk
analysis of the
environmental and
cultural factors but misses
one component.
Communicates in a caring
and respectful manner a
thorough risk analysis for
the identified patient
based on their pedigree,
culture, environmental
exposures, and lifestyle
Planning for health
risk
Discussion lacks
thoughtfulness with
inadequate and/or
inappropriate planning for
development/
enhancement in
achieving competencies
and strategies to improve
health risk .
Discusses
comprehensive planning
for patient health risk,
however, there are not
clear directions to
improve patient
competencies.
Discussion is insightful
and thoughtful with
comprehensive planning
for development/
enhancement in
achieving competencies
and strategies to improve
patients health.
Communication Skills Minimally discusses
communication skills
during interview
assessment of the client,
including examination of
verbal and non-verbal
communication skills.
Adequately discusses
communication skills
during interview
assessment of the client,
including examination of
verbal and non-verbal
communication skills,
techniques used, and
identified barriers to
communication.
Comprehensively
discusses communication
skills during interview
assessment of the client,
including examination of
verbal and non-verbal
communication skills,
techniques used, and
identified barriers to
communication
Privacy Does not include privacy
and confidentiality
measures.
including privacy and
confidentiality measures
but uses identifiable
markers such as name or
last name.
including privacy and
confidentiality measures
19
Reflection Paper
The final paper will be a reflection of the student’s course participation and what was learned in the
presentations, discussions, simulations, genomics and genetics project, and the teaching project.
Reflection papers are meant to summarize your impressions of a course in a few short pages (two- pages
) . They answer three basic questions: What, Why, and How. Most of the paper is aimed at explaining
Why what you’ve learned was important and valuable. Finally, the conclusion demonstrates How the
course influenced you, as well as How you’re going to use the material in the future.
In this final reflection paper, students are responsible for:
1. How were your personal learning objectives accomplished?
2. How did the course activities connect with the assignments done throughout the semester? Does
it affirm, challenge, illustrate the concepts and strategies of community health nursing?
3. What is your personal definition of service learning and your role in the community?
4. What is your personal definition of behavioral change? Do you feel the service you provided as a
community nurse brings some form of behavioral change and why?
5. Please post a photograph/picture along with a summary describing how the photo/picture relates
to your clinical experience and learning. Focus on metaphors, feelings, and how the experience
reminded you of a prior experience.
Grading rubric
Criteria Needs Improvement
10 points
Proficient
15 points
Exceptional
20 points
Reflection Response demonstrates
a minimal reflection on,
and personalization of,
the concepts, and/or
strategies presented in
the course materials to
date. Viewpoints and
interpretations are
unsupported or
supported with flawed
arguments. Examples,
when applicable, are
not provided or are
irrelevant to the
assignment.
Response demonstrates
a general reflection on,
and personalization of,
the concepts, and/or
strategies presented in
the course materials to
date. Viewpoints and
interpretations are
supported. Appropriate
examples are provided,
as applicable.
Response demonstrates
an in-depth reflection
on, and personalization
of, the concepts, and/or
strategies presented in
the course materials to
date. Viewpoints and
interpretations are
insightful and well
supported. Clear,
detailed examples are
provided, as applicable.
Post a photograph
that summarizes the
experience.
Does not post a
photograph.
Post a photograph but
fails to discuss it
meanings.
Post a photograph and
explains fully the
meaning of the
learning.
Course/Departmental Policies
Communication: Official communication will be done using your Miami Dade College email account.
Students must check their email daily to check for important notices and information sent. Students may
also communicate with the professor using email or cell phone numbers as supplied by the professor.
20
Attendance Policy: Attendance is essential for completion of the course objectives. Notice must be given
for any virtual meeting missed and communication to make up missed time is expected
Confidentiality: Students will adhere to the confidentiality laws that protect patients’ identities (Health
Information Portability and Accountability Act: HIPAA).
Available Support Services
Access Services: “By providing a variety of services that address a spectrum of disabilities, the ACCESS
department works to ensure equal access and opportunity throughout the college experience. Students
with a documented disability are encouraged to contact the campus ACCESS (Disability Services)
Department in advance for information on appropriate policies and procedures for obtaining
assistance. Retroactive auxiliary aids and services cannot be provided. The ACCESS department is
located in Building 1, Room 1113, and can be reached at (305) 237-4027. Please note, it is the
student’s responsibility to self-identify at each campus where they are taking courses and seeking
services.”

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