LICEO DE CAGAYAN UNIVERSITY

BACHELOR OF SCIENCE IN NURSING

LEVEL 3

NCM 113: COMMUNITY HEALTH NURSING 2

LECTURE PRELIM TERM
Clinical Instructor: Franelee A. Zulueta, RN, S.Y. 2023 - 2024 1ST SEMESTER
TRANSCRIBE BY: MA. EM CONCEPCION LAGARE (MECTL)

CHAPTER
TOPIC
SUBTOPIC

MEETING NO. 01

NOTES-August 26, 2023

OUTLINE CONTENTS

REVIEW OF RELATED CONCEPTS REVIEW OF RELATED CONCEPTS

A. Concepts of Community Health Nursing A. CONCEPTS AND PRINCIPLES OF CHN

Community health nursing

B. Roles and Functions of a Public Health Nurse
 Maximize the health status of individuals, families, groups, and community
through DIRECT approach with them.
C. Levels of clientele
 Utilization of the nursing process in the different levels of clientele, concerned
with health promotion, disease prevention , disability, and rehabilitation.
a) Individual
Family
b) Family  The unity of care and the Community: the client

c) Population group Goal:

 Improving community health through multidisciplinary effort
d) Community  The CH nurse works WITH and not for the 4 clienteles
 The practice of CHN is affected by changes in society in general and by
development in the health field in particular
 CHN is part of the community health system, which in turn is part of the
POPULATION GROUP larger human service system.

I. The partnership approach and the participatory action methodology: B. ROLES & FUNCTIONS OF A PUBLIC HEALTH NURSE
The nursing perspective
Public Health Nursing
A. Human care and nursing practice  The practice of promoting and protecting the health of populations using
knowledge from nursing, social, and public health sciences.
B. Options for change (American Public Health Association, 2019).
 Involves PREVENTING & PROMOTING HEALTH
C. Participatory action and empowering experiences of families: an
example A. Qualifications

1. BSN graduate
II. Enhancing interdisciplinary and inter-agency collaboration. 2. RN
3. Professional competence
E. The essential ingredients of partnership 4. Personal qualities and “people skills”

F. Capabilities necessary for partnership B. Functions

1. clinician  focuses on health of individuals in the larger context of the community;
provides nursing care to the sick and disabled
a. Provider of nursing care
b. Utilizes the nursing process
c. Conducts home visits and referrals

2. advocate  interceding, supporting, pleading or acting as a guardian of the client’s

rights to autonomy and free choice; to defend the rights of the clients for self-
determination
3. educator  provides skills, knowledge and attitude to develop self-reliance
4. counselor  tasks include listening and providing feed back and information
5. change agent  changing clients behavior to promote and maintain health as a
result of teaching and counseling
6. collaborator/ coordinator  brings together resources of people involved
a. Bring activities systematically to achieve the goals
b. Establishes linkages, networks, and collaborative relations

7. manager/supervisor  includes being as planner, organizer, director, trainer

a. Executes the 5 management functions
b. Organizes the “nursing service” of the local health agency
c. Program managementa

8. researcher  conducting studies that contribute to the improvement of nursing and

health services
a. utilizes data to predict future phenomenon and modify interventions
b. Disease surveillance (continuous collection and analysis of data of cases and
deaths) to measure magnitude of problem and to measure the effect of the control
program

9. role model  doing what you preach

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 LICEO DE CAGAYAN UNIVERSITY
BACHELOR OF SCIENCE IN NURSING
LEVEL 3

NCM 113: COMMUNITY HEALTH NURSING 2

LECTURE PRELIM TERM
Clinical Instructor: Franelee A. Zulueta, RN, S.Y. 2023 - 2024 1ST SEMESTER
TRANSCRIBE BY: MA. EM CONCEPCION LAGARE (MECTL)

10. hospice care  providing carative skills in a home or other setting and balancing
the terminally ill client needs
11. Trainer
a. Formulate staff development and training programs for midwives and
other auxiliary HW and evaluates them
b. Trains nursing and midwifery students affiliates in coordination with CI
c. Community organizer

LEVELS IF CLIENTELE: Theoretical framework

1. Individual  A biopsychosocial and spiritual being

 The person is the unity of care
 The focus of care is on the person’s health
and medical problem

2. Family  A collection of people who are integrated,

interactive, and interdependent.
 The Basic unit of care

3. Population group  People who share a common characteristics,

developmental stage, and common exposure
resulting to common health problems.

4. Community  A collection of families having common

values, beliefs, common interest, goals and
objectives within a specific social system/
 Unique – because it varies in decision
making, community structure,
communities address a problem, and
community dynamic varies from each other.
POPULATION GROUP:
I. The Partnership Approach and the Participatory Action
Methodology: The Nursing Perspective (This focused on partnership
concepts):
 Are not a new concept in the profession of nursing. In fact, partnerships in
nursing education are well- established practice since the 18 th and 19th
centuries.
 What seems to be new is a shift, in the past decades, from a model
partnerships that was focused on building workforce to a model that aims at
supporting advocacy efforts to improv health services for children, their
families, and communities – PARTICIPATORY ACTION.
how
C. PARTICIPATORY ACTION: LEARNING TO LEARN & ACT
TOGETHER.
Participatory action
 involves walking alongside with client/community partners in understanding
their accounts of history, culture, interactional practices and emotional lives
as reality-based experiences on factors sustaining status quo on human
care inequities in health service access and quality.
STEPS:
1. Looking
 Observe and assess the community and look for problem.
 Gather information using the Family assessment nursing tool
 means building a picture and gathering information, defining
and describing the situation and the issue to be investigated
within the context in which it is set.

2. Thinking
A. HUMAN CARE AND NURSING PRACTICE  Analyze the problems
 With human response as the focus of nursing practice, the nurse’ main  Prioritize a problem (nature of the problem, salience, etc.) –
concern is the person’s perspective of health, with each human reality as the use the Scale for ranking Health Condition and Problems
meaning of the situation. According to Priorities (CHN 1 transes book)
 The nursing perspective emphasizes partnership and the participatory  Analyzing; critical thinking; explaining
approach in the nursing practice.  The issues we have assess; interpretation of the datas we
 The introduction of Primary Health Care contains a participatory perspective. have gathered
 refers to exploring, analyzing, interpreting and explaining
B. OPTIONS FOR CHANGE events, story lines and interpretations. It involves informing,
Possible Areas for Analysis deconstructing and or confronting the situation

1. The report of a WHO expert committee on education and training of nurse
teachers and managers with special regard to PHC, emphasized managerial
and supervisory roles wit competencies of nursing personnel at the
peripheral level geared towards direct care to the community, training of
community health workers and improving or extending the knowledge and
skills of traditional health practitioners.
2. Authority-driven practice as a consequence of socialization into one’s
profession, can control and predict client-partners’ perspective of health and
human reality.
3. The possibility that nurses do not quite understand how to address human
response to inequities in resource allocation and barriers to health for all,
such as poverty and related human responses like hopelessness, hardiness,
and apathy
3. Acting
 Addressing the issues
 Eliminating the problem
 Making of NCP
 attempts to address the issue or eliminate the problem
 The cyclical, iterative process of look, think, and act is facilitated by
the nurse through motivation-support interventions to create the
desire to go through each phase of look-think-act and provide the
necessary technical help to access speedy flow of information or
service and true presence as source of courage, affirmation, hope
or comfort. (Maglaya, 1988)
Participatory Action and Empowering Experiences of families in Danglas: Abra
Project/Research (UP Manila): Malaria Prevention
 They utilized the look-think-act processes generating empirical data.
 Why malaria is a main stay in many rural villages? The team used
participatory action process as basic intervention methodology

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 LICEO DE CAGAYAN UNIVERSITY
BACHELOR OF SCIENCE IN NURSING
LEVEL 3

NCM 113: COMMUNITY HEALTH NURSING 2

LECTURE PRELIM TERM
Clinical Instructor: Franelee A. Zulueta, RN, S.Y. 2023 - 2024 1ST SEMESTER
TRANSCRIBE BY: MA. EM CONCEPCION LAGARE (MECTL)

D. ENHANCING INTERDISCIPLINARY AND INTERAGENCY Starter Proposes goals and tasks to initiate action within
COLLABORATION: the group

E. ESSENTIAL INGREDIENTS OF PARTNERSHIP Information & Opinion seeker Asks for facts, information, opinions, ideas, and
1. BELIEF IN EGALITARIAN RELATIONSHIP feelings from other members to help group
- [Egalitarian - relating to or believing in the principle that all people are equal and discussion.
deserve equal rights and opportunities.]
- health professional and community members must be co-equals in community Coordinator Shows relationships among various ideas by pulling
health development work them together and harmonizes activities of various
subgroups and members.
2. Open – mindedness
- This is essential in order to see and understand things, events, and people Information and opinion – giver Offers facts, opinions, ideas, suggestions, and
imposed by prejudices and idiosyncrasies. relevant information to help group discussion.

3. Respect and trust Direction giver Develops plans on how to proceed and focuses
- These form the basic ingredient of a relationship. Failure to earn respect and trust attention on the task to be done.
is one of the major causes why initial experiences on establishing partnership
cannot be sustained through the of the relationship Summarizer Pulls together related ideas or suggestions and
restates and summarizes major points discussed.
4. Commitment – enhance capabilities of partnership
- Partnership requires a co-responsibility. Reality tester Examines the practicality and workability of ideas,
evaluate alternative solutions, and applies them to
F. CAPABILITIES NECESSARY FOR PARTNERSHIP real situations to see how they will work.
1. Skill Necessary On How To Be Broad- Minded Or Open – Minded
 Non-conclusive
Diagnose Figures out sources of difficulties the group has in
- This involves being able to see and understand things, events, and
working effectively and the blocks to progress in
experiences from all perspectives. It entails being genuinely willing to enter
accomplishing the group’s goals.
another’s private world and see how things appear from his point of view
without adding any personal evaluation.
Evaluator Compares group decisions and accomplishments
with group standards.
2. Skill To Develop and Maintain Trust
WAYS TO GAIN TRUST:
Elaborator Building on previous comment, giving examples,
 Openness – The sharing of information, thoughts, and feelings on the issue
enlarging on it.
the partners are pursuing.
 Sharing – It is the offering of resources in order to help move the group
Energizer Stimulates a higher quality of work from the group.
toward goal accomplishments.
 Acceptance – It makes the other person feel that he and his contributions are
Consensus taker Checks the group to see if the members are ready
highly regarded.
to make a decision or to take some action.
 Support – It is making the other person feel that he has the strength and the
capabilities needed to manage productively the situation he is in
 Cooperative Intentions – These are expressions of expectations that the
partners are going to behave cooperatively to achieve the group’s goals.
TYPES OF BEHAVIOR UNDER GROUP BUILDING & MAINTENANCE
FUNCTIONS:
ISO TEMPLATE

SKILLS NECESSARY TO FUNCTION AS INTEGRATED UNIT: Communication helper Shows good communication skills and makes sure
that each group member understands what other
1. The skill necessary to be broad-minded or open-minded members are saying.

 Non-conclusive - This involves being able to see and understand things,
events, and experiences from all perspectives. It entails being genuinely
willing to enter another’s private world and see how things appear from his
point of view without adding any personal evaluation.
2. The skill to develop and maintain trust
 Openness - The sharing of information, thoughts, and feelings on the issue
the partners are pursuing.
 Sharing - It is the offering of resources in order to help move the group
toward goal accomplishments.
 Acceptance - It is making the other person feel that he and his contributions
are highly regarded.
 Support - It is making the other person feel that he has the strength and the
capabilities needed to manage productively the situation he is in.
 Cooperative Intentions - These are expressions of expectations that the
partners are going to behave cooperatively to achieve the group’s goals.
3. Group skills
 The partnership approach is effectively sustained through work groups which
are utilized as the basic components of the organizational structure in
community health development.
 Work skills are important components of partnership.
 These include the capabilities necessary to help the group achieve its tasks
functions and build relationships and cohesiveness among members.
TYPES OF BEHAVIOR UNDER TASK FUNCTION:
Encourager of participation Warmly encourages everyone to participate, giving
recognition for contributions demonstrating
acceptance and openness to ideas of others.
Active listener Listens and serves as an interested audience for
other members, is receptive to other’s ideas, goes
along with the group when not in disagreement.
Interpersonal problem solver Promotes open discussion of conflicts between
group members in order to resolve conflicts and
increase group togetherness.
Standard setter Expresses group standards and goals to make
members aware of the direction of the work and the
progress being made toward the goal. and to get
open acceptance of group norms and procedures.
Trust builder Accepts and supports openness of other group
members, reinforcing risk taking and encouraging
individuality.
Harmonizer and compromiser Persuades members to analyze constructively their
differences in opinions, searches for common
elements of conflicts, and tries to reconcile
disagreements.
Tension reliever Eases tensions and increases the enjoyment of
group members by joking, suggesting breaks and
proposing fun approaches to group work.

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 LICEO DE CAGAYAN UNIVERSITY
BACHELOR OF SCIENCE IN NURSING
LEVEL 3

NCM 113: COMMUNITY HEALTH NURSING 2

LECTURE PRELIM TERM
Clinical Instructor: Franelee A. Zulueta, RN, S.Y. 2023 - 2024 1ST SEMESTER
TRANSCRIBE BY: MA. EM CONCEPCION LAGARE (MECTL)

Process observer Watches the process by which the group is working

and uses the observations to help examine
effectiveness.

Evaluator of emotional climate Asks members how they feel about the way in
which the group is working and about each other.

4. Communication skills

 All cooperative, integrated action is contingent upon the use of

communication skills. Through these skills, partners reach some
understanding of one another, build trust, coordinate their actions,
plan strategies of goal attainment, agree upon a division of labor,
implement and evaluate activities.

SENDING MESSAGES EFFECTIVELY:

 Making messages complete and specific

 Making the message appropriate to the receiver’s frame of
reference
 Making verbal and non-verbal messages congruent with each other
 Expressing ownership of the messages sent
 Getting feedback
 Paying closer attention to the what and why of the message
 Using varied methods and opportunities to communicate the same
message
 Responding with immediacy

RECEIVING MESSAGES EFFECTIVELY:

 Attending skills
 Paraphrasing accurately and non-evaluatively
 Describing what is perceived as the sender’s feelings
 Stating one’s interpretation of the sender’s message

5. Skills on the management of Committee or Tasks Groups

 Selecting appropriately the chairman and members using as a

guideline the purpose for which the committee or task group was
formed.

ENSURING ADEQUATE PRE-MEETING PREPARATIONS

 Preparing the agenda well

 Sequencing the items properly

EFFECTIVELY HANDLING OF COMMITTEE MEETING PROCESS

 Dealing with the topic

 Dealing with the people

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