Public Health Nursing Competencies|My homework helper

Posted: January 27th, 2023

For this activity, you will select either an older adult or pregnant/post-partum mom and infant
individual/family to complete your 3 virtual or in-person home visits. To ensure timely completion of
conducting the home visits, it is important to identify an individual and schedule these visits early in the
semester. The three home visits are summarized below:

PART II Entry-Level Population-Based

Public Health Nursing Competencies

3 COMPETENCY 1: Applies the Public Health Nursing Process to Communities, Systems, Individuals, and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

4 COMPETENCY 2: Utilizes Basic Epidemiological (The Incidence, Distribution, and Control of Disease in a Population) Principles in Public Health Nursing Practice . . . . . . . . . . . . . . . 75

5 COMPETENCY 3: Utilizes the Principles and Science of Environmental Health to Promote Safe and Sustainable Environments for Individuals/Families, Systems, and Communities . . . . . . . 95

6 COMPETENCY 4: Practices Within the Auspices of the Nurse Practice Act . . . . . . . . . . . . . . . . . . . . 127 7 COMPETENCY 5: Works Within the Responsibility and Authority of the Governmental

Public Health System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 8 COMPETENCY 6: Utilizes Collaboration to Achieve Public Health Goals . . . . . . . . . . . . . . . . . . . . . 167 9 COMPETENCY 7: Effectively Communicates With Communities, Systems, Individuals,

Families, and Colleagues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 10 COMPETENCY 8: Establishes and Maintains Caring Relationships With Communities,

Systems, Individuals, and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 11 COMPETENCY 9: Incorporates Mental, Physical, Emotional, Social, and Spiritual Aspects

of Health Into Assessment, Planning, Implementation, and Evaluation . . . . . . . . . . . . . . . . . . . . . . . 221 12 COMPETENCY 10: Demonstrates Nonjudgmental/ Unconditional Acceptance of People

Different From Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 13 COMPETENCY 11: Shows Evidence of Commitment to Social Justice, the Greater Good,

and the Public Health Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 14 COMPETENCY 12: Demonstrates Leadership in Public Health Nursing With Communities,

Systems, Individuals, and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 15 Putting It All Together: What It Means to Be a Public Health Nurse . . . . . . . . . . . . . . . . . . . . . . . . . . 301

C o p y r i g h t 2 0 1 8 . S i g m a .

A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w .

EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 1/15/2023 5:36 AM via MINNESOTA STATE UNIVERSITY – MANKATO AN: 1917387 ; Patricia M. Schoon, Carolyn M. Porta, Marjorie A. Schaffer.; Population-Based Public Health Clinical Manual, Third Edition: The Henry Street Model for Nurses Account: s4200124.main.ehost

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CHAPTER

3 COMPETENCY #1 Applies the Public Health Nursing Process to Communities, Systems, Individuals, and Families

n Patricia M. Schoon with Karen S. Martin, Kelly Krumwiede, and Noreen Kleinfehn-Wald

Kristi is listening to Beth, her public health nurse (PHN) preceptor, tell her about the client they are about to visit for the first time. The local public health agency received a maternal child health visit referral from a local OB/GYN for a 16-year-old, 20-weeks-gestation primipara. The client, Sara, has been diag- nosed with anemia and is underweight with poor weight gain. Sara is single and living with her mother, mother’s boyfriend, and two younger siblings. Sara and her family are uncomfortable with the idea of a public health nurse who works for the government visiting them in their home.

Beth says, “Well, I think the first thing we do is go and visit them. We need to get them to trust us if we are to help them.”

Kristi responds, “I have never visited a pregnant teenager or her family in their home. I don’t think I will feel comfortable. Will the family be okay with me there?”

Beth responds, “I asked Sara’s mother if you could covisit with me and she was okay with that. We will ask Sara and her mother what their health concerns and goals are and talk with them about how to arrange our visits and what we can do to help Sara. We will open a case file on Sara and begin to do a family assessment. You can observe and listen on this visit and take a more active part in future visits.”

Kristi says, “That sounds good to me!” As they walk to Beth’s car she mentions, “We can start to do a windshield survey on our way to Sara’s

home as part of the community assessment that you and your student work group are going to do of the local community.”

SOLUTION

It is important to schedule the visits in advance with the individual or family and to clearly communicate the purpose and expectations for the visits. It may also be helpful to provide them with a reminder before each visit, and to make sure to allow enough time for each visit to ensure that all necessary information is collected. Additionally, it is important to be sensitive to any cultural or personal considerations that may impact the visit, and to be prepared to adjust your approach as needed.