By The End Of The 4th Week Of The Course Students Should Hav

By The End Of The 4th Week Of The Course Students Should Have At Leas

By the end of the 4th week of the course, students should have at least 60 hours of clinical practicum completed. Please turn the log document in for instructor review. Community Practicum Activities Log Community Practicum Activities must be meticulously documented to ensure students have met the 90-hour course requirement. All activities must be approved by the course instructor and they are subject to verification. Students are not permitted to provide direct patient care unless otherwise instructed.

Practicum sites are limited to entities where the college has an existing affiliation agreement OR by instructor permission for observation-only activities. Guidelines for submission entries are as follows: Activity Type (project, meeting, or web-based training) is listed on log (template provided). Activity is accompanied by the number of practicum hours spent (not to exceed 8 hours per entry). Activity is accompanied by a few sentences summarizing what was learned/accomplished. Activity is linked to a course objective.

A point of contact is documented if the activity occurred in a community setting or via a virtual meeting. If the activity was web-based, a certificate of completion should accompany the log (uploaded into the gradebook). Students may not conduct practicum hours at their place of employment or any acute care facility. All activities must be community health-focused. Grading Rubric for Practicum Activities Log Ninety hours completed, and all six requirements above are met.

Ninety hours not completed will result in course failure. 0 points Total point possible 125 points

Paper For Above instruction

The comprehensive documentation of practicum activities is a pivotal element in ensuring compliance with the community health practicum requirements for nursing students. This process not only verifies the hours accrued but also underscores the quality and relevance of activities undertaken, fostering practical learning experiences that align with course objectives. The guidelines outlined serve as a structured framework to facilitate effective tracking, assessment, and validation of student activities, ultimately contributing to the development of proficient healthcare professionals equipped with community health competencies.

By the end of the fourth week of the course, students are expected to have completed at least 60 hours of clinical practicum. These hours are essential for fulfilling the 90-hour requirement mandated by the course, emphasizing the importance of early engagement in community health activities. The practicum log functions as a critical tool for students to systematically record their activities, which include various community-based projects, meetings, and web-based training sessions. Each entry must specify the activity type, specify the hours spent (not exceeding 8 hours per entry), and summarize the key learning outcomes or accomplishments associated with each activity.

In addition, the activity must be linked to a specific course objective, ensuring that the practicum experience remains targeted and meaningful. For community or virtual activities, documenting a point of contact provides accountability and authenticity, while web-based activities require a certificate of completion to substantiate participation. It is explicitly stated that practicum hours cannot be conducted at students' places of employment or any acute care facilities to preserve the community health focus of the practicum.

Meticulous adherence to these documentation guidelines is essential because it directly impacts the student’s ability to meet the 90-hour requirement. The grading rubric assigns 125 points for the practicum activities log, contingent upon the completion of ninety hours and the fulfillment of all outlined requirements. Failure to meet these criteria will result in course failure, underscoring the importance of thorough, accurate, and timely documentation. Overall, these protocols ensure that students engage meaningfully with community health settings, enhancing their practical skills and understanding of public health principles.

References

• National League for Nursing. (2015). Core competencies for interprofessional collaborative practice: 2016 edition. NLN Center for Innovation in Education.
• American Public Health Association. (2019). Public health nursing: Scope and standards of practice (3rd ed.).
• Department of Education. (2020). Community-based and service-learning programs: Guidance for implementation. U.S. Department of Education.
• Bradshaw, M., & Waugh, L. (2017). Community health nursing: Partnerships for optimal health. Springer Publishing.
• Fitzgerald, J., & Hogue, M. (2018). Principles of community health nursing. Jones & Bartlett Learning.
• World Health Organization. (2016). Public health workforce toolkit. WHO Press.
• Dasgupta, N., & Beattie, A. (2020). Strengthening community health systems: An approach for health inequities reduction. Public Health Reports.
• Glenister, S. E., & Rose, B. (2019). Nursing mentorship and community building: Strategies for success. Journal of Nursing Education & Practice.
• Centers for Disease Control and Prevention. (2021). Principles of epidemiology in public health practice (3rd ed.).
• American Nurses Association. (2019). Nursing: Scope and standards of practice (3rd ed.). ANA.