TranxCN NUR133 Midterms PDF

TABLE OF CONTENTS BATCH 2026 TRANXCN TEAM DEPUTY HEADS Chavez, Bettina Gabrielle D. Roales, Julianne Cassandra C. TRANXCN TEAM Mickaela Beyonce S. Aventurado Sofia Pauline B. Bartolo Dhana Mae S. Delos Santos Lexis Mei G. Mendoza Nathalie Kyle A. Mendoza...

TABLE OF CONTENTS BATCH 2026 TRANXCN TEAM DEPUTY HEADS Chavez, Bettina Gabrielle D. Roales, Julianne Cassandra C. TRANXCN TEAM Mickaela Beyonce S. Aventurado Sofia Pauline B. Bartolo Dhana Mae S. Delos Santos Lexis Mei G. Mendoza Nathalie Kyle A. Mendoza NUR 133 Josh Merrill E. Turingan Ritscal Alek Caballes Maria Andrea Midge A. Matibag Romina Catherine F. Dizon COMMUNITY HEALTH Reese Stefanie C. Reyes Chynna Marionne B. Bicomong Charlene M. Bundal Fritz Ashley Valenzuela NURSING 2 Gelsey Marie Jamilah B. Escol Frances Charra I. Ducay Yesha Margaret Dusaran Ella Shammel L. Porte Patricia Mae T. Ponce Jabez Roel A. Villaflor TranxCN: MIDTERM RELEASE A.Y. 2024-2025 Maria Michaela D. Reyes Merced Eliza C. Diokno Kristina Amiella Lyn P. Leyva Guidelines: The Tranx CN is NOT FOR SALE and shall only be utilized by the bona fide nursing students from De La Salle medical and Health Sciences Institute. The students are permitted to download and print the Tranx CN. 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The College of Nursing Faculty/Professors are not liable for any mistakes or false information that may inadvertently be included in this transcript. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 Health Status Problems May be described in terms of increased or decreased morbidity, mortality or fertility OUTLINE A. Community Health Nursing Process Health Resources Problems a. Assessment May be described in terms of lack of absence or b. Action Planning manpower, money, materials or institutions c. Types of Programs necessary to solve health problems d. Project Planning COMMUNITY HEALTH NURSING PROCESS Health Related Problems Assessment May be described in terms of the existence of Planning social, economic, environmental, and political Implementation factors that aggravate the illness-inducing situations Evaluation in the community. PRIORITY-SETTING ASSESSMENT COMMUNITY DIAGNOSIS NATURE OF THE PROBLEM PRESENTED Community assessment or situational analysis Starts with collection of data up to the formulation Classified as health status, health resources or health-related problems of a community health plan Types of Community Diagnosis Health Status 3 ○ Comprehensive Community Diagnosis ○ Problem-Oriented Community Diagnosis Health Resources 2 Weight: 1 COMPREHENSIVE COMMUNITY DIAGNOSIS Health Related 1 Demographic Variables Socio-Economic and Cultural Variables Health and Illness Patterns MAGNITUDE OF THE PROBLEM Health Resources Refers to the severity of the problem which can be Political and Leadership Patterns measured in terms of the proportion of the population affected by the problem SOCIO-ECONOMIC AND CULTURAL VARIABLES Social Indicators 75%-100% affected 4 Economic Indicators Environmental Indicators 50%-74% affected 3 Cultural Factors Weight: 3 25%-49% affected 2 THE PROCESS < 25% affected 1 MODIFIABILITY OF THE PROBLEM Refers to the probability of reducing, controlling or eradicating the problem High 3 Moderate 2 Weight: 4 Low 1 COMMUNITY HEALTH PROBLEMS Not Modifiable 0 Conditions or situations that intervene with the community’s capability to achieve wellness MENDOZA L., DELOS SANTOS 2 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 Given the multiple needs of the people and the PREVENTIVE POTENTIAL scarce community resources, planning utilizes Refers to the probability of controlling or reducing the available resources properly. effects posed by the problem Planning assists in determining common goals, objectives and strategies. High 3 Positive change and growth is feasible with planning. Moderate 2 Weight: 1 CATEGORIES OF PLAN Low 1 Plan Subcategory Description according to: SOCIAL CONCERN Scope of the Comprehensive Includes both public Refers to the perception of the population or the plan and private sector community as they are affected by the problem Partial Includes either public Urgent community 2 or private sector only concern Time span of Long term plan Covers a minimum Recognized as a problem plan period 8 years but not needing urgent 1 Weight: 1 attention Medium term Span of 4-7 years plan Not a community concern 0 Short term plan One-two year plan STEPS IN PRIORITIZING PROBLEMS Authoritative Indicative When used only as a ness of plan guide or reference; not 1 Score each problem according to each criteria binding Prescriptive When accepted and 2 Divide the score by the highest possible score implemented as approved by the 3 Multiply the answer by the weight of the criteria organization; compulsory 4 Add the final score for each criterion to get the total score for the problem. The highest possible score is 10. TYPES OF PLAN 5 The problem with the highest total score is given Strategic A long-range plan that extends from 3-5 high priority by the nurse Plan years; done by managers Vision Statement ○ Describes what the organization will ACTION PLANNING be like when it has fulfilled it mission Planning Mission Statement ○ A process that entails formulation of steps to be ○ Highlights the things that make the organization unique undertaken in the future in order to achieve a Analysis of the Environment (SWOT analysis) desired end ○ Internal Environment - strengths and Planning is futuristic, change-oriented, a continuous weaknesses and dynamic process, flexible, and a systematic ○ External environment - opportunities process. and threats Strategy and activity setting IMPORTANCE OF PLANNING ○ “How do we attain the vision” Planning provides more rational decision-making Goals and objectives setting instead of gut-feel, vested interests or political Operational Short-range plan (less than 3 years) that considerations. Plan deals with the routine activities of an organization MENDOZA L., DELOS SANTOS 3 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 Program An organized set of activities, projects, 3 Identification of strategies Plan processes, or services which aim for the realization of specific objectives. 4 Determining activities Broader in scope than a project plan; more diverse and is bigger in magnitude. 5 Estimating resources - listing of the manpower, material, and financial resources needed STRATEGIC PLANNING 6 Assessing the effects of the program - development Vision Describes what the organization will of an evaluation scheme Statement be like when it has fulfilled its mission. KEY ELEMENTS OF A PROGRAM Mission Highlights the things that make the Name Statement organization unique. Brief statement of the priority conditions it intends Analysis of the Internal environment to improve and program status environment ○ Strengths and weaknesses Objectives (SWOT External environment Disease condition target Analysis) ○ Opportunities and threaths Activity/service targets - coverage of eligible population Strategy and “How do we attain the vision?” Approach - describes course of action to be done activity setting Linkages Goals and Program budget objectives Need for technical cooperation from external setting agencies Evaluation indicators TYPES OF PROGRAMS PROJECT PLANNING Programs for Refers to programs to: Project direction, ○ Formulate policies, programs, ○ A time-bound undertaking involving a series of coordination, and projects. interrelated activities, the ultimate purpose of and ○ Direct, coordinate, and control which is to incorporate desired changes into the management activities. health service system that will enhance its ○ Provide informational and capability for delivering specified health administrative support including personnel, finance, and logistics services. and legal services. STEPS IN PROJECT PLANNING Programs for Include programs for: 1 Project identification health system ○ Planning and development of a infrastructure basic health facility network, 2 Project design - includes: ○ Health manpower policies and Statement of project objectives training, health education and Determination of project activities ○ Public information Preparation of the workplan Technology Programs providing functional support. 3 Preparation for project monitoring programs ○ Example: infrastructure development, human resource 4 Project administration - includes: development, health information, Hierarchical structure of authority within the accounting and budgeting. project administration Staff requirements STEPS IN PROGRAM PLANNING Channels of communication Policies and procedures of the organization 1 Organizing a planning group - a group of 5 to 10 Project budget people 5 Writing the project document 2 Formulating goals MENDOZA L., DELOS SANTOS 4 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 THE PLANNING CYCLE MENDOZA L., DELOS SANTOS 5 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 Change Agent System: a Liberative Community Organizer OUTLINE A. Terminologies a. Community Organization b. Community Development c. Community Organizing d. Empowerment B. Community Organizing TERMINOLOGIES Community Various methods of intervention Organization whereby a professional change agent helps a community action system composed of individuals, groups or organizations to engage in planned COMMUNITY ORGANIZING PARTICIPATORY collective action in order to deal with ACTION RESEARCH (COPAR) social problems with a democratic A strategy for community development system of values. (Norman, 1998) Apathetic, individualistic, and voiceless poor → Dynamic, participatory, and politically responsive Community a planned, organized & evolutionary Development community process whereby a group of people with common aims, needs and aspirations come together to initiate social action in order to improve their social, economic, political, cultural and environmental conditions. (Norman, 1998) Community “...transformative/liberative, collective, Organizing PRINCIPLES OF COPAR sustained, systematic, participatory People, especially the most oppressed, exploited, process of building people’s organizations by mobilizing and and deprived sectors are open to change, have the enhancing the people’s capabilities and capacity to change, and possess the ability to bring resources for the resolution of their about change. issues and concerns to effect change in COPAR should be based on the interests of the their existing oppressive, exploitative poorest sectors of society conditions.” (National Rural Community COPAR should lead to the development of a Organizers Conference, 1994) self-reliant community and society continuing process of empowering PROCESSES/METHODS people so that benefits consistent with Action-Reflection-Action Sessions (ARAS) their priorities and aspirations will sustainably accrue to them. (Anung, Consciousness Raising through Experiential 1997) Learning Consensus Building Mass-Based Leadership EMPOWERMENT Benefits PHASES OF COPAR ○ Expressive Benefits: Interpersonal or symbolic 1. Pre-entry Phase ○ Instrumental Benefits: material or anticipatory 2. Entry Phase 3. Organization Building Phase COMMUNITY ORGANIZING 4. Sustenance and Strengthening Phase RATIONALE 5. Phase Over Environment: A system of oppression and exploitation Clientele System: Culture of Silence SURNAME, SURNAME 6 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 PRE-ENTRY Reflection Ocular survey of shortlisted communities Organization Interview with barangay officials/ leaders/ key informants LEADERSHIP TRAINING: PRINCIPLES AND Identify project sites and/or alternatives PROCESSES Coordination with LGUs and NGOs for assistance TRAINING EDUCATION Develop survey tools Orient/train students on baseline survey Purpose: To develop or Purpose: To heighten Courtesy call to community leaders hone the leader’s skills, awareness or Sensitize community leaders to the program (HRDP, knowledge and attitude consciousness on the now CHDP) prevailing community Conduct community assembly situation and its Identify/develop IEC materials and information relations with existing social realities dissemination ENTRY COMMUNITY-BASED LEADERSHIP Integration with community residents a break from the authoritarian style of leadership Conduct deepening social investigation (Community looks at leadership as the responsibility of the entire Diagnosis) community, not just one or several persons. Disseminate information/sensitization of community main concern: to empower the community towards residents about HRDP, now CHDP the attainment of integral development Formulate criteria for selection of core group a people-centered leadership. members Long/short listing of potential core group BASIC PRINCIPLES members/leaders Community Empowerment Delivery of essential health services (CI/students) Integral Development Core group formation Core Values Conduct team building/sensitization/formal education of the core group EMPOWERED COMMUNITY Presentation of baseline survey results to the FEATURES OF AN EMPOWERED COMMUNITY community Increased community control over resources, Conduct of leadership training among leaders decisions and processes; Consult the community about the need to organize Existence of viable community institutions and CHO organizations; Formation of the community research team Increased political participants; Capacity to plan, take initiatives and shoulder maintenance responsibilities; COMMUNITY HEALTH DEVELOPMENT PROGRAM Increased self-reliance and positive self-concept (CHDP) Pool of capable and committed community leaders. a multidisciplinary health program of DLSMHSI utilizing COPAR as an approach CORE VALUES OF AN EMPOWERED COMMUNITY formerly called Health Resource Development Life-giving relationships Program (HRDP) Cultural-sensitivity Gender-sensitivity CRITICAL STEPS (ACTIVITIES) IN BUILDING Environment-friendly PEOPLE’S ORGANIZATION Integration Social Investigation Tentative Program Planning Groundwork Meeting Role Play Mobilization or Action Evaluation SURNAME, SURNAME 7 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 INTEGRAL DEVELOPMENT Drill Problem-solving Test Generating/sharing insights Grade Generalizations In application: sit and In application: dialogic, listen process, inductive, experiential deductive process approach. BEST APPROACH? ANDRAGOGIC EXPERIENTIAL Is the art and science of All members share TRAINING THE PEOPLE FOR COMMUNITY-BASED making adults learn. experiences LEADERSHIP MAJOR COMPONENTS OF A TRAINED-LEARNING They have considerable Problem/dilemma SITUATION experience and much to identification Trainor contribute to the Trainee learning situation. Subject Matter They need to Problem-solving Method immediately apply learning to the SCHOOLS OF THOUGHTS (TRAINEE) day-to-day demands of PEDAGOGIC ANDRAGOGIC life. Is the art and science of Is the art and science of Self-directing, Generating/sharing teaching children. making adults learn. responsible adults who insights desire to learn as much They have minimal They have considerable as can be. knowledge and experience and much to experience and thus contribute to the Generalizations have little to contribute learning situation. to learning In application: dialogic, inductive, experiential They have no intention They need to approach. to immediately apply immediately apply learning to real life learning to the PRINCIPLES OF ADULT LEARNING situations. day-to-day demands of Adults must want to learn life. Adults learn only what they feel they need to learn “Immature” and are not Self-directing, Adults learn by doing interested in learning. responsible adults who Adults learn by solving practical problems desire to learn as much Adults learn through the application of past as can be. experience Adults learn best in an informal environment SCHOOLS OF THOUGHT (TRAINER) Adults learn best through a variety of training methods TRADITIONAL EXPERIENTIAL COMMON TRAINING METHODS The trainer is the expert All members share experiences Brainstorming Case Study Tell Problem/dilemma Lecture-Discussion identification Game SURNAME, SURNAME 8 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 Buzz Group PHASES OF COPAR Demonstration Exercise Interview Questioning Role Playing Skit Work Group Story CORE GROUP TRAINING BASIC TRAINING ORGANIZATION-BUILDING Local and national health situation Election of community health organization (CHO) PHC - concepts, principles, strategies and officers approaches Organization and training of second liners Principles of participatory leadership Conduct PAR Conduct of community survey and community Consolidate Community diagnosis and PAR process diagnosis results Teambuilding Formulate community health plan Organize working committees COMMUNITY HEALTH WORKER’S TRAINING Link with LGUs/NGOs for technical & financial Local and national health situation assistance PHC - concepts, principles, strategies & Plan/Implement/Monitor/Evaluate Health Programs approaches (PIME) Concepts of health and illness Common illnesses in the community - “5 fingers PARTICIPATORY ACTION RESEARCH (PAR) method” An investigation on problems and issues concerning Maternal & child health, family planning the life and environment of the underprivileged in Common emergencies and first aid society by way of a research collaboration with the Environmental sanitation underprivileged whose representatives participate in Traditional medicine the research process as equal partners – that is as Public health referral system researchers themselves rather than outsiders doing Recording and record-keeping research upon them or upon their problems. (Int’l Labor Org). LEADERSHIP AND MANAGEMENT TRAINING Philippine history TRADITIONAL RESEARCH PARTICIPATORY ACTION Development perspective RESEARCH Communicating skills (facilitating, public speaking, preparing written communication) Problem identification Done by the community Community organizing done by professionals (community people as Research and documentation or outside researchers researchers and active Planning and management (community people as collaborators of change Trainer’s training objects of research). and development). Special skills (mobilizing, bookkeeping, writing Preconceived Based on real desire, project proposals, and feasibility studies). theoretical framework aspirations and and biases. problems of the PEOPLE REMEMBER: community 10-15% of what they hear 20-30% of what they read Methodology is Based on the local 70% of what they see quantitative, more culture of 90% of what they do formal/structured tools innovativeness. SURNAME, SURNAME 9 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 COLUMNAR/TABULAR METHOD Results are not used for People have access, subsequent actions. are aware and have the capacity to change their situation. PAR TRAINING Problem Identification Identification of Data Needed Identification of Key Informants Selection of Research Methods Formulation of Research Tools Data Collection HISTORICAL MAP: Data Tabulation Data Analysis Data Presentation RESEARCH METHODS Household Interview Secondary Data Ocular Survey FGD (Focus Group Discussion) Mapping Creative Data Gathering SUSTENANCE AND STRENGTHENING Develop financial and management systems Assess and replan community health programs MAPPING TECHNIQUES: Institutionalize linkages/networking and referrals Historical Mapping Continuing needs-based education for leaders Wealth Ranking Formulation and ratification of Constitution and Census Mapping By-laws Mobility Map Apply for SEC registration/LGU accreditation Transect Map Negotiate for absorption of CHWs by LGUs Seasonal Calendar/ Diagram Affiliation/Federating with other groups Time Trends Daily Routine Diagram PHASE OVER Daily Activity Profile Evaluation of activities conducted (phase-out of Livelihood Analysis Diagram external organizers) Venn Diagram Monitoring of the programs and projects of the CHO Endorsement of programs and activities to the LGU SAMPLE OUTPUT OF PAR: Research Problem: Malnutrition NETWORKING AND LINKAGE BUILDING Means that permanent structures (community health organization) in lieu of NGO, who organized the community, should take on the lead role of assisting the community organization once it (NGO or the CO) phases out of the area. Among the activities and/or networks which HRDP-built community organizations have joined are: Municipal/Provincial CHW (community health workers) associations Region-wide CHW consultations of the DOH Region-wide health trainings Alliances in support of the Generic Act Alliances to promote primary health care SURNAME, SURNAME 10 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 EVALUATION OF PROGRAMS AND SERVICES EVALUATING A TRAINING PROGRAM EVALUATION Reasons: Addresses whether or not the activity achieved or is Mandate achieving its purposes and whether or not the Improvement activity needs to be restructured in order to increase Justification its effectiveness. ELEMENTS OF EVALUATION MONITORING Area Assess An internal project/intervention/care activity concerned to assess whether resources are being Reaction What did the participants say about used as intended and whether they are producing the program? the intended outputs. Learning What knowledge, skills, attitudes were learned? TYPES OF EVALUATION Pre-project Behavior As defined, learning is a change in Ongoing (Formative) Evaluation behavior. Did the training actually Final (Summative) Evaluation bring forth a change in behavior? PRE-PROJECT Results This could be the most important–the Physical outcome produced by the project (eg. bottom line. ○ Did our training pay off? number of water sealed toilets constructed, ○ Did it really do what it was hectares of land cultivated, number of ORT (oral supposed to do? rehydration treatment) packets distributed, etc. Measurement of services provided (eg. number of BHWs trained, credits granted, children fully INSTRUMENTS FOR EVALUATION immunized, etc.) Instrument Measures Effects Pretests and Posttest Learning Direct and immediate consequences of the project outputs to the intended beneficiaries (eg. lower Observation Change in behavior morbidity due to water-borne diseases, increased Work reports Result on the job school attendance rates, etc.) Questionnaires of Training Trainee’s perception Impact or Change Interviews Refers to changes in the standard of living of the target beneficiaries or within the target area due to Management Ratings Management’s perception the project. of change The impact can be at two levels: ○ Individual or Family EFFECTIVE EVALUATION ○ Community needs a comprehensive evaluation of.. Program EVALUATION SUMMARY Presenter Project purpose and description Trainees What has been done to date? On the Job Results Describe the beneficiaries What has this project accomplished? RECORDING AND REPORTING SYSTEM How the project is being implemented Statistical Reports Time Frames Written Narrative Reports Assumptions Financial Reports Describe any changes in evaluation plans Budget/Financial Narrative SURNAME, SURNAME 11 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion. NUR 133: COMMUNITY HEALTH NURSING 2 TERM RELEASE 1 - NR NUR 133 - BSN 35 STATISTICAL REPORTS SOURCES OF DATA (VITAL STATISTICS) Vital registration records (RA 3753) Weekly report from field health personnel (RA 3573) Population censuses: every 5-10 years by NCSO GUIDELINES IN THE CLASSIFICATION OF DATA Reckoning of vital events ○ All vital events are registered and reported by place of occurrence, not by place of residence Reckoning of age ○ Age is recorded as of last birthday For neonatal deaths ○ In the first day of life (day zero); age at death should be recorded in units of completed minutes or hours of life ○ For the succeeding days until the 27th completed days of life, age of death should be recorded in days. ACCURACY OF THE COUNT OF EVENT OR POPULATION CONCERNED Not all diseases are notifiable or reportable STDs and other diseases carry a social stigma Only the over and severe cases are often reported Ignorance or plain disregard for registration requirements PHASES OF COPAR Pre-Entry Phase Entry Phase Organization Building Phase Sustenance and Strengthening Phase Phase-Over SURNAME, SURNAME 12 of 12 The CNSC does not intend to substitute learning materials provided by the College and its faculty. Use at your own discretion.