FEU Nursing 08-09 - PHC2 RLE Guidelines

FAR EASTERN UNIVERSITY

Institute of Nursing

Associate in Health Science Education

Primary Health Care 2

Related Learning Experience Plan

Community Organizing in Health

Second Semester School Year 2008-2009

Introduction:

The Related Learning Experience allows the students to apply concepts and principles of family health care and community organizing for health with the family as the unit of care.

Purpose: This guidelines aim to assist students attain successful

achievement of the objectives of PHC 2 Related Learning

Experience by providing:

1. Instructions to be followed for each RLE Day

2. Rules and behavior to observe as a community organizer

3. Expected RLE task to be accomplished

General Guide to Observe Every RLE Day

1. Whenever going off campus for community experience, join line in the designated area for your section in the departure point if the bus assigned to you has not yet arrived.

2. Report promptly to the departure point or RLE room (whichever applies) on or before 7:00 AM. The student is considered absent beyond 7:15 AM. (7:01 – 7:15 AM is late). For RLE in the community the bus leaves exactly at 7:15 AM.

In the afternoon, report promptly also at the agreed upon time for departure from the community.

3. Wear the complete prescribed RLE uniform every RLE day (Shirts and pants must not be tight fitting. Stretch or jeans material are not allowed.) with your CHN bag, umbrella and clip board.

4. Observe proper grooming at all times. (No jewelry – only wristwatch with second hand is allowed; no colored contact lens; female students with long hair must put their hair up in a bun – no pony tail – should not touch the collar; correct hair cut for male students, no moustache/beard)

5. The group leader or the first member of the group to arrive gets the attendance in ¼ yellow papers using the following format:

Student’s Name Time of Arrival Remarks

1. Almazar, Carlo 6:45 am

2. Banzon, Arman 6:30 am

3. Carranza, Jasmin Absent

4. Dionisio, Ruth 7:05 am Late

…etc…
6. Group leader collects evaluation tool from the members (include assignment/requirement for the day) and arranges them in alphabetical order.

7. Submits evaluation tool and attendance (assignment/requirement) promptly at 7:00 am to faculty assigned or any other faculty assigned to the section. Late students approaches faculty to sign attendance sheet and submit evaluation tool.

8. Secure permission from the assigned faculty whenever there is a need to leave the RLE room or get-off the bus (whichever applies). The student must surrender school ID to the faculty once permitted and retrieve immediately upon return. (Void or buy food before boarding the bus on days of community experience).

9. Use cellular phones during classroom sessions or community visit only when given permission by the faculty and during emergency situations. (keep things of value with you at all times to prevent loses: money/cellular phone)

10. Observe proper decorum at all times. Extend courtesy to community people, community leaders, faculty and fellow students.

PHC2 Related Learning Experience Activities

Objectives: The second year students of PHC 2, when exposed to a given community, will be able to attain the following:

1. Discuss the different aspects of community health assessment;

2. Explain the significance of each aspect to health;

3. Conduct an actual community health survey; and

4. Prepare a community health diagnosis.

Day 1. Health Assessment Tool for Family and Community
Setting : FEU

Learning Objectives: Given a family and community, the student will

1. Demonstrates initiative in the formulation of the assessment tool for family;

2. Utilizes CO concepts and biostatics in the making of the tool;

3. Discusses the significance of the different areas included in the CDx tool

4. Explains the relationship of these areas to health;

5. Shows professionalism towards work and in dealing with others

Learning Activities:

Pre-testing of Family Health Assessment tools

Correction of Assessment tools for the Family

Interactive discussion of the community survey tool

Viewing/Demonstration/Guided Practice - Bag Technique

Requirements: Family Health Assessment Tool

Evaluation: Based on Evaluation tool

Day 2. Simulated Interview and Return Demonstration of the Bag Technique

Setting : FEU

Learning Objectives: Given the task of conducting an assessment of a family and a community, the student will:

1. Demonstrate appropriate communication techniques

2. Perform the return demonstration of the bag technique observing all the correct principles

3. Manifest professionalism towards work and others.

Learning Activities: Graded Simulated Interview (Excerpt of Tool only)

Graded Return Demonstration of the Bag Technique

Requirements: None

Evaluation: Performance Evaluation Tool

Return Demonstration Bag Technique

Day 3. Community Integration

Setting: Adopted Community

Learning Objectives: Given a community and utilizing the principles and concepts of community organizing, the student:

1. Establishes good working relations with the community and focus family;

2. Recognizes sources of data necessary for the assessment of the community and family;

3. Manifests professionalism in interacting with others at all times

Learning Activities:

1. Courtesy Call to community leaders

2. Conduction of an Ocular Survey of the community

3. Spot Map Preparation

4. Family – Rapport establishment and Contract Setting

Requirements: Group Report of Ocular Survey (General Observations: facilities, environmental condition, housing, estimated number of families, households, etc.)

Draft of Spot Map

Evaluation: Based on the Evaluation tool

Day 4: Family and Community Assessment (Data Gathering)

Setting: Adopted Community

Learning Objectives:    Utilizing the appropriate assessment tools, the student undertakes the data gathering process by
                                                                                                                                                                                                                                                                                    1. Utilizing effective communication skills
2. Demonstrating skills in data collection
3. Assessing the health status of the family
4. Demonstrating professionalism at all times

Learning Activities: Data Gathering – interview of key leaders and coordination of house to house survey

Initial house to house survey

Conducts Health Assessment of foster family

Completion of the spot map

Requirements: Draft of Family Assessment Report

Report of interview of Key leaders

Accomplished Community Survey Forms (compiled and placed in an envelope) – Checked for Completeness and Accuracy

Evaluation: Based on the Evaluation Tool

Days 5 & 6: Family and Community Assessment

(Data Gathering and Family Health Diagnosis)

Setting: Adopted Community

Learning Objectives: Utilizing the appropriate assessment tools, the student undertakes the data gathering process

1. Utilizing effective communication skills

2. Demonstrating skills in data collection

3. Identifying health care needs and problems of assigned family

Learning Activities: Data gathering- continuation of community survey

Health problem identification with foster family (Day 5)

Review of completeness of content of spot map

Preparation of the introductory parts of the CDx

Requirements: Accomplished Community Survey Forms (compiled and placed in an envelope) Check for completeness and accuracy of content.

(Day 5 & 6)

Completed family Health assessment report with health diagnosis (Day 6)

Final draft of Spot Map (Day 6)

Evaluation: Quality of work output / Report of accomplishment

Health assessment report with health Diagnosis Based on Evaluation Tool

Day 7: Community Assessment; and FHCP Planning

Setting: Adopted Community

Learning Objectives: Utilizing the appropriate assessment tools, the student undertakes the data gathering process

1. Utilizing effective communication skills

2. Demonstrating skills in data collection and collation

Learning Activities:

Start of Data Collation individually, then as a group during free time/day

Planning with the family (Day 7)

Implementation of planned interventions ( Day 8 )

Requirements: Family Health Care Plan draft

Evaluation: Based on the Evaluation Tool

Day 8: Community Assessment; and FHCP Implementation

Setting: Adopted Community

Learning Objectives: After assessment of the community and of a family, the student will be able to:

1. Implement planned interventions for the focus family

2. Analyze collated community data

Learning Activities: Implementation of planned interventions

Completion of community data gathering

Group/ Class Data Collation (during free time/day)

Data analysis

Requirements : Corrected Family Health Care Plan for Implementation

(to be observed by the CI)

Teaching plan

Report of initial analysis of assigned aspect of the CDx

Evaluation: Performance based on evaluation tool – 75%

Teaching Plan 20%

Peer Evaluation 5%

Day 9 and 10: Data Processing

Setting: FEU

Learning Objectives: After completing the data gathering process, the student analyzes the collated data using critical thinking abilities

1. Demonstrates competence in data processing through organized and logical work process

2. Presents a comprehensive community diagnosis

Learning Activities:

Day 9: Data Analysis and Problem Identification

Evaluation and Formulation of Recommendations

Preparation for Dry Run of Community Diagnosis Presentation

Day 10: Dry Run of CDx Presentation

Requirements: Draft of Community Diagnosis

Sample of Program for CDx Presentation

Sample of Poster for posting (information bulletin for community)

Sample invitation

Evaluation: Performance based on the evaluation tool

Community Diagnosis

Day 11, 12 and 13: Presentation of Community Study and FCHP Evaluation

Learning Objectives: At the end of the community health diagnosis and family health care process the student :

1. Demonstrates competence through a comprehensive assessment, presentation, analysis and evaluation of the community

2. Presents a comprehensive FCHP

3. Appreciates the value of professionalism

Learning Activities:

Day 11: Preparation for Community Diagnosis Presentation

Evaluation of family health care plan

Day 12: Presentation of Results of Survey to Community leaders and people

Day 13: Submission of All requirements

Termination of family contract

Turn over of Manuscript of Community Diagnosis to Community leaders

Post evaluation of Related Learning Experience

Requirements: 3 copies of corrected Community Diagnosis

Documentation of presentation

Reflection paper on CO and CDx presentation

Completed copy of FHCP

Evaluation: Performance based on the evaluation tool (45%)

Community Diagnosis 30%

FHCP 15%

Reflection Paper 5%

Peer Evaluation 5%

Jef / 11/2008