Running head: PREVENTIVE PUBLIC HEALTH CARE

Designing a Lesson: Part A

Preventive Public Health Care
Cheryl Catuzza
SUNY Delhi
NURS-601, CRN-10156
Dr. Digger
June 5, 2016

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Preventive Public Health Care
This mandatory new hire orientation will discuss health problems that are commonly seen
in our community members. The goal of this training is to express what every RN and PHN, as
educated members of society, should know and be able to recognize in order to help promote
community health (Bastable, 2014). This training will focus on the three greatest public health
threats in our community.

Curriculum: RN and PHN

Course: PUBHLTH-1: New Hire Orientation
Topic: Preventive Public Health Care
Mode of delivery: Classroom, face-to-face
Time allotted: one day; 6 hours of instruction. Class will start promptly at 8:00 AM and will
end at 4:00 PM. This class will be offered every two months to newly hired RNs and PHNs
and must be completed prior to starting new position.
Schedule:

8:00 AM-8:15 AM: Introduction. Why I developed this teaching.

8:15 AM-8:30 AM: Explanation of why this class is important for newly hired RNs and

PHNs. Case studies given to all students.

8:30 AM-10:00 AM: Lead poisoning case study.
10:00 AM-10:15 AM: Post test
10:15 AM- 10:30 AM: break
10:30 AM-12:00 PM: Opioid abuse case study
12:00 PM- 12:15 PM: Post test
12:15 AM-1:00 PM: Lunch
1:00 PM-2:30 PM: Asthma case study
2:30 PM-2:45 PM: Post test
2:45-3:00 PM: Break
3:00 PM-4:00 PM: Final thoughts on concept maps and course survey.

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Learning Goals
1. Knowledge of human cultures and the community as it relates to community health.
Define public health and the related roles of private organizations, nongovernment and government agencies.
Describe risk factors associated with these conditions and the effects to
both personal and population health.
Discuss the role of demographics: race, ethnicity and gender.
Outline approaches for assessing and controlling hazards that affect
community health.
2. Intellectual and practical skills.
Describe how epidemiology and surveillance are used to safeguard
community health.
Identify data and information used to assess the well-being of a
community.
Identify and discuss interdisciplinary approaches that help to enhance
community health.
3. Integrative and applied learning.
Asthma case study
Lead poisoning case study
Opioid abuse case study
o Discuss local and national health challenges.
o Outline approaches for controlling and assessing hazards.
o Advocate for community collaborations in promoting community
health.
Learning Objectives
At the end of this training, the students will
1. describe the risk factors associated with asthma, opioid abuse and lead poisoning.
2. assess their surroundings for identifiers associated with asthma, opioid abuse and lead
poisoning.
3. demonstrate their newly acquired knowledge by describing approaches for controlling
hazards that can lead to asthma, opioid abuse and lead poisoning.
4. define public health and the roles of government, non-government and private
agencies.

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5. describe how epidemiology and surveillance are used to safeguard public health.
Knowledge
Choosing to be a member of a public health team means that you want to have a hand in
changing the health of community members. This orientation class is given because it is
important that when you walk into a clients house, you immediately scan your surroundings for
peeling paint, drug paraphernalia, and most importantly ask questions about health behaviors and
health history. We gain so much knowledge from being alert to our surroundings and from
simple conversations. This training will provide you with the tools you will need to make the
best home/family assessment; educational needs and hazards.
Measuring Outcomes
After each of the case studies are discussed, student learning will be measured by 10
question knowledge test. The test will be a fill in the blank format that will assess learning of the
students. During the last hour of the class, course surveys will be passed out. One important
item that will be listed on the survey is a question asking the students to report what else they
would like to learn about. I ask this question, because I will be able to assess if the students are
asking for deeper learning. By evaluating the answers to this question, I will have information of
the knowledge that the students learned. I believe that these two methods are the best way to
measure learning in this one day class.
Teaching Strategies
Case studies will be the biggest portion of my teaching strategy. According to Raju &
Sankar (1999), utilizing case studies as a teaching tool helps students to learn the material being
taught effectively and encourages communication of findings and thoughts. As I discuss each

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case study, I will be incorporating an interactive lecture into the teaching; questions or concerns
will be addressed.
I will also utilize a concept map. As per Paulson & Faust (n.d.), concept maps are a way
of highlighting connections between concepts and terms that are covered. As we work on each
case study, we will be developing a concept map to help enhance learning. Once completed, the
concept map will be able to be downloaded and accessible by each student to utilize as they need
in the field. I believe that by giving a virtual picture of each case study helps students to learn
because they are active participants in developing it.
I do not anticipate any barriers to each of my teaching strategies because they are of no
cost, time is allotted and require no additional resources. I believe that by choosing active
learning strategies I will be able to reach all of the students and keep all of them engaged through
active participation.
Module
1. Asthma case study
Risks or causes
o Environmental
Smoking
Allergens
Educational needs
Private or public resources
o Post test
2. Opioid case study
Risk factors
o Chronic or acute pain
Addiction
Alternative methods of pain control
o Recreational use
Addiction
Legal issues
Health issues
o Post test

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3. Lead Poisoning case study

Risk factors
o Refugees
o Low income housing
Pre-1978 housing
Peeling paint
Cognitive issues
Behavioral issues
o Community resources
Post test
Module Description
This module consists of three health issues that have been found to affect a large portion of our
community members. We will be learning not just about the health issues, but also about the
community resources that are available to its members. I have found that often times, in
situations where the environment plays a part in developing a health issue that educating the
family is the best way to decrease the issue or prevent it from happening.

References
Bastable, S. (2014). Nurse as educator (4th ed). Sudbury, MA: Jones & Bartlett.

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Paulson, D. R., & Faust, J. L. (nd). Active learning for the college classroom. Retrieved from
http://www.calstatela.edu/dept/chem/chem2/Active/main.htm
Raju, P. K., & Sankar, C. S. (1999). Teaching real-world issues through case studies. Journal of
Engineering Education, 88(4), 501. Retrieved from
http://litee.auburn.edu/media/pdfs/evaluation_journal_papers/jee_1999.pdf