community health nursing assignment topics

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Exploring community health nursing research topics: a comprehensive guide for nursing students, carla johnson.

• August 25, 2023
• Essay Topics and Ideas

Community health nursing is a dynamic and vital field within the nursing profession, focused on providing holistic care to populations within a defined community. This specialized branch of nursing goes beyond individual patient care, extending its reach to families, groups, and entire communities. This article will delve into community health nursing, explore its significance, and provide valuable resources for nursing students to engage in research, evidence-based practice (EBP) projects, capstone projects, research paper topics, research questions, and essay ideas.

What You'll Learn

Understanding Community Health Nursing: A Holistic Approach

Community health nursing emphasizes preventive care , health promotion, and disease prevention within a specific community. This holistic approach involves understanding the community’s unique needs, cultures, and challenges to provide targeted interventions that improve health outcomes. As nursing students, you will find this field to be a gateway to understanding the broader healthcare landscape and the interconnectedness of various factors that influence health.

PICOT Questions on Community Health Nursing

• P: Adult population in psychiatric care ; I: Implementation of daily RS questionnaire; C: Units without the daily survey; O: Reduction in utilization of restraint and seclusion; T: 6 months. Can the implementation of a daily RS (Restraint and Seclusion) questionnaire for adults in psychiatric care lead to a significant decrease in the utilization of restraint and seclusion within a period of 6 months?
• P: Pediatric population in school settings; I: Introduction of daily exercise regimen; C: Schools without daily exercise; O: Improvement in BMI and overall fitness; T: 1 academic year. Does introducing a daily exercise regimen in school settings for pediatric populations result in a noticeable improvement in BMI and overall fitness over the course of 1 academic year?
• P: Elderly population in assisted living facilities; I: Implementation of fall prevention program; C: Facilities without fall prevention program; O: Reduction in fall-related injuries; T: 1 year. Is there a significant reduction in fall-related injuries among the elderly residing in assisted living facilities after the implementation of a comprehensive fall prevention program within 1 year?
• P: Low-income pregnant women; I: Provision of prenatal education classes; C: Those without access to prenatal education; O: Increase in prenatal knowledge and healthier pregnancy outcomes; T: Throughout gestation. Can providing prenatal education classes to low-income pregnant women lead to increased prenatal knowledge and improved pregnancy outcomes when compared to those without access to such education?
• P: Diabetic population within the community; I: Establishment of a mobile diabetic clinic; C: No mobile clinic available; O: Enhanced diabetic management and reduced hospitalizations; T: 2 years. Does the establishment of a mobile diabetic clinic within the community lead to better diabetic management and a decrease in hospitalizations over a span of 2 years?
• P: Adolescent population in schools; I: Implementation of comprehensive sexual education; C: Schools with standard sexual education; O: Reduction in teen pregnancies and sexually transmitted infections (STIs); T: 3 years. Over a period of 3 years, does the implementation of comprehensive sexual education in schools result in a significant decrease in the rates of teen pregnancies and STIs among adolescents compared to schools with standard sexual education?
• P: Homeless population; I: Launch of mobile healthcare unit; C: No access to regular healthcare; O: Improvement in overall health status and decrease in emergency room visits; T: 1 year. Can the introduction of a mobile healthcare unit for the homeless population improve their overall health status and a noticeable reduction in emergency room visits within a year?
• P: Rural elderly population; I: Initiation of telehealth services ; C: Lack of telehealth services; O: Enhanced access to healthcare and better management of chronic conditions; T: 18 months. Does the introduction of telehealth services for the rural elderly population lead to increased access to healthcare services and improved management of chronic conditions over the course of 18 months?
• P: New mothers; I: Implementation of postpartum support groups; C: No postpartum support groups available; O: Reduction in postpartum depression rates and improved maternal well-being; T: 1 year. Can the implementation of postpartum support groups for new mothers lead to a significant reduction in postpartum depression rates and an overall improvement in maternal well-being within a year?
• P: LGBTQ+ youth; I: Creating safe spaces in schools; C: Absence of designated safe spaces; O: Decreased mental health challenges and higher academic achievement; T: Ongoing. Does creating safe spaces within schools for LGBTQ+ youth lead to a noticeable decrease in mental health challenges and a rise in academic achievement over an ongoing period?

Evidence-Based Practice Projects Ideas

• Evaluating the effectiveness of community-wide vaccination drives in reducing vaccine-preventable diseases.
• Assessing the impact of a smoke-free policy in public spaces on community members’ respiratory health.
• Investigating the outcomes of a nutrition education program in improving dietary habits among low-income families.
• Analyzing the effectiveness of a community-based mental health awareness campaign in reducing stigma and increasing help-seeking behavior.
• Exploring the outcomes of a diabetes management intervention using mobile health apps in urban communities.
• Studying the effects of a community gardening initiative on physical activity levels and nutrition awareness.
• Investigating the utilization and impact of telemedicine services in remote rural areas.
• Assessing the benefits of a community fitness program on cardiovascular health and overall well-being.
• Evaluating the effectiveness of a school-based anti-bullying campaign on students’ mental health.
• Analyzing the outcomes of a community-driven initiative to increase access to clean drinking water in underserved areas.

Nursing Capstone Project Ideas

• Developing a comprehensive disaster preparedness plan for a local community.
• Designing and implementing a culturally sensitive prenatal care program for immigrant populations.
• Creating a curriculum for training community health workers in identifying and addressing social determinants of health.
• Establishing a support network for caregivers of elderly individuals living at home.
• Designing a mental health first aid training program for community leaders and volunteers.
• Implementing a community-based program to promote physical activity among children with obesity.
• Creating a resource guide for LGBTQ+ youth to access healthcare services without discrimination.
• Developing a community-wide initiative to combat opioid misuse and overdose.
• Establishing a telehealth platform for remote health consultations in underserved regions.
• Designing a comprehensive sexual education curriculum for high schools to address varying cultural norms.

Nursing Research Paper Topics

• The impact of community health nursing interventions on reducing health disparities .
• Exploring the role of community health nurses in disaster response and recovery.
• Analyzing the effectiveness of school-based health clinics in improving student health outcomes.
• Investigating the barriers and facilitators of healthcare access in underserved rural communities.
• The role of community health nursing in promoting healthy aging and elderly care.
• Addressing mental health stigma through community-based interventions led by nurses.
• Analyzing the outcomes of community health education programs on reducing tobacco use .
• Exploring the relationship between community engagement and positive maternal-child health outcomes.
• The effectiveness of telehealth services in bridging healthcare gaps in remote areas.
• Investigating the impact of community health nursing in preventing and managing chronic diseases.

Community Health Nursing Research Questions

• How does the presence of community health nurses influence health outcomes in underserved urban neighborhoods?
• What are the key components of successful school-based vaccination programs , and how do they impact disease prevention?
• How do cultural competence and sensitivity affect the effectiveness of community health nursing interventions?
• What are the main challenges community health nurses face in addressing social determinants of health ?
• How does community engagement contribute to the sustainability of community health initiatives led by nurses?
• What strategies effectively promote mental health awareness and reduce stigma within communities?
• How do telehealth services improve access to healthcare for individuals in geographically isolated regions?
• What role do community health nurses play in detecting and managing chronic diseases ?
• How do community health interventions impact healthcare utilization patterns and costs?
• What are the outcomes of community health nursing programs focused on improving maternal and child health?

Essay Topic Ideas & Examples

• The Role of Community Health Nursing in Promoting Population Health.
• Addressing Health Disparities: The Impact of Community Health Nursing.
• Community-Based Approaches to Preventing Teenage Pregnancy .
• Telehealth: Bridging Healthcare Gaps in Underserved Communities.
• Cultural Competence in Community Health Nursing: Challenges and Strategies.
• Disaster Preparedness and Response: The Critical Role of Community Health Nurses.
• The Influence of Social Determinants of Health on Community Health Nursing Interventions.
• Community Health Education: Strategies for Promoting Healthy Lifestyles.
• Exploring the Connection Between Mental Health and Community Well-being.
• Innovations in Community Health Nursing: Harnessing Technology for Better Outcomes.

As nursing students, you are poised to become the next generation of community health nurses, armed with the knowledge and skills to impact the health and well-being of diverse populations positively. Community health nursing offers numerous opportunities for research, practice, and advocacy. By delving into PICOT questions, evidence-based practice projects, capstone projects, research paper topics, and research questions, you can deepen your understanding of this vital field and contribute to its growth. Don’t hesitate to seek our writing services if you need assistance with your community health nursing assignments or essays. We understand the demands of nursing education and are here to support you in your academic journey. Your dedication to improving community health is commendable, and together, we can pave the way for healthier, more vibrant communities.

Frequently Asked Questions (FAQs) About Community Health Nursing

• Is community health nursing the same as nursing? Community health nursing is a specialized branch of nursing that focuses on providing holistic care to populations within specific communities. While nursing is a broader field encompassing various specialties, community health nursing is distinct in its emphasis on preventive care and health promotion within communities.
• What are the qualifications of a community health nursing? To practice community health nursing, one typically needs a registered nurse (RN) license. Many community health nurses also hold a Bachelor of Science in Nursing (BSN) degree, and advanced practice may require additional education such as a Master of Science in Nursing (MSN) with a specialization in community health.
• Do community health nurses work in hospitals? While community health nurses primarily work in community settings like public health departments, schools, and clinics, they can also collaborate with hospitals to provide education, preventive care, and continuity of care to patients transitioning from hospital to home.
• Can a community health nurse become a doctor? Community health nurses can certainly pursue further education and career advancement, but the path to becoming a doctor is different. Becoming a doctor requires completing medical school and earning a medical degree (MD) or a doctor of osteopathic medicine (DO) degree, whereas community health nursing involves nursing education and training.

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The purpose of this course is to introduce students to community health nursing, health promotion and disease prevention across the life span. A major focus of this course is for students to critically think about and discuss the role of community health care nurse within a global environment. Nursing students will be exposed to the culturally diverse population, health disparities that exist in the United States and countries around the world, and some of the efforts by individuals, groups, organizations, and countries to deal with disparities. In addition, students will be provided with information and tools that nurses and nursing can use to confront health and health care challenges.  Students will enhance critical thinking skills by  planning and implementing a service-learning project in the vulnerable population community.

Upon completion of this course, the student will be able to:

• Analyze comprehensive and focused assessments (physical, psychosocial, socioeconomic, political, developmental, spiritual, cultural, educational, health care, and environmental) of diverse communities, groups, and populations.
• Evaluate one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self, patients/clients, communities, groups, and populations in a multicultural environment.
• Use decision making skills, including the nursing process and problem solving processes, to deliver evidence-based care in the health promotion, maintenance, and restoration, disease and injury prevention, and rehabilitation of health and during disasters/ emergencies, mass casualties, and other crises that impact communities, groups, and populations, using developmentally and culturally appropriate approaches.
• Critically analyze evidence-based practice guidelines/research, nursing theories and theories from other disciplines that support the identification of clinical problems, prioritization of activities, implementation of nursing skills, and quality outcomes in the care of diverse communities, groups, and populations.
• Develop clinical prevention and population-focused interventions, using appropriate technological aids, with attention to effectiveness, efficiency, cost-effectiveness, and equity.
• Engage in purposeful collaboration and communication within a team to develop plans of care for communities, groups, and populations that take into account determinants of health, available resources, and the range of activities that contribute to health promotion, prevention of disease and injury, and emergency preparedness.
• Examine professional nursing concepts of social justice, advocacy, autonomy, human dignity, integrity, and altruism related to the health of vulnerable communities, groups, and populations and elimination of health disparities in a multicultural global environment.
• Online group discussions/forums
• Case studies
• Written assignments; individual and group
• PowerPoint presentations of textbook information
• Guest lecturers/presentations

Written examinations, submitted group papers, community project, group presentation, service-learning reflection paper.

The email feature is external communication that allows users to send emails to users enrolled in the course including the instructor and other students. Emails are sent to the student's FIU email on record.

Keep in mind that forum discussions are public, and care should be taken when determining what to post.

In order to mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz" from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your computer meets the minimum hardware requirements . Please note assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If you need further assistance please contact FIU Online Support Services .

Grading Criteria for the Community Health Nursing Theory

Grading Criteria for the Community Service-Learning Project Groups (selected the first week of class) will present their community project during the last few weeks of class.   Criteria for grading and content of community project can be accessed on the Blackboard site for NUR 4636C.

F0 Below 60%

Community Health Nursing Research Paper Topics

The field of community health nursing offers a vast range of community health nursing research paper topics . This is a critical area of study and practice focusing on the delivery of health care services to communities, promoting wellness, preventing diseases, and improving the quality of life across populations. It plays a pivotal role in the contemporary healthcare system by focusing on health promotion, disease prevention, and addressing health disparities in various communities. This piece will delve into a comprehensive list of research paper topics, an in-depth article on the scope and significance of community health nursing, and an overview of the services provided by iResearchNet to assist students in their academic pursuits.

100 Community Health Nursing Research Paper Topics

Community health nursing, a pivotal aspect of the healthcare system, is dedicated to promoting wellness, preventing diseases, and improving the quality of life across various populations. This vital field encompasses a wide range of research topics, reflecting its diverse and comprehensive nature. From health promotion and disease prevention to healthcare policy and global health, community health nursing research paper topics span a broad spectrum of issues that are crucial to understand and explore for the betterment of public health.

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1. Health Promotion:

• Strategies for promoting healthy eating habits in children.
• The role of community health nurses in promoting physical activity.
• Effectiveness of smoking cessation programs led by community health nurses.
• The impact of stress management programs on mental health.
• Strategies for promoting sexual health among teenagers.
• The role of community health nurses in promoting vaccination.
• Effectiveness of alcohol and drug abuse prevention programs.
• Strategies for promoting mental health in the workplace.
• The impact of community health nursing on reducing rates of obesity.
• Strategies for promoting healthy aging.

2. Disease Prevention:

• The role of community health nursing in preventing infectious diseases.
• Strategies for preventing chronic diseases in high-risk populations.
• The impact of early detection and intervention on disease outcomes.
• Strategies for preventing mental health disorders in the community.
• The role of community health nursing in preventing maternal and child health problems.
• Strategies for preventing occupational health hazards.
• The impact of environmental health initiatives on disease prevention.
• Strategies for preventing communicable diseases in schools.
• The role of community health nursing in preventing substance abuse.
• Strategies for preventing elder abuse and neglect.

3. Community Assessment:

• The importance of community assessment in public health planning.
• Strategies for conducting a comprehensive community health assessment.
• The role of community health nurses in community assessment.
• The impact of community assessment on healthcare delivery.
• Strategies for assessing mental health needs in the community.
• The role of community assessment in disaster preparedness.
• Strategies for assessing the health needs of vulnerable populations.
• The impact of community assessment on health promotion programs.
• Strategies for assessing environmental health risks in the community.
• The role of community assessment in healthcare policy development.

4. Vulnerable Populations:

• Strategies for addressing the health needs of homeless populations.
• The role of community health nursing in caring for refugees and immigrants.
• Strategies for addressing the health needs of LGBTQ+ communities.
• The impact of community health nursing on reducing health disparities among minority populations.
• Strategies for addressing the health needs of individuals with mental health disorders.
• The role of community health nursing in caring for individuals with disabilities.
• Strategies for addressing the health needs of individuals with chronic diseases.
• The impact of community health nursing on reducing health disparities among low-income populations.
• Strategies for addressing the health needs of individuals with substance abuse disorders.
• The role of community health nursing in caring for survivors of domestic violence.

5. Community-Based Interventions:

• The impact of community-based interventions on reducing rates of infectious diseases.
• Strategies for implementing community-based interventions for chronic disease management.
• The role of community health nurses in developing and implementing community-based interventions.
• The impact of community-based interventions on mental health outcomes.
• Strategies for implementing community-based interventions for maternal and child health.
• The role of community health nursing in community-based interventions for occupational health.
• The impact of community-based interventions on environmental health outcomes.
• Strategies for implementing community-based interventions for substance abuse prevention and treatment.
• The role of community health nursing in community-based interventions for elder care.
• The impact of community-based interventions on reducing health disparities.

6. Mental Health:

• Strategies for promoting mental health awareness in the community.
• The role of community health nursing in mental health care.
• Strategies for addressing the mental health needs of individuals with chronic diseases.
• The impact of community health nursing on reducing rates of suicide.
• Strategies for addressing the mental health needs of individuals with substance abuse disorders.
• The role of community health nursing in caring for individuals with anxiety and depression.
• Strategies for addressing the mental health needs of survivors of trauma.
• The impact of community health nursing on reducing rates of domestic violence.
• Strategies for promoting mental health among the elderly.
• The role of community health nursing in caring for individuals with post-traumatic stress disorder (PTSD).

7. Maternal and Child Health:

• Strategies for promoting maternal and child health in low-income communities.
• The role of community health nursing in maternal and child health care.
• Strategies for addressing the health needs of pregnant women with substance abuse disorders.
• The impact of community health nursing on reducing rates of infant mortality.
• Strategies for promoting breastfeeding in the community.
• The role of community health nursing in caring for children with chronic diseases.
• Strategies for addressing the health needs of adolescents.
• The impact of community health nursing on reducing rates of teenage pregnancy.
• Strategies for promoting child immunization in the community.
• The role of community health nursing in caring for children with developmental disabilities.

8. Elderly Care:

• Strategies for promoting healthy aging in the community.
• The role of community health nursing in elderly care.
• Strategies for addressing the health needs of the elderly with chronic diseases.
• The impact of community health nursing on reducing rates of elder abuse.
• The role of community health nursing in caring for the elderly with dementia.
• Strategies for addressing the health needs of the elderly living in rural areas.
• The impact of community health nursing on reducing rates of falls among the elderly.
• Strategies for promoting physical activity among the elderly.
• The role of community health nursing in caring for the elderly with mobility issues.

9. Healthcare Policy:

• The impact of healthcare policy on community health nursing.
• Strategies for influencing healthcare policy to address community health needs.
• The role of community health nursing in healthcare policy development.
• The impact of healthcare policy on health disparities.
• Strategies for influencing healthcare policy to address the needs of vulnerable populations.
• The role of community health nursing in healthcare policy implementation.
• The impact of healthcare policy on access to care.
• Strategies for influencing healthcare policy to address mental health needs.
• The role of community health nursing in healthcare policy evaluation.
• The impact of healthcare policy on health outcomes.

10. Global Health:

• The role of community health nursing in addressing global health disparities.
• Strategies for controlling infectious diseases in low-income communities.
• The impact of global health initiatives on community health nursing.
• Strategies for addressing the global health needs of refugees and immigrants.
• The role of community health nursing in global health initiatives.
• Strategies for addressing the global health needs of vulnerable populations.
• The impact of community health nursing on global health outcomes.
• Strategies for addressing global health needs through community-based interventions.
• The role of community health nursing in global health policy development.
• The impact of community health nursing on global health promotion.

Researching community health nursing is of paramount importance, as it encompasses a multitude of topics crucial for enhancing public health and reducing health disparities. From developing community-based interventions to addressing the needs of vulnerable populations and crafting effective healthcare policies, the scope of community health nursing research paper topics is vast and integral to the ongoing betterment of global health. We encourage students and researchers alike to explore these topics, contribute to this ever-evolving field, and help shape a healthier future for communities worldwide.

The Range of Community Health Nursing Research Paper Topics

Community health nursing is a crucial branch of nursing practice that focuses on the well-being of entire communities rather than individual patients. Nurses in this field work to improve the overall health of communities by promoting healthy lifestyles, preventing disease, and addressing various health-related issues that affect community members. This article will discuss the significance of community health nursing and the diverse range of research paper topics it offers, emphasizing the importance of health promotion, disease prevention, and community-based interventions.

Health Promotion

One of the primary responsibilities of community health nurses is to promote health within the community. This involves educating community members about healthy behaviors, lifestyle choices, and available resources. Community health nurses often lead campaigns to encourage healthy eating, regular exercise, stress management, and other behaviors that contribute to overall well-being. These efforts help to prevent the onset of diseases and other health issues. There are numerous research paper topics related to health promotion, such as the effectiveness of different health promotion strategies, the role of community health nurses in promoting mental health, and the impact of health promotion campaigns on the rates of chronic diseases.

Disease Prevention

Another critical aspect of community health nursing is disease prevention. Community health nurses play a vital role in preventing the spread of infectious diseases by administering vaccinations, educating the public about preventive measures, and implementing infection control practices. Additionally, they work to prevent chronic diseases by promoting healthy behaviors and lifestyles that can reduce the risk of diseases such as diabetes, heart disease, and cancer. Research paper topics in this area could include the role of community health nurses in preventing infectious diseases, the impact of community-based interventions on the rates of chronic diseases, and the strategies for preventing mental health disorders in the community.

Community-Based Interventions

Community-based interventions are strategies implemented in the community to address specific health issues. Community health nurses are often involved in the development, implementation, and evaluation of these interventions. They may work with other healthcare professionals, community organizations, and community members to design interventions that are culturally appropriate and tailored to the specific needs of the community. These interventions may focus on various health issues, such as mental health, maternal and child health, elderly care, and substance abuse. Research paper topics in this area could include the effectiveness of community-based interventions in addressing mental health needs, the impact of community-based interventions on maternal and child health outcomes, and the strategies for implementing community-based interventions for substance abuse prevention and treatment.

Community health nursing is pivotal in enhancing well-being, averting illness, and addressing various health-related concerns within communities. The myriad of research paper topics in this domain mirrors its multifaceted nature. From promoting health and preventing disease to orchestrating community-based interventions, there are numerous dimensions where community health nursing can create a profound impact. Researchers are urged to delve into these areas and contribute to the ongoing initiatives to bolster the health and well-being of communities globally. The term “community health nursing” encompasses a broad spectrum of subjects that can facilitate the formulation of effective strategies and interventions to cater to the distinct health needs of various communities. By undertaking research in this domain, we can gain a deeper insight into the challenges encountered by communities and devise innovative solutions to overcome these hurdles and foster health and well-being for all.

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Course Description

Theory and concepts of community/public/global health utilizing levels of prevention are presented. The role of the Community Health Nurse (CHN) in determining predictive factors that influence health will be explored. This course will investigate the needs of aggregates in the community setting, including promoting health and preventing illness; planning for disasters; addressing environmental health problems; and managing information and communication technology. Planning, organization, and delivery of services for populations at risk are tied to Healthy People 2020 goals with an introduction to political and sociocultural aspects of community, demographic, and epidemiological methods. Communication, collaboration, and teamwork strategies will be explored along with application of evidence-based practice.

Clinical Compliance Requirements

All clinical compliance requirements must be satisfied, and necessary health forms must be on file with the Corporate Clinical Office prior to registration for any clinical course. Failure to comply will result in the student being withdrawn from the class roster. Students not in compliance may be refused entry to class or clinical and will not be excused for any absences. A complete list of these requirements is at http://my.chamberlain.edu under the clinical section or by contacting [email protected] .

Textbooks and Resources

Required textbooks.

The following books are required for this course:

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/ .

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Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.

Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.

Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.

Integrates clinical judgment in professional decision making and implementation of the nursing process.

Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.

Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.

Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.

Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs) . The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (POs 4 and 8)

Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Analyze the nursing roles in providing comprehensive care in a variety of community health settings. (PO 1)

Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Apply professional nursing standards and ethical principles to provide spiritually and culturally appropriate care. (PO 6)

Demonstrate effective communication strategies and teamwork in managing the healthcare of individuals, families, aggregates, and communities. (PO 3)

Examine future trends in community health nursing, including the impact of information systems and evidence-based practice. (PO 8)

Course Schedule

Late assignment policy.

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All assignments are to be submitted on or before Sunday at the end of the specified week that they are due by 11:59 p.m. (MT).
• All quizzes and exams, if applicable in your course, are to be completed on or before Saturday at the end of the specified week that they open by 11:59 p.m.(MT).

Note: In Week 8, for the DNP, MSN, RN-BSN, and Prelicensure BSN, the assignments would be due by Wednesday at 11:59 p.m. MT.

Faculty Grading/Response Schedule

Grades for Discussion will be posted by Tuesday night after the due date, except for grades for Week 8 Discussion, which will be posted by Friday at the end of Week 8. For all other work (papers, projects, etc.), grades will be posted by Friday night after the due date. An announcement will be posted if these deadlines cannot be met.

Faculty will respond to student emails or questions in the Q & A Forum within 48 hours.

Concerns about faculty grading and responsiveness may be sent to the director and the dean of the RN-to-BSN Option by clicking on the Online Administrator’s Message link under Course Home.

Evaluation Methods

No extra credit assignments are permitted for any reason.

The course grade is determined by transferring the total number of points possible in the course to a percentage grade. There is no rounding of grades. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Chamberlain College of Nursing students are expected to conduct themselves in an ethical and professional manner. All academic assignments, including papers, exams, projects, and in-class assignments must be the original work of the individual student unless otherwise specified by the instructor. Academic or clinical dishonesty are exceptionally serious offenses and may result in a failing grade on an assignment, failure in the course, or dismissal from the College.

Students agree that by taking this course all required papers, threaded discussions or other written learning activities may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

• Demonstrate understanding of concepts for the week
• Integrate scholarly resources
• Engage in meaningful dialogue with classmates
• Express opinions clearly and logically, in a professional manner

Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

• You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
• You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.

3. Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD's ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

4. Participation Guidelines

You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week's discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

6. chamberlain policies.

Students are required to comply with Chamberlain College of Nursing's academic policies. To access Chamberlain's policy on academic integrity (and all other Chamberlain policies), please review the information in your Undergraduate Student Handbook, Undergraduate Catalog, and the policies outlined in this course.

The Undergraduate Catalog describes the technical requirements for students. Sufficient technology and Internet access is required to complete Chamberlain College of Nursing online classes. Technical requirements include, but are not limited to:

• Hardware/Software Requirements
• Supported Operating Systems
• Productivity Tools (Microsoft Office, VitalSource Bookshelf)
• Internet Access o Internet Connections
• Supported Browsers
• Browser Settings
• Screen Settings
• Hardware Specifications
• Computer Internet Security
• Operating System Updates

Chamberlain College of Nursing is committed to providing reasonable accommodations for eligible students with documented disabilities as defined by state and federal laws relating to the Americans with Disabilities Act (ADA). Our intent is to ensure that every student who makes a request for accommodations under ADA is advised of the accommodation process as promptly as possible. If you are a student with a verifiable documented disability, and you can provide medical documentation regarding this disability, then contact our ADA Officer at [email protected] for more information on how to receive ADA accommodations in your online classes or fax your request to 630-596-1651.

Webliography

The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course's subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.

Public & Community Health Nursing

• Finding Articles
• Finding Print Books & eBooks
• Finding Websites and Online Resources
• Local & State Data
• National Data
• Special Topics
• Special Population Groups
• EBM Pyramid & Resources
• Healthy People
• Local Communities
• Citing Sources This link opens in a new window

• Surveillance Epidemiology & End Results (SEER) Project of the National Cancer Institute that provides statistics on the incidence, prevalence, and survival of cancers in the United States.
• State Cancer Profiles View profiles by state and type of cancer. Create graphs, maps, and tables.
• The Tobacco Atlas Survey of the prevalence and health impact of smoking around the world.

Cardiovascular Disease & Stroke

Detailed information and statistics from the National Heart Lung and Blood Institute Fiscal Year 2012 Fact Book. Entire report available for download. (PDF)

• Heart Disease & Stroke: Interactive Maps Find state and county level data about mortality and hospitalizations.
• National Diabetes Information Clearinghouse (NDIC) National Diabetes Statistics, 2017. National Institute of Diabetes and Digestive and Kidney Diseases.
• Diabetes Data & Trends (CDC) Includes the National Diabetes Fact Sheet and the National Diabetes Surveillance System.

Substance Abuse

• National Institute on Drug Abuse (NIDA): Trends & Statistics National Institute on Drug Abuse. Includes NIDA Notes: a publication of drug abuse research covering treatment, prevention, behaviors, and epidemiology.
• Substance Abuse & Mental Health: A-Z List of Topics A-Z list of substance abuse topics (drugs, alcohol, tobacco) that link to reports containing statistics and research findings. Substance Abuse and Mental Health Services Administration (SAMHSA), Office of Applied Studies (OAS).
• Quitting Smoking - Resources for Health Professionals A website for Health Professionals on resources designed to help people quit smoking.

Administration & Health Care

• Healthcare Cost and Utilization Project (HCUP) Find statistics on hospitals, hospital stays, emergency department use, insurance coverage.

Environment

• Agency for Toxic Substances and Disease Registry Government agency responsible for monitoring the effect of toxic substances on public health and the environment.
• Environmental Protection Agency (EPA)
• Environmental Protection Agency (EPA): State Data Find environmental information and data at the state level and by zip code.
• ToxFAQ's Includes an A-Z list of hazardous substances. Includes fact sheets and maps of where those substances can found in the US.
• << Previous: World Data
• Next: Special Population Groups >>
• Last Updated: Apr 18, 2024 9:02 AM
• URL: https://holyfamily.libguides.com/communityhealth

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16.3: Applying the Nursing Process to Community Health

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• Page ID 65651

• Ernstmeyer & Christman (Eds.)
• Chippewa Valley Technical College via OpenRN

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Community health nurses apply the nursing process to address needs of individuals, families, vulnerable populations, and entire communities. See Figure 16.7 [1] for an illustration of the nursing process in community health nursing.

The community health nurse typically begins a community health needs assessment by determining what data is already available. [2] As previously discussed in the “ Community Health Concepts ” section, national, state, county, and local health needs assessments are widely available. Secondary analysis refers to analyzing previously collected data to determine community needs.

Community health nurses may also engage in primary data collection to better understand the community needs and/or study who may be affected by actions taken as a result of the assessment. [3] Primary data collection includes tools such as public forums, focus groups, interviews, windshield surveys, surveys, and participant observation.

Public Forums

Public forums are gatherings where large groups of citizens discuss important issues at well-publicized locations and times. Forums give people of diverse backgrounds a chance to express their views and enhance understanding of the community’s specific needs and resources. Forums should be planned in a convenient location with accessibility to public transportation and child care. They should also be scheduled at convenient times for working families to gain participation from a wide range of populations.

Focus Groups

Focus groups are a systematic method of data collection through small-group discussions led by a facilitator. Participants in focus groups are selected to represent a larger group of people. Groups of 6-10 people with similar backgrounds or interests are interviewed in an informal or formal setting. Focus groups should be scheduled at several dates and times to ensure a broad participation from members of the community. Here are advantages of focus groups:

• Community member involvement in assessing and planning community initiatives is encouraged.
• Different perceptions, values, and beliefs by community members are explored.
• Input can be obtained from specific subpopulations of the community. Example of subpopulations include young mothers caring for infants, individuals receiving home hospice care, individuals struggling to find housing, residents of the prison system, individuals coping with mental health disorders, or residents in group homes.

Interviews are structured conversations with individuals who have experience, knowledge, or understanding about a particular topic or issue. Key informant interviews are conducted with people in key positions in the community and have specific areas of knowledge and experience. These interviews can be useful for exploring specific community problems and/or assessing a community’s readiness to address those problems. [4]

Advantages of interviews include the following [5] :

• They can be conducted in a variety of settings (e.g., homes, schools, churches, stores, or community centers).
• They are low cost and generally have low dropout rates.
• Respondents define what is important from their perspective.
• It is possible to explore issues in depth, and there is an opportunity to clarify responses.
• They can provide leads to other data sources and key informants.
• They provide an opportunity to build partnerships with community members.
• Data can be compared among local government officials, citizens, and non-government leaders.

Interviews can have these disadvantages:

• Interviews can be time-consuming to schedule and perform.
• They require trained interviewers.
• There is a potential for interviewer bias to affect the data collected during the interview.
• Rapport must be established before sensitive information is shared.
• It is more time-consuming to summarize and analyze findings.

Windshield Surveys

A windshield survey is a type of direct observation of community needs while driving and literally looking through the windshield. It can be used to observe characteristics of a community that impact health needs such as housing, pollution, parks and recreation areas, transportation, health and social services agencies, industries, grocery stores, schools, and religious institutions.

View the following YouTube video of a windshield survey [6] : Windshield Survey Nursing .

Surveys use standardized questions that are relatively easy to analyze. They are beneficial for collecting information across a large geographic area, obtaining input from as many people as possible, and exploring sensitive topics. [7] Surveys can be conducted face to face, via the telephone, mailed, or shared on a website. Responses are typically anonymous but demographic information is often collected to focus on the needs of specific populations. Disadvantages of surveys can include the following [8] :

• Surveys can be time-consuming to design, implement, and analyze the results.
• The accuracy of survey results depends on who is surveyed and the size of the sample.
• Mailed surveys may have low response rates with higher costs due to postage.
• They offer little opportunity to explore issues in depth, and questions cannot be clarified.
• There is no opportunity to build rapport with respondents.

Participant Observation

Participant observation refers to nurses informally collecting data as a member of the community in which they live and work. This is considered a subjective observation because it is from the nurse’s perspective. Informal observations are made, or discussions are elicited among peers and neighbors within the community.

Sociocultural Considerations

When analyzing community health needs, it is essential to do so through a sociocultural lens. Just as an individual’s health can be influenced by a wide variety of causes, community health problems are affected by various factors in the community. For example, a high rate of cancer in one community could be related to environmental factors such as pollution from local industry, but in another community, it may be related to the overall aging of the population. Both communities have a high rate of cancer, but the public health response would be very different. Another example related to mental health is related to various situational factors affecting depression. A high rate of depression in one community may be related to socioeconomic factors such as low-paying jobs, lack of support systems, and poor access to basic needs like grocery stores, whereas in another community it may be related to lack of community resources during frequent weather disasters. The public health response would be different for these two communities.

Nurses must also recognize and value cultural differences such as health beliefs, practices, and linguistic needs of diverse populations. They must take steps to identify subpopulations who are vulnerable to health disparities and further investigate the causes and potential interventions for these disparities. For example, mental health disparities pose a significant threat to vulnerable populations in our society, such as high rates of suicide among LGBTQ+ youth, reduced access to prevention services among people living in rural areas, and elevated rates of substance misuse among Native Americans. These disparities threaten the health and wellness of these populations. [9]

Key points to consider when assessing a community using a sociocultural lens include the following:

• Have the trends of assessment data changed over time? What are the potential causes for these changes in this community?
• How does the community’s needs assessment data compare to similar communities at local, county, state, and national levels? What target goals and health initiatives have been successfully implemented in other communities?
• What vulnerable subpopulations are part of this community, and what health disparities are they experiencing? What are potential causes and solutions for these health disparities?
• Input from members of vulnerable subpopulations must be solicited regarding their perspectives on health disparities, as well as barriers they are experiencing in accessing health care.

Similar to how nurses individualize nursing diagnoses for clients based on priority nursing problems identified during a head-to-toe assessment, community health nurses use community health needs assessment data to develop community health diagnoses. These diagnoses are broad, apply to larger groups of individuals, and address the priority health needs of the community. Resources such as Healthy People 2030 can be used to determine current public health priorities.

A community diagnosis is a summary statement resulting from analysis of the data collected from a community health needs assessment. [10] A clear statement of the problem, as well as causes of the problem, should be included. A detailed community diagnosis helps guide community health initiatives that include nursing interventions.

A community diagnosis can address health deficits or services that support health in the community. A community diagnosis may also address a need for increased wellness in the community. Community diagnoses should include these four parts:

• The problem
• The population or vulnerable group
• The effects of the problem on the population/vulnerable group
• The indicators of the problem in this community

Here are some examples of community health diagnoses based on community health needs assessments:

• Community Scenario A
• Assessment data: The local high school has had a 50% increase in the number of teen pregnancies in the past year, causing high school graduation rates to decrease due to pregnant students dropping out of high school.
• Community diagnosis: Increased need for additional birth control and resources for prevention of pregnancy due to lack of current resources, as evidenced by 50% increase in teen pregnancies in the last year and a decrease in graduation rates.
• Community Scenario B
• Assessment data: Fifty percent of residents of an assisted living facility were found to have blood pressure readings higher than 130/80 mmHg during a health fair last week at the facility.
• Community diagnosis: Increased need for education about exercise and diet and referrals to primary care doctors for residents of an assisted living facility due to increased risk for mortality related to high blood pressure, as evidenced by a high number of residents with high blood pressure during a health fair.
• Community Scenario C
• Assessment data: The local high school has had two cases of suicide in the past year.
• Diagnosis: Increased need for community education regarding suicide prevention and crisis hotlines, as evidenced by an increase in adolescent suicide over the past twelve months.

Outcome Identification

Outcomes refer to the changes in communities that nursing interventions and prevention strategies are intended to produce. Outcomes include broad overall goals for the community, as well as specific outcomes referred to as “SMART” outcomes that are specific, measurable, achievable, realistic, and with a timeline established.

Broad goals for communities can be tied to national objectives established by Healthy People 2030, as previously discussed in the “ Community Health Concepts ” section.

Healthy People objectives are classified by these five categories [11] :

• Health Conditions
• Health Behaviors
• Populations
• Settings and Systems
• Social Determinants of Health

SMART outcomes can be created based on the objectives listed under each category. For example, if an overall community goal is related to “Drug and Alcohol Use” under the “Health Behaviors” category, a SMART outcome could be based on the Healthy People objective, “Increase the proportion of people with a substance use disorder who got treatment in the past year.” [12] Based on this Healthy People objective, an example of a SMART outcome could be the following:

• The proportion of people treated for a substance disorder in Smith County will increase to 14% within the next year.

View the Healthy People 2030 Objectives and Community Objectives .

Planning Interventions

Nursing interventions for the community can be planned based on the related Healthy People category and objective. For example, based on the sample SMART outcome previously discussed, a planned nursing intervention could be the following:

• The nurse will provide education and materials regarding evidence-based screening practices for substance use disorder in local clinics.

Community health nursing interventions typically focus on prevention of illness with health promotion interventions. After performing a community health needs assessment, identifying priority problems, and establishing health goals and SMART outcomes, the nurse integrates knowledge of health disorders (e.g., diabetes, cancer, obesity, or mental health disorders) and current health risks in a community to plan prevention interventions.

There are two common public health frameworks used to plan prevention interventions. A traditional preventive framework is based on primary, secondary, or tertiary prevention interventions. A second framework, often referred to as the Continuum of Care Prevention Model, was established by the Institute of Medicine (IOM) and includes universal, selected, and indicated prevention interventions. Both frameworks are further discussed in the following sections. [13]

Primordial, Primary, Secondary, Tertiary, and Quaternary Interventions

Preventive health interventions may include primordial, primary, secondary, tertiary, and quaternary prevention interventions. These strategies attempt to prevent the onset of disease, reduce complications of disease that develops, and promote quality of life. [14]

Primordial Prevention

Primordial prevention consists of risk factor reduction strategies focused on social and environmental conditions that affect vulnerable populations. In other words, primordial prevention interventions target underlying social determinants of health that can cause disease. These measures are typically promoted through laws and national policy. An example of a primordial prevention strategy is improving access to urban neighborhood playgrounds to promote physical activity in children and reduce their risk for developing obesity, diabetes, and cardiovascular disease. [15] See Figure 16.8 [16] for an image of a neighborhood playground.

Primary Prevention

Primary prevention consists of interventions aimed at susceptible populations or individuals to prevent disease from occurring. An example of primary prevention is immunizations. [17] Nursing primary prevention interventions also include public education and promotion of healthy behaviors. [18] See Figure 16.9 [19] for an image of an immunization clinic sponsored by a student nurses’ association.

Secondary Prevention

Secondary prevention emphasizes early detection of disease and targets healthy-appearing individuals with subclinical forms of disease. Subclinical disease refers to pathologic changes with no observable signs or symptoms. Secondary prevention includes screenings such as annual mammograms, routine colonoscopies, Papanicolaou (Pap) smears, as well as screening for depression and substance use disorders. [20] Nurses provide education to community members about the importance of these screenings. See Figure 16.10 [21] for an image of a mammogram.

Tertiary Prevention

Tertiary prevention is implemented for symptomatic clients to reduce the severity of the disease and potential long-term complications. While secondary prevention seeks to prevent the onset of illness, tertiary prevention aims to reduce the effects of the disease after it is diagnosed in an individual. [22] For example, rehabilitation therapy after an individual experiences a cerebrovascular accident (i.e., stroke) is an example of tertiary prevention. See Figure 16.11 [23] for an image of a client receiving rehabilitation after experiencing a stroke.

The goals of tertiary prevention interventions are to reduce disability, promote curative therapy for a disease or injury, and prevent death. Nurses may be involved in providing ongoing home health services in clients’ homes as a component of interprofessional tertiary prevention efforts. Health education to prevent the worsening or recurrence of disease is also provided by nurses.

Quaternary Prevention

Quaternary prevention refers to actions taken to protect individuals from medical interventions that are likely to cause more harm than good and to suggest interventions that are ethically acceptable. Targeted populations are those at risk of overmedicalization. [24] An example of quaternary prevention is encouraging clients with terminal illness who are approaching end of life to seek focus on comfort and quality of life and consider hospice care rather than undergo invasive procedures that will likely have no impact on recovery from disease.

See additional examples of primordial, primary, secondary, tertiary, and quaternary prevention strategies in Table 16.3a.

Table 16.3a Examples of Prevention Interventions [25] , [26]

In the United States, several governing bodies make prevention recommendations. For example, the United States Preventive Services Task Force (USPSTF) makes recommendations for primary and secondary prevention strategies, and the Women’s Preventive Services Initiative (WPSI) makes recommendations specifically for females. The Advisory Committee on Immunizations Practices (ACIP) makes recommendations for vaccinations, and various specialty organizations such as the American College of Obstetrics and Gynecology (ACOG) and the American Cancer Society (ACS) make preventative care recommendations. Preventive services have been proven to be an essential aspect of health care but are consistently underutilized in the United States. [27] Nurses can help advocate for the adoption of evidence-based prevention strategies in their communities and places of employment.

Continuum of Care Prevention Model

A second framework for prevention interventions, referred to as the “Continuum of Care Prevention Model,” was originally proposed by the Institute of Medicine (IOM) in 1994 and has been adopted by the Substance Abuse and Mental Health Services Administration (SAMHSA). [28] See Figure 16.12 [29] for an illustration of the Continuum of Care Prevention Model.

The Continuum of Care Prevention Model can be used to illustrate a continuum of mental health services for community members that includes prevention, treatment, and maintenance care:

• Universal prevention: Interventions designed to reach entire groups, such as those in schools, workplaces, or entire communities. [30] , [31] For example, wellness sessions regarding substance misuse can be planned and implemented at a local high school.
• Selected prevention: Interventions that target individuals or groups with greater risk factors (and perhaps fewer protective factors) than the broader population. [32] , [33] For example, a research study showed that wellness programs implemented for adolescents who were already using alcohol or drugs reduced the quantity and frequency of their alcohol use and reduced episodes of binge drinking. [34]
• Indicated prevention: Interventions that target individuals who have a high probability of developing disease. [35] For example, interventions may be planned for adolescents who show early signs of substance misuse but have not yet been diagnosed with a substance use disorder. Interventions may include referrals to community support services for adolescents who have violated school alcohol or drug policies. [36]
• Treatment refers to identification of a mental health disorder and standard treatment for the known disorder. Treatment also includes interventions to reduce the likelihood of future co-occurring disorders. [37]
• Maintenance refers to long-term treatment to reduce relapse and recurrence, as well as provision of after-care services such as rehabilitation. [38]

See additional examples of prevention strategies using the Continuum of Care Prevention Model in Table 16.3b.

Table 16.3b Examples of Continuum of Care Prevention Strategies

Read A Guide to SAMHSA’s Strategic Prevention Framework PDF for more about planning prevention strategies for substance misuse and related mental health problems.

Culturally Competent Interventions

To overcome systemic barriers that can contribute to health disparities, nurses must recognize and value cultural differences of diverse populations and develop prevention programs and interventions in ways that ensure members of these populations benefit from their efforts. [39]

SAMHSA identified the following cultural competence principles for planning prevention interventions [40] :

• Include the targeted population in needs assessments and prevention planning
• Use a population-based definition of community (i.e., let the community define itself)
• Stress the importance of relevant, culturally appropriate prevention approaches
• Promote cultural competence among program staff

Review additional concepts related to culturally responsive care in the “ Diverse Patients ” chapter of Open RN Nursing Fundamentals .

Evidence-Based Practice

It is essential to incorporate evidence-based practice when planning community health interventions. SAMHSA provides an evidence-based practice resource center for preventive practices related to mental health and substance abuse. See these resources, as well as examples of evidence-based programs and practices in the following box.

Examples of Evidence Based Prevention Practices related to Mental Health and Substance Misuse [41]

• Blueprints for Healthy Youth Development : Youth violence, delinquency, and drug prevention and intervention programs that meet a strict scientific standard of program effectiveness
• Evidence-Based Behavioral Practice (EBBP) : A project that creates training resources to help bridge the gap between behavioral health research and practice
• SAMHSA’s Suicide Prevention Research Center (SPRC) : A best practices registry that identifies, reviews, and disseminates information about best practices that address specific objectives of the National Strategy for Suicide Prevention
• The Athena Forum: Prevention 101 : Substance misuse prevention programs and strategies with evidence of success from the Washington State Department of Social and Health Services
• National Institute on Drug Abuse: Preventing Drug Use Among Children and Adolescents : Research-based drug abuse prevention principles and an overview of program planning, including universal, selected, and indicated interventions

View the SAMHSA Evidence-Based Practice Resource Center .

Implementation

Community health nurses collaborate with individuals, community organizations, health facilities, and local governments for successful implementation of community health initiatives. Depending on the established community health needs, goals, outcomes, and target group, the implementation of nursing interventions can be categorized as clinical, behavioral, or environmental prevention:

• Clinical prevention: Interventions are delivered one-on-one to individuals in a direct care setting. Examples of clinical prevention interventions include vaccine clinics, blood pressure monitoring, and screening for disease.
• Behavioral prevention: Interventions are implemented to encourage individuals to change habits or behaviors by using health promotion strategies. Examples of behavioral prevention interventions include community exercise programs, smoking cessation campaigns, or promotion of responsible alcohol drinking by adults.
• Environmental prevention: Interventions are implemented for the entire community when laws, policies, physical environments, or community structures influence a community’s health. Examples of environmental prevention strategies include improving clean water systems, establishing no-smoking ordinances, or developing community parks and green spaces.

When evaluating the effectiveness of community health initiatives, nurses refer to the established goals and SMART outcomes to determine if they were met by the timeline indicated. In general, the following questions are asked during the evaluation stage:

• Did the health of the community improve through the interventions put into place?
• Are additional adaptations or changes to the interventions needed to improve outcomes in the community?
• What additional changes are needed to improve the health of the community?
• Have additional priority problems been identified?
• “ Nursing Process in Community Health Nursing ” by Open RN project is licensed under CC BY 4.0 ↵
• Community Tool Box by Center for Community Health and Development at the University of Kansas is licensed under CC BY NC SA 3.0 ↵
• A Guide to SAMHSA’s Strategic Prevention Framework by Substance Abuse and Mental Health Services Administration is available in the Public Domain . ↵
• Medrea, R. (2014, July 20). Windshield survey nursing [Video]. YouTube. All rights reserved. https://youtu.be/aAzW1bW_Dbw ↵
• McDonald, L. (2006). Florence Nightingale and public health policy: Theory, activism and public administration. University of Guelph. https://cwfn.uoguelph.ca/nursing-health-care/fn-and-public-health-policy/ ↵
• Office of Disease Prevention and Health Promotion. Healthy People 2030: Building a healthier future for all. U.S. Department of Health and Human Services. https://health.gov/healthypeople ↵
• Savage, C. L. (2020). Public/community health and nursing practice: Caring for populations (2nd ed.). FA Davis. ↵
• This work is a derivative of StatPearls by Kisling and Das and is licensed under CC BY 4.0 ↵
• “ Playground_at_Hudson_Springs_Park.jpg ” by Kevin Payravi is licensed under CC BY-SA 3.0 ↵
• “ 10442934136_1f910af332_b ” by Lower Columbia College (LCC) is licensed under CC BY_NC-ND 2.0 ↵
• “ US_Navy_021025-N-6498N-001_Mammogram_technician,_aids_a_patient_in_completing_her_annual_mammogram_evaluation.jpg ” by U.S. Navy photo by Ensign Ann-Marie Al Noad is in the Public Domain . ↵
• “ tech_zerog.jpg ” by unknown author at Gaylord.org is included on the basis of Fair Use ↵
• National Research Council (US); Institute of Medicine (US) Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults; and Research Advances and Promising Interventions. Defining the scope of prevention. (2009). In M. E. O’Connell & Warner B. T. (Eds). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. In Research advances and promising interventions. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK32789/ ↵
• This image is a derivative of the “IOM protractor” by unknown author and is included on the basis of Fair Use. Access for free at http://www.ca-sdfsc.org/docs/resources/SDFSC_IOM_Policy.pdf ↵
• A Guide to SAMHSA’s Strategic Prevention Framework by Substance Abuse and Mental Health Services Administration is available in the Public Domain. ↵
• Werch, C., Moore, M. J., DiClemente, C. C., Bledsoe, R., & Jobli, E. (2005). A multihealth behavior intervention integrating physical activity and substance use prevention for adolescents. Prevention Science, 6 (213). https://doi.org/10.1007/s11121-005-0012-3 ↵
• Substance Abuse and Mental Health Services Administration. (2019, July 19). Finding evidence-based programs and practices. https://www.samhsa.gov/sites/default/files/20190719-samhsa-finding_evidence-based-programs-practices.pdf ↵

01.01 Intro to Community Health

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• Diverse group of people 
• Share common links
• Same geographical location 
• Free from illness
• Well being 
• Promote well being
• Protect well being

Nursing Points

• Social 
• Environmental
• Individual behavior
• Health of population 
• Quality 
• Determinants of health
• Big picture
• Makes connections
• Programs 
• Prevention 
• Awareness 
• Bigger picture
• Smarter choices
• Healthier living
• Improve quality of life
• Physiological 
• Safety 
• Social belonging
• Self -esteem
• Self actualization
• Population in community
• Elderly 
• Empowerment
• Minimize disease 
• Sets healthcare goals
• Identify problem
• Analyze options
• Develop policy
• Evaluate  
• Support 
• Assist 
• Identifies health needs
• Access to care

Nursing Concepts

• Health Promotion
• Patient-Centered Care

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Hello. Welcome to Introduction to Community Health. It’s important to know that to meet the basic and complex needs of individuals in the community, we should understand the contributing factors of health and wellness. We will address each in this lesson.

What is community health? To understand this we need to understand what each word means separately. A community is a group of people that share the same geographical location. We often refer to communities in terms of religion, culture, ethnicity, and so on.  But we mean community in terms of the area we live in. These communities consist of the aggregate, or the specific population within the community. These are your men, women, children and elderly, and here is where we group cultures and ethnicities together as well. The definition of health is a state of well-being. So when we put these together, we understand that we are talking about the well-being among a group of people that share the same surroundings. The overall goal of community health is to protect and promote the well-being of the members of a specific community. With that being said, let’s dive in.

To truly understand community health needs we have to ask what factors have an impact on our health? What influences it? We know that higher social status plus higher income, equals better care. Why? We are more likely to take advantage of the access we have to healthcare if we can get it without breaking the bank. This ties into our behaviors. We make choices based on our needs and wants. Take meal planning for instance. The idea is, you have to prepare your meals for the week so you can save money, and eat healthier. But not everyone is able or willing to do this. My meal plan consists of the leftovers from Sunday’s dinner. But after a while even good leftovers get old so I’ll go buy something completely unhealthy that tastes good! Why? Because it’s different, it’s easier and because I can. Not necessarily cheaper but, choices, right? Environment influences health a lot as well and it’s one factor we can’t completely control. In California, the air quality is terrible most of the time. In Flint, Michigan, the drinking water was polluted and full of harmful chemicals. I work in an old building where they used lead paint and asbestos before they were found to be harmful. If I get sick, the first thing I’m pointing to is the conditions I work in. So the environment can be an enemy to health. All of these examples can be detrimental to our health. Then we have genetics. What runs in the family? If hypertension and diabetes run in your family, you are at a higher risk of developing them. We see these things and the question becomes, what do we do about it? I will answer this question for you in a little bit.

We talked about what influences our health, now let’s talk about how we measure the health of a community. Every time I go to the ER or a specialist within a hospital system, I get a survey in the mail about my experience. The point of the survey is to determine patient satisfaction and help them incorporate new ideas into their system or fix anything rated less than excellent. Health indicators work the same way. They are measurable and describe the health of a population with regard to things like disease prevalence, mortality and life expectancy for instance. So for example, a few years back, Ebola made a comeback. Everyone that walked into a facility had to answer specific questions to determine their risk of exposure to the disease and what needed to be done to protect that patient and the public. That’s how we use health indicators. Health indicators are used to create or change policies and how systems work and also help determine the cost and quality of healthcare in an area.   Is it available and affordable? Why or why not? What changes can we make so it is? Determinants of health are the things that influence health and are another health indicator. We talked a little about what they are in the previous slide and we will continue to discuss how they are used in more detail in future lessons.

What kinds of approaches do we use when talking about community health? We have systems thinking and upstream thinking. The best way to remember the differences between these two approaches is their focus. Systems thinking focuses on the system as a whole. What parts can we change to make things better? This approach is used to determine what policies and programs are needed with a goal in mind to prevent illness. Upstream thinking is a little harder. It’s a broader focus. Think in terms of swimming. It’s hard to swim upstream. Isn’t it easier to just go with the flow? Well, in terms of health, how hard is it to make smarter healthier choices? If I have a choice between a healthy $8 salad and an unhealthy burger from the $1 menu, I’ll choose the burger every time because it’s easy. The easiest choice isn’t always the best choice. That’s when I have to use upstream thinking. It’s making the best choices to improve my quality of life.

Maslow’s Hierarchy of Needs points out basic and complex human needs. You can find a lesson about this in Fundamentals, but I’d like to give you an example of how it relates to community health. Mrs. Smith has no friends or family so she spends most of her time alone. She has a limited income so she’s consistently having to choose between stocking her fridge or paying bills. She can’t keep up with her personal care or maintaining her house appropriately. She has multiple health problems but doesn’t see her doctor regularly because according to her, they only want to make money off of her, not help her. She’s doing fine all by herself. But to us, she is barely managing. Using Maslow’s theory, we know Mrs. Smith’s basic needs are important and have to be met before we can begin to discuss her complex health needs.

Something else to remember is the difference between health promotion and disease prevention in the community. Health promotion is designed to empower people to take control of their health. The idea is to have them engage in better lifestyle choices to improve their overall health. This typically takes place in wellness clinics, health fairs, all to raise awareness in the community. When we talk about disease prevention, we are talking about specific efforts to minimize the risk of an illness. The overall goal is to eliminate risk for the disease. We see this with vaccinations. We’ll discuss this more in depth in the health promotion and disease prevention lesson.

We’ve been talking about concepts that are used in policy development so why not discuss policy development? The purpose of healthcare policy is to set goals for healthcare. How do we do that? Just like anything else, developing a policy is a process. First we identify the problem. This comes from all that data collected from our health indicators and surveys for a population. We are looking for the priorities. What are the biggest concerns from the results? Next we analyze the options. What can we do to meet the health needs of this population? This is your planning stage. Once we’ve figured out what we can do, we put it in writing and for government, get it passed so we can implement it.  After the policy is implemented, we go back and evaluate it. Is it working? What can or should be tweaked to make it work? Is there anything we can add to it to make it better? Does this process sound familiar to you? ADPIE!

Earlier in this lesson we talked about what influences health and I asked what can we do? Here’s the answer. It’s important to remember that we as nurses are our patients’ biggest cheerleaders. We listen to their goals, wants and needs and we advocate for their health. For those patients who do not have a voice or whose voices cannot be heard, we are there to support and protect them. If there is something wrong or changes need to be made, we voice it.  Of course, we can’t voice what we don’t know so we are always assessing! So pay attention to all the cues: verbal, non-verbal and physical! Assurance is access to care. We have a responsibility to educate our community members. This doesn’t just mean we tell them about the disease process and the most important things they should know. We also have to provide resources and ensure that they have the correct access to care when they need it. The 3 A’s are our key responsibilities when it comes to community health so we can continue to spread awareness and prevent illness.

Some key points to review. Maslow’s hierarchy says that basic needs should be met in order to move up the levels. At its base are physiological and safety needs, which are core needs in the community. Health promotion is bringing awareness to the members of the community. Disease prevention is stopping the disease before it starts. Health indicators are statistics we gather to figure out what factors determine our health. Last but not least, remember that we must respect patient goals, wants and needs, which is the basis of patient centered care. With respect to this, our key responsibilities are to serve as an advocate, an assessor and to ensure that people in the community have the resources necessary to gain access to meet their healthcare needs.

That's it for our lesson on the introduction to community health. Make sure that you check out all of the resources attached to this lesson as well as the rest of the community health course. Now, go out and be your best self today. And, as always, happy nursing!

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Community health nursing.

The role of the nurse in the Community is multifaceted and brings many challenges. In this course, we help you understand concepts at the core of Community Health Nursing, the various settings involved, and factors that influence the care of diverse populations. We also discuss how to effectively implement population-focused care while managing risks and preventing disease.

0 – Community Health Course Introduction

1 – overview of community health.

• 5 Questions
• 10 Questions
• 19 Questions
• 4 Questions
• 7 Questions

2 – Factors Influencing Community Health

• 6 Questions

3 – Population-Focused Care

• 9 Questions
• 8 Questions

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40 Community Health Nursing Research Topics

Generally, community health nurses work toward providing successful outcomes for critical circumstances. In providing their duties, community health nurses serve as agents of healthful changes in different communities. This is because of their interaction with underserved communities, these nurses can advocate for better services as well as inform policymakers on the needed reforms in healthcare.

What is a Community Health Nursing Research?

A community health nursing research focuses on a community health nursing-relevant topic instead of a general nursing-relevant research topic. As such, this nursing research paper tackles the topic from a community health nursing standpoint.

Additionally, researchers undertake nursing research to produce new knowledge in community nursing or confirm existing knowledge based on community nursing theory by testing hypothesis or answering research questions, which is major distinction with EBP and quality improvement projects .

When writing a community health nursing research paper, you must adhere to the laid nursing research paper writing standards. This means that your community health nursing research paper contains all the vital components, it is appropriately formatted and structured and the citations are formatted according to APA style commonly used in nursing papers.

Types of Community Health Nursing Research

There are two types of community health nursing research: qualitative and quantitative research . The difference between these two types of nursing research arises from the research design one intends to use.

Quantitative research in community health nursing

Quantitative research in community health nursing aims at gaining empirical evidence through deduction and generalization. In this case, you will gather evidence to either support or refute a certain theory and decide to what extent the outcome can be generalized to a larger population. Quantitative research can either be experimental or non-experimental in design.

Experimental designs imply the research exercise (experiments) requires strict control from the researcher. This design can be used to establish cause-and-effect relations or predictions. However, the experiments done are often blind to help avoid bias. Experimental designs are categorized as:

• True-experimental designs : In these designs, cause-and-effect relationships are examined in a controlled setting. These designs entail studying two groups of the population who got different treatments that we assigned randomly.
• Quasi-experimental designs : These designs differ from true experimental designs in that they lack random assignment.

Non-experimental designs focus on describing what happens naturally. These designs are used to detect causes and effects but are not effective for making predictions. Non-experimental designs are categorized as:

• Descriptive : Descriptive non-experimental designs are focused on under-researched topics, subjects, or phenomena. In this case, you describe it, examine how often it occurs, and classify the information you have acquired.
• Correlational : Correlational research focuses on the examination of relationships between variables. Therefore, you ought to measure the variables, analyze the outcomes, and present statistics.

Qualitative research in community health nursing

Qualitative research in community health nursing focuses on individual experiences and is done through observation and interaction with patients through interviews, diaries, and notes. An induction method is usually used to allow you to acquire evidence to support a theory without generalizing the outcomes. qualitative research design is classified into four types:

• Grounded Theory : Grounded theory research entails the influence of social processes on individuals. As such, you will need to interview the individuals themselves, their relatives, spouses, etc. before synthesizing the data into one theory.
• Phenomenology : This is a research design that focuses on describing the phenomena as they are experienced by a subject. In this research, you are required to select people who are familiar with the particular health issue. You will then gain information from each individual the make an informed conclusion.
• Narrative Inquiry: This is a research study design that is grounded in the interpretation of the personal accounts of the participants. As such, you will ask your subjects to talk about their health experiences and then analyze their narratives. Be sure to take into account the contents and structure of their narratives.
• Ethnography : This research design is connected to the influence of a specific health culture on individuals. Therefore, it involves describing the unique attributes of the health culture from an insider’s viewpoint.

With these types of community health nursing research in mind, you can confidently choose your nursing research topic without a hassle. Now, let’s look at how to choose a good community health nursing research topic.

How to Choose a Suitable Topic for Community Health Nursing Research?

To craft w well-articulated and relevant community health nursing research paper, you need to first choose a suitable topic. So, how do you choose the right research topic? Well, here are the steps to choosing the most appropriate research topic for your community health nursing research paper.

• Firstly, identify an ideal community health nursing research area you are passionate about
• Secondly, from your preferred community health nursing research area, collect enough research ideas
• Brainstorm all the gathered research topic ideas and eliminate the topics with less or no research scope
• From the research ideas you have shortlisted, pick one community health nursing research topic that you feel comfortable exploring and writing about.
• The community health nursing research topic you settle on should satisfy the research paper writing guidelines shared by your lecturer or college.

Alternatively,

you can inquire from our DNP writing service for free assistance on developing emerging and innovating research topic.

• Frailty as a deciding factor for nursing home placement-review of literature
• The role of nursing in educating women about Intimate Partner Violence and recourse choices in the US
• The critical role of nurses in raising awareness and educating patients in a multicultural environment-literature review
• Serving in underserved communities-role definitions of community health nurses in the US
• Double demanding patients in community health services-nursing perspective
• The role and scope of nurses in community health care in the US
• A review of the education practices in community health and implications for practicing nurses in the US
• Simulation as an interactive tool in community health nursing to improve societal health outcomes – a review
• Health and lifestyle advice – a look at nurse scope of responsibility in community health to promote well being
• Mental health nursing in the US – an investigation of the personal challenges in pursuing the profession and how these are managed
• Psychiatric care by nursing professionals within community settings – review of literature
• How are nurses trained to deal with depression in inpatient settings in the US? An investigation
• The mental health nurse – scope of responsibilities and challenges faced in outpatient settings
• A review of nursing practices and challenges encountered in adolescent and women’s prisons in the US
• The position of the family in community health service provision – an exploratory investigation
• Reporting and disclosure policies in community health nursing – a literature reviews
• Ethics in community health nursing – a review
• An assessment of social outcomes based on community health nursing care—how valid are the measurements?
• Communication and community health service and care provision – establishing the link and its outcomes
• Evidence-based community health nursing-literature review on deviations and complements of the regulatory frameworks and guidelines
• Best practice standards in community health care in the US– Review of literature
• An investigative perspective on the historical evolution of community-based health care and nursing provision in the US
• An investigation of the global progress in standards of community health nursing
• Community health nursing – going through the motions or provisions of care and empathy?
• An investigation into the outcomes of the use of assessment and education tools by community health nurses in the US
• The role of community support in maintaining emotional health during pregnancy
• An analysis of HIV risk practices amongst women of childbearing age
• Knowledge and attitude of black pregnant women towards antenatal exercise: A cross-sectional survey
• The effects of dietary counseling on gestational weight gain and glucose metabolism in obese pregnant women
• The role of school-based interventions in preventing childhood mental health problems
• Occupational preferences, cognitive and affective factors in female students in the US: A comparative study
• Patient perception and satisfaction with healthcare professionals at primary care facilities
• Maternal comprehension of home-based growth charts and its effect on growth
• The assessment of the nutritional status of the community; Case study
• Socioeconomic differentials in child nutrition and morbidity in remote areas of the US
• The predictors of pregnancy-associated change in physical activity in a rural white population
• Pre-pregnancy weight and the risk of adverse pregnancy outcome
• A randomized controlled trial to prevent excessive weight gain in pregnant women
• Retention of pregnancy-related weight in the early postpartum period: Implications for women’s health services

How to Write a Winning Community Health Nursing Research Paper?

If you are unsure of how to write a brilliant community health nursing research paper, then this section is a must-read. We have outlined basic steps to help you write a top-grade community health nursing research paper without a hassle.

• Now that you have your ideal community health nursing research topic, perform an in-depth analysis of your topic to derive a powerful thesis statement for your research paper.
• Secondly, using appropriate nursing research methods, do in-depth research on your chosen topic and collect the most relevant and valuable points, sources, and materials in support of your thesis statement.
• With the gathered ideas, sources, and materials, craft a well-structured essay outline including the introduction, body, and conclusion.
• With the draft, write a comprehensive community health nursing research paper with adherence to the outline. Be sure to exhaustively explain all the main points relevant to the thesis statement while supporting it with reliable evidence and references.
• Once you finish writing your research paper, edit and proofread it. Make sure your nursing research paper is flawless and plagiarism free before submission.

Final Thought

When choosing a community health nursing research topic , you can feel like you have nowhere to start from or even under a lot of pressure. Without a doubt, choosing a community health nursing research topic can prove difficult. However, with good guidance, you can settle on your most interesting and researchable topic.

Hopefully, you will find our list of 40 best community health nursing research topics inspirational and worthy of your consideration when writing your nursing research topic. Besides, if you don’t have the time to research ad write your winning community health nursing research paper by yourself, you can ask us to help with writing nursing paper for you. Our nurse writers are dependable and provide high-quality research paper writing services.

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Best Nursing Research Topics for Students

What is a nursing research paper.

• What They Include
• Choosing a Topic
• Best Nursing Research Topics
• Research Paper Writing Tips

Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.

If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.  

Continue reading to make your paper-writing jitters a thing of the past.

A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.

During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.

BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.

Writing papers during your academic program improves and develops many skills, including the ability to:

• Select nursing topics for research
• Conduct effective research
• Analyze published academic literature
• Format and cite sources
• Synthesize data
• Organize and articulate findings

About Nursing Research Papers

When do nursing students write research papers.

You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.

That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.

Do Nursing Students Conduct Original Research?

Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.

However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.

Example Research Project Scenario:

In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing. 

You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.

What Does a Nursing Research Paper Include?

Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:

Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.

Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.

Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.

The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!

How to Choose a Nursing Research Topic

The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.

Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.

Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.

The Best Research Topics for Nursing Students

You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.

1. Clinical Nursing Research Topics

• Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties.
• Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings.
• Explore the effectiveness of pain management protocols in pediatric patients.

2. Community Health Nursing Research Topics

• Assess the impact of nurse-led diabetes education in Type II Diabetics.
• Analyze the relationship between socioeconomic status and access to healthcare services.

3. Nurse Education Research Topics

• Review the effectiveness of simulation-based learning to improve nursing students' clinical skills.
• Identify methods that best prepare pre-licensure students for clinical practice.
• Investigate factors that influence nurses to pursue advanced degrees.
• Evaluate education methods that enhance cultural competence among nurses.
• Describe the role of mindfulness interventions in reducing stress and burnout among nurses.

4. Mental Health Nursing Research Topics

• Explore patient outcomes related to nurse staffing levels in acute behavioral health settings.
• Assess the effectiveness of mental health education among emergency room nurses .
• Explore de-escalation techniques that result in improved patient outcomes.
• Review the effectiveness of therapeutic communication in improving patient outcomes.

5. Pediatric Nursing Research Topics

• Assess the impact of parental involvement in pediatric asthma treatment adherence.
• Explore challenges related to chronic illness management in pediatric patients.
• Review the role of play therapy and other therapeutic interventions that alleviate anxiety among hospitalized children.

6. The Nursing Profession Research Topics

• Analyze the effects of short staffing on nurse burnout .
• Evaluate factors that facilitate resiliency among nursing professionals.
• Examine predictors of nurse dissatisfaction and burnout.
• Posit how nursing theories influence modern nursing practice.

Tips for Writing a Nursing Research Paper

The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:

Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.

Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.

Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.

Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process. 

Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.

Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.

Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.

Helpful Nursing Research Writing Resources:

Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.

Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.

Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.

Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.

Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.

Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.

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What Is Community Health Nursing? Examining This Important Role

By Anjali Stenquist on 01/27/2020

Communities have relied on nurses for hundreds of years. During serious illness, injury, or labor and delivery, the medical knowledge and compassionate patient care performed by nurses is vital. Because of their huge impact on people’s lives, our depiction of nurses can grow almost mythic. For instance, Civil War–era nurse and founder of the American Red Cross, Clara Barton, was known as “the angel of the battlefield.”

Yet our understanding of how to provide healthcare has evolved since the role of a nurse became standard in every hospital setting. Healthcare providers have begun to look beyond the medical care of an individual to how the overall health and safety of a community can lead to less disease, longer life expectancies, and fewer injuries.

Many nurses have stepped into key roles in this effort. Community health nurses, also known as public health nurses, work to improve the health of a population and reduce disease and disability. This holistic approach to healthcare draws on knowledge of nursing, social sciences, and public health. Let’s take a deeper look at this powerful role within the healthcare system and what educational background community health nurses need to make an impact.

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What is a community health nurse?

Medical practice in the United States has historically been centered on the treatment of illness. When people fall ill or become injured, the healthcare system intervenes to restore a patient’s good health. It’s ingrained in our brains—when you’re sick, you go to the doctor.

This model of healthcare is fundamentally reactive. More recently, healthcare providers and social scientists began to think about a healthcare system that could work proactively. What if the medical crises that doctors and nurses respond to could be avoided in the first place? What are the root causes of disease and disability within a population and how do we weed them out?

In the early 2000s, several books and journal articles were written about the social determinants of health and infectious disease. Low levels of education, belonging to marginalized communities, and symptoms of poverty were found to be a bigger risk factor for poor health outcomes than limited access to care or genetic predispositions toward illness. While addressing these often interconnected issues is a certainly a tall task, it’s clear a holistic approach to healthcare is needed to make progress.

Enter the community health nurse, a profession that works to improve many individuals’ health by doing what they can to reduce social and environmental determinants of illness within a community. Community health nurses work in advocacy, policy development and planning. They advance principles of social justice specifically in order to improve health outcomes for all.

Where do community health nurses work?

Community health nurses work in many different locations with many different populations. Depending on where they work, community health nurses might have more or less direct contact with individual members of the community. Here are 5 examples of organizations and facilities that rely on community health nurses: 1

1. Community health centers

In this setting, a community health nurse may work directly with members of the community to address their medical needs. Additionally, community health nurses develop educational campaigns and resources around relevant topics such as family planning, sexual health and other preventative care. Community health nurses might work outside the community health center itself in order to have more contact with a wider cross section of the community.

2. Correctional facilities

A correctional facility is an environment where many people are housed in close proximity. Here, community health nurses often work to limit the spread of communicable disease. They run educational programs for inmates and staff, implement infectious disease control protocols, and work closely with state and local health departments.

In schools, community health nurses are able to provide education around illness prevention and good health habits. Children with access to this information are able to lead longer and healthier lives. Community health nurses in schools may also help children manage existing health problems and intervene if children are experiencing abuse or neglect.

4. Aid organizations

Many community health nurses work for organizations such as the Red Cross or Doctors Without Borders. These nurses often work with disaster relief, access to safe drinking water, and how to prevent infectious disease along with other local needs similar to the work at any community health center.

5. Government agencies

Community health nurses working with government agencies often have little direct medical work with members of their community. Instead, they work on policy development and implementation to create change on a large scale for many different populations.

What are some common responsibilities of a community health nurse?

The scope of practice for a community health nurse includes community-building, health promotion, and policy reforms that promote the health of a population. Because they have such a broad scope of work, the responsibilities of a community health nurse vary depending on where they work and the needs of their community. Some community health nurses provide standard medical care such as immunizations, screenings or medication, while they may also work on developing and implementing educational programs, research around social and environmental determinants of health outcomes, and advocacy.

How do you become a community health nurse?

When compared with some registered nursing roles, becoming a community health nurse typically requires some additional training and educational experience. A community health nurse needs to have a strong background in nursing as well as an understanding of social science and public policy.

Education requirements

At a very minimum, aspiring community health nurses will need to earn an Associate’s Degree in Nursing (ADN) and pass the NCLEX-RN exam, but it should be noted that many employers may prefer candidates with a Bachelor of Science in Nursing. 1 Our analysis of 2,173 community health nurse job postings found that 61 percent of positions required a BSN at a minimum. 1 Additionally, community health nurses may want to consider earning a Master’s degree in Public Health or a related field.

The many faces of nursing

The field of nursing is incredibly dynamic. If you are interested in thinking about healthcare in a new way, implementing systemic change, or building stronger communities with longer life expectancies and better health outcomes, community health nursing could be a specialty to explore further. Many other specialties bring nurses into communities and settings outside a traditional hospital. Learn more about the many different places nurses work in our article, “ Where Do Registered Nurses Work? 11 Places You Didn't Know About .”

1 Burning-Glass.com (analysis of 2,173 community health nursing job postings, December 1, 2018 – November 30, 2019)

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About the author

Anjali Stenquist

Anjali Stenquist is a content writer for Collegis Education who writes student focused articles on behalf of Rasmussen University. She is passionate about helping students of all backgrounds navigate higher education.

Posted in General Nursing

• nursing careers

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Decker College celebrates achievements by nursing and public health students

Year-end awards recognize student excellence and community engagement; inaugural faculty awards presented.

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Binghamton University’s Decker College of Nursing and Health Sciences held two year-end awards ceremonies to recognize students graduating in 2024.

• The Division of Nursing held a ceremony at 4:30 p.m. May 8 in the University’s Health Sciences Building in Johnson City (home to Decker College). During the ceremony, three faculty members received inaugural awards, and 17 students were inducted into the Zeta Iota Chapter of the Sigma Theta Tau International (STTI) Honor Society of Nursing.
• The Division of Public Health recognized students at a 10 a.m. ceremony May 9 in the Union on Binghamton’s Vestal campus.
• Two Decker College students participating in the Educational Opportunity Program were honored at the EOP Senior Brunch and Recognition Award Ceremony March 16.

Division of Nursing

• American Nurses Association New York Future Nurse Leader Award: Kate Manalastas
• Decker Foundation Award for Academic Excellence: Katherine Estep , Nicole Kandler ’22 , Kimberly Marconi and Abigail Taylor
• Decker Foundation Award for Clinical Excellence: Aidan Baryk ’23
• Decker School of Nursing Academic Excellence Award: Kate Manalastas and Kathryn Sizing
• Dennis Jimenez Memorial Award: Isabella Scarpati ’23
• Grace L. Penny Memorial Award: Gifty Amofa
• Heidi and Joel Thirer Award for Leadership and Community Service: Anthony DiBartolo , Kaelee Koffler , Minnie Lee and Jinesh Shaji
• Jessica Mally Memorial Award: Riyadh Ally and Kylah McGarry
• Martha Harnick Bress Memorial Award: Kevin O’Donnell
• Mary Pillepich Award for Excellence in Nursing Practice: Abigail Frustino
• Registered Professional Nurse Baccalaureate Award: Eric Chalcoff ’09
• Sara Ainspan Memorial Award: Timothy Le
• UHS Professional Nursing Practice Award: Abigail Taylor

Graduate awards

• Excellence in Advanced Nursing Practice Award in Adult Gerontological Nursing: Jennifer Bliss
• Excellence in Advanced Nursing Practice Award in Family Nursing: Noel Bloomfield
• Excellence in Advanced Nursing Practice Award in Psychiatric Mental Health Nursing: Madeline Bleier
• Excellence in Advanced Nursing Practice Award, Doctor of Nursing Practice Program: Bridget Oppong-Darko ’17, MS ’19
• Excellence in Advanced Nursing Practice Award, Post-Master’s Certificate Program: Melissa Vorhis
• Excellence in Nursing Education Award: Catalina Dailey ’21
• Grace L. Penny Memorial Award: Young Kim

Faculty awards

• Faculty Award from Graduate Students: Amy Perrin
• Faculty Award from Undergraduate Students: Cathy Page ’84, MS/cert ’09
• Faculty Peer Award : Rosemary Collier ’09, MS/certificate ’13, PhD ’16

Sigma Theta Tau Zeta Iota Chapter Inductees and Award

• Sigma Theta Tau Research Award: Rini Chennattu, MS/certificate ’18, PhD ’23
• Aidan Baryk ’23
• Leah Bowers
• Madison Clark
• Brianna DiTocco ’22
• Katherine Estep
• Kyle Gottfried
• Olivia Medeiros
• Caterina Morris
• Kevin O’Donnell
• Megan Preston
• Jinesh Shaji
• Abigail Taylor
• Tara Vitale
• Meisi Williams ’23
• Mitchell Zatz
• Katie Ziessler

Division of Public Health

In addition to the student recognition ceremony, where the following awards were presented, the Public Health Graduate Student Organization gifted program faculty with a framed photograph of the Class of 2024.

• Advocacy in Public Health Award: Stephany Henske ’23
• Excellence in Community Engagement Award: Brooke Traver ’21
• Excellence in Public Health Practice Award: Tessa Davidson
• Professionalism in Public Health Award: Alexandria Buncy ’23
• Promotion of Health Equity Award: Bolanle Olatunji
• Public Health Community Service Award: Diego Rodriguez ’22
• Public Health Leadership Award: Devin Link ’22
• Public Health Trailblazer Award: Lucas Gaworecki
• Rural Health Promotion Award: Michaela Parker
• Scholarship in Public Health Award: Inijesu Taiwo

Educational Opportunity Program

The following Decker College students received Educational Opportunity Program awards during a recognition brunch and ceremony in March:

• TransferMation Award: Keisa Williams
• Westley Van Dunk Eminence Award: Anna Lopez

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