Case Study Application of the Nursing Process

Case Study Application of the Nursing Process

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Case Study Application of the Nursing Process

School Bilingual Program

José Mendez, a bilingual community health nursing student, worked with the school system in a community that had a large Portuguese subsystem. His primary responsibility was for students enrolled in the town’s bilingual program.

His contacts included the school nurse and the program teachers.

Assessment

José included the specific group of students, the members of the school system’s organizational level, and the population group of the town’s Portuguese-speaking residents in his assessment of the aggregate’s health needs.

José identified the subsystem’s lack of primary disease prevention, specifically related to hygiene, dental care, nutrition, and lifestyle choices, by observing the children, interviewing teachers and community residents, and reviewing the literature.

José’s continued assessment and prioritization revealed that the problem was related to a lack of knowledge and not a lack of concern.

Diagnosis

Individual

Inadequate preparation at home regarding basic hygiene, dental care, nutrition, and healthy lifestyles

Family

Developing strengths toward self-care regarding basic hygiene, dental care, nutrition, and healthy lifestyles

Community

Inadequate resources for communicating basics of hygiene, dental care, nutrition, and healthy lifestyles to the Portuguese community

Planning

The teachers and staff of the bilingual program helped contract and set goals, which reinforced the need for mutuality at this step in the process. A variety of alternative interventions were necessary to accomplish the following goals:

Individual

Long-Term Goal

Students will regularly practice good hygiene, preventive dental care, good nutrition, exercise, and adequate sleep habits.

Short-Term Goal

Students will learn the basics of good hygiene, preventive dental care, good nutrition, exercise, and adequate sleep habits.

Family

Long-Term Goal

Families will regularly practice and teach their children good hygiene, preventive dental care, good nutrition, exercise, and adequate sleep habits.

Short-Term Goal

Families will learn the basics of good hygiene, preventive dental care, good nutrition, exercise, and adequate sleep habits.

Community

Long-Term Goal

Systematic programs will provide families and their children with education and information regarding the basics of good hygiene, preventive dental care, good nutrition, exercise, and adequate sleep habits.

Short-Term Goal

Bilingual personnel will translate information into Portuguese, and program teachers will distribute it to families. This information will cover the basics of good hygiene, preventive dental care, good nutrition, exercise, and adequate sleep habits.

Intervention

Sometimes nursing students’ projects are more limited than the planning stage’s ideal; in this case, interventions assessed only one grade level.

Individual

The student nurse taught children many healthy lifestyle basics, including nutrition, hygiene, and dental care. Classes presented information in Portuguese and English.

Family

All parents received a summary of the class content in both languages and in pictures.

Community

The local teachers communicated the student nurse’s activities to their state-level coordinators, and the coordinators incorporated the student nurse’s materials into the bilingual program throughout the state.

Evaluation

Individual, Family, Community

This community health planning project had an impact on the individuals in the specific aggregate and had broader implications for the family system and the community suprasystem.

The outcomes, or product, were hugely successful. Mutually identified goals and objectives influenced the development of the process and incorporated input from a variety of sources. The student nurse believed the resources and support for the bilingual program were adequate.

Although the student nurse addressed only primary prevention, the continuing nature of the project will allow the teachers, the school nurse, and the families to assess problems related to the program’s content. Future implementation may address secondary and tertiary prevention.

Questions

How would you evaluate this project?

How would you determine process and product evaluation?

What would you do differently?

Attend a state or local health planning meeting. Observe the number of health care providers and consumers in attendance. Compare the meeting’s issues with the goals of improving care quality and reducing health care costs.

Review the American Planning Association’s Planning and Community Health Research Center Plan. Discuss which plans and policies improve the built environment in your community.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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