Community Health Nursing A Canadian Perspective

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Community Health Nursing A Canadian Perspective 5th Edition Stamler Solutions Manual

Chapter 1: The History of Community Health Nursing in Canada

Suggestions for Guest Speakers

• Ask a representative from the Canadian Association for the History of Nursing to visit,

Skype, or phone conference with the students.

• Ask a retired Community Health Nurse who worked during an earlier generation to come

and speak about what his/her work looked like in the past.

• Ask women from two generations (e.g., a mother and a grandmother) to visit the class

and describe their experience with childbirth, immunization, etc. and ask the students to compare the two experiences.Classroom Activities

• Clarify any questions about the information from the text.

Practice Application

• Ask the students to watch the silent film called Public Health Nursing in Manitoba

(http://www.youtube.com/watch?v=oIj9CFGETcw). Ask the students to summarize the

many roles that they observe the nurse carrying out in the video. What did the video say about knowledge “today” and its impact on tomorrow?

Description: A film produced by Pathescope of Canada, Ltd. that demonstrates the many roles served by nurses of the Provincial Board of Health in Manitoba. It depicts a public health nurse visiting the Charleswood Municipal Office, lecturing students in a schoolhouse on proper hygiene and administering checkups to the students, visiting a mother and demonstrating proper childcare techniques with her baby, meeting with the Women's Institute, participating in a Child Health Conference at the summer fair, demonstrating childcare techniques to girls as part of the Little Mothers League, conducting a nutrition class, and visiting a rural home in conjunction with the Manitoba Red Cross Society.

• Go together to visit a historical nursing display near you or ask the students to take an on-

line tour of the Canadian Nursing History Museum http://www.civilization.ca/cmc/exhibitions/tresors/nursing/nchis01e.shtml. Have a discussion about the types of nursing practices observed in the displays and the similarities and differences of community health nursing practices of today. 1 / 4

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• Ask the students to look at Figures 1.1 and 1.2 for three minutes. Provide index cards and

ask the students to write out the event that they feel was most important in the evolution of Community Health Nursing in Canada. Ask the students to come forward and tape the

card to the board as they explain why they chose that event. Line the cards up chronologically across the board. Summarize at the end.Ideas for Self-Study and Distance Students

• Have an on-line or phone chat about the information from the text.
• Ask a representative from the Canadian Association for the History of Nursing to have an

on-line chat, Skype, or phone conference with the students.Practice Application

• Ask the students to watch the silent film called Public Health Nursing in Manitoba

(http://www.youtube.com/watch?v=oIj9CFGETcw). Ask the students to summarize the

many roles that they observe the nurse carrying out in the video. What roles that the nurses were demonstrating for public health nurses in 1921 still are a part of PHN today?From the readings, what do we know about PHNs from 1921 (that they were civil servants, paid, elite, required post-certificate training, etc.)?

Description: A film produced by Pathescope of Canada, Ltd. that demonstrates the many roles served by nurses of the Provincial Board of Health in Manitoba. It depicts a public health nurse visiting the Charleswood Municipal Office, lecturing students in a schoolhouse on proper hygiene and administering checkups to the students, visiting a mother and demonstrating proper childcare techniques with her baby, meeting with the Women's Institute, participating in a Child Health Conference at the summer fair, demonstrating childcare techniques to girls as part of the Little Mothers League, conducting a nutrition class, and visiting a rural home in conjunction with the Manitoba Red Cross Society.

• Ask the students to visit a historical nursing display near them or take an on-line tour of

the Canadian Nursing History Museum http://www.civilization.ca/cmc/exhibitions/tresors/nursing/nchis01e.shtml. Have a discussion about the types of nursing practices observed in the displays and the similarities and differences of community health nursing practices of today.

• Ask the students to consider how their current practice/learning experience would differ if

they were in a rural rather than urban environment. What resources would/would not be available if the students were in the opposite environment? Ask urban students to create a “mind map” of the resources available in rural areas that are not available to their current practice (tight-knit community, close relationship to churches, farm-fresh food, etc.). Ask rural students to create a “mind map” of the resources available in urban areas that are not available to their current practice (resources for disability or disease-specific needs, etc.). 2 / 4

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Seminar Discussion Questions

• Ask the students to consider their community placement and the population that they are

working with. Did this community placement exist in Canada before WWII? If so, how might it have changed? What would life have been like for older adults, Indigenous people, people with different abilities, new mothers, or people experiencing poverty) before socialized universal healthcare? Have the issues that your community placement is focusing on increased or decreased in severity since WWII? What might be factors influencing the increase/decrease of social issues since that time?

• What is the proportion of male, female, transgender, and nurses who identify as gender

variant working at your community placement? Do you think that there are past or current issues that influence the areas of nursing that male, female, transgender, and nurses who identify as gender variant choose to go into?Case Study

• What are some lessons from past leaders in nursing that can influence your advocacy

work to respond to the early childhood development in your district?

 Past leaders in community health nursing learned about the impact of social determinants on the health of their clients. They also learned that Mothers need support and assistance to ensure the health of their children.

• What current considerations does the PHN need to take into account when establishing

priorities to respond to the inequities witnessed?

 PHNs need to take into account the identified needs of their clients when establishing priorities to respond to the inequities witnessed. The first step in assessing needs is to ask the client themselves and involve them in any planned actions.

• What are some opportunities the PHN can pursue to strive for health equity for the

children in the community?

 Opportunities the PHN can pursue to strive for health equity for the children in the community are to do a community assessment to determine what the health equity issues are, then establish priority programs designed to assist those most vulnerable such as food banks, housing assistance and shelters.

Canadian Research 1.1

• What are key factors influencing the development and implementation of the social 3 / 4

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determinants of health work in community health nursing?

 Students would have to prepare for this discussion by either reading about or actively gathering information about specific public health nursing programs in rural and remote locations. They could examine issues of how nurses respond to the Social Determinants of Health and provide examples of nursing initiatives that are implemented and what some of the facilitators and barriers are in incorporating the Social Determinants of Health in the programs.

• What are some of the tensions in enabling nurses to address the social determinants of

health?

 A starting point for considering this question is to reflect on historical achievements of women’s groups and CHNs in advocating for essential services for poor, immigrant and underserved communities. Students can reflect on the lives and contributions of nurses such as Eunice Dyke who had a clear vision for CHNs roles’ in addressing poverty and other social determinants of health. Ask the students to consider current local examples of individual nurses or the nursing profession as a whole taking a stand and advocating for professional practice in the interests of populations and communities. This discussion may also extend to barriers to nurses advocating for social determinants of health within their current positions. Reading the work of Falk- Rafael and Betker on health equity and the theory of critical caring may help students address issues related to nursing’s power in voice and advocacy.Advocacy for reform of current community-based healthcare programs can also be achieved through voluntary work. Community health nurses can, in their personal lives, serve on the boards of voluntary agencies that provide health and social services to the community. Their knowledge and experience can be used to shape the policies of these agencies, and to transform the agency’s interaction with its clients and with other voluntary and publicly funded agencies.

• What are some strategies CHNs can implement in practice for health equity?

 There are numerous examples of how nurses provided leadership for health equity in the development of essential services throughout history. Students can reflect on specific examples referred to in this chapter and encouraged to pursue further readings on historical figures or groups such as the Victorian Order of Nurses with specific emphasis on how nurses worked to provide the leadership. Examples include how they worked with women’s groups, political advocacy and courage as well as a practical vision for what was needed based on the nature of their relationships with individuals, families and communities. At this point in history characterized by social change and emerging health needs, nurses must provide leadership for the establishment of health services that do not yet exist, for example – in home care, seniors’ care, and public health, to name a few.

Individual Critical Thinking Exercises

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