Presentation

Student:
Julienny Segura Lebron
No.26

Subject:
Health System and Nursing Care

Teacher:
Keila Yoelin Castillo Perez

Issue:

Date:
3/ 2 / 2021
- Introduction

Philosophy:
“The art of nursing is the most imaginative and creative sense of knowledge at
the service of human beings.”

Community nursing is one of the most important branches of health sciences

when it comes to creating healthy habits, its main objective being to promote
prevention and health care for individuals in a community.

The beginnings of this discipline go back many years, but the profession was
known as such only recently. Community nurses have many functions in our
communities, they are well trained to practice their profession, which is why they
meet a series of competencies and qualities that help them deal in the best way
with members of the community. Do you want to know what they are? Keep
reading!

In this work you will be able to learn about that and much more about this
beautiful discipline.
 Community Nursing.

— Background of Community Nursing.

Letter of Saint Paul of the Romans

Year 6, of the Christian era, is the first written
document that refers to facts related to
community nursing. In this writing Phoebe is
cited.
Phoebe: She lived around the middle of the 4th
century, she took care of the sick in their homes
as a special mission, therefore she is considered
the first deaconess and health nurse.

The history of caring for the sick in their homes is remote and linked to complex
dynamics and social processes. Its most visible origin emerges in the first two
centuries of our era during the Roman Empire, since after adopting Christianity as
the official religion, the activity of care was established in the diaconiums , that is, in
hospices built to assist the poor and sick.
Deacons were in charge of home care for men, but similar functions to assist
women were carried out by deaconesses, a term that was coined to refer to
women, mostly widows, who consecrated their lives to the service of church. Under
the principles of Christianity, visiting the sick was a duty and essential function of
deacons and deaconesses.
Now, before the figure of the female diaconate, that is, around the 4th century AD,
care for women was carried out by widows, whose functions, among others,
included visiting the sick women whom they cared for in the care of the body and
the soul. The members of the mendicant orders, who were characterized by living
on alms and taking vows of poverty, also had a deep conception of charity and
service to their neighbors. In fact, these orders were founded to bring religion and
nursing closer to the community.

The secular orders were also essential in visiting activity, since the nuns cared for
the poor, orphans and sick in the communities.
Likewise, the Augustinian Sisters of the Hôtel-Dieu of Paris were great protagonists
during the Middle Ages, as they not only represented the oldest order of Nursing
Sisters dedicated to the care of the sick, but they left the hospital solely for this
purpose. The Beguines, for their part, also stood out during the Middle Ages by
building great prestige for the home care of the sick.
Likewise, a case similar to that of Saint Vincent de Paul, who since his entry into
ecclesiastical life visited and served the sick with such optimal results that the
community baptized those women who dedicated their lives to caring in the
brotherhoods as ' sisters of charity.
A key element that illuminated the dark ages of nursing, that is, that period between
1500 and 1860 when the scientific progress of nursing stopped since it was
considered more of a religious than an intellectual occupation, was the creation by
Theodor Fliedner in 1836 of an institution called Deaconesses of Kaiserswerth.
Located in the German city of Düsseldorf, this institution conceptualized a type of
training with high quality standards in patient care for which a three-year training
period was established. Over time, this training center built such a strong reputation
that many women from both similar institutions and other countries trained there.
Kaiserswerth became a reference of the time and radically influenced many
women. One of them, for example, was the British Elizabeth Gurney Fry, who was
sensitized by the conditions of those who were in prison, especially women. In fact,
it was not only the situation of the prisoners that moved her, but also the helpless
people on the streets, which is why, around 1824, she founded a volunteer
organization to visit the poor: the Brighton District Visiting Society.
By 1840, motivated by the same idea of home visits to the sick and, after visiting
Kaiserswerth, Elizabeth Fry founded her own nursing school called Protestant
Sisters of Charity, which would become the first Protestant organization to train
nurses with a certain degree of training14. The impact of that institution did not take
long to bear fruit and was so relevant that it inspired Florence Nightingale, who had
also trained at Kaiserswerth, in her work.
It was in England, in 1859, where the first District Nursing system emerged. This is
considered the first public health nursing organization and it combined nursing
activity, health education
 and social work. The initiative was led by philanthropist William Rathbone who
commissioned nurse Mary Robinson to lead a community program focused on
health education and home care for the sick, a concept that by 1864 had already
been replicated in other cities in England. .
The Training School and Home for Nurses, as that institution was called, sought to
provide professional nurses to the local hospice, provide nurses to care for the sick
of private families in the district and assist the poor in their homes. With this, the
history of the art of care and public health witnessed a turning point and its
relevance was so overwhelming that the concept crossed the Atlantic to sow the
seeds of public health nursing on the American continent.

• Public health nursing in Latin America

In Europe, typhoid fever and cholera had caused

great devastation in the mid-19th century, claiming
millions of victims and unleashing a panic not
seen since the Middle Ages with the Black Death.
The emerging crisis in hospital care, in addition to
the precarious living conditions of the working
classes and its negative impact on economic
productivity, gave rise to new public policies, an
international health commitment and a new
paradigm in the area of health. with the hygienist
era that influenced the training centers of new
nurses, which not only represented changes at a
conceptual and theoretical level, but also
structural changes in nursing practice.
In the US, the visiting nurse movement did not begin until 1877 when the Women's
Branch of the New York City Mission sent the first nurses to homes. Years later, in
1893, Lillian Wald, a nurse at New York Hospital, assisted one of her students who
was bleeding to death at home after giving birth. This event was transcendental in
giving rise to the Visiting Nurse Service of New York with which Wald and her team
of visiting nurses provided assistance to the residents of the area, including births
and deaths. The misery in which a large part of the population of New York lived at
that time, especially immigrant women and children, was the favorable scenario for
the first public nursing system in the United States to be consolidated, with Lillian
Wald at the helm. and with it, the National Public Health Nursing Organization.
One of the first North American influences in Latin America fell at the end of the
19th century in Cuba, where Mary O'Donnell founded the first nursing school in
1899. O'Donnell in 1909, the Visiting Nurse service was organized in Cuba, and
nurses led by Mary Eugenie Hibbard were assigned there. The North American and
English influence was decisive for public health nursing in Latin America. In
Argentina, the training of nurses dates back to 1885, but it was in 1890 when the
British Hospital26 formally began the first School of Nursing. Decades passed until
the creation of the School of Nursing of the Ministry of Public Health, an activity that
complemented the School of Nursing of the Eva Perón Foundation as well as the
Hygiene Visitors program in 1924.
This new nursing concept spread to Chile, when the first Health Nursing course was
started in 1927, although it took a while to be effective in preventive programs given
that there was a gap between the community and the organizations that ensured
public health, which is why which the Charitable Nursing School was created,
whose graduates could enter advanced courses in public health. In Ecuador,
following the trend of the early 20th century, the first nursing school was founded in
1906.
The Rockefeller Foundation, protagonist in this entire process of development and
restructuring of the profession in Latin America, began actions in Costa Rica in
1914 with a project to eradicate hookworm and, in subsequent years, similar
projects were established in Guatemala, El Salvador, and Nicaragua. and Panama.
In that period, large public health nursing programs stood out, such as that of the
American Red Cross, the Children's Bureau Program and that of the Rockefeller
Foundation itself33, whose first project for a nursing school was in Brazil, in 1923,
with the objective main goal of training nurses for public health services.
In Mexico, in 1925, given the need for a greater number of nursing personnel due to
the health crisis, the first course in public health was organized. It issued the title of
'visiting nurse' and had the participation of 31 students who were instructed in
personal hygiene, communicable diseases, vaccines, health legislation, among
others. Likewise, child hygiene centers were established where visiting nurses were
essential, since they went to homes to educate on disease prevention, supervised
the hygiene of the rooms, ensured that pregnant and postpartum women followed
medical instructions, and followed up on children from birth to two years.
In Peru, a school for visiting nurses was organized in 1925 to train the personnel
required by the new health services and, from that same year, the School of
Children's Hygiene Visitors began. In 1930, with the support of the Rockefeller
Foundation, the School of Visiting Nurses of Bogotá was created in Colombia and,
in Medellín, a school was created in 1936 that awarded the title of 'Visiting Nurse'.
In 1935, the School of Visiting Nurses was created in El Salvador, which merged
with the Rosales Hospital school, the first nursing school in that country. Uruguay
had done it earlier, since the first nursing school dates back to 1911, although it
began work in 1913. However, it was in 1937 when the training of Hygiene Visitors
began in Uruguay. In Venezuela, the first group of Auxiliary Child Care Visiting
Nurses began in 1936, but due to the lack of public health personnel, the School of
Multipurpose Nurses was created in 1937.
In Nicaragua, between 1937 and 1938, a Visitor's School was created where
training was provided in prenatal care, infant hygiene, parasitic and venereal
diseases, and tuberculosis, and in 1943, a nursing school was created to meet the
needs of public health.
By 1945, the National School of Nursing and Social Visitors was created in Bolivia,
and the influence of the Inter-American Cooperative Service of Public Health
(SCISP) was essential in the training of nurses in public health and in the School of
Public Health Technicians where They trained nursing assistants and health
education technicians. Paraguay experienced the same and, in 1943, the School of
Hygiene and Obstetrics Visitors was created, in addition to the Dr. Andrés Barbero
Institute for Teaching Auxiliary Public Health Personnel.

• From public health nursing to community nursing

In the first decades of the 20th century, the concept of hygiene visitors or visiting
nurses was a trend in Latin America. However, there was a certain parallel between
visiting activity and hospital nursing. Progressively, the tilt of the balance towards
the hospital was due to various factors such as the success of the sanitation
campaigns, the hospital crisis and changes in nursing training. These events did not
happen in unison and, despite the fact that Latin America was experiencing the
same trend, the local scenarios conditioned a different historical course than what
the United States or Europe experienced, and each Latin American country did so
according to its particular social context. What is clear is that the role of the visiting
nurse was invaluable for public health campaigns in Latin America.
As the 20th century progressed, the gap between hygiene visitors - visiting nurses -
and hospital nurses faded due to the comprehensive training provided as part of
university education and the gap in hygiene-care activity was filled by public health
nursing. One element that adjusted the new direction of nursing was the creation of
national nursing associations. With this, many countries reviewed the nursing
education curriculum with the conclusion that knowledge in public health was
deficient, which was confirmed in 1959 with the second survey of nursing schools in
Latin America.
In 1974, the World Health Organization (WHO) published the report Nursing and
community health. It recommended structural changes in nursing practice and
training as well as a focus on basic community problems. Since then, with the
adoption of new conceptual models, courses in public health have multiplied and
with the guidelines of Primary Health Care, the term Public Health Nursing was
abandoned by the WHO to coin the term Community Nursing.

— Conceptualization of Community Nursing

According toThe Organization

Pan American Health Organization
(PAHO), community health nursing
is the synthesis and application of
knowledge and
techniques
scientific activities to the promotion,
restoration and conservation of
community health and is responsible
for identifying the health needs of the
community and the task of achieving
its participation in programs related
to the health and well-being of the
community.
Thus, current community nursing is comprehensive, since it must have deep
knowledge about the health-disease process in individuals, families and groups, as
well as the interactions between them.
Another definition would be:
Community nursing is known as the prevention and health care of individuals, their
families and the community. It is one of the most important branches in health
sciences when it comes to creating healthy habits. Community nursing promotes
care and conscious behaviors that ensure the health of people and their
environment.
This type of nursing not only promotes prevention and health care for a particular
patient, but also extends it to the rest of the members of a community. That is why
we can point out that it differs from basic nursing to extend to the community. This
means that it is not dedicated to caring for a single patient but rather the rest of the
population.
Due to its educational role, community nursing has a good dose of pedagogy. This
is extremely necessary when transmitting and teaching society about prevention
and healthy care. Professionals dedicated to community nursing are in constant
contact with citizens.
The way in which community nursing teaches the population about prevention and
health care can be varied. This implies that you can do it directly from dispensaries,
sanatoriums and hospitals. Or it uses advertising campaigns informing and
promoting healthy habits.
Among the topics that community nursing disseminates and tries to raise
awareness of, the following stand out: Family health, healthy habits, care for the
environment, reproductive health, among others. For these reasons, community
nursing is extremely important in our society. It promotes a better level of health
and helps society stay informed about these issues.
Currently, this branch of the profession is an active protagonist and its mission
transcends the health care of individuals and communities, and has an impact on
various aspects such as health promotion, prevention, recovery and rehabilitation,
all this, guided by humanistic and ethical principles of respect for life and human
dignity.

— Principles

• Community Nursing relies on a solid nursing foundation by integrating

public health knowledge into its practice.
 • The responsibility of community nursing in the population as a whole.

• The nature of community nursing practice is based on the needs and

priority health problems of the population from the participating
processes.

• Community nursing action will have comprehensive and integrated

characteristics.

• The continuous and systematic evaluation of the health situation, the key
to the process and improvement of health services.

• Health education is a fundamental work instrument.

• Community Nursing must work with and for the community, promoting
community participation.

• The family is considered by community nursing as its main unit of service.

• Health problems and needs must be addressed from multiple quality and
interdisciplinarity.
• Community nursing must be a defender of values that contribute to
maintaining greater solidarity and social justice, and equal opportunities.

Principles of Community Nursing Practice

• Community care:
 • The subject of care is the family and the community group.
• Meet the needs.
• It offers general, longitudinal and continuity care.
• Promotes and implements community participation.
• Health education is your fundamental educational instrument.
• Be part of the health team

• Provides continuous care

• Health education.
• Advice on health-related aspects.
• Support in crisis situations.
• Coordinates and manages social and health resources.

• Professional practice

•I work with the healthy or sick individual, in the family as a whole. And in
the different community groups.
Community care

• Common good, social value system identified as a social good.

• Complementation of the individual good.
• Good for the weak and needy.

• The subject of attention is the family and social group

• Knowledge that the family has

• Scientific knowledge.
• They develop healthy living conditions.
• Longitudinal and continuous general care in a comprehensive manner

• Convert humanistic thinking.

• Interrelation of physical and psychological aspects and the development
of the person with their environment.
• It is formed throughout life in different cycles.

• Addresses health needs in the assigned community

• Not only care, it is aimed at health protection.

• Involved in Virginia Henderson's care model, and her 14 needs that must
be satisfied (basic care).
• Promotes and respects community participation

• Develops strategies that promote community participation.

• They must have instruments to make decisions regarding health.

• Form parts of the health team.

• Both users and healthcare organizations are increasingly demanding

increased effectiveness and efficiency.

• Teamwork.
• Development of its activity with respect to the entire community

• Health promotion
• Disease prevention
o Assistance
• Rehabilitation
• Teaching and research
• Management and administration of activities.

• Appropriate nursing process

• Monitoring of the critical path drawn.

• Well proposed nursing diagnosis.
• Expectations and objectives with a well-established time limit.
• Nursing actions. Well defined.
Partially adequate nursing processes

• Monitoring of the critical path drawn.

• Expectations and obsessives with inadequately set time limits.
• Some nursing actions are well defined and others are not.

• Inadequate nursing care process

• Failure to follow the critical path.

• Incorrect nursing DX
• Poorly planned expectations and objectives.
• Nursing actions not well delineated.
— Roles and Functions.

• Community Nursing Functional Roles

V Care promoters
They are all those activities independent of the nursing staff and interdependent
carried out together with other disciplines in order to help the person help
themselves.

V As an educator
The nurse is capable of teaching many people, many things, not only at the
school level, but also to obtain information, to disseminate it, etc.

V Administration
The nurse will be able to distribute the resources he has, in order to make his
service more efficient.
 V For researcher
The nurse will carry out documentary and field research that contributes to
enriching professional practice.

• Attitudinal roles of community nursing

• Family advocate
Work to assist families and provide guidance regarding safety and access to
services.

• Manager and coordinator:

Manage, collaborate and liaise with family members, health, social and other
services to improve access to care.

• Consultant
Serve as a consultant to families and organizations to identify and facilitate
access to resources.

• Attitudinal roles

V Advocate
V Advisor
V Promotion girl
V Coordinator
V Promoter
V Facilitator
V Collaborator
 — Profile of the Community Nurse.

• To be a family and community nurse, you must:

■ Have the ability to communicate with people of all ages, cultures and
social backgrounds.

■ Have sensitivity and tact. When visiting, you need to respect the fact that
you are working in people's homes.

■ Know how to listen.

■ Have the ability to give clear advice.

■ Being able to comfort and encourage people.

■ Have good observation skills to detect signs of illness that are not
revealed in conversation. For example, to detect when a mother is
suffering from postpartum depression.

■ Have emotional strength to deal with issues such as grief, child abuse,
drug addiction and terminal illnesses.

■ Have the ability to make decisions on your own and be responsible for
those decisions.

■ Have a lot of energy: Work can be very demanding physically,

emotionally and intellectually.
Know how to work as a team.

■ Have organizational skills.

■ Have ease when writing and generating reports.

• Competencies

^ Affectionate.
^ Friendly.
^ Decision-making ability.
^ Listening skills.
^ Report writing skills.
^ Ability to deal with distressing situations.
^ Ability to work as a team.
^ Able to calm and reassure people.
^ Able to stay up-to-date on procedures and treatments.
^ Able to respect people of all backgrounds.
^ Able to follow established procedures.
^ Monitors the development of babies and children.
^ Refers patients to other medical specialists.
^ Runs a practice.
^ Physically fit.
^ Teaches technical patients to lead independent lives.
^ Ability for numbers.
^ Communication skills.
^ Practical skills.
^ Provides health education.
^ Inject vaccines.
^ Keep records accurately.
^ Takes several cases.
^ Observer.
^ Patient.
^ Full driving license.
^ Provides advice.
^ Performs local displacement.
> Conduct research.
 — Make prenatal visits.
^ Takes care of people with disabilities and provides them with support.
^ Sensitive.
^ Tolerant.
^ Work with children.
^ Work with drug addicts or alcoholics.
^ Work in local establishments such as GP surgeries and health centres.

— Community Nursing Process.

The community nursing process must be carried out

through the following steps:

1. Establishment of the nurse-community relationship

In every nursing care process, the first step in administering care that positively
improves the state of health is the establishment of a warm, quality relationship
with our patient, which allows the exchange of personal information and
provides security. , trust and that allows us to learn more about people's identity.
In the work of working with the community, this first step is the most important
and decisive in the future development of actions and strategies that allow the
highest degree of health and satisfaction of users.
We can understand the nurse-community relationship as the first contact of the
health personnel with the community, which will work and take part as a leader
in the health processes. At this stage the nurse must obtain the greatest amount
of information in terms of sociodemographic data. the community and its
members, which allow us to provide a notion of the terrain to intervene,
geographical data, risk maps to identify vulnerable points and possible threats,
strategic points such as schools, churches, shelters, places of mass
concentration, epidemiological data, dispensary data and family charts, names
and functions of the institutions and organizations that work in the community,
identify the key people for their future interrelation (these are the community
leaders and social actors).
In addition to seeking the greatest amount of information available about the
community, meetings must be scheduled with the institutions and organizations
present in the community and with key people, speaking quality and openly with
them, detailing the objectives of our work and the need to their intervention and
participation in each of the processes and actions to maintain the health of the
community. Each meeting must be a bridge to acquire trust and support
networks among attendees in addition to trying to establish lines and strategies
of action with the involvement and collaboration of all community entities.

2. Assess the state of health and environmental factors

The assessment of the health status of the community will be carried out
through the use of the oldest and most effective tool in nursing practice:
observation . This must be carried out through a process of in-depth analysis of
each of the elements, risk/protective factors, situations and characteristics of the
communal environment and how these can affect the maintenance of health.
This process can only be achieved through direct visits to the community, thus
leaving the old paradigm of the desk nurse and establishing direct contact with
the situations that develop in the community.
To carry out a complete assessment of community health, the data obtained
from the observation of situations and events in the environment must be
accompanied by the records of patient administration, the information obtained
by community entities and their assessment of health. of the community, in
addition to the use of risk maps that allow identifying and pinpointing the places
of greatest risk and vulnerability for health effects.

3. Community diagnosis

The processing of the information previously obtained in order to identify the

main effects on community health is a process that must be carried out by the
nurse in conjunction with representatives of institutions and organizations
present in the community, and with key people, since They know more than
anyone about the situations that affect the health of the community and what
problems they have the capacity to respond to immediately. In addition, there is
a commitment from community entities to comply with and support the actions
and strategies proposed to respond to the identified problems.
This process can begin as a presentation of the data obtained by the analysis of
the information carried out by the nursing staff, suggesting possible problems
that affect the health of the community. It should not be a rigid and dictatorial
process, it should be open. to the opinion and criticism of the other entities
involved, in addition they can suggest other situations or factors that affect
health, through a brainstorming process.
Community diagnosis should be the process by which the main problems and
factors that put the health of the community at risk are identified and to define
these we can use some pedagogical/organizational tools such as:

A. Ishikawa diagram or cause-effect diagram.

It will allow the risk factor to be broken down into each of its parts until
identifying the situations that have caused them, and the possible points to
intervene.
The way to use the Ishikawa diagram or also called the Fishbone is to locate the
problem in the head of the fish, and then we will call the largest bones the main
or primary causes and these are the ones that cause the presence of the
problem with the greatest magnitude. , smaller ones depend on these larger
thorns, we will call these secondary causes and these are those situations of
smaller magnitude that contribute to the formation of the problem or produce the
main cause.

B. Hanlon method of problem prioritization.

It is a method for establishing priorities based on the magnitude of the problem,
severity of the problem, effectiveness of the solution, feasibility of the program
or intervention.
The Hanlon method is based on four components:
A. Magnitude of the problem.
B. Severity of the problem.
C. Efficacy of the solution problem.
D. Program feasibility either of the intervention.
The ordered classification of the problems is obtained by calculating the
following formula that is applied to each problem considered:
Priority score: (A + B) C x D
Using this method it is possible to multiply the score obtained for each
component judged to be most important by a figure corresponding to the weight
assigned to each criterion, which has already been mentioned.

4. Planning of actions and interventions with the

participation of community entities
This is a critical point and of vital importance in the administration of community
nursing care, since here the actions and strategies to be developed to maintain
or recover community health will be defined, in addition it must be carefully
defined which community entities will be responsible for compliance with each
care and establish budgets that are achievable and accessible to the response
capacities of the organizations and people involved in this process.
In defining the actions to be developed, the nurse must serve as a monitor who
helps provide the best direction for the options proposed by community groups
to solve the problems that affect the community. When planning the actions, the
greater effort to promote the participation of citizens in each of the processes in
order to guarantee their commitment and adaptation to safeguarding their own
health.
Strategies must be used that allow modifying the habits and lifestyles of the
population and that achieve the highest possible level of adaptation to new
environmental situations, which provide skills and attitudes to promote self-care
in each of the individuals in the community. .

5. Execution and monitoring of interventions emphasizing

citizen participation
In this phase, the nurse adopts the task of providing advice and support to the
fulfillment of proposed objectives and activities, trying to provide the greatest
degree of independence and responsibility in the development of the activity on
the part of organizations, institutions and members of the community.
It must be present in those processes where its role as health guarantor cannot
be carried out by another entity in the community and must prioritize those
problems that put the community at greater risk to provide direct assistance and
effective support in the resolution of this problem. situation.

6. Evaluation of results with community entities

After completing the proposed activities, a detailed evaluation must be made of
the scope of the intervention and the results obtained at each stage and by each
of the participating entities. This will allow identifying those points that must be
strengthened in the intervention and allows assessment. the effectiveness and
fulfillment of objectives and what actions need to be redirected.
In addition, the strengths and limitations in each part of the process must be
raised and the experiences and concerns of the participants in the intervention
must be shared.
This evaluation should not be a static profile, rather it should be a constant
process for improvement purposes to strengthen the capabilities and
experiences of the community in the protection and maintenance of health as a
whole.
— Community Nursing Diagnosis.

A community diagnosis is defined as a joint process between the community

and the health teams of a specific Health Center, whose objective is to identify
the problems that affect a population. These problems can come from the
territory or the physical reality where the population is located, from within the
community itself or the socioeconomic and political environment under which the
people in the sector are subject.
In this nursing model, Elizabeth Anderson represents the community with an
assessment wheel that is made up of eight subsystems: physical environment,
education, security and transportation, politics, government and beliefs, social
and health services, communication, economics and recreation. Along with that,
Anderson defines the nucleus as the community to intervene.
This model facilitates a clear and participatory methodology that should be of
minimum knowledge to all nurses who work with communities. Through the
analysis of each of the subsystems, the community itself makes known its
problems, protective factors, deficits, and its vision about the population's own
needs, determining themselves with the guidance and counseling of
professionals. health, the current and desirable state of health.
In order to carry out an effective community intervention, validation by the
community of the diagnoses investigated is necessary, making them participants
and responsible together with the health team for their own needs. After this
validation, possible solutions are presented to the community, and they
themselves choose the most viable option.
— Community Practices.

Community practices are learning spaces

where knowledge and attitudes are put
into play to address different situations of
social intervention that promote supportive
contact of students with reality (Res. No.
297/2011 CS). It is sought from them that
the students build
a reflective position towards reality, to
modify it through their commitment and participation in social life, acquire diverse
visions of the world and develop citizenship skills and values.

Community Practices privilege the exchange of knowledge and development of

transformation processes for the benefit of society, thus constituting learning and
service activities. Community Internships imply that students make contact with
different community organizations in order to clearly understand that their
activities are framed in a socially committed University model. Throughout the
development, reflection actions will be carried out on the events and moral
responsibilities that surround the practice.

To carry out a Community Practice I followed these steps:

1. Choose the institution and what activities you want to do. To do this, you
can use the list of proposals that the Faculty has.

2. Present, together with a tutor, the Community Practice proposal to the

Commission. The practice can be developed individually or in groups.

3. Carry out the Practice with the chosen Institution.

4. Prepare a final report of the practice carried out.

Keep in mind that you can do more than one internship with one or more
institutions.

— Importance.

“People pass by, no one is essential; Ideas change, they are not immutable;
Contexts change, they are not unalterable... but community nurses endure and
remain a professional, scientific and social reality. And all community nurses,
without exception, have the obligation to work for a strong, dignified, ethical,
close and recognized community nursing, which allows us to abandon positions
of permanent regret and look ahead with courage, determination and security. .”

— José Ramón Martínez Riera;

president of the Community Nursing Association (AEC).

Importance of community nursing

■ It is responsible for identifying the general health needs of the

community.

The task of achieving participation in the execution of programs related to

the health and well-being of the population.
■ Monitor the health of the community.

■ Meet the health needs of the population throughout the life cycle, with the
participation of the individual.
■ Identify health problems and their risk factors.

■ Plan measures to help individuals, groups or communities achieve health

goals.
- Conclusion

We have reached the end of this work.

Finally, we can say that community nurses bring great benefits to the population,
from teaching and guiding the people who make up the community to develop
better routines to maintain a healthy life, to caring about good health. of the
environment in which the community lives.

Without a doubt, the nursing process carried out by these nurses is very feasible
and organized, consisting of only six steps to carry out. Among these is
“Establishment of the nurse-community relationship”, which in my opinion is in
the right and appropriate place (Right in the first place), a warm and quality
relationship with the patient, which allows the exchange of personal information
and provides security, trust and allows us to learn more about the identity of the
person. It is essential to know the problem that the patient has, and what better
way than from the patient's own words? Therefore, getting to know the
community with which you work in an emotional way is very important.

And, speaking of importance, it can be safely said that throughout this work all
the reasons why community nursing is important have been made very clear,
but I will summarize all that in one sentence:

Community nursing is extremely important because it is concerned individually

and jointly with physical health, the healthy coexistence of a family, the
environment in which it is established, and a healthy future for the population of
each community.

In conclusion, we owe a lot to our community nurses. They are important, and
the community appreciates them, thank you.