NUR 100 Syllabus

GRAND RAPIDS COMMUNITY COLLEGE
SCHOOL OF WORKFORCE DEVELOPMENT
NURSING PROGRAMS
NUR 100 – PERSPECTIVES IN NURSING

COURSE INFORMATION
Title: NUR 100 Perspectives in Nursing
Section: 2243 Credit Hours: 2
Class Times: Mondays and Wednesdays 12:15-2:15pm
Class Dates: 8/25/14-10/13/14

CONTACT INFORMATION
Michelle Olszewski RN, MSN
Office location: 616 College Park Plaza Building
Office Hours: Upon request
Office Phone: [phone]
E-Mail Address: [e-mail] (best way to reach me!)
Blackboard IM: when available

CATALOG DESCRIPTION: An overview for students who are interested in nursing; includes historical perspectives, contemporary issues, introduction to nursing process and critical thinking, introduction to transcultural influences in healthcare and community-based nursing, teaching-learning principles, levels of nursing education, standards of conduct, introduction to pharmacology and mathematics for nursing, the legal scope of practice, and career opportunities in nursing. Open to all students.

PREREQUISITES
An interest in nursing as a career goal.

Students are expected to adhere to the HIPAA requirements of all clinical facilities. Please be advised that any student having a HIPAA violation may be unable to complete all of the clinical requirements necessary to complete the nursing program.

STUDENT LEARNING OUTCOMES
1. Describe historical events that have shaped the course of nursing.
2. Discuss current trends in nursing.
3. Discuss transcultural influences in health care.
4. Identify current issues in community-based nursing.
5. List steps used in the nursing process.
6. Apply critical thinking processes to problem solve every day events.
7. List teaching/learning concepts applied to nursing.
8. Describe principles of pharmacology applied to nursing.
9. Apply mathematical principles to nursing computations.
10. Identify the ethical, legal and regulatory frameworks of health care.

METHODS OF EVALUATION

Test One 20%
Test Two 30%
Test Three 30%
Bed 10 Reaction Paper 10%
Group Project 10%

GRADING SCALE

A = 93-100% A- = 90-92%
B+ = 88-89% B = 83-87% B- = 80-82%
C+ = 78-79% C = 73-77% C- = 70-72%
D+ = 68-69% D= 63%-67% D- = 60-62%
E = Below 60%

A minimum of 80% average is required for successful completion of NUR 100 and to be qualified to enter Level I of the Associate Degree Nursing Program or the Practical Nursing Program.
NOTE: This grading scale, i.e. the percentages, is the same in all nursing courses.
80% (a “B-”) is required to pass any nursing course. C’s and D’s are given but do not qualify for passing a course.
In accordance with the nursing programs’ policies, there will be:
1) no rounding of final grades: 79.9% does not = 80%
2) no bonus or make-up points or redo of assignments

MATHEMATICS FOR NURSING

Complete the math pre-test on Blackboard by the second class period of the semester. You must achieve an 80% on the test. If you receive less than 80% you will need to schedule tutoring for remediation in the Health Lab in 401 Cook. This score is not included in your course grade but is required to pass NUR 100.

STUDENT PROVIDED LEARNING RESOURCES

NUR 100 Syllabus Baier, S. and Zimmeth-Schomaker, M. (1986) Bed Number Ten, Boca Raton, FL: CRC Press. ISBN - 10: 0849342708 / ISBN – 13: 978-0849342707 / Publication Date: March 13, 1989
Complete Blackboard Orientation SYLLABUS

The Criteria/Guidelines for all assignments and tests are found in this syllabus. The student is responsible/accountable for the contents of this syllabus and for following these written guidelines as well as any given in writing or verbally in class. The grading scale criteria will be followed. The instructor will provide a written schedule of class content, test dates, and assignment due dates at the first class which can be found on Blackboard.

ASSIGNMENTS/TESTS

Using texts, references, and lecture notes as a basis for study, the student will complete subjective and objective-referenced tests and assignments. No assignments will be accepted by e-mail or after the due date. All required projects/papers must be typed. There is no extra-credit or make-up work. All tests must be taken as scheduled. In the event that the student experiences an extenuating circumstance and does not take a test, a zero (0) grade will be recorded. Documentation of the extenuating circumstance must be provided to the professor. Additionally, the student must make an appointment with the Professor within two school days to determine when the make-up test will be taken. The zero will then be removed. Failure to do so will result in the zero becoming the permanent grade for that test. An alternate form of the test covering the same material will be used for make-up tests. This could be in the form of essay questions. Only one test may be missed due to extenuating circumstances and is given at the discretion of the instructor. Students receiving less than 80% on a test are encouraged to meet with their professor.

BLACKBOARD

This class uses Blackboard (http://bb.grcc.edu). You may use Blackboard to access assignments, download or print course materials, and to check your grades.

On the Internet, go to the college’s Home Page at http://www.grcc.edu and click on the drop-down menu at the bottom of the page, and then click on Blackboard.

Log on. If you have not done this before, you can go to http://bb.grcc.edu Follow the instructions on the right hand side for new users. Or you may go to one of the computer labs in the ATC Building and ask for assistance. All nursing students need to know how to use Blackboard for this and all other nursing courses.

The Welcome Screen of “MyGRCC” pops up. Log in.

There are tabs across the top. Click on “Courses” to get to the screens that will allow you to view your grades, announcements and assignments from me, etc.

COLLEGE POLICIES

The academic policies and procedures of GRCC are outlined in the College Catalog. College-wide policies and procedures, to include (but not limited to) grading, Federal Educational Rights and Privacy Act (FERPA), Student Right to Know, Privacy, Affirmative Action, Equal Employment Opportunity, Americans with Disability Act (ADA), concealed weapons, smoking, campus crime, copyright, academic grievances and discipline grievances, are at http://www.grcc.edu/catalog. Additional policies, to include (but not limited to) academic integrity, disability support services, posting/distributing literature, selling merchandise, fundraising, classroom disruption, conduct and substance abuse, can be found in the GRCC Student Handbook at http://www.grcc.edu/handbook. If you come to campus for this or other classes, research, or meetings, remember that GRCC is a tobacco-free campus. Go to http://www.grcc.edu/tobaccofree for complete details on this GRCC policy or for resources about quitting. Finally, the most recent policies (that may not have been published in the catalog and handbook yet) are at http://www.grcc.edu/policies. These policies and procedures are subject to change and incorporated by reference.

Audible beepers and telephones are not allowed in the classroom as they are disturbing to other students and disruptive to classroom activities. For emergencies etc. give the Campus Police number (234-4010) to families, baby sitters, etc. They have student schedules available and will locate you.

Students with disabilities who wish to request accommodations must be registered with the Disability Support Services Office (DSS) in Room 368 of the Student Center. You may contact DSS at [phone] for more information. Once you are registered with the DSS Office, you will receive an Accommodations Agreement to present to me to verify your registration. Please see me as soon as possible so we may have a private conversation to discuss accommodations.

Students are responsible for all communications sent via Blackboard and to their GRCC email account. GRCC student email can be accessed through Student Email (http://email.grcc.edu) and Blackboard at Blackboard (http://bb.grcc.edu).

Grand Rapids Community College uses an Early Alert monitoring system. Students may be flagged for academic performance and/or attendance issues. If your performance and/or attendance jeopardize your ability to succeed in this course, you will be contacted by a Retention Specialist and referrals to support services such as tutoring, advising and counseling may be made. If you have questions about this service, ask me or contact the office of the Associate Dean of Counseling, Advising and Retention Services at 616-234-3449.

GRCC prohibits bringing children to class OR leaving them unattended on campus, such as halls, the library, the student center, or computer labs.

INCLEMENT WEATHER POLICY: Grand Rapids Community college rarely cancels classes on the downtown campus due to inclement weather. If GRCC cancels classes, radio and TV and online announcements will so indicate after 6:00 AM. This morning announcement means that the school is closed all day and all evening. Decisions to close the school after classes have started could be announced at any time of the day and will mean that there will be no classes the remainder of the day and evening. Other school district closings, including Grand Rapids Public Schools, do not affect GRCC closing. The announcement must specify "GRCC downtown campus closing."

NOTE: Any tests missed because of the cancellation of school will take place the next time the class meets. Any assignments that are due on a cancelled day are due at the start of class the next time the class meets.

COURSE POLICIES

Students will take tests in an online format. (Instructions will be provided by the professor). In order to be able to complete these required exams, you must be familiar with Blackboard and have a working username and password. The IT Customer Support Team can assist with Blackboard, password resets, Novell and student e-mail accounts. Hours and other helpful information are at http://www.grcc.edu/itsupport/students. Students are encouraged to submit the Customer Support Form.

Dishonesty (cheating, copying, lying, plagiarism, withholding pertinent information, stealing, etc.) will NOT be tolerated. A student, who is found to be dishonest in any way, will be immediately dismissed from this course. (See the Nursing Program Student Handbook for details on the Nursing Program’s Honesty/Professional Ethics Policy). All GRCC students are held accountable to the Student Code of Conduct, which outlines expectations pertaining to academic honesty (including cheating and plagiarism), classroom conduct, and general conduct. The Code can be found in full at Student Code of Conduct. Please note that in this class you CANNOT submit work previously submitted for another course for credit. This means that you cannot submit the same paper or project that you may have prepared for another course.

This is an intense course that covers a lot of material, and includes reading assignments. It is similar in this way to all of the nursing courses. It is imperative that the student be organized and practice good time management in order to promote his/her success in this course and subsequent courses in the nursing program.

Once the class session has begun, please do not leave the room and then re-enter unless there is an emergency. The classroom door will be closed and locked to comply with security and energy guidelines. Students will be allowed entrance at formal breaks.

Professors are here to help you accomplish your goals. If at any time you have a concern, please approach your professor first.

The student will submit the written assignment on the designated due date at the start of class. The grade will be decreased by 10% each day until submitted. The paper will not be accepted after one week.

REACTION PAPER, WRITING ASSIGNMENT Using texts, reference materials and lecture notes as a basis for preparation, the student will write an original reaction paper based on the book, Bed Number Ten.

DIRECTIONS:
1. Read Bed Number Ten (1986, by Sue Baier and Mary Zimmeth-Schomaker, CRC Press, Inc., Boca Raton, FL), obtained from college bookstore or commercial bookstore.
2. As you read, take notes on incidents that portray nursing and your thoughts and reactions to them.
3. Turn your notes into a paper of not less than two or more than three pages, discussing your reactions to nursing as portrayed in the book. Support your discussion with examples.
4. Include the following questions as part of the foundation for your analysis. - What was the overall theme of the book in relation to nursing? - Was nursing portrayed in an overall negative or positive manner? Discuss. – Reaction of Sue’s husband – Health problems encountered - What would your personal reaction be if you received the type of nursing care that Sue received? - Do you have any personal experiences that relate to the content of the book? - How will the reading of this book impact your future as a nurse?
5. Spelling and grammar must be correct and professional.
6. If using a direct quote from the book, put the page number where quote was found in parentheses at the end of the sentence. (Do not use many quotes and if they are used, they must be short ones—the paper is to be in mainly your own words)
7. Submit the paper with the Evaluation of Reaction Paper form attached. The paper is worth 10% of the final grade
9. No title page or report cover is needed.
EVALUATION OF REACTION PAPER

STUDENT_______________________________

NOTE: Attach this evaluation page to the front of your paper.

CRITERIA POINTS

Paper is not less than two or more than three pages long and 3 is typed, double-spaced, at least 12 font size and contains less than five spelling and/or grammar errors

Paper includes responses to the following questions:
What was the overall theme of the book in relation to nursing? 1

Image of nursing 2

Reaction of Sue’s husband 2

Health problems encountered 2 What would your personal reaction be if you received the type 2 of nursing care that Sue received?
Personal experiences that relate to the content of the book? 4

How will the reading of this book impact your future as a nurse? 4 _____________ TOTAL =

FINAL GROUP PROJECTS (Suggestions)

1. Determine the perceptions about the role of the nurse. Each age group will share their beliefs about what a nurse does. Also, the oldest age group needs to be asked to share their perception of the severity of the nursing shortage. Include their ideas about the reasons for the shortage and ways to resolve it. Discuss how any misperceptions of nurses might be corrected. Present the information to the class.
Age 3-6
Age 7-12
Age 13- 17
Age 65 +

2. Interview a graduate of each type of nursing program leading to initial licensure as an LPN or RN. Describe their job history since graduating and their perspectives about nursing education: entry into practice, simulation, online education . Determine how they view the problems and issues facing the profession. Also, assess their ability to treat patients holistically(mind, body and spirit) in their practice setting. Ask for suggestions that would enhance success in nursing school. Share what you have learned with the class.

3. Identify a health related issue/concern/problem in West Michigan. Apply a plan to study the identified health concern from an epidemiologic approach. Select one of the three approaches: Epidemiologic Triangle, Web of Causation or Iceberg Theory. Collect the data which would be needed to address the identified concern. Include in your results how to address the issue, how the community may treat the concern and how it could be prevented from recurring or escalating.

4. Interview representatives from a variety of cultures to learn about experiences related to sociocultural events that influence their life/health. While determining people to interview, consider representatives from different age or ethnic groups, and other subcultures. Present your finding to the class.

5. Identify methods which could influence changes in health care delivery at the local, state and/or federal level. Consider the impact as an individual, a nurse, a member of the nursing profession and/or a health care consumer. Share your findings with the class.

The projects will be completed by the last two class meetings. Each group will have 15 minutes to present their findings to the class. The project information must be presented in a creative manner. The first task is to designate a leader and a recorder. The names of the group members will be due at the end of the first class.

Each group member must read and sign the Learning Group Member Agreement on the next page. The instructor will evaluate the group project using the evaluation tool on page 10 of this syllabus.
GRAND RAPIDS COMMUNITY COLLEGE

LEARNING GROUP MEMBER AGREEMENT

INDIVIDUAL COMMITMENT

I agree to do the following as part of my membership in this Learning Group:

1. Actively participate and share responsibilities
2. Communicate in an assertive manner
3. Be accountable for my part in the outcome of any group project undertaken
4. When giving feedback to group members, make sure that it is constructive
5. Arrive on time for all meetings, unless an emergency arises
6. Refrain from indirect communication (gossip about peers)

GROUP COMMITMENT

1. If a member of the Learning Group does not adhere to any part of the Individual Commitment, the group members will discuss the concern with the group member, at some time during class hours (i.e. break, before class starts).

2. If the group member, after it is discussed the first time, repeats a violation of the Individual Commitment, the instructor must be notified by the Group Leader, unless the Group Leader is the person violating the commitment. If the leader is in violation, the group members can appoint a representative to discuss the concern with the professor.

3. If the group has members that are not following the expectations as promised, but have not notified as instructed, each member of the Learning Group will receive the same grade on any group assignment. If the Learning Group does follow this commitment, individuals that are not contributing, will receive the individual grades.

Signed by ________________________________ on ________________

GRAND RAPIDS COMMUNITY COLLEGE
NUR100
FINAL PROJECT EVALUATION GUIDE

1 2
3
4
5
Preparation

Followed all directions

Teamwork

Creativity

Quality of presentation

Accuracy of Information

Key: 1= Poor 2= Weak 3 = Satisfactory 4= Very good 5= Excellent

Preparation- All materials were ready and practice was obvious due to smooth flow of presentation and staying within 15-20 minute limit.

Followed directions- Included all information requested

Teamwork- All members participated in completing assigned tasks. Cooperative working relationships were demonstrated.

Creativity- The presentation was engaging and presented in an interesting manner.

Quality of presentation- Materials used were informative, voice levels adequate, and any audiovisuals were presented properly, presenters were dressed professionally.

Accuracy of information- Any facts presented were correct and all interviews were done as reported.

Group Members –

30 points= Perfect Score

Score=

COURSE OUTLINE

I. Introduction/Overview and History of Nursing
II. Community/Transcultural concepts
a. Values and beliefs
III. Critical Thinking
a. Introduction to Nursing Process
b. Nursing Ethics
IV. Pharmacology for Nursing
a. Math for Nursing
b. Drug calculation
c. Drug regulation
V. Trends in Nursing
a. Success in Nursing School
b. Teaching/Learning concepts

LEARNNG OUTLINE, OBJECTIVES AND ASSIGNMENTS

Unit I
I. Introduction to NUR 100
A. Welcome
B. Introduction of students and instructor
C. Review of course, syllabus and requirements
2. History of nursing
A. Relevance B. History timeline
C. World history and nursing
D. Florence Nightingale’s contribution
3. Contemporary profile of nursing
A. Definition of nursing
B. Reality of nursing today
C. Nursing roles and career opportunities
4. Nursing education A. Educational programs B. Entry levels into practice

LEARNING OBJECTIVES:
THE STUDENT WILL: History:
1. Discuss reasons for studying the history of nursing.
2. Describe the origin of nursing.
3. Describe the major historical developments/events that influenced the development of nursing as a profession.
4. Discuss the individuals that shaped the nursing profession throughout history.
Education:
5. Compare and contrast the practical nurse, diploma, associate degree and bachelor of science education programs in relation to their history, education processes, and practice opportunities.
6. Discuss the advanced educational opportunities and types of positions available to nurses.
7. Identify the entry into practice proposals set forth in the ANA’s Position Paper of 1965.
8. Summarize events since the publication of the ANA’s Position Paper and the current status of the proposal.
9. Describe the Nursing Programs at GRCC.
10. Analyze personal learning styles.

ASSIGNMENT:
Internet: http://aahn.org/ Nursing History- Nursing History Calendar
Participate in the introduction of instructor and students.
Identify the components of the course, syllabus, and course requirements.
Attend class and participate in discussion
Analyze the image of nursing portrayed in the media. Both films and TV shows can be utilized. Trace the major changes in the status of nursing s a profession and identify contemporary “nursing heroes”. Discuss how practicing nurses might impact the perception of nurses.
Complete VARK assessment online: http://www.vark-learn.com/english/page.asp?p=questionnaire

LEARNNG OUTLINE, OBJECTIVES AND ASSIGNMENTS

Unit II
1. Cultural competence
a. Cultural values and beliefs
b. Impact in nursing
2. Community concepts
a. Healthcare in the community setting
b. Healthcare systems
c. Disparities in healthcare

LEARNING OBJECTIVES:
THE STUDENT WILL:

1. Discuss the demographic characteristics of the populations of Kent County and Grand Rapids including data related to:
a. Socio-economic status
b. Educational attainment
c. Race and ethnicity
d. Languages spoken at home
2. Discuss the purpose and major goals of Healthy People 2020.
3. Differentiate culture, sub-culture, race, and ethnicity.
4. Define the following terms:
a. Culture
b. Ethnocentrism
c. Acculturation
d. Assimilation
e. Cultural stereotyping
f. Cultural imposition
5. Discuss the concept of cultural competence.
6. Examine the concept of culture as it relates to health care.
7. Describe the influence of culture on health and well-being.
8. Describe the influence of culture on symptoms and the sick role behavior.
9. Discuss the role of the RN in community-based nursing practice.
10. Discuss potential health threats related to housing and living patterns, air/water standards, food quality and solid waste.
11. Define the following terms:
a. Morbidity
b. Mortality
c. Prevalence
d. Epidemiology
e. Incidence
f. Endemic
g. Epidemic
12. Discuss the basic epidemiologic concepts of host-agent-environment relationships, web of causation and the iceberg model.

ASSIGNMENTS:
Examine the size, composition and socio-economic characteristics of populations in Michigan. http://www.census.gov/

LEARNNG OUTLINE, OBJECTIVES AND ASSIGNMENTS
Unit III
1. Introduction to critical thinking
a. Definition
b. Application
c. Qualities of a critical thinker
2. Introduction to nursing process
a. Steps of the nursing process
b. Maslow Hierarchy of Needs
c. Critical thinking within the nursing process
3. Ethics in nursing
a. Definitions
b. Personnel ethics
1) Criminal background
c. Professional code of ethics
4. Legal concerns
a. Patient Bill of Rights
b. Licensure
1) Negligence and malpractice
2) License retention
c. Regulating bodies
1) State boards of Nursing
2) Joint Commission, Department of Public Health
3) Judicial system
4) OSHA guidelines
5) HIPAA

LEARNING OBJECTIVES:
THE STUDENT WILL: Critical Thinking:
1. Define critical thinking.
2. Examine characteristics of critical thinkers.
3. Apply critical thinking skills to solve everyday problems.
4. Describe how critical thinking is used in evidence-based practice.
Nursing Process:
5. Describe the historical evolution of the nursing process.
6. Describe how the nursing process is used as a tool to promote collaboration.
7. Define the five steps of the nursing process.
8. Explain how critical thinking is an important part of the nursing process.
9. Identify characteristics and benefits of the nursing process.
10. Identify Maslow’s Hierarchy of Needs.
Ethical Issues:
11. Define ethics and ethical principles related to the practice of nursing.
12. Explain the relationship among values, morals and ethics.
13. Identify the Professional Code of Ethics for both the Licensed Practical Nurse and the Registered Nurse.
14. Examine ethical issues which face health care workers today.
Legal Issues:
15. Define legal principles in relation to the practice of nursing.
16. Examine legal issues and responsibilities in nursing care.
17. Identify the Patient Bill of Rights.
18. Explain negligence and malpractice and methods in which nurses can protect themselves from litigation.
19. Outline the procedure for obtaining and maintaining licensure as a nurse.
20. Describe the State Board of Nursing and its functions.
21. Discuss Joint Commission and Department of Public Health.
22. Describe your obligation as a nurse to report suspected or actual abuse.
23. Define the Health Insurance Portability and Accountability Act. (HIPAA)
24. Discuss the purpose of OSHA guidelines.

Assignments: http://www.nursingworld.org/ Compare and contrast a nursing care plan and a concept map

LEARNING OUTLINE, OBJECTIVES AND ASSIGNMENTS

Unit IV
1. Mathematics
a. Math anxiety
b. Need for math in nursing
i. Conversions ii. Dosage calculation
2. Pharmacology
a. Legal considerations
b. OTC drugs
c. Media influences
d. Safety of administration
i. Adverse reaction ii. Allergic reaction iii. “5” Rights
e. Pharmacokinetics
f. Pharmacodynamics
g. Education
LEARNING OBJECTIVES: Math:
1. Demonstrate ability to apply basic concepts of math to dosage calculations.
2. Differentiate between systems of measurement.
3. Identify units of measurement in metric and household systems.
4. Convert from one unit to another within the metric and household system.
Pharmacology:
5. Identify both acceptable and unacceptable medical abbreviations.
6. Identify major events in the history of pharmacology.
7. Describe the “ideal” or “perfect” drug.
8. Outline the phases of the development of new drugs.
9. Discuss the cost and marketing of drugs in the US.
10. Describe drug classifications and labeling.
11. Identify the Controlled Substance Schedules and the responsibility of nurses in maintaining safety.
12. List the Five Rights of Drug Administration.
13. Identify the components of pharmacokinetics and pharmacodynamics.
14. Discuss the steps of the nursing process as they apply to the role of medication administration.
15. Describe the causes, incidence and nursing implications of adverse drug reactions.

Math
Assignments:

Math Pretest on Blackboard
Dosage calculations/Conversions
Intake and Output Activity
Physician Orders: Medical Abbreviations

Pharmacology
Assignments:
Internet: http://www.merck.com/mmpe/sec20.html
The Merck Manual Online Medical Library
Sections: Adverse Drug Reactions, Concepts in Pharmacotherapy, Pharmacodynamics, Pharmacokinetics

LEARNING OUTLINE, OBJECTIVES AND ASSIGNMENTS

Unit V Trends in nursing
1. Success in nursing school
a. Time management
b. Study skills and test taking skills
c. Personnel wellness
2. Teaching and learning
a. Principles
b. Practical application
3. Career challenges
a. Nursing shortage
b. Demographics
c. Poverty/economic issues
d. Environmental issues
e. Work environment
f. Future challenges in nursing
g. Universal health care
h. Advanced practice nurses

LEARNING OBJECTIVES:
1. Discuss current trends and issues that affect the practice of nurses:
a. Informatics
b. Portfolio
c. Magnet status
2. Recognize the many nursing opportunities available upon graduation.
3. Identify directions for the future or nursing.
4. Discuss nurse partnerships with members of the health team.
5. Describe basic principles of teaching and learning theory.
6. Discuss teaching/learning methods to accommodate learning styles.

ASSIGNMENTS

Attend class and participate in discussion.
Locate the nursing professional portfolio web site on the internet. nursingcenter.com Reading – notes included in syllabus and as assigned on Blackboard from power point slides.
Be prepared to discuss topics on the outline in class.

Changes to the Syllabus
The instructor reserves the right to change the contents of this syllabus due to unforeseen circumstances. Students will be given notice of relevant changes in class, through a Blackboard Announcement, or through GRCC e-mail.

COMMUNITY ASSESSMENT
COMMUNITY COMPOSITION
(From national and local government census data)
Go to www.census .gov Find the Quick Facts section and use the dropdown menu to find “Michigan”. This will give you information about Michigan vs. USA. Next, at the top of the page are drop down menus that allow you to see the data from your own County and City for comparison.
Fill in the boxes below to help you see the comparisons between your community, State, and Nation!
POPULATION

Number
Percent
United States
Your location
Total Population

Males

Females

White

Black/African American

American Indian and Alaska Native

Native Hawaiian

Asian

Hispanic Or Latino

Other Race

Two Or More Races

Average Household Size

Occupied Housing Units

Vacant Housing Units

Average Family Size

Speak Language Other Than English At Home

Median Family Income

Employed

Average Age

Where do Elderly Live

Educational Level

Revised 2/11/13