community health
Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the ″Functional Health Patterns Community Assessment Guide.″ Interview a community health and public health provider regarding that person′s role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: Desсrіption of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, this assignments has rubics
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-428VN | NRS-428VN-IO12160 | Community Assessment and Analysis Presentation | 150.0 | ||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) | Comments | Points Earned | |
| Content | 90.0% | ||||||||
| Description of Community and Community Boundaries: (People, Geographic, Geopolitical, Financial, Educational Level, Ethnic, Phenomenological Features and Types of Interactions, Goals, Interests, Barriers, and Challenges, Including Social Determinates of Health) | 20.0% | Description of boundaries of community is omitted. | Description of community and boundaries is unclear or incomplete and missing one or more necessary components to give context to the community assessment. | Description of community and boundaries of community is complete. A brief description of all components is offered. | Description of community and boundaries of community is complete, and components of community functioning are discussed in sufficient depth. | Description of community is complete. Boundaries are described in great detail, distinguishing environmental boundaries, environmental relationships, and external systems that comprise the open, community system. | |||
| Summary of Community Health Assessment | Community assessment is omitted. | Community assessment is provided but discussion is vague or incomplete. | Community assessment is complete, and a synopsis of each functional health pattern (FHP) is included. | Nursing process and functional health patterns (FHP) are identified with clear indications for actual, at-risk, and potential for improved health. | Discussion of functional health patterns is clear, complete, and comprehensive, with indications for actual, at-risk, and potential diagnoses as well as recommendations for surveillance and preventive measures. | ||||
| Identification of Issue That Is Lacking or an Opportunity for Health Promotion | Identification of an issue that is lacking or an opportunity for health promotion is omitted. | Identification of an issue that is lacking or an opportunity for health promotion is included but discussion is vague or incomplete | NA | Identification of an issue that is lacking or an opportunity for health promotion is effectively included. | |||||
| Conclusion With Summary of Findings and Impressions of General Community Health | 1 | 5.0% | Conclusion is omitted. | Conclusion is incomplete or unclear. | Conclusion is complete, with general summary of findings. | Conclusion is clear, with a comprehensive discussion of findings and general health of the community. | Conclusion is comprehensive, with a detailed summary of key findings that explains general health of the community and offers rationale for recommendations. | ||
| Summary of Interview With Community Health/Public Health Provider | Summary table is omitted. | Summary table is incomplete or unclear. | Summary table includes all functional health patterns with adequate documentation. | Summary table is clear, with a detailed and comprehensive description of findings from an assessment of the chosen community. | Summary table is comprehensive, with a detailed description of findings, as well as actual, at-risk, and potential diagnoses and recommendations for surveillance and preventative measures. | ||||
| Organization, Effectiveness, and Format | 10.0% | ||||||||
| Layout | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. | ||||
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. | ||||
| Total Weightage | 100% |
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.
Value/Belief Pattern
· Predominant ethnic and cultural groups along with beliefs related to health.
· Predominant spiritual beliefs in the community that may influence health.
· Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
· Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?
· What does the community value? How is this evident?
· On what do the community members spend their money? Are funds adequate?
Health Perception/Management
· Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).
· Immunization rates (age appropriate).
· Appropriate death rates and causes, if applicable.
· Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?
· Available health professionals, health resources within the community, and usage.
· Common referrals to outside agencies.
Nutrition/Metabolic
· Indicators of nutrient deficiencies.
· Obesity rates or percentages: Compare to CDC statistics.
· Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).
· Availability of water (e.g., number and quality of drinking fountains).
· Fast food and junk food accessibility (vending machines).
· Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).
· Provisions for special diets, if applicable.
· For schools (in addition to above):
· Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)
· Amount of free or reduced lunch
Elimination (Environmental Health Concerns)
· Common air contaminants’ impact on the community.
· Noise.
· Waste disposal.
· Pest control: Is the community notified of pesticides usage?
· Hygiene practices (laundry services, hand washing, etc.).
· Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.
· Universal precaution practices of health providers, teachers, members (if applicable).
· Temperature controls (e.g., within buildings, outside shade structures).
· Safety (committee, security guards, crossing guards, badges, locked campuses).
Activity/Exercise
· Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).
· Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).
· Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).
· Injury statistics or most common injuries.
· Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).
· Means of transportation.
Sleep/Rest
· Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).
· Indicators of general “restedness” and energy levels.
· Factors affecting sleep:
· Shift work prevalence of community members
· Environment (noise, lights, crowding, etc.)
· Consumption of caffeine, nicotine, alcohol, and drugs
· Homework/Extracurricular activities
· Health issues
Cognitive/Perceptual
· Primary language: Is this a communication barrier?
· Educational levels: For geopolitical communities, use
http://www.census.gov
and compare the city in which your community belongs with the national statistics.
· Opportunities/Programs:
· Educational offerings (in-services, continuing education, GED, etc.)
· Educational mandates (yearly in-services, continuing education, English learners, etc.)
· Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)
· Library or computer/Internet resources and usage.
· Funding resources (tuition reimbursement, scholarships, etc.).
Self-Perception/Self-Concept
· Age levels.
· Programs and activities related to community building (strengthening the community).
· Community history.
· Pride indicators: Self-esteem or caring behaviors.
· Published description (pamphlets, Web sites, etc.).
Role/Relationship
· Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).
· Vulnerable populations:
· Why are they vulnerable?
· How does this impact health?
· Power groups (church council, student council, administration, PTA, and gangs):
· How do they hold power?
· Positive or negative influence on community?
· Harassment policies/discrimination policies.
· Relationship with broader community:
· Police
· Fire/EMS (response time)
· Other (food drives, blood drives, missions, etc.)
Sexuality/Reproductive
· Relationships and behavior among community members.
· Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).
· Access to birth control.
· Birth rates, abortions, and miscarriages (if applicable).
· Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).
Coping/Stress
· Delinquency/violence issues.
· Crime issues/indicators.
· Poverty issues/indicators.
· CPS or APS abuse referrals: Compare with previous years.
· Drug abuse rates, alcohol use, and abuse: Compare with previous years.
· Stressors.
· Stress management resources (e.g., hotlines, support groups, etc.).
· Prevalent mental health issues/concerns:
· How does the community deal with mental health issues
· Mental health professionals within community and usage
· Disaster planning:
· Past disasters
· Drills (what, how often)
· Planning committee (members, roles)
· Policies
· Crisis intervention plan
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