NRS 428 Functional Health Patterns Community Assessment PPT

This consists of a PP of about 20 slides including speakers notes and about 125 words of content on each slide. This project also includes a set of interview questions that need to be written. They will include questions and answers to questions totaling about 500 words including questions and responses.

There will be a facility that this project will be done on and I will provide that facility so you could tailor the project with that in mind. I have included examples for the interview questions and all sources and documents required. You can also use your own sources. All items have a rubric and should be APA format. I have set this to 3000 words that should be what the total word count of everything should end up at. I will upload the other items and provide the details once the tutor is chosen. Thanks.

I have included the facility and the person the mock interview is being conducted on please follow the rubric and information I have provided and please let me know if you need anything else. Thanks.


The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses.

These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

This assignment consists of both an interview and a PowerPoint (PPT) presentation.


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.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

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:

  • Description 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 determinants 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.

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.


  • 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.
  • 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).


  • 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 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


  • Primary language: Is this a communication barrier?
  • Educational levels: For geopolitical communities, use 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 the community?
  • Harassment policies/discrimination policies.
  • Relationship with broader community:
  • Police
  • Fire/EMS (response time)
  • Other (food drives, blood drives, missions, etc.)


  • 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.).


  • 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.
  • 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

Provider Interview EXAMPLE

Provider is the assistant director of nursing (ADON) of the clinic in Maryland

Correctional institute-Jessup

He has been working in this facility for about 3 years now.

  • How many members Reside in this community?

This jail has a capacity of about 1000 inmates, but currently we have 730 inmates 

  • How would you describe the community you are working with?

This community is a very diverse group of people. They all have one thing in common, which is they have all committed a crime and are here serving time for the crime committed. Inmates are people from different cultures, have different beliefs, from different educational levels.

  • What kind of values and interests do the community members have?

Considering the fact that these people are in jail, most of them just want to serve their time and go home.

  • What kind of challenges or barriers do you experience with this community?

Challenges include substance abuse, behavioral problems and educational levels.

Most of the inmates are not compliant with their treatment regimen, and do not keep to follow-up appointments.

  • Do you consider members of this community healthy?


  • Are there any identified Health risks within the community?

There many health risks within the community such as infectious diseases, substance abuse, mental health issues

  • What ethnicity do you predominantly see in this community?

There are predominantly African Americans in this jail, followed by Caucasians

  • Do the cultural beliefs within this community influence their health maintenance?

Yes, because the inmates have misconceptions about health.

  • What are the major health issues in this community?

Major health problems include mental health issues, substance abuse, diabetes, high blood pressure and Hep C

  • Are there resources available within this community? If so, what are they?

There are resources available to the inmates. There is a chapel available for inmates to use on certain days. Group services include cognitive-behavioral decision groups and support groups for deaf & HIV-positive inmates

  • Are there any health Promotion/prevention programs in effect in this community? Do you feel they are enough?

Yes , we do PPD assessment on all inmates once every year. We offer HIV and Hep C testing and education every month. There is drug treatment and robust mental health treatment.

I feel the resources are sufficient but it’s up to the inmates to make good use of it.

  • What would you change or improve in this community?

I wouldn’t really change anything about the care and treatment we offer the inmates, I just wish the inmates would make good use of the resources available to them.

NRS 428 WEEK 5 Benchmark – Community Teaching Plan: Community Presentation 



Assessment Description

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  • PowerPoint presentation – no more than 30 minutes

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

Home health center Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.