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NRS 428 Functional Health Patterns Community Assessment PPT

NRS 428 Functional Health Patterns Community Assessment PPT

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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 total of 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 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 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.

NRS 428 Functional Health Patterns Community Assessment PPT

Resources

NRS 428 Functional Health Patterns Community Assessment PPT

Read Chapter 4 in Community and Public Health: The Future of Health Care.

URL:

https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/community-and-public-health_the-future-of-health-care_1e.php

Study “About the Affordable Care Act,” from the U.S. Department of Health & Human Services website.

URL:

http://www.hhs.gov/healthcare/facts/timeline/index.html

Read “Health Care Transformation: The Affordable Care Act and More” (2014), located on the American Nurse Association website.

URL:

https://www.nursingworld.org/~4afc9b/globalassets/practiceandpolicy/health-policy/healthcare-reform-document.pdf

Read “EPHO1: Surveillance of Population Health and Wellbeing,” by the World Health Organization (WHO), located on the WHO website.

URL:

http://www.euro.who.int/en/health-topics/Health-systems/public-health-services/policy/the-10-essential-public-health-operations/epho1-surveillance-of-population-health-and-wellbeing

Read “Policy Briefs,” located on the World Health Organization (WHO) website.

URL:

http://www.who.int/hrh/documents/policy_brief/en/

Explore the Community Health Status Indicators (CHSI) to Combat Obesity, Heart Disease and Cancer page, located on the Centers for Disease Control and Prevention (CDC) website. This resource may be used for the Community Assessment and Community Teaching Plan assignments in Topics 4 and 5.

URL:

https://healthdata.gov/dataset/community-health-status-indicators-chsi-combat-obesity-heart-disease-and-cancer

Explore the Climate Change page of the American Public Health Association (APHA) website.

URL:

https://www.apha.org/topics-and-issues/climate-change

Explore the Topics and Issues page of the American Public Health Association (APHA) website.

URL:

https://www.apha.org/topics-and-issues

Community Assessment and Analysis Presentation

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.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

  1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
  2. 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:

  1. 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 determinates of health.
  2. Summary of community assessment: (a) funding sources and (b) partnerships.
  3. Summary of interview with community health/public health provider.
  4. Identification of an issue that is lacking or an opportunity for health promotion.
  5. 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, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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. NRS 428 Functional Health Patterns Community Assessment PPT

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.
  • 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.
  • 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

Rubric – NRS 428 Functional Health Patterns Community Assessment PPT

Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O500 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 20.0% Community assessment is omitted. NRS 428 Functional Health Patterns Community Assessment PPT 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 20.0% 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 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 15.0% 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 15.0% 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 5.0% 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. NRS 428 Functional Health Patterns Community Assessment PPT 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.) 5.0% 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%

Provider Interview EXAMPLE

Provider is the assistant director of nursing (ADON) of the clinic in Maryland Correction institute-Jessup

He has been working in this facility for about 3years 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 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 interest do the community members?

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?

No,

  • Are there any identified Health risk 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 a 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 Functional Health Patterns Community Assessment PPT

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