Community Assessment and Analysis Presentation Instructions

Community Assessment and Analysis Presentation Instructions

Community Assessment and Analysis Presentation Instructions

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 to 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 for the Community Assessment and Analysis Presentation

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.

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.

Here is the Community Assessment and Analysis Presentation GCU

Community Assessment and Analysis 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, and thesis is required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines.

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?

Read more on Community Teaching Work Plan Proposal GCU

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 for the Community Assessment and Analysis Presentation

• 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 for the Community Assessment and Analysis Presentation

• 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 for the Community Assessment and Analysis Presentation

• 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 for the Community Assessment and Analysis Presentation

• 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 for the Community Assessment and Analysis Presentation

• 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 for the Community Assessment and Analysis Presentation

• 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

Read other examples of Community Assessment and Analysis nursing assignment

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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