NRS 427VN CLC – Community Assessment and Analysis Presentation Essay

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NRS 427VN CLC – Community Assessment and Analysis Presentation Essay

My community is Bakersfield, California I was thinking of interviewing in regards to lack of mental health facilities and planning locally.

This is a Collaborative Learning Community assignment.

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

Assessment/Interview

Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the 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.

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Interview Guidelines

Interviews can take place in-person, by phone, or by Skype. Complete the “Provider Interview Acknowledgement Form” and submit with the group presentation.

Develop one set of 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 with the group presentation.

NRS 427VN CLC – Community Assessment and Analysis Presentation Essay

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting 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 not required to submit this assignment to Turnitin.

When submitting this assignment, include the interview questions, the interview findings, completed “Provider Interview Acknowledgement Form,” and the community assessment PPT presentation.

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 your collaborative learning community (CLC) 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.). NRS 427VN CLC – Community Assessment and Analysis Presentation Essay

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

CLC – Community Assessment and Analysis Presentation 

 

 1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 83.00% 4 Good 94.00% 5 Excellent 100.00%
90.0 %Content  
25.0 %Description of Community and Community Boundaries: (People, Geographic, Geopolitical , Financial, Ethnic, Phenomenological Features and Types of Interactions, Goals, Interests, Barriers, and Challenges) Description of boundaries of community is omitted. Description of community and boundaries is unclear or incomplete; 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.
25.0 %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.
15.0 %Conclusion With Summary of Findings and Impressions of General Community Health 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.
15.0 %Summary of Interview With Community Health/Public Health Provider Summary table is omitted. Summary table is incomplete or unclear. NRS 427VN CLC – Community Assessment and Analysis Presentation Essay 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.
10.0 %Participation Participation is not evident. Participation does not encourage further discussion and dialogue with other students in the class. Participation is critical, argumentative, or confrontational. Individual group contributions are submitted extremely late, affecting the group’s ability to accomplish a successful task. Cooperative teamwork is not evident. Participation encourages discussion and dialogue with other students in the class. Participation is professional and exhibits a positive attitude that is respectful of others. Individual contributions are submitted but not on time. Cooperative teamwork is exhibited but limited. Participation encourages further discussion and dialogue with other students in the class. Participation is professional and exhibits a positive attitude that is respectful of others. Individual contributions are provided by the designated timeline. Cooperative teamwork is exhibited but not consistently. All participation encourages further discussion and extensive dialogue with other students in the class. Participation demonstrates a critical analysis of classmates’ participation and provides relevant and constructive feedback. Individual contributions are provided before the designated timeline. Cooperative teamwork is exhibited in order to complete the project.
10.0 %Format  
5.0 %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.
5.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.) Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written academic English.

NRS 427VN CLC – Community Assessment and Analysis Presentation Essay