NRS 428 Community Assessment
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 direct and indirect care experiences in which licensed nursing students to engage in learning within their hospital organization, specific care discipline, and local communities.
This assignment consists of 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.
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” before conducting the interview. Submit this document separately in its respective dropbox.
Compile key findings from the interview, including the interview questions used, and submit these with the presentation.
ORDER NOW FOR AN ORIGINAL PAPER: NRS 428 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:
Description of community and community boundaries: the people and the geographic, geopolitical, financial, and educational level; ethnic and phenomenological features of the community, as well as types of social interactions; shared 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 summarizes your key findings and discusses your impressions of the community’s general health.
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 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 before 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. NRS 428 Community Assessment and Analysis Presentation
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is used to organize community assessment data in preparation for completing 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.
Predominant ethnic and cultural groups along with beliefs related to health.
Predominant spiritual beliefs in the community may influence health.
There is the 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 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?
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).
There is 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 the 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.
Pest control: Is the community notified of pesticide usage?
Hygiene practices (laundry services, hand washing, etc.).
Bathrooms: Number of bathrooms; inspect for cleanliness, and supplies, if possible.
Universal precaution practices of health providers, teachers, and 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, PE, 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 “restiveness” and energy levels.
Factors affecting sleep: Shift work prevalence of community members
Environment (noise, lights, crowding, etc.)
Consumption of caffeine, nicotine, alcohol, and drugs
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: NRS 428 Community Assessment and Analysis Presentation
Programs and activities related to community building (strengthening the community).
Pride indicators: Self-esteem or caring behaviors.
Published description (pamphlets, Web sites, etc.).
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.).
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 the community and usage
Disaster planning: Past disasters
Drills (what, how often)
Planning Committee (members, roles)
Crisis intervention plan
Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O503 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%)
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 limitations 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. The description of the community is complete. Boundaries are described in great detail, distinguishing environmental boundaries, environmental relationships, and external systems that comprise the open community system. NRS 428 Community Assessment and Analysis Presentation
Summary of Community Health Assessment 20.0% Community assessment is omitted. Community assessment is provided, but the discussion is vague or incomplete. Community assessment is complete, and a synopsis of each functional health pattern (FHP) is included. The 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 and recommendations for surveillance and preventive measures.
Identification of Issue That Is Lacking or an Opportunity for Health Promotion 20.0% Identification of an issue lacking or an opportunity for health promotion is omitted. Identification of an issue lacking or an opportunity for health promotion is included. Still, the discussion is vague or incomplete. NA NA Identification of an issue 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. The decision is incomplete or unclear. The conclusion is complete, with a general summary of findings. The conclusion is clear, with a comprehensive discussion of findings and the community’s general health. The conclusion is comprehensive, with a detailed summary of key findings that explains the community’s general health and offers a rationale for recommendations.
Summary of Interview With Community Health/Public Health Provider 15.0% Summary table is omitted. The summary table is incomplete or unclear. The summary table includes all functional health patterns with adequate documentation. The summary table is clear, with a detailed and comprehensive description of findings from an assessment of the chosen community. A summary table is comprehensive, with a detailed description of findings and actual, at-risk, and potential diagnoses and recommendations for surveillance and preventative measures. NRS 428 Community Assessment and Analysis Presentation
Organization, Effectiveness, and Format 10.0%
Layout 5.0% The layout is cluttered and confusing and does not use spacing, headings, and subheadings to enhance the readability. The text is complicated to read with long blocks of text, small point sizes 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 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 relevant 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. The writer appears to be unaware of the audience. The use of primer prose indicates writer either does not apply figures of speech or misuses them. 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 aware of the audience, uses the different 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 choices in distinctive and creative ways that are appropriate to purpose, discipline, and scope.