The purpose of this assignment is for students to apply the nursing process in the context of community & public health nursing. The assignment involves three parts including a community assessment, identification of community diagnoses and planning and implementation. Students will be able to apply this knowledge in their professional nursing practice to improve health outcomes of vulnerable populations, regardless of clinical settings.
Students will:
- Complete the community assessment using the population of their choice (Some examples include People experiencing Homelessness, Older Adults, Pregnant Teens, Persons addicted to substances, Immigrants, refugees).
- Complete a windshield and/or walking survey of the community (take photos)
- Utilizing state and local health data bases, newspapers/media sources from the community and other community sources (libraries, fire departments, community centers, etc.)
- Conduct a focus group or key informant interviews with members of your population to understand their perspective regarding priority health needs in the community.
- Community Diagnosis: Identify three community health problems that are priority areas for your population group.
- At least one of the problems should directly address social determinants of health.
- Data should be provided to support the health problems selected.
- Planning, Intervention, Evaluation:
- Choose two of your identified community diagnoses; identify an intervention for each of these two diagnoses. The focus must reflect a real problem for the community as a whole.
- At least one of the interventions must have a policy component.
- The interventions may include:
- an intervention that was implemented by your community group.
- a currently implemented intervention which affects your community; or
- an intervention that you would recommend implementing.
- Evaluate/critique potential or real positive and negative effects of each of these interventions.
- Choose two of your identified community diagnoses; identify an intervention for each of these two diagnoses. The focus must reflect a real problem for the community as a whole.
This is an unfolding project with the following components:
| Part 1: Assessment (20%) | Format: Assignment Template | ||
| Students will begin by completing a community assessment. Community assessments must include a focus group or informant interviews and a peer reviewed journal article. Students will use the data collected in the community assessment as the foundation for building their CHED Talk. | |||
| Part 2: Diagnosis (10%) | Format: Assignment Template | ||
| Students will propose three insightful diagnoses to the course faculty based on the findings from the community assessment. At least one of the issues/trends should directly address social determinants of health. Supporting data should be provided to support the diagnoses chosen. | |||
| Part 3: Planning & implementation (10%) | Format: Assignment Template | ||
| Students will identify two interventions that address two separate identified issues/trends (diagnosis). At least one of the interventions must have a policy component. | |||
| Part 1: Assessment | ||
| 10 pts Assessment is fully complete. Focus group/informant interview and peer reviewed journal is present. | 6 pt Assessment is moderately complete. Focus group/informant interview or peer reviewed journal is not present. | 3 pts Assessment is lacking significant components. Focus group/informant interview and/or peer reviewed journal is not present. |
| Part 2: Diagnoses | ||
| 5 pts Three insightful diagnoses identified to based on the findings from the community assessment. At least one of the issues/trends should directly address social determinants of health. Supporting data is provided to support the diagnoses chosen. | 3 pt Three diagnoses are presented however they are not insightful, are not based on the assessment, or do not directly address a social determinant of health. | 1 pts Less than three diagnoses are presented. |
| Part 3: Planning & implementation | ||
| 5 pts Two interventions are presented that address two of the identified issues/trends (diagnosis). At least one of the interventions must have a policy component | 3 pt Two interventions are presented but they do not address the diagnoses OR One of the interventions does not address a policy component OR Both interventions address the same issue/trend. | 1 pts Less than two interventions are presented OR Interventions presented do not address diagnoses AND One intervention does not address a policy component |
CHED Synopsis Rubric (60%)
| 5 | 3 | 1 | |
| Synthesizes information from the community assessment to clearly & effectively define/describe the community. | Describes/defines the community. Fails to synthesize the information from the community assessment to develop a clear and complete definition/description. | Has difficulty defining and describing the community. Fails to synthesize the information from the community assessment. | |
| Synthesizes evidence to reveal 3 insightful health issues and trends for the community assessed. At least one of issues/trends should directly address social determinants of health. | Organizes evidence to reveal 3 important health issues and trends for the community assessed. Lacked synthesis of evidence which limits insightfulness. | Identified health issues or trends are not linked to the community assessed ORLess than 3 issues/trends are identified ORNone of the issues/trends directly addresses social determinants of health. | |
| Describes at least 2 interventions that address two of the identified issues/trends (diagnosis). At least one of the interventions has a policy component. | Describes at least 2 interventions, but they are not linked to the identified issues/trends. One of the interventions has a policy component. Both interventions address the same issue/trend. | Only 1 intervention is identified ORNone of the interventions have a policy component. | |
| Critiques the effects (anticipated and adverse) of both interventions described (a & b) or outlines evaluation criteria and potential adverse outcomes of the recommended interventions (c). | Describes the effects (anticipated and adverse) of both interventions (a & b) or outlines evaluation criteria and potential adverse outcomes of the recommended interventions (c). Description is superficial and does not demonstrate evidence of critical thinking. | Anticipated or adverse effects of one or more interventions are missing OREvaluation criteria or potential adverse outcomes of recommended interventions are missing | |
| (1) A brief written or video (If video, you must be present in the video. This cannot just be a voice recording) synopsis of the presentation is submitted (No more than 3-4 typed pages). | Brief Summary is present. | Brief Summary is not present. | |
| (1) Demonstrates skillful use of high quality, credible, relevant resources to develop ideas. (2) At least one source is from peer reviewed journal. (3) At least once source is an informant interview/focus group. (4) List of references used in CHED talk is submitted in correct APA format. | 3 of the 4 criteria are present. | 2 of the 4 criteria are present. |
Scoring
| Possible Points | Score | |
| Assessment | 10 | |
| Diagnosis | 5 | |
| Planning & implementation | 5 | |
| CHED Synopsis | 30 |
50 points= 100
45 points= 95
40 points= 90
35 points= 85
30 points= 80
25 points= 75
20 points= 70
