Application of Community Health and Population-Focused Nursing
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Application of Community Health and Population-Focused Nursing
Competency 7019.1.1: Epidemiology – The graduate applies principles of epidemiology to the assessment of the healthcare needs of communities. Competency 7019.1.5: Environmental Health – The graduate assesses the impact of the environment on the health of the community. Competency 7019.1.8: Cultural Competency – The graduate analyzes social and cultural factors that affect the care of diverse populations.
More emphasis is being placed on healthier communities as changes are occurring in the fields of healthcare financing, policy, and focus. One of the primary roles of a community health nurse is to assess the community or population in order to determine its health status in relation to its assets and needs.
Note: If you are a student who does not reside in the state of California, you were incorrectly enrolled in this performance assessment and should be enrolled in a different one. Please contact Ecare@WGU.eduto rectify this error.
Requirements: A. Identify an appropriate community for which there is published data available (county, state, or national data) that will support the diagnosis.
- Assess the health needsand risks of the identified community by utilizing the following tools:
Note: The collection of this data should include a variety of data sources, such as focus groups with older adults and/or youth, epidemiological data from the health department or department of vital statistics, investigations of community resources from stakeholders or faith-based organizations, and/or surveys. You do not have to answer every question listed in the assessment tools. Each of these tools can be found either in the web links section or as an attachment to this task.
- Population Economic Status Assessment • Neighborhood/Community Safety Inventory • Cultural Assessment Tool • Disaster Assessment and Planning Guide • Windshield Survey • Population Health Scavenger Hunt
Note: The name of each of the six tools should be identified in the needs assessment summary, along with a brief summary of how each of the six tools was used in the needs assessment.
- Interpret the collected data using concepts of epidemiology and health determinants (e.g., birth rate, death rate, rates of disease, morbidity).
- Formulate an appropriate community diagnosis for the selected community by doing the following (suggested length of 4–6 pages): 1. Identify the top three problems for the selected community based on the Healthy People 2020 goals. a. Discuss the problems in relation to the Healthy People 2020 goals.
- Select one of the problems identified in part C1 that you would like to investigate further, and do the following: a. Discuss community resources (e.g., Public Health Department, American Red Cross, American Heart) that are available to address this problem.
- Formulate a primary prevention topic based on the problem you identified in part C2.
Note: See the attached “Approved Topic List” for guidance in formulating your topic.
- Include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.
File Attachments: 1. Approved Topic List link opens in new window
- Population Health Scavenger Hunt link opens in new window
- Windshield Survey link opens in new window
Web Links: 1. Cultural Assessment Tool link opens in new window
- Disaster Assessment and Planning Guide link opens in new window
- Healthy People 2020 link opens in new window
- Neighborhood/Community Safety Inventory link opens in new window
- Population Economic Status Assessment link opens in new window
Approved Topic List: Choosing Your Field Project Topic with a Primary Prevention Focus
Note: You may not log any work on your field project until you are enrolled in Community Health and Population-Focused Nursing Field Experience/Community Health and Population-Focused Nursing Clinical and have selected your topic.
What is a Primary Prevention? The Community Health Nursing practicum requires a field project. The project focuses on primary prevention. Primary prevention is the prevention of disease, injury, disability or premature death before they occur.
First Steps in Choosing a Field Project Topic First, consider what might be an issue of public health concern in your own community. The pertinent questions to consider are: • What is the biggest contributor to disease (morbidity) and premature death (mortality) in your community?
- What are the controversial community health concerns discussed in your local newspaper? • What do you believe people in your community are most concerned about related to health? • What is generating the most visits to the emergency room or hospital admission in your community? • What do you believe is reducing the quality of life in your community?
Possible Topic Areas to Choose for Field Project Access to Healthcare • access to mental health services • access to dental health services • access to health services Alcohol and Drug Use • responsible alcohol consumption • prevention of drug abuse, including – IV drug use – prescription drug use Child Health
- prevention of neonatal mortality • prevention of unintentional childhood injuries, including: – sudden unexpected infant death (SUID) – poisoning – drowning – motor vehicle related (child safety seat and seat belt use) – sports related – pedestrian related • prevention of child abuse
- promotion of vaccination Disabled • promotion of health and well-being, including – access to disability related services and devices, – limit barriers to participating in home, work, school, or community activities Disaster Preparedness • prevention of adverse health consequences caused by natural and human caused disasters HIV/AIDS
- prevention of HIV/AIDS, including – sexual transmission – prenatal transmission – IV drug use transmission Oral Health • prevention of dental caries Overweight and Obesity • prevention of overweight and obesity through healthy nutrition and physical activity Physical Environment • promotion of healthy physical environment, including – air quality – land quality – water quality Seniors • prevention of falls • prevention of social isolation • promotion of vaccination Sexual Health • Prevention of sexually transmitted infections. Social Environment
- safe, affordable, quality housing (prevention of homelessness) Tobacco • prevention of tobacco use • prevention of smoking Unintentional Injuries • prevention of workplace injuries • prevention of motor vehicle related death/injuries – prevention of pedestrian injury and death (includes bicyclists) Violence • prevention of domestic violence/intimate partner violence • prevention of dating violence • prevention of gang violence
- prevention of bullying/cyber-bullying • prevention of suicide/depression Women’s and Maternal Health • prevention of unintended pregnancies • lack of breastfeeding/promotion of breastfeeding • promotion of vaccination
Resources to Start Your Topic Choice Process • Healthy People 2020
Application of Community Health and Population-Focused Nursing
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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