Wk 3 - Health Promotion and Disease Prevention in the Community

Assignment Requirment PART 1 Based on the windshield survey you completed in Week 2, respond to the following in a minimum of 175 words: • Describe the community you surveyed. • What is the role of community/public health nursing and community partnerships as they apply to your surveyed community? • What influence do social determinants of health, such as culture and access to resources, have on your community? PART 2 Clinical Activities: Health Promotion and Disease Prevention in the Community (12 Direct Care Hours) 
 From the results of your windshield survey, you will identify health issues facing people in the community. You will prepare to teach your chosen family how to reduce the risk of and prevent the initiation or exacerbation of health-related problems in the community. 
 Working with a family of 3, The 6yrs old minor has type 1 diabetes
 Consider the following areas in your community where you might find factors that contribute to health issues in the community: • Healthy food options • Geographic boundaries • Housing and zoning • Open space • Commons • Transportation • Social service centers and their locations • Stores, businesses, and industries • People and animals encountered on the street • Physical condition of the area • Racial and ethnic makeup of the population • Religious institutions/places of worship • Health indicators and morbidity and mortality data • Politics • Media • Signs of decay (e.g., conditions of roads, abandoned buildings) • Crime rate • Employment rate • Schools • Environmental factors (e.g., locations related to water treatment plants, garbage dumps, industrial pollution) • Public services (e.g., fire, police) In collaboration with your patient population (i.e., individual, family, group), identify 3 current public health issues facing the individual, family, or group in their community. The family will prioritize and select 1 health issue to work on. Select at least 1 intervention for the health issue, including the available community resources. Ensure the chosen interventions are realistic and attainable. 
 Provide education and/or health counseling to the patient population about the selected health issues. This can be achieved with an individual, family or group. Limit each teaching session to 30 min. (15 min. teaching plus 15 min. for evaluation). 
 Evaluate the patient population’s understanding of the provided education or counseling. To do this, ask the participant(s) to tell you at least 3 key points that they learned from the health education/counseling you provided. Note: Key points in this context are elements of the education/counseling that are considered important to the patient and the nurse. 
 Write a 350-word summary of your interaction with the family. Include the identified public health issues, the health counseling/teaching delivered, and your evaluation. As you write your summary, be sure to reflect on the clinical objectives for the week; discuss how you met the objective(s). The 6yrs old minor has type 1 diabetes PART 3 Part of health promotion is meeting a patient at their definition of health. One person’s health goals and possibilities may differ from another’s. 
 Assume you are a nurse at a community health clinic. Your supervisor has asked you to prepare a summary of definitions of health for the clinic’s staff. 
 Search the internet for representations of various definitions of health in populations like newborn babies, a healthy older adult, or a person in a wheelchair or with another physical disability. 
 Based on your research, write a 525-word summary of your findings in which you: • Describe 6 representations of definitions of health for the following types of individuals: • Newborn babies • Healthy adult Asian woman over age 55 • Disabled 35-year-old African American male veteran • Pre-teen White female entering middle school • Sexually active 20-something Hispanic male • Obese 75-year-old White male living with debilitating arthritis • Explain the importance of meeting a patient at their definition of health. 
 Course Information Description This course addresses the role of nursing in community and public health. Topics include theories and models of community and public health nursing, diversity, advocacy, family and community assessment, and health education. A key focus is evidence-based health promotion and preventive care of individuals, families, and communities. This course requires a minimum of 45 Direct Care Hours. Definitions and Examples AACN’s Definition of Direct-Care Clinical Hours “Direct care refers to nursing care provided to individuals or families that is intended to achieve specific health goals or achieve selected health outcomes. Direct care may be provided in a wide range of settings, including acute and critical care, long-term care, home health, community-based settings, and educational settings” (AACN, 2011, p. 62). Examples of Direct Care • Work with patients and families regarding chronic disease management (e.g., hypertension, diabetes, asthma). • Procure input from patients and families on a policy with plan/implementation for revisions. • Participate in public health activities, such as blood pressure and/or diabetes screenings, flu vaccine clinics, health fairs, etc. • Perform a windshield survey with data analysis, plan, and implementation of activities to improve population health. • Assess a community setting (e.g., shelter, school) for ways to design and implement an educational tool to improve health outcomes. Patient Population In this course, patient population refers to the individuals, families, or groups from the community who are the recipients of community/public health nursing care to include assessment, diagnosis, planning, implementation, and evaluation. Individuals, families, and groups that access services at community agencies may also be referred to as clients. Credits 3 Course Learning Outcomes In this course you will learn to: • Describe the community nurse’s role in the identification and State reporting requirements for child abuse and neglect with a focus on family and community assessment and child abuse prevention. • Evaluate community health care needs and the role of nurses in practice settings. • Examine community health strategies used in prevention, emergency preparedness and disaster management. Clinical Objectives • Assess the health and health needs of individuals, families, and groups in the community (Assess). • Identify risk factors related to environmental hazards influencing the health of individuals, families, and groups in the community (Diagnose). • Assess and begin to address the health of underserved individuals, families, and groups in the community to eliminate health disparities (Plan and Implement). • Assist individuals, families, and groups to increase their knowledge about and prepare for disasters in the community (Plan and Implement). • Evaluate individual, family, and/or group disaster preparedness (Evaluate). Course Outcomes In this course you will learn to: Career-relevant skill*: Program outcomes (PSLOs): Where you will demonstrate your learning: AACN Essentials (2021)**: AACN BSN Essentials (2008) Alignment***: Describe the community nurse’s role in the identification and State reporting requirements for child abuse and neglect with a focus on family and community assessment and child abuse prevention. Psychosocial Assessment PSLO 2: Implement appropriate health promotion and disease prevention strategies for diverse individuals, families, and populations across the life span. Wk 2 – Summative Assessment: Family and Community Assessment and Intervention Domain 3: Population Health Concept: Social Determinants of Health 3.1e 3.3a, 3.3b 3.5a VII.2, VII.6, VII.10, VII.12 Evaluate community health care needs and the role of nurses in practice settings. Clinical prevention and population health PSLO 2: Implement appropriate health promotion and disease prevention strategies for diverse individuals, families, and populations across the life span. Wk 4 – Summative Assessment: Caring for People Who Are Underserved – Food Insecurity Domain 3: Population Health Domain 9: Professionalism Concept: Diversity Equity and Inclusion 3.2a, 3.2b 9.3g VII.6, VII.7, VII.3, VII.5, VII.8, VII.10, VII.11 Examine community health strategies used in prevention, emergency preparedness and disaster management. Disaster planning PSLO 2: Implement appropriate health promotion and disease prevention strategies for diverse individuals, families, and populations across the life span. Wk 5 – Summative Assessment: Disaster Planning, Preparedness, and Response Domain 3: Population Health Concept: Clinical Judgment 3.3a 3.5a 3.6a, 3.6c, 3.6d II.1, II.5, II.8, IX.20 *Each course outcome is aligned to a skill. Each course outcome and skill are measured through specific assignments in the course that are typically labeled summative assessment. **AACN 2021 Essentials and ***AACN BSN 2008 Essentials In order to provide a high-caliber, relevant educational experience, the College curricula are aligned, as appropriate, to standards and competencies and employer sought skills. The following organizations guide the program curriculum: The American Association of Colleges of Nursing (AACN) and Quality and Safety Education for Nurses (QSEN). Clinical Objective Assessment and Activity Example Where clinical objective is assessed Clinical objective assessed Direct-care clinical activities Notes Wk 2 – Summative Assessment: Family and Community Assessment and Intervention CO 1: Assess the health and health needs of individuals, families, and groups in the community (Assess). CO 2: Identify risk factors related to environmental hazards influencing the health of individuals, families, and groups in the community (Diagnose). Clinical Activities: Initiate the Windshield Survey (4 Direct Care Hours) You will conduct a windshield survey of the community where your chosen family lives. The windshield survey will allow you to identify needs and opportunities to develop interventions to address the community needs. Review the Windshield Survey Aid and the Windshield Survey Resources. Assess the community where your chosen family lives by traveling around the area, considering aspects of the community that could affect residents’ health, parenting education and support, and any Healthy People Leading Health Indicators, including the Social Determinants of Health (SDOH) that may be applicable to the community. Take detailed notes because you will complete clinical and course activities related to the windshield survey in Week 2. As you prepare for and participate in the clinical activities that are planned to achieve this week’s objectives, meet with your preceptor for at least 1 hour over the course of the week. When performing the windshield survey make sure to Assess: • The age, nature, and condition of the community’s available housing • Infrastructure needs — roads, bridges, streetlights, etc. • The presence or absence of functioning businesses and industrial facilities • The location, condition, and use of public spaces • The amount of activity on the streets at various times of the day, week, or year • The noise level in various parts of the community • The amount and movement of traffic at various times of day • The location and condition of public buildings — the city or town hall, courthouse, etc. • Walkability of community: walking paths/biking paths/safety and proximity for walkability to community resources • Public transportation availability, cost, accessibility • Social service centers, such as public libraries, parks, churches, community centers, recreation centers • The presence of health care facilities, (including how many) such as clinics and hospitals, and accessibility of health care resources • Food/nutrition, including details like food deserts, grocery stores • Homeless population and homeless services details • Police and fire department presence • Schools and their location, including physical condition of schools, and note whether they are a daycare, preschool, elementary, middle school, or high school • Community resources related to child abuse and neglect, spousal abuse, or elder abuse Wk 2 – Summative Assessment: Family and Community Assessment and Intervention CO 1: Assess the health and health needs of individuals, families, and groups in the community (Assess). CO 2: Identify risk factors related to environmental hazards influencing the health of individuals, families, and groups in the community (Diagnose). Part 1: Clinical Activities: Family Assessment and Intervention (9 Direct Care Hours; includes 1 hour with preceptor to plan for safe, affective, appropriate screening for abuse and neglect) Select a family within your community for this assignment; the family must have at least three (3) members with one (1) member under the age of 18 living within the home. Meet with the family and assess through discussion and observation, critical information to understanding the family unit, including: • Demographic data (i.e., age, self-identified race/ethnicity, languages spoken in the home, gender identification, health insurance status of all family members) • Developmental stage and history of family (e.g., Erikson’s Developmental Stages) • Environmental data (e.g., exposure to lead, house cleanliness) • Family structure (i.e., who makes up the family) • Family functions (i.e., roles, responsibilities, and occupations) • Family stress and coping. (An example of family stress is a family with a child or children with developmental disabilities. Healthy coping strategies include joining a parental support group and/or having an ongoing professional relationship with a caring healthcare provider.) • Family composition (e.g., “Yours, mine, and ours;” raising an extended family member) • Parenting styles (i.e., authoritarian, permissive, authoritative, neglectful) Identify any weaknesses, limitations, or vulnerabilities that might be interpreted as or place the family at risk for abuse and/or neglect. Discuss with the parents or guardians’ ways they might strengthen their parenting skills and/or address the perceived vulnerabilities. Part 2: Clinical Activities: Community Assessment and Intervention (4 Direct Care Clinical Hours) Discuss your windshield survey findings with your family. In collaboration with your chosen family: • Prioritize the problems that you have identified (Diagnose). To do this include: • At least one family-level problem that is affected by community resources or the lack thereof AND • At least one family-level problem based on the family assessment and that you and the parent/guardians together identified, would benefit from strengthening or changing. • Provide support and resources to minimize any health risk factors to your family (Intervene). Support and Resources: Resources should include other professionals from the community that will/could work with the family and the public health nurses as part of an interprofessional healthcare team (e.g., social services, psychiatric/mental health resources, teachers, religious leaders). • Evaluate the family members’ understanding of the information provided. You might accomplish this evaluation by asking the family which of the resources they might consider using. Ask them to tell you how they would access these resources (Evaluate). Be sure to do the following prior to your first point of contact with your selected family: • Complete and submit a signed Family Release of Confidentiality form to Typhon. • Review the key points of therapeutic conversation. • Visit the Centers for Disease Control and Prevention (CDC) website for parenting resources (e.g., prevention of child abuse and neglect resources). • Study the definitions of child abuse and neglect in your state regulations. • Watch the International Society for the Prevention of Child Abuse and Neglect (ISPCAN) online seminar on screening for child abuse and neglect. • Download and familiarize yourself with the ISPCAN Child Abuse Screening Tools (ICAST-P and ICAST-C). These tools will help you to frame questions to screen for child abuse and neglect in a safe, empathetic, and therapeutic manner. • Meet with your preceptor, and together with your preceptor, select three key questions from the child and parent versions (three from each) of the above screening tool to ask your family. Meet with your preceptor for at least 1 hour over the course of the week. Wk 3 – Health Promotion and Disease Prevention in the Community CO 1: Assess the health and health needs of individuals, families, and groups in the community (Assess). CO 2: Identify risk factors related to environmental hazards influencing the health of individuals, families, and groups in the community (Diagnose). Clinical Activities: Health Promotion and Disease Prevention in the Community (12 Direct Care Hours) From the results of your windshield survey*, you will identify health issues facing individuals in the community. You will prepare to teach members of your chosen family about ways to reduce the risk of and prevent the initiation or exacerbation of health-related problems in the community. Alternatively, you may choose to work with individuals, families, or groups that access services at a community agency. (If you choose to visit an agency, make sure it is approved by your clinical coordinator and course faculty with appropriate forms (i.e., Agency Permission Agreement Form or Family Consent Form). In collaboration with your patient population (i.e., individual, family, group): • Identify three (3) current public health issues facing the individual, family, or group in their community. The family will prioritize and select one health issue to work on. Select at least one intervention for the health issue, including the available community resources. Ensure the chosen interventions are realistic and attainable. • Provide education and/or health counseling to the patient population about the selected health issues. This can be achieved with an individual, family or group, limit each teaching session to 30 min. (15 min. teaching plus 15 min. for evaluation). • Evaluate the patient population’s understanding of the provided education or counseling. To do this, ask the participant(s) to tell you at least three key points that they learned from the health education/counseling you provided. Note: Key points in this context are elements of the education/counseling that are considered important to both the patient and the nurse. Meet with your preceptor for at least 1 hour over the course of the week. You will document your meeting with your preceptor using the Time Logs in Typhon. *As you examine your windshield survey findings to determine a teaching project for the individual, family, or group, make sure to consider: • Healthy food options • Boundaries (i.e., geographic boundaries) • Housing and zoning • Open space • Commons • Transportation • Social service centers and their locations • Stores, businesses, and industries • People and animals encountered on the street • Physical condition of the area • Racial and ethnic makeup of the population • Religious institutions/places of worship • Health indicators and morbidity and mortality data • Politics • Media • Signs of decay (e.g., conditions of roads, abandoned buildings) • Crime rate • Employment rate • Schools • Environmental factors (e.g., locations related to water treatment plants, garbage dumps, industrial pollution) • Public services (e.g., fire, police) Wk 4 – Summative Assessment: Caring for People Who Are Underserved – Food Insecurity CO 3: Assess and begin to address the health of underserved individuals, families, and groups in the community to eliminate health disparities (Plan and Implement). There are 2 parts to this assessment. Part 2 includes Direct Care Hours. Part 2: Clinical Activities: Caring for People Who Are Underserved – Food Insecurity – Develop a Meal Plan (4 Direct Care Clinical Hours) Working with your chosen family or community agency, select an individual who has one or more chronic health issues (e.g., hypertension, diabetes, kidney disease). With your individual and family, create a meal plan in which you detail opportunities for this individual (and family) to gain adequate access to appropriate, affordable foods for 1 week. Your plan must address: • Appropriate and realistic estimated budget • Shopping locations; include food banks within a 5-mile radius • Meal storage • Meal preparation • Transportation means, routes, and timing • Support services • Healthy meal planning apps that may be useful for the individual or family (e.g., www.myplate.gov/) • The individual’s medical conditions, cultural preferences, and available community resources • Referrals to community resources, such as the Supplemental Nutrition Assistance Program (SNAP) and Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) Food and Nutrition Service Review the plan and related education and/or health counseling with the individual. Include family members in the discussion. Assist the family to work with community agencies in their efforts to obtain nutritional food (e.g., SNAP, WIC, other). Provide a copy of the meal plan to the individual and family. Evaluate the feasibility of your meal planning by returning to the individual or family at the end of Week 4. To do this, contact the individual/family in person or by phone. Ask how the meal plan worked. Was it useful? Were they able to stay within budget and find all the items they were looking for? If not, were they able to find substitutes that were nutritionally sound? Problem solve and provide alternatives during this evaluation. Meet with your preceptor for at least 1 hour over the course of the week. You will document your meeting with your preceptor using the Time Logs in Typhon. Wk 5 – Summative Assessment: Disaster Planning, Preparedness, and Response CO 4: Assist individuals, families, and groups to increase their knowledge about and prepare for disasters in the community (Plan and Implement). CO 5: Evaluate individual, family, and group disaster preparedness (Evaluate). There are 2 parts to this assignment. Part 2 includes Direct Care Hours. Part 2: Clinical Activities: Disaster Planning, Preparedness, and Response (12 Direct Care Hours) Assess your patient population’s (individual, family, or groups) knowledge of disaster planning, preparedness, and response. To do this ask your patient: • Do you have an emergency kit or go bag? • What is your evacuation plan for a disaster (e.g., fire, flood, earthquake, volcano eruption)? • Do you have a plan for your pets? If yes, what is the plan? • What would you do in the case of an active shooter in your neighborhood? • What is your plan for communication with family members in case of a disaster? Where will you meet if you get separated? Practice the evacuation plan with your patient population in the home or community agency as appropriate. Assist your patient population to develop a disaster go bag. If they already have a go bag, assess for out-of-date items/need for additional items. • Access Ready.gov to help you build your disaster preparedness kit/go bag. • Include items for household pets in the same or separate go bag. • Do not forget drinking water. Evaluate the patient population’s preparedness for disaster planning. To do this, ask the individual, family, or group the following questions at a minimum: • What items will they include in a go bag? • Where will they meet their family members if they get separated? • Have they planned for their pet’s evacuation? Meet with your preceptor for at least 1 hour over the course of the week. You will document your meeting with your preceptor using the Time Logs in Typhon. Materials Textbook Nies, M. A., & McEwen, M. (2024). Community/public health nursing: Promoting the health of populations (8th ed.). Elsevier. Schedule Overview Wk. and Topic Activities Assignments and Points Wk 1 – Overview of Family and Community Health Initiate the Windshield Survey (4 Direct Care Hours) Healthy People Social Determinants of Health Community/Public Health Nursing: Promoting the Health of Populations, Ch. 6, 8, 13, 14, and 20 Community/Public Health Nursing: Promoting the Health of Populations, Ch. 9 (Optional) University Library Resources Windshield Survey Resources Discussion – Resources for Families – 30 points Wk 2 – Family and Community Assessment and Intervention Community/Public Health Nursing: Promoting the Health of Populations, Ch. 28 (Optional) University Library Resources (Optional) Discussion – Trauma-Informed Care – 30 points Summative Assessment: Family and Community Assessment and Intervention – 210 points Wk 3 – Health Promotion, Disease Prevention, and Risk Reduction Community/Public Health Nursing: Promoting the Health of Populations, Ch. 4  Discussion – Windshield Survey – 30 points Definitions of Health – 120 points Health Promotion and Disease Prevention in the Community – 100 points Wk 4 – Community Practice Settings: Caring for People Who Are Underserved Community/Public Health Nursing: Promoting the Health of Populations, Ch. 21, 25, and 27 Community/Public Health Nursing: Promoting the Health of Populations, Ch. 23, 24, and 33 (Optional) University Library Resources Discussion – Caring for Underserved People – 30 points Summative Assessment: Caring for People Who Are Underserved – Food Insecurity – 210 points Wk 5 – Emergency Preparedness and Disaster Management Preparedness and Response Plan for Emergency Management Community/Public Health Nursing: Promoting the Health of Populations, Ch. 29 University Library Resources (Optional) Discussion – Ethical Challenges for Nurses – 30 points Summative Assessment: Disaster Planning, Preparedness, and Response – 210 points References American Association of Colleges of Nursing. (2008, October 20). The essentials of baccalaureate education for professional nursing practice. https://www.aacnnursing.org/portals/42/publications/baccessentials08.pdf American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. Accessible online at https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf Tliation.