NRS 428 Community Assessment And Analysis Presentation

Community Assessment And Analysis Presentation

Community assessment is an important practice in nursing and healthcare. Nurses and other healthcare providers conduct community assessment and analysis to determine the actual needs, health status, and issues that community members face. Community assessment also aligns the adopted strategies in healthcare with the community needs. The results of community assessment guides the development of strategies to address the prioritized community needs. For example, nurses develop plans that address barriers to access to care in cases where community assessment shows the community members to experience extensive barriers in accessing the care that they need. Therefore, this presentation focuses on a community assessment and analysis performed on Leander Community, Texas. It identifies the socio-economic structure, barriers, challenges, and social determinants of health that community members experience in accessing the care that they need.

The selected community for assessment is Leander City. Leander City is located in Texas State , Travis County. The city is ranked 51st largest city in Texas state and 427th largest city in the United States of America. The estimate land mass of the city is 37.7 square miles and a population density of 2205.50 per square mile (Census.gov, 2022).

The majority of the population in Leander City comprise the whites with a percentage of 83.28%. Individuals of Hispanic or Latino background follows with 24.2%, African Americans (8.0%), and two or more races (6.4%). The population of Leander City as per Census of 2020 was 59202. The population represented a significant increase when compared to 26521 of 2010. The majority of the population comprises of females (51.3%). People aged under 5 years is 8.0%, 29.6% for those under 18 years and 8.5% for those aged above 65 years. There is a high rate of home ownership in the state. The estimated population of home ownership is 78.2% (Census.gov, 2022).

The financial analysis of Leander City shows that it has a high rate of employment. Accordingly, 73.2% of the population is civilian labor force with the percentage of women in civilian labor force being 65.8%. The total spending in the city is also high as evidenced by the fact that total retail sales in 2012 was $2469410000. The estimated household income of the city as per 2020 was $106108. The per capital income for the last one year in 2020 was $40373. The poverty rate in Leander city is low as evidenced by the fact that 4.3% of the population lives in poverty. The city also had 2603 business firms in 2012 with men-owned firms being 1226 while women-owned firms were 1080. The minority-owned firms were 660, 1836 for non-minority, 195 for veterans, and 2322 for non-veterans (Census.gov, 2022).

The majority of the population in Leander City is educated. Accordingly, the statistics by US Census for 2020 shows that 92.8% of the population aged 25 years and above were high school graduates or higher in 2020. The statistics also shows that 41.0% of the population aged 25 years and above had bachelor’s degree and above in 2020. Leander City has excellent educational system and schools. The majority of the schools are district schools. The educational resources are adequate in the city. This can be seen from the statistics that the average student-teacher ratio for all the schools in the city is 1:13.83.

As noted initially, the majority of the population in Leander City comprises the Whites (77.0%). The proportion of other ethnicities is varied. For example, Black comprise 8.0%, American Indian 0.0%, Asian alone 4.7%, Native Hawaiian 0.1%, two or more races 6.4%, Hispanic 24.2%, and White alone, not Latino or Hispanic 59.1%. The citizenry of the city shows that 94.9% of the population are US citizens. This rate is higher than 93.4% of the national average. The population analysis shows that the leading population’s background are Mexico, India, and El Salvador. Therefore, the leading ethnicity of foreign born individuals in the city have Mexican origin followed by India and El Salvador (data.usa.io, n.d).

Assessment Description

Attachments

NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.docNRS-428VN-RS4-FunctionalHealthPatternsC

Community Assessment And Analysis Presentation

As of 2019, Pinehurst had an estimated median household income of $52,366. This is an increase from 2000, when the median household income was $42,946 (City-Data.com, 2020).

However, Pinehurst household income is lower than the Texas median income at $64,034. The estimated per capita income in 2019 was $23,114.

As of March 2019, the cost of living index in Pinehurst was 92.8, less than the US average of 100. The percentage of residents living in poverty in 2019 was 26.7%. The unemployment in November 2020 was 8.3%, slightly above the Texas rate at 8.0%.

Education: For persons above 25 years in Pinehurst: 80.3% have a high school diploma or higher; 20.3% have a Bachelor’s degree or higher; 4.1% have a Graduate or professional degree (City-Data.com, 2020).

Inequality in education is at 12.1%, which is below the Texas average at 13.8%.

Question Part 1: CLC – Community Assessment and Analysis Presentation

Max Points: 200

Details:

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.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

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.

PowerPoint Presentation

Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest.

Include the following in your presentation:

1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health.

2. Summary of community assessment: (a) funding sources and (b) partnerships.

3. Summary of interview with community health/public health provider.

4. Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment.

5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

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.

This assignment uses a rubric. Please review the rubric given below 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.

Rubric

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
20.0 %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)	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.
20.0 %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.
10.0 %Identification an Issue That Is Lacking or an Opportunity for Health Promotion	Identification of an issue that is lacking or an opportunity for health promotion is omitted.	Community assessment is provided but discussion is vague or incomplete.	NA	NA	Identification of an issue that is lacking or an opportunity for health promotion is effectively included.
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.	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.
100 %Total Weightage

Question Part 2: Policy Brief

Max Points: 75

Details: Select a public health issue and write a 750-1,000 word policy brief that provides a brief summary of the issue, options to solve the issue, and the best way to solve this issue. Select a public health issue from one of the following American Public Health Association websites: Climate Change (https://www.apha.org/topics-and-issues/climate-change) or Topics and Issues (https://www.apha.org/topics-and-issues).

Follow this outline when writing the policy brief:

1. Identify issue.

2. Background information – (a) Population effected; (b) Local, state or national level; and (c) Evidence about the issues supported by resources

3. Problem statement.

4. Suggestions for addressing the issue (solutions) – (a) Including necessary stakeholders (government officials, administrator); and (b) Include budget or funding considerations, if applicable

5. Impact on the Health Care Delivery System

Include three peer-reviewed sources and two other sources to support the policy brief.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

This assignment uses a rubric. Please review the rubric given below prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Rubric

Policy Brief 1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 79.00% 4 Good 89.00% 5 Excellent 100.00% 80.0 %Content 20.0 %Background Information A discussion of background information is not included. A discussion of background information is present but lacks detail or is incomplete. Subject knowledge is unclear or inconsistent. A discussion of background information is present. Some subject knowledge is evident. A discussion of background information is present, and subject knowledge is competent. A discussion of background information is thoroughly developed with supporting details. 20.0 %Problem Statement A problem statement is not included. A problem statement is present but lacks detail or is incomplete. Subject knowledge is unclear or inconsistent. A problem statement is present. Some subject knowledge is evident. A problem statement is included, and subject knowledge is competent. A problem statement is thoroughly developed with supporting details. 20.0 %Suggestions Suggestions for addressing the issue are not included. Suggestions for addressing the issue are present but lack detail or are incomplete. Subject knowledge is unclear or inconsistent. Suggestions for addressing the issue are present. Some subject knowledge is evident. Suggestions for addressing the issue is present, and subject knowledge is competent. Suggestions for addressing the issue are thoroughly developed with supporting details. 20.0 %Impact A discussion on the impact on the health care delivery system is not included. A discussion on the impact on the health care delivery system is present but lacks detail or is incomplete. Subject knowledge is unclear or inconsistent. A discussion on the impact on the health care delivery system is present. Some subject knowledge is evident. A discussion on the impact on the health care delivery system is present, and subject knowledge is competent. A discussion on the impact on the health care delivery system is thoroughly developed with supporting details. 15.0 %Organization and Effectiveness 5.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 5.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

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Community Assessment And Analysis Presentation

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.

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

Community assessment is the process of identifying the strengths, assets, needs and challenges of a specified community. … A community assessment is usually performed early in the development of a coalition to better understand the communityand decide how the coalition might best address its concerns (Butterfoss, 2007).