Our Services

Get 15% Discount on your First Order

[rank_math_breadcrumb]

Work

Please read direction thoroughly as price is non negotiable

Purpose  

The purpose of this assignment is to provide an opportunity for students to work collaboratively while applying community health concepts and the nursing process to the care of a population.
   

Course outcomes:  This assignment enables the student to meet the following course outcomes:  

1. Provide comprehensive care with increasing autonomy to individuals, families, aggregates, and communities in a variety of health care settings based on theories and principles of nursing and related disciplines. (PO 1)  

2. Integrate clinical judgment in professional decision making and implement the nursing process in the community health setting. (PO 4)  

4. Communicate effectively with client populations and with other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO 3)  

5. Practice in established professional roles to provide cost‐effective, quality healthcare to consumers in structured and unstructured settings. (PO 7)  

6. Demonstrate leadership skills and collaborate with consumers and other health care providers in direct care or delegation of responsibilities within all levels of healthcare. (PO 2)  

7. Accept accountability for personal and professional development as part of the life‐long learning process. (PO 5)  

8. Incorporate evidence‐based practice in the provision of professional nursing care to individuals, families, aggregates, and communities. (PO 8)
   

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.  

Preparing the assignment 
 

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.  

1. Student teams of three to four persons will form either by faculty assignment or self‐selection.   

2. The team will conduct a community assessment that includes a windshield survey.  

3. The presentation will be no longer than 15 minutes in length, with an additional 5 minutes for answering questions from the audience.  

4. Review the Healthy People Leading Health Indicators at:


 

5. Ideas for obtaining additional demographic data include but are not limited to the following:  

a. County health rankings at



  

b. Census reports at



  

c. Centers for Disease Control and Prevention vital signs at:  



  

6) Include the following sections (detailed criteria listed below and in the Grading Rubric).   

a. Community Assessment ‐ 25 points/25%  

· Provides a description of the community based on the findings from the team’s windshield survey.  

· Provides pictures or videos taken during the windshield survey clearly identifying windshield survey elements.  

· Discusses demographic data.  

· Discusses geographic data.  

· Uses data from databases, interviews, and the textbook to support the assessment.  

b. Aggregate (Target) Population ‐ 10 points/10%  

· Identifies an aggregate population, based on age vulnerability, culture, or chronic disease, to develop a community health diagnosis, plan, interventions and evaluation.  

· Includes a thorough description of the aggregate population.  

· Aggregate population is based on three or more elements or risks that impose a negative impact on the health of the community, identified in the community assessment.   

· Identifies gatekeepers or key informants who will assist the community health nurse in gaining access to the population of interest.  

c. Community Health Diagnoses ‐ 10 points/10%  

· Includes two community health diagnoses using the data from the community assessment.  

· Includes one wellness diagnosis.  

· Diagnoses are listed in the order of priority justified by the data findings and analysis.  

· The diagnoses consist of four components: the identification of the health problem or risk, the affected aggregate, the etiological statement, and the support for the diagnosis (Nies, 2019, p. 102).  

d. Plan for Priority Diagnosis ‐ 10 points/10%  

· Includes a minimum of 1 short‐term and 1 long‐term goal for identified priority diagnosis.  

· Goals relate to the identified priority diagnosis.  

· Goals follow the SMART format: specific, measurable, attainable, realistic, and timed.  

· Explains how the plan allows for client involvement.  

· Explains how the plan advances the knowledge of members of the community.  

e. Interventions for Priority Diagnosis ‐ 10 points/10%  

· Proposed interventions are specific to the identified priority diagnosis and assist in meeting the identified goals.  

· Proposed interventions are supported by scholarly, evidence based sources.  

· Identifies the level of prevention for proposed interventions.  

· Identifies the category and level of practice (community, systems, or individual/family) that best describes the proposed interventions from the Public Health Intervention Wheel (Nies, 2019, p. 14).  

f. Evaluation for Priority Diagnosis – 10 points/10%  

· Discusses evaluation from the level of a client to the aggregate population.    

· Describes the measures that will be used to evaluate meeting the identified goals.  

· Evaluation plan establishes specific outcome criteria for evaluating the identified goals.  

· The evaluation plan includes specific elements to determine efficacy of interventions (how, who, when).  

g. Community Resources – 15 points/15%  

· Identifies a minimum of two community partners or agencies that can serve as resources for carrying out the proposed interventions.   

· Includes an evidence-based rationale for why the community partner or agency is the ideal partner for the proposed interventions.  

· Identifies specific resources at the community partner or agency that can be used by the community or population.  

· Describes websites or other electronic sources that provide support for the proposed intervention.  

h. APA Style and Presentation ‐ 10 points/10%  

· Maintains professionalism, including presence of all team members, adhering to the time limit, and using presentation software.  

· References are submitted with assignment.  

· Uses current APA format and is free of errors.  

· Grammar and mechanics are free of errors.  

· At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided.  

For writing assistance, visit the Writing Center.  

 

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

Case Study

Please follow APA format, add citations and references within 5 years old. Document will be verified for plagiarism and AI use. Thank you!  Topic: ADHD Case Presentation Paper (CO: 1-9): Students are required to complete a case presentation paper guided by a Nursing Theorist or Psychodynamic Theory to inform clinical care. The

WK6 QUESTIONS3 HP-216

COMPLETE WITH CODES Instructions: Assign the appropriate CPT E & M level, procedures and ICD-10-CM code(s) for the physician office encounter. When there are multiple CPT codes, always sequence E & M level first. When there are multiple ICD-10-CM codes, sequence first-listed diagnosis first. This patient was referred by her

module 4

please include a literature flow diagram must have 5 sources will include previous assignment for reference and has the 5 sources that can be used

Nursing HOMEWORK

Complex case study presentation · · Review this week’s Learning Resources and consider the insights they provide. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video. · Select a child/adolescent or adult patient from your clinical experience that

nursing

T-Mobile: As of 09/17/2025, your line ending in 8910 has reached $58.00 in international call charges and/or calls to premium-rated numbers in this bill cycle. Visit t-mo.co/HBN2 for info. To avoid possible service interruption or for questions call 611

nursing

Post a response detailing the following:  Which contextual factors will promote getting your advocacy priority on the agenda?  Which contextual factors might work against it?

nursing

see files To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and

nursing

Respond to at least two colleagues on two different days in one or more of the following ways: Ask a probing question, substantiated with additional background information, evidence, or research. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Offer and support an alternative perspective using readings from the

nursing

Read a selection of your colleagues’ posts and respond to at least two of your colleagues on two different days by supporting or expanding on the ideas identified by your colleague or sharing additional perspectives on the analysis of contextual factors described by your colleague.

c5-ass2

root cause analysis Assessment 2 Root-Cause Analysis and Safety Improvement Plan Instructions Resources Activity Attempt 1 available Attempt 2 Attempt 3 InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3 For this assessment, you must use the supplied template to conduct a root-cause analysis. The completed assessment will be the template, focusing on the

c5-ass3

POWER POINT Assessment 3 Improvement Plan In-Service Presentation Instructions Resources Activity Attempt 1 available Attempt 2 Attempt 3 InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3 For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the improvement plan you

State & Federal Advocacy

What advocacy actions might you take to improve health care through legislation at the state or federal level?

Nurses Map

NIGHTINGALE COLLEGE DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET Name: Click or tap here to enter text. Course: Click or tap here to enter text. Client Information (SBAR) Concept of the Map Situation Click or tap here to enter text. Click or tap here to enter text. Background Click or tap

Environmental and Occupational Health Sept 16

Assignment Submit your environmental health “Paper Topic” in this discussion board. Argue the significance of this issue in improving the health of the public. Each topic should be supported by two peer-reviewed articles (300 words; APA citations required). This maps to LO1, LO3, LO6, LO8

NUR 620

1. Reply from Daniela Barbeito Depression Case Summary of the Clinical Case Ms. Z is a 28-year-old assistant store manager who appears sad after she had a breakup one month ago. On the subjective, she complains that she has low mood, oversleeping, fatigue despite long sleep duration, lack of concentration

NUR 504 Module 4 Discussion

Module 4 Discussion   The Homeless Patient Evaluation & Management Plan The nurse practitioner (NP) is working at a health clinic in a homeless shelter during the early evening. A 48-year-old African American man approaches the practitioner and asks to have his blood pressure taken, saying that he has not