he RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include: Summary of teaching plan Epidemiological rationale for topic Evaluation of teaching experience Community response to teaching Areas of strengths and areas of improvement

/in /by

As you prepared ASSIGNMENT TEACHING in 

religious place Gurdwara regrading COVID 19 ( related to this one)

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he RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.” 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 interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: 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; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

/in /by

In this Assignment the person ,i choose is punjabi ,speaks punjabi and english follow punjabi culture and Americian too and she is Registered nurse

Functional Health Patterns Community Assessment Guide

 

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.

 

Value/Belief Pattern

·       Predominant ethnic and cultural groups along with beliefs related to health.

·       Predominant spiritual beliefs in the community that may influence health.

·       Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).

·       Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?

·       What does the community value? How is this evident?

·       On what do the community members spend their money? Are funds adequate?

 

 

Health Perception/Management

·       Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).

·       Immunization rates (age appropriate).

·       Appropriate death rates and causes, if applicable.

·       Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?

·       Available health professionals, health resources within the community, and usage.

·       Common referrals to outside agencies.

 

 

Nutrition/Metabolic

·       Indicators of nutrient deficiencies.

·       Obesity rates or percentages: Compare to CDC statistics.

·       Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).

·       Availability of water (e.g., number and quality of drinking fountains).

·       Fast food and junk food accessibility (vending machines).

·       Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).

·       Provisions for special diets, if applicable.

·       For schools (in addition to above):

o   Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)

o   Amount of free or reduced lunch

 

 

Elimination (Environmental Health Concerns)

·       Common air contaminants’ impact on the community.

·       Noise.

·       Waste disposal.

·       Pest control: Is the community notified of pesticides usage?

·       Hygiene practices (laundry services, hand washing, etc.).

·       Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.

·       Universal precaution practices of health providers, teachers, members (if applicable).

·       Temperature controls (e.g., within buildings, outside shade structures).

·       Safety (committee, security guards, crossing guards, badges, locked campuses).

 

 

Activity/Exercise

·       Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).

·       Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).

·       Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).

·       Injury statistics or most common injuries.

·       Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).

·       Means of transportation.

 

 

Sleep/Rest

·       Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).

·       Indicators of general “restedness” and energy levels.

·       Factors affecting sleep:

o   Shift work prevalence of community members

o   Environment (noise, lights, crowding, etc.)

o   Consumption of caffeine, nicotine, alcohol, and drugs

o   Homework/Extracurricular activities

o   Health issues                                      

 

Cognitive/Perceptual

·       Primary language: Is this a communication barrier?

·       Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.

·       Opportunities/Programs:

o   Educational offerings (in-services, continuing education, GED, etc.)

o   Educational mandates (yearly in-services, continuing education, English learners, etc.)

o   Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)

·       Library or computer/Internet resources and usage.

·       Funding resources (tuition reimbursement, scholarships, etc.).

 

 

Self-Perception/Self-Concept

·       Age levels.

·       Programs and activities related to community building (strengthening the community).

·       Community history.

·       Pride indicators: Self-esteem or caring behaviors.

·       Published description (pamphlets, Web sites, etc.).

 

 

Role/Relationship

·       Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).

·       Vulnerable populations:

o   Why are they vulnerable?

o   How does this impact health?

·       Power groups (church council, student council, administration, PTA, and gangs):

o   How do they hold power?

o   Positive or negative influence on community?

·       Harassment policies/discrimination policies.

·       Relationship with broader community:

o   Police

o   Fire/EMS (response time)

o   Other (food drives, blood drives, missions, etc.)

 

 

Sexuality/Reproductive

·       Relationships and behavior among community members.

·       Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).

·       Access to birth control.

·       Birth rates, abortions, and miscarriages (if applicable).

·       Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).

 

 

Coping/Stress

·       Delinquency/violence issues.

·       Crime issues/indicators.

·       Poverty issues/indicators.

·       CPS or APS abuse referrals: Compare with previous years.

·       Drug abuse rates, alcohol use, and abuse: Compare with previous years.

·       Stressors.

·       Stress management resources (e.g., hotlines, support groups, etc.).

·       Prevalent mental health issues/concerns:

o   How does the community deal with mental health issues

o   Mental health professionals within community and usage

·       Disaster planning:

o   Past disasters

o   Drills (what, how often)

o   Planning committee (members, roles)

o   Policies

o   Crisis intervention plan

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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he RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.” 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 interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: 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; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

/in /by

In this Assignment i choose punjabi person for interview (Indian punjabi)Relgion sikh speaks punjabi and english ,Religious go to (Temple) Gurdawara ,follow punjabi culture and American too .The person i interview Registered Nurse (Punjabi)

Functional Health Patterns Community Assessment Guide

 

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.

 

Value/Belief Pattern

·       Predominant ethnic and cultural groups along with beliefs related to health.

·       Predominant spiritual beliefs in the community that may influence health.

·       Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).

·       Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?

·       What does the community value? How is this evident?

·       On what do the community members spend their money? Are funds adequate?

 

 

Health Perception/Management

·       Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).

·       Immunization rates (age appropriate).

·       Appropriate death rates and causes, if applicable.

·       Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?

·       Available health professionals, health resources within the community, and usage.

·       Common referrals to outside agencies.

 

 

Nutrition/Metabolic

·       Indicators of nutrient deficiencies.

·       Obesity rates or percentages: Compare to CDC statistics.

·       Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).

·       Availability of water (e.g., number and quality of drinking fountains).

·       Fast food and junk food accessibility (vending machines).

·       Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).

·       Provisions for special diets, if applicable.

·       For schools (in addition to above):

o   Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)

o   Amount of free or reduced lunch

 

 

Elimination (Environmental Health Concerns)

·       Common air contaminants’ impact on the community.

·       Noise.

·       Waste disposal.

·       Pest control: Is the community notified of pesticides usage?

·       Hygiene practices (laundry services, hand washing, etc.).

·       Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.

·       Universal precaution practices of health providers, teachers, members (if applicable).

·       Temperature controls (e.g., within buildings, outside shade structures).

·       Safety (committee, security guards, crossing guards, badges, locked campuses).

 

 

Activity/Exercise

·       Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).

·       Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).

·       Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).

·       Injury statistics or most common injuries.

·       Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).

·       Means of transportation.

 

 

Sleep/Rest

·       Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).

·       Indicators of general “restedness” and energy levels.

·       Factors affecting sleep:

o   Shift work prevalence of community members

o   Environment (noise, lights, crowding, etc.)

o   Consumption of caffeine, nicotine, alcohol, and drugs

o   Homework/Extracurricular activities

o   Health issues                                      

 

Cognitive/Perceptual

·       Primary language: Is this a communication barrier?

·       Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.

·       Opportunities/Programs:

o   Educational offerings (in-services, continuing education, GED, etc.)

o   Educational mandates (yearly in-services, continuing education, English learners, etc.)

o   Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)

·       Library or computer/Internet resources and usage.

·       Funding resources (tuition reimbursement, scholarships, etc.).

 

 

Self-Perception/Self-Concept

·       Age levels.

·       Programs and activities related to community building (strengthening the community).

·       Community history.

·       Pride indicators: Self-esteem or caring behaviors.

·       Published description (pamphlets, Web sites, etc.).

 

 

Role/Relationship

·       Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).

·       Vulnerable populations:

o   Why are they vulnerable?

o   How does this impact health?

·       Power groups (church council, student council, administration, PTA, and gangs):

o   How do they hold power?

o   Positive or negative influence on community?

·       Harassment policies/discrimination policies.

·       Relationship with broader community:

o   Police

o   Fire/EMS (response time)

o   Other (food drives, blood drives, missions, etc.)

 

 

Sexuality/Reproductive

·       Relationships and behavior among community members.

·       Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).

·       Access to birth control.

·       Birth rates, abortions, and miscarriages (if applicable).

·       Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).

 

 

Coping/Stress

·       Delinquency/violence issues.

·       Crime issues/indicators.

·       Poverty issues/indicators.

·       CPS or APS abuse referrals: Compare with previous years.

·       Drug abuse rates, alcohol use, and abuse: Compare with previous years.

·       Stressors.

·       Stress management resources (e.g., hotlines, support groups, etc.).

·       Prevalent mental health issues/concerns:

o   How does the community deal with mental health issues

o   Mental health professionals within community and usage

·       Disaster planning:

o   Past disasters

o   Drills (what, how often)

o   Planning committee (members, roles)

o   Policies

o   Crisis intervention plan

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Get 15% discount on your first order with us
Use the following coupon
FIRST15

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he RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest in your region. Perform a physical assessment of the community. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.” 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 interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box. Compile key findings from the interview, including the interview questions used, and submit these with the presentation. PowerPoint Presentation Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Include the following in your presentation: 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; and barriers, and challenges, including any identified social determinates of health. Summary of community assessment: (a) funding sources and (b) partnerships. Summary of interview with community health/public health provider. Identification of an issue that is lacking or an opportunity for health promotion. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

/in /by

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.

 

Value/Belief Pattern

·       Predominant ethnic and cultural groups along with beliefs related to health.

·       Predominant spiritual beliefs in the community that may influence health.

·       Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).

·       Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?

·       What does the community value? How is this evident?

·       On what do the community members spend their money? Are funds adequate?

 

 

Health Perception/Management

·       Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).

·       Immunization rates (age appropriate).

·       Appropriate death rates and causes, if applicable.

·       Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?

·       Available health professionals, health resources within the community, and usage.

·       Common referrals to outside agencies.

 

 

Nutrition/Metabolic

·       Indicators of nutrient deficiencies.

·       Obesity rates or percentages: Compare to CDC statistics.

·       Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).

·       Availability of water (e.g., number and quality of drinking fountains).

·       Fast food and junk food accessibility (vending machines).

·       Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).

·       Provisions for special diets, if applicable.

·       For schools (in addition to above):

o   Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)

o   Amount of free or reduced lunch

 

 

Elimination (Environmental Health Concerns)

·       Common air contaminants’ impact on the community.

·       Noise.

·       Waste disposal.

·       Pest control: Is the community notified of pesticides usage?

·       Hygiene practices (laundry services, hand washing, etc.).

·       Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.

·       Universal precaution practices of health providers, teachers, members (if applicable).

·       Temperature controls (e.g., within buildings, outside shade structures).

·       Safety (committee, security guards, crossing guards, badges, locked campuses).

 

 

Activity/Exercise

·       Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).

·       Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).

·       Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).

·       Injury statistics or most common injuries.

·       Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).

·       Means of transportation.

 

 

Sleep/Rest

·       Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).

·       Indicators of general “restedness” and energy levels.

·       Factors affecting sleep:

o   Shift work prevalence of community members

o   Environment (noise, lights, crowding, etc.)

o   Consumption of caffeine, nicotine, alcohol, and drugs

o   Homework/Extracurricular activities

o   Health issues                                      

 

Cognitive/Perceptual

·       Primary language: Is this a communication barrier?

·       Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.

·       Opportunities/Programs:

o   Educational offerings (in-services, continuing education, GED, etc.)

o   Educational mandates (yearly in-services, continuing education, English learners, etc.)

o   Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)

·       Library or computer/Internet resources and usage.

·       Funding resources (tuition reimbursement, scholarships, etc.).

 

 

Self-Perception/Self-Concept

·       Age levels.

·       Programs and activities related to community building (strengthening the community).

·       Community history.

·       Pride indicators: Self-esteem or caring behaviors.

·       Published description (pamphlets, Web sites, etc.).

 

 

Role/Relationship

·       Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).

·       Vulnerable populations:

o   Why are they vulnerable?

o   How does this impact health?

·       Power groups (church council, student council, administration, PTA, and gangs):

o   How do they hold power?

o   Positive or negative influence on community?

·       Harassment policies/discrimination policies.

·       Relationship with broader community:

o   Police

o   Fire/EMS (response time)

o   Other (food drives, blood drives, missions, etc.)

 

 

Sexuality/Reproductive

·       Relationships and behavior among community members.

·       Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).

·       Access to birth control.

·       Birth rates, abortions, and miscarriages (if applicable).

·       Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).

 

 

Coping/Stress

·       Delinquency/violence issues.

·       Crime issues/indicators.

·       Poverty issues/indicators.

·       CPS or APS abuse referrals: Compare with previous years.

·       Drug abuse rates, alcohol use, and abuse: Compare with previous years.

·       Stressors.

·       Stress management resources (e.g., hotlines, support groups, etc.).

·       Prevalent mental health issues/concerns:

o   How does the community deal with mental health issues

o   Mental health professionals within community and usage

·       Disaster planning:

o   Past disasters

o   Drills (what, how often)

o   Planning committee (members, roles)

o   Policies

o   Crisis intervention plan

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Get 15% discount on your first order with us
Use the following coupon
FIRST15

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