This assignment is to interview a nurse educator, and write a reflection paper for the interview. (I understand you can’t really interview someone, so just make it up for the answers). I attached the interview questions. 


Assignment Guidelines:


Your interview paper should include:

  • -Trends and changes in nursing education as experienced by the person you interviewed.
  • -A reflection that compares your interview data to class readings and the literature that you reviewed prior to conducting the interview (pay special attention to trends, themes, concepts, and changes in nursing education).
  • -What you learned as a result of this assignment.
  • -A conclusion discussing your personal thoughts, opinions, views, and insights related to the specific area of nursing education of your interviewee.


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Introduction: Introduce yourself and briefly describe the health, healthcare, or access to healthcare issue that you are focusing on. 


Your Introduction:

My name is _______  

I am going to ask you questions about the health, healthcare, and or access to care in our community. There are no right or wrong answers. Please answer each question in detail. Your honest answers will help to advocate for improved health for our community members.

Suggested Questions:

  1. What do you see as the top three health, healthcare, or access to health care issues in our community?
  2. Do you think there are gaps, issues, or problems related to health, healthcare, and or access to care in our community?
    • If there are gaps/problems what do you think are the most important gaps, issues and problems?
  1. In your experience, what solutions /interventions have already been tried to resolve these problems?
    • Did the solutions work? Why or why not?
    • What interventions would make the biggest difference to improve health, healthcare, and or access to care in our community?
  1. What is your understanding of assuring interprofessional collaboration related to health promotion?
    • Who should be the members on an effective interprofessional team to assure the health of our community improves?
    • What should the roles of the different members be?
    • Who should lead the team?
    • How should the quality of the teamwork be evaluated and the impact its work evaluated?
  1. Do you have any examples of issues related to health, healthcare, or access to care issues?
    • Can you tell me about this situation, about what happened?

Questions related to policy makers only:

  1. Can you tell me what kind of ethically or morally challenging issues you had to tackle in your function?
    • Why is it difficult?
    • In your opinion, what are the major issues?
    • How is allocation of resources determined?
  1. In conclusion, is there anything else we haven’t discussed that you wish we had?
    • Please explain.

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Interview a nurse leader with an MSN degree or higher on nursing leadership and form into a narrative (story) paper. Questions are listed in the instructions. Please synthesize the material from the interview.


Please see the attached upload to additional materials.

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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.

1Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”

2Interview 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.

When submitting this assignment, include the interview questions, the interview findings, completed “Provider Interview Acknowledgement Form,” and the community assessment PPT presentation.

Note by me: I need the interview to a hispanic community provider. I wrote all the instructions above and I am gonna put the Functional Health Pattern Community assessment form. 

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 your collaborative learning community (CLC) 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.


  • 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):
    • 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)
    • 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).


  • 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 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:
    • Shift work prevalence of community members
    • Environment (noise, lights, crowding, etc.)
    • Consumption of caffeine, nicotine, alcohol, and drugs
    • Homework/Extracurricular activities 
    • Health issues


  • Primary language: Is this a communication barrier?
  • Educational levels: For geopolitical communities, use and compare the city in which your community belongs with the national statistics.
  • Opportunities/Programs:
    • Educational offerings (in-services, continuing education, GED, etc.)
    • Educational mandates (yearly in-services, continuing education, English learners, etc.)
    • 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.).


  • 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.).


  • Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).
  • Vulnerable populations:
    • Why are they vulnerable?
    • How does this impact health?
  • Power groups (church council, student council, administration, PTA, and gangs):
    • How do they hold power?
    • Positive or negative influence on community?
  • Harassment policies/discrimination policies.
  • Relationship with broader community:
    • Police
    • Fire/EMS (response time)
    • Other (food drives, blood drives, missions, etc.)


  • 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.).


  • 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:
    • How does the community deal with mental health issues
    • Mental health professionals within community and usage
  • Disaster planning: 
    • Past disasters
    • Drills (what, how often)
    • Planning committee (members, roles)
    • Policies
    • Crisis intervention plan 

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