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NURS 3025-26647

Health Assessment, Wellness, and Community Health

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Oklahoma State University

NURS 3025: Health Assessment, Wellness, and Community Health Health assessment and its relationship to the prevention and early detection of disease across the life span. Health strategies for communities and diverse populations with social, cultural, environmental, and economic dimensions will be examined. Application of concepts from nursing theorists, core competencies for interprofessional collaborative practice, and the wellness model. Health and wellness promotion in the community will be examined through a clinical component.

Faculty: Name: Alana Cluck, PhD, RN Office: 432 Willard Phone: (405) 744-8044 E-mail: alana.cluck@okstate.edu

Prerequisites and Support Courses: NURS 3000

Course Objectives: At the conclusion of NURS 3025, the student will be able to:

1. Discuss conceptual foundations and theoretical approaches to health promotions. 2. Discuss and identify health and wellness promotion issues and activities throughout the life cycle. 3. Integrate physical, psychological, social and cultural concepts when conducting both an individual

and family comprehensive assessment. 4. Plan comprehensive nursing care reflecting a variety of strategies and interventions to promote

health and wellness. 5. Identify environmental factors that influence the healthcare needs and preferences of individuals

as members of families and communities 6. Differentiate the levels of prevention to improve health outcomes of diverse populations 7. Demonstrate critical thinking when applying the nursing process to formulate a nursing care plan

for a client in a clinical or community setting. 8. Compare and contrast the professional nurse’s role with the Health Educator role in relation to

Competency Two of the Core Competencies for Inter-professional Collaborative Practice. 9. Discuss contributions of the nurse’s role when collaborating with inter-professional healthcare

teams to plan and implement care for community populations.

Textbooks, Websites, and Supplemental Materials: Required Textbook:

Stanhope, M. & Lancaster, J. (2018). Foundations for Population Health in Community/Public Health Nursing. (5th ed.) St. Louis, MO: Elsevier/Mosby. ISBN: 0323443834

Required Websites: Canvas Course Site: https://oc.okstate.edu Edmon Low Library: http://library.okstate.edu

Required Computer Software: MS Office Suite or equivalent, Adobe Reader, and a media player. Through an agreement with Microsoft Corporation, Oklahoma State University students may download – FOR FREE – current Microsoft Office and other software from the Software Distribution Center website at: https:// app.it.okstate.edu/sdc/login.php.

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Mode/Style of Teaching: Using the online classroom, a variety of modalities will be used, including but not limited to; discussion forums, online active learning activities, readings from required text, and usage of internet resources. Students are encouraged to review current periodicals, electronic media, and other available resources as necessary.

Course Participation Policy/Attendance: Basic requirements for this course are that the student will participate in all class meetings and conscientiously complete all required course activities and/or assignments. The student is expected to log into the classroom a minimum of three (3) times per week. The student will actively participate in discussion forums by required deadlines, submit assignments by due dates, and take the final exam as scheduled. Compliance with these expectations provides documentation of ongoing academic engagement. The student must communicate with the instructor if they are unable to attend, participate, or complete an assignment on time.

Grading Procedures: Students must achieve a minimum of a C average to pass this course. The following grading scale will be used for this course:

A 90-100% 447.5-500 points B 80-89% 397.5-447 points C 70-79% 347.5-397 points D 60-69% 297.5-347 points F less than 59% less than 297.5 points

The final grade will be rounded to the next whole number if 0.5 or higher.

Course Assessment: Weekly Discussion participation 120 points Windshield Survey**** 65 points Program Plan**** 75 points Friedman Family Assessment**** 75 points Assessment of Community Resource**** 30 points Analysis of BSN Role in Community**** 35 points Final Exam: 100 points Total 500 points

****All clinical assignments must be completed with a passing score to pass the course.

Policies:

Expectations/Late Work: Students are expected to complete all assignments according to posted due dates listed in the syllabus, calendar, and/or content homepage. If for any reason a student cannot meet these requirements, he or she must notify the course instructor prior to the due date. Upon prior notification, faculty will determine if points are to be deducted. If faculty determine points are to be deducted or if students do not notify faculty ahead of time, 10% of the total points for the assignment will be deducted for every 24 hours past the due date the assignment is turned in. All assignments will be submitted through Canvas; emailed assignments will not be accepted.

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Examinations 1. Exams are online and must be taken through the Online Classroom. The Quiz link is located on the

navigation bar. 2. Exams will be comprised of multiple choice questions and may also include essay, short answer, select

all that apply, and true/false questions. Content will be taken from assigned readings prior to the exam.

Exam Due Dates and Times The exams will be available beginning at 8 am on Sunday and ending at 8 am on Friday of the designated week. All exams are timed and must be completed once started. Exams must be completed by the due date and time listed on the calendar. Students who are unable to take the exams and have not notified the instructor in advance will receive a grade of zero. Equipment failure or an inability to connect to the internet are not valid reasons to submit exams late. Students should plan ahead and make sure all exams are completed in enough time to compensate for possible glitches that may affect submission of exams. It is a good idea to identify an alternate computer with which you can submit exams.

Exam Content and Grading Students are expected to incorporate prior learning and experience into this nursing course. Exam questions are developed from the learning objectives which are listed in the learning modules. Content covered on the exams includes assigned readings, discussion topics, and required textbooks. When content presented in the course is more current than textbook content, the instructor will specify this content and the exams will test the more current information. It is the student’s responsibility to read the textbook and clarify if any discrepancies are noted between the textbook, online content, and online presentations prior to the examinations. Please note that exams are not group activities. Each student is expected to complete their own exam. Evidence of cheating on the exams will result in a grade of zero and may result in dismissal from the nursing program.

Academic Integrity Policy: Oklahoma State University is committed to the maintenance of the highest standards of integrity and ethical conduct of its members. This level of ethical behavior and integrity will be maintained in this course. Participating in a behavior that violates academic integrity (e.g., unauthorized collaboration, plagiarism, multiple submissions, cheating on examinations, fabricating information, helping another person cheat, unauthorized advance access to examinations, altering or destroying the work of others, and fraudulently altering academic records) will result in your being sanctioned. Violations may subject you to disciplinary action including the following: receiving a failing grade on an assignment, examination or course, receiving a notation of a violation of academic integrity on your transcript (F!), and being suspended from the University. You have the right to appeal the charge. For a brief overview of the policy, you can watch the video or contact the Office of Academic Affairs, 101 Whitehurst, 405-744-5627, academicintegrity.okstate.edu. Turnitin is a plagiarism detection service used in this program to ensure academic integrity. Writing assignments may be submitted to Turnitin.com upon submission. Students are able to view the originality report before final submission of the paper. Originality scores should be less than 30%.

General Expectations of Students: By enrolling at Oklahoma State University, you accept responsibility for complying with all University policies and contracts, and for local, state, and federal laws on- or off-campus that relate to the University’s mission. The Student Rights and Responsibilities Governing Student Behavior document explains the standards of behavior expected of you, processes in place for enforcing rules, and the

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University’s response to violations (www.okstate.edu/ucs/srr.html). In general, the University expects you to respect the rights of others and authority, represent yourself truthfully and accurately at all times, respect private and public property, and take responsibility for your own actions and the actions of your guests. Call 405-744-5470 for more information.

APA Formatting: Written assignments for this course require APA formatting. The APA prescribes formatting for the cover sheet, headings, body formatting, in-text citations and the reference page. Failure to format written assignments according to APA will result in deduction of points. Remember, the textbook is considered a reference and should be properly cited, if used. Proper APA formatting is based on the most current standards (APA 7th ed. Published 10/2019). In lieu of spending extra money on an APA formatting book, the following sites will assist with this task:

- http://owl.english.purdue.edu/owl/resource/560/01/ - As Microsoft 2007 or newer is a requirement for this course, this is a link to a tutorial on

how to use Microsoft Word 2007s built in APA formatting functions: http://chiron.valdosta.edu/mawhatley/3600/apaformat2007.pdf

o Please note: This is a useful tool, but is not always 100% accurate. Please review the above resource before final submission.

The faculty realizes that there are variations from one source to another when discussing APA formatting. It is the student’s responsibility to clarify any questions regarding proper citation. A copy of the Publication Manual of the American Psychological Association, 7th Edition is available in the reference section of the Edmon Low Library.

Students Rights and Responsibilities Governing Student Behavior http://studentconduct.okstate.edu/code

Drop and Add Policy https://academicaffairs.okstate.edu/content/adding-dropping-and-withdrawing-courses

Accessibility & Accommodations: Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should inform the course faculty member immediately and contact the Office of Student Disability Services at http://sds.okstate.edu/ as soon as possible. The faculty member will work with the student and the Office of Student Disability Services to provide reasonable accommodations to ensure fair opportunities are made available within this course. It is your responsibility to notify the University if you have a disability. Please review additional information regarding OSU Student Disability Services at: http://sds.okstate.edu

Communicating with the Faculty: The following tips will facilitate effective communication:

• Check the Canvas course site for News announcements every time you log in to the Online College. You will be able to access all announcements until the end of the course. Be sure to click the “Show All” button to avoid missing any announcements.

• Post your question to the Canvas Discussion Forum if you do not need an immediate answer… besides that, your classmates may know the answer.

• It is not uncommon for student email messages to show up in our “Junk Mail” folder. The following strategies will help to assure that we see your mail:

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o Please use your OSU email. o Include a specific subject in the subject line of original and return messages. o Check for e-mail messages at least three times a week. Faculty will attempt to reply to e-mail

messages within 24-48 hours. o Faculty are not on campus on evenings and weekends. Therefore, you may not receive a

response until the next business day

Course Schedule NURS 3025 Health Assessment, Wellness, and Community Health:

Week/Topic Readings Assignment/Activity

Week 1 Introductions, Perspectives in Health Care Delivery and Nursing

Stanhope: Ch.1 Community- and Prevention- Oriented Practice to Improve Population Health

Ch.2 The History of Public Health and Public and Community Health Nursing

In the discussion board, submit an introduction of yourself. Include your name, and include a few details such as your professional specialty, type of setting where you work, hobbies, geographical location, interest in Wellness and Assessment, and any other information you wish to share that will enable us to get to know one another. What is it that you would like to get out of this course or learn in the next 8 weeks? Your Initial post is due by Thursday and responses to two of your peers by the following Sunday. Discussion (See Rubric): • Examine how community-based nursing practice differs from community-

oriented nursing practice. Differentiate between the two by providing examples of a nursing focus based on each (include specific goal, client characteristics, practice setting, interaction patterns, type of service, etc.).

• Name four challenges that community-oriented nurses will likely face in the future.

• Because of the influx of immigrants into the United States during the nineteenth century, crowding and communicable diseases were common public health problems. What do you see as current public health problems and the attributing causes?

• Examine how the scope & responsibilities of public health nurses have changed over time.

• Explain the statement on page 15 of your text, “It is more difficult to measure the effects of prevention than it is to measure the effects of treatment.” Give an example of a prevention measure related to this statement.

Week 2 Issues and Approaches in Family and Individual Health Care

Stanhope: Ch. 18 Family Development and Family Nursing Assessment Ch. 20 Health Risks Across the Life Span

Discussion: Your Initial post is due by Thursday and responses to two of your peers by the following Sunday. • Describe at least 4 demographic trends in family life course events that

have implications for nurses in community health working with families. • State a barrier to practicing family nursing as well as strategies to

overcome the barrier. • List three interventions that the nurse in community health should employ

to accomplish the goal of childhood injury prevention. • Identify areas the nurse should assess when planning care for a child with

chronic health problems. • Compare and contrast 2 of the 4 approaches to Family Nursing. • Explain nursing measures designed to reduce risks for adults in the

community. • DUE: Assessment of Community Resource by Saturday at midnight.

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Week 3 The Family Assessment

Stanhope: Appendix B: Assessment Tools PP. 583 Community Assessment Model PP. 584-585 Friedman Family Assessment Form Stanhope Read: Ch. 19 Family Health Risks

Discussion: Your Initial post is due by Thursday and responses to two of your peers by the following Sunday. • Explain the application of the nursing process (assessment, planning,

implementation, evaluation) as used to reduce family health risks and promote family health.

• Identify three major areas of health risk factors for families and give an example of each.

• Give an example of a normative life-event for a family. Identify whether this event would be a level I, II, or III change, or a combination of these. Explain your classification(s).

• List three characteristics of families seeking help that are inherent in a definition of family empowerment. Identify four outcomes of effective family empowerment.

• DUE: Nursing Role Analysis by Saturday at midnight.

Week 4 Influences on Health Care Delivery and Nursing

Stanhope: Ch. 4 Ethics in Public and Community Health Nursing Practice Ch. 6 Environmental Health

Discussion: Your Initial post is due by Thursday and responses to two of your peers by the following Sunday. • Choose two ethical principles and explain how ethics are part of the core

functions of nursing in community health (Box 4.1) • Ethical principles can be used effectively to help the nurse arrive at the

correct decision. Explain this statement, using an example. • List at least two key environmental exposure questions that the nurse

should ask during nursing assessment. • Briefly discuss the nurse’s advocacy role in risk communication related to

environmental health issues. • Choose one environmental health issue and explain how it influences

human health and disease. • Due: Friedman Family Assessment by Saturday at midnight.

Week 5 Approaches and Conceptual Frameworks Applied to Nursing Practice in the Community

Stanhope: Ch. 9 Epidemiological Applications Ch. 11 Using Health Education and Groups in the Community Ch.12 Community Assessment and Evaluation

Discussion: Your Initial post is due by Thursday and responses to two of your peers by the following Sunday. • Define epidemiology and describe how it has developed over time. • Explain how nurses use epidemiology in community health practice. • List 2 examples of programs nurses can implement for each: primary,

secondary, and tertiary prevention • The goal of the education product is a measurable change in the health

status or behavior of a client. Provide an example of a health status or behavior that needs change, an educational strategy developed to change it, and the method of measurement to determine if it was effective in changing the health status or behavior.

• Describe how nurses can work with groups to promote the health of individuals and communities

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Week 6 The Nurses’ Role in Rural Health and Infectious Disease

Stanhope: Ch. 22 Rural Health and Migrant Health Ch. 26 Infectious Disease Prevention and Control

Discussion: Your Initial post is due by Thursday and responses to two of your peers by the following Sunday. • List 2 common health risks that a migrant worker may encounter and 3

factors that may interfere with migrant workers’ ability to seek health care. • Describe at least 3 characteristics of nursing practice specific to rural areas. • Several opinions exist regarding whether the United States should pay for

health care for illegal immigrants. Discuss the advantages and disadvantages of doing so.

• Differentiate and give examples among primary, secondary, and tertiary prevention of communicable disease.

• Provide examples of infectious disease control interventions at the three levels of public health prevention.

• DUE: Windshield Survey by Saturday at midnight.

Week 7 Vulnerable Populations and Disaster Management

Stanhope: Ch. 21 Vulnerability and Vulnerable Populations: An Overview Ch. 14 Disaster Management

Discussion: Your Initial post is due by Thursday and responses to two of your peers by the following Sunday. • Define the term vulnerable populations and describe selected groups who

are considered vulnerable; describe factors that can lead to the development of vulnerability in certain populations.

• Identify at least 4 nursing actions that are essential when the nurse is planning and/or implementing care for vulnerable populations.

• Explain why outreach, case findings, and comprehensive services are important for ensuring access to health care services for vulnerable population groups.

• Explain at least 2 important considerations for a community in preparing for disaster.

• How can nurses mitigate the effects of a disaster? • Your community has been hit by a tornado. List the groups who would be

most vulnerable. What community resources are available?

DUE: Program Plan by Saturday at midnight.

(8) Final Week

Post to week 8 discussion to provide feedback for the course.

Final Exam: Open Sunday at 8 am to Friday at 8 am= 100 points

Guidelines for Weekly Discussion Posts Discussion forums are designed to help create a sense of community and to broaden your knowledge of the topic. This should help you better understand the information presented. Each week, discussion questions are posted to the Weekly Discussion Forums.

1. Participation in course discussions is a major aspect of this course. For each topic presented during a particular week, you are expected to post a referenced response with citation (i.e., your post should cite the book or another resource) to the initial post by Thursday at 11:30 p.m. The full reference for the citation must be provided at the end of the post, using APA format.

2. By Sunday, you should have replied with a substantive response to two of your classmates’ posts. You are encouraged to exceed this minimum expectation. The discussion week ends on Sundays at 11:30

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p.m. Any posts made to the weekly discussion after this time will not count toward your weekly point total. Weekly discussion is the opportunity for the class to discuss the topics each week. Therefore, there are no opportunities for you to make up a week of discussion if you miss one.

3. Submit substantive posts when answering discussion questions. Substantive means that you must take time in formulating your response, organizing your own thoughts and incorporating the reading materials (you should be citing parts of the book and/or other reading materials in your posts). You must demonstrate evidence of critical thinking and encourage further discussion of the topics among your classmates.

4. Your posts should be comparable to the kinds of comments you would make in a face-to-face course. A three-page essay will not lend to quality discussion. On the other hand, neither will only saying, “I agree!” Please consider this when you post. The quality of the online discussion is contingent on the quality (not length) of the posts in the discussion.

5. The discussion requirements in this class are not negotiable. It is your responsibility to meet the requirements as they are. There are 8 weeks of discussion questions worth 15 points each and 120 total points for the course.

6. There will be no flaming, cursing, demeaning, or any other unprofessional behavior in the discussion forums. This applies whether you are talking about your ex-spouse, your neighbor, your classmates, or your faculty. For more information about netiquette, please visit https://www.education.com/reference/article/netiquette-rules-behavior-internet/

7. Correct grammar, punctuation, spelling, etc. are not graded in these posts, but is expected. You are entering a field where you need to both speak and write well to be successful. Paying attention to these things, even in a relatively informal chat setting, helps to enhance those skills.

8. The instructor may add to course discussions. This will typically be to redirect the discussion or to ask for further information related to a posting.

Grading Rubric for Weekly Discussion Posting = 15 points per week Excellent

5 pts Average

4 pts Needs

Improvement 3 pts

Unacceptable 0 pts

Content Content is complete, accurate, and offers new ideas.

The discussion is well supported with details that explain the participant's conclusions.

Posts include citation of resource material and references are included.

Content encourages further discussion on thought or topic. Content provides clear evidence of critical

Content is complete and accurate, but lacking in new ideas.

There may be one area an opinion is presented without supporting facts or references.

Resources are cited.

Content generally doesn't invite further discussion or investigation. Critical thinking is evident, but posts may

Ideas were incomplete or had inaccuracies.

There are two or more opinions presented without supporting facts.

Resources are not cited.

Content fails to stimulate further discussion.

Content offers come critical thinking but

Post was not relevant to the discussion topic. Failed to follow Netiquette. Post lacks evidence of critical thinking and addresses unrelated issues.

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thinking, originality, and relevance to the topic. Revisits original post; by close of discussion, all questions have been answered thoroughly.

not directly address the issue. Revisits original post; by close of discussion, some questions have been answered thoroughly.

addresses peripheral issues. Does not revisit original post; questions left unanswered.

Responses At least 2 responses, to different student’s posts, are posted per discussion topic. Responses are substantive in depth and length and add information or new ideas to the post.

At least 2 responses are posted per discussion topic. Responses are not substantive in depth and length.

Responds to at least 1 other student’s post. Response fails to add information or new ideas to the post.

Failed to respond to other student’s posts.

Timeliness Post are on or before the due date.

Post is less than 24 hours late.

Posts are more than 24 hours late or 2nd occurrence in course of late posting.

NURS 3025 Clinical Assignments These assignments are to be completed within community-based settings to meet the clinical requirements for this course.

1. Community Assessment Assignment This assignment consists of a windshield survey of a community and development of a program plan for the community based on identified needs.

Windshield Survey: Total= 65 points • Complete a Windshield Survey on a community of choice, following guidelines on Table 12-3 of your text

(page 213). (May be done in pairs). • Boundaries

a. What defines the boundary? Roads, water, railroads? b. Does the area have a name/nickname?

• Housing and zoning a. What is the age of the houses? What kind of materials are they made from? Describe the housing,

including space between homes, general appearance and condition, and presence of central heating, air conditioning, and plumbing.

• Open space a. Describe the amount, condition, use of open space. Is the space used? Safe? Attractive?

• Commons a. Where do people in the neighborhood congregate? Who congregates there and at what hours

during the day?

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• Transportation a. How do people get from one place to another? Is public transportation available? If so, what kind

and how effective? How timely? Personal autos? Bikes, etc? • Social service centers

a. Do you see evidence of recreation centers, parks, social services, offices of doctors and dentists, pharmacies?

• Stores a. Where do residents shop? How do they get to the shops? Do they have groceries or sources of fresh

produce? Is this a “food desert”? • Street people and animals

a. Who do you see on the streets during the day? Besides the people, do you see animals? Are they loose or contained?

• Condition of the area a. Is the area well kept or is there evidence of trash or abandoned houses or cars? What kind of

information is provided on the signs in the area? • Race and ethnicity

a. What is the race of the people you see? What do you see about indices of ethnicity? Places of worship, food stores, restaurants? Are signs in English or other languages? If other, which languages?

• Religion a. What indications do you see about the types of religion residents practice?

• Health indicators a. Do you see evidence of clinics, hospitals, mental illness, substance abuse?

• Politics a. What indicators do you see about politics? Posters, headquarters?

• Media a. Do you see indicators of what people read? If they watch TV? Listen to the radio?

• Business and industry a. What type of business climate exists? Manufacturers? Light or heavy industry? Large employers?

Small business owners? Retail? Hospital industry? Military installation? Do people have to seek employment elsewhere?

• Answer the questions provided in the text and above, as well as the following: A. What are external and internal barriers that limit preventative health care in the community? B. What are the external and internal factors that promote preventative health care in the community? C. What resources could/would you recommend to elderly clients with a variety of needs, including those

who live alone, do not drive, take multiple medications, need assistance with meals and transportation? D. What services are available for children and families, including schools, daycare, healthcare needs?

• Identify 2 needs within the community. For each need, include at least 3 interventions with rationales you would implement based on the survey findings.

• Prepare your findings in a narrated presentation format (i.e. PowerPoint) and place in discussion board titled “Windshield Survey”

Program Plan: Total= 75 points Based on a problem identified in the Windshield Survey, develop a Program Plan to address the problem. Chapter 16 in the textbook thoroughly describes this process. Provide an indepth description of each step below.

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A program is developed to meet needs identified through assessment of groups or communities, aimed at decreasing or eliminating a health problem. Steps to be included are listed below (taken from the box on page 267-8 of the textbook & modified):

A. Describe the problem B. Formulate the plan

a. Assess population need i. Who is the program population?

ii. What is the need to be met? iii. How large is the client population to be served? iv. Where are they located? v. Are there other programs addressing this need? (if yes, describe)

vi. Why is the need not being met? b. Establish program boundaries

i. Who will be included in the program? ii. Who will not be included in the program? Why not?

iii. What is the program goal? c. Assess resources

i. What personnel are needed? ii. What facilities are needed?

iii. What equipment is needed? iv. Is funding available to support the project? If not, where might you seek funding?

C. Conceptualize the problem a. List at least 2 potential solutions to the problem b. Identify risks of each solution c. Identify consequences of each solution d. Identify outcomes to be gained from the solutions e. Draw a decision tree to show the problem-solving process used

D. Detail the plan a. State the objectives for each solution to meet the program goal b. Describe activities that will be done to meet each solution & objective c. Discuss who would be responsible for implementing the plan

E. Evaluate the plan a. Discuss method for evaluation of plan

• Prepare your findings in a narrated presentation format (i.e. PowerPoint) and place in discussion board titled

“Program Plan”

2. Family Assessment Assignment Family Assessment: Total= 75 Points Complete an assessment of a family and develop a written family health assessment based upon the Friedman Model. Utilizes appendix B.2 on page 584; more information provided here. Based on the assessment findings, develop a Family Care Plan identifying 2 (two) diagnoses, expected outcomes, nursing interventions, and criteria for evaluation. Complete this assignment in a paper format, using correct spelling, sentence structure, grammar, and spelling.

This assignment Includes description of each of the following areas:

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A. Identifying data a. Family names (FIRST NAMES ONLY) b. Family composition c. Type of family form d. Cultural (ethnic) background e. Religious identification f. Social class status g. Family’s recreational or leisure-time activities

B. Developmental stage and history of family a. Family’s present developmental stage b. Extent of developmental tasks fulfillment c. Nuclear family history d. History of family of origin of both parents

C. Environmental data a. Characteristics of home b. Characteristics of neighborhood and larger community c. Family’s geographic mobility d. Family’s associations and transactions with community e. Family’s social support network (Ecomap)

D. Family structure a. Communication patterns b. Power structure c. Role structure d. Family values

E. Family functions a. Affective function b. Socialization function c. Health care function

F. Family stress and coping a. Short- and long-term familial stressors and strengths b. Extent of family’s ability to respond, based on objective appraisal of stress-producing situations c. Coping strategies utilized (past/present) d. Dysfunctional adaptive strategies utilized (past/present; extent of usage)

G. Include family care plan which identifies 2 diagnoses, one for the individual and one for the family. Both diagnoses include thorough discussion of measurable outcomes. Each diagnosis must:

a. Include at least 5 nursing interventions that target the individual and the family and are simple, specific, timely, and realistic. Each intervention must include a rational and be evidence-based.

b. Include at least 5 evaluative criteria each for both the individual’s diagnosis and the family’s diagnosis.

3. Community Resource and Nursing Role Analysis Assignment

Assessment of Community Resource Total = 30 points Identify a resource within the community which focuses on provision of disease prevention or health promotion services for the residents. Visit the location and answer the following questions about the resource in a paper format, using correct spelling, sentence structure, grammar, and spelling :

A. Name and location of resource

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B. Services provided C. Area and population served

a. Number served D. Requirements to receive service E. Cost of service F. Staff/workers G. Funding sources H. Marketing used

Analysis of BSN Role in Community Total=35 points Identify a BSN prepared registered nurse working within a community-based setting. Interview this nurse and provide the information listed below, explaining each answer thoroughly in a paper format, using correct spelling, sentence structure, grammar, and spelling. If possible, spend time in the setting with the RN.

A. Description of setting B. Role, duties, and scope of practice C. Description and any unique aspects of the population served and services provided D. Levels of prevention utilized, with examples for each E. Any collaborative professional relationships that interact to provide health care in the community F. Community-based or community-oriented practice and explain G. Focus of practice (community, individual, etc)

Windshield Survey Grading Rubric

Elements: 51 points possible (3 pts per element)

Excellent Average Unacceptable

Boundaries Includes thorough description of community boundaries. Answers all questions in Table 12-3 (pg. 213).

Includes community boundaries but does not answer all questions in Table 12-3.

Fails to include community boundaries.

Housing/ Zoning

Thoroughly describes housing within the community. Answers all questions in Table 12-3 (pg. 213).

Describes housing within the community but does not answer all questions in Table 12-3.

Fails to describe housing within the community.

Open Space Describes open space in the community in detail. Answers all questions in Table 12-3 (pg. 213).

Describes open space in the community but does not answer all questions in Table 12-3.

Fails to describe open space in the community.

Gathering Places

Provides detailed account of neighborhood gathering places. Also describe differences from day to night. Answers all questions in Table 12-3 (pg. 213).

Provides account of neighborhood gathering places but does not answer all questions in Table 12-3.

Fails to describe neighborhood gathering places.

Transportation Includes thorough description of available transportation within the community. Answers all questions in Table 12-3 (pg. 213).

Includes description of available transportation within the community but does not answer all questions in Table 12-3.

Fails to include transportation within the community.

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Social Service Centers

Thoroughly explains the community’s social amenities and social service centers. Answers all questions in Table 12-3 (pg. 213).

Explains the community’s social amenities and social service centers but does not answer all questions in Table 12-3.

Fails to describe community’s social amenities and social service centers.

Stores Describes in detail shops and grocery stores in the community. Answers all questions in Table 12-3 (pg. 213).

Describes the shops and grocery stores in the community but does not answer all questions in Table 12-3.

Fails to include shops and grocery stores in the community.

Characteristics of people/ animals

Thoroughly describes people and animals seen out on the street both day and night. Answers all questions in Table 12-3 (pg. 213).

Describes people and animals seen out on the street but does not answer all questions in Table 12-3.

Fails to describe people and animals seen out on the street in the community.

Condition of the area

Provides detailed account of the condition of the community. Answers all questions in Table 12-3 (pg. 213).

Provides account of the condition of the community but does not answer all questions in Table 12-3.

Fails to describe condition of the community.

Race and Ethnicity

Describes in detail the race and language(s) of the community and visible indicators of ethnicity. Answers all questions in Table 12-3 (pg. 213).

Describes the race and language(s) of the community and visible indicators of ethnicity but does not answer all questions in Table 12-3.

Fails to describe race, language(s), and visible indicators of ethnicity.

Religion Includes thorough description of religion(s) in the community. Answers all questions in Table 12-3 (pg. 213).

Includes description of religion(s) in the community but does not answer all questions in Table 12-3.

Fails to include description of religion(s) in the community.

Health Indicators

Describes health indicators of the community in detail. Answers all questions in Table 12-3 (pg. 213).

Describes health indicators of the community but does not answer all questions in Table 12-3.

Fails to describe health indicators of the community.

Politics Provides detailed account of politics visible within the community. Answers all questions in Table 12-3 (pg. 213).

Provides account of politics visible within the community but does not answer all questions in Table 12-3.

Fails to describe politics visible within the community.

Media Includes description of visible media in the community such as books, TV shows, and music. Answers all questions in Table 12-3 (pg. 213).

Includes description of visible media in the community but does not answer all questions in Table 12-3.

Fails to include visible media in the community.

Business/ Industry

Provides detailed account of business and industry within the community including employment. Answers all questions in Table 12-3 (pg. 213).

Provides account of business and industry within the community but does not answer all questions in Table 12-3.

Fails to describe business and industry within the community.

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Barriers/ Promoting Factors

Describes in detail barriers which limit as well as factors which promote preventative health care in the community.

Does not provide a detailed description of barriers and promoting factors.

Does not include description of barriers or promoting factors.

Resources Provides thorough description of at least 2 resources to recommend to elderly clients with varying needs Or Provides detailed explanation on lack of community resources for elderly clients with varying needs.

Describes in detail services available for children and families Or provides detailed explanation on lack of services for children and families.

Does not provide thorough description of 2 resources or explain lack of resources for elderly clients. Does not describe in detail services available or lack of services available for children and families.

Fails to include discussion on available resources for elderly clients or services available for children and families.

Interventions: 9 points possible Each intervention is worth 3 points.

Includes at least 3 interventions.

Interventions are based on community health problems identified through the survey.

Interventions are appropriate for the community and include rationales.

Includes at least 2 interventions.

Interventions are appropriate for the community and include rationales.

Does not include interventions.

Interventions not appropriate for community or do not include rationale

Presentation: 5 points possible

Covers all necessary information.

Completed in a professional manner.

Uses a narrated presentation format (i.e. a narrated PowerPoint).

Submitted in discussion board by due date.

Covers necessary information.

Level of professionalism could use improvement.

Does not use narrated presentation format.

Does not cover all necessary information.

Presentation lacks professionalism.

Program Plan Rubric = 75 points Excellent Average Unacceptable

Problem Description 10 points possible

Provides detailed description of the problem identified in Windshield Survey assignment.

Problem description is included but not detailed or problem identified is not from Windshield Survey.

Does not include a description of the problem.

Plan Formulation 20 points possible

Provides thorough, in depth description of the plan addressing in detail: A. Assessment of population need B. Established program boundaries C. Assessment of resources

Description of plan is included but does not address each bullet, A-C or is not described in depth.

Does not include plan formulation.

Problem Conceptualization

Plan includes at least 2 potential solutions to identified problem.

Plan includes less than 2 solutions.

Plan fails to include a solution.

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Family Assessment Final Project Rubric:

15 points possible Plan identifies risks, consequences, and outcomes to be gained from each solution in detail. Plan includes decision tree depicting the problem solving process used.

Plan does not thoroughly identify risks, consequences, and outcomes for each solution. Plan does not include decision tree.

Plan Detail 15 points possible

Includes objectives for each potential solution provided to meet program goal. Thoroughly describes activities that will be implemented to meet each solution’s objective. Includes thorough discussion of who would be responsible for implementing the plan.

Does not include objective for each solution provided. Does not thoroughly describe activities to meet objectives. Does not thoroughly discuss party responsible for plan implementation.

Fails to include objectives for solutions.

Plan Evaluation 10 points possible

Includes detailed discussion of method for evaluating plan implementation.

Does not include thorough discussion of method for plan evaluation.

Fails to include method for plan evaluation.

Presentation 5 points possible

Covers all necessary information. Completed in a professional manner. Uses a narrated presentation format (i.e. a narrated PowerPoint). Submitted in discussion board by due date.

Covers necessary information. Level of professionalism could use improvement. Does not use narrated presentation format.

Does not cover all necessary information. Presentation lacks professionalism.

Excellent Average Unacceptable

Assessment Organizational Format 4 points each = 24 points

Includes thorough description of each of the following areas: A. Identifying Data B. Developmental Stage and History of

Family C. Environmental Data D. Family Structure E. Family Function F. Family Stress and Coping

Each area (bullets A-F), is worth up to 4 points each.

Thoroughly covers all areas pertinent to the individual/family.

Covers areas below: A. Identifying Data B. Developmental Stage and

History of Family C. Environmental Data D. Family Structure E. Family Function F. Family Stress and Coping Assessment is not as thorough but still includes information from areas listed above.

Does not cover or include all necessary areas (bullets A-F). Assessment is not thorough.

Nursing Diagnoses with Measurable Outcomes: A. Individual

Includes family care plan which identifies 2 diagnoses, one for the individual and one for the family.

Does not include minimum of 2 diagnoses or does not include one for the individual and one for the family.

Does not include minimum of 2 diagnoses.

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B. Family 8 pts ea. = 16 pts

Both diagnoses include thorough discussion of measurable outcomes. Each diagnosis is worth up to 8 points.

Diagnoses includes discussion of measurable outcomes but is not thorough.

Diagnoses does not include measurable outcomes.

Minimum of 5 Nursing interventions with Rationale that address the outcomes. Must be Evidenced Based with references. A. Individual B. Family

15 pts

Includes at least 5 Nursing interventions.

Interventions target the individual and the family.

Interventions are simple, specific, timely, and realistic.

Interventions include a rationale which address possible outcomes.

Interventions are Evidenced Based and include references.

Each intervention is worth up to 3 points.

Include at least 3 Nursing interventions. Interventions do not target both the individual and the family. Interventions include a rationale which address the possible outcomes. Interventions are Evidenced Based but do not include references.

Less than 3 Nursing interventions. Interventions do not target both the individual and the family. Interventions do not include a rationale which address the possible outcomes. Interventions are not Evidenced Based.

Evaluative Criteria: Minimum 5 per diagnosis, addressing the outcomes A. Individual =

7.5 points B. Family = 7.5

points 15 pts

Includes at least 5 evaluative criteria each for both the individual’s diagnosis and the family’s diagnosis.

Evaluative criteria addresses in detail possible outcomes.

Evaluative criteria for the individual’s diagnosis is worth up to 7.5 points. Evaluative criteria for the family’s diagnosis is worth up to 7.5 points.

Includes at least 3 evaluative criteria each for both the individual’s diagnosis and the family’s diagnosis. Evaluative criteria includes possible outcomes but not in detail.

Less than 3 evaluative criteria each for both the individual’s diagnosis and the family’s diagnosis. Evaluative criteria does not include possible outcomes.

Report Criteria: A. Logic,

grammar, sentence structure, spelling, objectivity

B. APA format with citations

5 pts

Project report is completed in APA format. Includes little to no errors in grammar or spelling. Report is logical with correct sentence structure and objectivity.

Project report is completed in APA format. Includes minor errors in grammar or spelling. Report has minor errors in logic, sentence structure, or objectivity.

Project report is not completed in APA format. Report includes numerous errors in grammar or spelling. Report is lacking logic, sentence structure, or objectivity.

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Assessment of Community Resource Rubric = 30 points

Analysis of BSN Role in Community Rubric = 35 points

Excellent Average Unacceptable

Identification of Community Resource 5 points possible

Paper identifies resource within community that focuses on disease prevention or health promotion. Identification includes: A. Name and location of resource.

Identifies community resource that focuses on disease prevention or health promotion but does not include name and location of resource.

Does not identify community resource or resource does not focus on disease prevention or health promotion.

Assessment 20 points possible

Provides thorough discussion of assessment addressing in detail: B. Services provided C. Area and population served

a. Number served D. Requirements to receive service E. Cost of services F. Staff/workers G. Funding sources H. Marketing used

Discussion of assessment is included but does not address each bullet, B-H, in excellent section or is not discussed thoroughly.

Does not include discussion of assessment.

Paper Format 5 points possible

Project report is completed in APA format. Includes little to no errors in grammar or spelling.

Project report is completed in APA format. Includes minor errors in grammar or spelling.

Project report is not completed in APA format. Report includes numerous errors in grammar or spelling.

Excellent Average Unacceptable

Identification of BSN Registered Nurse 5 points possible

Paper identifies a BSN prepared registered nurse working in a community setting.

Paper identifies a registered nurse. Identified nurse is not a BSN prepared registered nurse or does not work in a community setting.

Does not identify registered nurse for interview.

Interview Analysis 25 points possible

Provides thorough discussion of interview analysis addressing in detail: A. Description of setting B. Role, duties, and scope of practice C. Description and any unique aspects of

the population served and services provided

D. Levels of prevention utilized, with examples for each

Discussion of interview is included but does not address each bullet, A-G, or is not discussed thoroughly.

Does not include discussion of interview analysis.

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E. Any collaborative professional relationships that interact to provide health care in the community

F. Community-based or community-oriented practice and explain

G. Focus of practice (community, individual, etc)

Paper Format 5 points possible

Project report is completed in APA format. Includes little to no errors in grammar or spelling.

Project report is completed in APA format. Includes minor errors in grammar or spelling.

Project report is not completed in APA format. Report includes numerous errors in grammar or spelling.