Aspen N492 Module 1 Ageism Biases Life Review and Ego Integrity Assignment Example Answer Provided
Write a 1500-1700 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least two (2) sources in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.
Answer each of the following prompts:
- How does a person’s difference in age, culture, race, gender, and living situation impact your comfort as a nurse in communicating with them?
- While growing up, how were OAs (older adults) treated in your family, culture, community, and in society (identify the year range)?
- Discuss what aging biases you have witnessed and/or experienced and describe how these issues have impacted your current nursing practice.
- Create a community education plan to address biases towards older adults.
Aspen N492 Module 1 Ageism Biases Life Review and Ego Integrity Assignment Example Answer
A person’s age, culture, color, gender, and place of residence can greatly impact how comfortable a nurse feels speaking with them. Good communication is essential for understanding these disparities and giving the best care possible to these patients. Furthermore, societal and cultural biases may impact how we see and handle older adults. This essay aims to address how age, culture, color, gender, and living circumstances affect nursing communication, look at how older people are treated in society, and address aging biases and how they affect nursing practice. A community education plan will then be presented to combat biases toward older adults.
The Impact of Age, Culture, Race, Gender, and Living Situation on Nurse-Patient Communication Comfort.
Age is an essential consideration when communicating with patients. Nurses need good communication skills to establish patient trust and deliver high-quality care. Older patients may have specific communication needs due to hearing and vision limitations brought on by advancing age. As a result, nurses should communicate clearly and deliberately, use straightforward language, and repeat information as necessary. Younger patients, on the other hand, might need shorter and more direct explanations to understand their medical conditions.
Another important factor to take into account when communicating with patients is culture. Nurses must be conscious of cultural variations, values and beliefs when communicating with their patients. A solid foundation in understanding cultural competence prevents stereotypical beliefs and myopic thinking toward patients (The Chicago School, 2021). For instance, patients from certain cultures might feel uncomfortable discussing end-of-life care, sex and mental health, which may lead to stereotypes. Knowing cultural competence enables nurses to approach these topics with tact and care.
Race may also affect a nurse’s comfort level when speaking with a patient. Because of past racial discrimination or bias by healthcare professionals, some patients may now harbor mistrust and find it difficult to communicate effectively. According to Ollove (2022), most physicians prefer white patients over black patients. They believe white patients are more cooperative, whereas black patients are more distrustful and reluctant to follow medical advice. Nurses must be aware of these concerns by the patients and physicians to build a respectful and cooperative relationship with their patients to promote comfortable communication.
Another factor to take into account while communicating with patients is gender. With a nurse of the same gender, some patients might feel better at ease addressing particular health issues. As a result, nurses should consider their patients’ choices and offer options for same-gender caregivers as needed (Vatandost et al., 2020). The patient’s living situation can also affect how comfortable a nurse is when communicating with them. Patients with complicated medical needs, such as homelessness or poverty, may find it challenging to get the care they need. Nurses must approach these patients with empathy and a nonjudgmental attitude to promote comfort in their communication.
The Treatment of Older Adults in Family, Culture, Community, and Society
The treatment of older adults varies greatly depending on the family, culture, community, and society. Older adults are highly respected and valued for their life experience and wisdom in many societies and communities. However, in some cultures, they may be marginalized and undervalued (Donizzetti, 2019). While growing up about twenty years ago, there was a greater emphasis on caring for and respecting the elderly, but in recent times, the focus has shifted to individualism and independence, leading to a decrease in the importance placed on the elderly.
In my family and community, older adults are generally respected and taken care of, but a sense of independence and self-sufficiency is also encouraged. Society tends to view older adults as a burden on resources, which has led to ageism and discrimination in some areas, especially in terms of employment and healthcare (Donizzetti, 2019). There is a need for greater awareness and appreciation of the contributions and values of older adults as they continue to play an important role in our families, communities, and societies.
Aging Biases and How They Impact Nursing Practice
As people age, they may experience biases affecting their perception and treatment. These biases can be conscious or unconscious and can be perpetuated by individuals or society as a whole. Nurses may witness or experience aging biases in various forms, including ageism, stereotyping, and discrimination. Ageism is the belief that aging is inherently negative and that older people are inferior to younger people. This bias can manifest as negative attitudes, stereotypes, and discrimination toward older adults (Kang & Kim, 2022).
In my nursing practice, I witnessed aging bias when one of my colleagues believed that older patients, especially those from low socioeconomic status, were incapable of making their decisions or that they were frail and unable to care for themselves. These assumptions resulted in the nurse making decisions on behalf of the patient rather than involving them in their care.
Stereotyping is another form of aging bias that can be observed in nursing practice. Stereotyping occurs when an individual assumes that all members of a particular group share certain characteristics or behaviors (Donizzetti, 2019). For example, a nurse may assume that all older adults are hard of hearing or forgetful. These assumptions can result in the nurse communicating with the patient in a disrespectful way. Furthermore, discrimination is treating someone unfairly based on their age. Discrimination can be overt, such as denying an older adult access to healthcare, or it can be subtle, such as not providing the same level of care to an older adult as a younger patient.
Aging biases have impacted my nursing practice both positively and negatively. Some of my colleagues’ negative attitude towards older adults has led to suboptimal care of the patients. The stereotypes have also affected communication and decision-making with older patients leading to unequal access to healthcare. On the positive side, these biases have led me to actively work to find a solution to combat them. I have taken the initiative to do more research on aging and advocated for policies that promote equality and access to healthcare for older adults.
Community Education Plan to Address Biases Towards Older Adults
Ageism and biases toward older adults are prevalent in many societies, leading to this population’s discrimination, marginalization, and exclusion. According to a WHO report, one in two persons worldwide has ageist attitudes toward older adults (Mills, 2021). It is essential to conduct a need assessment of the community to understand their current knowledge about ageism before making a community education plan. The community education plan addresses these biases by providing knowledge, skills, and resources to community members, service providers, and organizations.
The plan will be broken down into a timeline of 3 months, the first month of which will be devoted to gathering information and creating an educational campaign using resources, including booklets, brochures, and films. The campaign will be introduced in the coming second month, along with partnerships and community forums. In the last month, the campaign’s effectiveness will be assessed, a sustainability plan will be developed, and community members will continue to receive education and training. The objective is to raise consciousness and understanding, offer tools and tactics and lay the groundwork for ongoing initiatives to support older people’s inclusion, respect, and dignity in society.
Strategies of the Education Plan
The target audience of the plan includes community members of all ages, and service providers, such as healthcare professionals, social workers, caregivers, and organizations. Community events such as workshops, seminars, and panel discussions featuring experts and community members who have experienced ageism will be organized to raise awareness and promote understanding of ageism and biases towards older adults.
Educational materials such as brochures, posters, and flyers will be developed and distributed in community centers, libraries, and other public spaces to provide information on ageism and biases toward older adults. Intergenerational activities such as sports events, arts and crafts, and community service projects will also be organized to bring together community members of different ages and provide opportunities for interaction with older adults.
Sensitivity training will be provided to service providers such as healthcare professionals, social workers, and caregivers to provide them with the knowledge and skills to recognize and address ageism and biases towards older adults in their work. Media campaigns such as advertisements, social media posts, and public service announcements will be developed to promote respect, dignity, and inclusion of older adults in the community. Advocacy work will also be done with organizations and government agencies to advocate for policies and programs that promote respect, dignity, and inclusion of older adults in the community.
Evaluation of the Education Plan
The effectiveness of the community education plan will be evaluated through surveys, focus groups, and other forms of feedback from the target audience. The feedback will be used to improve and modify the activities and materials to meet the community’s needs better. The community education plan will address ageism and biases towards older adults and promote respect, dignity, and inclusion of this population by providing knowledge, skills, and resources to community members, service providers, and organizations.
Conclusion
Good communication is essential in nursing, and it is critical to consider a patient’s age, culture, race, gender, and living situation to provide the best possible care. Cultural competence can prevent stereotyped views and improve communication. Nurses must be aware of and actively overcome aging biases such as ageism, stereotyping, and discrimination. A community education plan to address anti-elderly discrimination is critical for supporting older people’s inclusion, respect, and dignity in society.
References
Donizzetti A. R. (2019). Ageism in an aging society: The role of knowledge, anxiety about aging, and stereotypes in young people and adults. International Journal of Environmental Research and Public Health, 16(8), 1329. https://doi.org/10.3390/ijerph16081329
Kang, H., & Kim, H. (2022). Ageism and psychological well-being among older adults: A systematic review. Gerontology and Geriatric Medicine, 8, 233372142210870. https://doi.org/10.1177/23337214221087023
Mills, L. (2021, March 19). New WHO report calls out the global impacts of ageism. Human Rights Watch. https://www.hrw.org/news/2021/03/19/new-who-report-calls-out-global-impacts-ageism
Ollove, M. (2022, April 21). With implicit bias hurting patients, some states train doctors. Pew.org. https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2022/04/21/with-implicit-bias-hurting-patients-some-states-train-doctors
The Chicago School. (2021). The importance of cultural competence in nursing. Insight Digital Magazine. https://www.thechicagoschool.edu/insight/health-care/the-importance-of-cultural-competence-in-nursing/
Vatandost, S., Cheraghi, F., & Oshvandi, K. (2020). Facilitators of professional communication between nurse and opposite gender patient: A content analysis. Mædica, 15(1), 45–52. https://doi.org/10.26574/maedica.2020.15.1.45
N492 Module 2: Community Assessment
Select a Community Health Assessment Model from this link: https://www.cdc.gov/publichealthgateway/cha/assessment.html
What are some benefits of using a specific model to assess a community? What agencies should be included in the assessment? What is a reasonable time frame in which to complete a community-wide assessment? What is the role of the public nurse in the implementation of the chosen model? Why will this model work well for your community assessment?
Module 2: Community Assessment
This week, please add the hours you have spent beginning the community assessment to your practice experience hours in Project Concert for Module 2. Practice hours relate to time spent on your ‘Community Assessment’ activities.
**Note: You will submit 15 hours for Module 2’s portion of the community assessment to receive a grade for this requirement.
Review the document in the Learning Materials on directions on how to enter hours in ProjectConcert. Submit a screenshot of your hours to the Module 2 drop box.
Please see the Project Concert directions document in the Learning Materials on how to enter hours. A 3-minute Project Concert student overview video is provided here: https://s3.amazonaws.com/projectconcert.documentation/student_experience517.mp4
N492 Module 3: LGBTQ+
LGBTQ+ Discussion Question:
What biological, psychological, environmental, sociocultural, behavioral, and health system factors might be contributing to the failure of LGBTQ+ to use healthcare services? What population health nursing interventions might promote more effective use of services?
LGBTQ+ Discussion Question Example Answer
Access to healthcare services is a fundamental human right. However, members of sexual and minority groups, such as the LGBTQ+ community, face many barriers that prevent them from seeking and receiving adequate healthcare. This problem has various reasons, including biological, psychological, environmental, sociocultural, behavioral, and health system factors.
Understanding these factors is essential in developing effective population health nursing interventions that promote more effective use of healthcare services. This paper examines various factors contributing to the failure of members of the LGBTQ+ to use healthcare services and suggests possible nursing interventions that can improve their access to healthcare.
Biological factors include the unique health needs of LGBTQ+ individuals, such as the increased risk for specific health issues like HIV/AIDS, mental health disorders, and substance abuse. According to Medina et al. (2021), LGBTQ+ people exhibit poorer mental and physical health outcomes than cisgender and heterosexual populations.
These health issues make it difficult for LGBTQ+ people to access healthcare services for fear of stigma, discrimination, or lack of cultural competency from healthcare providers. Environmental factors such as proximity to healthcare facilities and availability of auxiliary services like transportation for those living in rural areas or places without proper healthcare services can also contribute to the failure of LGBTQ+ individuals to use health services.
Sociocultural factors such as stigma and discrimination from healthcare providers and society can lead to a lack of trust in healthcare systems. Additionally, cultural norms and values can impact how LGBTQ+ individuals perceive healthcare services and their willingness to seek care. Furthermore, behavioral factors such as lifestyle choices and health behaviors can also contribute to the failure of LGBTQ+ to use healthcare services. For instance, many LGBTQ+ people engage in high-risk behaviors, such as substance abuse and unprotected sex, which can increase their need for healthcare services.
However, fear of judgment or discrimination can make it difficult for them to seek care (Medina et al., 2021). Finally, health system factors such as high healthcare costs, lack of insurance coverage, and long wait times can also contribute to this failure. LGBTQ+ community may also face barriers related to legal protections, such as lack of access to family planning services or discriminatory policies related to gender identity or sexual orientation, contributing to barriers in utilizing healthcare services.
Several population health nursing interventions can be employed to promote more effective use of healthcare services in this community. Nurses can provide education and information about the importance of preventative care and regular health screenings to encourage members of the LGBTQ+ community to access healthcare services before they become sick (Bass & Nagy, 2022). This can also help to reduce stigma and improve access to care for these marginalized populations.
Nurses can also collaborate with the rest of the healthcare team and community organizations to ensure that LGBTQ+ people receive comprehensive and coordinated care. This may involve identifying and addressing barriers to healthcare access, such as transportation or language barriers, and connecting individuals with resources and services to help them navigate the healthcare system (Lucas et al., 2023).
Additionally, nurses can advocate for policies and practices that support the health and well-being of this population. This includes advocating for expanded insurance coverage, increased funding for healthcare services, and policies protecting marginalized populations’ rights. Nurses can also work with community organizations and leaders to engage the LGBTQ+ population in efforts to improve the utilization of healthcare services.
Numerous biological, psychological, environmental, sociocultural, behavioral, and health system factors contribute to the failure of LGBTQ+ to use healthcare services. Population health nurses can be essential in promoting more effective use of healthcare services in this community by providing education and information, collaborating with other healthcare professionals, and advocating for policies and practices that support their health and well-being.
References
Bass, B., & Nagy, H. (2022, October 3). Cultural competence in the care of LGBTQ patients. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK563176/
Lucas, J. J., Afrouz, R., Brown, A. D., Epstein, S., Ryan, J., Hayward, J., & Brennan-Olsen, S. L. (2023). When primary healthcare meets queerstory: Community-based system dynamics influencing regional/rural lgbtq + people’s access to quality primary healthcare in Australia. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-023-15289-4
Medina, J., Saus-Ortega, C., Sánchez-Lorente, M. M., Sosa-Palanca, E. M., García-Martínez, P., & Mármol-López, M. I. (2021). Health Inequities in LGBT People and Nursing Interventions to Reduce Them: A Systematic Review. International Journal of Environmental Research and Public Health, 18(22), 11801. https://doi.org/10.3390/ijerph182211801
N492 Module 3 Assignment
For this assignment, you will develop two separate infographics (informative posters) to discuss two separate health issues relevant to the LGBTQ+ communities. In each infographic, you will discuss:
- What is the health problem?
- Which group(s) are most likely to be at risk?
- What social/behavioral/health system determinants affect this?
- Identify at least two potential interventions/activities the community, community health agency, or community health nurse could offer to prevent and or support this health issue
- What resistance might be met in implementing the intervention/activity?
View the links in additional resources on how to create infographics.
https://blog.hubspot.com/marketing/create-infographic-in-powerpoint https://blog.hubspot.com/marketing/create-infographics-with-free-powerpoint-templates
You should submit two infographics and one reference list containing at least three scholarly sources. These can be submitted as three separate files.
M3 Assignment UMBO – 1, 2, 4
M3 Assignment PLG – 2, 5, 6
M3 Assignment CLO – 3, 4
Assignment Dropbox
Instructions & Specifications
Start by reading and following these instructions:
1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and the any insights you gained from it.
3. Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.
The following specifications are required for this assignment:
- Length: 2 infographics; answers must thoroughly address the questions in a clear, concise manner
- Structure: Infographic page or poster style.
- References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.
- Format: Save your assignment as a Microsoft Word document (.doc or .docx) or PowerPoint (.ppt). These can be submitted as three separate files.
- Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module1.pptx”)
Graduate Poster/Infographic/Brochure Assignment Rubric v1
| Criteria | Does Not Meet 0% | Approaches 70% | Meets 80% | Exceeds 100% | Criterion Score |
| Content/Quality of Information Weight: 40% | 0 points Topic is inappropriate to assignment, not based on scholarly information (if required), unclear and difficult to understand, no hyperlinks to credible sites; did not include required assignment components. | 28 points Topic is mostly covered and appropriate to assignment, but not based on scholarly information (if required); mostly clear and understandable; some of required assignment components are present. | 32 points Good coverage of topic and appropriate to assignment; sound, research-based (if required) information; clear and understandable; all required assignment components are accurate and present. | 40 points In-depth coverage of topic and assignment components; outstanding clarity of information. | Score of Content/Quality of Information Weight: 40%, / 40 |
| Presentation of Poster, Infographic, or Brochure (Artifact) Weight: 20% | 0 points Unattractive; difficult to interpret; poor color choice and contrast; artifact is messy or over-crowded with information. | 14 points Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, artifact may be somewhat disorganized, but is not over-crowded with information. | 16 points Information is easy to interpret, pleasing colors with strong contrast between text and background, information on artifact is clearly presented, well-spaced, and attractive. | 20 points Excellent use of transitions and effects that enhance the presentation of the artifact. Artifact is designed for maximum impact of content. | Score of Presentation of Poster, Infographic, or Brochure (Artifact) Weight: 20%, / 20 |
| Use of Multimedia, Graphics, Diagrams, and/or Illustrations Weight: 30% | 0 points Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from content as a whole. | 21 points Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the content. | 24 points Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the content; sized and positioned appropriately. | 30 points Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the content; they improve the effectiveness of the artifact. | Score of Use of Multimedia, Graphics, Diagrams, and/or Illustrations Weight: 30%, / 30 |
| Writing, Mechanics, and APA Weight: 10% | 0 points Style is inappropriate or does not address given audience, purpose, etc. Inconsistent grammar, spelling, and punctuation; APA format is not evident in the references. | 7 points Style is somewhat appropriate to given audience and purpose. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. There are missing APA elements in the references. | 8 points Style is appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting. References have few formatting errors. | 10 points Style shows originality and creativity. Word choice is dynamic and varied. Free of mechanical and typographical errors. References are formatted correctly using APA elements. | Score of Writing, Mechanics, and APA Weight: 10%, / 10 |
Total
/ 100
Overall Score
Level 1
0 points minimum
Level 2
60 points minimum
Level 3
70 points minimum
Level 4
100 points minimum
N492 Module 4 Assignment – Emergency Disaster Preparedness
Assignment Description:
Based on what you have learned so far in this course, create a PowerPoint presentation with the intended audience being a community health department. Focus on a real or fictional disaster that has or could affect your area. For example, if you live on the Florida coast, you might choose a potential hurricane.
Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least two (2) sources throughout your presentation.
Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.
Create a PowerPoint Discuss the role of the Community Health Nurse in each stage of the disaster.
- Include a few slides on each stage of the disaster:
- preparedness,
- response,
- recovery with specific activities and resources that the public health nurse would use in each stage.
- Identify other agencies that might be involved.
M4 Assignment UMBO – 1, 2, 4
M4 Assignment PLG – 2, 5, 6
M4 Assignment CLO – 3, 6
Assignment Dropbox
Instructions & Specifications
Start by reading and following these instructions:
- Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
- Consider the discussion and the any insights you gained from it.
- Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
- Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.
The following specifications are required for this assignment:
- Length: 10 – 15 slides (not including the title ad reference slides); answers must thoroughly address the questions in a clear, concise manner
- Structure: Title slide and reference slides in APA style. (at least 2 slides). Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.
- References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least two (2) scholarly sources to support your claims.
- Format: Save your assignment as a Microsoft PowerPoint document and a Word document (.pptx) and (.doc or .docx).
- Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module1.pptx”)
Graduate PowerPoint Assignment Rubric v1
| Criteria | Does Not Meet 0% | Approaches 70% | Meets 80% | Exceeds 100% | Criterion Score |
| Content/Quality of Information Weight: 40% | 0 points Topic is inappropriate to assignment, not based on scholarly information (if required), unclear and difficult to understand, no hyperlinks to credible sites; did not include required assignment components; slide notes missing (if required). | 28 points Topic is mostly covered and appropriate to assignment, but not based on scholarly information (if required); mostly clear and understandable; may contain hyperlinks to non-credible sites; some of required assignment components are present; minimal use of slide notes (if required). | 32 points Good coverage of topic and appropriate to assignment; sound, research-based (if required) information; clear and understandable; hyperlinks to credible sites; all required assignment components are accurate and present; slide notes used appropriately (if required). | 40 points In-depth coverage of topic and assignment components; outstanding clarity of information; detailed slide notes ensure all required content is well explained (if required). | Score of Content/Quality of Information Weight: 40%, / 40 |
| Presentation Weight: 20% | 0 points Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | Score of Presentation Weight: 20%, / 20 |
| Use of Multimedia, Graphics, Diagrams, and/or Illustrations Weight: 30% | 0 points Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | Score of Use of Multimedia, Graphics, Diagrams, and/or Illustrations Weight: 30%, / 30 |
| Writing, Mechanics, and APA Weight: 10% | 0 points Style is inappropriate or does not address given audience, purpose, etc. Inconsistent grammar, spelling, and punctuation; APA format and style are not evident throughout the presentation. | 7 points Style is somewhat appropriate to given audience and purpose. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. There are missing APA elements or some are incorrectly formatted throughout the presentation. | 8 points Style is appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting. Reference slide and in-text citations have few formatting errors. | 10 points Style shows originality and creativity. Word choice is dynamic and varied. Free of mechanical and typographical errors. Reference slide and other in-text citations are formatted correctly using APA elements. | Score of Writing, Mechanics, and APA Weight: 10%, / 10 |
Total
/ 100
Overall Score
Level 1
0 points minimum
Level 2
70 points minimum
Level 3
80 points minimum
Level 4
100 points minimum
N492 Module 5 Epidemiology
Module 5 Discussion Question
Read the five domains of social determinants of health here: https://health.gov/healthypeople/priority-areas/social-determinants-health
What are they, and how do they affect the development of disease? Describe the chain of infection. What are some ways community health nurses can break this chain? Provide specific examples.
Module 5 Discussion Question Social Determinants of Health Example Answer
Social determinants of health are all non-medical factors that influence the health outcomes of an individual (CDC, n.d.). The social determinants of health include the conditions in which individuals are born, live, work, grow, and age and the other set of systems and forces that shape the conditions of daily life. This discussion explores the five domains of the social determinants of health, their effect on disease development, the chain of infection, and how community health nurses can break this chain of infection.
There are five domains of the social determinants of health, which affect a wide range of health, functioning, quality of life and related outcomes, and risks (Healthy People 2030, n.d.). These domains are economic stability, education access and quality, health care access and quality, social and community context, and neighborhood and built environment. Economic stability in the aspect of social determinants of health means the ability for individuals and communities to have a steady income, enabling them to meet all their health needs. In addition, economic stability enables individuals to access healthy food, housing, and healthcare services, which helps them prevent various disease risks.
Education access and quality domain hold that people with higher education levels are likely to live longer and healthier lives. In addition, education is directly related to the ability to get good jobs and prevent health problems associated with poverty, including diabetes and depression (Healthy People 2030, n.d.). Healthcare access and quality, on the other hand, entail the ability of individuals to get comprehensive and high-quality healthcare services. The accessibility of healthcare services using insurance and insurance coverage enables individuals to get essential care services, including preventive care such as screenings, and afford treatment for chronic illnesses.
The social and community context domain entails people’s interactions and relationships and their impact on health and well-being. Positive relationships help reduce the negative impacts of different life challenges on health through social support. The neighborhood and built environment domain entails how an individual/community’s neighborhood impacts their health and well-being by promoting safety. Neighborhood issues that impact health include violence, unsafe water or air, and noise. These health and safety risks increase disease prevalence in the community.
The social determinants of health significantly impact the development of disease. Burström and Tao (2020) note that social determinants of health, such as poverty, low education levels, discrimination, and stigma, contribute to health inequalities. These health inequalities make it challenging for individuals to access preventive healthcare services such as screenings (Plamondon et al., 2020).
Additionally, they are unable to maintain a lifestyle that promotes disease prevention. Therefore, they are at a higher risk of contracting disease. In addition, social determinants of health impact the accessibility of quality healthcare services. Thus, the disease develops fast in individuals who cannot access necessary preventive and treatment services.
According to Williams (2020), the chain of infection is the order in which microorganisms are transmitted from one individual or place to another, thus spreading infection within a community. The chain of infection has six steps that must be there for an infection to be spread from one person to another. The chain entails the infectious agent-microorganism causing the disease, reservoir-source of infection, portal of exit from the reservoir, mode of transmission, portal of entry to the other individual, and the susceptible host-the individual who is vulnerable to infection.
Community health nurses can break the chain of infection through immunizations, treatment of the underlying disease, health insurance, and patient education (Williams, 2020). For example, through patient education and awareness creation on health insurance, the community health nurse can assist community members in preventing themselves from contracting an infection. Additionally, immunizations can help the nurse break the chain of infection by preventing individuals from being susceptible to infection. Nurses can also use treatment of the underlying disease to break the chain of infection by preventing the spread of the infection to other individuals.
Social determinants of health are conditions surrounding how people live, which impact health and safety. These factors also impact disease development through the inaccessibility of preventive and curative care services. The chain of infection entails the factors that should occur for an infection to spread from one person/place to another. Community health nurses can help break the chain of infection, as illustrated above.
References
Burström, B., & Tao, W. (2020). Social determinants of health and inequalities in COVID-19. European Journal of Public Health, 30(4), 617–618. https://doi.org/10.1093/eurpub/ckaa095
Centers for Disease Control and Prevention (n.d.). Social Determinants of Health. Accessed 8th May 2023 from https://www.cdc.gov/about/sdoh/index.html
Healthy People 2030. (n.d.). Social Determinants of Health-Domains and Objectives. Accessed 8th May 2023 from https://health.gov/healthypeople/priority-areas/social-determinants-health
Plamondon, K. M., Bottorff, J. L., Caxaj, C. S., & Graham, I. D. (2020). The integration of evidence from the Commission on Social Determinants of Health in the field of health equity: a scoping review. Critical Public Health, 30(4), 415-428. https://doi.org/10.1080/09581596.2018.1551613
Williams, T. (2020). Breaking the chain of infection. Journal of Perioperative Practice, 30(4), 83–84. https://doi.org/10.1177/1750458920914256
N492 Module 5 Assignment – Epidemiology
Assignment Description:
Write a 1250–1500-word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) sources in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.
Apply the concepts of epidemiology and nursing research to a communicable disease. Choose one communicable disease.
Address each of the following in your paper (all of the following must be included):
- A thorough description of the disease, including causes, mode of transmission, symptoms, treatment, and complications. Discuss the demographic most affected-incidence, prevalence, morbidity, and mortality.
- What are the determinants of health affecting this disease?
- Identify the epidemiologic triad, including host, agent, and environmental factors as related to this disease.
- Discuss the role of the public health nurse in relation to this disease. How is the public health nurse involved in finding, reporting, collecting, and analysis of data and follow-up?
M5 Assignment UMBO – 2, 3, 4
M5 Assignment PLG – 1, 2, 5
M5 Assignment CLO – 3, 5
Assignment Dropbox
Instructions and Specification
Start by reading and following these instructions:
- Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
- Consider the discussion and the any insights you gained from it.
- Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
- Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.
The following specifications are required for this assignment:
- Length: 1250 – 1500 words; answers must thoroughly address the questions in a clear, concise manner.
- Structure: Include a title page and reference page in APA style. These do not count toward the minimum word count for this assignment.
- References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.
- Format: Save your assignment as a Microsoft Word document (.doc or .docx).
- Filename: Name your saved file according to your first initial, last name, and the assignment number (for example, “RHall Assignment 1.docx”)
Graduate Simple Essay Rubric v1
| Criteria | Does Not Meet 0% | Approaches 70% | Meets 80% | Exceeds 100% | Criterion Score |
| Content Weight: 30% | 0 points Topic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand; does not address many assignment requirements. Information has weak or no connection to the assignment topic. | 21 points Topic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable; lacks some of the requirements of the assignment description and/or provides little detail; Information relates to the main topic, but few details and/or examples are given. | 24 points Topic is covered completely and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable; addresses all of the requirements of the assignment description, with adequate attention to detail. | 30 points In-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presented; approaches assignment with depth and breadth, without redundancy, using clear and focused details. | Score of Content Weight: 30%, / 30 |
| Organization Weight: 25% | 0 points Organization is confusing and interferes with reader’s ability to follow ideas. Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points Structures ideas in a coherent, organized order that has good flow and an obvious framework. Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms. Excellent concluding summary with succinct and precise ideas that impact reader. | Score of Organization Weight: 25%, / 25 |
| Logic/Argument Weight: 15% | 0 points Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points Provides exemplary logical reasoning for the claims and thoughts within the assignment. | Score of Logic/Argument Weight: 15%, / 15 |
| Support Weight: 20% | 0 points Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description. APA format and style are not evident. | 14 points Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description. Accurate citations and references are presented. No APA errors are evident. | Score of Support Weight: 20%, / 20 |
| Quality of Written Communication Weight: 10% | 0 points Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 7 points Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 8 points Style and voice are appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 10 points Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | Score of Quality of Written Communication Weight: 10%, / 10 |
Total
/ 100
Overall Score
Level 1
0 points minimum
Level 2
70 points minimum
Level 3
80 points minimum
Level 4
100 points minimum
N492 Module 6: Community Assessment (Continued)
Describe which assessment activities list in the overview section of this module that you incorporated or utilized this week to further develop your community assessment and why you selected those activities over others that you may not have utilized. What did you finding interesting or discover about your community that you may not have known prior to the assessment activities?
Below is the Assessment activities in the overview section
Assessment
After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.
The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, the use of a variety of methods is helpful when one is exploring the needs of a community.
Data Gathering (collecting information that already exists)
Demographics of the Community
- When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.
- If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.
- The following resources provide a broad overview of the demographics of a city, county, or state:
- State and County Quick Facts—Easy access to facts about population, housing, economics, geographic data, and business, based on U.S. Census data
- Obtain information about a specific city or county on these useful websites www.epodunk.com and www.city-data.com
Information from Government Agencies
- Healthy People 2030—This resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2030
- National Center for Health Statistics—this agency is part of the Centers for Disease Control and Prevention; this website provides statistical information about the health of Americans
National Vital Statistics System
- Centers for Disease Control and Prevention (CDC)—The CDC website contains a large amount of information related to the health of the American population. The search engine within this website can be used to find relevant information
- Federal agencies with statistical programs – http://www.fedstats.gov/agencies
- Every state in the United States has its own specific health improvement plan and goals that are based on the Healthy people 2030 document. This information may be available on the state health department website.
- State and local health departments provide information related to vital statistics for the community.
Other Data Sources
- America’s Health Rankings—this website provides information about various health indicators for each state: https://www.americashealthrankings.org/
- Other relevant data sources may be found by conducting an Internet search related to the topic that is being examined through the community assessment.
After data are collected from various sources, it is important to review the information and to identify assets and areas for improvement in the community by comparing local data (if available) versus state and national data. This will facilitate the organization of the information that has already been obtained and will provide direction for the next step of the process.
Data Generation (data are developed that do not already exist):
Windshield Surveys
With the use of public transportation or by driving a vehicle around the community, one can observe common characteristics of the community.
Examples of key observations to make when one is assessing the community through a windshield survey include the following:
- Age of the homes in the community
- Location of parks and other recreational areas
- Amount of space between homes and businesses
- Neighborhood hangouts
- Transportation in the community
- Quality and safety of streets and sidewalks
- Stores and other businesses
- People out in the community
- Cleanliness of the community
- Billboards or other media displays
- Places of worship
- Healthcare facilities
Participant Observation
Spend time observing the population that is being assessed. Through observation of interactions among group members, much can be learned about the community, including the following:
- Developmental level of the population
- Effectiveness of peer-to-peer interactions
- Respect for peers and others
- Safety in the environment
- Economic status
Informant Interviews
Informants could be people who are familiar with and interact with the population on a regular basis.
Examples of questions that may be asked of key informants include the following:
- Strengths/assets of the community
- Areas of improvement for the community
- Concerns of community members
- Access to healthcare
- Emergency plans for natural or man-made disasters
Focus Groups
Focus groups (usually small groups of 6-12 people) can be helpful when one is gathering information about specific areas of concern within the population. The use of a focus group involves open dialogue about the population, whereas an interview or survey yields only individual responses.
Focus groups may be effective for assessing the following:
- Satisfaction with services provided
- Community resources used
- Transportation issues within the community
- Safety within the community
- General concerns of members of the population
Surveys
Surveys may be used to collect data from the community. Selecting a sample of the target population may prove helpful in the collection of data that are easier to analyze. It is important to ensure that the sample is representative of the target population.
A survey should be developed that takes into consideration the developmental level of the group that is being assessed. Questions should be written at the appropriate developmental level, so they are answered in a way that makes the data useful. Surveys might include closed-ended (yes/no), multiple choice (several responses to choose from), Likert scale (Strongly Agree/Agree/Neutral/Disagree/Strongly Disagree), or open-ended (“why”/ “how”) questions.
Topics that may be addressed in a survey include the following:
- Demographic information
- Status of employment
- Safety within the community
- Safety in the environment
- Personal safety (seatbelts, helmets, etc.)
- Stressors/stress management patterns
- Risky behaviors
- Support systems
- Volunteer/community activities
- Rest patterns
- Nutrition
- Dental hygiene
- Health promotion activities
N492 Module 7: School Health & STDs
Module 7 Discussion Question:
Investigate how school health is delivered within your local school system. You can look at one specific school or an entire school district. Do the schools in your area have a school health nurse assigned? If not, how are health care needs within the school district managed? What are ways in your area schools in which health promotion and management of existing health problems are addressed?
N492 Community Health Nursing Module 7 Assignment
Based on what you have learned so far in this course, create a PowerPoint presentation for high school-aged students discussing normative aging changes, sexuality, STDs, and prevention. Be sure to address each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation.
Support your content with at least two (2) sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.
Address the following:
- Discuss normal body changes that occur through puberty into young adulthood
- Discuss specific STDs, causes, symptoms, complications, and treatment. You should include a slide or two for each of the following:
o Gonorrhea
o Chlamydia
o Herpes
o Hepatitis B
o HIV
o Syphilis
o HPV
- Discuss pregnancy and prevention
The assignment should be submitted in PowerPoint format, with at least 10 content slides (in addition to a title slide and reference slide) and include at least two (2) scholarly sources other than provided materials.
M7 Assignment UMBO – 1, 2, 4
M7 Assignment PLG – 2, 5, 6
M7 Assignment CLO – 4, 5
Assignment Dropbox
Instructions & Specifications
Start by reading and following these instructions:
- Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
- Consider the discussion and the any insights you gained from it.
- Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
- Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.
The following specifications are required for this assignment:
- Length: 10 – 12 slides (not including the title and reference slide); answers must thoroughly address the questions in a clear, concise manner
- Structure: Title slide and reference slides in APA style. (at least 2 slides). Additionally, because a good presentation has few words on the slides include a script with the verbiage you would say when presenting; script should be a minimum of 50 words per slide.
- References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least two (2) scholarly sources to support your claims.
- Format: Save your assignment as a Microsoft PowerPoint document and a Word document (.pptx) and (.doc or .docx).
- Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module1.pptx”)
Graduate PowerPoint Assignment Rubric v1
| Criteria | Does Not Meet 0% | Approaches 70% | Meets 80% | Exceeds 100% | Criterion Score |
| Content/Quality of Information Weight: 40% | 0 points Topic is inappropriate to assignment, not based on scholarly information (if required), unclear and difficult to understand, no hyperlinks to credible sites; did not include required assignment components; slide notes missing (if required). | 28 points Topic is mostly covered and appropriate to assignment, but not based on scholarly information (if required); mostly clear and understandable; may contain hyperlinks to non-credible sites; some of required assignment components are present; minimal use of slide notes (if required). | 32 points Good coverage of topic and appropriate to assignment; sound, research-based (if required) information; clear and understandable; hyperlinks to credible sites; all required assignment components are accurate and present; slide notes used appropriately (if required). | 40 points In-depth coverage of topic and assignment components; outstanding clarity of information; detailed slide notes ensure all required content is well explained (if required). | Score of Content/Quality of Information Weight: 40%, / 40 |
| Presentation Weight: 20% | 0 points Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | Score of Presentation Weight: 20%, / 20 |
| Use of Multimedia, Graphics, Diagrams, and/or Illustrations Weight: 30% | 0 points Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | Score of Use of Multimedia, Graphics, Diagrams, and/or Illustrations Weight: 30%, / 30 |
| Writing, Mechanics, and APA Weight: 10% | 0 points Style is inappropriate or does not address given audience, purpose, etc. Inconsistent grammar, spelling, and punctuation; APA format and style are not evident throughout the presentation. | 7 points Style is somewhat appropriate to given audience and purpose. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. There are missing APA elements or some are incorrectly formatted throughout the presentation. | 8 points Style is appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting. Reference slide and in-text citations have few formatting errors. | 10 points Style shows originality and creativity. Word choice is dynamic and varied. Free of mechanical and typographical errors. Reference slide and other in-text citations are formatted correctly using APA elements. | Score of Writing, Mechanics, and APA Weight: 10%, / 10 |
Total
/ 100
Overall Score
Level 1
0 points minimum
Level 2
70 points minimum
Level 3
80 points minimum
Level 4
100 points minimum
N492 Module 8: Formalized Community Assessment
Module 8 Discussion Question
Please review the course objectives for N492 (as stated in the syllabus). Please write a self-evaluation of your learning in the course and how you have personally met each of the stated course objectives.
Module 8 Discussion Question Self-Evaluation on Learning Example Answer
Self-evaluation is an essential activity in learning since it entails reflecting on the lessons learned in a particular course and assessing whether the learning objectives were met. León et al. (2021) note that self-evaluation also helps learners identify their strengths and weaknesses and provides a platform for learners to suggest or identify areas that they would like the instructor to emphasize more in future courses. This discussion presents a self-evaluation of my learning in the course; Community Health Nursing I and includes how I have met each of the course objectives.
The overall goal of this course was to understand the foundation of community and public health concepts and interventions for communities, families and individuals while playing the nurse roles that relate to the primary, secondary and tertiary prevention of diseases in different populations across the lifespan.
I achieved the goal and appreciated that health promotion and disease prevention is one of the essential concepts of population-focused community-oriented nursing practice. In addition, the practicum hours in this course presented me with an opportunity to harness my skills and put into practice the different lessons learned in the course. Generally, I met the overall course target for the learning objectives in the course.
I met the course objective of the ability to examine nursing roles that meet the emerging health needs of individuals, families, communities and populations through the community assessment assignment. Additionally, I explored the various forces that influence the client, nursing practice and healthcare system by interacting with various individuals, populations and the community in the practicum setting. In addition, my understanding of emerging health needs through the assignments on community assessment.
I also met the objective of evaluating the strategies that can be used by public and community health strategies to improve the health status and eliminate the health disparities of health populations by proposing the interventions that nurses can use to address some of the common health needs among the LGBTQ community. The proposed strategies included health promotion interventions to create awareness of different health conditions, screening and immunization camps.
Furthermore, I met the objective of predicting trends in lifestyle that will affect the health of communities and the future challenges for nurses after the community assessment activity. The community assessment provided an opportunity to observe the community’s way of life, how the lifestyle may affect their health, and present nursing challenges in future.
For instance, I observed few areas of recreation, and few people walking, many fast-food vendors, which may lead to high obesity health issues in the future. I also got an opportunity to plan, analyze, implement and evaluate public health surveillance and outbreak investigation in my practicum setting, which helped me to meet the course goal.
Amberson et al. (2020) note that nurses play a significant role in disaster preparedness and management in the community. Through the disaster preparedness and management assignment, I developed strategies that help deliver nursing care in the preparedness, response, and recovery phases of disaster management, thus preparing me to play my role effectively.
Finally, I identified weaknesses concerning my understanding and approach to population-focused community-oriented nursing practice. The weakness is that I had bias and prejudice towards some health populations, including the LGBTQ, which I realized after learning how to care for these populations in the course. The weakness is a significant weakness, which I am working on since nurses are required to treat all populations equally and without bias or prejudice, thus preventing issues of social injustices and health disparities.
References
León, S. P., Augusto-Landa, J. M., & García-Martínez, I. (2021). Moderating factors in university students’ self-evaluation for sustainability. Sustainability, 13(8), 4199. https://doi.org/10.3390/su13084199
Amberson, T., Wells, C., & Gossman, S. (2020). Increasing disaster preparedness in emergency nurses: a quality improvement initiative. Journal of Emergency Nursing, 46(5), 654-665. https://doi.org/10.1016/j.jen.2020.05.001
N492 Module 8: Formalized Community Assessment
Signature Assignment
Write a 2000-2500 word essay addressing each of the following points/questions. Be sure to completely address each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.
Support your ideas with at least three (3) sources in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.
Based on the assignments throughout this course address the following:
- Describe the population that is being assessed.
- What is/are the race(s) of this population within the community?
- Are there geographically boundaries for this group? If so, what are they?
- Does this community exist within a certain city or county?
- Are there general characteristics that separate this group from others?
- Education levels, birth/death rates, age of deaths, insured/uninsured?
- Where is this group located geographically…? Urban/rural?
- Why is a community assessment being performed? What purpose will it serve?
- How will information for the community assessment be collected?
- Describe the results from:
Windshield Surveys
Participant Observation
Informant Interviews
Focus Groups
Surveys
M8 Assignment UMBO – 1, 2, 4
M8 Assignment PLG – 2, 5, 6
M8 Assignment CLO – 1, 2, 3, 4
Assignment Dropbox
Instructions & Specifications
Start by reading and following these instructions:
- Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
- Consider the discussion and the any insights you gained from it.
- Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
- Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.
The following specifications are required for this assignment:
- Length: 2000 -2500 words; answers must thoroughly address the questions in a clear, concise manner.
- Structure: Include a title page and reference page in APA style. These do not count toward the minimum word count for this assignment.
- References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.
- Format: Save your assignment as a Microsoft Word document (.doc or .docx).
- Filename: Name your saved file according to your first initial, last name, and the assignment number (for example, “RHall Assignment 1.docx”)
N492 Signature Assignment Rubric v1.1
| Criteria | Does Not Meet Expectations | Approaches Expectations | Meets Expectations | Exceeds Expectations | Criterion Score |
| Defining the Community Weight: 20% | 0 points (0 – 59 pts) Geographic area of the community not clearly defined. Missing four or more components of the cultural context and population demographics. Does not identify possible health issues or Healthy People 2020 goals. | 60 points (60 – 69 pts) Defines the geographic area of the community. Missing three or fewer components of the cultural context or population demographics, but does define population age, race, and education. Identifies possible health issues, but does not connect these with Healthy People 2020 goals. | 70 points (70 – 89 pts) Clearly defines the geographic area of the community. Identifies cultural context of the population. Defines population demographics, including age, race, education, insurance status, and other pertinent details. Identifies possible population health issues and connects these with Healthy People 2020 goals. | 100 points (90 – 100 pts) Expertly defines the geographic area of the community. May include a map in the appendix. Defines cultural context of the population. Specifies population demographics, including age, race, education, birth/death rates, life expectancy, insurance status, and other pertinent details. Connects community context and demographics with Healthy People 2020 objectives and identifies health concerns. | Score of Defining the Community Weight: 20%, / 100 |
| Data Gathering Weight: 30% | 0 points (0 – 89 pts) Gathered data not clearly identified. Unreliable sources used or sources not clearly identified. No government website used for data gathering. No connection between gathered data and health issues. | 90 points (90 – 104 pts) Data gathered from at least one government website. Other sites used may not be reliable, although they are clearly identified most of the time. No connection between data gathered and health issues. | 105 points (105 – 134 pts) Data gathered from at least two government websites. Other sources for data gathering are all reliable and clearly identified. Gathered data presented in a logical manner and connected with health issues. | 150 points (135 – 150 pts) Demonstrates expert ability to gather data from at least three government websites. Other scholarly data sources used to provide depth to the assessment. Gathered data presented in a logical and meaningful manner. Clear connections drawn between data gathered and health issues. | Score of Data Gathering Weight: 30%, / 150 |
| Data Generation Weight: 30% | 0 points (0 – 89 pts) Data generation technique not clearly identifiable, or only one technique used. Data generated may not be reliable. Surface level observations only. No connection made to gathered data. No connection made to health issues. | 90 points (90 – 104 pts) Data generated using one or two techniques. Adequate observation skills demonstrated, but observations not clearly connected to health issues. Data generated not compared to data gathered. | 105 points (105 – 134 pts) Data generated using at least one observation and one conversational technique. Demonstrates good observation skills. Contextual observations connected to health issues. Data generated compared to data gathered. | 150 points (135 – 150 pts) Data generated using at least three techniques. Multiple layers of the community context revealed through data generated. Demonstrates quality and depth of observation skills, identifying many cultural and contextual observations that impact health. In-depth comparison made to gathered data. Clear connections to health issues. | Score of Data Generation Weight: 30%, / 150 |
| Quality of Written Communication Weight: 10% | 0 points (0 – 29 pts) Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 30 points (30 – 34 pts) Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 35 points (35 – 44 pts) Style and voice are appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 50 points (45 – 50 pts) Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | Score of Quality of Written Communication Weight: 10%, / 50 |
| APA Format Weight: 10% | 0 points (0 – 29 pts) APA format and style are not evident. Inconsistent spacing, grammar, and spelling noted. Major inaccuracies in use of first person and APA style. Citations and references are not corresponding. | 30 points (30 – 34 pts) Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. Few spacing and grammar errors in format noted. More than 5 format errors in text citations. | 35 points (35 – 44 pts) All key elements of an APA title page are present; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 50 points (45 – 50 pts) A broad understanding of APA format and style is evident. Accurate citations and references are presented. No APA errors are evident. In-depth and meticulous process of writing and organizing assignment. | Score of APA Format Weight: 10%, / 50 |
Total
/ 500
Overall Score
Level 1
0 points minimum
Level 2
300 points minimum
Level 3
350 points minimum
Level 4
500 points minimum
