NRS 427 Collaborative Learning Community assignment
NRS 427 Collaborative Learning Community assignment
NRS 427 Collaborative Learning Community assignment
NRS 427 Week 4 CLC Assignment
Details:
This is a Collaborative Learning Community assignment.
The instructor will assign you to a CLC group.
The RN to BSN program at University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides.
Students residing in the chosen community should be assigned to perform the
physical assessment of the community.
1. Perform a direct assessment of a community of interest
using the “Functional Health Patterns Community Assessment Guide.”
2. Interview a community health and public health
provider regarding that person’s role and experiences within the community.
Interview Guidelines
Interviews can take place in-person, by phone, or by
Skype. Complete the “Provider Interview Acknowledgement Form” and
submit with the group presentation.
Develop one set of interview questions to gather
information about the role of the provider in the community and the health
issues faced by the chosen community.
Compile key findings from the interview, including the
interview questions used, and submit with the group presentation.
NRS 427 Collaborative Learning Community assignment
PowerPoint Presentation
Within your group, create a PowerPoint presentation of
15-20 slides (slide count does not include title and reference slide)
describing the chosen community interest.
Include the following in your presentation:
1. Description of community and community boundaries: the
people and the geographic, geopolitical, financial, educational level, ethnic,
and phenomenological features of the community as well as types of social
interactions, common goals and interests, barriers, and challenges, including
any identified social determinates of health.
2. Summary of community assessment: (a) funding sources
and (b) partnerships.
3. Summary of interview with community health/public
health provider.
4. Identification of an issue that is lacking or an
opportunity for health promotion. The issue identified can be used for the
Community Teaching Plan: Community Teaching Work Plan Proposal assignment.
5. A conclusion summarizing your key findings and a
discussion of your impressions of the general health of the community.
In addition to submitting this assignment in the
LoudCloud dropbox, email a copy of your submission to RNBSNclientcare@gcu.edu.
While APA style is not required for the body of this
assignment, solid academic writing is expected, and documentation of sources
should be presented using APA formatting guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community
assessment data in preparation for completion of your collaborative learning
community (CLC) assignment. Address every bulleted statement in each section
with data or rationale for deferral. You may also add additional bullet points
if applicable to your community.
Value/Belief Pattern
• Predominant ethnic and cultural groups along with
beliefs related to health.
• Predominant spiritual beliefs in the community that may
influence health.
• Availability of spiritual resources within or near the
community (churches/chapels, synagogues, chaplains, Bible studies, sacraments,
self-help groups, support groups, etc.).
• Do the community members value health promotion
measures? What is the evidence that they do or do not (e.g., involvement in
education, fundraising events, etc.)?
• What does the community value? How is this evident?
• On what do the community members spend their money? Are
funds adequate?
Health Perception/Management
• Predominant health problems: Compare at least one
health problem to a credible statistic (CDC, county, or state).
• Immunization rates (age appropriate).
• Appropriate death rates and causes, if applicable.
• Prevention programs (dental, fire, fitness, safety, etc.):
Does the community think these are sufficient?
• Available health professionals, health resources within
the community, and usage.
• Common referrals to outside agencies.
Nutrition/Metabolic
• Indicators of nutrient deficiencies.
• Obesity rates or percentages: Compare to CDC
statistics.
• Affordability of food/available discounts or food
programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food
stamps, senior discounts, employee discounts, etc.).
• Availability of water (e.g., number and quality of
drinking fountains).
• Fast food and junk food accessibility (vending
machines).
• Evidence of healthy food consumption or unhealthy food
consumption (trash, long lines, observations, etc.).
• Provisions for special diets, if applicable.
• For schools (in addition to above):
o Nutritional content of food in cafeteria and vending
machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state
standards based on residence)
o Amount of free or reduced lunch
Elimination (Environmental Health Concerns)
• Common air contaminants’ impact on the community.
• Noise.
• Waste disposal.
• Pest control: Is the community notified of pesticides
usage?
• Hygiene practices (laundry services, hand washing,
etc.).
• Bathrooms: Number of bathrooms; inspect for
cleanliness, supplies, if possible.
• Universal precaution practices of health providers,
teachers, members (if applicable).
• Temperature controls (e.g., within buildings, outside
shade structures).
• Safety (committee, security guards, crossing guards,
badges, locked campuses).
Activity/Exercise
• Community fitness programs (gym discounts, P.E.,
recess, sports, access to YMCA, etc.).
• Recreational facilities and usage (gym, playgrounds,
bike paths, hiking trails, courts, pools, etc.).
• Safety programs (rules and regulations, safety
training, incentives, athletic trainers, etc.).
• Injury statistics or most common injuries.
• Evidence of sedentary leisure activities (amount of
time watching TV, videos, and computer).
• Means of transportation.
Sleep/Rest
• Sleep routines/hours of your community: Compare with
sleep hour standards (from National Institutes of Health [NIH]).
• Indicators of general “restedness” and energy levels.
• Factors affecting sleep:
o Shift work prevalence of community members
o Environment (noise, lights, crowding, etc.)
o Consumption of caffeine, nicotine, alcohol, and drugs
o Homework/Extracurricular activities
o Health issues
Cognitive/Perceptual
• Primary language: Is this a communication barrier?
• Educational levels: For geopolitical communities, use
http://www.census.gov and compare the city in which your community belongs with
the national statistics.
• Opportunities/Programs:
o Educational offerings (in-services, continuing
education, GED, etc.)
o Educational mandates (yearly in-services, continuing
education, English learners, etc.)
o Special education programs (e.g., learning disabled,
emotionally disabled, physically disabled, and gifted)
• Library or computer/Internet resources and usage.
• Funding resources (tuition reimbursement, scholarships,
etc.).
Self-Perception/Self-Concept
• Age levels.
• Programs and activities related to community building
(strengthening the community).
• Community history.
• Pride indicators: Self-esteem or caring behaviors.
• Published description (pamphlets, Web sites, etc.).
Role/Relationship
• Interaction of community members (e.g., friendliness,
openness, bullying, prejudices, etc.).
• Vulnerable populations:
o Why are they vulnerable?
o How does this impact health?
• Power groups (church council, student council,
administration, PTA, and gangs):
o How do they hold power?
o Positive or negative influence on community?
• Harassment policies/discrimination policies.
• Relationship with broader community:
o Police
o Fire/EMS (response time)
o Other (food drives, blood drives, missions, etc.)
Sexuality/Reproductive
• Relationships and behavior among community members.
• Educational offerings/programs (e.g., growth and
development, STD/AIDS education, contraception, abstinence, etc.).
• Access to birth control.
• Birth rates, abortions, and miscarriages (if
applicable).
• Access to maternal child health programs and services
(crisis pregnancy center, support groups, prenatal care, maternity leave,
etc.).
Coping/Stress
• Delinquency/violence issues.
• Crime issues/indicators.
• Poverty issues/indicators.
• CPS or APS abuse referrals: Compare with previous
years.
• Drug abuse rates, alcohol use, and abuse: Compare with
previous years.
• Stressors.
• Stress management resources (e.g., hotlines, support
groups, etc.).
• Prevalent mental health issues/concerns:
o How does the community deal with mental health issues
o Mental health professionals within community and usage
• Disaster planning:
o Past disasters
o Drills (what, how often)
o Planning committee (members, roles)
o Policies
o Crisis intervention plan
NRS 427 Collaborative Learning Community assignment
NRS 427 Collaborative Learning Community assignment
Provider Interview Acknowledgement Form
| Student Name: __________________ | Section & Faculty Name:_________________________________ |
||||||||
| Date of Interview: ________________ | |||||||||
| Provider Information | |||||||||
| Provider Name : | |||||||||
| Last | First | M.I. | |||||||
| Credentials: | Title: | ||||||||
| (i.e. MS, RN, etc.) | |||||||||
| Organization: | |||||||||
| Phone Number: | |||||||||
| E-mail Address: | |||||||||
| Interview Acknowledgement | |||||||||
I _______________________acknowledge that I was
interviewed by _____________________on the
(Provider Name) (Student Name)
date listed above.The organization / agency does not
endorse the university or the student however, the student learning experience
is considered appropriate for educational purposes.
______________________________ _________________
Provider Signature Date Signed
NOTE:
Acknowledgement form is to be returned to the student for
electronic submission to the faculty member.
NRS 427 Collaborative Learning Community assignment
NRS 427 Collaborative Learning Community assignment
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