You will interview a non-family member, geriatric patient age 65 years or older. You can interview a patient at clinical, a neighbor, someone from church, the local nursing home or Assisted Living facility.

You will need to:

• Obtain verbal permission from your interviewee
• Complete the interview packet
• Write a reflective paper about your interview and experience less than 3 pages
• Perform a minimum of 2 geriatric assessment tools during your interview and include the results in your paper.

Patient Interview Project [Document]

Interview Worksheet [Document]

Endocrine Medication and Associated System Disorder

Select an endocrine medication and associated system disorder to complete the associated worksheets (system disorder and medication) and write an analysis (body has to be a minimum of 300 words) describing how the selected medication class relates to the selected systems disorder.

Please follow the attached guidelines to complete the worksheets and paper. APA 7th edition for paper and all citations. Please use a separate word document to make a separate reference page for the worksheets. Please use scholarly sources less than 5 years old only.

NO PLAGIARISM.

DUE 10/18/20 at 10PM, Eastern standard time.

Module 8: Community Assessment (Continued)Web PagePrevious Next

Module Goals

After completing this module, students will be able to do the following:

Complete and finalize a community assessment and describe the tools utilized to accurately define your community
Overview

In this module, you will complete a full assessment of your own community.

Defining the Community

Your community can be any geographically defined county, city, or town. Clearly delineate the following dimensions before starting the process of community assessment:

Describe the population that is being assessed?
What is/are the race(s) of this population within the community?
Are there boundaries of 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?
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, 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 people, business, and geography, based on U.S. Census data: https://www.census.gov/quickfacts/fact/table/US/PST045219
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 2020—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 2020: http://www.healthypeople.gov/
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: https://www.cdc.gov/nchs/index.htm
National Vital Statistics System: http://www.cdc.gov/nchs/nvss.htm
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: http://www.cdc.gov
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 2020 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 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 health care
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. 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 community
Safety in 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
Goals Alignment:

University Mission Based Outcomes – 1, 2, 4
Program Learning Goals – 2, 5, 6
Course Learning Objectives – 1, 2, 3, 4, 5, 6
Professional Standards:

Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety
Essential III: Scholarship for Evidence­-Based Practice
Essential VII: Clinical Prevention and Population Health
Essential VIII: Professionalism and Professional Values

U.S. and Other’s Country’s Healthcare System

There is a difference between underdeveloped, developing, and developed countries. However, many researchers refer to underdeveloped as developing countries. For this assignment, it is important to distinguish the differences between the three. Underdeveloped countries have very low Gross Domestic Product (GDP) per capita (meaning lack of financial resources or monies), and infrastructure is poorly built or non- existence (facilities/shelter); limited food/adequate water supply; healthcare access for the poor; and lower life expectancies. Developed countries have more financial resources to help with food shortages/ water supply/ facilities/shelter; and life expectancy is longer as compared to the underdeveloped countries. Developed countries GDP is very high, which means that they have access to financial resources that helps implementing technology, solid infrastructure, stable government, and access to healthcare.

For this assignment, you will

Break down the differences in global health care infrastructure.

Include each of the following aspects in the assignment:

Ø  an underdeveloped country (see list above), a developed country (Germany, Croatia, Greece), and the US

Ø  the dominant health care delivery model for each country

Ø  programs to assist with access to healthcare (if any)

Ø  quality improvement efforts

Ø  coordinated care

Ø  one page paper in length

Discussion Question:

Johnson viewed health as efficient and effective functioning of the system, and as behavioral system balance and stability. Behavioral system balance and stability are demonstrated by observed behavior that is purposeful, orderly, and predictable. Consider a clinical-practice situation that demonstrates Johnson’s model of health. How can the nurse support this theory to return the patient to balance and stability?

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook.

Assignment:

Orlando and the 1950s and 60s

Assignment Description:

Create a PowerPoint presentation that addresses 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 four (4) outside sources and the textbook using APA citations throughout your presentation. Make sure to cite the sources 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.

Please create a PowerPoint to answer the following:

Case study

Ann, a community nurse, made an afternoon home visit with Susan and her father. After the death of her mother, Susan had growing concerns about her father living alone. “I worry about my father all the time. He is becoming more forgetful and he has trouble seeing. Mom used to take care of him. I am not sleeping and I am irritable around him. Yesterday I shouted at him because he wouldn’t let me help him with his laundry. I felt terrible! I am at my wits’ end! My brothers and sisters do not want to put dad in a nursing home but they are not willing to help out. As usual, they have left me with all the responsibility. I work part time and have two small children to care for.” Susan’s father, Sam, sat quietly with tears filling his eyes. He was well nourished and well-groomed but would not make eye contact. Nurse Ann noticed that the house was clean and orderly. A tray in front of the TV had the remains of a ham sandwich and glass of ice tea. Mail was piled up, unopened on a small table near the front door. There was only one car in the driveway and the yard was in need of attention.

• What questions does Orlando’s theory guide the nurse to consider in caring for Susan and Sam?
• Develop a family plan of care from the perspective of Orlando.

Explore the 1950 and 60’s in the United States:

• Explore was happening in the United States during this time (culture, social, economics, struggles)
• What did nursing look like during this time (what were their jobs like, responsibilities, dress, autonomy, respect)
• What is the most influential accomplishment in nursing theory from the 1950’s and 1960’s?

Make sure to include pictures, graphs, or media throughout the PPT as this is part of the rubric and worth 30 points.

Assignment Expectations:

Length: 14-20 slides

Structure: Include a title slide, objective slide, content slides, reference slide in APA format. Title/Objective/Reference slides do not count towards the minimum slide count for this assignment.

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of four (4) outside scholarly sources and the textbook are required for this assignment.

Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level.

Format: Save your assignment as a Microsoft PPT document (.pptx) or a PDF document (.pdf)

File name:  Name your saved file according to your first initial, last name, and the assignment number (for example, “RHall Assignment 1.docx”)