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

The Community of interest is Ridgecrest , CA.

please fill out the following information (same as attached file) to the best of your ability.

$35.00 is the willing to pay to have it finished in 12 hours. NO EXCEPTIONS TO ASSIGNMENT DUE DATE/TIME

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.)

-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

Crisis intervention plan

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To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates.

For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice.

The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam.

Here you can view information on how to access and navigate iHuman.

This week, complete the iHuman case titled “Dianne Steinberg VE”.

After completing your iHuman Case Study, answer the following questions:

• What is your list of appropriate differential diagnoses and why?
• What is the final diagnosis and what assessment findings serve to support this?
• What are the specific auscultation, palpation, and percussion findings of the lungs that are normal vs. abnormal?

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SEXUALLY TRANSMITTED DISEASES.

Present the above topic to a group of teenagers in your church;

In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

a. Summary of teaching plan

b. Epidemiological rationale for topic

c. Evaluation of teaching experience

d. Community response to teaching

e. Areas of strengths and areas of improvement

f. Prepare this assignment according to the APA guidelines

g. An abstract is not required.

NO PLAGIARISM PLEASE, KINDLY REFER TO THE GRADING RUBRIC BELOW;

GRADING RUBRIC

1.       Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.

2.       Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.

3.       Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

4.       There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.       In-text citations and a reference page are complete. The documentation of cited sources is free of error.

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Theaim of this assignment is to critically evaluate a journal article. This will provide you with the skills and knowledge to be able to evaluate the quality and relevance of research so that you can make informed decisions about applying it to practice. 

This assignment addresses the followingcourselearningoutcome/s:

1.     Examine the contribution of research to evidence-based practice;

2.     Evaluate the credibility of the information provided by research studies;

3.     Demonstrate understanding of the major elements of the research process that underpin translation to practice.

              Task Description (Instructions):

For this task you need to write a 2300 word critical evaluation report.  In your report you will critically evaluate a journal article and discuss its relevance to clinical nursing practice. You must choose to evaluate a Randomised Controlled Trial OR a Qualitative Study (see below).

For this report you must use the ‘critical evaluation tool template’ (available below) to guide what information to include in each section. The template is your guide only and is not to be submitted.

In your report you must use the following headings:

·            Introduction (200 words)                                                       

·            Title and Abstract (100 words)                                              

·            Structuring the Study (300 words)                                        

·            The sample (150 words)                                                       

·            Data Collection  (300 words)                                                   

·            Data Analysis (300 words)                                                      

·            Findings     (300 words)                                                         

·            Conclusion  (150 words)                                                       

·            Relevance to clinical nursing practice (500 words)  

·            You need to include a reference list (not included in word count).

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