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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 the topic 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).
© 2011. Grand Canyon University. All Rights Reserved.
•
•
•
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
© 2011. Grand Canyon University. All Rights Reserved.
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.
© 2011. Grand Canyon University. All Rights Reserved.
•
•
•
•
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
© 2011. Grand Canyon University. All Rights Reserved.
Provider Interview Acknowledgement Form
Student Name: __________________
Date of Interview: ________________
Section & Faculty Name:_________________________________
Provider Information
Provider Name :
Last
Credentials:
First
M.I.
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.
Description of Community and Community Boundaries
25 points
Criteria Description
Description of Community and Community Boundaries: (People, Geographic, Geopolitical,
Financial, Educational Level, Ethnic, Phenomenological Features and Types of Interactions, Goals,
Interests, Barriers, and Challenges, Including Social Determinates of Health)
5. Excellent
25 points
Description of community is complete. Boundaries are described in great detail, distinguishing
environmental boundaries, environmental relationships, and external systems that comprise the
open, community system.
4. Good
22.25 points
Description of community and boundaries of community is complete, and components of
community functioning are discussed in sufficient depth.
3. Satisfactory
19.75 points
Description of community and boundaries of community is complete. A brief description of all
components is offered.
2. Less than Satisfactory
18.75 points
Description of community and boundaries is unclear or incomplete and missing one or more
necessary components to give context to the community assessment.
1. Unsatisfactory
0 points
Description of boundaries of community is omitted.
collapse Summary of Community Health Assessment assessment
Summary of Community Health Assessment
25 points
Criteria Description
Summary of Community Health Assessment
5. Excellent
25 points
Discussion of functional health patterns is clear, complete, and comprehensive, with indications
for actual, at-risk, and potential diagnoses as well as recommendations for surveillance and
preventive measures.
4. Good
22.25 points
Nursing process and functional health patterns (FHP) are identified with clear indications for
actual, at-risk, and potential for improved health.
3. Satisfactory
19.75 points
Community assessment is complete, and a synopsis of each functional health pattern (FHP) is
included.
2. Less than Satisfactory
18.75 points
Community assessment is provided but discussion is vague or incomplete.
1. Unsatisfactory
0 points
Community assessment is omitted.
collapse Identification of Issue That Is Lacking or an Opportunity for Health
Promotion assessment
Identification of Issue That Is Lacking or an Opportunity for Health
Promotion
25 points
Criteria Description
Identification of Issue That Is Lacking or an Opportunity for Health Promotion
5. Excellent
25 points
Identification of an issue that is lacking or an opportunity for health promotion is effectively
included.
4. Good
22.25 points
NA
3. Satisfactory
19.75 points
NA
2. Less than Satisfactory
18.75 points
Identification of an issue that is lacking or an opportunity for health promotion is included but
discussion is vague or incomplete
1. Unsatisfactory
0 points
Identification of an issue that is lacking or an opportunity for health promotion is omitted.
collapse Conclusion With Summary of Findings and Impressions of General Community
Health assessment
Conclusion With Summary of Findings and Impressions of
General Community Health
18.75 points
Criteria Description
Conclusion With Summary of Findings and Impressions of General Community Health
5. Excellent
18.75 points
Conclusion is comprehensive, with a detailed summary of key findings that explains general health
of the community and offers rationale for recommendations.
4. Good
16.69 points
Conclusion is clear, with a comprehensive discussion of findings and general health of the
community.
3. Satisfactory
14.81 points
Conclusion is complete, with general summary of findings.
2. Less than Satisfactory
14.06 points
Conclusion is incomplete or unclear.
1. Unsatisfactory
0 points
Conclusion is omitted.
collapse Summary of Interview With Community Health/Public Health Provider assessment
Summary of Interview With Community Health/Public Health
Provider
18.75 points
Criteria Description
Summary of Interview With Community Health/Public Health Provider
5. Excellent
18.75 points
Summary table is comprehensive, with a detailed description of findings, as well as actual, at-risk,
and potential diagnoses and recommendations for surveillance and preventative measures.
4. Good
16.69 points
Summary table is clear, with a detailed and comprehensive description of findings from an
assessment of the chosen community.
3. Satisfactory
14.81 points
Summary table includes all functional health patterns with adequate documentation.
2. Less than Satisfactory
14.06 points
Summary table is incomplete or unclear.
1. Unsatisfactory
0 points
Summary table is omitted.
collapse Layout assessment
Layout
6.25 points
Criteria Description
Layout
5. Excellent
6.25 points
The layout is visually pleasing and contributes to the overall message with appropriate use of
headings, subheadings, and white space. Text is appropriate in length for the target audience and
to the point. The background and colors enhance the readability of the text.
4. Good
5.56 points
The layout background and text complement each other and enable the content to be easily read.
The fonts are easy to read and point size varies appropriately for headings and text.
3. Satisfactory
4.94 points
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to
read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background
detracts and does not enhance readability.
2. Less than Satisfactory
4.69 points
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of
white space or a distracting background. Overall readability is difficult due to lengthy paragraphs,
too many different fonts, dark or busy background, overuse of bold, or lack of appropriate
indentations of text.
1. Unsatisfactory
0 points
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance
the readability. The text is extremely difficult to read with long blocks of text, small point size for
fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or
bold formatting is evident.
collapse Language Use and Audience Awareness (includes sentence construction, word
choice, etc.) assessment
Language Use and Audience Awareness (includes sentence
construction, word choice, etc.)
6.25 points
Criteria Description
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
5. Excellent
6.25 points
The writer uses a variety of sentence constructions, figures of speech, and word choice in
distinctive and creative ways that are appropriate to purpose, discipline, and scope.
4. Good
5.56 points
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted
audience, and uses figures of speech to communicate clearly.
3. Satisfactory
4.94 points
Language is appropriate to the targeted audience for the most part.
2. Less than Satisfactory
4.69 points
Some distracting inconsistencies in language choice (register) or word choice are present. The
writer exhibits some lack of control in using figures of speech appropriately.
1. Unsatisfactory
0 points
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be
unaware of audience. Use of primer prose indicates writer either does not apply figures of speech
or uses them inappropriately.
Community Teaching Work Plan Proposal
Stephen Thomas
NRS-428VN
06/26/2022
© 2019. Grand Canyon University. All Rights Reserved.
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the
following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: STEPHEN THOMAS, RN
Estimated Time Teaching Will Last:
Location of Teaching: Arizona
30 Days
Supplies, Material, Equipment Needed:
Estimated Cost: $ 6000
Laptop, Handouts
Community and Target Aggregate: Members of the community, children/adolescents,
women, men, older adults, and families in Johnson Ranch – San Tan Valley.
Topic: 3. Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic Selection):
The focus of community teaching on primary prevention and health promotion are preventing
disease and injury, enhancing the quality of life of the community members, and improving the
health of the people within the region.
Epidemiological Rationale for Topic (Statistics Related to Topic):
The epidemiological rational for primary prevention and health promotion is to establish the
health determinants that affect the people within Johnson Ranch – San Tan Valley. Primary
prevention and health promotion are aimed at preventing ill health among the target aggregate
and evaluating the well-defined outcome, for example, specific health-related issues that affect
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the people and measures that can be put in place to reduce illness within the region.
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population
selected. This assignment uses a rubric. Please review the rubric prior to beginning the
assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis:
Nursing diagnoses for primary prevention and health promotion are clinical judgments based on
the human response of the people within Johnson Ranch – San Tan Valley to health conditions
and life processes. The diagnosis will enable the people within the region to be proactive about
the predisposing health issues in their communities and health education materials that will
increase their awareness of health issues (Gupta & Wood, 2019). Moreover, a nursing diagnosis
concerning primary prevention and health promotion establishes the vulnerability of the target
aggregate to health challenges that occur within the region, for individuals, vulnerable groups,
families, and the entire community.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the
target aggregate. Include emotional and experiential readiness to learn.
Factors that would indicate the readiness to learn for the target aggregate is the ability of the
nursing practitioners to institute new programs. That would allow the people to be proactive
about their health, new policies to monitor experimental readiness, and practices that would
break prejudice in the region and establish the population’s emotional readiness. Another factor
that would indicate readiness to learn for the target aggregate is changing factors of the physical
and nursing organizational structure that meet the target population’s health needs. Moreover, the
emotional readiness of the people within the community will be gauged by the ability of the
target aggregate being able to change their attitudes, social norms, and beliefs.
Learning Theory to Be Utilized: Explain how the theory will be applied.
The learning theory to be utilized is a behavioral theory that will focus on the precaution
adoption process model. The model will help educate the target aggregate about the predisposing
health hazards they are exposed to and the need to develop preventive measures to shield
themselves from the effects of the disease-causing factors. Moreover, the model will enable
nurses to educate the people on engaging in behavioral change to maintain their health.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include
the appropriate objective number and rationale for using the selected HP2020 objective (use at
least one objective from one of the 24 focus areas). If an HP2020 objective does not support your
teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
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Objective one is attaining high-quality, and long lives for people free of preventable disease,
injury, disability, and premature death. This will support the nursing teaching and health
promotion within the region. The objective will enable people to change their behavioral
response and adapt to ways of livelihood that enable them to adapt to primary prevention and
understand the health promotions issues addressed to them.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
The HP2020 objective one relates to the Alma Ata’s Health for All Global initiatives in that they
have a common goal of identifying primary health care as the critical factor that will help in the
attainment of the target for health access by all. Thus, Alma Ata’s declaration enables help in
primary health care prevention by enabling people to maintain a lifestyle that would ensure they
are shielded from diseases causing factors and hazards that would predispose them to illness
(Gupta & Wood, 2019). Thereby, primary prevention will reduce the frequency of people
visiting hospitals, ensuring health accessibility to the people seeking the services. Moreover, the
declaration will help in the administration of health promotion by highlighting the primary health
issues that people within the region can overcome and their role in the measures that would
reduce the pressure on health care facilities and increase access to those in dire need of the
services.
4
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective
and Domain
Content
(be specific)
Strategies/Methods
(Label and describe)
Example – Third-grade students
will name one healthy food
choice in each of the five food
groups by the end of the
presentation. (Cognitive Domain)
Example – The Food Pyramid has
five food groups which are….
Healthy foods from each group
are….
Unhealthy foods containing a lot
of sugar or fat are….
Example – Interactive poster
presentation of the Food Pyramid.
After an explanation of the poster
and each food category, allow
students to place pictures of foods
on the correct spot on the
pyramid. Also, have the class
analyze what a child had for
lunch by putting names of foods
on the poster and discussing what
food group still needs to be eaten
throughout day.
1. Members of the
community will mention
their dietary plan that
ensures they maintain a
healthy livelihood.
1.The dietary plans for
preventive health comprise
of meals which are less of
cholesterol products, fruits
and white meat.
1. Having booklets for
dietary plans that will help
inform the people within the
region on the health plans
they should follow for
preventive care.
2. Women will highlight
their predisposing factors
that expose them to illness
while in their menstrual
period.
2. Menstrual hygiene and
care will be addressed to
educate the women within
the subject area to enable
them overcome health
issues that arise during their
menstrual period.
2. The women will be
supplied with menstrual
charts and options of drugs
that can be used by the
individuals while in their
menses.
3. Adolescents will be
asked questions pertaining
to the issues that contribute
to underperformance among
them.
3. The school performance
issues will be related to the
underlying health issues
that the adolescents face
and fear to address.
4. Older adults will be
asked of their nutritional
plan that enables them
to keep in shape and
avoid illnesses that can
be caused by lifestyle
issues.
4. The older adults will be
investigated on whether
they have experienced
lifestyle health
complications and measures
that they have put in place
to prevent the occurrences.
3. The population will be
supplied with cognitive
evaluative materials that
they will fill to establish
their reasoning and
connecting their cognitive
issues to health matters.
4. Older adults will be
placed under care to
establish the lifestyle issues
that they face and can be
eradicated through
education on health issues.
5
Creativity: How was creativity applied in the teaching methods/strategies?
Creativity was applied in teaching methods in primary health prevention and health promotion
by using nursing approaches in educating the people within the community through breaking
prejudice by learning the culture of the people within the communities to relate to them quickly.
Creativity was applied to simplify the tasks assigned to the region’s population to understand the
issues they need to address for assessment and health education (Brandes et al., 2021). Nurses
employed increased quality of care using evidence-based approaches that would help in teaching
primary health prevention and health promotion of the predisposing factors that need to be
addressed to prevent people from unhealthy practices that subject them to illnesses.
6
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for
each objective and how.
1. Stakeholders’ engagements through feedback that will be received from the communities
concerning the health improvement of the people within the region.
2. Community description of the health issues that they are experiencing and preventive
measures that they have learned to help them overcome the health concerns and maintain
healthy lifestyles.
3. Assessing the use of the materials administered to the target aggregate to ensure they can use
the material for improve their health and employ preventive measures for healthy living.
4. The outcome of primary prevention and health education will be evaluated based on the
frequency of people visiting healthcare facilities and the burden that patients and health
practitioners bare when healthcare is being administered.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall
effectiveness of your teaching plan.
I will evaluate the overall effectiveness of my primary prevention and health promotion teaching
plan by establishing people’s ability to apply the health issues that I engaged them in. I will
evaluate after 30 days from when I engaged the communities within Johnson Ranch – San Tan
Valley (Brandes et al., 2021). Thereby, I will be able to tell whether the community members
implemented the health issues imparted to them to ensure they undertake primary preventive
measures to avoid predisposing health issues that may affect them.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
The evaluation of lessons and teachers will be done based on the Commission on Collegiate
Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN)
competencies. The competencies will help establish the practical issues addressed in the
communities while undertaking primary prevention and health education (Barnfield &
Savolainen, 2019). Therefore, align them with the academic requirement to fulfill the nursing
requirement for primary health prevention and health promotion.
Barriers: What are potential barriers that may arise during teaching and how will those be
handled?
7
The language barrier was a major problem during the teaching. Most people would not
understand the health terminologies used, and time was consumed to make the people
conceptualize the issues raised (Barnfield & Savolainen, 2019). Moreover, breaking prejudice
while teaching the community members was a barrier since some people have tacit knowledge
based on the traditional primary preventive measures that they prefer more than the evidencebased health issues addressed to them. Further, there was an insufficient supply of materials that
were needed in health education and demonstrations while working within the communities.
Therapeutic Communication
4.2 Communicate therapeutically with patients.
How will you begin your presentation and capture the interest of your audience? Describe the
type of activity will you use with your audience to exhibit active listening? Describe how you
applied active listening in tailoring your presentation to your audience? How will you conclude
your presentation? What nonverbal communication techniques will you employ?
I will commence my presentation by creating a rapport with my contact person and
communicating why I need their audience. I will use demonstrations to ensure that I captivate the
audience’s attention to understand that I know the issues addressed to them. I will ask for a
response from my audience to ensure they are listening actively and conceptualizing the issues
that I am addressing to them of primary prevention and health promotion. I will conclude my
presentation by highlighting the primary preventive techniques critical for the communities need
to implement and follow and the need to maintain healthy lifestyles to reduce illness cases within
the region (Gupta & Wood, 2019). The nonverbal communication techniques that I will employ
are facial expressions to show the impression and my feeling on the issues I am addressing, body
movement and posture in the demonstrations, and gestures and eye contact to get feedback from
my audience. I will make contact to show compassion and understanding of the health issues the
people are facing at a primary level.
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References
Barnfield, A., & Savolainen, N. (2019). Health promotion and primary prevention in 21
European countries. European Journal of Public Health, 29(Supplement_4), ckz185-219.
http://chrodis.eu/wp-content/uploads/2020/10/wp5-final-updated-landscape-report-hpdp21-countries-1.pdf
Brandes, M., Muellmann, S., Allweiss, T., Bauer, U., Bethmann, A., Forberger, S., … & Zeeb, H.
(2021). Evidence-based primary prevention and health promotion: methods and
procedures in 5 research consortia. Bundesgesundheitsblatt, Gesundheitsforschung,
Gesundheitsschutz.
https://europepmc.org/article/pmc/pmc8033542
Gupta, R., & Wood, D. A. (2019). Primary prevention of ischaemic heart disease: populations,
individuals, and health professionals. The Lancet, 394(10199), 685-696.
https://nipc.ie/wp-content/uploads/2019/10/Lancet_Prev_1_Gupta_Wood.pdf
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