Conduct the windshield survey worksheets and research for the health promotion research assessment. Background/Context: This first assessment is the research and background information for the present

Conduct the windshield survey worksheets and research for the health promotion research assessment.

Background/Context:

This first assessment is the research and background information for the presentation you will give in your last assessment. Consider this the nursing process for your chosen community (assessment, diagnostics, planning, interventions, and evaluation). The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a learning experience focused on health promotion associated with the specific community health concern you selected from the provided document. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. The two windshield survey worksheets will be critical steps in completing this assessment. This assessment is the foundation for the implementation of Assessment 4, Health Promotion Plan Presentation.

Before you complete the detailed instructions in the courseroom, first review the specific community health concerns or health needs below and select one to be the focus of your assessment. Each of these health concerns has broad implications not only for the individuals directly affected but also for the community at large in terms of healthcare costs, societal well-being, and overall quality of life.

TOPIC********Food Insecurity: Food insecurity refers to the lack of reliable access to sufficient quantities of affordable, nutritious food. It can affect individuals and families, often due to economic hardship or lack of resources. o Potential Health Impacts: Those experiencing food insecurity are at risk for malnutrition, obesity, and related health issues such as diabetes and heart disease. Children may face developmental and academic challenges due to poor nutrition. The stress and anxiety associated with food insecurity can also lead to mental health problems.

Complete the following:

• Assess your chosen community to include socioeconomic and demographic data such as location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)
• Choose a specific health concern or health need from the Assessment 1 Supplement: Health Promotion Research [PDF] as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you've chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.
• Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you've learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.
• Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.
  • Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.
• Identify your chosen individual's or group's potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).
  • Identify the individual or group's current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.
• Document format and length: Your health promotion plan should be 4–6 pages in length.
• Write with a specific purpose and audience in mind.
• Supporting evidence: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.
• Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

This is the "worksheet" simply used to help formulate the research for the paper. This doesn't get turned in it's only to help

Border of the community – Where does the community begin and end? Are these fixed borders or perceived borders?

Zoning of buildings and the typical age of buildings – Consider what kinds of buildings these are and what kind of lifestyle/industry they represent

Community hygiene – Focus on determining the community’s understanding of this concept and how they engage in practicing water source protection, sanitation, wastewater drainage, animal containment, and market hygiene.

Parks and Recreation Areas – Take note regarding whether these areas exist. Note the surrounding environment. Is there sufficient land space and safe, recreational equipment to serve the community’s needs?

Stores – Note where these are located, what kinds of goods they sell, whether they are easy to access by car, bus, and/or foot, and if there are any types of services missing from store representation.

Transportation – Identify modes of transportation for the community. Do they primarily commute by car, bus, subway, taxi, boat, or foot?

Services available to the community – What kind of health offerings does this community have? Is there a community health center? Are vaccinations offered at local drug stores? Is there a selection of educational programming (e.g., prenatal classes, health and wellness symposia, etc.) available for residents to attend at little to no cost?

Industries – What kinds of industry are supported within the community? Is industry robust or declining in this area?

Ethnicities - What types of ethnicities are represented in this community? Are ethnicities well-represented throughout the community?

Religions - What types of religion or spiritual practices are represented in this community? Are various religions and spiritual practices well-represented throughout the community?

Health and disease – What types of health conditions (disease) are most prominent in this community, and how do you know?

Common genetic issues and resources – What types of common genetic issues are prominent in this community, and how to you know? Are there resources available to counsel and treat those who may have a genetic condition? Are these resources sufficient to meet the community’s needs?

Politics – What types of politics are represented in this community, and how do you know? Who controls the political climate of the community (community members, leaders, etc.)?

GRADING RUBRIC:

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Analyze health risks and healthcare needs among distinct populations.
  • Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
  • Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.
  • Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.