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Windshield Survey

A windshield survey is an informal survey where the health professional drives around the community/area they are researching, and records his/her observations.

For Nurses to be able to knowledgeably plan services for a community, it is essential to know a specific community, identify health-related resources that may be helpful to members, and learn about gaps in services. A windshield survey is conducted from a car and provides a visual overview of a community. Conditions and trends in the community that could affect the health of the population are noted. This data provides background and context for working in the community or for conducting a community assessment. A prize will be awarded to the best group using a grading scale of 4 (Meets or exceeds the objective), 3 (Good meets the objectives), 2 (addresses some of the objectives), and 1 (does not meet the objectives) by your peers using the survey.

Cities to survey: Takoma Park, Beltsville, Hyattsville, DC, Silver Spring, Annapolis, Rockville

Utilize the attached document (Windshield Survey) as a guide for the paragraphs for your formal paper.  When completed, print and turn in the document to the instructor. 

The completed community assessment will be part of your in-class discussion.

If specific data is required to complete the survey you must reference the source and include a reference page using APA (6th edition) format.  Typically, information/data/statistics can be found online using government sites, CDC, World Health Organization, and Department of Health and Human Services.

Windshield Survey Tool

Nurses must be able to knowledgeably plan services for individuals, families and the community. In order to effectively plan, it is essential that you are aware of the resources specific to the community a client resides in to allow for identification of health-related resources and to understand gaps in services. A windshield survey is conducted from a car and provides a visual overview of a community. Conditions and trends in the community that could affect the health of the population should be noted. This data provides background and context for working with individuals and families in their community. Information gathered from this survey should be added to this template. Please print and turned the completed document to the instructor at least one week before the semester ends. If data is collected (statistical, informational, geographic), then a reference page using APA format (6th edition) is expected.

Boundaries Are the boundaries geographical, political, or economic? Do neighborhoods have names? Are there sub-communities? How are these identified?	Notes (to make notes about the questions on the left)
Housing and Zoning What is the age of the buildings? Are the residences single family or multifamily dwellings?
Signs of Decay Is the area well maintained or in disrepair? Is there garbage strewn? Are there trashed/abandoned cars, places for rodents or other wildlife to hide, vacant lots?
Parks and Recreational Areas Are there play areas for children and adults? Are they safe and maintained? Is there a Community Center? Who uses them?
Common Areas Where do people collect for social gatherings; where do they “hang out”? Are they for particular groups or are they open to all? Are there signs posted?
Stores What stores (grocery, retail, drug, dry cleaning, etc.) are in the area? How do residents travel to them?
Transportation How do most people get around the area? Is there public transportation? If so what kind and does it appear to be used? Who uses it? What is the condition of the streets, roads, highways?
Communication Is there evidence of local and national newspapers to other media? Are there informational posters on streets, busses, billboards, etc.?
Service Centers What services are available in the community – health care, social services, schools, employment offices etc.?
People in the Community Who is in the area during the day? What evidence is thereof particular “classes” of people – upper, middle, working, lower?
Industries What are the major industries located in the area? What types of occupations are evident?
Protective Services Where are fire and police stations located? Is there evidence of police and fire protection in the area?
Ethnicity What is the predominant ethnic group? Are there residents from a variety of ethnic backgrounds or is the community mostly one group? Which one? Are there stores, restaurants, churches, schools, or languages that indicate a particular ethnic group(s)?
Religion What churches and church-run schools are in the area (denomination)? How many are there of each denomination?
Health and Morbidity Is there evidence of any health problems such as drug/alcohol abuse, communicable or chronic diseases, and mental illness (etc…)?
Politics Is there evidence of political activity? Are there any signs that indicate a predominant political party (parties) or concern(s)?

Health Education Assignment

This is an individual assignment. Each student is required to plan, prepare, present, and evaluate an educational project for a specific client or population group during his/her PHN clinical experience. Prior to conducting the teaching project, a detailed assessment of the learner and the environment, teaching method plan, and evaluation method plan is required and must be approved by your clinical faculty. Additional detailed documentation of the teaching project experience is to be included in a formal paper.

TEACHING PROJECT OUTLINE

Part 1: Assessment of the Learner and the Learning Environment

A. Health condition requiring health education

B. Learner and relationship of learner to the client/community (self, parent/care giver, caregiver provider)

C. Age, gender, and occupation of the learner.

D. Primary language of the learner

E. Development, psychosocial and cognitive stages and implications for the learner.

1. Any preexisting disease processes, disabilities or limitations of the learner?

2. Any psychosocial or socio-cultural factors impeding learning?

3. Define learner behaviors that reflect readiness and motivation to learn?

4. How the learner’s reading and comprehension levels assessed?

5. What is the learner’s level for problem solving skills?

F. Is the environment conducive to learning?

Part 2: Detailed Teaching Method and Evaluation Method Plan

A. Learning objectives (What will the learner(s) achieve?

· Objectives should be learner-focused, observable, and measurable.)

B. Details of content to be covered.

C. Timeframe for teaching session.

D. Teaching strategies (discussion, Q/A, lecture, return demonstration, etc.).

E. Audio-visual material/Handouts (provide evidence or copies of, ask individual clinical faculty)

Evaluation method (How was attainment of the learning objectives measured, does the learner demonstrate skill level or behavior changes, and what follow up teaching needs to be planned for futures sessions?)

Name: Date:

Evaluation Criteria	Possible Score	Your Score
Part 1: Learner and Learning Environment Assessment
Overall teaching goal and Learner Readiness Assessment Health condition requiring health education Learner and relationship of learner to the client Age, gender, and occupation of the learner. Primary language of the learner Development, psychosocial and cognitive stages, and implications for the learner. Any preexisting disease processes, disabilities or limitations of the learner? Any psychosocial or socio-cultural factors impeding learning? Define learner behaviors that reflect readiness and motivation to learn? How the learner’s reading and comprehension levels assessed? What is the learner’s level for problem solving skills? Is the environment conducive to learning?	25
Part 2: Detailed Teaching Plan
Learning Objective Development: Learning objectives (What will the learner(s) achieve? Objectives should be learner-focused, observable, and measurable.)	10
Program Content: Details of content to be covered	20
Teaching time frames:	5
Teaching strategies:	5
Audio/Visual materials/ handouts	15
Evaluation: Evaluation method (How was attainment of the learning objectives measured, does the learner demonstrate skill level or behavior changes, and what follow up teaching needs to be planned for futures sessions?)	20
Total Points Obtained/Grade:
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