RUA

1) Review the Healthy People Leading Health Indicators at: https://health.gov/healthypeople/objectives-and-data/leading-health-indicators

2) Ideas for obtaining additional demographic data include but are not limited to the following:

a. County health rankings at http://www.countyhealthrankings.org/

b. Census reports at https://www.census.gov/

c. Centers for Disease Control and Prevention vital signs at: https://www.cdc.gov/vitalsigns/topics.html

6) Include the following sections (detailed criteria listed below and in the Grading Rubric).

a. Community Assessment ‐

· Provides a description of the community based on the findings from the team’s windshield survey.

· Provides pictures or videos taken during the windshield survey clearly identifying windshield survey elements.

· Discusses demographic data.

· Discusses geographic data.

· Uses data from databases, interviews, and the textbook to support the assessment.

b. Aggregate (Target) Population ‐

· Identifies an aggregate population, based on age vulnerability, culture, or chronic disease, to develop a community health diagnosis, plan, interventions and evaluation.

· Includes a thorough description of the aggregate population.

· Aggregate population is based on three or more elements or risks that impose a negative impact on the health of the community, identified in the community assessment.

· Identifies gatekeepers or key informants who will assist the community health nurse in gaining access to the population of interest.

c. Community Health Diagnoses ‐

· Includes two community health diagnoses using the data from the community assessment.

· Includes one wellness diagnosis.

· Diagnoses are listed in the order of priority justified by the data findings and analysis.

· The diagnoses consist of four components: the identification of the health problem or risk, the affected aggregate, the etiological statement, and the support for the diagnosis (Nies, 2019, p. 102).

d. Plan for Priority Diagnosis ‐

· Includes a minimum of 1 short‐term and 1 long‐term goal for identified priority diagnosis.

· Goals relate to the identified priority diagnosis.

· Goals follow the SMART format: specific, measurable, attainable, realistic, and timed.

· Explains how the plan allows for client involvement.

· Explains how the plan advances the knowledge of members of the community.

e. Interventions for Priority Diagnosis ‐

· Proposed interventions are specific to the identified priority diagnosis and assist in meeting the identified goals.

· Proposed interventions are supported by scholarly, evidence based sources.

· Identifies the level of prevention for proposed interventions.

· Identifies the category and level of practice (community, systems, or individual/family) that best describes the proposed interventions from the Public Health Intervention Wheel (Nies, 2019, p. 14).

f. Evaluation for Priority Diagnosis –

· Discusses evaluation from the level of a client to the aggregate population.

· Describes the measures that will be used to evaluate meeting the identified goals.

· Evaluation plan establishes specific outcome criteria for evaluating the identified goals.

· The evaluation plan includes specific elements to determine efficacy of interventions (how, who, when).

g. Community Resources –

· Identifies a minimum of two community partners or agencies that can serve as resources for carrying out the proposed interventions.

· Includes an evidence-based rationale for why the community partner or agency is the ideal partner for the proposed interventions.

· Identifies specific resources at the community partner or agency that can be used by the community or population.

· Describes websites or other electronic sources that provide support for the proposed intervention.

h. APA Style and Presentation

· Maintains professionalism, including presence of all team members, adhering to the time limit, and using presentation software.

· References are submitted with assignment.

· Uses current APA format and is free of errors.

· Grammar and mechanics are free of errors.

· At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided.

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