Health Assessment

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 1

Title of the paper

Author's name

Institutional affiliation

A student paper should also include the course number and name, instructor name, and

assignment due date.

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 2

Date: 2/6/23 Clinical Time: 8:00 am - 1:00 pm (5) Total hours: 5 hours

This experience/activity represent progress toward the following student learning outcome:

SLO 2: Examine complex data from socio-cultural, demographic, health status and health risk,

geographic, environmental, and other nursing assessment data to identify health assets, needs,

and risks of families, aggregates, and populations.

SLO 13: Promote the image of nursing by modeling core values associated with professionalism in

all interactions with clients, the healthcare team, college faculty, staff, and peers.

Documentation (describe the experience/activity):

During this clinical time, I began this clinical experience, researching ideas for a live teaching event.

I gathered data from previous assignments from this class to look at the population in the area

around the hospital I work in and planned to conduct the live teaching event at. I decided since it

was Heart Health month, as well as a major need in the community, that I would focus on this as

my live teaching event. I spent time with my preceptor discussing my ideas, and planning what

would be best for the community and the individuals in providing this event.

Analysis (reflect on what was learned, areas of growth, areas of difficulty, etc.):

I learned about what all is needed to provide a teaching event within the facility. There are many

steps, processes, and time that is needed for any major teaching event. It had been difficult and

overwhelming at all the information and steps that had to be done prior to creating a PowerPoint, a

flyer, or what to offer at this event. While this was overwhelming, my preceptor assured me, that I

was capable of such an event.

Date: 2/8/23 Clinical Time: 12:00 pm - 4:00 pm (4) Total hours: 9 hours

This experience/activity represent progress toward the following student learning outcome:

SLO 2: Examine complex data from socio-cultural, demographic, health status and health risk,

geographic, environmental, and other nursing assessment data to identify health assets, needs,

and risks of families, aggregates, and populations.

Documentation (describe the experience/activity):

I spent time continuing my research on what information should be included in my presentation,

and what teaching material I would provide during the live teaching event.

Analysis (reflect on what was learned, areas of growth, areas of difficulty, etc.):

I learned about what heart conditions affect the hospitals community the most. I found it difficult to

sort through all the information and narrow down what I wanted included in the event. This I feel

would get better as I continued to speak to my preceptor.

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 3

Date: 2/10/23 Clinical Time: 2:00 pm – 5:00 pm (3) Total hours: 12 hours

This experience/activity represent progress toward the following student learning outcome:

SLO 8: Discuss age-appropriate information related to health promotion, disease prevention, and

environmental safety to families, aggregates, and populations to improve health across the lifespan.

Documentation (describe the experience/activity):

Meeting with cardiologists and preceptor. We discussed what the presentation will look like and

research I had been conducting and the target audience I was trying to reach. Several ideas for

education information were covered.

Analysis (reflect on what was learned, areas of growth, areas of difficulty, etc.):

I felt very confident while speaking with the cardiologists and preceptor. I think I could grow more in

the way I was organizing the information for the event. With time I believe this would be easier to

handle.

Date: 2/15/23 Clinical Time: 5:00 pm – 9:00 pm (4) Total hours: 16 hours

This experience/activity represent progress toward the following student learning outcome:

SLO 8: Discuss age-appropriate information related to health promotion, disease prevention, and

environmental safety to families, aggregates, and populations to improve health across the lifespan.

Documentation (describe the experience/activity):

I spent time working on a flyer and beginning my Power Point. I used the research I found to create

an outline of the information I wanted to cover. I found that sugar and sodium intake in the

community was very high. I decided to make a poster board that showed the actual amount of salt

and sugar in certain items.

Analysis (reflect on what was learned, areas of growth, areas of difficulty, etc.):

I found this time difficult trying to organize all my ideas into an outline. Using software to create a

flyer was also difficult, and I knew it would take time to learn how to create what I had in mind.

Date: 2/17/23 Clinical Time: 2:00 pm – 4:00 pm (2) Total hours: 18 hours

This experience/activity represent progress toward the following student learning outcome:

SLO 13: Promote the image of nursing by modeling core values associated with professionalism in

all interactions with clients, the healthcare team, college faculty, staff, and peers.

Documentation (describe the experience/activity):

I met with my preceptor, and we went over details of the event, decorations, and I showed her my

flyer and Power Point. After we finalized my flyer was approved, and I then handed out copies to all

the units within the hospital, pharmacies, and doctor’s office in the community. I maintained

professionalism with all interactions.

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 4

Analysis (reflect on what was learned, areas of growth, areas of difficulty, etc.):

I learned the importance in promoting an upcoming event. I would like to grow in my ability to better

understand the marketing side of health care.

Date: 2/20/23 Clinical Time: 11:00 am -12:30 pm (1.5) Total hours: 19.5 hours

This experience/activity represent progress toward the following student learning outcome:

SLO 15: Advocate for clients in a manner that preserves, protects, and promotes the autonomy,

dignity, and rights of families, aggregates, and populations.

Documentation (describe the experience/activity):

I used this time to develop my outcome evaluation. I was able to use Canva much easier with this

task. My preceptor and I discussed having heart healthy snacks and water at the event as well.

Analysis (reflect on what was learned, areas of growth, areas of difficulty, etc.):

I continue to learn what all the different mechanisms are a part of planning and implementing a live

education event. I have been lucky to have such a great preceptor who assisted me with making

my ideas come to life. I know I can always grow in my ability to teach, organize, and implement a

teaching event.

Date: 3/1/23 Clinical Time: 9:00 am – 11:30 am (2.5) Total hours: 22 hours

This experience/activity represent progress toward the following student learning outcome:

SLO 13: Promote the image of nursing by modeling core values associated with professionalism in

all interactions with clients, the healthcare team, college faculty, staff, and peers.

Documentation (describe the experience/activity):

I spent time finalizing details for the live teaching event. I wanted to ensure my Power Point was

appropriate for the event, the decorations were appropriate, that the board room the event was to

be held in was finalized, and I spoke to dietitian at our facility to provide the heart healthy snacks

and education information regarding diet.

Analysis (reflect on what was learned, areas of growth, areas of difficulty, etc.):

There was a lot of information that was discussed. Going over everything I had done thus far,

finalizing plans with all those involved gave me a wonderful opportunity to show my core values of

nursing through professionalism. I am eager to continue growing in my nursing career.

Date: 3/15/23 Clinical Time: 9:30 am -12:30 pm (3) Total hours: 25 hours

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 5

Project Summary

My PEEP, Healthy Heart, was implemented on March 15, 2023, at 10 AM in

Jefferson County, Alabama. I worked with my preceptor and a cardiologist to implement

my PEEP. In addition to my live health teaching session, blood pressure and body mass

index checks were offered. Twenty-eight individuals from the community attended. The

Health People 2030 topic was heart disease and Stroke and the objective was HDS-01

Improve cardiovascular health in adults (Office of Disease Prevention and Healthy

Promotion, 2020). This topic was chosen due to Jefferson County, Alabama, having

factors that contribute to heart disease. These factors include adult smokers at 25%,

excessive drinking at 14%, adults under the age of 65 without insurance at 14%, and

adult obesity at 37% (County Health Rankings and Roadmaps, 2023).

Teaching Methods/ Activities/ Material Evaluation

This experience/activity represent progress toward the following student learning outcome:

SLO 7: Demonstrate effective communication and collaboration with other healthcare team

members/disciplines, organizations, key stakeholders, and community members to foster

partnerships that address health concerns and improve quality of care for families, aggregates, and

populations.

Documentation (describe the experience/activity):

Today was my actual live health teaching education presentation. I was very nervous when

presenting the material. When I engaged with the audience and asked them some questions, I

suddenly felt very confident. I ended up enjoying providing the education and was very pleased to

know that the information I presented was helpful.

Analysis (reflect on what was learned, areas of growth, areas of difficulty, etc.):

I found when doing my actual presentation that the information I presented on what desperately

needed. I had more flyers printed than I had people attend my education session, so the

participants took them for family members. Meeting with my preceptor to discuss what went well

and what could have gone better was a great wrap up for me.

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 6

The live health teaching session contained different teaching methods, materials,

and activities to ensure that the information would be received by all those who learn via

different methods. The event was decorated to promote visual stimulation for the

information being taught. A PowerPoint presentation provided the audience with

information to assist in optimal educational opportunities. I hoped to reach all

participants, no matter their educational background. The PowerPoint presentation was

visually appealing, containing a time for questions. The audience was then instructed on

the activities they participate in like having their blood pressure and body mass index

measured. A free heart-healthy snack, drink, and free educational handouts were

available. I do not feel I would have changed anything regarding the teaching during this

event. It was an event with multiple learning opportunities. I planned for up to 50

attendees; I do wish I had a better promoted the education event to have more in

attendance.

Outcome Evaluation and Results

The survey questionnaire assessed the four behavioral objectives to be met

during this live teaching event. These questions were asked in a multiple-choice style.

My goal was to have 75% of the attendees able to answer these questions

appropriately. Question one, which category did you fall under, based on the blood

pressure collected here today? This provided an up-to-date value for the attendee to

use while referring to the blood pressure categories given at the blood pressure check,

as well as it was included on the questionnaire. Out of 28 attendees, all 28 could

correctly identify which blood pressure category their blood pressure fell into. Meaning

this objective was achieved by 100% of the attendees. Question two, based on the

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 7

Body Mass Index (BMI) chart you received today, do you understand which category

you fall under? This allows the attendee to look closely at their BMI and the relationship

between that value and the BMI chart given at the time of their BMI check. Out of 28

attendees, 25 answered yes, two did not answer, and one answered no. This objective

was met with 89% of the attendees understanding the category their BMI fell into.

Question three, can you identify any of the following as risk factors for heart disease for

yourself? The options for this question included high blood pressure, obesity, smoking,

excessive alcohol use, diabetes, and I don’t understand. Out of the 28 attendees, all

answered the question. Broken down further showed that seven attendees answered

zero risk factors, eleven answered one risk factor, five answered two risk factors, three

answered three risk factors, and one answered four risk factors. One attendee even

added a side note, adding a risk factor not listed on the questionnaire. The fourth and

final question is, how confident do you feel with salt and sugar intake based on what

you see on the nutritional fact sheet? The options for answers include very confident,

somewhat confident, and not confident at all. Twenty attendees answered very

confidently, eight answered somewhat confident, and zero answered unconfident. The

goal of 75% feeling very confident was not met. While this was only not met by one

attendee, I feel there may not have been enough information for the attendees to feel

confident. Another teaching session could be held to help increase awareness of

nutrition.

Teacher Performance Evaluation and Results

Participants complete an anonymous paper pen survey. All twenty-eight

attendees completed the teacher performance evaluation. The survey consists of the

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 8

following six statements: 1) The teacher offered valuable education for my practice, 2)

The teacher was knowledgeable about the subject, 3) The information was

communicated effectively and clearly by the teacher, 4) The materials used were

interesting and allowed for ease of understanding of the subject, 5) I would participate in

another learning session performed by the teacher in the future if invited, and 6) The

presentation was organized and easy to understand. The required choices were ranked

as strongly agree, agree, neutral, disagree, or strongly disagree. I received "strongly

agree" on all the surveys. No additional feedback was left on the surveys even though

there was a blank text at the bottom of the survey. I hope this is accurate since I

immensely enjoyed providing the education and am open to constructive criticism,

which helps with individual improvement. On a future project, I may ask someone to

record me during the presentation to evaluate my performance and highlight the areas I

need to improve.

Products Created by Student

Please see attached brochure/flyer and PowerPoint. Required references

included on products created by student.

Projected Impact on Clinical Practice Facility

The impact I hope to see following this education session will be increased heart

health knowledge. I hope the attendees took the education home to educate friends

and/or family. If I can educate more people in the community about risk factors for heart

disease, I can add years to their lives. The more the patient is educated, the easier it

can be for healthcare professionals to care for that patient properly. It is also important

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 9

to note that no matter how much you educate someone, more education is always

needed. It would be very difficult to have a large group of people educated on a topic,

and everyone understand and practice it 100%. However, even helping one person can

make an impact. It is easier to care for patients who also care about their own health. I

expect for some of the individuals from the event to be able to make changes to their

diet to promote better diabetic health and heart health. Using the teaching materials

provided on this subject to better understand what their diet should look like for them

specifically. I would expect some of those who suffer from high blood pressure to use

the handout to track their blood pressure and take it to their physician to be

appropriately managed. Also, I hope this provided questions for the attendees to ask

their primary care physician at their following appointments.

Suggestions for Continued Practice Enhancement

This event was a vast topic involving heart health. Covering all the education

needed for heart health in one two-hour event is challenging. Based on the statistics

given at the beginning of this paper, further education events, breaking down the

different areas of heart health, would be needed with this chosen community. There is a

need for extensive education. According to the article “Mortality From Ischemic Heart

Disease” (2019), ischemic heart disease remains the largest cause of death in all

countries of all income groups all over the world. This can be applied to any community

in the United States. The article mentions many times that the best way to help

decrease these numbers is to educate about the risk factors that affect the heart. Each

risk factor needs to have its own education event that is properly promoted within the

community. These teach events could be about diabetes, stroke, high blood pressure,

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 10

smoking, and nutrition, to name only a few other topics that could be discussed

individually. Another issue with having educational events is having enough participants

present. Live education events were more common prior to the coronavirus pandemic.

A few ways to help promote participation would include giving free samples, food,

drinks, and other incentives will help increase participation for the education event.

Understanding the causes in your community that increase the risk for heart disease

would also be essential. Individuals in the lowest-income locations experienced poorer

blood pressure control and worse outcomes (Davis et al., 2023). This information is

relevant to Jefferson County, Alabama community as the median household income for

this community is $44,800, compared to the United States median household income of

$67,300 (County Health Rankings and Roadmaps, 2023). During the review of the

survey questionnaire, there were no suggestions for other topics of interest. I thoroughly

enjoyed this PEEP project and discovered how much I truly enjoyed educating. I look

forward to using the information I learned during this event in the future.

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 11

References

Al-Lamee, R., Francis, D. P., Gitto, M., & Nowbar, A. N. (June 2019). Mortality From

Ischemic Heart Disease. Circulation: Cardiovascular Quality and Outcomes.

https://doi.org/10.1161/circoutcomes.118.005375

American Heart Association. (2016). How Can I Make My Lifestyle Healthier?

https://www.heart.org/-/media/Files/Health-Topics/Answers-by-Heart/How-can-I-

make-Lifestyle-Healthier.pdf

American Heart Association. (2022). What is Heart Failure? https://www.heart.org/-

/media/Files/Health-Topics/Answers-by-Heart/What-Is-Heart-Failure.pdf

American Heart Association. (2022). What are Heart Disease and Stroke?

https://www.heart.org/-/media/Files/Health-Topics/Answers-by-Heart/What-Are-

Heart-Disease-and-Stroke.pdf

American Heart Association. (2022). Hands-Only CPR Fact Sheet. https://cpr.heart.org/-

/media/CPR-Files/Resources/Bystander-CPR/2202-

updates/DS19398_ECC_CPRWeek_Fact_Flyer_01kk.pdf

American Heart Association. (2022). What are Warning Signs of Heart Attack?

https://www.heart.org/-/media/Files/Health-Topics/Answers-by-Heart/What-Are-

the-Warning-Signs-of-Heart-Attack.pdf

American Heart Association. (2022). What is High Blood Pressure?

https://www.heart.org/-/media/Files/Health-Topics/Answers-by-Heart/What-Is-

High-Blood-Pressure.pdf

CLINICAL EXPERIENCE JOURNAL AND ANALYSIS 12

County Health Rankings and Roadmaps. (2023). Jefferson, AL.

https://www.countyhealthrankings.org/explore-health-

rankings/alabama/jefferson?year=2023

Davis, B. R., Desai, N. R., Dhruva, S. S., Herrin, J., Krumholz, H. M., Shahu, A., &

Spatz, E. S. (2019). Disparities in Socioeconomic Context and Association With

Blood Pressure Control and Cardiovascular Outcomes in ALLHAT. American

Heart Association. https://doi.org/10.1161/jaha.119.012277

Office of Disease Prevention and Healthy Promotion. (2020). Heart Disease and Stroke.

https://health.gov/healthypeople/objectives-and-data/browse-objectives/heart-

disease-and-stroke

United States Census Bureau. (2021). Jefferson County, Alabama.

https://data.census.gov/profile/Jefferson_County,_Alabama?g=050XX00US0107

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