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NURS 4210 Assignment Rubric
Week 3 Windshield Survey/Community Assessment – Week 3 Day 7
Assignment:
Conduct a windshield survey in a section of your community as viewed through the eyes of the public health nurse. The 3-4 page paper includes an introduction to the community, photographs of selected areas, Windshield Survey findings, description of the population, vulnerable population description, and available resources. Include your conclusions about your community and your selected population for your practicum. Select at least 5 scholarly resources to support your assessment. Websites may be included but the paper must include 5 scholarly resources in its development.
Grading Rubric:
Review the Rubric on page 2 to guide you in writing your assignment. The Rubric is also your instructor’s guide to grading your assignment.
The template includes the correct font and formatting: 12 pt. Times New Roman font, double spacing, and 1 inch margins on all sides.
Submission Instructions:
Before you submit your final assignment for grading, submit it to Safe Assign in the Week 5 Draft area of the course. Use the information provided in the Originality Report to revise your assignment. Paraphrasing and citing your sources in-text will decrease the similarity score
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Assignment Rubric |
Comments |
Points possible |
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Required Content |
160 |
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Introduced the community including the name of the community and interesting or historical facts.( 20 pts)
Described general population demographics of the community and noted whether this was borne out in the windshield survey (20 pts)
Presented findings of windshield survey including photographs of the selected areas. (40 pts)
Described vulnerable populations, related social determinants, and community strengths. (50 pts)
Included conclusions based on nursing assessment of the community and selected population for practicum.(30 pts) |
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Use of Resources Writer makes use of course resources as directed in the assignment instructions. Resources are clearly identified when used. |
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/20 |
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Format and writing Writer meets all of the Academic Writing. Expectations. Paper is presented in a clean, professional format with few formatting, typographic or other errors. (AWE 4000) |
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/20 |
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Timeliness Points may be deducted for late submissions. See policy in syllabus. |
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Total |
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200 |
Note: Please refer to the detailed explanation on page 3. Also, please review the AWE 4000 documents that fully address format and writing expectations.
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Detailed explanation of Assignment expectations |
Exceeds Expectations |
Meets Expectations |
Does Not Meet Expectations |
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Required Content 160 |
Writer goes into depth in addressing the issues and brings additional insights to the topic. (145-160 pts) |
Writer successfully addresses all issues and questions given in the assignment details. (119-144 pts) |
Writer does not successfully address all aspects of the assignment. (0-118) |
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Use of Resources 20 |
Writer makes substantial and insightful use of resources as supporting material. May also include additional resources. (19-20 pts) |
Writer makes use of course resources as directed in the assignment instructions. Resources are clearly identified when used. (16-18 pts) |
Writer does not use required resources appropriately. (0-15 pts) |
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Format and Writing 20 AWE 4000 |
Writer meets all of the Academic Writing Expectations. Paper is free of almost all errors, and is written in clear prose. (19-20 pts) |
Writer meets all of the Academic Writing Expectations. Paper is presented in a clean, professional format with few formatting, typographic or other errors. (16-18 pts) |
Writer does not meet basic expectations for academic writing and/or paper contains substantial errors. (0-15 pts) |
Continue to Academic Writing Checklist next page…
Academic Writing Expectations Checklist
4000 level
The items noted below are areas where you can improve. Click the links to access Writing Center resources: Notice new requirements for this level.
· Sentence-level skills
|_| Using commas appropriately. See examples of the different comma uses. |_| Ensuring that pronouns match their nouns. See this discussion of noun-pronoun agreement. |_| Proofreading for grammar, mechanics, and spelling. Read these proofreading tips.
· Paragraph-level skills
|_| Focusing each paragraph on one central idea (rather than multiple ideas). See an explanation of how topic sentences work. |_| Ordering sentences logically in a paragraph. See an explanation of how the MEAL plan builds a strong paragraph.
· Essay-level skills
|_| Structuring the paper (with an introduction, body, and conclusion). See an explanation of outlining a paper to plan organization. |_| Making an overall argument. See description and examples of thesis statements. |_| Using transitions to guide the reader and show relationships. See a guide to transitional phrases.
· Awareness of audience and discipline
|_| Writing in an academic voice. See the different facets of an appropriately formal tone.
|_| Formatting the paper according to APA style guidelines. See the course paper template for correct margins, spacing, font, and more.
· Use of evidence
|_| Using readings, statistics, or data to effectively support a claim. See examples of integrating evidence in a paper.
|_| Avoiding quotes. If used enclosing direct quotes in quotation marks. Read about the purpose of quotation marks.
|_| Paraphrasing to avoid plagiarizing the source. See paraphrasing strategies. (Paraphrase rather than quote -no more than one quote)
|_| Use the most current evidence (usually ≤ 5 years old).
· Credit to source
|_| Using in-text citations appropriately. See examples of citations in APA style.
|_| Setting up your reference list at the end of the paper or discussion post. See this reference list overview.
|_| Formatting the reference entries according to APA style. See common reference examples here.
© 2016 Laureate Education, Inc. Page 1 of 4
Practicum WK1.docx
I live in a small city located in southern Maryland. It is a community that is not governed by its local municipal corporation but administered by the Prince George’s County government. According to the 2010 census, My City Clinton has a population of 35,970. Of the 35,970 inhabitants 11.3% is white, 80.7% black or African-American, 2.5% Asian, Native America 0.3%, Pacific Islander 0.7%, and 5.2% Hispanic or Latino (U.S. Census, 2010). 5.4% of the population is made up of persons under age 5, 23.1% is 18 years old and under, 11.6% persons age 65 and older, while the remainder, 50.9% is between the ages of 19 and 64. Females represent 52.6% of the population and men make up 47.4% of the population (U.S. Census, 2010). Looking at the population statistics, it is clear that the predominant race in Clinton is black or African American. It is characterized by its high percentage of persons 19 years and older which shows that the majority of the population is of working age adults. My community does not only consist of individuals from diverse races, but this is also known for its various socioeconomic backgrounds and cultures.
In 2014, 5,369 people died in PG County. Of those 1,349 (25.1%) are known to have died from malignant neoplasm; 1,300 (24.2%) from heart disease; 279 (5.2%) from cerebrovascular diseases; 240 (4.5%) from diabetes mellitus; and 198 (3.7%) from accidents. Maryland now has the 31st in highest adult obesity rate in the nation, according to The State of Obesity: Better Policies for a Healthier America released September 2016. Maryland's adult obesity rate is currently 28.9 percent, up from 19.6 percent in 2000 and from 10.8 percent in 1990; therefore, I will be focusing on adult obesity for this project because obesity is linked to many chronic diseases. In my community problems indicated are high unemployment rate, lack of recreational activities, access to healthy food options, and cultural influences. Prevalent health problems in my community include hypertension, colon cancer, diabetes, heart disease, and mental illness including depression.
The International Obesity Task Force recommends that obesity can be prevented before it begins by using a social learning theory by addressing the individual their behavior and environment. This theory is supported due to lifestyle habits being developed in early childhood. These goals can be obtained by developing programs early in life to teach individuals proper nutrition and healthy lifestyle behaviors to promote good habits before bad ones are formed early in life. Another way that can help change this issue is community education and awareness, along with Dr. Briliant’s theory of, early detection, early prevention, starting at a childhood level. (TED 2006) Many families do not have access to healthcare resources in the surrounding rural areas, making it harder to educate families on proper food choices, resources, and obesity-related health issues. My state is constantly trying to find ways to combat these illnesses with the SNAP-Ed which stands for Supplemental Nutrition Assistance Program Education. Classes offered by SNAP-Ed can take place in a variety of settings including churches, schools, head start programs, housing authorities, parks and recreation sites, community centers and other community settings. These classes and projects are possible through a partnership with the University of Maryland. Programs such as SNAP-Ed are designed to assist low-income families and provide them with the skills necessary to make healthy decisions on a limited budget. However, I think that if the state can allocate funds for community awareness, such as incentive programs, or even going door to door to do education for families that suffer from obesity, we may be able to make a huge difference because not all at risk families can attend the SNAP-Ed class.
Reference
Brilliant, L. (2006.). Retrieved April 11, 2017, from
https://www.ted.com/talks/larry_brilliant_wants_to_stop_pandemics?language=en
Attia, P. (2013). Retrieved April 11, 2017, from
https://www.ted.com/talks/peter_attia_what_if_we_re_wrong_about_diabetes
Measurements to Prevent Obesity in the United States: Implementation and Measurement Guide.
Retrieved July 11, 2017 from: https://www.cdc.gov/obesity/downloads/community_strategies_guide.pdf
Maryland’s Food Supplement Nutrition Education (FSNE). Retrieved July 10, 2017 from
https://extension.umd.edu/fsne
Odgen, C. L., PhD, Lamb, M. M., PhD, Campbell, M. D., M.S.P.H, & Flegal, K. M., PhD.
(2010, December). Obesity and Socioeconomic Status in Adults: United States, 2005–2008. Retrieved July 11, 2017, from https://www.cdc.gov/nchs/data/databriefs/db50.pdf
Prince George’s County Health Department. http://www.princegeorgescountymd.gov/ . Retrieved
Maryland Vital Statistics Annual Report. http://dhmh.maryland.gov/vsa/SitePages/reports.aspx .
Retrieved July 12, 2017.
