Teaching Community Assessments

1. Teaching Community Assessments Kay Olson, RN MN Washington State University College of Nursing

2. Teaching Objectives • Perform assessments at the individual/family, community & systems levels. • Synthesize evidence-based data from research findings & professional literature. • Propose and/or initiate nursing interventions using Community Health Nursing concepts and models.

3. Core Functions & 10 Essential Services • Monitor health status to identify and solve community health problems. • Diagnose and investigate health problems and health hazards in the community. • Inform, educate, and empower people about health issues. • Mobilize community partnerships and action to identify and solve health problems. • Develop policies and plans that support individual and community health efforts. • Enforce laws and regulations that protect health and ensure safety. • Link people to needed personal health services and assure the provision of health care when otherwise unavailable. • Assure competent public and personal health care workforce. • Evaluate effectiveness, accessibility, and quality of personal and population-based health services. • Research for new insights and innovative solutions to health problems.

4. Community Health Defining Community • Community: Group of people having common personal/environmental characteristics • Geopolitical: Defined or formed by natural or manmade boundaries. • Phenominological: Relational, interactive groups based on: • Culture • Values • History • Interests • Goals

5. Teach Both • Windshield Survey • Choose a geographical area to assess. • Example – Benton City, Central Richland, 2 mile radius of elementary school, etc. • Population Project • Phenominological: Relational, interactive groups based on: • Culture • Values • History • Interests • Goals • Example: Migrant Farm Workers, Office Workers, Seventh Day Adventist

6. Population Project • Literature Research/Annotated Bibliography • Demographics • National – State – Local • Numbers related to population • Example: Total numbers,ethnicity,education level, employed, gender, etc. • Both help the students learn about the population, or identify determinants of health or risk factors.

7. Population Project • Key informant Interviews • Develop Questions • Members of population, Healthcare Providers, support persons (families, co-workers, school staff, etc.) • Conduct Interviews • Each student required to do at least two interviews.

8. Population Project • Goals of project • Identify needs of population • Develop policies or interventions to address identified needs • Assurance that intervention is effective

9. Windshield Survey • Assigned/select geographical area • Drive area and complete assessment through “windshield” • Use Likert Scale to rate buildings, services, facilities, etc. • Reflect and consider : • Social class • General impression of community • Consider current inadequacies and whether/how these are being addressed, and by whom

10. Plan of Action • Population Project • 6 Groups – 6 populations • Assessment – Synthesize evidence-based data from research findings & professional literature • Key informant interviews • Windshield Survey • Targeting area Middle Schools • 2 schools each in Richland, Pasco & Kennewick • Plus Benton City, Prosser & Connell

11. Expectation of Process • Students to report findings to Steering Committee • Population Project & Windshield Survey • Identified unmet needs of target populations & geographical areas • Add Quality Data/Information

12. Mentors • Role of Mentors • Partner with Student Groups to Provide Support • Expertise • Contacts • Knowledge of resources • Access to key informants

13. Questions