is based in Ocala Florida/Marion County, the slides should be based on the spirit of the community, social interactions, common goals and interests, barriers, and challenges, including any identified social determinate of health.
every slide with pictures and speaker notes and references
Shouldbe 3or 4slides
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community.
Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
Interview a community health and public health provider regarding that person’s role and experiences within the community.
Interviews can take place in-person, by phone, or by Skype. Complete the “Provider Interview Acknowledgement Form” and submit with the group presentation.
Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.
Compile key findings from the interview, including the interview questions used, and submit with the group presentation.
Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest.
Include the following in your presentation:
Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health.
Summary of community assessment: (a) funding sources and (b) partnerships.
Summary of interview with community health/public health provider.
Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment.
A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to RNBSNclientcare@gcu.edu.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
When submitting this assignment, include the interview questions, the interview findings, completed “Provider Interview Acknowledgement Form,” and the community assessment PPT presentation.
CLC – Community Assessment and Analysis Presentation
1 Unsatisfactory 0.00%
2 Less than Satisfactory 75.00%
3 Satisfactory 83.00%
4 Good 94.00%
5 Excellent 100.00%
20.0 %Description of Community and Community Boundaries: (People, Geographic, Geopolitical , Financial, Educational Level, Ethnic, Phenomenological Features and Types of Interactions, Goals, Interests, Barriers, and Challenges, Including Social Determinates of Health)
Description of boundaries of community is omitted.
Description of community and boundaries is unclear or incomplete; missing one or more necessary components to give context to the community assessment.
Description of community and boundaries of community is complete; a brief description of all components is offered.
Description of community and boundaries of community is complete and components of community functioning are discussed in sufficient depth.
Description of community is complete. Boundaries are described in great detail, distinguishing environmental boundaries, environmental relationships, and external systems that comprise the open, community system.
20.0 %Summary of Community Health Assessment
Community assessment is omitted.
Community assessment is provided but discussion is vague or incomplete.
Community assessment is complete, and a synopsis of each Functional Health Pattern (FHP) is included.
Nursing process and Functional Health Patterns (FHP) are identified with clear indications for actual, at-risk and potential for improved health.
Discussion of Functional Health Patterns is clear, complete, and comprehensive, with indications for actual, at-risk and potential diagnoses as well as recommendations for surveillance and preventive measures.
10.0 %Identification an Issue That Is Lacking or an Opportunity for Health Promotion
Identification of an issue that is lacking or an opportunity for health promotion is omitted.
Community assessment is provided but discussion is vague or incomplete.
Identification of an issue that is lacking or an opportunity for health promotion is effectively included.
15.0 %Conclusion With Summary of Findings and Impressions of General Community Health
Conclusion is omitted.
Conclusion is incomplete or unclear.
Conclusion is complete, with general summary of findings.
Conclusion is clear, with a comprehensive discussion of findings and general health of the community.
Conclusion is comprehensive, with a detailed summary of key findings that explains general health of the community and offers rationale for recommendations.
15.0 %Summary of Interview With Community Health/Public Health Provider
Summary table is omitted.
Summary table is incomplete or unclear.
Summary table includes all Functional Health Patterns with adequate documentation.
Summary table is clear, with a detailed and comprehensive description of findings from an assessment of the chosen community.
Summary table is comprehensive, with a detailed description of findings, as well as actual, at-risk, and potential diagnoses and recommendations for surveillance and preventative measures.
Participation is not evident.
Participation does not encourage further discussion and dialogue with other students in the class. Participation is critical, argumentative, or confrontational. Individual group contributions are submitted extremely late, affecting the group’s ability to accomplish a successful task. Cooperative teamwork is not evident.
Participation encourages discussion and dialogue with other students in the class. Participation is professional and exhibits a positive attitude that is respectful of others. Individual contributions are submitted but not on time. Cooperative teamwork is exhibited but limited.
Participation encourages further discussion and dialogue with other students in the class. Participation is professional and exhibits a positive attitude that is respectful of others. Individual contributions are provided by the designated timeline. Cooperative teamwork is exhibited but not consistently.
All participation encourages further discussion and extensive dialogue with other students in the class. Participation demonstrates a critical analysis of classmates’ participation and provides relevant and constructive feedback. Individual contributions are provided before the designated timeline. Cooperative teamwork is exhibited in order to complete the project.
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.
The layout background and text Complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
5.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Slide errors are pervasive enough that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Slides are largely free of mechanical errors, although a few may be present.
Writer is clearly in control of standard, written academic English.
100 %Total Weightage