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community > comm Test 1: community assessment > Flashcards

comm Test 1: community assessment Flashcards

1
Q

-Perception of the community (groups) through wellness not disease

A

What is a community?

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2
Q

persons in a community with at least one commonality

A

Aggregates-

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3
Q
  • larger in number these groups share more than one commonality
A

Population

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4
Q

-socioeconomic, diff interests, diff levels of social groups EX: one does it once, does it often, does it all the time

A

Status

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5
Q

neighborhood, city

-can be more than one Ex: live in Carmel and apart of social elite

A

Place-

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6
Q

older adult population Ex: older/ status=Active, maintain health, ill

A

Person-

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7
Q
  • another way to define a community, can be a function Ex: ppl across the campus want to change the parking situation /once it is fixed they disperse
A

Process

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8
Q
  • vested in that community, concerned not about self but what it looks like Ex: they care what the neighborhood looks like / pink house people upset/neighboorhood association=want input to make changes
A

Sense of ownership

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9
Q
  • environmental issues Ex: in fountain square they have the highest rate of resp disease because of the coke plant=can’t have the school here, gave the city land free on the stipulation can’t be sued for sickness, moved further away
A

*Concern for the future

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10
Q

-chain of command, policy procedure

A

Mechanism for disputes in place

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11
Q

-Ex: pta meeting student voice opinion then the parents and committees hear what is said /switched to school uniform

A

Communication recognized at all levels

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12
Q
  • are the members of the community able to discuss things calmly, maturely, and not just a free for all / able to voice concerns analyze to get a solution (BEHAVIOR OF THE COMMUNITY)
A

Ability to identify, analyze, and organize

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13
Q

-block party do people show up

A

participation in community events

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14
Q

thinking about resource centers, Ex: do people use fittness center, interested in being healthy, health fair do they come

A

High level of wellness-

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15
Q

do people want to be incharge Ex: Are they interested enough to run for school board, do people vote

A

Decision-making involvement-

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16
Q

does it have a plan in case of emergency Ex: uindy made a plan for shooting event, working tornado siren

A

*Emergency preparedness-

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17
Q

ACCESS, WIC, social security office, community center

A

Resources available to all-

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18
Q

-certain boundaries

A

Territorial, neighborhood, geographic

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19
Q

-defined by political views has a certain area

A

Geopolitical

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20
Q
  • church, breast cancer survivors
A

Special interest/feeling

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21
Q

doesn’t have to be geographic, when something very unusual happens and brings people together Ex: 9-11 George bush and Clinton came together for commercial

A

Phenomenological-

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22
Q
  • people who have the knowledge to fix something, can’t physically fix but know how
A

Solution

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23
Q

-water pollution =fish dieing bc waste/ anyone affected by problem Ex: white river=everywhere it hits

A

Problem ecology

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24
Q
  • they can fix the problem physically Ex: maintenance
A

Action capability

25
Q
  • do you have the supplies, people, what it takes Ex: Can be humans, time, supplies, money
A

Resource

26
Q

can be ongoing or temporary Ex: big convention is temporary, parking is long term problem

A

Need-

27
Q

can come from anywhere or anybody Ex: all the ppl concerned about the closing of Hannah avenue

A

Concern-

28
Q
  • 1st thing you have to do
  • Takes time, effort, and presence
  • “with” them not “to” them –want to empower
  • Communication is the key!!!!!!!
  • Build a relationship-reliable, do what you say you’re going to do in amount of time, be present
  • Empowerment
  • Ask for input.
  • Verify information with a community leader! Who are the leaders and who are the followers
A

Community Partnerships

29
Q

• Economics- businesses
• Recreation- a park in the area
• Physical environment-clean
• Education- schools close
• Health services- hospitals close
• Communication
• Politics and gov -everywhere, power issue
• Safety and transportation -fire, police, well lit, people have access
• Faith- churches
-Is the community going to progress or digress

A

Assessment Phase

30
Q

Windshield Survey- form of data collection, what you see, hear, and smell
Methods
Timing- different on the weekends, working not a lot of people around
Multiple sets of eyes

A
  1. Data Collection
31
Q

Assess everything you see, hear, smell from the vehicle.
One or more people take notes.
One or more people take pictures, video, etc………….
One person drives, and only drives!
-Live in poverty, pollution, lots of open areas, no windows, warm, higher socioeconomic status further back, cloths were donated, fresh water 1 mile away

A

Windshield Survey-

32
Q
  • Common characteristics of people on the street or frequenting businesses/ watch people
    • Neighborhood gathering places
    • Rhythm of community life
    • Housing quality and location
    • Geographic boundaries
A

General windshield survey

33
Q

-Roads (signs, condition), Sidewalks, Demographics (somewhat), Business, Police, fire department, other public services, Health care institutions, Appearance of area, Media, Faith-based facilities, Parks (open space and green space), People, Cars, Condition of homes, Transportation, Politics, Ethnicity, Education

A

. Specific windshield survey

34
Q

-walking in the community

A

Community Reconnaissance

35
Q
  • have with a community leader/ unbiased overview, get a lot of very accurate in-depth information/ takes a while to write up and summarize
A

In-depth interview

36
Q
  • they way they are dressed, asking people in the community
A

Informal conversation

37
Q
  • windshield survey/ verify findings with community leader, eliminate bias Ex: browse stores and expiration dates, may see what they want to see
A

Observation

38
Q
  • open meetings, u need a moderator(coordinator), time for all to speak , a lot of info on diff issues
A

Town hall meeting

39
Q
  • similar to town hall meeting, must have a moderator, moderator sets tone and focus, disadvantage= get community bias
A

. Focus group

40
Q

have community tell you the needs, may get low return rate, reading level must know possible level 8th grade

A

Surveys/questionnaires-

41
Q
  • Community leaders
  • Community members-only unbiased, no agenda
  • Vital statistics (morbidity/mortality)
  • Historical research
  • Any other reliable source (website)- .org, .gov, and .edu not Wikipedia
A

Sources of Data

42
Q

a. Task Force on Community Preventative Services- certain screenings , info pamphlet
b. 5-A-Day for Better Health- fruit and vege initiative
c. ACEs (Active Community Environment)- find diff programs
d. National Bone Health Campaign
e. WISEWOMAN
f. Kids Walk-to-School

A
  1. Assessment Resources
43
Q

Community-Focused Nursing Diagnosis

  • Maintain or improve a strength- focus is on prevention from getting ill
  • Risk factors- be proactive
  • Community request
  • Community needs
A

. Diagnosis Phase

44
Q

Community-Focused Nursing Diagnosis=1. Identify several concerns/problems

  1. Select the concern of greatest priority
  2. Should be related to Healthy People 2020= goals for the nation
  3. Leading Health Indicators=barometer on how we are doing
A

Differences between community diagnosis and acute care diagnosis.

45
Q

encourages the community to be involved(participation). Health promotion allows the community to have more input and knowledge. Knowledge will help the community participate

A

PATCH – Planning Approach to Community Health:

46
Q

voluntary process for planning, community self assessment, devlopment, improvements, planning and evaluation

A

APEXPH - Assessment Protocol for Excellence in Public Health:

47
Q

long term planning, min of 5 years

A

MAPP – Mobilizing for Action through Planning and Partnership:

48
Q
  • Based on assessment data
  • Should relate to Healthy People 2020
  • Leading Health Indicators-continually update information, can take 3-4 years
  • Objects where we would like to be at this time Ex: decrease in smoking by 5% , vaccination in children 80%
  • Barometers tells us how we are doing
A

Planning

49
Q

Increase quality and years of healthy life

Eliminate health disparities Ex: underserved population

A

Goals: healthy people 2020

50
Q

more than goal
Numerous objectives.
More specific than goals.

A

Objectives:

51
Q

Measurable, but not as precise as acute care objectives. (percents)

  • Realistic, must be attainable.
  • May use approximate measures.
  • Connected to HP 2020 and LHIs.
  • Goal is broad, objective is specific
A

healthy people 2020

52
Q
  • Serves to keep group activities on track- make sure you are going to do what you said you were going to do
  • Planned at the beginning of group work in the community.
  • Deadlines, individual work responsibilities, map of practicum for the semester.
    1. Identify specific program activities.
    2. Identify resources for these activities.
    3. Determine sequence of activities (timeline).
A

PERT*Program Evaluation & Review Technique

53
Q
  • open communication
    • thorough assessment
    • community input
    • adequate resources
    • strong leadership
    • validation of leaders
    • well-coordinated plan
A

assets

54
Q
  • inaccurate assessment
    • lack of leadership
    • failure to validate data
    • no community input
    • poor communication
    • insufficient resources
    • lack of planning
A

Pitfalls

55
Q

A. Health education-intervene before they get sick
B. Screenings & referrals
C. Program development
D. Site improvement
E. Policy development
F. Emergency preparedness
Enhance an on-going health promotion event

A

Implementation Activities

56
Q

l (pre and post test)- education, good indicator of what they learned at that time, doesn’t show lasting impact or retained long term

A

Quasi-experimenta

57
Q

describes the meaning of the experience, how you interpret, doesn’t give any statistics or data, qualitative data

A

Interpretive evaluation

58
Q

write about in long narrative from beginning to end, doesn’t show strong of sense of nursing interventions were the reason for the outcome, no link

A

Case description-

community (17 decks)

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