Purpose:
The purpose(s) of this experience is to provide the community health student with the opportunity
to apply the nursing process to the community aggregate project. The project also provides the
evidence of what your group did to assess the community-at-large as well as the selected
community (aggregate). Through the assessment process, the student will be able to identify and
assess the community target population’s problems, needs, and strengths. Each group of students
will develop a community aggregate paper and presentation.
Objectives:
• Evaluate patterns of health and illness in a community.
• Evaluate the impact of social, cultural, economic, biological, and behavioral risk factors as
determinants of the community’s health status.
• Synthesize knowledge and theories from the liberal arts and sciences, and nursing to promote
health and maintain wellness of a community.
General Information:
• The assignment will be divided into eight criteria to be graded. Each identified criterion (I-
VIII) must be included within the body of the paper to receive content credit.
• The aggregate paper will be graded, and the same points awarded to all persons in the group.
The final section on the self and peer evaluation will be individually scored and added to the
points achieved by the group for each student’s final paper grade. The Presentation is
graded separately from the paper.
• The initial step in the community project is to identify, define, and describe the community.
Select a geographic community with distinct boundaries. This may be a neighborhood,
subdivision, part of a larger city (define by zip codes or other boundaries).
• A windshield survey to be completed by groups of two students. The clinical group will be
given the option to divide into two separate groups. Each group will select a community for
assessment. The assignment applies the nursing process to a community.
• All papers should include an introduction (this does not mean the introduction and overview)
and summary.
I. Introduction and Overview (3 points)
Provide the introduction and purpose of the paper. Provide information on where the
community is located. What community resources (e.g. medical/social/recreational) are
currently available for your selected aggregate?
II. Identification and Descriiption of Aggregate Target Population (7 points).
Identification of Target Population: Select a population or aggregate selected/defined in
Healthy People 2020. The following are examples of how you can select your aggregate
target population.
a. Early and Middle Childhood Health
b. Adolescent Health
c. Women’s Health
d. Men’s Health
e. Older Adult Health
Provide a detailed descriiption of who is part of this aggregate (Who are they?
What affects their health? Describe the HP2030 objectives are related to your
aggregate? Provide statistical data on the leading cause of morbidity/mortality.
How does the demographic data you found relate to your aggregate? Is the data
significant—why or why not? Explain. Cite all sentences using statistical data per
APA 7th edition.
III. Assessment and Data Collection: Windshield Survey (see survey below) (10 points)
The survey is a guide to observe and collect data by driving in a car through the
community to obtain the necessary information. At least two students or more from the
group should perform the survey.
WINDSHIELD SURVEY
Element Descriiption
Boundaries What defines the boundary? (What signs are there of where this
neighborhood begins and ends?). Roads, water, railroads? (Are the
boundaries natural—a river, a different terrain? Physical—a highway,
railroad?). Does the area have a name? A nickname? (Do you see it
displayed? Are there unofficial names?)
Housing and zoning What is the age of the houses? What kind of materials in the
construction? Describe the housing (are all the neighborhood houses
similar in age, architecture?), including space between the houses (is
there space in front and behind the house?), general appearance and
condition (are there signs of disrepair—broken doors, windows, leaks,
locks missing?), and presence of central heating, air conditioning, and
modern plumbing (is there central heating, modern plumbing, and air
conditioning?).
Open space Describe the amount, condition and use of open space (What is the
quality of the space—green parks or rubble-filled lots? Is the space used,
safe, and attractive? (Do you see trees on the pavement, a green island in
the center of the streets? Is the open space public or private?)
Commons Where do people in the neighborhood congregate? (School yards, candy
store, bar restaurant, park, and drugstore?). Who congregates there and at
what hours during the day?
Transportation How do people get from one place to another? (Personal car, bus, bike,
walk, e.g.?). Is public transportation available? If so, what kind and how
effective? How timely is the transportation? (Are the streets and roads
conducive to good transportation and to community life?).
Social Service
Centers
Do you see evidence of recreation centers, parks, social services, offices
of doctors and dentists, pharmacies? (Palmists, spiritualists, e.g. and are
they in use?).
Stores Where do the residents’ shop? How do they get to the shops? Do they
have groceries or sources of fresh produce? Is this a “food desert’?
Street people and
animals
Who do you see on the streets during the day? (An occasional housewife,
teenager, a mother with a baby? Do you see anyone you would not
expect?) Besides the people, do you see animals? Are the animals loose
or contained?
Condition of the
area. Signs of decay
Is the area well-kept or is there evidence of trash or abandoned cars or
houses (signs of decay)? What kind of information is provided on the
signs in the area?
Race Ethnicity What is the race of the people you see? What do you see about indices of
ethnicity? Places of worship, food stores, restaurants? Are there signs in
English or other languages? (if the latter, which ones?).
Religion What indications do you see about the types of religion residents’
practice? (Do you see evidence of heterogeneity or homogeneity? What
denomination are the churches?).
Health indicators Do you see evidence of clinics, hospitals, mental illness, substance abuse?
(How far is it to the nearest hospital or clinic?)
Politics What indicators do you see about politics? Posters (campaign) or political
headquarters? (Do you see any evidence of a predominant party
affiliation?)
Media Do you see indicators of what people read? If they watch television? (Do
you see outdoor TV antennas?). Do you see indicators that they listen to
the radio?
Business and
industry
What type of business climate exists? Manufacturers? Light or heavy
industry? Large employers? Small business owners? Retail? Hospitality
industry? Military installation? Do people have to seek employment
elsewhere?
Adapted from Mizarhi, T. M.: School of Social Work, Virginia Commonwealth University,
Richmond, VA. (September 1992.; Stanhope, M.S. Knollmueller, R. N.: Public and community
health nurse’s consultant: A health promotion guide. St. Louis: Mosby (1997).
IV. Assessment and Data Collection: Informant (Community Leader) Interview (5
points)
The interview should focus on identifying the major health problems or concerns of the
select aggregate. The information from (stakeholders) consumers, leaders, experts in the
community contribute to a comprehensive understanding of the aggregates’ strengths
and/or problems. Assess your community’s view of its health status from your agency
contact. Interviews with formal community leaders and officials involved in
policymaking and governing of your identified community will help you identify
political, social, environmental, behavioral, cultural, and economic issues affecting your
population.
Designate student(s) from your group to perform a minimum of one phone, electronic, or
personal face-to-face interview is required, but there is no limit to your efforts to gather
more information. Remember to explain your assignment to them, ask for their expertise,
and offer to provide them a summary of your findings. Refer to the separate guidelines
for the interview. A complete listing of the questions that were prepared prior to the
interview is to be included within the appendix. The responses to the questions will be
either summarized or written in detail within the narrative of the report. Any revisions or
additional questions need to be noted and included in the final draft. When constructing
the interview questions, do not “lead” the person to what you believe is the problem.
Before the intervention is designed, the community leader’s information should be part of
the data being analyzed for the problems faced by the aggregate. Use APA citation for
personal communication.
V. Assessment and Data Collection: Literature Review (Evidence-Based Practice) (13
points)
The paper should be based on evidence-based practice. If you need a review, go to
Stanhope and Lancaster, chapter 17, pp. 381-392 and Box 17.4 to help organize your
thinking and the paper. Documentation of appropriate literature to support content
selection is expected. The literature review is related to the statement of the problem and
purpose. Why does the literature state this is a problem in your population? Clearly,
describe the unique characteristics of the target population that will influence the design
and implementation of the educational program. What does the evidence (Evidence
Based Practice) state is the best method of instruction for this age group? What does the
literature tell you about the problem and how you should apply the information to your
population? The learning needs should be specific to developmental level and educational
level. A minimum of six scholarly, peer reviewed journals/references must be used to
support the analysis. Scholarly reference(s) must be from a relevant peer-reviewed
journal article, book, or website (e.g. .edu, gov, or .org websites) published within the
past 5 years. Do Not use a website ending in .com. The nursing diagnosis handbook,
Stanhope and Lancaster or other nursing textbooks may be used for the paper but do not
count towards scholarly references.
VI. Community Diagnoses (5 points)
Develop three community nursing diagnoses. Target one problem for the project
intervention. Based on the selected health promotion educational topic, utilize the
following format to develop community/target population level diagnosis. What are the
weaknesses (e.g. health needs)? Does the data support the nursing diagnoses?
Risk of: Identifies a specific problem or health risk of the community.
Example: Risk of sexually transmitted infections (STI’s).
Among: Identifies the specific community or aggregate in relation to the
identified problem. Example: Among college students in College
County.
Related to: Descriiption of the characteristics of the community or target
population. Example: Lack of access to STI programs, lack of
knowledge of college students regarding STI information.
VII. Planning: Implementation (20 points)
The timeline and teaching plan should be written into the narrative and the detailed
plans included in the appendices. A separate grading rubric will be utilized for the
implementation of the intervention.
Submit the Timeline the second week of class detailing the dates, student participants,
and the outline of the plan to accomplish the community aggregate project (5 points).
Submit detailed teaching outline one week prior to implementation of the presentation
based on the problem and diagnoses (15 points). The plan should show how HP 2020
objectives will be met through the intervention. Use the text and professional literature to
identify how to choose or develop an intervention for the aggregate/community problem.
You need a rationale for an intervention. At least 3 scholarly, peer-reviewed references
must be used to justify your intervention. Explain the intervention in detail and adapt it to
your specific aggregate. What is the best way to reduce or eliminate the problem
identified?
There may be interventions for individuals, families, aggregates that you would
recommend but your group will only detail one. Write one goal and two associated short-
term objectives. Demonstrate that you considered learning style, developmental stages,
cultural sensitivity, time constraints, health literacy/educational level of the audience.
Actual descriiption of the activities that were done. Materials used in the presentation
should be included in the Appendices—this is your “product” that you created as
evidence of your Intervention
A. Planning is defined as the identification of the goals of teaching and of the personnel
and material resources needed to achieve the stated goals.
B. The teaching plan should be submitted a week prior to the presentation to the clinical
faculty.
C. Provides faculty with an outline of the group’s planning process which includes the
following information on the sample teaching plan:
1. Identifying/Stating Goals and Objectives
The expected outcomes of the educational program must be stated in learner-
oriented, measurable behaviors, which can be used at the completion of the program
for evaluation. The student is required to develop two short-term objectives.
2. Content Outline
Provide an outline of content to be included in the program with rationale for the
selection relative to meeting the learning needs of the target population.
Documentation of appropriate literature to support content selection is expected. The
outline should correspond with each objective
3. Method of Presentation
Teaching strategies/activities for each content area
4. Time Allotted
Identify time frame for each content area
5. Resources
Includes a discussion of instructional methods and materials chosen for the program
with rationale for selection and an identification of limitations to presenting the
program to the target population according to teaching/learning principles (room was
not large enough, e.g.). What facilities are needed? What personnel are needed?
What equipment is needed?
VIII. Evaluation (10 points)
The key question that is asked in program evaluation is: Did we do what we said we were
going to do? How can we tell if we made a difference? Program evaluation also allows
for improvement in ongoing programs. Quality assurance and total quality management
became the buzz words of the 90’s. Evaluation is now a key component of any program.
Describe specific learning that occurred during this experience and how if it has impacted
your view of the role of the baccalaureate nurse and community health nursing. How will
you nurse differently as a result of this project?
A. Using the evaluation tools designed during the planning process, evaluate the
process, product (outcome), and organization (structure) of the project.
B. Identifies proposed revisions to the assessment project. (What would the group
have done differently?)
1) evaluation of relevance – is this program needed?
2) progress – did the activities lead to meeting objectives?
3) efficiency – was it worth the resources spent?
4) effectiveness – results? were objective met?
IX. Format: APA/Grammar (15 Points)
All papers should have an introduction that includes the purpose of the paper and a
conclusion that describes what was accomplished (summarize). The paper will conform
to APA format including references for personal communication. It is expected that the
paper will be well written, utilizing correct grammar, spelling, sentence structure,
documentation, references, and a running head. Papers must be typed, or computer
generated without the use of whiteout, or pen corrections and submitted on the assigned
date. Reference list includes a minimum of 10 sources: 6 current peer-reviewed
journals, with the remaining sources from books or online websites. A minimum of 20
pages will be submitted for grading (excluding title page, references, and appendices).
In the table of contents, provide the student’s name and their completed section of paper.
Appendix section Submit an electronic copy of the project/paper to your clinical
instructor by the designated date.
X. Peer-Evaluation Justification Guidelines
You must complete a peer evaluation of yourself and your group members. Provide
rationale of how you and each person in your group contributed to the project and
presentation and score from 0-10 (with 0 being no participation to 10 being full &
outstanding participation). Justification is essential to award points. Limited/no reflection
on yourself and/or each group member’s contribution will impact your personal score and
lead to point deductions. Peer evaluation scores from each of your group members will be
averaged for your total peer-evaluation score. Your self-evaluation score will not be
included in the Average total score for grading purposes. Students who receive an
Average Peer-Evaluation total score of less than 7 will be subject to point deductions
(which may or may not exceed 10 points or more from the final grade total). Any student
receiving a peer-evaluation average of 4 points or less is subject to receiving a failing
total grade for the entire group project and/or a failing grade for the clinical portion of
this course (i.e., overall “Unsatisfactory” summative evaluation) as the group aggregate
project counts toward a significant portion of your clinical hours. Therefore, it is very
important that you completely justify your contributions (as well as your peers) to the
group project.
