Question Part 1: CLC – Community Assessment and Analysis Presentation
Max Points: 200
Details:
This is a Collaborative Learning Community assignment.
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
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.
1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
2. Interview a community health and public health provider regarding that person’s role and experiences within the community.
Interview Guidelines
Interviews can take place in-person, by phone, or by Skype.
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.
PowerPoint 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:
1. 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.
2. Summary of community assessment: (a) funding sources and (b) partnerships.
3. Summary of interview with community health/public health provider.
4. 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.
5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
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.
This assignment uses a rubric. Please review the rubric given below 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.
Rubric
CLC – Community Assessment and Analysis Presentation
1 | 2 | 3 | 4 | 5 | ||
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90.0 %Content | ||||||
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. | NA | NA | 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. | |
10.0 %Participation | 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. | |
10.0 %Format | ||||||
5.0 %Layout | 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 |
Question Part 2: Policy Brief
Max Points: 75
Details: Select a public health issue and write a 750-1,000 word policy brief that provides a brief summary of the issue, options to solve the issue, and the best way to solve this issue. Select a public health issue from one of the following American Public Health Association websites: Climate Change ( or Topics and Issues (
Follow this outline when writing the policy brief:
1. Identify issue.
2. Background information – (a) Population effected; (b) Local, state or national level; and (c) Evidence about the issues supported by resources
3. Problem statement.
4. Suggestions for addressing the issue (solutions) – (a) Including necessary stakeholders (government officials, administrator); and (b) Include budget or funding considerations, if applicable
5. Impact on the Health Care Delivery System
Include three peer-reviewed sources and two other sources to support the policy brief.
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric given below prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Rubric
Policy Brief
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Expert Solution Preview
Introduction:
As a medical professor, it is important to design assignments that provide resources and information that will contribute to the growth and development of medical students. This paper will provide answers to two content questions – the first question is about conducting a community assessment and analysis presentation, while the second question is about writing a policy brief on a public health issue.
Question Part 1: CLC – Community Assessment and Analysis Presentation
1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
The first step towards conducting a community assessment is to select a community of interest that is relevant to the students’ current residence. The next step is to perform a direct assessment of the community using the Functional Health Patterns Community Assessment Guide. This guide helps to identify patterns in the community that can be used to determine the health of the community and highlight potential areas for improvement.
2. Interview a community health and public health provider regarding that person’s role and experiences within the community.
The next step is to interview a community health and public health provider to gather information about the role of the provider in the community and the health issues faced by the community. This interview can be conducted in-person, via phone, or Skype. The interview questions should be carefully developed to ensure that they provide useful information that can be included in the group presentation.
PowerPoint Presentation
The final step is to create a PowerPoint presentation of 15-20 slides that describes the chosen community of interest. The presentation should include a detailed description of the community and its boundaries, including its people, geographic, geopolitical, financial, educational level, ethnic, and phenomenological features. The presentation should also highlight any barriers or challenges faced by the community as well as any identified social determinants of health.
The group should provide a summary of the community assessment and include information about funding sources and partnerships relevant to the community. The summary of the interview with the community and public health provider should also be included in the presentation. Finally, the group should identify an issue that is lacking or an opportunity for health promotion that can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment.
Question Part 2: Policy Brief
1. Identify issue.
The first step in writing a policy brief is to identify a public health issue from one of the following American Public Health Association websites: Climate Change ( or Topics and Issues (
2. Background information – (a) Population affected; (b) Local, state or national level; and (c) Evidence about the issues supported by resources
The next step is to provide background information about the issue. This information should include details about the population that is affected by the issue, whether it is at the local, state, or national level and any evidence about the issue supported by resources.
3. Problem statement.
The problem statement should highlight the issue and provide a detailed summary of why this issue needs to be addressed.
4. Suggestions for addressing the issue (solutions) – (a) Including necessary stakeholders (government officials, administrator); and (b) Include budget or funding considerations, if applicable
This section of the policy brief should provide suggestions for addressing the issue. It should identify necessary stakeholders, such as government officials or administrators, that need to be involved in the process and any budget or funding considerations that may need to be taken into account.
5. Impact on the Health Care Delivery System
Finally, the policy brief should detail the impact that the issue has on the healthcare delivery system. This information provides an invaluable tool for identifying potential areas of need within the healthcare system and can help to inform future policy decisions.
Conclusion:
Both the Community Assessment and Analysis Presentation and the Policy Brief are important components of a medical college student’s education. By conducting a community assessment, students are able to gain practical experience in assessing the health of a community and identifying potential areas for improvement. Similarly, by writing a policy brief, students are able to gain practical experience in identifying and addressing public health issues, which is an essential part of a healthcare professional’s education.