Population Health Assessment & Prevention Project
Assignment Overview
- Read the Instructions for the Population Health Assessment & Prevention Project
- Use the Population Health Assessment & Prevention Project Template to complete the Your data must be typed directly into the blank template provided, NOT into the instructions.
- This assignment should have a title page and reference page in APA
- Save the project as a pdf file and uploaded to the drop box upon
Instructions for the Population Health Assessment & Prevention Project:
First, you will choose part of your community to survey. Part of this project involves collecting county data, but for Parts 1 & 2, you will choose a smaller area to survey. When/if sharing data in that portion of the project, you are encouraged to provide city data (i.e. population demographics, health services, area schools, etc.). If you are in a large city, such as San Antonio, Cincinnati, or Tampa, you may narrow your initial survey for Parts 1 & 2 down to a smaller section of the city, although you might want to survey other parts of the city as well, to get a sense of the city as a whole and fit that neighborhood or population in its
Sometimes, the best survey can be a combination of walking and driving. You might survey the whole city or area in a vehicle, then use a walking survey to look closely at the area you’re most interested in. You’ll see different things and more detail on foot; you’ll cover more ground and get a broader perspective from a vehicle. Also, consider how the time of day, week day versus weekend, and the season will affect your survey. You may want to repeat your survey more than once in order to capture the differences between community conditions or activities at different times.
As you assess each area consider the impact on the health of the community and potential community needs (intervention). For example:
- The effect of the physical environment; contamination of air or water; safe sidewalks for walking; or the quality of housing and potential impact on health outcomes. Population Health Assessment & Prevention Project
- Consider the implications of reduced access to health care services, food, or emergency
- Consider the implications of educational and work/economic
- Consider the impact of social determinants on health outcomes (for example: relationship between older homes in the community and high rates of lead exposure in children under the age of 5).
- Think about individual behavior, health beliefs/values or perspectives and the effect on the implementation of health promotion and disease prevention strategies?
- Observe where and when people “hang out” and their Are kids playing in the street due to lack of parks/recreation facilities or are the parks/recreation areas unsafe (observe who is “hanging out” in the parks/recreational facilities).
Tips to Keep in Mind:
- Make and use a checklist to ensure that you observe and address all the areas for the
- Try to be unobtrusive. Not only do people act differently when they know they’re being observed, but they may also become suspicious or Population Health Assessment & Prevention Project
- Take notes as you go You may also want to shoot photos or videos with a camera or cell phone, in order to both remember and illustrate what you’ve seen. You can add a few of those to your report if you’d like. If you wait to take notes until after the survey is done, you may not remember everything clearly, or you may ignore important details.
- Carry identification and be mindful of Don’t stay in an area if you feel unsafe.
Part 1: Windshield Survey
| Component: Windshield Survey – Boundaries (include map) |
| Assessment
Directions: Describe physical boundaries: Highways, railroad tracks, natural bodies of water or mountains etc. that mark the boundaries. Locate your community on a Google map and compare to your findings from driving around the community. Are the boundaries as evident as the physical boundaries observed? Include the map where boundaries can be seen. Population Health Assessment & Prevention Project |
| Component: Physical Characteristics |
| Assess and Analyze Findings
Community Existence: How long has the community been in existence? Demographic Data: People: What type of people do you see? For example, young, old, homeless, families, or loners. Who lives in the community? Are there identifiable racial and ethnic groups (provide demographic data)? Do particular groups seem to live in particular areas? |
| How Does the Community Look: Examine and consider (some hyperlinks take you to information on the Community Tool Box site):
· Housing. What is the age and condition of housing in the neighborhoods you’re surveying? Are houses and apartment buildings kept up, or are they run-down and in need of repair? Are yards neat or overgrown? · Other buildings. Are the buildings mostly or fully occupied? Do public and commercial buildings seem accessible to people with disabilities – ramped, street level entries, etc.? · Public spaces. Are there public spaces where people can gather? Are they well kept up? Do they have seating areas, trees and plants, attractive design, cafes or food vendors, or other features meant to encourage people to use the space? Who uses these spaces? Is there diversity? Population Health Assessment & Prevention Project · Culture and entertainment. Are there museums, libraries, theaters, restaurants, clubs, sports stadiums, historic sites, etc.? Are they accessible to all parts of the community (centrally located, reachable by public transportation)? Do they reflect the cultures of community members? · Streetscape. The streetscape is the environment created by streets and the sidewalks, buildings, trees, etc. that line them. Are there trees and/or plants? Are there sidewalks? Are building facades and storefronts attractive and welcoming? Are the streets and sidewalks relatively clean? Are there trash cans? Is there outdoor seating? · Street use. Are there people on the streets at most times of day? In the evening? How late? Do they interact with one another? Are streets and sidewalks well-lit at night? Population Health Assessment & Prevention Project · Signs. What languages are business signs in? Are traffic signs informative? Are there signs directing people to various parts of the community (downtown, museums, highways, etc.)? · Land use. How much open space is there? How are residential, commercial, and industrial areas distributed? Do major roads or railroad tracks divide neighborhoods, or are they on the edges of the community? · Infrastructure. What is the condition of roads, bridges, sidewalks, etc.? Are there differences in these conditions from one area of the community to another? Do all parts of the community seem to be equally served by electricity, water, phone, fiber optic, wastewater treatment, waste disposal, and other infrastructure services? · Environmental quality. How much usable green space is there, and is it scattered throughout the community? Is there smog or haze? Does the air smell of smoke, garbage, car exhaust, chemicals, industrial waste, etc.? Does the water in streams, ponds, lakes, etc. seem reasonably clear? |
| Component: Psychosocial Characteristics |
| Assess and Analyze Findings |
| Religion: What types of religious institutions/organizations do you see? How many? Any data about number of people who attend religious institutions? Do the institutions of one particular religion or sect dominate? Are there separate houses of worship for people of different ethnicities or races, even if they share the same faith?
Health & Social Services: What evidence of acute or chronic health conditions such as, drug addiction, alcoholism, or mental illness do you observe? What types of clinics, hospitals, doctor offices, etc. are there? Is the hospital accessible to community members? Do you see childcare facilities? Do you see homeless or abuse shelters? Food banks, welfare offices, etc.? Are they concentrated in a particular area? Are they easy to reach by public transportation? Economy: Is it a thriving community or a struggling community? What kind of businesses or industries are there? Are there shopping centers or neighborhood stores? Is there a mix of large and small businesses? Are there boarded-up or vacant storefronts? Are there grocery stores within walking distance to homes? Is there local opportunity for employment? Transportation: How do people get around? What type of private and public transportation is available? If public transportation exists how accessible is it and how frequently is it available and/or used? Who usually uses it and does it allow relatively easy access to all parts of the community? Is it easy to navigate and use? How much does it cost? Are there major highways nearby? How heavy is the traffic in the community? Is it mostly commercial and industrial (vans, trucks, etc.) or mostly private cars? Is there an issue with rush hour and/or gridlock? Is there much bicycle traffic and/or bike lines? Are there bike racks in many places? Do you see people walking? Can people with disabilities get around easily? Population Health Assessment & Prevention Project Safety: What types of protective services are available, fire, police, and ambulance? Where are they located? Are they visible in the community? Do you observe any evidence of criminal behavior? Is the community well-lit at night? Do you feel safe in the community? Crime statistics? Politics & Government: Are there signs of political activity, such as election signs or billboards? Is political activity/participation allowed and/or encouraged? Are there protests or demonstrations? Do people tend to get out and vote? Don’t just think in terms of national or state elections. Consider local government and civic involvement (mayor, city council, county representative, sheriff, school board, etc.). Communication/Media: Are there local media outlets – radio and TV stations, newspapers, Internet sites devoted to local issues? Are they independent, or are they sponsored or run by government or corporations? Where are their facilities? What types of billboards/advertisements do you see? Education: Are there schools in the area? How do they look? What is the nearest elementary/middle school? Are schools well maintained? Are there libraries? Are there children of school age visible in the neighborhood during the day? Are there two- and four-year colleges and/or universities in the community? Where are they located? Do they seem open to the community, or do they seem self-contained and isolated? Recreation: Where do people gather? Where do children play? Are parks used by a variety of people?? Are they well kept up? Are there sports facilities – basketball courts, soccer pitches, baseball fields, cricket pitches, pools, etc.? Are they used at night? Population Health Assessment & Prevention Project |
| Culture & Entertainment: Are there museums, libraries, theaters, restaurants, clubs, sports stadiums, historic sites, etc.? Are they accessible to all parts of the community (centrally located, reachable by public transportation)? Do they reflect the cultures of community members? What evidence is there of organizations in the community? Are there service clubs – Lions, Elks, Masons, etc.? Are there other organizations – centered around community issues, the environment, sports or leisure pursuits, socialization, etc.?
Values: What is the “feel” of the community? Your overall impression? Is the population homogeneous or integrated? Do you see indicators of more than one ethnicity, restaurants, churches, private schools, festivals? Can you tell what the people value? Is the environment in decay or disrepair? Population Health Assessment & Prevention Project Some additional thoughts to consider: · What are the community’s outstanding assets? · What seem to be the community’s biggest challenges? · What is the most striking thing about the community? · What is the most unexpected? · Are you struck by the aesthetic quality of the community, either positively or negatively – i.e., is it particularly beautiful or particularly ugly? Population Health Assessment & Prevention Project |
Part II: County Health Report Card
Go to https://www.countyhealthrankings.org/explore-health-rankings
Review the data on the Robert Wood Johnson (RWJ) website and enter the values for your county and state as demonstrated below. For each indicator/cause of death: Find one (1) inter-professional resource that delivers programs or provides information to address each key indicator. The resource should be from either an agency/facility in your county or from your own state Department of Public Health (SDPH), which you can find by searching here: https://www.usa.gov/state-health.
List Your STATE:
List Your COUNTY:
| Demographics
Key Indicators |
Enter County
& State Data |
List one resource (county or state) for this key indicator. Include name of
program/service and address (web or physical building) |
|
Example: % Rural |
9% / 35% |
Health data for Rural Health
https://www.alabamapublichealth.gov/ruralhealth/health-data.html |
| % < 18 years/age | ||
| % 65 & older | ||
| % Non-Hispanic African American | ||
| % Hispanic | ||
| % not proficient in English | ||
| % Females | ||
| % Rural | ||
| List the FIVE (5) LEADING CAUSES OF DEATH
under age 75 for your County. Look under Health Outcomes then Premature Death (click on (i) to find the 5 leading causes of death in your county) |
List one resource (county or state) for each cause of death. Include name of program and address (web or physical building) | |
| 1. | ||
| 2. | Population Health Assessment & Prevention Project | |
| 3. | ||
| 4. | ||
| 5. | ||
| QUALITY OF LIFE & HEALTH OUTCOMES
Key Indicators |
Enter County & State Data | List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available)
NOTE: no resource required for some indicators |
| Life expectancy | ||
| Low birthweight | ||
| Child Mortality | ||
| Diabetes Prevalence | ||
| HIV Prevalence | ||
| HEALTH BEHAVIORS
Key Indicators |
Enter County
& State Data |
List 1 resource (county or state) for each key indicator; include name of program & web
address / physical address (if available) |
| Adult Smoking | Get Applying Research Skills Essay Help | |
| Adult obesity | ||
| Physical Inactivity | Population Health Assessment & Prevention Project | |
| Excessive Drinking | ||
| Alcohol-impaired driving deaths | ||
| Sexually transmitted infections | ||
| Teen births | ||
| Limited access to healthy foods | ||
| Drug overdose deaths | ||
| Motor vehicle crash deaths | ||
| CLINICAL CARE
Key Indicators |
Enter County & State Data | List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available) |
| Primary Care Physicians | ||
| Dentists | ||
| Mental health providers | ||
| Preventable hospital stays | ||
| Mammography screening | Population Health Assessment & Prevention Project | |
| Flu Vaccinations | ||
| Uninsured Adults | ||
| Uninsured Children | ||
| SOCIAL & ECONOMIC FACTORS
Key Indicators |
Enter County & State Data | List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available) |
| High school completion | ||
| Unemployment | ||
| Children in poverty | ||
| Children in single-parent
households |
||
| Injury Deaths | ||
| Homicides | ||
| Suicides | ||
| Firearm fatalities | ||
| PHYSICAL ENVIRONMENT
Key Indicators |
Enter County & State Data | List 1 resource (county or state) for each key indicator; include name of program & web address / physical address (if available) |
| Severe housing problems | Population Health Assessment & Prevention Project | |
| Drinking water violations | ||
| Air pollution / particulate matter | ||
| Driving Alone to Work | ||
| Long Commute to Work | ||
| Traffic Volume | ||
| Home Ownership | ||
| Severe housing cost burden | ||
| Broadband access | ||
| Other (any additional environmental
concerns?) |
Part III: Community Member Interviews
| Component: Community Member Interviews |
| Directions: Interview 3 Community Members (choose a variety, for example: police or fireman; school teacher, community member [no official title]; mechanic; librarian; business owner or store clerk/manager; religious leader; etc.) to determine their perspective on: Population Health Assessment & Prevention Project
· Perceived health/illness beliefs, values, attitudes and practices that influence the health · Community Strengths · Community Needs · Who are vulnerable members of the community? |
| · Level of Safety
· General Concerns Population Health Assessment & Prevention Project This portion of the assessment will give you an idea of how people in the community perceive the community. |
| Summarize Findings (Complete on Template) |
Part IV: Prevention Strategies
POPULATION HEALTH PREVENTION STRATEGIES
Identify indicators that present the greatest risks to population health across the lifespan for your state and county.
Describe one evidenced based prevention strategy from government resources such as HP 2030, the CDC, or journal articles. Select sources published within the past 5 years; cite using APA guidelines. Hint–look here first: https://www.countyhealthrankings.org/take-action-to-improve-health
Provide enough information to show you understand the recommended strategy. Clearly identify the specific population group and the strategy. Give specific information about what nurses can do to be most effective. See the example provided for Working Age Adults. You will do this for all age groups in the template.
|
AGE GROUP |
KEY INDICATOR county / state data |
SPECIFIC POPULATION TARGETED (Is the population a vulnerable population in your community?) |
DESCRIBE THE PREVENTION STRATEGY (Identify if it is primary, secondary, or tertiary) |
AREAS TARGETED FOR STRATEGY |
DESCRIBE WHAT NURSES CAN DO |
REFERENCE IN APA FORMAT |
|
Working Age Adults
EXAMPLE ONLY |
Alcohol- impaired driving deaths
29% / 38% EXAMPLE ONLY |
Drivers in Rural Areas |
law enforcement officers stop drivers suspected of drinking alcohol and assess their level of impairment | Major roads out in the county, especially near bars and other places that serve alcohol | Get nursing groups & ED nurses to phone, email, or text their state representative to advocate for increased funding for State Troopers & more Breath testing checkpoints or sobriety stops (SS); | University of Wisconsin Population Health Institute. (2021). What Works?
Population Health Assessment & Prevention Project Strategies to Improve Rural Health. https://www.countyhealthra nkings.org/reports/what- works-strategies-improve- rural-health |
Part V: Collaborative Community Planning
| Component: Collaboration with Community Healthcare Team Member |
| Directions: Meet with a healthcare member in the community with some experience and expertise (i.e. – public health nurse, school nurse, Red Cross nurse, occupational health nurse, faith community nurse, OR a healthcare professional in another discipline – physician, advanced practice nurse, dietitian, physical therapist, pharmacist, etc. that would be an important part of the team in considering the population and the potential intervention plan you might like to propose. Population Health Assessment & Prevention Project
Present your data and assessment findings to the healthcare professional. In collaboration with your community healthcare member, choose one prevention strategy listed in Part V and develop a community diagnosis and an intervention plan that considers assessment findings with a focus on determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, or premature death. (Complete on Template). |
| 1. Develop a community diagnosis. Use the correct format: Health Risk/problem/potential of/for (specific injury, illness, or potential of, complications of, etc.) among (specific population) related to (supporting evidence of risk factors) as evidenced by (contributing factors). Population Health Assessment & Prevention Project
Examples: · Health risk of low birth rate among pregnant adolescents in downtown Memphis related to inadequate income as evidenced by insecure housing, high school dropout rates, and high unemployment rates. · Potential for accidents among children traveling to and from school related to a lack of sidewalks in the neighborhood and crosswalk guards as evidenced by children walking and crossing the streets unattended. |
| 2. What possible solution did you identify to address the targeted need?
3. Develop 1 expected outcome in the form of a measurable objective – delineate who, what, and when (outcome objective, process objective, management objectives). Population Health Assessment & Prevention Project 4. Delineate 2 evaluation strategies (to determine if the intervention was successful).
5. Identify potential resources/partners needed to address targeted need (list a minimum of 3). |