Sandra Shakur 11317Windshield Survey AssignmentWindshield Surve.docx

Sandra Shakur 1/13/17Windshield Survey
AssignmentWindshield Survey Tool
Demographics
· Describe the people that you see.
· What races, ethnicities, ages, elderly, children, etc.
· Hispanic, Blacks, and Africans
· Ages ranges from 2-adolescense @ around 1400 I saw a few
elders walking in the community. At 1545 you can see many
school buses dropping kids off at different destinations.
Physical Environment
· What are the natural boundaries of the community?
· What types of businesses do you see?
· What type of housing is present?
· Are the buildings in good repair?
· Is there access for the disabled?
· Are there any grocery stores in the community?
(Hint: talk to the people)
· I have not seen any natural boundaries in my community
· Some of the businesses I see are food truck, Mexican
restaurant, Salvation Army thrift store and two corner stores on
either end of the street.
· There are multifamily, apartment complexes, townhouses and
single family homes.
· Most of the homes I saw were newly constructed and are in
good conditions. Apartments were in various forms of
renovation. Most apartments I saw have signs offering move in
specials. One of the specials I saw was the first month rent
would be free provide you move in by February 1st.
· In some of the apartment complex that I could gain assess has
multiple wheel-chair ramps.
· Two grocery stores are located in the community they are,
Kroger and Fiesta.
Health and Social Services
· Are there any hospitals or clinics in the community? How

many?
· If not, how far away are they?
· What kinds of services are available?
· One major hospital and I have counted 10 clinics 6 urgent
cares and 2 emergency rooms.
· All the medical facilities are within 5 minutes of each other.
· The services that are offered in the hospital ranges from
family medicine, labs X-rays specialist(ENT, Cardiologist,
plastic surgery, OBGYN )
· Clinics all offer well visits, vaccinations, labs, and pregnancy
test.
Transportation
· What kinds of public transportation do you see?
· How are people generally moving around the community?
· What are the conditions of the roads?
· Public transportation I saw was the bus system which appears
at various bus stops every 15 minutes.
· In the morning I see mostly children and adolescence waiting
on transportation. While a few middle age and adolescence
walking and riding bikes.
· The conditions of the main roads are good but some of the side
roads have cracks and pothole that’s in need of repair.
Safety
· What type of law enforcement do you see in the community?
· Are there any police or fire stations?
· Do you see any hazards in the community?
· The type of law enforcement seen is 1 police station. No fire
stations seen.
· I have not seen any hazard in my community.
Communication
· How is information communicated?
· Describe newspapers, billboards, signage, banners, etc.
present.
· Information that is used to communicate that I have seen in
my community are a few billboards, and a lot of banners, like
some stating business open dates.

Education
· What kinds of schools do you see?
· If there are none in the community, how far away are they?
There are two high school 1 middle school and around 4
daycare/school/early childhood.
Recreation
· What types of recreational areas do you see?
· Are there any parks or playgrounds?
· Who is using them?
· Describe their condition.
· The types of recreation area I see are clean parks two to be
exact with a basketball court and a track, plus a playing field.
At different times you can find adults and adolescence playing
basketball or running around the tracks.
Strengths and Weaknesses
If it is safe to do so, get out of your car and ask a few people
the following basic questions:
· What are the strengths of the community?
· What are the weaknesses?
· Are there any interesting historical facts about the
community? Sum up their responses.
· I have spoken to an elderly lady that has been in the
community for some time, and she stated one of the strength of
the community was monthly meeting that was held at different
Indi duals home. At this meeting they would discuss how to
keep the neighborhood safety.
· The weakness of the community at this time is more younger
adults are moving in and there is no sense of pride about their
community.
No historical facts reported the only thing she stated was that
they could walk the streets any time of night without be bother
by anyone.
· What do you perceive as the strengths of this community?
· The thing I see about this community is the transportation is
good.
· What do you perceive as the weaknesses of this community?

· The weakness I see is adolescent hanging out at the corner
store being loud and using foul languages in their conversation,
showing little to no respect to shoppers going in the store.
· Consider the differences between assessing a community and a
single person and note them down here.
The difference I saw between assessing the community is that I
can survey a large area and see a different aspect of the
community. With a single person you can encourage them to
speak freely and give spontaneous answers.
References:
Anderson, E. T., & McFarlane, J. (2003). Community as
partner: Theory and practice in nursing. Philadelphia, PA:
Lippincott.
Lundy, K. (2016). Community health nursing: Caring for the
public's health (Third ed.). Sudbury, MA : Jones and Bartlett
1
9/1/16, 8:39 PM5 leadership qualities to look for in new grads -
The Business Journals
Page 1 of 3http://www.bizjournals.com/bizjournals/how-
to/growth-strategies/2016/08/5-leadership-qualities-to-look-for-
in-new-grads.html?s=print
Image provided by Getty Images (Christopher Futcher)
Leaders aren’t made in the classroom. Important
innate skills are developed and honed through a
series of life experiences unique to each individual.
5 leadership qualities to look for in new grads

Everyone knows a great leader when they see one.
Yet if you ask 10 people to describe the characteristics of a
strong leader, you’ll probably get 10 different answers.
Leadership is a unique blend of our innate abilities and
the life experiences that allows us to hone and develop
these skills.
See Also
True leadership is an evolutionary process where successes and
occasional failures have helped develop
leadership abilities in equal measure. No two leaders have the
exact same background.
How to identify leadership
In fact, leadership can be hard to identify in job seekers,
especially new college grads looking for their first
position after graduation. Without years of work experience,
examples of leadership are often not as
obvious on an entry-level resume.
Further, many interviewers fail to uncover leadership skills and
probe for experiences where these skills
have been applied. More often than not, the candidates
predicted as “sure things” often disappoint.
How, then, do you know that a political science major, who was
a performing cellist in college and whose
only work experience is as a restaurant server, is a gifted
leader?
Well, just ask. Certainly, it’s more than just asking, “are you a

leader?” The key is identifying the skills that
true leaders possess.
While not everyone will agree on all the required attributes,
based on interviewing thousands of new
college grads over the years and monitoring their progress after
hire, here are five attributes that I believe
most leaders have in abundance.
1. Leaders solve problems
They are often impatient and don’t like it when things don’t run
smoothly. They are always looking for
ways to improve systems, processes, and procedures. They are
very adept at analyzing problems, thinking
critically, and offering solutions.
Article Link: http://www.bizjournals.com/bizjournals/how-
to/growth-strategies/2016/08/5-
leadership-qualities-to-look-for-in-new-grads.html
Aug 26, 2016, 7:30am EDT
10 ways to recruit and retain millennial grads▪
6 ways to create more successful entry-level hiring▪
3 financial hurdles you face if you're raising children▪
http://www.bizjournals.com/bizjournals/how-to/human-
resources/2016/06/10-ways-to-recruit-and-retain-millennial-
grads.html
http://www.bizjournals.com/bizjournals/how-to/human-
resources/2015/03/ways-to-create-more-successful-entry-level-
hiring.html
http://www.bizjournals.com/bizjournals/how-to/growth-

strategies/2016/08/3-financial-hurdles-for-parents.html
2. Leaders have a strong sense of initiative and urgency
Time is money. Leaders innately know that inefficiency is
expensive and that organizations that do not
operate optimally are often not happy places. As a result, they
take initiative and work to foster change.
3. Leaders motivate people
Leaders have a sixth sense for what people are feeling — both
good and bad. They can be empathetic when
needed and inspire through their caring. At other times, they
can be ultra-competitive, rallying teammates
or co-workers to respond to an opportunity or challenge.
4. Leaders listen and communicate effectively
First, they seek to understand. They accumulate information and
gain insight. Then, when they act, they
can encourage, persuade, educate and inspire to help achieve
key goals.
5. Leaders have courage
They do the tough things and handle the difficult situations.
They take on the tough projects and make

things happen. They know that the tough things to accomplish
are often the most important. They are
willing to sacrifice.
Think about each of these areas when interviewing prospective
hires. Create effective open-ended
questions and ask the job seeker to cite real-life examples in
each area where they have made these
attributes come alive. What you learn will surprise you.
You might learn about the team captain who helped a struggling
teammate identify and deal with a
substance abuse problem. Or you might find a candidate who
got fed up about the long wait times at a
restaurant at which he was serving and who helped create a
solution that both decreased wait-times and
increased sales by more than 30 percent.
Or you might find a candidate who thought big and set a
fundraising record by attracting a national
performing act to appear at her small college.
Life experience is what counts
While classroom learning is important, when it comes to
leadership, it’s life experience that counts.
For the new grad with no professional work experience, look to
real life experiences on the football field,
winning the lead role in a play, starting a successful small
business in a dorm room, or dozens of other
examples. Be prepared to ask job seekers to describe these
experiences, with a focus on the end result.
And for undergrads lacking these kinds of experiences — get
involved, get active and get out of your

comfort zone. Most colleges offer a plethora of opportunities to
engage.
Get work experience in a real job. Practically any job will do. It
doesn’t have to be a fancy internship. From
construction to retail sales to restaurant serving and many
others, work experience is critical. Put this
experience on your resume and be able to show what you
learned and how you created value for each and
every one of your employers.
Whether you are looking for gifted leaders or want to become
one, it’s essential to define some of the most
important attributes a leader must have and create a process for
identifying or developing them. Leaders
aren’t made in the classroom. Important innate skills are
developed and honed through a series of life
experiences unique to each individual.
Robert LaBombard
Contributing Writer
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Demographic Assessment Project
NURS 4404: Community Health NursingCourse Objectives
1. Design the nursing process to promote health with community
partners across the life span in community settings with both
predictable and unpredictable circumstances.
2. Create partnerships with communities in the customized
therapeutic care process to protect, promote, and restore optimal
community health.
3. Analyze practice decisions within the community utilizing
critical thinking.
4. Evaluate strategies to improve community health through
scholarship.
5. 8. Develop and exhibit self-directed behaviors in the
community health setting.

6. 9. Demonstrate behaviors that are professional in nature in
accordance with the American Nurses Association and the Texas
Board of Nursing (Essential VIII) Learning Objectives:
Module 1
Explain how community-focused nursing supports health
assessments and interventions of communities and populations
Module 3
Examine the role of informatics in community health nursing
Module 4
Explain how chronic illnesses affect the health of a community.
Module 6
Describe how the community health nurse supports the
healthcare needs of families in the community
Module 7
Compare and contrast the role of the community health nurse
with the public health nurse.Experiential Learning Practice
Objectives:
1. Demonstrate cultural sensitivity when formulating
customized therapeutic nursing care with the community.
5. Demonstrate leadership, initiative and professionalism in the
community health setting and demonstrate accountability for
behavior.
6. Seek appropriate assistance and utilize guidance to facilitate
own learning.
7. Demonstrate behaviors that are professional in nature in
accordance with the American Nurses Association and the Texas
Board of Nursing (Essential VIII)Assignment Goal:
The students will be able to analyze critical data to identify
health threats and risks in their assigned community.Assignment
Objectives:
1. The student will locate demographic data and vital statistics

that relate to the assigned community.
2. The student will summarize the collected data
3. The student will identify 2 strengths and weaknesses of the
community based on the summary
4. The students will formulate a nursing diagnosis based upon
the analysis of the data.
Demographic Assessment Project Overview
This assignment utilizes data mining, a tool of nursing
informatics, to locate critical information about your
community. The US Census, performed by law stated in The US
Constitution, is collected every ten years. The results of the
census are found here. The information gleaned here is
immensely valuable in assessing and planning interventions for
a community. This is a routine practice for public health nurses
and community nurses.
It is important to understand that the date from the US Census is
self- reported. It may or may not be accurate. You may notice
that the percentages do not always add up to 100 percent (or
they add up to more than 100 percent). Sometimes people fill
the census forms out a little differently than instructed, which
gives interesting results! Report the numbers as they are stated
in the Census documents and relax.
The assignment is another piece of an actual community
assessment. The assignment will teach you how to discover
facts about the population you serve whatever practice specialty
you choose. When the public health nurse completes the
community assessment, the nurse engages with many partners at
the national, state, and local level. Now that much of the vital
statistics and demographic information is online, that
engagement can seem invisible. You also engage with
community leaders and members of the population in a variety
of roles and professions.
This assignment will take 10 hours to complete.
Overview Instructions

1. Complete all of the tables below using the zip code
information (enter that into the zip code column). Then, go back
to the above link and enter your county. Complete all of the
tables using the county information. Next, go back to the above
link and enter your state. Complete all of the tables using the
state information. Please note that on some tables, the only
information available is the actual count (rate) or percent.
Please fill in what is available and do not panic. You will not be
marked off for not filling in what is not available. Put NA in the
blank.
2. Write a short summary sentence for each table.
3. Write a summary statement (as many sentences as you need)
to explain the conclusions you have drawn about the
community. For example: The population of zip code 78230
averages 1 to 2 members in each household. There is a high rate
of teenage pregnancy. Diabetes is the leading cause of death.
4. Locate the information requested on this form. Submit your
results, your hours and your daily log.
How To Get Started:
1. Log onto the Internet. Go to American Factfinder. In the
Community Fact box, enter your zip code.
2. Select the Age Tab on the left. Click on Age and Sex. Then
complete the table below.
Population by Age (combine the smaller groups of ages in the
interest of time)
Age
Zip Code
Percent
County

Percent
State of Texas
Percent
Under 5
8.8
7.9
7.4
5-19
N/A
N/A
N/A
20-39
N/A
N/A
N/A
40-64
N/A
N/A
N/A
65-84
8.3
8.9

11.2
84 and older
1.0
1.0
1.3
Total Population
54,555
18.1
4,346,362
17.8
26,538,614
19.9
3. Write an Age Summary Statement:
In zip code, County, The State of Texas 65-84 all have around
the same percentage with a little over 1% in the older
population.
4. Next:
· Select the Race and Hispanic Origin tab on the left:
· Select Race and Hispanic Origin
5. Complete the table below
Population by Race (the names of each race are set by the US
Government)
6. Write a Race Summary Statement:
Race
Zip Code
Percent

County
Percent
State of Texas
Percent
White
19,857
56.6
2,318,254
56.6
17,701,552
7.4
Black or African-American
16,229
18.9
775,492
18.9
2,979,598
11.8
American Indian or Alaska Native
260
0.7
27,763
0.7
170,972
0.7
Asian
6,998
6.2
253,032
6.2
964,596
3.8
Native Hawaiian and other Pacific Islander
17
0.1
3,018

0.1
21,656
01
Some other race
4,649
14.3
583,566
14.3
2,628,186
10.9
Two or more races
1,890
3.2
74,924
3.2
305,206
2.7
Hispanic or Latino
49,900
40.8
4,092,459
40.8
25,145,561
37.6
Race and Hispanic or Latino
14,588
3.8
1,671,540
3.8
9,460,921
36.2
Whites are the majority in the zip code and county but
percentage are less in the state. Hispanic and Latino are the
majority in the state of Texas, while blacks are minority in
county, zip-code and state.

Occupancy
7. Select Housing, then Occupancy Characteristics
Occupancy Characteristics
Zip Code
Percent
County
Percent
State of Texas
Percent
1 Person Household
N/A
32.9
N/A
26.1
N/A
25.0
2 Person Household
N/A
27.8
N/A
28.9

N/A
31.4
3 Person Household
N/A
18.5
N/A
16.5
N/A
16.5
4 Person Household
N/A
20.8
N/A
28.5
N/A
27.1
Married-couple Family
N/A
36.8
N/A
46.9
N/A
50.2
Other family
N/A
24.4
N/A
21.4
N/A
19.4
Male householder only
N/A
5.3
N/A
5.8
N/A

5.1
Female householder only
N/A
19.1
N/A
15.6
N/A
14.3
Non-family
N/A
38.8
N/A
26.1
N/A
25.5
With Children under 18
N/A
34.5
N/A
38.6
N/A
37.4
With Children under 6
N/A
9.2
N/A
7.5
N/A
7.0
8. Write Occupancy Characteristics Summary Statement:
Married couples with children under 18 is very high, while non
family and one-person household are in the middle range. The
least in the group is male household.
Income

9. Select Income from the tab on the left
10. Select “Selected Economic Characteristics” (Employment,
Commute, Occupation, Income…). You will use this for the
next several tables
11. Complete the tables below
Income
For Households
Zip Code
Percent
County
Percent
State of Texas
Percent
Less than $10,000
1,420
6.6
101,436
6.8
658,087
7.2
$10,000 to $14,999
906
4.6
72,245
4.8
469,798
5.1
$15,000 to $24,999
2,258
10.5
160,466
10.7
979,868
10.7

$25,000 to $34,999
2,955
13.8
154,954
10.3
946,768
10.3
$35,000 to $49,999
3,220
15.0
200,417
13.4
1,246,304
13.6
$50,000 to $74,999
4,390
20.5
260,121
17.3
1,628,091
17.8
$75,000 to $99,999
2,244
10.5
169,165
11.3
1,075,935
11.8
$100,000 to $149,999
2,231
10.4
194,574
13.0
1,193,463
13.1
$150,000 to $199,999

876
4.1
83,066
5.5
463,766
5.1
$200,000 or more
952
4.4
103,084
6.9
484,116
5.3
Median Household Income
49,813
X
54,457
X
53,207
X
Median Earnings Males
46,219
X
46,448
X
46,332
X
Median Earnings Females
35,235
X
38,067
X
36,664
X
With Supplemental Social Security
666

3.1
63,511
4.2
446,461
X
With Public Assistance
468
2.2
23,156
1.5
154,152
1.7
With Food Stamps
2,970
13.8
197,818
13.2
1,229.337
13.4
12. Write Income Summary Statement:
The average income is higher in Harris county, 49,000-53,000
and male average income is more than female income. Food
stamp is more prevalent in Harris county.
Occupation (In same section of the website)
Occupation
Zip Code
Percent
County
Percent
State of Texas
Percent
Management, business, science, and arts occupations
11,032

38.5
721,575
34.7
4,246,418
35.1
Service occupations
4,915
17.1
362,173
17.4
2,137,635
17.7
Sales and office occupations
8,102
28.2
489,776
23.5
2,950,995
24.4
Natural resources, construction, and maintenance occupations
2,000
7.0
239,282
11.5
1,314,287
10.9
Production, transportation, and material moving occupations
2,641
9.2
269,083
12.9
1,444,927
11.9
Agriculture, forestry, fishing and hunting, and mining
0
4.1

2,897
3.3
405,569
3.4
Construction
1,072
5.4
161,797
9.4
947,689
7.8
Manufacturing
N/A
6.6
N/A
10.4
1,105,985
9.1
Wholesale trade
N/A
2.3
N/A
3.7
363,612
3.0
Retail trade
N/A
16.1
N/A
10.9
1,403,859
11.6
Transportation and warehousing, and utilities
1,548
5.6
129,459

6.2
660,396
5.5
Information
593
2.1
27,446
1.3
215,594
1.8
Finance and insurance, and real estate and rental and leasing
2,043
7.1
120,954
5.8
794,643
6.6
Professional, scientific, and management, and administrative
and waste management services
4,090
114.3
271,028
13.0
1,3337,372
11.1
Educational services, and health care and social assistance
5,977
20.8
392,293
18.8
2,617,242
21.6
Arts, entertainment, and recreation, and accommodation and
food services
2,406
8.4

179,073
8.6
1,076,415
8.9
Other services, except public administration
1,402
4.9
122,370
5.9
645,308
5.3
Public administration
679
2.4
53,757
2.6
520,578
4.3
13. Write Occupation Summary Statement
Professional, Scientific, management and, administrative and
waste management is the highest in Alief followed by
management and business. Information and wholesale which
rank the lowest.
Poverty (In same section of the website)
People Living Below the Poverty Level
Type of Person or Family
Zip Code
Only percent
Percent
County
Only percent
Percent
State of Texas
Only percent
Percent

Female head of household no husband present
35,235
24.7
38,068
32.9
36,664
32.8
Under 18
X
19.8
X
12.6
X
19.9
Under 5
X
15.0
X
28.8
X
18.6
18-64
X
10.6
X
15.1
X
15.1
65 and older
X
14.9
X
11.5
X
11.1

14. Write Poverty Summary Statement
Living below the poverty level is 65 and older at 11.5% county
and statewide 11.1%. Which female head of household are in
the 32% statewide. Poverty seems mostly to affect the 65 and
older population.
Health Insurance (In same section of the website)
Zip Code
Only percent
Percent
County
Only percent
Percent
State of Texas
Only percent
Percent
All persons
N/A
N/A
N/A
X
N/A
X
Civilian noninstitutionalized population
54,369
X
4,335,831
X
26,062,431
X
With Health Insurance
40,610
74.7
3,315.80
76.5
20,698,

79.4
Without Health Insurance
13,759
25.3
10,020,252
23.5
5,363,985
11.7
15. Write Health Insurance Summary Statement
Among the groups it appears majority are insured.
16. Return to link and select Education on the left tab
Educational Attainment
17. Add all age groups together
Some high school
Zip Code
Percent
Only count
County
Percent
Only count
State of Texas
Percent
Only count
High School Graduate or Equivalency
833,353
55.1
131,512
53.8
463,866

55.9
Some college or associate degree
1,207,307
46.9
176,525
46.9
1,297,307
44.5
Bachelor Degree
209,935
23.4
37,937
18.9
3,054,382
7.7
Graduate or Professional Degree
1,568,834
12.2
287,827
10.5
1,568,834
9.4
Poverty Rate for less than high school
X
22.5
X
27.6
X
28.9
Poverty Rate for high school graduate
X
11.6
X
16.4
X
14.9

Poverty Rate for some college or associate degree
X
10.7
X
10.8
X
9.9
Poverty Rate for Bachelor degree or higher
X
6.9
X
4.5
X
4.3
18. Write Educational Attainment Summary Statement
In Alief TX the high school graduate or equivalency are high,
indicating that high schoolers are obtain their diplomas or
degree. Texas overall shows there is a high percentage going
and graduating college. On the other hand, in the state of Texas,
the poverty level of non-graduate is extremely high.
19. Now we will look at a few vital statistics from the Texas
Health Data Site.
20. At the bottom of the page there are 2 columns of links. You
will select birth and then death data.
(If you live in a state other than Texas, see if you can find it on
your state’s health department site. If you can’t, email me and I
will help you find it!)
21. Select Birth Data
22. Select the 2005-2012 data

23. Select 2012 and find your county on the drop down menu
24. Select Submit query at the bottom of the page. Your birth
rate will appear.
25. Repeat the process for each of the Rates below
Birth Rate
67,354
Death Rate
(All causes)
23,409
To search for death by these causes, hold the control key down
and click on each of these causes. Select the most recent year
and then select submit query. Leave all other settings at the
default (the ones already set)
Death by Causes
County
Diabetes
720
Diseases of the Heart
5,147
Cardiovascular Disease
1,222
Influenza and Pneumonia
383
Accidents
1,342
Suicide
431
Homicide
356

26. Go to http://healthdata.dshs.texas.gov/HealthFactsProfiles
27. Locate the infant mortality rate
Infant Mortality Rate
Texas
Percent
County
Percent
2,253
5.8
Harris
6.8
· For the county: Go to the top right of the page and click on the
“By County” tab, and select your county from the dropdown list
on the right side of the page.
· For the State information: Go to the top right of the page and
click on “By State.”
Infant mortality rates are the single most important determining
factor of the health of a population.
28. At the center of the page, toward the bottom, there is a box
that lists the most prevalent communicable diseases. State the
one with the highest rate here:
Communicable disease with most cases
State
County
Chlamydia
125,114
23,278

29. Write Vital Statistics Summary Statement
Disease of the Heart is the leading cause of death in Harris
county, follow by accident and cardiovascular disease.
Influenza and pneumonia rank the lowest.
30. After completing all of the above tables, indicate at least 2
weaknesses and 2 strengths of your community:
Weaknesses- The weakness is STD’S, Heart disease.
Strengths-Education and income levels
31. Write Summary Statement
STD’S rank, heart disease, and cardiovascular disease are the
highest. As far as STD’S Chlamydia rank the highest of all the
communicable diseases.
Community Nursing Diagnosis
Based on the data you collected from your windshield survey
and demographic assessments, you are now ready to formulate a
community nursing diagnosis. Please see your text, page 49 for
more information.
· Risk for sexual transmitted disease, among the young to
middle age groups, in Houston Texas due to being
asymptomatic.
· Deficient Knowledge regarding condition in Alief due to
social economic.
The format for the diagnosis is the following:
1. State the problem or risk
2. State the population affected
3. State the causative or related factor
An example is:
Risk of learning disabilities among children living in Flint,
Michigan, due to severely elevated lead levels in the water
supply

Please do not hesitate to ask for assistance in formulating the
diagnosis. This is the analyses and synthesis of the entire
assessment process you have completed.
There is a great wealth of vital statistic information available
which will be helpful to your practice. You were instructed to
look at this very small slice in order to make you aware of the
resource and to see the impact of specific diseases and
condition on the lifespan of your population. You can find more
information at the DSHS Health Statistics site.
Select Health Status of Texas, Health Status Supplement, and
Texas Health Indicators.Demographic Assessment Grading
Guide
Category
Potential points
Points earned
Comments
Each table is complete, or as complete as possible (some
information is not available at all levels)
Population by Age
5
Population by Race
5
Occupancy Characteristics
5
Occupancy
5
Income

5
Occupation
5
Poverty
5
Health Insurance
5
Education Attainment
5
Vital Statistics
5
Summary Statement after each table
20
(2 points per table)
Identified 2 strengths and 2 weaknesses of the community
10
Community Nursing Diagnosis formulated
20

Total
100
17
Community Health Teaching Project
NURS 4404: Community Health Nursing
Course Objectives
1. Design the nursing process to promote health with community
partners across the life span in community settings with both
predictable and unpredictable circumstances.
2. Create partnerships with communities in the customized
therapeutic care process to protect, promote, and restore optimal
community health.
3. Demonstrate effective therapeutic communication skills when
engaged in professional relationships with community partners.
4. Analyze practice decisions within the community utilizing
critical thinking.
5. Evaluate strategies to improve community health through
scholarship.

Learning Objective:
Module 1:
1. Explain how community-focused nursing supports health
assessments and interventions of communities and populations.
2. Describe community nursing and epidemiology.
Learning Objective:
Module 3:
1. Design a health education plan (modified)
Assignment Goal
The learner will create a teaching project based upon the results
of the windshield survey and the community demographic
assignment.
Assignment Objective
1. The learner will create a teaching project
2. The learner will complete and submit the project by the
assigned due date.
Teaching Project
Based upon the community health diagnosis you developed in
the Community Demographic assignment, develop a teaching
project as an intervention for your community. You will not
present the project in this course, but you will have a teaching
project that will enhance your ability to educate populations or
individual patients about a health issue. To accomplish the
Teaching Project, you will create an outline and build a
PowerPoint presentation with visual aids. Submit your
presentation in Schreiner One under Assessment to Teaching
Project.
Include Another Handout
For example, if you are providing a presentation about diabetes,
download and submit one of the wonderful handouts from the

National Institute of Health.
Other sites for different possible teaching areas are:
· Diabetes
· Nutrition
· Heart
· Kidney
· Lead abatement
· Sexually Transmitted Disease (STD)
· A site for nearly any topic
Possible Extra Credit
To earn extra credit, you may create a poster or presentation
board. This can be either:
· An actual physical board where you’ll take a picture of the
display to submit with the rest of your work. Please compress
large picture files to meet Schreiner One limits.
· An electronic poster board where you may opt to use a
PosterPresentation.com template, (link is also in Schreiner One
under Resources).
Include Goals For Your Plan
Also fill in the form below and submit it with the rest of your
presentation. An exemplar is included to assist you. Keep a log
of the hours that you spend on the project. You have been given
25 hours to complete this task. Be creative in your approach.
You may include demonstrations and return demonstrations, a
subject matter expert (for example, a chef to demonstrate
healthy cooking techniques, or a WOCN nurse to demonstrate
stoma care). Include some type of participation or interaction to
enhance your learning.

Community Health Teaching Activity
(Submit your responses with PowerPoint presentation and
handout suitable for patients)
1. Title of teaching project:
2. Describe rationale for selecting the topic:
3. Type of teaching/delivery method and rationale:
4. Target Population:
5. Specific Goal(s):
6. References (at least 3)
ExemplarCommunity Health Teaching Activity
(Submit your responses with PowerPoint presentation and
handout suitable for patients)
1. Title of teaching project:
State the title of your project. Example- Diabetic Foot Care
2. Describe rationale for selecting the topic:
State the reason you selected this topic.
Example- According to health department data, 45 % of the
population has diabetes. Research has shown people with
diabetes are required to follow a specific regimen of foot care
(Quote source )

3. Type of teaching/delivery method and rationale:
A presentation was developed with handouts, a live
demonstration of a diabetic foot inspection, and a short lecture
with 15 power point slides. A booklet about diabetic foot care
was obtained from the National Institute of Health Diabetes
Project and distributed.
4. Target Population:
The senior adults who attend the The Senior Center, in My
County, Texas were selected to receive the presentation.
5. Specific Goal(s):
After attending the teaching project, the members of My Senior
Center will, by return demonstration, be able to demonstrate a
diabetic foot inspection.
The attendees will be able to state three benefits of conducting a
diabetic foot demonstration.
The attendees will be able to identify 3 warning signs of
potential foot problems.
6. References
A minimum of 3 in APA FormatCommunity Health Teaching
Project Grading Rubric
Criteria
Possible Points
Points Achieved
Comments
Topic matched Community Health Diagnosis
5
Title was appropriate for project

5
Type of teaching and delivery method was appropriate
10
Goals were measureable, achievable, and clearly defined
20
Power point presentation covers topic and has visual aids
40
Handout
10
Minimum of three references listed in APA format
10
Extra credit
Created poster or presentation board
5
1

Sandra Shakur 11317Windshield Survey AssignmentWindshield Surve.docx

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