The document outlines an assignment focused on conducting a community assessment through interviews and a PowerPoint presentation. Participants are required to select a community, perform assessments, conduct interviews with health providers, and compile findings into a structured presentation highlighting community characteristics, health issues, and promotion opportunities. Guidelines for data collection, presentation structure, and assessment rubrics are also provided to ensure successful completion.

1. Community Assessment and Analysis Presentation
This assignment consists of both an interview and a PowerPoint
(PPT) presentation.
Assessment/Interview
Select a community of interest in your region. Perform a
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 interview questions to gather information about the
role of the provider in the community and the health issues
faced by the chosen community.
Complete the "Provider Interview Acknowledgement Form"
prior to conducting the interview. Submit this document
separately in its respective drop box.
Compile key findings from the interview, including the
interview questions used, and submit these with the
presentation.
PowerPoint Presentation
Create a PowerPoint presentation of 15-20 slides (slide count

2. does not include title and 4 references 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; and 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.
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 format ting guidelines,
which can be found in the APA Style Guide, located in the
Student Success Center.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
Guides for good work
Functional Health Patterns Community Assessment Guide

3. Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community
assessment data in preparation for completion of the topic
assignment. Address every bulleted statement in each section
with data or rationale for deferral. You may also add additional
bullet points if applicable to your community.
Value/Belief Pattern
· Predominant ethnic and cultural groups along with beliefs
related to health.
· Predominant spiritual beliefs in the community that may
influence health.
· Availability of spiritual resources within or near the
community (churches/chapels, synagogues, chaplains, Bible
studies, sacraments, self-help groups, support groups, etc.).
· Do the community members value health promotion measures?
What is the evidence that they do or do not (e.g., involvement in
education, fundraising events, etc.)?
· What does the community value? How is this evident?
· On what do the community members spend their money? Are
funds adequate?
Health Perception/Management
· Predominant health problems: Compare at least one health
problem to a credible statistic (CDC, county, or state).
· Immunization rates (age appropriate).
· Appropriate death rates and causes, if applicable.
· Prevention programs (dental, fire, fitness, safety, etc.): Does
the community think these are sufficient?

4. · Available health professionals, health resources within the
community, and usage.
· Common referrals to outside agencies.
Nutrition/Metabolic
· Indicators of nutrient deficiencies.
· Obesity rates or percentages: Compare to CDC statistics.
· Affordability of food/available discounts or food programs
and usage (e.g., WIC, food boxes, soup kitchens, meals-on-
wheels, food stamps, senior discounts, employee discounts,
etc.).
· Availability of water (e.g., number and quality of drinking
fountains).
· Fast food and junk food accessibility (vending machines).
· Evidence of healthy food consumption or unhealthy food
consumption (trash, long lines, observations, etc.).
· Provisions for special diets, if applicable.
· For schools (in addition to above):
· Nutritional content of food in cafeteria and vending machines:
Compare to ARS 15-242/The Arizona Nutrition Standards (or
other state standards based on residence)
· Amount of free or reduced lunch
Elimination (Environmental Health Concerns)
· Common air contaminants’ impact on the community.
· Noise.
· Waste disposal.
· Pest control: Is the community notified of pesticides usage?

5. · Hygiene practices (laundry services, hand washing, etc.).
· Bathrooms: Number of bathrooms; inspect for cleanliness,
supplies, if possible.
· Universal precaution practices of health providers, teachers,
members (if applicable).
· Temperature controls (e.g., within buildings, outside shade
structures).
· Safety (committee, security guards, crossing guards, badges,
locked campuses).
Activity/Exercise
· Community fitness programs (gym discounts, P.E., recess,
sports, access to YMCA, etc.).
· Recreational facilities and usage (gym, playgrounds, bike
paths, hiking trails, courts, pools, etc.).
· Safety programs (rules and regulations, safety training,
incentives, athletic trainers, etc.).
· Injury statistics or most common injuries.
· Evidence of sedentary leisure activities (amount of time
watching TV, videos, and computer).
· Means of transportation.
Sleep/Rest
· Sleep routines/hours of your community: Compare with sleep
hour standards (from National Institutes of Health [NIH]).
· Indicators of general “restedness” and energy levels.
· Factors affecting sleep:
· Shift work prevalence of community members
· Environment (noise, lights, crowding, etc.)
· Consumption of caffeine, nicotine, alcohol, and drugs
· Homework/Extracurricular activities

6. · Health issues
Cognitive/Perceptual
· Primary language: Is this a communication barrier?
· Educational levels: For geopolitical communities, use
http://www.census.gov and compare the city in which
your community belongs with the national statistics.
· Opportunities/Programs:
· Educational offerings (in-services, continuing education,
GED, etc.)
· Educational mandates (yearly in-services, continuing
education, English learners, etc.)
· Special education programs (e.g., learning disabled,
emotionally disabled, physically disabled, and gifted)
· Library or computer/Internet resources and usage.
· Funding resources (tuition reimbursement, scholarships, etc.).
Self-Perception/Self-Concept
· Age levels.
· Programs and activities related to community building
(strengthening the community).
· Community history.
· Pride indicators: Self-esteem or caring behaviors.

7. · Published description (pamphlets, Web sites, etc.).
Role/Relationship
· Interaction of community members (e.g., friendliness,
openness, bullying, prejudices, etc.).
· Vulnerable populations:
· Why are they vulnerable?
· How does this impact health?
· Power groups (church council, student council, administration,
PTA, and gangs):
· How do they hold power?
· Positive or negative influence on community?
· Harassment policies/discrimination policies.
· Relationship with broader community:
· Police
· Fire/EMS (response time)
· Other (food drives, blood drives, missions, etc.)
Sexuality/Reproductive
· Relationships and behavior among community members.
· Educational offerings/programs (e.g., growth and
development, STD/AIDS education, contraception, abstinence,
etc.).
· Access to birth control.
· Birth rates, abortions, and miscarriages (if applicable).
· Access to maternal child health programs and services (crisis
pregnancy center, support groups, prenatal care, maternity
leave, etc.).

8. Coping/Stress
· Delinquency/violence issues.
· Crime issues/indicators.
· Poverty issues/indicators.
· CPS or APS abuse referrals: Compare with previous years.
· Drug abuse rates, alcohol use, and abuse: Compare with
previous years.
· Stressors.
· Stress management resources (e.g., hotlines, support groups,
etc.).
· Prevalent mental health issues/concerns:
· How does the community deal with mental health issues
· Mental health professionals within community and usage
· Disaster planning:
· Past disasters
· Drills (what, how often)
· Planning committee (members, roles)
· Policies
· Crisis intervention plan
RUBRICS
Rubric Criteria
Expand All Rubric Criteria Expand All
Description of Policy Health Issue

9. 24 points
Problem Statement
24 points
Suggestions for Addressing the Policy Health Issue (B)
24 points
Impact on Health Care Delivery System
24 points
Thesis Development and Purpose
6 points
Argument Logic and Construction
6 points
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
6 points
Paper Format (use of appropriate style for the major and
assignment)
2.4 points
Documentation of Sources
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