Running head IMPLEMENTATION & EVALUATION OF HEALTH 1IMPLEMENTA

Running head: IMPLEMENTATION & EVALUATION OF
HEALTH 1
IMPLEMENTATION & EVALUATION OF HEALTH
PROMOTION PAPER 5
Implementation & Evaluation of Health Promotion Plan
[Your Name]
NSG4075 Holistic Professional Nursing
Instructor’s name and credentials here
South University
Implementation & Evaluation of Health Promotion Plan
The purpose of this paper is to [Put the text of your paper here
telling what you are going to write about in this paper and the
last page of your paper is reserved for the references. Please see
the South APA Guidelines and South APA Basics documents to
ensure that your references are properly constructed].

Health Promotion Plan Background
Summarize the background of your health promotion plan
here…. [Put the text of your paper here – Clearly describe why
you chose this particular project, giving important background
information and statistics related to the problem you have
chosen to address and include REFERNECES AS
APPROPRIATE. The last page of your paper is reserved for the
references. Please see the South APA Guidelines and South
APA Basics documents to ensure that your references are
properly constructed].
Evaluation of the Initial Plan
[Put the text of your paper here; Clearly describe how you
planned to implement your plan – the steps you went through
during your planning phase and the last page of your paper is
reserved for the references. Please see the South APA
Guidelines and South APA Basics documents to ensure that
your references are properly constructed].
Action Plan Implemented
[Put the text of your paper here – Clearly describe what you did
as your health promotion plan and the last page of your paper is
Evaluation of the Health Promotion Plan
Project’s Cost-Effectiveness
[Put the text of your paper here discussing the project’s cost-
effectiveness (i.e., how much your project cost and was the
money spent worthwhile – could you have accomplished the
same effect for less money?) The last page of your paper is
Project’s Practical Use and Sustainability
[Put the text of your paper here discussing why your plan is
practical (or not) and how it could be sustained. The last page
of your paper is reserved for the references. Please see the

South APA Guidelines and South APA Basics documents to
Project’s Financial Implications
[Put the text of your paper here comparing the cost of
continuing the project compared to the cost to the public of not
having such a program available REFERNECE AS
APPROPRIATE. The last page of your paper is reserved for
the references. Please see the South APA Guidelines and South
Over-All Summary and Expectations
[Put the text of your paper here and present an overall summary
of your project and your expectations regarding the future of
your representative of the aggregate related to his/her overall
health and response to this project (i.e., will the individual
continue to successfully follow the plan you have initiated, and
what will be the results, etc.). The last page of your paper is
Conclusion
[Put the text of your paper here Summarizing your entire project
in two or three paragraphs – the good parts, the bad parts, etc.,
and it’s potential impact if it is continued. The last page of
your paper is reserved for the references. Please see the South
APA Guidelines and South APA Basics documents to ensure
that your references are properly constructed].
References
Harwood, L., Ridley, J., Wilson, B., & Laschinger, H. (2010).
Workplace empowerment and
burnout in Canadian nephrology nurses. CANNT Journal, 20(2),
12-17. Retrieved from CINAHL with Full Text database.
McCaffrey, R., Hayes, R., Stuart, W., Cassell, A., Farrell, C.,
Miller-Reyes, C., et al. (2010). A

program to improve communication and collaboration between
nurses and medical residents. Journal of Continuing Education
in Nursing, 41(4), 172-178. doi:10.3928/00220124-20100326-
04.
Uyehara, J., Magnussen, L., Itano, J., & Zhang, S. (2007).
Facilitating program and NCLEX-RN
success in a generic BSN program. Nursing Forum, 42(1), 31-
38. Retrieved from CINAHL with Full Text database.
https://ecampus.phoenix.edu/secure/aapd/cwe/citation_generator
/gen.asp
Explain how specific communication strategies benefit both
team members and patients.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain how specific communication strategies benefit
both team members and patients.
Faculty Comments:“I found that benefits of the communication
strategies were not addressed in this presentation. Please be
more specific in discussing this criterion, relating how the
strategies that you discussed benefit the patient, the
interdisciplinary team, the organization and the community. ”
Create a 6 -slide PowerPoint presentation that describes
communication barriers within an interdisciplinary team and
how those barriers affect patient safety and health care
outcomes. Offer a solution in which you recommend evidence-
based strategies to improve communication within the team and
explain how the strategies benefit the team and patients.

The ability to effectively communicate as part of
interdisciplinary collaboration is essential for patient safety and
successful health care delivery.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Explain the principles and practices of highly
effective interdisciplinary collaboration.
. Describe communication barriers that can occur within an
interdisciplinary team.
. Recommend evidence-based strategies to improve
communication within an interdisciplinary team.
. Explain how specific communication strategies benefit both
team members and patients.
· Competency 3: Explain the internal and external factors that
can affect the health of individuals, families, communities, and
populations.
. Explain how communication barriers between members of an
interdisciplinary team can affect patient safety and health care
outcomes.
· Competency 4: Communicate in a manner that is scholarly,
professional, and consistent with the expectations of a nursing
professional.
. Write content clearly and logically with correct use of
grammar, punctuation, APA formatting, and mechanics.
· Effective communication is important in all organizations and
is especially important in the area of health care.
Communication can come in many forms, but the crucial factor
is whether the communication is effective.
· Collaboration among teams is important for the delivery of
appropriate medical care and for providing the specialized skills
necessary to meet the needs of patients and the public.
Assessing the needs of a community may involve

communication across several public service providers and
private entities.
· Maintaining open communication and collaboration among
teams is essential to assess the needs of a community or those
of patients and their families within a health care system. The
same communication skills must be evident within the
interdisciplinary health care team, or across the public and
private sectors in a community, in order to promote
collaboration and understanding and to provide the utmost
quality service
Internet Resources
Access the following resources by clicking the links provided.
Please note that URLs change frequently. Permissions for the
following links have either been granted or deemed appropriate
for educational use at the time of course publication.
· Proper Patient Care – Team Communication | Transcript.
· Interprofessional Team | Transcript.
· Transforming Conflict to Collaboration in
Healthcare | Transcript.
· Interdisciplinary Team Care: Case 1 | Transcript.
ssessment Instructions
Imagine you are part of an interdisciplinary health care team in
your organization. Although the team has been working together
for several months, communication between members is not
always efficient or effective, and the situation has become
stressful for everyone. The team leader asks you to develop a
presentation for the team that addresses the issue.
Preparation
Search the Internet for scholarly and professional peer -reviewed
articles on communication. You will need at least three articles
to use as support for your work on this assessment.
Directions
Create a 6-slide PowerPoint presentation to examine the

communication issue and the risk it creates for positive health
care outcomes.
· Describe the types of communication barriers that occur
within an interdisciplinary team.
· Explain how the communication barriers can impact patient
safety and health care outcomes.
· Recommend specific evidence-based strategies to improve
communication within the team.
· Explain how the strategies will benefit team members and
patients.
Use the notes section of each slide to expand your points and
cite your supporting evidence. Also, include a title slide and a
reference slide that lists the resources you used in this
assessment.
Additional Requirements
· Use APA format for citations and references.
· Be creative. Consider your intended audience.
Community Health Promotion Plan to prevent Heart Disease
Name
Problem & Significance
Community & Participant
Assessment of the Community & of the Participant
The Health Promotion Plan
Implementation of the Plan
Results
Evaluation
Implications for Nursing Practice

WHY?
Significance
The leading cause of death for Hillsborough County residents is
heart disease. While the heart disease death rate has shown
some improvement, it has remained the leading cause of death
for years, mimicking national data. The two major forms of
cardiovascular disease that make the greatest contribution to
mortality are stroke and coronary heart disease. In 2017, 2,756
average annual deaths from cardiovascular disease occurred in
Hillsborough County, with 1,517 people who died of coronary
heart disease, and 421 who died from stroke.
The Problem
High incidence of Cardiac Diseases
Concept Map
Contribute to
Education
Lack of access to healthcare

Contribute to
Obesity
Frequent emergency hospitalizations
Forced absenteeism
Cultural lifestyle
CAD, stroke, CKD,
Result in DEATH
Elevated BP
Diabetes Mellitus
High Cholesterol
Physical inactivity
Stress

Financial problems
Windshield Survey of the community
Characteristics of the Community
that are relevant to the problem
Health disparities are differences in the prevalence, incidence,
mortality, burden of disease, and other adverse health
conditions that exist among specific population groups. These
differences exist due to underlying causes which include:
Health Disparities
• Socio-economic factors, such as income, education, poverty
• Occupational conditions, such as underemployment
• Individual health behaviors, such as high-risk behavior

• Living conditions, such as inadequate transportation and
housing
• Discriminatory treatment based on gender, sexual orientation,
race, disability, etc.
• Differential use of health services based on patient
preferences, health insurance status,
provider bias, or the limited availability of provider s
In 2017, an estimated 15.2% of the population in the county
reported income in the past 12 months below the poverty level
(Office of Economic and Demographic Research).
The prevalence of several acute and/or chronic health
conditions in the county can also give a picture of the health
status of the population. The findings from the 2017 BRFSS
survey indicate that 71% of resident adults had no regular
vigorous activity, 74% consumed less than 5 servings of fruits
and vegetables each day, 39% were overweight, and 25% were
obese.
Despite the number of health care resources in the county, 28%
of adults surveyed in 2017 had no personal health care provider,
which is higher than the state (23%). Hispanic women (22%)
were the most likely to report the inability to access medical
care when compared to White and Black women (15% and
19%).
The Participant
Demographics of the Primer Case
Hillsborough County is located midway along the west coast of
Florida in the Tampa - St. Petersburg metropolitan area. One of
67 counties in Florida, with its 1,050.9 square miles in land area
and a population density of 1,047.9 per square mile,
Hillsborough County is the fourth largest county in the state.
The population in Hillsborough County is projected to reach
1,537,290 by the year 2025.

Genogram
Characteristics of the Participant
that are relevant to the problem
Subjective Assessment
Headache
Blurred vision
Tired
Objective Assessment
Vitals taken as follows:
-Temperature: 37.2°C
-Pulse rate: 83beats/minutes
-Respiration rate: 18breaths/minutes
-Blood pressure: 180/100mmHg
Gordon’s Health Patterns AssessmentPatternAssessment of
ParticipantHealth Perception-Health MgmtHe perceives his
health to be reasonably fair, not 100%, but fairly good for his
age. Although he takes medication for the management of
Hypertension (High Blood Pressure), diagnosed in 2009, he
feels that it is well controlled and does not impact on his ability
to perform his ADL’s. Nutritional-MetabolicDuring a 24 hour
period he usually consumes three main meals and rarely has

snacks. He has no food allergies but does modify his diet
regularly based on his body image and weight fluctuations.
EliminationHis voiding pattern is approximately once per day
dependent on his daily schedule and his fluid intake.Activity-
ExerciseHe does not exercise.Sleep-RestHe enjoys sleeping and
will generally achieve 8-9 hours per night. Cognitive-
PerceptualHe likes to read which he feels supports his cognitive
functions. The most significant change has been his vision as he
has aged.Self-Perception –Self-ConceptHe clearly states he
doesn't feel old at 65 years however he believes his weight
issues affect his ability to feel confident. He does not perceive
himself as being old but tired.Roles-RelationshipsHe is a father
and grandfather. He views his primary roles at this stage of his
life as being a grandfather. He does not belong to any social
groups. Sexuality-ReproductiveHis sexual desires fluctuate
over the years with highs and lows.Coping-Stress ToleranceHis
wife and daughters were his primary means of support during
this time although he did consider accessing professional
counseling. He drinks alcohol to relieve stress .Values-
BeliefsHis family and faith have always been the most
important part of his life.
The PlanConcrete stepsWho will be involvedCriteria for
successAssess risk or presence of conditions associated with
obesity PATIENT AND DAUGHTERSObesity is an
added risk with high blood pressure because of the
disproportion between fixed aortic capacity and increased
cardiac output associated with increased body mass.Assess
patient and daughters understanding of direct relationship
between hypertension and obesity.Reduction in weight may
obviate the need for drug therapy or decrease the amount of
medication needed for control of BP. Faulty eating habits
contribute to atherosclerosis and obesity, which predispose to

hypertension and subsequent complications (stroke, kidney
disease, heart failure).Discuss necessity for decreased caloric
intake and limited intake of fats, salt, and sugar as
indicatedExcessive salt intake expands the intravascular fluid
volume and may damage kidneys, which can further
aggravate hypertension.Establish a realistic weight reduction
plan with the patient such as 1lb weight loss per wk. Reducing
caloric intake by 500 calories daily theoretically yields a weight
loss of 1 lb per wk. Slow reduction in weight is therefore
indicative of fat loss with muscle sparing and generally reflects
a change in eating habits.
The Implementation
Encourage patient to maintain a diary of food intake, including
when and where eating takes place and the circumstances and
feelings around which the food was eaten.
Refer to dietitian as indicated.
Instruct and assist in appropriate food selections, such as a diet
rich in fruits, vegetables, and low-fat dairy foods referred to as
the DASH Dietary Approaches to Stop Hypertension) diet and
avoiding foods high in saturated fat (butter, cheese, eggs, ice
cream, meat) and cholesterol (fatty meat, egg yolks, whole dairy
products, shrimp, organ meats).
Evaluating the Results
After 3 hours the patient and daughters will be able to verbalize

understanding of the instructions given.
After 1 week of interventions, the client’s blood pressure will
be within normal limits.
After 1 month of interventions, the client will loose 3lbs to start
maintaining a healthy weight.
Evaluating the Results
Cost/Benefit & Sustainability Analysis
The Centers for Medicare and Medicaid Services (CMS)
estimates Medicare beneficiaries with two or more chronic
conditions accounted for 93 percent of Medicare spending in
2017, or about $276 billion.
Among hypertensive and people with elevated cholesterol, the
uninsured more often had uncontrolled conditions.
Financial Implications
Direct health care spending to treat hypertension totaled $42.9
billion in 2017, with almost half ($20.4 billion) in the form of
prescription drugs.
The mean expenditure per person for the treatment of
hypertension was higher for Hispanics and non-Hispanic blacks
($981 and $887, respectively), than for non-Hispanic whites
($679) and non-Hispanic others ($661).

Implications for Nursing Caring
Community Nursing
Goal: Reduce prevalence of obesity in Hillsborough County
Objective: Create and implement a social marketing campaign
that increases self awareness of negative consequences of being
overweight/obese among a selected population of Hillsborough
County residents by December 2018.
Global Nursing
Global health work is complicated by a variety of factors. First,
the local environment of each target community varies widely,
each presenting unique challenges to the delivery of health
care. This means that education efforts must be locally
conceived, tailored, and implemented. Secondly, barriers to
accessing care are widespread and require innovative strategies
to overcome them. Third, the healthcare field is complex in
nature, requiring trained professionals and follow -up care to
ensure adherence to drug regimens. In order for global health
programs to be effective, these complexities must be
recognized, understood and addressed.
References
Edward O’Neil Jr., A Practical Guide to Global Health Service
(American Medical Association, 2006), 24.
Florida Vital Statistics:
http://www.flpublichealth.com/VSBOOK/VSBOOK.aspx
Hillsborough.floridahealth.gov | Website Review for
hillsborough.floridahealth.gov. (n.d.). Retrieved from
https://www.woorank.com/en/www/hillsborough.floridahealth.g

ov
Capstone Community Aggregate Paper
Name
NSG 4075 Holistic Professional Nursing
Professor
university
Capstone Community Aggregate
The purpose of this paper is to discuss the creation and
implementation of a health promotion project by synthesizing

all information collected throughout the RN to BSN completion
program. Complex issues are involved with implementing
effective health programs. These issues arise from the unique
barriers that exist in culturally-stricken communities as well as
from the inherent complexity of the health care field.
Introduction & Problem Statement
In order to catalyze behavioral changes at a societal scale,
health education programs must address the cultural and social
dimensions of health care. This means that healthcare
necessities will not be used unless accompanied by effective
and culturally appropriate education. When working in a
different cultural and social context, it is necessary to engage
with a community “from within” in order to build an
environment of trust. Culturally appropriate education efforts
are tailored and framed from the perspective of the target
community. Thus, to develop a culturally relevant education
program, one must engage strategically with local culture to
look at the way in which culture influences lifestyle and
behavior.
Trends and Statistics
Hillsborough County has a diverse population in terms of race
and ethnicity, age, and
income. Chronic diseases continue to be a concern in terms of
their incidence, prevalence, and
the impact they have on the quality of life of individuals,
families, and communities. Various
health conditions continue to disproportionately impact
minority populations. According to
current data from the Florida Community Health Assessment
Resource Tool Set (CHARTS), of

residents who reported being of one race, about 78% were
White and about 17% were Black or
African American. Collectively, Asian, Native American Indian,
Native Alaskan, Native
Hawaiian, and Pacific Islander accounted for 3.7% of the
population. About 23.4% of the
population also reported being of Hispanic or Latino origin.
Approximately 14.5% of people
residing in Hillsborough County in 2015-2016 were foreign
born; 85.5% were native, including
39.0% who were born in Florida. Among those, 24.2% spoke a
language other than English in
the home.
Related Sources
Implementing a healthcare education initiative without an
adequate understanding of the local culture can be counter -
productive, giving rise to more problems than solutions. For
example, when working in a new cultural environment, health
workers cannot assume that other cultures readily share, or are
ready to submit to, their philosophies and belief systems.
Diversity: is a word that means something different to each
and every person. The changing demographics and economics of
our growing multicultural world and the long-standing
disparities in the health status of people from culturally diverse
backgrounds have challenged health care providers and
organizations to consider cultural diversity as a priority. Peer
reviewed and research articles have demonstrated that there is a
direct relationship between culture and health practices. In fact,
of the many factors that are known to determine health beliefs

and behaviors, culture is the most influential (Hardwood, 1981).
The Client: Objective & Subjective Assessment
Mr. J.P is a 75 years old, male client, diagnosed with
Dementia, Diabetes Mellitus and
Obesity. J.P resides in a small ALF in Town and Country area.
Client’s general health: Patient
diagnosed with HTN.DMII and Dementia. Cigarette smoker for
15 years and does not like to
exercise or been in a diet, complaining of feeling tired, fatigued
and mild headache. Blood
pressure: 160/90.
Case Study
The following Functional Health Pattern assessment is
based on a 75 year old Spanish man who lives in an ALF at
Town and Country Community. Some of the issues found during
this assessment were the lack of knowledge, cultural barriers
and the resistant to change his behaviors. For subjective and
objective data please see above. The purpose of this case study
is to present a model that will be helpful in providing culturally
competent care.
Aggregates’ Demographics
The physical boundaries include Memorial Hwy and clear
boundaries that indicates where the community ends and begins.
The economic boundaries in this community are very distinct.
The rural areas contain a mix of both high-low income housing.
The age of the housing range from 1965-1990. The urban area
has several new retail centers that keep themselves busy and
well maintained. Very few people have been seen walking
around or on the street. The majority of the community is
Hispanics and a small American influence is noted too. Most of
the religious establishments are Catholics but the community
shows homogeneity in religious preferences. The primary
method of transportation is the car, with a very few sidewalks

so walking is not a viable mean. Few political campaign posters
were posted on houses or in store windows. Party affiliations
were not readily apparent.
Gordon’s 11 Functional Health Pattern
J.P is aware of the need to maintain his health and undertakes
preventative measures in order to have a fair health record. The
diagnosed hypertension he experiences is appropriately
monitored, but he is not compliant with his medication, diet and
activity as reflected by his assessment.
Health Perception and Health Management
J.P perceives his health to be reasonably fair, not 100%, but
fairly well for his age. Although J.P takes medication for the
management of Hypertension (High Blood Pressure), he
complaints of blurred vision and headaches frequently. When
not controlled, Hypertension puts strain on the heart, damages
blood vessels in the kidneys and damages the retina, resulting in
a loss of vision (Herlihy 2007, p.331).
Nutrition and Metabolism
During a 24 hour period J.P usually consumes three main
meals and rarely has snacks during the day. He believes his
culture influences his eating pattern. He has no food allergies
but does not modify his diet regularly based on his body image
and weight fluctuations. Research suggests people who
potentially suffer from a binge-eating disorder have a history of
weight fluctuations and obesity (Edlin et al. 1997).
Activity and Exercise
He does not like to exercise. The risks of developing
cardiovascular disease are greatly decreased by regular
exercises such as walking and aerobic activity in addition to
increasing the benefits of physiological and psychological

wellbeing (Crisp and Taylor 2005, p.920).
Cognition and Perception
The average brain shrinks approximately 5-10% in weight
between the ages of 20 and 90 resulting in a decrease in
working memory, however, the brain can adapt and grow new
cells, but this is dependent on physical activity, stimulation and
learning (Santrock 2006). J.P is AOX2, disoriented to time and
becoming more forgetful.
Self-Perception and Self-Concept
Of the most interest and focus, and highlighted throughout
this assessment, was J.P's image of himself. Although he states
he is reasonably satisfied with his current status in life and what
he has achieved for himself and his family, his perception of
how he looks demonstrates issues around physical
dissatisfaction, possible low self esteem and a lack of
confidence in social situations. Erikson (1965) theories
maintaining a positive self image and feelings of self worth is
essential in order to achieve a successful transition to old age
despite changing abilities and limitations.
Values and Belief
An individual's sense of spirituality can be influenced by
culture, life experiences and religious beliefs (Brush 2000). J.P
is a practicing Catholic and spiritual person. His family and
faith have always been the most important part of his life.
Windshield Survey
The leading cause of death for Hillsborough County
residents is heart disease. While
the heart disease death rate has shown some improvement, it has
remained the leading
cause of death for years, mimicking national data. The two
major forms of cardiovascular

disease that make the greatest contribution to mortality are
stroke and coronary heart
disease. In 2017, 2,756 average annual deaths from
cardiovascular disease occurred in
Hillsborough County, with 1,517 people who died of coronary
heart disease, and 421 who
died from stroke.
Concept Map
Genogram: One Individual in Aggregate
Plan of the Project
Taking this into account, nurses must initiate case finding
activities and then provide appropriate patient education. For
instance, once and older adult is identified as being at risk for
heart disease, the nurse can teach the patient or caregiver to
reduce the chance by exercising regularly, reviewing
medications with their doctors and following a proper diet. The
primary care practitioners in Town and Country include
physicians, physicians’ assistants, and nurse practitioners.
Community Stakeholder’s Identified
PHYSICAL HEALTH: Free or sliding-scale medical facilities
and other similar programs provide a clear benefit for low-
income people and can improve community health.
SAFETY AND SECURITY: Neighborhood watch or patrol

programs, better policing in high-crime neighborhoods, work
safety initiatives – all of these and many other efforts can
improve safety for specific populations or for the community as
a whole.
MENTAL HEALTH: Community mental health centers and
adult day care can be extremely important not only to people
with mental health issues, but also to their families and to the
community as a whole
Financial and Political Implications
Recently, much policy attention has been focused on the
use of personal financial incentives to effect changes in health
related behavior. Examples include schemes aimed at helping
smokers to quit, people to eat healthily, and to adhere to their
medication. On the other hand, incentive schemes all place
individual choice and responsibility for personal behavior at the
center of policy, and it is arguable that they are more respectful
of autonomy than alternative, more frankly coercive or
structure‐ rather than agency‐ focused approaches to
population health.
Feasibility of the Project
Hypertension is a highly prevalent risk factor for
cardiovascular disease, and its early identification and
management results in reductions in morbidity and mortality.
My objectives were to: (1) determine the extent to which the
emergency department (ED) has been used to screen patients for
undiagnosed hypertension; (2) estimate the incidence of
undiagnosed hypertension in the Town and Country population;
(3) identify and describe the programs for hypertension
screening; and (4) determine the feasibility of hypertension
screening programs and the requirements for further study. An
online search of databases (i.e., OVID Search, CINAHL,

Scopus, Web of Science), unpublished sources (i.e., ProQuest
Dissertation & Theses and Papers First), and a manual search of
the reference lists of relevant studies was also completed.
Hypertension screening in the ED is feasible. Individuals with
elevated blood pressure (BP) in the ED should be referred for
follow‐ up. Further study is needed to develop a screening tool
that is predictive of persistently elevated BP in undiagnosed
individuals.
Provision of Alternate Plan and Interventions
Create coalitions and pursue health promotion education
with community leaders to create health initiatives that teach
chronic disease prevention strategies. The following elements
should be included: Create education programs and materials for
older adults to make necessary changes in diet. Teach patient to
ask about medications that have been prescribed for him or her.
Refer patient and family to community resources that may offer
assistance to the patient when
needed.
Role of Change Agent
Communication is at the center of all advocacies, getting the
message out there, gaining the support of stakeholders and the
public and putting pressure on decision makers will make the
difference.
Implementation
Encourage patient to maintain a diary of food intake,
including when and where eating takes place and the
circumstances and feelings around which the food was eaten.
Refer to dietitian as indicated.Instruct and assist in appropriate
food selections, such as a diet rich in fruits, vegetabl es, and
low-fat dairy foods referred to as the DASH Dietary Approaches
to Stop Hypertension) diet and avoiding foods high in saturated

fat (butter, cheese, eggs, ice cream, meat) and cholesterol (fatty
meat, egg yolks, whole dairy products, shrimp, organ meats).
Evaluation of the Project
Health resource utilization was collected by self-report as
the number of hospitalizations, emergency room (ER) visits, and
physician office visits during the study period. Pharmacist
recommendations were collected, categorized, and evaluated for
physician acceptance. From the patient perspective, nurses
provided tailored educational services and home BP monitoring
equipment to engage them in their hypertension care. From the
physician perspective, nurses provided information regarding
medication use and home BP measurements and collaborative
patient care occurred. Importantly, physicians were willing to
work with nurses to improve patient care. Clearly, this strategy
would not be effective if either the physician or nurse was not
willing to collaborate.
Implications to Nursing Practice in the Local Community
A community health nurse can reach out to the president,
council members, and
community leaders of Town and Country in an effort to reach
out to the community via meetings, seminars, and school
presentation, which will facilitate community education and
bring about awareness about major community issues. The need
for more accessible health insurance and screening clinics, as
well as increased health education needs to be
implemented. Similarly, the importance of regular doctor’s
visits and health screenings should
be emphasized through community health initiatives. The
elderly may be in need of services
like home health aides, assisted living, or tele-health
technology. Utilizing community
resources and health initiatives would enable the neighborhood
to be educated as well as be
involved in disease management which will bring about positive

changes.
Implications to Nursing Practice and Global Health
Global health work is complicated by a variety of factors.
First, the local environment of each target community varies
widely, each presenting unique challenges to the delivery of
health care. This means that education efforts must be locally
conceived, tailored, and implemented. Secondly, barriers to
accessing care are widespread and require innovative strategies
to overcome them. Third, the healthcare field is complex in
nature, requiring trained professionals and follow -up care to
ensure adherence to drug regimens. In order for global health
programs to be effective, these complexities must be
recognized, understood and addressed.
Summary, Recommendations and Conclusion
Continued improvement and increased participation in health
initiatives, improved cleanliness, increased income, community
safety, and continued access to healthcare are all long term
elements that should continue to be addressed.
References
Campinha-Bacote, J., (January 31, 2003). "Many Faces:
Addressing Diversity in Health Care".
Online Journal of Issues in Nursing. Vol. 8 No. 1, Manuscript 2.
Available:
www.nursingworld.org/MainMenuCategories/ANAMarketplace/
ANAPeriodicals/OJIN/TableofContent
Volume82003/No1Jan2003/AddressingDiversityinHealthCare.as
px
The Provider's Guide to Quality and Culture

http://erc.msh.org/quality&culture
National Center for Cultural Competence (NCCC)
www.georgetown.edu/research/gucdc/nccc/
Transcultural and Multicultural Health Links
http://web.nmsu.edu/~ebosman/trannurs/index.shtml
Thomas, Stephen B., Michael J. Fine, and Said A. Ibrahim.
"Health Disparities: The Importance of Culture and Health
Communication." Am J Public Health Dec 2004 Web.23 Jun
2009.
Edward O’Neil Jr., A Practical Guide to Global Health Service
(American Medical Association, 2006), 24.
Running head: CAPSTONE COMMUNITY AGGREGATE
PAPER 16
PAPER 21
N:3. RN-BSN Completion ProgramRN to BSN CurriculumRN
to BSN WPBNSG40752015_4 - FallItems to Upload to
eCompanion4-TEMPLATE.Capstone Project Paper.docx
Appendices
Appendix A
Housing
The age of the housing range from 1965-1990. The urban area
has several new retail centers that keep themselves busy and
well maintained. Very few people have been seen walking
around or on the street. The majority of the community is
Hispanics and a small American influence is noted too.

Public Spaces
Pollo Tropical. KFC. Taco Bell. Joe¶s Sports Bar and Grill
appeared crowed.
Itwas located in Afton Park and is a place for sports fans to
come together on the weekend or after work. It was advertising
the NCAA basketball tournament. There were severalshopping
plazas, with Concord Mills being themost popular. Many people
(especiallyteenagers) walk around the mall as a way tosocialize.
Children were observed playing onthe playground at the
elementary schoo
Joe¶s Sports Bar and Grill appeared crowed.
elementary school.The common areas, particularly located
near Lowe¶s Motor Speedway and Concord MillsMall, appeared
welcoming and open to the public. It was inferred that this is
related to thedraw of people from all over the region, stateand
country to these venues

Parks
Trail
Culture and Entertainment
AMC theater. Town and Country library
Street Use
Very few people walking on the street.
Commercial Activity
A mix of large and small businesses: grocery stores and
supermarkets, pharmacies, and other stores that provide
necessities in all parts of the community
Signs
There are signs directing people to various parts of the
community (downtown, museums, highways, etc.) in English
and Spanish.
Industry
Water plant.
Land Use
Major roads or railroad tracks divide neighborhoods, but spaces

are well distributed.
Infrastructure
The community seems to be equally served by electricity, water,
phone, fiber optic, wastewater treatment, waste disposal, and
other infrastructure services.
Public Transportation
The primary method of transportation is the car, with a very few
sidewalks so walking is not a viable mean.
Traffic
Private cars mostly
Environmental Quality
The air does not smell of smoke, garbage, car exhaust,
chemicals, industrial waste, etc… and the water in streams,
ponds and lakes seem reasonably clear.
Race/Ethnicity.
The majority of the community is Hispanics and a small
American influence is noted too.
Faith Communities
Most of the religious establishments are Catholics but the
community shows homogeneity in religious preferences.
Health Services
There are two main hospitals and several clinics in the
community with easy accessibility.
Community And Public Services
There are identifiable community service providers and
organizations such as mental health centers, food banks,
homeless shelters, welfare offices, etc…easily to reach by
public transportation.
Community Safety
Police and fire stations are located within the community, in
good repair and the community in general is well-lit at night.
Public Schools
Schools are in different neighborhoods in noticeably different
states of repair.
Higher Education
There are two- and four-year colleges and/or universities in the

community located near to Dale Mabry. They seem open to the
community.
Political Activity
Few political campaign posters were posted on houses or in
store windows.
Community Organizations
Evidence is there of organizations in the community such as
Masons.
Media
No local media outlets found.
Differences Among Neighborhoods Or Areas Of The
Community
There are some differences among different parts of the
community: stores, public and other buildings, streets, etc…in
which the areas seem neglected, while others are clearly
maintained.
Over-All Impression of the Community
My overall impression of the community is good and safe.

Appendix B
Gordon's Functional Health Patterns
Client’s general health: Patient diagnosed with HTN.DMII and
Dementia.
Any colds in the past year? Pneumonia
Most important things you do to keep healthy? None
Use of cigarettes, alcohol, drugs? Cigarette smoker for 15 years
Perform self-exams, i.e. testicular self-examination? No
Accidents at home, work, school, driving? None
In past, has it been easy to find ways to carry out doctor’s or
nurse’s suggestions? (If
appropriate) - No
What do you think caused current illness? I do not like to
exercise or been in a diet.
What actions have you taken since symptoms started? None
What things are most important to your health? No answer

Typical daily food intake? Rice, beans, pork, pasta, bread,
buttermilk, juice
Typical daily fluid intake? 4 glasses (8oz) of water.
Appetite? Good
Food or eating: Discomfort, swallowing difficulties, diet
restrictions, able to follow? Low
Sodium
Healing problems – None
Examination (examples of objective data):
Weight loss/gain? Weight gain (20lbs)
Height loss/gain? 5’6’’
Skin problems: Dryness
Dental problems? Dentures
Temp. 97.9F
Abdominal assessment.
Soft and non-tender. LBM 04/18/18. Protuberant. Problems with
constipation.
Urine: yellow, clear. Denies any urgency, frequency or
retention.
This pattern centers on activity level, exercise program, and
leisure activities.
History (subjective data):
Sufficient energy for desired and/or required activities? I do not
have energy to do anything
Exercise pattern? Type? regularity? None
Spare time (leisure) activities? I like to sleep most of the day
Perceived ability for feeding, grooming, bathing, general
mobility, toileting, and home
maintenance, bed mobility, dressing and shopping? Minimal
Assistance needed
Gait: Unsteady
Posture: Normal
Range of motion (ROM) joints: Good
Hand grip – Strong and equal
Respiration: 20

Blood pressure: 160/90
General appearance: Well groomed
Cardiac assessment: No murmurs. Regular heartbeat.
Respiratory assessment: LCTA
Assesses sleep and rest patterns.
Generally rested and ready for activity after sleep? Somnolence
Sleep onset problems? None
Sleep routine? 7 hours
Sleep apnea symptoms? None
Assesses the ability of the individual to understand and follow
directions, retain
information, make decisions, and solve problems. Also assesses
the five senses.
Hearing difficulty? Impaired
Hearing aid? None
Vision? Normal
Wears glasses? Yes
Last checked? I do not remember
Any change in memory? Disoriented to time. Confused.
Forgetful.
Concentration? Easily distracted
Important decisions easy/difficult to make? Difficult to make
Easiest way for you to learn things? Visual
Pain? Arthritis
Language spoken: Spanish
Vocabulary level: 12 Grade
Attention span: Fair. Long term
How do you describe yourself? Most of the time, I feel good
Anxious? : Sometimes
Depressed? No
Eye contact: Yes
Voice and speech pattern: Calm and fluently
Body posture: Relaxed

Genogram
Mr. J.P resides in small ALF with 5 other residents. He is
widowed, no children and family
history of cardiac problems.
Capstone Community Aggregate Paper
[Your Name]
NSG 4075 Holistic Professional Nursing
Your Instructor’s Name and credentials go here
South University

Capstone Community Aggregate
The purpose of this paper is to discuss the creation and
implementation of a health promotion project by synthesizing
all information collected throughout the RN to BSN completion
program. [Put the text of your paper here and the last page of
[Put the text of your paper here providing an introduction to the
problem and a clear statement of what you intended to
accomplish with your project. INCLUDE the relevancy of the
topic you chose, concerns regarding the issue, how this issue
impacts nursing and healthcare. INCLUDE literature review
references and/or current event articles to support your
perspective. Please see the South APA Guidelines and South
Trends and Statistics
[Put the text of your paper here, presenting relevant trends,
etiology of the problem, prevalence & incidence statisti cs
(referencing as appropriate) – USE relates statistics form the
CDC or other relevant data information and the last page of
Related Sources
[Put the text of your paper here discussing relevant information
to the problem and your project, referencing as appropriate. You
must provide at least ONE Peer-Reviewed nursing articles and

at least TWO current event articles/internet sites or other forms
of media to demonstrate appropriate research. Please see the
South APA Guidelines and South APA Basics documents to
[Put the text of your paper here introducing your aggregate and
the representative of your aggregate. In the sections below, you
will clearly and concisely describe your client using BOTH
subjective and objective information. Please see the South APA
Case Study
[Put the text of your paper here and summarize your findings
related to the issues presented by your client and discuss how
and intent to improve your client’s health/life. Include both
Objective and Subjective information. Please see the South APA
Aggregates’ Demographics
[Put the text of your paper here present the demographics of the
aggregate here (remember an aggregate is a GROUP of people,
not just one individual) and the last page of your paper is
Gordon’s 11 Functional Health Patterns
See Appendix B of this paper. You may include your entire
Gordon’s information as an appendix, but here you want to
SUMARIZE the information and only present items that are
relative to the issue you are addressing. Describe the content of
the relevant portions of the Gordon’s here. Please see the South
Health Perception and Health Management.[Put the text of your
paper here discussing the health perception(s) of the individual
that represents your aggregate and his/her current management

strategy. Please see the South APA Guidelines and South APA
Basics documents to ensure that your references are properly
constructed].
Nutrition and Metabolism.[Put the text of your paper here
discussing the nutrition and metabolism of the individual that
represents you aggregate, if relevant. If NOT relevant, leave
this sub-topic out. Please see the South APA Guidelines and
South APA Basics documents to ensure that your references are
Elimination. Put the text of your paper here discussing the
elimination of the individual that represents you aggregate if
relevant. If NOT relevant, leave this subtopic out. Please see
Activity and Exercise. [Put the text of your paper here
discussing the activity and exercise of the individual that
represents you aggregate if relevant. If NOT relevant, leave
this subtopic out. Please see the South APA Guidelines and
Cognition and Perception. [Put the text of your paper here
discussing the cognition and perception of the individual that
Sleep and Rest. [Put the text of your paper here discussing the
sleep and rest of the individual that represents you aggregate if
relevant. If NOT relevant, leave this subtopic out. Please see
Self-Perception and Self-Concept. [Put the text of your paper
here discussing the Self-perception and self-concept of the
individual that represents you aggregate if relevant. If NOT
relevant, leave this subtopic out. Please see the South APA

Roles and Relationships. [Put the text of your paper here
discussing the roles and relationships of the individual that
Sexuality and Reproduction. [Put the text of your paper here
discussing the sexuality and reproduction of the individual that
Coping and Stress Tolerance. [Put the text of your paper here
discussing the coping and Stress Tolerance of the individual
that represents you aggregate if relevant. If NOT relevant,
leave this subtopic out. Please see the South APA Guidelines
and South APA Basics documents to ensure that your references
are properly constructed].
Values and Belief. [Put the text of your paper here discussing
the values and beliefs of the individual that represents you
aggregate if relevant. If NOT relevant, leave this subtopic out.
Please see the South APA Guidelines and South APA Basics
documents to ensure that your references are properly
constructed].
Windshield Survey
[Put the text of your paper here and describing the relevant
finding of your Windshield survey in paragraph form. You may
include your entire windshield survey as an APPENDIX, but in
this section, you should present your findings in paragraph
format.
Concept Map
[Put the text of your paper here describing your concept map.
THIS is an EXAMPLE of a CONCEPT map – yours may be
different. Please see the South APA Guidelines and South APA

constructed].
[Put the text of your paper here and describing the genogram of
the individual representing your aggregate, if appropriate.
CLEARLY identify your individual in your genograms. Include
children of your aggregate exemplar, if appropriate. Please see
Paternal Side:
Maternal Side:
Plan of the Project
Community Stakeholder’s Identified
[Put the text of your paper here describing the community
stakeholders you have identified related to both your aggregate
and the individual with whom you are working who represents
your aggregate. Please see the South APA Guidelines and
[Put the text of your paper here and the last page of your paper
is reserved for the references. Please see the South APA
Financial and Political Implications
[Put the text of your paper here discussing the financial and
political implications of your health promotion plan as it relates
to both the entire aggregate and the individual that represents
your aggregate. Please see the South APA Guidelines and

Feasibility of the Project
Provision of Alternate Plan and Interventions
[Put the text of your paper here discussing an alternative plan if
your initial plan does not work. Please see the South APA
Role of Change Agent
[Put the text of your paper here discuss the role of a change
agent and your specific role as the change agent for your
aggregate and for the individual that is representing your
aggregate. Please see the South APA Guidelines and South APA
constructed].
Implementation and Evaluation of the Project
Implementation of the Project
[Describe in detail what you did and how you did it (your health
promotion plan) and the progress made. Please see the South
Evaluation of the Project
Evaluation: Did the project intervention address the original
identified problem? [Put the text of your paper here describing
and critiquing your health promotion plan – i.e. – DID IT
WORK? WHY or why not???? and Please see the South APA
Implications to Nursing Practice in the Local Community
[Put the text of your paper here discussing how your plan can

affect (or be used by) nurses practicing in the local community.
Provide at least three nursing implications that would affect
nursing practice in the local community. Please see the South
Implications to Nursing Practice and Global Health
[Put the text of your paper here discussing how your plan might
impact nurses around the world and global health. Provide at
least three nursing implications that would affect nursing
practice in terms of global health. Please see the South APA
[Put the text of your paper here presenting your
recommendations related to your project as well as a summary
of the project and your conclusions Please see the South APA
[Summarize your paper here, about two to three paragraphs].
References
PLEASE NOTE: These are SAMPLE References. You need to
remove these and insert your own references here
Harwood, L., Ridley, J., Wilson, B., & Laschinger, H. (2010).
Workplace empowerment and
burnout in Canadian nephrology nurses. CANNT Journal, 20(2),
12-17. Retrieved from CINAHL with Full Text database.
McCaffrey, R., Hayes, R., Stuart, W., Cassell, A., Farrell, C.,
Miller-Reyes, C., et al. (2010). A
program to improve communication and collaboration between
nurses and medical residents. Journal of Continuing Education
in Nursing, 41(4), 172-178. doi:10.3928/00220124-20100326-
04.
Uyehara, J., Magnussen, L., Itano, J., & Zhang, S. (2007).
Facilitating program and NCLEX-RN
success in a generic BSN program. Nursing Forum, 42(1), 31-

38. Retrieved from CINAHL with Full Text database.
https://ecampus.phoenix.edu/secure/aapd/cwe/citation_generator
/gen.asp
PAPER 12
PAPER 18
N:3. RN-BSN Completion ProgramRN to BSN CurriculumRN
to BSN WPBNSG40752015_4 - FallItems to Upload to
eCompanion4-TEMPLATE.Capstone Project Paper.docx
Appendices
Appendix A
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?
Parks
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, etc.? Are they used at night?
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?
Commercial Activity
What kinds of businesses are there? Are there boarded-up or
vacant storefronts? Is there a mix of large and small businesses?
Are there grocery stores and supermarkets, pharmacies, and
other stores that provide necessities in all parts of the
community?
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.)?
Industry
What kinds of industry exist in the community? Does it seem to
be causing pollution?
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 opti c,
wastewater treatment, waste disposal, and other infrastructure
services?
Public Transportation
Is there a functioning public transportation system? Is it well
used? By whom? Does it allow relatively easy access to all parts
of the community? How easy is it to navigate and use? How
much does it cost? Are its vehicles energy-efficient?
Traffic
How heavy is traffic in the community? Is it mostly commercial
and industrial – vans, trucks, etc. – or mostly private cars? Is
there ever gridlock? Is there much bicycle traffic? Are there
bike lanes? Are there bike racks in many places?
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?
Race/Ethnicity.
Who lives in the community? Are there identifiable racial and
ethnic groups? Do particular groups seem to live in particular
areas?
Faith Communities
What kinds of religious institutions are there? 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 Services
How many hospitals and clinics are there in the community?
Where are they located? How big are they? How easy are they
to get to?

Community And Public Services
Are there identifiable community service providers and
organizations in the community – mental health centers, food
banks, homeless shelters, welfare offices, etc.? Are they
concentrated in a particular area? Are they easy to reach by
public transportation?
Community Safety
Where are police and fire stations located? Are they in good
repair? Is the community well-lit at night?
Public Schools
Are schools in different neighborhoods in noticeably different
states of repair? Are schools well maintained? Or in some
developing countries, are there schools in the community at all?
Higher Education
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?
Political Activity
Are there signs or other indications of political activity? Is it
clear that political activity is allowed and/or encouraged? Are
there protests or demonstrations?
Community Organizations
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.?
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?
Differences Among Neighborhoods Or Areas Of The
Community
What are the differences among different parts of the
community? Are schools, stores, public and other buildings,
streets, etc. in different areas in different condition? Do some

areas seem neglected, while others are clearly maintained?
Over-All Impression of the Community
The “feel” of the community. What is your overall impression
of the community?

Appendix B
Gordon's Functional Health Patterns
Marjorie Gordon (1987) proposed functional health patterns as a
guide for establishing a comprehensive nursing data base. These
11 categories make possible a systematic and standardized
approach to data collection, and enable the nurse to determine
the following aspects of health and human function:
Health Perception and Health Management. Data collection is
focused on the person's perceived level of health and well -
being, and on practices for maintaining health. Habits that may
be detrimental to health are also evaluated, including smoking
and alcohol or drug use. Actual or potential problems related to
safety and health management may be identified as well as
needs for modifications in the home or needs for continued care
in the home.
Nutrition and Metabolism Assessment is focused on the pattern
of food and fluid consumption relative to metabolic need. The
adequacy of local nutrient supplies is evaluated. Actual or
potential problems related to fluid balance, tissue integrity, and
host defenses may be identified as well as problems with the
gastrointestinal system.
Elimination. Data collection is focused on excretory patterns
(bowel, bladder, skin). Excretory problems such as
incontinence, constipation, diarrhea, and urinary retention may
be identified.
Activity and Exercise. Assessment is focused on the activities
of daily living requiring energy expenditure, including self-care
activities, exercise, and leisure activities. The status of major
body systems involved with activity and exercise is evaluated,
including the respiratory, cardiovascular, and musculoskeletal
systems.
Cognition and Perception. Assessment is focused on the ability

to comprehend and use information and on the sensory
functions. Data pertaining to neurologic functions are collected
to aid this process. Sensory experiences such as pain and altered
sensory input may be identified and further evaluated.
Sleep and Rest. Assessment is focused on the person's sleep,
rest, and relaxation practices. Dysfunctional sleep patterns,
fatigue, and responses to sleep deprivation may be identified.
Self-Perception and Self-Concept. Assessment is focused on the
person's attitudes toward self, including identity, body image,
and sense of self-worth. The person's level of self-esteem and
response to threats to his or her self-concept may be identified.
Roles and Relationships. Assessment is focused on the person's
roles in the world and relationships with others. Satisfaction
with roles, role strain, or dysfunctional relationships may be
further evaluated.
Sexuality and Reproduction. Assessment is focused on the
person's satisfaction or dissatisfaction with sexuality patterns
and reproductive functions. Concerns with sexuality may he
identified.
Coping and Stress Tolerance. Assessment is focused on the
person's perception of stress and on his or her coping strategies
Support systems are evaluated, and symptoms of stress are
noted. The effectiveness of a person's coping strategies in terms
of stress tolerance may be further evaluated.
Values and Belief. Assessment is focused on the person's values
and beliefs (including spiritual beliefs), or on the goals that
guide his or her choices or decisions.
Reference:
Koshar, J. (n.d.). Retrieved on September 29, 2014 from
http://www.sonoma.edu/users/k/koshar/n340/N345_Gordon_FH
P.html

Appendix C
NSG 4075 Scholarly Capstone Paper Rubric
Week Due
TOPIC to be ADDRESSED and COVERED
Potential
Points
EARNED
Points
Week 2
10/12/15
DATE DUE
Rationale of relevancy regarding chosen issue/topic
3
4/17/16
Concerns clearly stated regarding chosen issue/topic
3
Description of how this particular topic impacts Nursing

and Healthcare
3
Includes literature review references and/or current events
articles to support your perspective
3
Week 3
Trends & Statistics
DATE DUE
Identify trends
3
4/24/16
Etiology
3
Prevalence & incidence
3
Related statistics from CDC (www.cdc.gov) website (or
other relevant –related data base
3
Related Sources
DATE DUE
Provide at least one peer‐ reviewed nursing article
2

4/24/16
Provide at least two current events articles/internet/use of
media
2
Week 4
DATE DUE
Case Study
3
5/1/16
Aggregates’ demographics
3
Assessment Data: Case Study
3
Week 5
Additional Assessment Data
DATE DUE
Windshield Survey
6
5/816
Concept Map
6
Week 6

DATE DUE
· Include both sides of family
5
5/15/16
· Include children as applicable
Week 7
Plan of Project
DATE DUE
Stakeholder’s identified
3
5/22/16
Financial and political implications
3
Feasibility of the project
DATE DUE
Provision of alternate plan and interventions
3
5/22/16
Role of change agent
3
Week 8
Implementation of Project

DATE DUE
5/29/16
· Written report of how you have (and perhaps are still)
implementing your project and you progress so far
25
Week 9
Summation
DATE DUE
6/5/16
Evaluation
Did the project intervention address the original identified
problem?
2
Implications to Nursing Practice Locally
Provides at least three nursing implications that would affect
nursing in the local
community of practice
2
Implications to Nursing Practice Global Health
Provides at least three nursing implications that would affect
nursing practice in
terms of global health
2
Synthesize all information and clearly present in APA style

3
Week 10
Completed Scholarly Capstone Project (30 % of course grade)
100 points
DATE DUE
REMEMBER – 10% per day will be deducted from each week’s
total points earned
6/12/16
FINAL GRADE
Appendix D
Writing the your Research Project and Scholarly Paper from
Start to Finish
To assist you writing your Problem Statement, please access the
link:
https://owl.english.purdue.edu/owl/resource/957/01/
APA Template: http://tinyurl.com/suapa
Course Research Guide
Log in to your portal by clicking “My Campus” at
http://inside.southuniversity.edu/
Scroll down and on the right column of your home screen, you
will find LIBRARY RESOURCES
Locating Articles: Nursing Research
· CINHAL Plus with Full text
· Nursing and Allied Health (ProQuest)

· OVID Allied Health Collection
· PubMed
· Cochrane Library

COLLEGE OF NURSING AND PUBLIC HEALTH

NSG4076 RN-BSN SYNTHESIS
RN-BSN STUDENT INFORMATION PACKET
2018
Revision: Jan 2018
BPC :
13
TABLE OF CONTENTS
Preface 1
Health Promotion Project 2
Practicum Site Affiliation Agreement 2
Sponsor/Preceptor Selection 3
Project Proposal. 3
Reflective Practicum Journal 3
Clinical Hours Log 3
Student Evaluation of the Practicum Experience 3
Review of Students 3
Practice Setting Requirement 3
Students Health Requirements 4
Health Insurance 4
Valid Nursing License 4
Students Liability Insurance 5
Cardiopulmonary Resuscitation 5
Comprehensive Background Check 5
Drug Testing 6
HIPAA / OSHA Policy 6
Sponsor/Preceptor Responsibilities 7
Students Responsibilities 8
Course Faculty Responsibilities 9
Students Checklist for Planning Practicum Experience 9

APPENDICES
Appendix A RN-BSN Practicum Proposal 11
Appendix B Direct Activities Log 12
Appendix C Indirect Activities Log 13
Appendix D Review of Students by Sponsor/Preceptor 14
Appendix E Students Evaluation of Practicum Experience 15
Appendix F Students Health Assessment Form 16
Appendix G CastleBranch Clinical Requirements 18
See suprograms.info for program duration, tuition, fees, and
other costs, median debt, salary data, alumni success, and other
important info.
PREFACE
The purpose of this information packet is to serve as a reference
for College of Nursing policies and information about the
practicum course, NSG4076, RN to BSN Capstone Synthesis.
Students are required to read this information packet and the
South University RN-BSN Students Handbook to promote
effective communication and positive student outcomes. The
College of Nursing revises information and policies contained
in this information packet periodically and will keep students
informed of any such changes.
The clinically focused capstone course in the RN-BSN program
reflects the requirements of our accrediting body, the American
Association of Colleges of Nursing (AACN). AACN released a
position statement in 2012, requiring practice experiences for
all baccalaureate students, including RN-BSN students. This
clinical experience should lead to the development of higher -
level psychomotor skills and critical thinking for the RN-BSN
students.

Practice experiences for the RN-BSN include direct and indirect
care.
The following definitions of direct and indirect care (listed
below) can be found in the AACN white paper Expectations for
Practice Experiences in the RN to Baccalaureate Curriculum
(AACN 2012, p. 3):
· Direct care refers to nursing care activities provided at the
point of care to patients or working with other healthcare
providers that are intended to achieve specific health goals or
achieve selected health outcomes. Direct care may be provided
in a wide range of settings, including long term care, home
health, community-based settings, and education settings (Suby,
2009; Upenieks, Akhavan, Kolterman, et al., 2007).
· Indirect care refers to nursing decisions, actions, or
interventions that are provided through or on behalf of patients.
These decisions or interventions create the conditions under
which nursing care or self-care may occur. Nurses might use
administrative decisions, population or aggregate health
planning, or policy development to affect health outcomes in
this way (Suby, 2009; Upenieks, Akhavan, Kotlerman, et al.,
2007).
NSG4076 course description:
In this clinical course, the student integrates and synthesizes the
curricular components of assessment, health promotion/clinical
prevention, research, professionalism, teaching, leadership,
information management and technology, as well as healthcare
policies to create and implement a clinical project relating to
the healthcare needs of an aggregate within the community.
Creation and implementation of the project will include direct
and indirect care of clients in the selected aggregate.
This is the last course in the students’ program of study. The
focus of this practicum is community health. The following
information provides guidance in the implementation of a
community health and population-focused health promotion

activity. A final note: Throughout this course, the student will
draw on previous learning. Students may also find that
previously completed course assignments, projects, and
textbooks are useful for completing the assignments in this
course.
Additional information about the clinical practicum is located in
the practicum preparation classroom modules (for online
students).
HEALTH PROMOTION PROJECT
Students will use a community assessment model (e.g.
Community as Partner) to do an abbreviated assessment of their
selected aggregate/community. The students will create or
obtain materials from the agency for the project. The
assessment must include data collection and a windshield
survey. The students will perform a data analysis to determine
trends showing strengths and weaknesses that may identify
community health problems for a particular aggregate at-need or
at-risk. The students will then collaborate with a community
agency to develop a nursing care plan and implement a health
promotion project to address the problems and needs of the
aggregate. The students in collaboration with the community
agency will implement the health promotion project.
An evaluation of the entire project must be included. The entire
process requires study and interpretation of content from
NSG4074 Health Promotion and Clinical Prevention.
Students will identify a community health concern of a specific
aggregate population to plan and implement a health promotion
project to address this issue.
The students will select an aggregate population. (Note: the
students will not be able to select a client population from their
place of employment.) This is a community project; in-patient
groups are not appropriate for this project. The students will
need to select a population that they may physically access. The

students may choose their community, county, city, or another
group or organization. Some examples include:
1. Senior citizen's center
1. School or a particular grade level in a school
1. Faith based group
1. Support group
1. Non-profit organization (e.g., AHA, ADA, Alzheimer’s)
1. Day care
1. Local public health department.
Students will be required to meet with their selected patient
aggregation. The purpose of these meetings will be to conduct
an environmental assessment; assess the aggregate, family, and
the community where the aggregate resides; and then implement
a health plan with a group from the aggregate.
Students will be working with a student identified organization
and sponsor /preceptor in this clinical course. Students are
required to complete 150 clinical hours – indirect care accounts
for 110 hours and direct care accounts for 40 hours. Indirect
hours include – time students spend with preceptors discussing
the community assessment, identifying a project for the
community, and completing research for the project. The direct
care time includes the time students are actually completing the
community assessment, and presenting health promotion
projects to community members. Students should plan to
allocate at least 15 hours per week for the practicum experience
(150 hours/practicum).
PRACTICUM SITE AFFILIATION AGREEMENT
Approval of the practicum site must be complete 1 month prior
to the start of class. A clinical affiliation agreement is required
for students’ practicum site. This process can take weeks to
several months to obtain approval. Begin to plan this

community experience early.
SPONSOR/PRECEPTOR SELECTION
The sponsor/preceptor must hold a decision making position at
the facility. This person could be an employee or volunteer if a
non-profit organization. The sponsor/preceptor must be able to
provide access to the aggregate and assist the students in
planning, implementing and evaluating the students’ project. A
CV or resume’ of the preceptor/sponsor is required.
PROJECT PROPOSAL
The project proposal is due 1 month prior to the start of class.
The students must submit the Project Proposal form to the
Assistant Clinical Coordinator (online students) for approval by
the Program Director or the campus Program Director. The
students will also submit the proposal to the course faculty at
the start of the course. (Form is included in packet).
REFLECTIVE PRACTICUM JOURNAL
A reflective journal will be submitted focusing on students’
health promotion project and practicum goals.
CLINICAL HOURS LOG
Please note that students are required to keep a log of clinical
hours using the Verification of Clinical Hours form. Students
will record direct and indirect hours in their clinical hour’s log.
The clinical sponsor/preceptor must sign the clinical log and
submit to course faculty as directed. (Form is included in
packet).
STUDENTS’S EVALUATION OF THE PRACTICUM
EXPERIENCE
Students must complete an evaluation of the practicum
experience. (Form is included in packet).
REVIEW OF STUDENTS
The sponsor/preceptor will complete a final review of the

student and submit the completed review to the course faculty
as directed.
PRACTICE SETTING REQUIREMENTS
· A practice setting is defined as any time students have contact
involving patients, patient care settings, students or student
learning settings, or community organizations for a University
project or course requirement.
· Students are responsible for having an approved letter of
agreement (Affiliation Agreement) in place when practicing.
· Students are responsible for ensuring that the letter of
agreement (Affiliation Agreement), sponsor/preceptor
information and all other necessary documents are received at
least 30 days prior to the start of the session.
· Practicum locations must meet the course objectives for the
enrolled course. Program Directors approve all practicum
locations. Students may not enter a practice setting until
official notification from the Program Director or faculty has
been received. Hours spent at a clinical site that has not
received final approval will not count.
· Practicum rotations at the students’ place of employment is
prohibited.
· Students may only be involved in obtainment of practicum
hours with students South University approved
sponsor/preceptor. Students may NOT utilize other individuals
at the facility without prior approval of the course faculty.
· Students must wear nametags (Photo ID) identifying them as a
South University students and a professional lab coat with
South University emblem (if a lab coat is required by the
facility).
· Attire must be professional and appropriate to the setting.
· Communication for students occurs through students’
university email addresses. If students do not have a South
University email address or do not know how to access it, check
with the Academic counselor (online students) or Program

Director (campus students).
STUDENTS HEALTH REQUIREMENTS
Students are required to obtain a health assessment at least four
(4) weeks prior to the start of their clinical experience and each
year while in the program. Hepatitis B, Mumps, Measles,
Rubella, Rubeola, and Varicella Titers and/or vaccinations are
required. An annual assessment for TB is required. A PPD or
QuantiFERON test is required. If a positive tuberculosis screen
is reported, students must submit one negative Chest X-Ray
report with the original Health Assessment and obtain an annual
physical examination to rule out active chest disease. TDAP is
required within 10 years.
Students will submit completed health assessment forms to
CastleBranch. (Online students, the form is included in packet
and available in the modules).
Students who are on a medical leave will need to obtain a
medical clearance prior to returning to the practicum setting.
HEALTH INSURANCE
South University requires nursing students to carry Health
Insurance or comparable coverage for emergency medical care.
Some of the clinical facilities and agencies require proof of
health insurance coverage prior to students’ participation at
clinical sites. Students are responsible for any expenses related
to any illness or accidents that may occur while participating in
the South University nursing program. Submit a copy of
students’ insurance card and signed attestation to CastleBranch.
VALID NURSING LICENSE
A valid unencumbered* license as a Registered Nursing in all
U.S. state or territory which the student is licensed, including
the state in which the student completes all assignments for the
program. (Note that military, federal and foreign educated
nurses must meet this state requirement for nursing licensure.)
An unencumbered license(s) must be maintained throughout the

program. It is the student’s responsibility to inform the Program
Director and/or Academic Clinical Coordinator if the student’s
license(s) becomes encumbered. Failure of such notification of
encumbered status can lead to failure to progress in the
program. If relocating, please ensure that the RN-BSN program
is approved for clinical placement within that state. Contact the
Program Director (campus students) or Academic Counselor
(online students) for this information.
*Unencumbered License – A license that is not revoked,
suspended, or made probationary or conditional by the State
licensing or registering authority as the result of disciplinary
action. A copy of student’s current license must be on record
with CastleBranch.
STUDENTS’ LIABILITY INSURANCE
South University provides professional liability insurance to all
students attending practicum courses. This policy is limited to
students participating in their clinical practicum courses taken
at South University.
CARDIOPULMONARY RESUSCITATION
Students must provide proof of completion of the American
Heart Association Health Care Provider level CPR course prior
to participation in any practicum course. Students agrees to
maintain current CPR Provider status throughout their
attendance at South University. Students cannot attend any
practicum experience without a valid CPR card. A copy of a
valid CPR card must be on record with CastleBranch.
COMPREHENSIVE BACKGROUND CHECKS
Nurses are entrusted with the health, safety and welfare of
patients. The nursing curriculum contains a didactic and clinical
component. Clinical facilities where student nurses practice are
required by accreditation agencies to obtain background checks
for security purposes on individuals that render patient care.

All students applying for the South University nursing program
are required to obtain a criminal background investigation
(Level 2) prior to starting the first day of class. Any students
who fails to provide a background check prior to the first day of
the term when their enrollment begins will be unregistered from
class and will not be allowed to attend class until the
background check is provided. A student's failure to provide a
criminal background check prior to their start date will result in
the following:
• Removal from class
• Cancellation of enrollment
• No final course grades
• No transcript
Students are responsible for the cost of the criminal background
investigation. Certification of a clear criminal/background
history is required to place students in clinical environments. A
student whose investigation shows a felony conviction or
findings/misdemeanors that constitute a significant breach of
moral or ethical conduct cannot be cleared for clinical and thus
will be withdrawn from consideration or if accepted must
withdraw or cancel from the nursing program. During the
nursing program, an enrolled student must notify the program
director or clinical coordinator of a criminal conviction and/or
of behaviors that constitute a significant breach of moral or
ethical standards. Annual updates will be required during the
program of study. A felony conviction and/or
behaviors/misdemeanor conviction that constitute a significant
breach of moral or ethical standards will result in immediate
dismissal from the nursing program.
Acceptance into a South University educational program, or its
completion, does not imply or guarantee that a student will be
able to obtain such licensure or certification.

The Nursing Program Director may be required to submit
written documentation regarding student status to boards of
nursing and clinical agencies as early as upon receipt of the
student’s CON application. Students may be required to obtain
additional background checks as requested by clinical agencies
or boards of nursing.
Comprehensive Background Directions:
Overview: Castlebranch.com is a service that allows students to
order their own background check online. All drug testing
information is obtained through Castlebranch.com. Information
collected through Castlebranch.com is secure, tamper-proof, and
kept confidential. The services performed by Castle Branch are
based on guidelines provided by students’ organization, so
students get the information students need, all from one source.
The results are posted on the Castlebranch.com website where
the students, as well as the school, can view them.
Ordering Instructions:
1. Go to www.Castlebranch.com and click on "Place order."
2. In the Package Code box, enter the package code provided by
the Campus Program Director or Assistant Clinical Coordinator.
3. Enter payment information – Visa, MasterCard, or Money
Order. Follow the online instructions to complete students’
order.
Retrieval Instructions
Once an order is submitted, students will receive a confirmation
email containing the password needed to view the results of
students’ background check. To view student results, visit
www.Castlebranch.com, and enter password in the area
provided on the lower right side of the homepage, then enter the
last four digits of students Social Security Number. Results are
typically available in approximately three days, though some
searches take longer so please allow adequate time when
ordering. The Program Director will be able to view student
results in CertifiedBackground.com once complete. For A

Summary of Students Rights Under the Fair Credit Reporting
Act visit www.ftc.gov.
DRUG TESTING
Many health care facilities require that all persons caring for
patients submit to drug screening. Students will submit to urine
drug screening during the RN-BSN program and as required by
practice facilities. Students who refuse to obtain a urine drug
screen or have a positive urine drug screens may NOT attend
clinical practice courses, which could result in dismissal from
the nursing program. A student with a positive urine drug screen
will be required to obtain medical clearance to assess “fitness
for duty”. Students are responsible for the financial costs of
required drug tests. Students without medical justification for
positive drug screen will be removed from the program.
HIPAA/OSHA POLICY
All students are required to submit a current (within the last 12
months) certificate of completion for HIPAA and OSHA
training. South University will accept a certificate of
completion from student’s employer, as most nurses complete
this training as part of an annual competency.
Documentation of HIPAA/OSHA training is required prior to
entering the practicum site. Students may send a certificate of
completion from students’ employer (completed in last 12
months), or find an online site that provides training
(suggestions are noted below). In addition to HIPAA, required
OSHA training must consist of blood borne pathogens and
hazard communication training. Students are responsible for
submitting the certificate of completion to the CastleBranch
site.
There are many HIPAA/OSHA training sites on Internet. The
sites listed below are not endorsed by South University, but
appear to meet all of the requirements for HIPAA/OSHA
training. Students may also find students own online sites for

HIPAA/OSHA training.
*HIPAA and OSHA training is at the expense of the students
since it is required by clinical facilities prior to practicum
placement.
HIPAA
· HIPAA Training.com: https://www.hipaatraining.com/hipaa-
training-for-healthcare-providers
· HIPAA General Awareness Training Course My HIPAA
Training: http://myhipaatraining.com/
Basic HIPAA Training Course
OSHA (blood borne pathogens and hazard communication
needed)
OSHAcademy Occupational Safety & Health Training:
http://www.oshatrain.org/courses/index.html
· Hazard Communication Program (Course number 705)
· Blood borne pathogens (course number 755)
Although the courses are free there is a cost to download the
certificate needed.
All clinical requirements, including but not limited to physical,
background check, drug screen, vaccines, and trainings are to be
updated annually. There are no exceptions to this rule.
SPONSOR/PRECEPTOR RESPONSIBILITIES
The following responsibilities are identified and will be used as
a guide for the clinical practicum experiences:
The practicum sponsor/preceptor will:
· Orient students to the setting including identification of
facility policies and procedures.
· Become familiar with course objectives.
· Provide documentation of student’s hours at mid-term and at
completion of the course.
· Maintain open communication with Faculty and Students and

provide current phone numbers, address and email.
· Supervise the students in the facility setting.
· Provide suggestions that will assist students in developing and
implementing the proposed project.
· Contact course faculty member concerning any issues that may
arise.
· Complete a final review of the students.
STUDENTS RESPONSIBILITIES
The students will:
· Comply with all academic, clinical or community facility
policies and procedures.
· Comply with all South University College of Nursing policies
and procedures identified in the University Catalog and/or RN-
BSN Students Handbook. Failure to exhibit integrity, ethical
conduct, or professional standards may warrant dismissal from
South University.
· Establish with sponsor/preceptor, the Project Proposal and
successfully complete the terms established within it.
· Adhere to all practicum facility policies.
· Be present at the approved practicum site with the approved
sponsor/preceptors for the specified course.
· Ensure sponsor/preceptor has a copy of the current course
syllabus.
· Identify project goals for the practicum experience with course
faculty and practicum sponsor/preceptor. Review learning goals
before starting the practicum with course faculty and practicum
preceptor.
· Comply with health and other professional requirements of the
clinical facility prior to the start of the practicum experience.
· Be prepared to work in the practicum setting in a safe manner
that demonstrates professional standards and arrive at the
agreed time.
· Attend all established practicum days, or notify
sponsor/preceptor and faculty of absence and establish clinical
make-up experience.
· Dress in a professional manner consistent with clinical facility

guidelines and be clearly identified as being a South
Universitystudent. ID Badges and lab coat must be worn at all
times in the community/practicum settings identifying the
students as a South University student.
For online students, contact [email protected] to obtain an ID
badge.
For online students, in order to provide students with an ID
card, please provide the following information:
· Full Name
· Students ID Number
· Mailing Address
· Name of the Program
· Headshot Photo:
· jpeg format (less than 100kb)
· Front face (no profiles)
· No sunglasses or hats/headgear
· Copy of Driver’s License
ID Badges should be ordered 5 weeks in advance of enrolling in
the first practicum course.
Lab coat
· Students are to order their lab coat through MEDWEAR. Note
that ALL EMBROIDERED ITEMS ARE A FINAL SALE. Please
allow up to 5 weeks for delivery.
http://medwearuniforms.com/group-
sales/southuniversity/onlinestudentstore.php
.
COURSE FACULTY RESPONSIBILITIES
The course faculty member will:
· Establish communication between sponsor/preceptor and the
faculty member.
· Be available to sponsor/preceptor to discuss any issues that
may arise with the students.
· Counsel with sponsor/preceptor and students during the

course.
· Identify students at risk and notify the program director by
midterm.
· Initiate and follow up on remediation plans as needed.
· Maintain active communication with the students regarding
classroom and clinical performance.
· Maintain responsibility for the final grade determination based
on the grading rubric and the clinical performance evaluation.
STUDENT CHECKLIST FOR PLANNING PRACTICUM
EXPERIENCE
· The student is responsible for researching, identifying and
contacting a facility or organization and arranging for the
Practicum experience.
· The student must obtain agreement from an individual in a
position to act as the sponsor/preceptor.
· The Clinical Coordinator and/or Program Director must review
and approve the arrangement prior to start of the practicum
courses.
· The student MUST provide the sponsor/preceptor with a copy
of the Practicum Information Packet.
· The student MUST direct the sponsor/preceptor to complete
and sign the Practicum Proposal form. All information must be
provided on the agreement including the sponsor’s/preceptor’s
position title, licensure information, if applicable, and contact
information (telephone number, CV/resumé, and email address).
· The Affiliation Agreement must be executed between South
University and the clinical setting institution. PLEASE NOTE:
the Affiliation Agreement is usually reviewed by legal counsel
of the clinical site facility. This may take some time to
complete. Students are advised to start the process as soon as
possible prior to the start of the academic session in which the
Practicum will be started.
· Submit the signed Affiliation Agreement and Practicum
Proposal to the South University Clinical Coordinator and/or
Program Director prior to the start of the practicum.

· In general, two copies of the signed affiliation agreement are
forwarded to the Clinical Coordinator and then one copy of the
signed and fully executed affiliation agreement is returned to
the practicum institution.
· Prior to starting the Practicum Course, all documents must be
completed and the arrangements for the practicum approved by
the Clinical Coordinator. The agreement MUST be in place
one-month PRIOR to the students engaging in any practicum
experiences at the designated practicum institution.
· Students will maintain contact with their professor in the
Practicum Course. There will be contact between the student’s
South University Professor and his/her Practicum
Sponsor/Preceptor during the practicum experience via
telephone and or email.
· The student will complete a log of his/her practicum
experiences.
APPENDICES
SOUTH UNIVERSITY
College of Nursing AND PUBLIC HEALTH
RN-BSN DEGREE Program
RN-BSN Practicum Proposal
Please complete this document outlining student’s proposed site
and planned project. This form must be returned to student’s
Clinical Coordinator for approval by the Program Director. The
proposal must be submitted 4 weeks prior to the start of class.
Review the course syllabus for objectives.
Student Name:Date Submitted:Course Start Date:

Contact Method:
Phone:
Email:
Practicum Information
Agency/Organization:
Address (street/city/state/zip):
Phone Number:Fax Number:
Sponsor/preceptor Person’s Name:
Position at agency:
Sponsor/preceptor Signature:
APPENDIX B
SOUTH UNIVERSITY
COLLEGE OF NURSING AND PUBLIC HEALTH
RN-BSN DEGREE PROGRAM
DIRECT ACTIVITIES LOG

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