Community Development Theory

Words: 1500 (Excluding References) & (In-Text reference is a must)

Reference Style: APA 6^th Edition

Minimum References: minimum 8 references among which 5 should be from the suggested list.

Typing style: The Paper must be typed on a word processor, double line spacing and 12 point font

 

Question: Matching our ideas about community with community work models/approaches.

“For community development, the integration of theory and practice brings together our theoretical understandings of how society works, and our vision of how we would like it to work, with specific strategies and tasks.” (Kenny 2017)

 

1. Choose a community from Australia that you would like to work with to address an area of change. Focus on specific geographical area, such as a town, a suburb, or neighbourhood.

 

1. Discuss the desired change(s) you and the community would like to see and describe how this would occur. Discuss the approach or model of community work that would best achieve this.

 

Assessment Criteria: The paper will be assessed according to the following criteria

• Clear definition and explanation of your view of a community (Weight: 30%).
• Demonstrates a good understanding of a community work model or approach and how it would help to achieve change (s) (Weight: 30%).
• Critical analysis of the community work model in relation to the tensions, debates and wider theoretical issues in contemporary society (Weight: 20%).
• Quality of writing and presentation (eg. spelling, grammar, punctuation and presentation) (Weight: 10%).
• Correct Referencing (minimum of 8 academic references among which 5 should be from the suggested list of readings, consistent use of a reference system, preferably APA 6th) (Weight: 10%).

 

Suggested Readings and Learning Materials: Readings should reflect on your assignment

• Twelvetrees, A. (2008). Introduction:  What is Community Work? (Chapter 1) Community Work,4^th Palgrave, Basingstoke. Pages 1-18.
• Hardcastle,Powers and Wenocur (2004) ‘Theory-based, Model-based Community Practice (Chapter 2, pp 33-60)’ in Community Practice: Theories and Skills for Social Workers. 2^ndEd,Oxford University Press, New York.
• Rothman J., (1995) ‘Approaches to Community Intervention’ p26-63 in Jack Rothman and Johan Tropman (eds) Strategies of Community Intervention: Macro Practice, 5th Edn, Peacock, Illinois.
• Stringer, Ernest T (2007) Action Research, 3^rdEdition, Sage Publications, Thousand Oaks. (Chapter 7, Strategic Planning for Sustainable Change and Development, pages 145-167)
• Yeneabat, M &  Butterfield, A.K. (2012)”We can’t eat a road: Asset-Based Community Development and the Gedam Sefer Community Partnership in Ethiopia.” Journal of Community Practice, 20 (1-2),pp 134-153
• Mendes (2002) ‘Social workers and the ethical dilemmas of community action campaigns lessons from the Australian State ofVictoria. Community Development Journal, Vol37, No. 2, April pp 157-166.
• Chaplin, A. (2010)Social movements in Bolivia: from strength to power. Community Development Journal, Vol 45 (3) pp 346-355
• Communities of hope : a strengths-based resource for building community.Wayne McCashen;[commissioned by Anglicare Australia]. – Bendigo, Vic. : St Luke’s Innovative Resources, 2004.
• Wood, J., Savaiano, P (2009) ‘Room to read: the democratization of literacy’ in Stout, C.E. (ed)The new humanitarians: Inspiration, innovations and blueprints for visionaries, Vol 2, Praeger. Westport. pp 15-30.
• Grey, M. & Crofts, P (2008) Social Development and its relevance to Australian Social Work.Australian Social Work.  61, No.1 March.
• Taylor, J., Edwards, J., Champion, S., Cheers,S., Chong, A., Cummins, R and Cheers, B (2012) ‘Towards a Conceptual understanding of Aboriginal and Torres Strait Islander Community and Community Functioning’. Community Development Journal, Vol 47 No 1, January 2012. Pp 94-110
• Gilchrist, A. (2009). The well-connected community (Second edition): A networking approach to community development. Bristol, UK: Policy Press at the University of Bristol.
• Ennis, G., & West, D. (2012). Using social network analysis in community development practice and research: a case study. Community Development Journal, 48(1), 40-57.
• Bellis, M. A., Phillips-Howard, P. A., Hughes, K., Hughes, S., Cook, P. A., Morleo, M., … & Jones, L. (2009). Teenage drinking, alcohol availability and pricing: a cross-sectional study of risk and protective factors for alcohol-related harms in school children. BMC Public health, 9(1), 380.

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Example Assignment: The following assignment is just for help and not to be copied from.

This assignment is from another student who gained only 60% marks which is, one of the highest from last year is as this lecturer is very hard to impress. So keeping that in mind you have set the standard of writing and make sure you put more information from the suggested list. (Theories, definitions, what authors suggested and explained, critically analysing community work models theories with your idea and plan, showing that you are also empowering the population of the community you selected):

 

The word community has numerous meanings and utilities. Normally, communities are viewed as places where people live, thrive and survive; for instance- towns and cities or a small group of people who share certain common beliefs or similar mindset. In either of these circumstances, it is important to view the different communities with respect to the various social relations which are being shared by the people with special emphasis to intimacy, emotionally connect, cohesion with the society at large and the duration of time (Craig et al., 2011). Though the concepts related to the community are mostly used on a wider scale, aspects of community are seldom defined, and whenever done, it is mostly interpreted as adjective or noun. However, community sometimes is also depicted as a possible solution within the society and the entire process for the same is initiated by people at large and is thus a group effort.

The practice of consuming excessive alcohol or in particular, single session unlimited consumption of alcohol which might pose various risks is normally referred to as Binge drinking. The binge drinking poses serious health hazards and has negative consequences for the young mass of the society at large in terms of economic, health and social aspects. The recent times have seen a considerable increase in the rates of alcohol consumption among the Australian youth belonging to 12- 24 years of age group (Chan et al., 2016). Corresponding to this, a number of public health-related policies and initiatives have been made in order to curb the risks which are associated with alcohol consumption. The young Australian mass irrespective or their gender get involved in binge drinking which has created a havoc within the societal mainframe thereby affecting the productivity and the mental attributes of the otherwise young and dynamic workforce. These aspects are pronounced for the urban people though the geographical distribution towards binge drinking by the young people is widely spread across the different places of Australia.

A few interim policies in response to the same include restriction towards access to alcohol, various behavioral levels of interventions, campaigns, and public health awareness to alter the drinking pattern of the young mass. Empirical evidence holds key importance towards successful preventive programs, the engagement of the young people and considering their consent and views during policy framing provides the necessary legitimacy for undergoing further implementation to interventions pertaining to public health.

This essay attempts to suggest and implement constructive public health interventions, and approaches utilizing various community models which will positively affect the issues pertaining to binge drinking amongst the young Australian mass. As opined by Rothman, (Hardcastle et al., 2004), the community development approach coupled with mass mobilization can serve as an effective intervention strategy towards curbing the menace caused by binge drinking.

The community development approach is an excellent measure through which the binge drinking menace can be curbed. One of the successful community development approaches to curb alcoholism include the alcohol action in rural communities (AARC) approach pioneered by researchers from New South Wales and University of Newcastle mediating consultative approach and formation of community-based coalition groups which have the stakeholders as its members along with the mayor or the local representative as the key member. Similar community-based approaches utilizing mass mobilization of the target population can be highly successful as mobilization has been identified as one of the successful traditional forms for community level changes. Mass mobilization programs can be implemented through street plays, advertorial, campaigns in print and electronic media and legally banning advertisements which promote drinking among the target population and discussions related to the possible health hazards can be effective (Bellis et al., 2009).

The integration of the social issues within the community development model can be successfully done by eliciting the level of understanding by the target young population on binge drinking aspects through the use of network diagram method (Ennis and West., 2012). This method is suitable to understand the different health issues along with the corresponding behavior of the target by utilizing an inductive approach which is target centered thereby obtaining a consensus regarding the cause which has emerged during the process.  In the network diagram methodology, a set of individuals from the target population are asked to draw a structure which represents their understanding pertaining to the possible cause of the menace along with the outcome and this is referred to as causal diagram. A composite network diagram regarding binge drinking can be successfully obtained by collating the individual data from the young mass. This forms the consensus or frequency for the possible cause or issue. It is possible to identify more than one path based upon targeted outcomes and thus factorial reciprocal relations are possible. The strength of the different paths mentioned by them is also possible to be measured. So, the strength calculated can be exhibited as an average value corresponding to the factors identified as causes for binge drinking. The final consensus diagram can be obtained by using the different factorial values obtained from individual participants (Keathley et al., 2017). Previously, network diagrams as community development models have been found successful for calculating perceptual crime, health, stress and other factorial cause analysis including terrorism.

Menace related to binge drinking and its implication can be successfully controlled by involving the younger generation of Australia. It is important to logically create awareness related to it through the community development model so that the implications and negative consequences are well understood (Gilchrist., 2009).The success of a program is not restricted to its implementation only, but largely depends upon the way it is being implemented at various regions and based on constructive feedback from stakeholders; minor alterations might be needed to customize the same. In the light of the present situation, network diagrams can be successfully applied to understand and identify the perceptual causes for binge drinking among Australian adolescents and adults in order to design and develop a systematic and structured intervention strategy. The government policy makers should interact with the organizations working in this domain and the target audience for a successful result-oriented implementation.

References:

Bellis, M. A., Phillips-Howard, P. A., Hughes, K., Hughes, S., Cook, P. A., Morleo, M., … & Jones, L. (2009). Teenage drinking, alcohol availability and pricing: a cross-sectional study of risk and protective factors for alcohol-related harms in school children. BMC Public health, 9(1), 380.

Craig, G., Mayo, M., Popple, K., Taylor, M., & Shaw, M. (Eds.). (2011). The community development reader: History, themes and issues. Policy Press.

Chan, G. C., Leung, J. K., Quinn, C., Connor, J. P., Hides, L., Gullo, M. J., … & Hall, W. D. (2016). Trend in alcohol use in Australia over 13 years: has there been a trend reversal?. BMC public health, 16(1), 1070.

Ennis, G., & West, D. (2012). Using social network analysis in community development practice and research: a case study. Community Development Journal, 48(1), 40-57.

Gilchrist, A. (2009). The well-connected community (Second edition): A networking approach to community development. Bristol, UK: Policy Press at the University of Bristol.

Hardcastle, Powers & Wenocur (2004) Theory-based, Model-based Community Practice (Chapter 2, pp 33-60) in Community Practice: Theories and Skills for Social Workers. 2^nd  Ed, Oxford University Press, New York.

Keatley, D. A., Ferguson, E., Lonsdale, A., & Hagger, M. S. (2017). Lay understanding of the causes of binge drinking in the United Kingdom and Australia: a network diagram approach. Health education research, 32(1), 33-47.

 

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Disaster and Terrorism

1.  Identify and discuss disaster types.

2.  Explain the disaster planning process and nursing participation.

3.  Work on the following case studies;

A.  Case Study # 1

As a county health department nurse, your supervisor has informed you that the local Emergency Management Team is issuing a warning of impending disaster as an F3 tornado is expected to hit your large, metropolitan city within the hour.

a.  Which emergency measures would you expect to have already been in place?

b.  What are your potential activities during each phase of the emergency management response?

B.  Case Study # 2

A plane crashed while landing on the runway during a snowstorm. The plane was not able to stop in time and slipped off the end of the runway onto a busy interstate highway. Public health nurses were expected to respond to this disaster as well as many first responders. (Learning Objectives: 1, 2, 5)

a.  What are the responsibilities of public health nurses in disaster management?

b.  Public health nurses have been requested to use the START model to assess the cars involved in the plane crash on the highway. What is the START MODEL, and how are numbers assigned to the individuals?

c.  The houses in a two-mile radius around the airport have been requested to evacuate the area because airplane fuel is leaking into the river located directly next to the airport. What guidelines should be considered for individuals requested to evacuate?

d.  When the public health nurses were color coding for prehospital triage, what do red and black color codes mean?

APA format word document (in-text citations needed).

A minimum of 3 evidence-based references no older than 5 years must be used.

A minimum of 800 words not to exceed 1,000 are required without counting the first and last page.

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Theoretical Basis of Community/Public Health Nursing

Chapter 14 Theoretical Basis of Community/Public Health Nursing Public health nursing is a community-oriented, population-focused nursing specialty that is based on interpersonal relationships. The unit of care is the community or population rather than the individual, and the goal is to promote healthy communities. The community health nurse has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment 1. There are essential characteristics of nursing service when a community is the client. Describe community-oriented, population-focused care, and relationship-based care. What type of care is been completed by the community health nurse who has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population? 2. The goals of public health nursing, to promote and protect the health of communities, are facilitated by adhering to eight principles identified by the American Nurses Association (2007) for public health nursing practice. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment with homeless individuals. What are the eight principles? 3. There are numerous models of nursing practice that can be utilized in community health nursing practice. Theories and models of community/public health nursing practice aid the nurse in understanding the rationale behind community-oriented care. What are five of these models of nursing practice with a brief summary of the model?

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Individual Success Plan (ISP)

1) Complete the template

2 )  It will be verified by Turnitin and SafeAssign

Assignment

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
2. Completion of work associated with program competencies.
3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

P R A C T I C E   E X P E R I E N C E	Complete Contact Information
	Student Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty Information	GCU
	Name:
	E-mail:
	Phone Number:
	Practicum Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

 

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ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

• Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

• Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

 

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Topic	Graded Assignment	Indirect Clinical Assignments
Topic 1	1.      Individual Success Plan 2.      Reflection Journal Entry	1.      List of potential topics for the change proposal
Topic 2	1.      Topic Selection Approval Paper 2.      Reflection Journal Entry	1.      Search the literature for supporting journal articles 2.      Summary of topic category; community or leadership
Topic 3	1.      PICOT Question Paper 2.      Reflection Journal Entry	1.      List of objectives
Topic 4	1.      Literature Evaluation Table 2.      Reflection Journal Entry	1.      List of measurable outcomes
Topic 5	1.      Reflection Journal Entry	1.      Summary of the strategic plan 2.      Midterm Evaluation Tool
Topic 6	1.      Literature Review Table 2.      Reflection Journal Entry	1.      List of resources
Topic 7	1.      Reflection Journal Entry	1.      Summary of the evaluation plan 2.      Remediation-if required
Topic 8	1.      Benchmark Written Capstone Project Change Proposal 2.      Reflection Journal Entry
Topic 9	1.      Reflection Journal Entry	1.      Professional Presentation
Topic 10	1.      Finalized ISP 2.      Scholarly Activity Summary 3.      Benchmark-Reflection Journal Summary	1.      Summary of presentation 2.      Final Clinical Evaluation Tool 3.      Practice Clinical Evaluation Tool-Agency 4.      Practice Clinical Evaluation Tool-Preceptor

 

 

Application-based Learning Course Assignments	List of Current Course Objectives	Assignment Date Due	Self-Assessment: Programmatic Domains & Competencies (see Appendix A)	Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies  (see Appendix A)	Date Assignment Completed

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients.

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Vulnerable Populations Assessment Assignment

Due: Sunday night by 11:59 p.m. Pacific Time. Select the “Submit” button to submit your assignment. If you have questions about the assignment, post your question in the Course Café or contact your Instructor.

Assignment Overview

Select a vulnerable population in your community (helpful hint: search within your zip code). To do this, conduct a windshield survey in your community. A windshield survey is completed by observing a population by looking out of a window of your car (or a bus or riding your bike) to identify a vulnerable population in your community. Conduct research on your chosen population via the Internet and by calling or visiting your local health department. Develop a maximum of 10 slides using PowerPoint to communicate your observations and research. An example listing of vulnerable populations has been included for your consideration.

Assignment Details:

Perform the following tasks:

• Complete the reading assignment before attempting this assignment
• Attend the instructor session to prepare for this assignment.
• Complete the Windshield survey.
• From the vulnerable population observed, research the population.
  • Identify the vulnerable population in detail.
  • Identify health risks and needs of the vulnerable population.
  • Identify resources that are available and those needed but not available.
  • Describe service gaps/interventions that could be used (primary, secondary, tertiary) that could fill gaps in resources.
  • Summarize your findings for each of the different categories.
• Prepare a PowerPoint presentation (maximum of 10 slides) to communicate your observations and research.
• Include the proper file naming convention: RN206_wk9_assn_jsmith_mmddyyyy
• Vulnerable Populations to consider from the textbook:

Poor and homeless persons Pregnant adolescents Migrant workers and immigrants Severely mentally ill individuals Substance abusers Abused individuals and victims of violence Persons with communicable disease People at risk of disease transmission Persons who are HIV positive Persons with Hepatitis B virus

Populations at risk of a sexually transmitted disease Other suggestions: Elderly Children Battered/abused women Women with high risk pregnancies Women with no risk to prenatal care Recovering substance abuse Substance abuse

 

 

Community Research PowerPoint

• Prepare a power point presentation (10 slide max) that identifies each of the following.
• Include and introduction, citation and reference slide.

 

• Population; Describe in detail:

1. 1. Demographics
   2. Religion
   3. Ethnicity
   4. Culture
   5. Employment
   6. Socioeconomic status
   7. Health/Lifestyle Behavior

 

• Health Risks; Identify and explain:

1. 1. Health promotion
   2. Health risks

 

• Resources; Identify and describe the following availability in the community

1. 1. Resources to meet population need
   2. Programs to meet population need
   3. Services to meet population need

• Service Gaps/Interventions.
  • Identify services that are notcurrently available but would be valuable and improve outcomes for the vulnerable population. List as:

1. 1. 1. Primary interventions
      2. Secondary interventions
      3. Tertiary interventions

• Summary; Summarize research plans to address:
• • Health promotion
  • Health risks

Please Look At The Helpful Reference List Below For Your Project:

*Center for Disease Control and Prevention (CDC). (2021). National center for health statistics. (Links to an external site.)
*City Data (Links to an external site.). (2021)
*Unites States Census Bureau (Links to an external site.). (2021).
*United States Department of Health and Human Services. (2021).Healthy people 2030 (Links to an external site.).
*USA.gov.(2020). Data and statistics about the U.S. (Links to an external site.)
*U.S. Department of Health & Human Services (Links to an external site.). (2021).

Rubric

Week 9 Assignment

Week 9 Assignment
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeLearning Outcome: Populations Describe in detail. This criterion is linked to a Learning Outcome: Populations Describe in detail. Include all of the following criteria: demographics, religion, ethnicity, culture, employment, socioeconomic status and health/lifestyle behaviors	10 pts 10 to >7.0 pts Exceeds Expectations 85% – 100% • Describe population in detail, uses all criteria and/or includes additional data. 7 pts 7.0 to >4.0 pts Meets Expectations 70% – 84% • Describe population including 75% of criteria. 4 pts 4.0 to >0 pts Needs Work <70% • Describe population superficially, uses less than 50% of criteria.	10 pts
This criterion is linked to a Learning OutcomeLearning Outcome: Health Risks This criterion is linked to a Learning Outcome: Health Risks Identify and explain health promotion, health risks, and health needs specific to each group. Include what resources they require to ensure health.	10 pts 10 to >7.0 pts Exceeds Expectations 85% – 100% • Include health promotion needs, health risks, and actual health issues for population. 7 pts 7.0 to >4.0 pts Meets Expectations 70% – 84% Include actual health issues and risks, does not address health promotion needs. 4 pts 4.0 to >0 pts Needs Work <70% Include actual health issues, does not address health risks or health promotion needs.	10 pts
This criterion is linked to a Learning OutcomeLearning Outcome: Resources This criterion is linked to a Learning Outcome: Resources Identify and describe the resources, programs, services that are currently available in the community to meet the health needs.	10 pts 10 to >7.0 pts Exceeds Expectations 85% – 100% • Identify 8-10 resources • All descriptions of resources are detailed and accurate 7 pts 7.0 to >4.0 pts Meets Expectations 70% – 84% • Identify 5-7 resources • Most of the descriptions of resources are detailed and accurate 4 pts 4.0 to >0 pts Needs Work <70% • Identify less than 5 resources. • Few of the descriptions of resources are detailed and accurate	10 pts
This criterion is linked to a Learning OutcomeLearning Outcome: Service Gaps/Interventions This criterion is linked to a Learning Outcome: Service Gaps/Interventions Identify services that are not currently available but would be valuable. Select primary, secondary, and tertiary interventions that could improve health outcomes for each group.	10 pts 10 to >7.0 pts Exceeds Expectations 85% – 100% • Identify 5 or more services that would be helpful • Include interventions from all 3 levels of prevention. 7 pts 7.0 to >4.0 pts Meets Expectations 70% – 84% • Identify 3-4 services that would be helpful • Include interventions from 2 levels of prevention. 4 pts 4.0 to >0 pts Needs Work <70% • Identify 1-2 services that would be helpful • Include interventions from 1 level of prevention.	10 pts
This criterion is linked to a Learning OutcomeLearning Outcome: Summary This criterion is linked to a Learning Outcome: Summary Summarize research and plans to address health promotion, health risks, and actual health issues.	10 pts 10 to >7.0 pts Exceeds Expectations 85% – 100% • Comparison of the vulnerable population is thorough and in depth. • Include all criteria listed above. 7 pts 7.0 to >4.0 pts Meets Expectations 70% – 84% • Description of the vulnerable population is superficial • Include 75% of criteria listed above. 4 pts 4 to >0 pts Needs Work <70% • Description of the population is minimal or absent. • Include less than 75% of criteria listed above.	10 pts
This criterion is linked to a Learning OutcomeThis criterion is linked to a Learning Outcome: Grammar, Spelling, and Punctuation This criterion is linked to a Learning Outcome: Grammar, Spelling, and Punctuation	10 pts 10 to >8.5 pts Exceeds Expectations 85% – 100% • 1 or 2 grammar, spelling, punctuation errors, and/or typographical errors. • All references and citations in proper APA format. 7 pts 7.0 to >4.0 pts Meets Expectations 70% – 84% 7.0 to >4.0 pts Meets Expectations 70% – 84% • Minimal errors. • Few typographical errors • 75% or more of references and citations in proper APA format. 4 pts 4 to >0 pts Needs Work <70% • Multiple errors • Many typographical errors. • Less than 50% of references and citations in proper APA format. 0 pts No Marks	10 pts
Total Points: 60

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