Functional Health Patterns Community Assessment Guide
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.
· Predominant ethnic and cultural groups along with beliefs related to health.
· Predominant spiritual beliefs in the community that may influence health.
· Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
· Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?
· What does the community value? How is this evident?
· On what do the community members spend their money? Are funds adequate?
· Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).
· Immunization rates (age appropriate).
· Appropriate death rates and causes, if applicable.
· Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?
· Available health professionals, health resources within the community, and usage.
· Common referrals to outside agencies.
· Indicators of nutrient deficiencies.
· Obesity rates or percentages: Compare to CDC statistics.
· Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).
· Availability of water (e.g., number and quality of drinking fountains).
· Fast food and junk food accessibility (vending machines).
· Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).
· Provisions for special diets, if applicable.
· For schools (in addition to above):
· Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)
· Amount of free or reduced lunch
Elimination (Environmental Health Concerns)
· Common air contaminants impact on the community.
· Waste disposal.
· Pest control: Is the community notified of pesticides usage?
· Hygiene practices (laundry services, hand washing, etc.).
· Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.
· Universal precaution practices of health providers, teachers, members (if applicable).
· Temperature controls (e.g., within buildings, outside shade structures).
· Safety (committee, security guards, crossing guards, badges, locked campuses).
· Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).
· Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).
· Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).
· Injury statistics or most common injuries.
· Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).
· Means of transportation.
· Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).
· Indicators of general restedness and energy levels.
· Factors affecting sleep:
· Shift work prevalence of community members
· Environment (noise, lights, crowding, etc.)
· Consumption of caffeine, nicotine, alcohol, and drugs
· Homework/Extracurricular activities
· Health issues
· Primary language: Is this a communication barrier?
· Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.
· Educational offerings (in-services, continuing education, GED, etc.)
· Educational mandates (yearly in-services, continuing education, English learners, etc.)
· Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)
· Library or computer/Internet resources and usage.
· Funding resources (tuition reimbursement, scholarships, etc.).
· Age levels.
· Programs and activities related to community building (strengthening the community).
· Community history.
· Pride indicators: Self-esteem or caring behaviors.
· Published description (pamphlets, Web sites, etc.).
· Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).
· Vulnerable populations:
· Why are they vulnerable?
· How does this impact health?
· Power groups (church council, student council, administration, PTA, and gangs):
· How do they hold power?
· Positive or negative influence on community?
· Harassment policies/discrimination policies.
· Relationship with broader community:
· Fire/EMS (response time)
· Other (food drives, blood drives, missions, etc.)
· Relationships and behavior among community members.
· Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).
· Access to birth control.
· Birth rates, abortions, and miscarriages (if applicable).
· Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).
· Delinquency/violence issues.
· Crime issues/indicators.
· Poverty issues/indicators.
· CPS or APS abuse referrals: Compare with previous years.
· Drug abuse rates, alcohol use, and abuse: Compare with previous years.
· Stress management resources (e.g., hotlines, support groups, etc.).
· Prevalent mental health issues/concerns:
· How does the community deal with mental health issues
· Mental health professionals within community and usage
· Disaster planning:
· Past disasters
· Drills (what, how often)
· Planning committee (members, roles)
· Crisis intervention plan
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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