Cheap essays, research papers, dissertations.NRS 428 DQ: Phenomenological Places Influencing Community Assessment
Sample Answer for NRS 428 DQ: Phenomenological Places Influencing Community Assessment Included After Question
Topic 1 DQ 2
Description:
Discuss how geopolitical and phenomenological places influence the context of a population or community assessment and intervention. Describe how the nursing process is utilized to assist in identifying health issues (local or global in nature) and in creating an appropriate intervention, including screenings and referrals, for the community or population.
A Sample Answer For the Assignment: NRS 428 DQ: Phenomenological Places Influencing Community Assessment
Title: NRS 428 DQ: Phenomenological Places Influencing Community Assessment
Geopolitical place refers to the community boundaries, transport system, geographic features, climate, vegetation, animals, and settlements (Green, 2018). These factors affect community health in diverse ways. The demographics, diversity, ease of health access and resources, and remoteness of an area will determine the community’s health (Green, 2018). The transport infrastructure influences the remoteness of an area affecting how they receive medical resources, professionals, and access resources outside the geographical boundaries. According to Towne Jr. (2017), area-level features that may affect medical care access are geopolitical characteristics like Medicaid policies leading to forgone medical care.
A phenomenological place is a relational or psychological location, not a geographical one that features the history, culture, economics, education, spiritual values, and goals (Green, 2018). These factors are critical determinants of community health because they point out the barriers to health and those with a positive effect. These factors can help a community health nurse determine the health literacy, attitudes, and beliefs towards health and the health gaps of a phenomenological place. According to Minority Nurse (2018), a phenomenological place can help nurses assess human experiences and use the information to support populations in exercising control over their health and wellbeing.
The nursing process requires a rigorous assessment of the population’s geopolitical and phenomenological factors. This assessment helps identify factors or features that may, directly and indirectly, affect the population’s health. A nurse can use the same information to carry out phenomenological and ethnographic studies to understand a community’s or population’s health. The demographics, geopolitical, and phenomenological factors can determine how to conduct health education and promotion, sensitize the need for specific health behavior, and develop policies that deal with forgone medical care.
References
Green, S. Z. (2018). Populations as clients. In Community and public health: The future of health care. https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/
Minority Nurse. (2018). The influence of phenomenology on nursing research. https://minoritynurse.com/the-influence-of-phenomenology-on-nursing-research/
Towne Jr., S. D. (2017). Socioeconomic, geospatial, and geopolitical disparities in access to health care in the U.S. 2011-2015. International Journal of Environmental Research and Public Health, 14(6), 573. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5486259/
A Sample Answer 2 For the Assignment: NRS 428 DQ: Phenomenological Places Influencing Community Assessment
Title: NRS 428 DQ: Phenomenological Places Influencing Community Assessment
In your post you quoted Green (2018) ” The demographics, diversity, ease of health access and resources, and remoteness of an area will determine the community’s health”. Then you spoke about how remoteness affects medical resources for the community. This information is interesting to me and is a common problem that many poverty-stricken communities face. While doing research this week, I came across solutions regarding how the health care system and political leaders need to respond to the lack of health care amongst these communities. According to Persaud et. al (2018) “Promoting and achieving global health: Two things are essential if this is to succeed. One is that health-care systems need to be culturally sensitive and appropriate, and cultural relativism is considered and second, health, especially the mental health, needs to be a part of impact assessment of all policies.”
Reference
Green, S. Z. (2018). Populations as clients. In Community and public health: The future of health care.https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/
Persaud, A., Bhat, P. S., Ventriglio, A., & Bhugra, D. (2018). Geopolitical determinants of health. Industrial psychiatry journal. Retrieved December 16, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6592191/
A Sample Answer 3 For the Assignment: NRS 428 DQ: Phenomenological Places Influencing Community Assessment
Title: NRS 428 DQ: Phenomenological Places Influencing Community Assessment
Community assessment is the process of identifying the strengths , assets, needs and challenges of a `target group or community( Ohio State University 2017). The assessment is is influenced by geopolitical and phenomenological place. The geopolitical factors that influence a population group include population, climate, man-made and natural disasters, drought, floods and war. These factors affect community assessment and will influence decision making for example in an war zone safety would be priority consideration, and in a drought stricken area food supply takes precedence to ensure the population are fed and children receive nutritious meals. Phenomenological place, according to Green (2018), focuses on the populations history, culture, economics, spiritual beliefs and values which influence the health needs of a community or individual. A population may believe that their culture restricts them from getting vaccinated or seeking medical attention, leaving the group vulnerable to preventable illnesses and unwarranted deaths.
The nursing process is a systematic problem solving approach used to identify, prevent and treat actual or potential illnesses and promote good health. (Senachew 2017).It involves assessment of healthcare needs and available resources for a focus group. Health risks and actual problems are identified and a plan to solve these problems is drafted. Treatment, screening and preventive education on health promotion is provided to the focus group. An evaluation of the success or loopholes in the system are identified and corrected or improved. Individuals who’s treatment is not successful are referred for specialist treatment. Evaluation is continuous throughout the program.
Reference
Green.S. 2018. GrandCanyon University Media. Community and public health. The future of Health. https://lc.gcumedia.com/nrs427vn/community-and-public-health-thefuture-of-healthcare/
Senachew A. 2017. Implementation of the nursing process in clinical setting. www.ncbi.nlm.gov/pumc/articles
Description
Objectives:
1. Examine the role of the community/public health nurse.
2. Evaluate the role of community stakeholders as clients and community partners.
3. Discuss the aspects of health promotion in nursing care of populations.
4. Explain the importance of community resources to planning an intervention.
Public Health: The Future of Health Care
Description:
Read Chapter 1 in Community and Public Health: The Future of Health Care.
All the Gear in the CDC’s Disease Detectives Use in the Field
Description:
NRS 428 DQ Phenomenological Places Influencing Community Assessment
View the “All the Gear in the CDC’s Disease Detectives Use in the Field” video, by WIRED (2018), located on the YouTube website.
Jackson County Healthy Communities Coalition
Description:
Explore the Jackson County Health Department (JCHCC) website. In addition, explore the relevant public health site for your own county or state.
American Public Health Association
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 428 DQ: Phenomenological Places Influencing Community Assessment
Description:
Explore the American Public Health Association (APHA) website.
Maricopa County Public Health
Description:
Explore the Maricopa County Public Health website. In addition, explore the relevant public health site for your own county or state.
California Department of Public Health
Description:
Explore the California Department of Public Health website. In addition, explore the relevant public health site for your own county or state.
Optional: Meanings of Knowledge and Identity in Public Health Nursing in a Time of Transition: Interpretations of Public Health Nurses’ Narratives
Description:
For additional information, the following is recommended:
“Meanings of Knowledge and Identity in Public Health Nursing in a Time of Transition: Interpretations of Public Health Nurses’ Narratives,” by Dahl and Clancy, from Scandinavian Journal of Caring Sciences (2015).
NRS 428 DQ Phenomenological Places Influencing Community Assessment Grading Rubric Guidelines
Performance Category
10
9
8
4
0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Evaluates literature resources to develop a comprehensive analysis or synthesis.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
Evaluates information from source(s) to develop a coherent analysis or synthesis.
Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
Demonstrates little or no understanding of the topic.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) without any interpretation/evaluation.
The posting uses information that is not valid, relevant, or reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
Applies concepts to personal experience in the professional setting and or relevant application to real life.
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
Applies concepts to personal experience in their professional setting and or relevant application to real life
Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
Posts are superficial and do not reflect an understanding of the lesson content
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
Exceeds minimum post requirements
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
Replies to a post posed by faculty and to a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Meets expectations of 2 posts on 2 different days.
The main post is not made by the Wednesday deadline
Does not reply to a question posed by a peer or faculty
Has only one post for the week
Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the thread
No connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
2-3 errors in APA format.
Written responses have 2-3 grammatical, spelling, and punctuation errors.
Writing style is generally clear, focused, and facilitates communication.
4-5 errors in APA format.
Writing responses have 4-5 grammatical, spelling and punctuation errors.
Writing style is somewhat focused.
6-7 errors in APA format.
Writing responses have 6-7 grammatical, spelling and punctuation errors.
Writing style is slightly focused making discussion difficult to understand.
8-10 errors in APA format.
Writing responses have 8-10 grammatical, spelling and punctuation errors.
Writing style is not focused, making discussion difficult to understand.
Post contains greater than 10 errors in APA format.
Written responses have more than 10 grammatical, spelling and punctuation errors.
Writing style does not facilitate communication.
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread
The student answers the threaded discussion question or topic on one day and posts a second response on another day.
The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
