Table of Contents
NUR 350 Module Five Health Education Activity
Health Education Activity
TOPIC – Pressure Ulcers and the Vulnerable Elderly Population @ Mary Manning Walsh
You Must fill out the Module Five Health Education Activity ATTACHMENT using the following instructions below. Also using Milestone 1 and Milestone 2 attached below as reference.
Instructions
This week, you should be wrapping up the evaluation and reflection stages of your health education activity. Submit your completed Planner and Log worksheet.
Review the Guideline and Rubric for this activity as long as the Planner and Log and Permission Letter. Remember: All planning work counts toward your eight hours!
NUR 350 Module Five Health Education Activity Guidelines and Rubric Overview: To supplement your final project and your shared experiences with peers in this course, you are asked to perform eight hours of clinical practice experience in the field. For this activity, you will first review available data and demographics for your local area, then choose a vulnerable population to assess, diagnose their need, then plan, implement, and evaluate a health education activity as a response to the need. Examples of a qualifying health education activity include a presentation on how to include physical activity into daily life at a senior center, an interactive activity for school-age children teaching them about eating healthy, or a presentation to healthcare providers on incorporating cultural competence into their practice. Guidance will be provided in each module to keep you on track with this activity, which follows the nursing process. Though nothing is due until Module Five, you are strongly encouraged to follow the recommended timeline to avoid last-minute rushing to get things done. Additionally, note that you must obtain permission (using the Clinical Practice Experience Permission Letter) from the site where you plan to complete your activity prior to implementing it. Finally, students must also submit the following completed evaluation form: NUR 350 Evaluation of Facility which they will complete. Students will not be providing direct patient care. Prompt: To complete this activity, ensure that you fill out the provided worksheet (Health Education Activity Planner and Log) completely for each critical element. Each section should be one to two paragraphs in length:
Assessment: In the Module One discussion, you will review available data and choose a local vulnerable population as the focus of the rest of this activity. For this section, write a summary of your assessment of the community where the activity is being presented.
Diagnosis: Identify the health needs of the chosen vulnerable population. Include a NANDA community nursing diagnosis and support with evidence. Plan: Outline your plan for implementing a health education activity that will meet the needs of your chosen vulnerable population. This should include
the articulation of two SMART goals, and plans to evaluate the achievement of these goals. Implementation: Explain the implementation process for your health education activity. You do not need to include the planning steps again, but discuss
what you did and how you did it. Evaluation: Evaluate the success of your health education activity based on feedback from the audience. Do you think that you achieved your SMART
goals? Why or why not? Support your evaluation with evidence. Reflection: Look back on all the steps you have completed so far (assessment through evaluation) and reflect on the strengths and weaknesses of your
approach. Knowing what you know now, how could you improve future health education opportunities? Log of Hours: Ensure that you have completed eight hours of clinical practice experience. You are encouraged to fill this log out as you go, and it should
be an accurate depiction of how you spent your time preparing for, implementing, and evaluating your health education activity.
Rubric Guidelines for Submission: You must complete all fields in the provided Planner and Log worksheet. Each section should be one to two paragraphs in length, double-spaced.
Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value
Assessment Assesses a local vulnerable population for its health needs
Assesses a local vulnerable population for its health needs, but description is unclear or has gaps
Does not assess a local vulnerable population for its health needs
10
Diagnosis Develops a community nursing diagnosis for the health needs of a local vulnerable population and supports choice with evidence
Develops a community nursing diagnosis for the health needs of a local vulnerable population, but description contains insufficient detail or lacks evidence
Does not develop a community nursing diagnosis for the health needs of a local vulnerable population
15
Plan Articulates the steps involved in the planning process for the health education activity and includes two SMART goals
Briefly articulates the steps involved in the planning process for the health education activity, or a SMART goal is missing
Does not articulate the steps involved in the planning process or the SMART goals associated with the health education activity
20
Implementation Explains the implementation process for the health education activity
Explanation of the implementation process is brief or lacks sufficient detail
Does not explain the implementation process
20
Evaluation Evaluates the health education activity for how it achieved the articulated SMART goals
Briefly evaluates the health education activity with respect to articulated SMART goals, or fails to address one or both of the SMART goals
Does not evaluate the health education activity for how it achieved the articulated SMART goals
15
Reflection Reflects on the process of developing and implementing the health education activity, and provides sufficient detail on future improvements
Briefly reflects on the process of developing and implementing the health education activity, with gaps in explanation of future improvements
Does not reflect on the process of developing and implementing the health education activity
15
Log of Hours Logs hours Does not log hours 5
Total 100%
Module Five Health Education Activity Planner and Log
In each section below, write one to two paragraphs, double-spaced. For full instructions, review the Module Five Health Education Activity Guidelines and Rubric document.
| Process Step | Explanation/Student Response |
| Assessment | Write a summary of your assessment of the community where the activity is being presented (one to two paragraphs).
|
| Diagnosis | Include a NANDA community nursing diagnosis (for example, “Insert diagnosis related to as evidenced by . . .”). Then, support your diagnosis and be sure to include evidence (one to two paragraphs).
|
| Plan | Share two SMART goals here. Then, discuss your plan to achieve these two goals and how you will evaluate their achievement (one to two paragraphs).
|
| Implement | Discuss the process of implementing your health education activity. You do not need to include the planning steps again, but discuss what you did and how you did it (one to two paragraphs).
|
| Evaluate | Now that you have completed the educational activity, evaluate the achievement of your two SMART goals. Be specific and provide examples (one to two paragraphs).
|
| Reflection | Look back on all the steps you have completed so far (assessment through evaluation) and reflect on the strengths and weaknesses of your approach. Knowing what you know now, how could you improve future health education opportunities? (One to two paragraphs)
|
Instructions: Fill out the time log below for each activity you complete while working on your health education activity. This includes time spent on each step of the nursing process. You should plan to spend two hours assessing and diagnosing, three hours planning, and one hour each implementing, evaluating, and reflecting. Your log likely won’t be broken down into such neat pieces, but we strongly encourage you to record the time as you complete it. If you spend 1.5 hours planning one night, and then another 1.5 hours planning another night, please record them separately.
| TIME LOG | |
| Date | |
| Hours | |
| Activity | |
| Where does this activity fit into the nursing process? | |
| How does this activity connect to the course objectives? | |
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| Hours | |
| Activity | |
| Where does this fit into the nursing process? | |
| How does this activity connect to the course objectives? | |
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| Where does this activity fit into the nursing process? | |
| How does this activity connect to the course objectives? | |
| Date | |
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| Where does this activity fit into the nursing process? | |
| How does this activity connect to the course objectives? | |
| Date | |
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| Activity | |
| Where does this activity fit into the nursing process? | |
| How does this activity connect to the course objectives? |
Milestone One-Draft of Community Characteristics
Running head: General Community Characteristics 1
General Community Characteristics 2
Pressure Ulcers and the Vulnerable Elderly Population
General Community Characteristics
New York City has five predominantly recognized boroughs demographically. Manhattan is amongst the most densely populated city whereby it is a recognized district with historical origin, culturally identified, economically stable and equipped with different health care centers. Manhattan being a coextensive district in NYC, it receives over 30 million visitors per year, though most of the tourists hardly see away from the “22.6 square miles (58.5 square km)” of Manhattan Island, the smallest urban district. Manhattan is easily recognized by residents and visitors since it is divided alluring 220 east-west streets and 12 north-south avenues. It is overloaded with places of enduring interests, cultural institutions and one of the world largest skyscraper. Sachs (2016) states that other neighbouring cities recognizes Manhattan as the primary borough hub for business, center for administrative services, and a financial center for metropolis and their origin of their renown. Inside this considerable historic disparity, Manhattan is mainly made out of neighborhoods that give tranquil sanctuaries to satisfied occupants. No region of NY exhibits dynamism and transformation as ultimately as Manhattan. Crowds enter it day by day to look for their prosperities, and extra millions come to wonder about their endeavors. It is Manhattan that they name an “incredible place, yet I wouldn’t have any desire to live there.”
Demographic and Socioeconomic Characteristics
Manhattan is one of the highly densely populated district in NYC, though smallest geographically. In the United States, NYC is the leading county with highest population and the leading densely populated region globally (Stanhope & Lancaster, 2018). This facts is supported by the 2010 census report that the district has the highest population compared to other boroughs because it holds a populace of “1,585,873 living in a land area of 22.96 square miles (59.5 km2), or 69,464 residents per square mile (26,924/km²)” (U.S. Census Bureau QuickFacts). It is the wealthiest county that stabilize U.S economy with a 2005 per capita income above $100,000. Manhattan is the smallest in land area but the third –largest populated borough in NYC.
United States has referred Manhattan as the center that does well economically and culturally develop. NYC serves as the monetary capital center for both NASDAQ as well as the New York Stock Exchange, with an estimated GDP of over $1.2 trillion. Universities, museums, tourist’s attractions sites are amongst the famous landmarks that distinguish Manhattan community from other boroughs. United Nations Headquarters are as well located in this borough. The city is described as a metropolitan center where most of the government business are conducted, businesses, simulation activities as well as where national banks can be accessed.
Key Community Groups and Health Concerns
In Manhattan city, some people are more vulnerable than others. Specifically, elderly and children are mostly affected since according to U.S. Census Bureau QuickFacts 16.1% and 9% of elderly and children respectively live in abject poverty. That is why, in Mary Manning Walsh Nursing Home, they strive to identify this portion to understand their level of vulnerability so as to provide appropriate interventions. According to Stanhope & Lancaster (2018), limited and uneven distribution of resources in the community is the leading causes of subjecting these populations to vulnerability. Aging population need prompt intervention to alleviate life-threating effects like developing depression which leads to pressure ulcers. The hospital contends that, to increase resilience, the situation can be reversed when accessible resources are allocated properly. Poverty maybe as result of low income amongst the elderly, which later contribute to their poor health like developing pressure ulcers due to stress and also lack of accessing quality healthcare system. As indicated from the county health statistics, elderly population without insurance coverage in Manhattan city is estimated as 10% which is higher than Hampshire city which has an average of 10%. This is why; Sachs (2016) argues that, Individuals at the two closures of the age difference are frequently less ready to adjust to stressors physiologically”. Kids in poverty are likewise an extraordinary concern of society. An investigation of Stanhope & Lancaster (2018) expressed that the “rate of kid destitution is an expanding function of the level of salary imbalance”. Likewise, “the higher is the pay disparity, the more prominent is the rate of kid poverty.
Children are another vulnerable group predisposed to malnourishment, underweight and poor health. Vulnerability contributes to loss of lifespan work opportunities and shortfall of quality education (Stanhope & Lancaster, 2018). Report from county ranks states that compared to other neighbouring borough; Manhattan carries a 36% of children in who are eligible to get reduced-price lunch. Also, 3% consist of uninsured children and 40% is the mortality. Generally, medical attendants play significant roles in coordinating and connecting vulnerable population with the accessible resources in the community and different organizations. They can work with others as well as offering health education in the public to establish a wellbeing program. Most importantly, medical attendants can impact enactment and health policies that influence the susceptible populace.
References
U.S. Census Bureau QuickFacts: New York County (Manhattan Borough), New York. Retrieved from: https://www.census.gov/quickfacts/fact/map/newyorkcountymanhattanboroughnewyork/INC110217
Sachs, J. D. (2016). High US child poverty: Explanations and solutions. Academic pediatrics, 16(3), S8-S12.
Stanhope, M., & Lancaster, J. (2018). Foundations for population health in Community/
public health nursing (5th edition). St. Louis, MO: Elsevier.
Milestone Two-Draft of Community Assessment
Running head: COMMUNITY HEALTH ASSESSMENT 1
Community Health Assessment 5
Pressure Ulcers and the Vulnerable Elderly Population
Community Health Assessment
Introduction
Community needs evaluation is the process of collecting and analyzing public health information using both quantitative and qualitative approaches for a specific population. This discussion will focus on health information about the elderly population with pressure ulcers by concentrating on the public resources available, social health drivers, risk factors, quality of life, as well as how Mary Manning Walsh hospital provides essential services to this population.
Manhattan Borough, New York City
With a promise to give the most astounding quality medical care service to each individual in all the five boroughs in New York City, the NYC Health + Hospitals public healthcare sector is the biggest of its sort in the US (Efraim, 2010). Citizens of Manhattan district get public medical care service from clinics run by NYC. Pressure ulcers (PU) prevalence presents a substantial weight on medical care facilities. Improved therapeutic care and better living conditions have expanded the future of the old populace. Many aging victims experience the ill effects of severe and ceaseless infections, dietary inadequacies, and susceptibility (Issel & Wells, 2017). A major predisposing factor for PU is comorbidities notwithstanding the aging process bringing about idleness. The number of PU victims over the age of 80 years has been increasing due to prolonged life expectancy, leading to higher risk of disability and immobility. Higher mortality rate reported in Manhattan is a result of PU conditions (Barnidge et al., 2013). Another study shows, an average elderly person with stage IV hospital-acquired PU spends an average of $129,248 (Jaul & Menzel, 2014). A review done on repetitive admissions, an average of $124,327 is spent on community-procured PU. The higher appearance of complications and the extended time taken for patients in the facility to heal increases the health cost as the ulcer grade continues to develop. Intricacies, for example, contaminations or osteomyelitis, increase related financial expense altogether.
Existing Resources
Some of the available national, regional and local resources found in Manhattan borough to help in battling elderly pressure ulcer are:
Educational institutions
Regional and local community leaders
Federally funded Health Care Centers
Regional Public Health Networks
Local & regional hospitals
Department of Health and Human Services
State & local police departments
Granite State Independent Living
Strengths and weaknesses
A notable shortcoming that may be a hindrance with executing a public wellbeing program on pressure ulcers is the absence of familiarity as well as knowledge with the etiology of the pressure ulcer development, particularly at the community setting. Non-proficient care providers and the primary group have a significant responsibility in prevention. Immobile patients receiving care at home are checked and followed up by nurses and GP to check the underlying signs of the skin to effectively plan proper interventions and medications needed (Issel & Wells, 2017). Occasional training and continuous coherence of training are significant for the primary group, caregiver, and the family. Another shortcoming around community contribution is absent. There is an absence of unity in this community. Strength in the community is improved care delivery on teaching and by avoiding outside pressure, shearing forces, and enhancing the dietary condition of the older just as regard for care and avoiding dampness of the skin.
Opportunities
There is a prospect for community-based associations to make an establishment essential for improving quality medicinal services. The obligation is set on the local setting, such, officials, and public members, to help with building up a productive plan. The possibility to diminish the wellbeing inconsistencies identified with stress-related illnesses is realistic with a focused on project and crafted by the public as a whole. A few vacant structures in the district offer space that could be used to make a counseling therapy unit. The chance to build up an active community wellbeing plan is conceivable.
Barriers
Numerous obstructions can meddle with the fruitful execution of a community wellbeing plan. Perhaps the most significant obstacle for the vulnerable populace in this borough is the geological area. Treatment for pressure ulcers incorporates routine caregiver visits related to regular doses of medicine. Inaccessibility of care means the patient will not receive effective therapy. Availability to treatment centers is frequently restricted; this is highlighted in rural regions. The four other boroughs in NY have numerous therapy hospitals, yet Manhattan has rare treatment offices accessible without traveling.
The local problems are only one boundary. Financial difficulties are likewise a boundary to the effective operation of a public wellbeing program. Empowering nearby organizations, communal associates, as well as regional and local administration cooperates to make a plan that is useful to the public will encourage the accomplishment of the program. Accomplices can improve the accessibility of assets and can bolster and perform central assignments (Efraim, 2010). The lower payment level in rural areas than urban centers contributes to a higher experienced poverty rate that directly affects healthcare service delivery.
Conclusion
The higher prevalence of PU among the elderly population has been contributed by the growing number of aging people, as well as coexisting disabilities and comorbidities. Higher immortality and mobilty during hospitalizations is required to prevent this life-threatening ailment. Medical care sectors are feeling the burden of skyrocketing expenses associated with PU management. Awareness and knowledge with preventive perspectives assume a significant function in the counteractive action of PU. Proceeding with instruction with relatives, caregivers, and the therapeutic staff are substantial mechanism employed to counteract and manage PU.
References
Barnidge, E. K., Radvanyi, C., Duggan, K., Motton, F., Wiggs, I., Baker, E. A., & Brownson, R. C. (2013). Understanding and addressing barriers to implementation of environmental and policy interventions to support physical activity and healthy eating in rural communities. The Journal of Rural Health, 29(1), 97-105.
Efraim, J. A. U. L. (2010). Assessment and management of pressure ulcers in the elderly. Drugs Aging, 27(4), 311-25.
Issel, L. M., & Wells, R. (2017). Health program planning and evaluation. Jones & Bartlett Learning.
Jaul, E., & Menzel, J. (2014). Pressure ulcers in the elderly, as a public health problem. Journal of General Practice.
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