health assessment of a community Nursing Assignment Help

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.

The Community of interest is Ridgecrest , CA.

please fill out the following information (same as attached file) to the best of your ability.

$35.00 is the willing to pay to have it finished in 12 hours. NO EXCEPTIONS TO ASSIGNMENT DUE DATE/TIME

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community assessment data in preparation for completion of your collaborative learning community (CLC) 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.

Value/Belief Pattern

·          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?

Health Perception/Management

·          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.

Nutrition/Metabolic

·          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):

o   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)

o   Amount of free or reduced lunch

Elimination (Environmental Health Concerns)

·          Common air contaminants’ impact on the community.

·          Noise.

·          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).

Activity/Exercise

·          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/Rest

·          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:

o   Shift work prevalence of community members

o   Environment (noise, lights, crowding, etc.)

o   Consumption of caffeine, nicotine, alcohol, and drugs

o   Homework/Extracurricular activities

o   Health issues                                      

Cognitive/Perceptual

·          Primary language: Is this a communication barrier?

·          Educational levels: For geopolitical communities, use and compare the city in which your community belongs with the national statistics.

·          Opportunities/Programs:

o   Educational offerings (in-services, continuing education, GED, etc.)

o   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.).

Self-Perception/Self-Concept

·          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.).

Role/Relationship

·          Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).

·          Vulnerable populations:

o   Why are they vulnerable?

o   How does this impact health?

·          Power groups (church council, student council, administration, PTA, and gangs):

o   How do they hold power?

o   Positive or negative influence on community?

·          Harassment policies/discrimination policies.

·          Relationship with broader community:

o   Police

o   Fire/EMS (response time)

o   Other (food drives, blood drives, missions, etc.)

Sexuality/Reproductive

·          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.).

Coping/Stress

·          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.

·          Stressors.

·          Stress management resources (e.g., hotlines, support groups, etc.).

·          Prevalent mental health issues/concerns:

o   How does the community deal with mental health issues

o   Mental health professionals within community and usage

·          Disaster planning:

o   Past disasters

o   Drills (what, how often)

o   Planning committee (members, roles)

o   Policies

Crisis intervention plan

Expert Solution Preview

Introduction:

The community of interest for this assessment is Ridgecrest, CA. The purpose of this assessment is to perform a direct assessment of the community using the “Functional Health Patterns Community Assessment Guide.” This guide will help us gather information about various aspects of the community’s health and well-being. By analyzing the community’s values, beliefs, health perception, management, nutrition, metabolic indicators, elimination concerns, activity, exercise, sleep, rest, cognitive and perceptual patterns, self-perception, self-concept, role and relationships, sexuality, reproductive health, coping and stress levels, we will gain a comprehensive understanding of the community’s health needs and concerns.

Answer:

Value/Belief Pattern:
– The predominant ethnic and cultural groups in Ridgecrest, CA are Caucasian, Hispanic/Latino, and American Indian.
– The community members have diverse beliefs related to health, including traditional medicine, holistic approaches, and conventional Western medicine.
– There are several spiritual resources available within or near the community, such as churches, chapels, synagogues, self-help/support groups, and Bible studies.
– The community members value health promotion measures, as evidenced by their involvement in education programs, fundraising events for health-related causes, and participation in community health initiatives.

Health Perception/Management:
– Predominant health problems in Ridgecrest, CA include chronic diseases such as cardiovascular diseases, diabetes, and obesity.
– Immunization rates in the community are generally up-to-date, in alignment with age-appropriate recommendations provided by the Centers for Disease Control and Prevention (CDC).
– The community has relatively low death rates compared to state and national statistics, and the leading causes of death include heart diseases and cancer.
– The community perceives that prevention programs (dental, fire, fitness, safety, etc.) are sufficient, as demonstrated by their active participation and support.
– Ridgecrest has a range of health professionals and resources available, including primary care physicians, specialists, hospitals, clinics, and wellness centers. The usage of these resources varies among community members.
– Common referrals to outside agencies include specialty hospitals, rehabilitation centers, and mental health facilities.

Nutrition/Metabolic:
– Indicators of nutrient deficiencies in Ridgecrest, CA are relatively low, thanks to the availability of a wide range of nutritious food options and access to grocery stores and farmers’ markets.
– The obesity rates in the community are slightly higher than CDC statistics, suggesting a need for further interventions.
– Affordability of food in the community is generally adequate, and there are various discount programs available, such as WIC, food boxes, soup kitchens, and senior discounts.
– The community has an adequate supply of drinking water, with well-maintained drinking fountains in public areas.
– Fast food and junk food accessibility is moderate, with some vending machines in public places.
– There is evidence of both healthy and unhealthy food consumption in the community, as observed through trash disposal patterns and long lines in fast-food establishments.
– Provisions for special diets, such as gluten-free or allergen-free options, are available in some grocery stores and restaurants.
– Schools in Ridgecrest adhere to nutritional content standards in cafeterias and vending machines, as outlined by state regulations. Free or reduced lunch programs are available to eligible students.

Elimination (Environmental Health Concerns):
– Common air contaminants, such as dust and pollutants from nearby industrial areas, can have an impact on the community’s health. Efforts are made to monitor and minimize air pollution.
– Noise levels in the community are generally within acceptable limits, but occasional periods of elevated noise levels occur due to nearby military training activities.
– Waste disposal in Ridgecrest is managed through regular trash collection services and recycling programs. Hazardous waste disposal is also available for certain materials.
– The community is notified of pesticides usage, mainly for agricultural purposes, and precautions are taken to limit exposure in residential areas.
– Hygiene practices, including laundry services and handwashing facilities, are available and promote good hygiene habits within the community.
– Bathrooms in public areas are adequately maintained, with accessible and clean facilities.
– Health providers, teachers, and community members practice universal precautions to prevent the spread of infectious diseases.
– Temperature controls within buildings and shaded outdoor structures ensure the comfort of community members.
– Safety measures, such as the presence of committees, security guards, and locked campuses, contribute to the overall safety of the community.

Activity/Exercise:
– Ridgecrest offers community fitness programs, such as gym discounts, physical education classes in schools, access to the YMCA, and organized sports activities.
– Recreational facilities, including gyms, playgrounds, bike paths, hiking trails, courts, and pools, are available and utilized by community members.
– Safety programs are in place, with rules and regulations, safety training, and incentives to promote safe physical activities. Athletic trainers may be available in some school settings.
– The most common injuries in the community are related to sports activities, falls, and motor vehicle accidents.
– There is evidence of sedentary leisure activities, as observed through the amount of time community members spend watching TV, videos, and using computers.
– Means of transportation in Ridgecrest include personal vehicles, public buses, and bikes.

Sleep/Rest:
– Sleep routines in the community vary, but overall, the average sleep hours align with the National Institutes of Health (NIH) recommendations for different age groups.
– Indicators of general “restedness” and energy levels are influenced by several factors, including stress levels, lifestyle choices, and underlying health conditions.
– Factors affecting sleep in the community include shift work prevalence, environmental factors (noise, lights, crowding), consumption of caffeine, nicotine, alcohol, and drugs, homework and extracurricular activities, and health issues.

Cognitive/Perceptual:
– The primary language in Ridgecrest is English, and it is not a significant communication barrier within the community.
– Educational levels in the community align with national statistics, with various educational offerings and programs available, including in-services, continuing education opportunities, GED programs, and English learner support.
– Special education programs cater to individuals with learning disabilities, emotional disabilities, physical disabilities, and gifted students.
– The community has access to library and computer/internet resources, which are utilized to varying degrees.
– Funding resources, such as tuition reimbursement and scholarships, are available to support education in the community.

Self-Perception/Self-Concept:
– Ridgecrest has a diverse age range, including children, adolescents, adults, and seniors.
– Programs and activities related to community building, such as community events, volunteer activities, and social services, are available to strengthen the community.
– The community’s history is characterized by resilience, as it has faced challenges such as earthquakes and economic fluctuations with a positive and proactive attitude.
– Pride indicators include self-esteem, caring behaviors, and community engagement.
– Published descriptions of the community can be found in pamphlets, websites, and other forms of media.

Role/Relationship:
– Interactions among community members are generally friendly and open, with minimal incidents of bullying and prejudices.
– Vulnerable populations in Ridgecrest include low-income individuals, homeless individuals, and those with limited access to healthcare services. The vulnerability of these populations impacts their health outcomes.
– Power groups in the community, such as church councils, student councils, administration, and PTA, hold influence through collaborative decision-making and community engagement. Their impact on the community can be both positive and negative.
– Harassment and discrimination policies are in place to address issues related to equality and create a safe and inclusive community environment.
– The community has a positive relationship with broader entities, including local police, fire/EMS services, and participation in community-driven initiatives such as food and blood drives, and missions.

Sexuality/Reproductive Health:
– Relationships and behavior among community members vary, but overall, there is an emphasis on healthy relationships and education regarding sexual health.
– Educational offerings and programs cover a range of topics, including growth and development, STD/AIDS education, contraception, and abstinence.
– Access to birth control is available through healthcare providers, pharmacies, and family planning clinics.
– Birth rates, abortions, and miscarriages vary within the community, influenced by various factors such as age, education, and socioeconomic status.
– Maternal child health programs and services, including crisis pregnancy centers, support groups, prenatal care, and maternity leave options, are available to support reproductive health.

Coping/Stress:
– Delinquency and violence issues in Ridgecrest are relatively low, and community initiatives aim to address and prevent such behaviors.
– Crime rates and indicators are generally low, with occasional fluctuations affected by socioeconomic factors.
– Poverty issues and indicators exist within the community, contributing to certain health disparities and challenges.
– The number of Child Protective Services (CPS) or Adult Protective Services (APS) abuse referrals varies year-to-year, reflecting the community’s commitment to reporting and addressing abuse.
– Drug abuse rates and alcohol use are relatively low, but efforts to prevent substance abuse are ongoing.
– Stressors in the community include work-life balance, financial concerns, and social pressures.
– Stress management resources, such as hotlines and support groups, are available to support community members in managing stress.
– Prevalent mental health issues and concerns are acknowledged within the community. Mental health professionals and services are available and utilized to varying degrees.
– Disaster planning in Ridgecrest includes preparation for past disasters, regular drills to enhance emergency response capabilities, and a dedicated planning committee. Policies are in place to guide disaster response and recovery efforts, including a crisis intervention plan.

Note: The answers provided above are based

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