Conduct a “Windshield Survey” in a section of your community. Instructions for the survey can be found in Stanhope and Lancaster (2020) on page 383, Table 17.5. As you notice, conducting a Windshield Survey requires that you either walk around or drive around a particular section of the community and take notes about what you observe. A Windshield Survey cannot be conducted by reviewing websites or Google Earth only. It requires actually taking a look at the selected area of the community. This survey should be focused on the problem and population you have selected for your practicum project. If you choose, for example, obesity among Hispanic schoolchildren, you might want to locate a section of the community where many Hispanic children live, or you might want to conduct the Windshield Survey around where Hispanic children attend school. If Hispanic children are not found in a specific section of your community (e.g., Chinatown in San Francisco or Harlem in New York), then you may select the section of the community where you live or work but pay particular attention to your practicum population and practicum problem as you conduct a survey of the community as viewed through the eyes of the public health nurse.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
By Day 7 of Week 3
Submit a 3- to 4-page paper including:
- Introduction to the community, including the name of the community and any interesting or historical facts you would like to add about where you live
- Photographs of the selected area of the community that serve as evidence of your observations and hypotheses
- Windshield Survey findings, including a description of the section of your community that you chose to survey
- Description of the Vulnerable Population and Available Resources
- Demographics of the vulnerable population
- What social determinants create their vulnerable status?
- What community strengths exist to assist this population?
- Conclusions based on Nursing Assessment of the Community
- Based on what you have found, what conclusions can you draw about your community and your selected population for your practicum?
- Select at least 5 scholarly resources to support your assessment. Websites may be included but the paper must include scholarly resources in its development.
For this Assignment, review the following:
- Websites and tools in the Writing Resources tab
- Walden paper template found in the Writing Resources tab (no abstract or running head required)
- Week 3 Assignment Rubric
- NURS_4210_Week3_Assignment_Rubric
NURS_4210_Week3_Assignment_Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeRequired Content: Introduced the community including the name of the community, interesting or historical facts, and a description of the section of the community you chose to survey.
40 to >35.0 ptsExcellent
Provided a fully developed introduction to their community with insightful analysis of concepts and related issues.
35 to >31.0 ptsProficient
Provided a developed introduction to their community with reasonable analysis of concepts and related issues.
31 to >27.0 ptsBasic
Provided a minimally developed introduction to their community with limited analysis of concepts and related issues.
27 to >0 ptsNeeds Improvement
Provided an under-developed introduction to their community with little or no analysis of concepts and related issues.
40 pts
This criterion is linked to a Learning OutcomeRequired Content: Presented the findings of their windshield survey including photographs of selected areas.
40 to >35.0 ptsExcellent
Provided a fully developed description of their windshield survey findings with pictures with insightful analysis of concepts and related issues.
35 to >31.0 ptsProficient
Provided a developed description of their windshield survey findings with pictures of their community with reasonable analysis of concepts and related issues.
31 to >27.0 ptsBasic
Provided a minimally developed description of their windshield survey findings with pictures of their community with limited analysis of concepts and related issues.
27 to >0 ptsNeeds Improvement
Provided an under-developed description of their windshield survey findings with pictures of their community with little or no analysis of concepts and related issues.
40 pts
This criterion is linked to a Learning OutcomeRequired Content: Described vulnerable population and demographics associated as well as related social determinants and community strengths.
50 to >44.0 ptsExcellent
Provided a fully developed description of vulnerable populations, social determinants and community strengths of their community with insightful analysis of concepts and related issues.
44 to >39.0 ptsProficient
Provided a developed description of vulnerable populations, social determinants and community strengths of their community with reasonable analysis of concepts and related issues.
39 to >34.0 ptsBasic
Provided a minimally developed description of vulnerable populations, related social determinants and community strengths of their community with limited analysis of concepts and related issues.
34 to >0 ptsNeeds Improvement
Provided an under-developed description of vulnerable populations, related social determinants and community strengths of their community with little or no analysis of concepts and related issues.
50 pts
This criterion is linked to a Learning OutcomeRequired Content: Included conclusions based on nursing assessment of the community and selected population for practicum.
40 to >35.0 ptsExcellent
Provided a fully developed explanation of conclusions with insightful analysis of concepts and related issues.
35 to >31.0 ptsProficient
Provided a developed explanation of conclusions with reasonable analysis of concepts and related issues.
31 to >27.0 ptsBasic
Provided a minimally developed explanation of conclusions with limited analysis of concepts and related issues.
27 to >0 ptsNeeds Improvement
Provided an under-developed explanation of conclusions with little or no analysis of concepts and related issues.
40 pts
This criterion is linked to a Learning OutcomeProfessional Writing: Clarity, Flow, and Organization
10 to >8.0 ptsExcellent
Content is free from spelling, punctuation, and grammar/syntax errors. Writing demonstrates very well-formed sentence and paragraph structure. Content presented is completely clear, logical, and well-organized.
8 to >7.0 ptsProficient
Content contains minor spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates appropriate sentence and paragraph structure. Content presented is mostly clear, logical, and well-organized.
7 to >6.0 ptsBasic
Content contains moderate spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates adequate sentence and paragraph structure and may require some editing. Content presented is adequately clear, logical, and/or organized, but could benefit from additional editing/revision.
6 to >0 ptsNeeds Improvement
Content contains significant spelling, punctuation, and/or grammar/syntax errors. Writing does not demonstrate adequate sentence and paragraph structure and requires additional editing/proofreading. Key sections of presented content lack clarity, logical flow, and/or organization.
10 pts
This criterion is linked to a Learning OutcomeProfessional Writing: Context, Audience, Purpose, and Tone
10 to >8.0 ptsExcellent
Content clearly demonstrates awareness of context, audience, and purpose. Tone is highly professional, scholarly, and free from bias, and style is appropriate for the professional setting/workplace context.
8 to >7.0 ptsProficient
Content demonstrates satisfactory awareness of context, audience, and purpose. Tone is adequately professional, scholarly, and/or free from bias, and style is consistent with the professional setting/workplace context.
7 to >6.0 ptsBasic
Content demonstrates basic awareness of context, audience, and purpose. Tone is somewhat professional, scholarly, and/or free from bias, and style is mostly consistent with the professional setting/workplace context.
6 to >0 ptsNeeds Improvement
Content minimally or does not demonstrate awareness of context, audience, and/or purpose. Writing is not reflective of professional/scholarly tone and/or is not free of bias. Style is inconsistent with the professional setting/workplace context and reflects the need for additional editing.
10 pts
This criterion is linked to a Learning OutcomeProfessional Writing: Originality, Source Credibility, and Attribution of Ideas
10 to >8.0 ptsExcellent
Content reflects original thought and writing and proper paraphrasing. Writing demonstrates full adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.
8 to >7.0 ptsProficient
Content adequately reflects original writing and paraphrasing. Writing demonstrates adequate adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.
7 to >6.0 ptsBasic
Content somewhat reflects original writing and paraphrasing. Writing somewhat demonstrates adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.
6 to >0 ptsNeeds Improvement
Content does not adequately reflect original writing and/or paraphrasing. Writing demonstrates inconsistent adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and reference.
10 pts
Total Points: 200 - Learning Resources
Required Readings
Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). Elsevier.Chapter 6, “Environmental Health” (pp. 121-148)
Chapter 13, “Epidemiology” (pp. 269-298)
Chapter 14, “Infectious Disease Prevention and Control” (pp. 299-332)
Chapter 15, “Communicable and Infectious Disease Risks” (pp. 333-355)
Chapter 17, “Community as Client: Assessment and Analysis” (pp. 370-394)
Zuñiga, J. A., Muñoz, S. E., Johnson, M. Z., & Garcia, A. (2014). Tuberculosis Treatment for Mexican Americans Living on the U.S.-Mexico Border
Links to an external site.. Journal Of Nursing Scholarship, 46(4), 253-262. http://doi.org/10.1111/jnu.12071
CDC Wonder
Links to an external site.. (2020). Retrieved from http://wonder.cdc.gov/
Required Media
McKenna, M. (2015). What do we do when antibiotics don’t work anymore?
Links to an external site. [Video]. TED conferences. https://www.ted.com/talks/maryn_mckenna_what_do_we_do_when_antibiotics_don_t_work_any_more
Note: The approximate length of this media piece is 17 minutes.
Maryn McKenna is a journalist who specializes in public health, global health, and food policy. She describes how bacteria and viruses are mutating in response to new antibiotics at an alarming rate.
TEDx Talks. (2014, October 20). Will the poor always be with us?
Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=yHQes6P5XnQ
Note: The approximate length of this media piece is 10 minutes.
Jim Yong Kim talks about his vision of transformation for development, drawing on his personal experience as an activist and AIDs researcher. He shares why ending poverty is possible in our lifetimes and concludes that the poor will not always be with us.
Writing Resources
Scholarly writing is a critical component of nursing academics. Walden University provides resources to support scholarly writing such as the CON Writing Template, Grammarly, access to the Walden Writing Center editing services, and many other tools for success.
Access these supportive resources for successful writing in the Writing Resources page found in the Start Here module.
