Florida National University To Bsn Programcommunity Health Nursing
Florida National University RN to BSN Program, Community Health Nursing Prof. E. Cruz, RN MSN Windshield Survey Assignment Guidelines A. Windshield Survey The Windshield Survey is comprised of general qualitative observations that give you a snapshot of the community that you can capture as you drive/walk through the community. The demographic data can be obtained online, through the public library, county or township administration buildings. Please address the following in a narrative format following APA guidelines: 1. Geographical description Boundaries, geographical, political, or economic, how is it seen. Housing and zoning. Sign of decay 2. Health Resources a. Type of services available: health department, private MD, dentist, hospital, clinic, b. pharmacy, health promotion, mental health c. School and occupational health services d. Official and voluntary services e. Self-help and support groups f. Service organizations, faith-based programs g. Stores (grocery, retail, drug, dry cleaning, etc.) h. Transportation 3. Citizen safety and protective services a. Police and fire b. Shelters for victims of abuse c. Others: neighborhood watch, etc. 4. Services provided by senior citizens: senior centers, meals on wheels, transportation, day care, long-term care. a. Parks and recreational areas 5. Community welfare services beyond city/state aid as provisions for emergency food, shelter, and clothing. Below please see the rubric that will be used to grade your survey and due date instructions. Assignment must be presented in an essay style using APA format in the required Arial 12 font with minimum of 1000 words. Windshield Survey Rubrics Grading Criteria Accomplished Proficient Needs Improvement Score Physical Environment · Area · Boundaries · Housing · Growth or Decline Provides clear, concise summary clarifies with multiple examples. Provides summary but provides limited or unclear supporting details or examples. Student provides a general summary but provides no supporting details or examples. People · Demographics Homogeneous · Healthy Lifestyle Behaviors · Risk Behaviors · Poverty Indications Provides clear, concise summary clarifies with multiple examples Provides summary but provides limited or unclear supporting details or examples Provides a general summary but provides no supporting details or examples Service · Health · Mental Health Services · Social · Fire/Police · Educational Transportation Parks / Recreational · Religious Stores and Shops Provides clear, concise summary of health services; clarifies with multiple examples. Provides summary of health services but provides limited or unclear supporting details or examples. Student provides a general summary of health services but provides no supporting details or examples. Analysis Summary of the Key Community Issues Two to three well-developed paragraphs. Clearly and succinctly identifies and describes key community health issues. References to the collected data support the student’s summary. Conclusions are accurate, logical, and based on the collected data. Two to three adequate paragraphs. Describes community health issues. Interpretation of data could be strengthened. Key data is relevant but may not fully support diagnosis. Conclusions are based on data but argument could be stronger. Summary length is insufficient. The community health issues identified in the summary are weak or are inaccurate. Data is misinterpreted or does not support diagnosis. Conclusions are inaccurate or based on opinion. Mechanics Adheres to APA format; error free paper. 90%-100% of paper is well organized and consists of well-constructed paragraphs. No spelling or grammatical errors. 80% to 89% of paper adheres to APA format, is well organized and error free, and consists of well-constructed paragraphs. Contains 1-5 spelling or grammatical errors. 70% to 79% of paper adheres to APA format, is well organized and error free, and consists of well-constructed paragraphs. Contains 6-10 spelling or grammatical errors. Timeliness Submits assignment on or before the due date. Submits assignment 1 day after the due date. Submits assignment 2 days after the due date. Scores – 15%. Comments Worksheet: Dissecting a Theory and Its Application to a Case Study Most theories can be dissected and analyzed. All theories will tell you something about their focus or unit of analysis. A theory will identify its major or key concepts. It will also point to the definition of the problem and its cause. This then guides how the social worker assesses and intervenes because the theory will also articulate the role of the social worker and how change occurs. Basic Assumptions of the Theory Directions: For each section, respond in 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims. Name of theory Name of theorist What are the major assumptions of the theory? What are the theory’s key concepts? What is the theory’s focus or unit of analysis? What is the theory’s overall explanation for the cause of problems? Application to a Case Study Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims. In 1 to 2 sentences, how does the theory define the client’s presenting problem? In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem? In 1 to 2 sentences, how does the theory explain the role of the social worker for this client? In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur? Using the theory, list 2 to 3 assessment questions to ask this client to explore the client’s goals and how they will get there. According to the theory, identify 2 to 3 specific practice intervention strategies for the client relative to the presenting problem. For each, explain in 1 sentence how it will help meet the client’s goals. Based on the theory, list 2 to 3 outcomes when evaluating whether an intervention is effective. What is one strength and one limitation in using this theory for this client? Questions to Consider When Evaluating the Theory You are not required to answer these questions for this assignment. However, these questions could help stimulate thinking whenever you are asked to evaluate a theory. To what extent does the theory apply widely to diverse situations? Or does it apply narrowly to particular situations? Is the theory ethical? Is it consistent with the NASW Code of Ethics? Is the theory congruent with the professional value base of the social work field? How cost-effective would it be to implement interventions based on the theory? To what extent does the theory fit within the organization’s or agency’s philosophy? What do research studies say about how effective the interventions are? Assignment: Application of Systems Theory to a Case Study In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene. The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study. Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Bronfenbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system. To prepare: Focus on the case study of Tiffani Bradley below. You will use this same case study throughout the course. · Focus on the identified client within your chosen case (below, Tiffani Bradley). · Analyze the case using a systems approach, taking into consideration both family and community systems. · Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis. Tiffani Bradley Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual. Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. She was confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald. Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy, was always neat and tidy. During this time, however, dust would gather around the house, dishes would pile up in the sink, dirt would remain on the floor, and clothes would go for long periods without being washed. Tiffani began cleaning her own clothes and making meals for herself and her sister. Often there was not enough food to feed everyone, and Tiffani and her sister would go to bed hungry. Tiffani believed she was responsible for helping her mom so that her mom did not get so overwhelmed. She thought that if she took care of the home and her sister, maybe that would help mom return to the person she was before. Sometimes Tiffani and her sister would come downstairs in the morning to find empty beer cans and liquor bottles on the kitchen table along with a crack pipe. Her parents would be in the bedroom, and Tiffani and her sister would leave the house and go to school by themselves. The music and noise downstairs continued for the next 6 years, which escalated to screams and shouting and sounds of people fighting. Tiffani remembers her mom one morning yelling at her dad to “get up and go to work.” Tiffani and Diana saw their dad come out of the bedroom and slap their mom so hard she was knocked down. Dad then went back into the bedroom. Tiffani remembers thinking that her mom was not doing what she was supposed to do in the house, which is what probably angered her dad. Shondra and Robert have been separated for a little over a year and have started dating other people. Educational History: Tiffani attends school at the group home, taking general education classes for her general education development (GED) credential. Diana attends Town Middle School and is in the 8th grade. Employment History: Tiffani reports that her father was employed as a welding apprentice and was waiting for the opportunity to join the union. Eight years ago, he was laid off due to financial constraints at the company. He would pick up odd jobs for the next 8 years but never had steady work after that. Her mother works as a home health aide. Her work is part-time, and she has been unable to secure full-time work. Social History: Over the past 2 years, Tiffani has had limited contact with her family members and has not been attending school. Tiffani did contact her sister Diana a few times over the 2-year period and stated that she missed her very much. Tiffani views Donald as her “husband” (although they were never married) and her only friend. Previously, Donald sold Tiffani to a pimp, “John T.â Tiffani reports that she was very upset Donald did this and that she wants to be reunited with him, missing him very much. Tiffani indicates that she knows she can be a better “wife” to him. She has tried to make contact with him by sending messages through other people, as John T. did not allow her access to a phone. It appears that over the last 2 years, Tiffani has had neither outside support nor interactions with anyone beyond Donald, John T., and some other young women who were prostituting. Mental Health History: On many occasions Tiffani recalls that when her mother was not around, Uncle Nate would ask her to sit on his lap. Her father would sometimes ask her to show them the dance that she had learned at school. When she danced, her father and Nate would laugh and offer her pocket change. Sometimes their friend Jimmy joined them. One night, Tiffani was awakened by her uncle Nate and his friend Jimmy. Her parents were apparently out, and they were the only adults in the home. They asked her if she wanted to come downstairs and show them the new dances she learned at school. Once downstairs Nate and Jimmy put some music on and started to dance. They asked Tiffani to start dancing with them, which she did. While they were dancing, Jimmy spilled some beer on her. Nate said she had to go to the bathroom to clean up. Nate asked Tiffani to take her clothes off and get in the bath. Tiffani hesitated to do this, but Nate insisted it was OK since he and Jimmy were family. Tiffani eventually relented and began to wash up. Nate would tell her that she missed a spot and would scrub the area with his hands. Incidents like this continued to occur with increasing levels of molestation each time. The last time it happened, when Tiffani was 14, she pretended to be willing to dance for them, but when she got downstairs, she ran out the front door of the house. Tiffani vividly remembers the fear she felt the nights Nate and Jimmy touched her, and she was convinced they would have raped her if she stayed in the house. About halfway down the block, a car stopped. The man introduced himself as Donald, and he indicated that he would take care of her and keep her safe when these things happened. He then offered to be her boyfriend and took Tiffani to his apartment. Donald insisted Tiffani drink beer. When Tiffani was drunk, Donald began kissing her, and they had sex. Tiffani was also afraid that if she did not have sex, Donald would not let her stay— she had nowhere else to go. For the next 3 days, Donald brought her food and beer and had sex with her several more times. Donald told Tiffani that she was not allowed to do anything without his permission. This included watching TV, going to the bathroom, taking a shower, and eating and drinking. A few weeks later, Donald bought Tiffani a dress, explaining to her that she was going to “find a date” and get men to pay her to have sex. When Tiffani said she did not want to do that, Donald hit her several times. Donald explained that if she didn’t do it, he would get her sister Diana and make her do it instead. Out of fear for her sister, Tiffani relented and did what Donald told her to do. She thought at this point her only purpose in life was to be a sex object, listen, and obey—and then she would be able to keep the relationships and love she so desired. Legal History: Tiffani has been arrested three times for prostitution. Right before the most recent charge, a new state policy was enacted to protect youth 16 years and younger from prosecution and jail time for prostitution. The Safe Harbor for Exploited Children Act allows the state to define Tiffani as a sexually exploited youth, and therefore the state will not imprison her for prostitution. She was mandated to services at the Teens First agency, unlike her prior arrests when she had been sent to detention. She was mandated to services at the Teens First agency, unlike her prior arrests when she had been sent to detention. She was diagnosed with multiple sexually transmitted infections (STIs) at local clinics and is currently on antibiotics for a kidney infection. Although she was given condoms by Donald and John T. for her “dates,” several “Johns” refused to use them. Strengths: Tiffani is resilient in learning how to survive the negative relationships she has been involved with. She has a sense of protection for her sister and will sacrifice herself to keep her sister safe. She has as sense of protection for her sister and will sacrifice herself to keep her sister safe.
Paper For Above instruction
The windshield survey conducted on the community surrounding Tiffani Bradley provides a comprehensive snapshot of the various health, safety, social, and support systems present within the neighborhood and broader environment. This community analysis focuses on understanding how the physical environment, available resources, safety measures, and social services influence the health and well-being of its residents, particularly vulnerable youth such as Tiffani. This essay explores community boundaries, demographic characteristics, health resources, safety services, senior support, recreational facilities, welfare services, and the overarching community issues identified through observation and data gathering. Employing the principles of systems theory, this paper examines the interconnectedness of community components that influence individual and collective health.
The geographical boundaries of the community are defined by city limits and natural features such as parks, rivers, or major roadways. The community's physical layout shows signs of both growth and decay; some neighborhoods display well-maintained housing with modern zoning, while others reveal signs of deterioration, including abandoned or neglected properties, graffiti, and trash accumulation. Housing varies from well-kept single-family homes to deteriorated structures, reflecting socio-economic disparities that can impact residents’ access to resources and safety. Zoning laws influence the neighborhood’s development, dictating commercial versus residential zones, which affect availability of services and community cohesion. Signs of decay, such as overgrown yards, boarded-up buildings, and litter, can contribute to a sense of neglect and insecurity.
Health resources within the community include a mix of public and private providers. The public health department offers immunization clinics, health screenings, and preventive health education, which are accessible to residents. Private medical offices, dental clinics, and hospital facilities serve the
