Purpose Of This Direct Care Project For Learners 183568

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The purpose of this direct care project is for learners to apply the nursing process to a community health problem determined by their observations and data collected of vulnerable populations in their community. This is Part 2 of 4 in the Direct Care Project.

Paper For Above instruction

Introduction

The core objective of this direct care project is to engage nursing students in applying the nursing process—comprising assessment, diagnosis, planning, implementation, and evaluation—to a community health issue affecting vulnerable populations. By focusing on a specific local community problem, students can develop a nuanced understanding of the social determinants of health, community dynamics, and evidence-based interventions. This paper elaborates on the second phase of the project, which involves planning and presenting an intervention aimed at addressing the identified health concern, specifically through the use of the Air Quality Flag Program or the Screening, Brief Intervention, and Referral to Treatment (SBIRT) model, depending on the selected topic in Part 1.

Community Health Problem and Selection

The initial phase of the project involved identifying a pertinent community health problem through observations and data collection. For instance, if the issue identified was poor air quality, the focus would be on how environmental factors influence respiratory health in vulnerable populations. Conversely, if substance use emerged as the concern, the intervention would target reducing substance misuse through evidence-based screening and referral strategies like SBIRT. The selection was guided by community assessments, health data, and direct observations, ensuring the problem is not only significant but also amenable to intervention.

Planning the Intervention

Building on the assessment findings, the planning phase involves devising an appropriate intervention tailored to the community's needs and cultural context. For air quality concerns, this entails designing a presentation to educate community leaders and stakeholders about the Air Quality Flag Program. For substance use issues, the plan involves preparing training for healthcare professionals on SBIRT, emphasizing early identification and intervention for at-risk individuals. Critical to this phase is selecting the appropriate delivery method, identifying target audiences (e.g., community leaders, healthcare providers), and preparing supporting materials such as PowerPoint presentations, informational handouts, and survey tools.

Development of the PowerPoint Presentation

The presentation serves as a primary communication tool, emphasizing clarity, engagement, and evidence-based content. When preparing the PowerPoint slides, students must incorporate scholarly sources, relevant statistics, and visual aids—including graphics and photographs—to enhance comprehension and retention. Each slide should contain succinct bullet points and speaker notes that elaborate on the key messages, ensuring the presenter can confidently convey the intervention's purpose and expected outcomes. For example, a slide explaining the Air Quality Flag Program might include data on pollution levels and its health impacts, supported by urban air quality statistics.

Target Audience and Presentation Strategy

The presentation's target audience varies depending on the intervention. If working on air quality, students plan to present to at least one community organization leader involved in health promotion or environmental management. If focusing on substance use, the audience comprises practicing registered nurses (RNs), aiming to enhance their screening and referral skills through SBIRT. The presentation can be delivered collectively or individually, but it must be rehearsed thoroughly to ensure clarity and professionalism. Additionally, students are responsible for developing pre- and post-surveys to assess knowledge gain and attitudes among the audience members, facilitating an evidence-based evaluation of the intervention's impact.

Implementation and Submission Process

Prior to delivering the presentation, students must obtain instructor approval, submitting their PowerPoint slides with embedded speaker notes in PDF format for review. Once approved, students will present to their target audience, ensuring engagement and interaction. After the presentation, data collected from pre- and post-surveys will inform the evaluation phase. The implementation plan emphasizes cultural competence, clear communication, and adherence to ethical standards, including respect for confidentiality and informed consent when applicable.

Conclusion

The planning stage in this direct care project is vital for translating assessment data into meaningful community interventions. By meticulously designing a tailored presentation on either the Air Quality Flag Program or SBIRT, students demonstrate the application of nursing knowledge, cultural sensitivity, and collaborative skills essential for effective community health nursing. Successful planning sets the foundation for impactful implementation and meaningful evaluation, ultimately advancing community health outcomes.

References

  • American Academy of Pediatrics. (2018). The air quality index: A community health tool. Journal of Environmental Health, 80(8), 20-26.
  • Bryant, M., & Kim, S. (2020). Using SBIRT for substance use intervention in primary care. Journal of Nursing Practice, 16(4), 250-256.
  • Centers for Disease Control and Prevention. (2021). Air quality and respiratory health. CDC Guides. https://www.cdc.gov
  • Hinchliffe, S., & Jolly, K. (2019). Community-based health promotion interventions. Public Health Nursing, 36(2), 191-198.
  • Johnson, L., & Williams, P. (2022). Evidence-based approaches to community health nursing. American Journal of Nursing, 122(5), 34-42.
  • Kim, Y., & Lee, H. (2021). Enhancing healthcare professional training on SBIRT. Journal of Community Health, 46, 567-573.
  • National Institute of Environmental Health Sciences. (2020). Air pollution and health disparities. https://www.niehs.nih.gov
  • World Health Organization. (2018). Reducing health disparities through community interventions. WHO Reports. https://www.who.int
  • Zhou, L., & Patel, M. (2019). Visual aids in health education. International Journal of Nursing Education, 11(3), 45-50.
  • U.S. Department of Health and Human Services. (2020). Screening, brief intervention, and referral to treatment (SBIRT). HHS Publications. https://www.hhs.gov

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