Windshield Survey Worksheet

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Windshield Survey Worksheet

· Complete the basic demographic information & epidemiology and community core sections.

· Complete the disaster preparedness plan.

· You must complete two subsystems, Education and Health & Social Services, as part of your community assessment. Then you are free to select two of the remaining six subsystems of the Community Assessment Wheel in the Community-as-Partner model.

· Use this worksheet to develop your community assessment data relating to the subsystems.

Basic Demographic Information & Epidemiology

Demographic Community Level State Level National Level
Race/Ethnicity 73.8% white non-H

ispanic

15.9% black

7.9% Hispanic or Latino 6.5% Asian

 96.5% white N.H.

68.4% black

9.0% Hispanic or Latino 6.2% Asian

 76.6% white N.H.

18.1% Hispanic or Latino

13.4% Black, A.A

5.8% Asian

1.3% American Indian

 

 
Age 15.3% 65 and old Median age 38, 14.2% are 65 and over 6.1% under age 5

22.6% under age 18

15.6% over age 64

508% female

87.3% high school graduate or higher (under age 25)

30.9 bachelors degree or higher
Sex 53.4% female 50.8 female 50.8% female
Education level 94.2% high school graduate or higher, 25 years old and older 88.9% of Virginia adults had completed at least high school in 2015 87.3% high school graduate or higher (under age 25)

30.9% bachelors degree or higher
Religion 79% Christian

48% Evangelical protestant

18% Mainline Protestant

21% Historically Black Protestant

11% Catholic

2% Mormon

7% non-Christian faith

 73% Christian

30% Evangelical Protestant

16% Mainline Protestant

12% Historically Black Protestant

12% Catholic

2% Mormon

6% non-Christian faith

  
Income Median household income $54,606 Median household income $68,766 Median household income in 2017 was $57,652
Poverty status 21.5% persons in poverty 10.6% persons in poverty 12.3% poverty status
Occupation types/

Unemployment rate

 50.3% Civilian labor force age 16 and up 64.4% Civilian labor force age 16 and up 63.0% Civilian labor force age 16 and up
Number of births 86 live births in 2016 101,220 live births in 2016 3,945,875 live births in 2016
Births to unmarried/

women in poverty

 38 in 2016 34,794 in 2016 1,569,796 in 2016

 

Community Core (see page 174 of Anderson & McFarlane)

Boundaries – Identify the boundaries of the community Homelessness, obesity, disabled, elderly
What are the signs of where this area begins & ends? I-199 and I 64
Does this area have a name? Is it displayed? Yes, Williamsburg. Yes, it is displayed
Landmarks  
Physical – Highways, railroad tracks, etc. that mark the boundaries All of the above
Natural – Bodies of water, hills, or mountains No
Economic – Residential or commercial areas Residential and Commercial
History  
What can you learn about the community by looking around? Mostly tourist attraction, a lot of new housing developments, shopping malls as well
Is this an established neighborhood, new sub-division, apartment building, etc.? Established city
Have houses been repurposed as businesses? yes
Are there any historical markers in the community? What do they say? Yes Colonial Williamsburg Historic
Are the trees and other plantings mature? yes
Demographics  
What kind of people do you see: the old, homeless, families, loners, etc.? Most elderly, retirees, families, some homeless as well
Race  
What races do you see? All races are seen primarily white.
Is the population homogeneous or integrated? homogenous
Ethnicity  
Do you see indicators of more than one ethnicity? yes
Restaurants, churches, private schools, festivals, etc.? Many restaurants and churches, 3 private schools, monthly festivals
Are there signs in a language other than English? no
Values & Beliefs  
Are there churches, temples, mosques? yes
What denominations are the churches? Variety Jewish Temples, Mosque, Kingdom Hall, and Christian based churches
Are the lawns cared for, is there landscaping? Yes, mostly well-manicured
What are the signs of culture or history seen? Historic Jamestown Settlement
How do you feel in the community – welcomed? Concerned? Always welcomed

 

Disaster Preparedness Plan

Summarize the community’s disaster preparedness plan.  
Is it simple? Clear? Realistic? Flexible? Easy to implement regardless of the nature and extent of the disaster or who must implement the plan? Consider all types of community hazards and disaster possibilities for your local community. In my opinion, for the most part if evacuation is needed, evacuate. This is assistance for evacuations available if needed.
When was the community’s disaster plan last updated? If there is no evidence that it has been updated recently (or at all), note this fact. 2017
Is there evidence that the community has tested the disaster plan (disaster drills, equipment checks, etc.)? If there is no evidence that it has been updated recently (or at all), note this fact. There is a nuclear power plant in Surry Co. There are frequent drills that can be heard in Williamsburg. A loud alarm is sounded in the event of an emergency. The notice will also come across our local radio station.
Is the community’s disaster plan easily accessed via website or community communication channels (community television station, community newsletter, etc.)? Discuss the ease or difficulty you had in locating your community’s disaster preparedness plan. Yes, the website’s link is down at the present moment.
 

Are all 4 stages of the community’s disaster response found in the disaster preparedness plan? Discuss each stage if found; if each stage is not found, note this fact.

  
· Preparedness  
· Response  
· Recovery  
· Mitigation  

 

 

 

 

 

 

 

 

 

 

Interrelated Subsystems (see applicable chapter in Anderson & McFarlane)

 

Education (MUST SELECT)

Day Care and/or Pre-school  
Are there any day care and/or pre-school agencies in your community? If so, how many? How much do they charge for a month of care and/or school? At what age can children begin attending day care and/or pre-school?  
Does the day care/pre-school offer transportation to/from primary school?  
Are there recreational facilities at the day care/pre-school?  
Primary Schools  
Are there schools in the area?  
How do the schools look?  
Are the schools in one building or are portable classrooms (trailers) seen?  
What are the nearest elementary/middle/high schools?  
Are there children of school-age visible in the neighborhood during the day?  
Do the schools have a website that is available to parents?  
If the school has a website, does it display school policies, such as absenteeism, bullying, tardiness, illness, etc.?  
Higher Education  
Are community colleges or universities in the community?  
Are there students walking around on campus?  
Are the community colleges or universities well laid out and their borders specifically defined?  
Adult Education  
Does the community offer any adult education courses? If so, how do adults learn about these courses? Are they offered online, on campus, or both?  
Are there advertisements for adult courses posted anywhere? (Grocery stores, library, community newsletter, churches, etc.)  
If courses are offered, what are some of the topics? Are they educational (e.g., history, English, English as a Second Language, foreign language, computer skills), hobby (e.g., photography, art, knitting, etc.), or life skills (e.g., budgeting, finances, computer, cooking, etc.).  
Libraries  
Are there public libraries in the community?  
Are the public library parking lots empty or full?  
Does the public library provide free computer access for patrons? If there are computers available to patrons, are there restrictions on usage, such as time limitations?  

 

Health & Social Services (MUST SELECT)

General  
Is there evidence of acute or chronic health conditions such as drug addiction, alcoholism, mental illness, accidents?  
Are there homeless or abuse shelters?  
How close are houses or housing complexes to major roadways?  
Health Care  
What types of clinics, hospitals, doctor offices, etc. are there?  
How far is it to the nearest hospital or urgent care clinic?  
What types of emergency care are available in the community? (Free-standing emergency departments, urgent/immediate care facilities, EMS/Fire/Rescue departments, etc.)  
Are there any specialty clinics in the community?  
Is the public health department located in the community? If yes, what hours are they open? If not, how far is it to the nearest health department?  
No matter where the public health department is located, what services does this agency provide to the community?  
How many pediatrician offices do you see?  
How many extended- and continuing-care facilities do you see? (Long-term care facilities, adult assisted living facilities, adult day care facilities, etc.)  
Identify whether health services are extracommunity or intracommunity resources.  
Social Services  
What types of social service facilities are available in the community? (Public assistance office, counseling & support, clothing, food, shelter, etc.). If there are none, how far to the nearest social services office?  
How many private counseling services do you see?  
Are there any clothing donation bins located in the community? If so, which agency benefits from the collection of clothing?  
Are there any “stores” that accept donations of items (clothing, housewares, furniture, etc.) in the community? If there are, who benefits from the sale of these items?  
Are there any alcohol or drug abuse services offered in the community? If not, where are the nearest services located?  
Who can community residents call in case of a mental health crisis? Is there a crisis hot line service available? How is it advertised to the community? If not, how are mental health emergencies handled in your community?  
Healthy Habits  
Where can community members buy fresh produce or healthy food?  
Are there sidewalks along major roadways in the community? Are there crosswalks in usy pedestrian areas?  
Are there areas for exercising (bike trails, hiking trails, outdoor exercise equipment, etc.)?  

 

Communication/Media (Elective Subsystem)

General  
Are there common areas where people gather?  
Neighborhood hangouts, school yards, stores, parks, etc.?  
Are there places to pick up local community newsletters or circulars? Are they free to the public?  
Are there places to buy local and national newspapers?  
What media outlets are available to the area?  

 

Economy (Elective Subsystem)

General  
Is it a thriving community or a struggling community? What evidence supports this observation?  
Do you see trash or abandoned cars and houses?  
Available resources and industries  
Are there shopping centers or neighborhood stores?  
Are there grocery stores within walking distance? If not, how far away?  
Are there a lot of real estate signs?  
Are there industries and places for employment?  

 

 

 

Physical Environment (Elective Subsystem)

General  
How does the community look?  
Is it a newer community or an older established community?  
Are there sidewalks connecting commercial areas to residential areas?  
Housing & Zoning  
What is the estimated age and architecture of the houses and buildings?  
What types of construction materials are used in the buildings? Condition of houses? Detached or attached garages?  
Open Space  
Is there space around the houses?  
How is it used?  
Is the area residential or commercial? Public or private?  
Are there empty lots or lawns? Are the empty lots overgrown or well maintained?  
People  
Who do the see outside within the community? Children, housewives, mothers with their babies?  
Do see people that you wouldn’t expect, such as teenagers or school-aged children during the day?  
Are there salesmen or other professionals walking or driving in the community?  
What types of animals are seen?  

 

Politics & Government (Elective Subsystem)

General  
Are there signs of political activity, such as election signs or billboards?  
Any posters relating to civic meetings, town or city hall meetings?  
Any zoning notices?  
Is City Hall or the governmental center readily accessible?  

 

Recreation (Elective Subsystem)

General  
Where do children play?  
Where do adults play?  
What facilities for recreation do the see? Ball fields, parks, pools?  
Are outdoor facilities, such as ball fields, parks, pools, in good condition?  
Who is using the facilities?  

 

 

 

Safety (Elective Subsystem)

General  
Are there sidewalks & bike trails for people to travel safely?  
Are road signs visible?  
Are streetlights on at night over highly travelled roads or sidewalks?  
What types of protective services are available; fire, police, ambulance?  
Are protective services visible in the community?  
Do you feel safe in the community?  

 

Transportation (Elective Subsystem)

General  
How do people get around?  
What type of private & public transportation is available?  
Do you see people walking or riding bikes?  
Are there buses? Is public transportation accessible and how frequently is it available?  
Do buses have the ability to carry bicycles?  
Is there a major highway nearby?  
Can people with disabilities get around easily?  

 

 

The following questions are posted here to help you as you begin to assemble your Community Assessment PowerPoint.

You do not need to answer these questions as part of your Windshield Survey.

 

Based on the Windshield Survey you completed, begin thinking about:

· What are two community diagnoses for the community? Prioritize with rationale.

· What are the two expected outcomes for the two community diagnoses? Provide rationale as to why you selected these. Remember to base your rankings on the Ethical Principles of Health Care, found on p. 77.

· What interventions are appropriate for the community diagnoses? Provide rationale and evidence that supports these interventions as realistic and achievable.

· What resources are needed to accomplish the interventions? Remember a community health nurse doesn’t have unlimited resources! The resources should be readily accessible and realistic.

· What resources are currently available? Are current available resources being used? If not, why do you think they are not being used? What resources would need to be developed? Remember to make them realistic.

· What evaluation strategies could be used to determine if the expected outcomes were met? Be sure to make them measureable and realistic.

 

 

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Pneumocytis Pneumonia

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discussion 1 Clinical case scenario

A 39-year-old homeless man presents to the emergency department for cough and fever. He says that his illness has been worsening over the past 2 weeks. He originally had dyspnea on exertion and now is short of breath at rest. On questioning, he tells you that he lives in a homeless shelter when he can, but he frequently sleeps on the streets. He has used IV drugs (primarily heroin) “on and off” for many years. He denies medical history but the only time he gets medical attention is when he comes to the emergency department for an illness or injury. On review of systems, he complains of fatigue, weight loss, and diarrhea. On examination, he is a thin, disheveled man appearing much older than his stated age. His temperature is 100.5°F (38.0°C), his blood pressure is 100/50 mm Hg, his pulse is 105 beats/min, and his respiratory rate is 24 breaths/min. His initial oxygen saturation is 89% on room air, which comes up to 94% on 4 L of oxygen by nasal cannula. Significant findings on examination include dry mucous membranes, a tachycardic but regular cardiac rhythm, a benign abdomen, and generally wastedappearing extremities. His pulmonary examination is significant for tachypnea and fine crackles bilaterally, but no visible signs of cyanosis. His chest x-ray is read by the radiologist as having diffuse, bilateral,

interstitial infiltrates that look like “ground glass.”

Answer the following questions

1-What is the most likely cause of this patient’s current pulmonary

complaints?

2-What underlying illness does this patient most likely have?

3-What testing and treatment should be started now?

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nursing

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Case Study: Mr. C.

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.

Evaluate the Health History and Medical Information for Mr. C., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History and Medical Information

Health History

Mr. C., a 32-year-old single male, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He currently works at a catalog telephone center. He reports that he has always been heavy, even as a small child, gaining approximately 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has sleep apnea and high blood pressure, which he tries to control by restricting dietary sodium. Mr. C. reports increasing shortness of breath with activity, swollen ankles, and pruritus over the last 6 months.

Objective Data:

  1. Height: 68 inches; weight 134.5 kg
  2. BP: 172/98, HR 88, RR 26
  3. 3+ pitting edema bilateral feet and ankles
  4. Fasting blood glucose: 146 mg/dL
  5. Total cholesterol: 250 mg/dL
  6. Triglycerides: 312 mg/dL
  7. HDL: 30 mg/dL
  8. Serum creatinine 1.8 mg/dL
  9. BUN 32 mg/dl

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mr. C.’s potential diagnosis and intervention(s). Include the following:

  1. Describe the clinical manifestations present in Mr. C.
  2. Describe the potential health risks for obesity that are of concern for Mr. C. Discuss whether bariatric surgery is an appropriate intervention.
  3. Assess each of Mr. C.’s functional health patterns using the information given. Discuss at least five actual or potential problems can you identify from the functional health patterns and provide the rationale for each. (Functional health patterns include health-perception, health-management, nutritional, metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality/reproductive, coping-stress tolerance.)
  4. Explain the staging of end-stage renal disease (ESRD) and contributing factors to consider.
  5. Consider ESRD prevention and health promotion opportunities. Describe what type of patient education should be provided to Mr. C. for prevention of future events, health restoration, and avoidance of deterioration of renal status.
  6. Explain the type of resources available for ESRD patients for nonacute care and the type of multidisciplinary approach that would be beneficial for these patients. Consider aspects such as devices, transportation, living conditions, return-to-employment issues.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Research. Discuss the Difference Between a Positive Linear Relationship and a Negative Linear Relationship

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Research. Discuss the Difference Between a Positive Linear Relationship and a Negative Linear Relationship

·         300-word minimum

·         At least 1 reference (the course textbook does not count as a reference)

·         Must address topic

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Prospectus Draft Revision.

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Please make revision in the prospectus checklist assignment based on my professor feedback. For now, she wants to only focus on (1) the problem statement, (2) the practice focus question, (3) the social change.

I’m also attaching a copy of the previous prospectus draft  which the professor returned to me with her feedback. Also, I included an outline of the project in the file section (see attached file).

Include as many scholarly references (at least 10) as needed and cite often.

APA format required.

Due on Sunday 10/06/19 by 12pm America/New York time.

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case study

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Create your APA formatted essay-style submission, with references, be sure to cite your sources and check your spelling.

Assignment:

Complete the following:

  • German case study
  • Irish case study

 

GERMAN CASE STUDY
Margaret Schmidt, a terminally ill 60-year-old American of German descent, was
recently admitted to a hospice service and is
receiving care at home. Diagnosed with
metastatic breast cancer, Margaret’s prognosis
is less than 6 months. Margaret’s cancer
has metastasized to her ribs and liver and
often causes intense pa
in. Although Margaret
speaks freely of her impending death, her family
has expressed their discomfort at her
decision to secure hospice care.
Over the last 10 years, Margaret, a nurs
e, has practiced homeopathy (for herself
and others) and consults frequently with a
medical intuitionist. She follows the medical
intuitionist’s recommendations to attenuate
her symptoms but avoids, when she can, the
traditional cancer pain
–management therapies.
Medical staff and her family have entere
d into continuous discussions with her
about her lack of acceptance of traditiona
l medical approaches. Margaret remains
unconvinced of their value within her scheme
of care. Margaret main
tains a strong belief
in an afterlife, believing that
she will be reunited with
her husband. Margaret meditates
daily, calling upon her spiritual guides and angels for strength and peace in the dying
process. She often asks those around
her to join her during this time.
Study Questions
1.
What experiences have you had with patients of German descent?
2.
How does Margaret’s German ancest
ry mold her beliefs about medical
treatment?

3.
What Western medicine concepts
complicate the staff and family’s
understanding of Margaret’s self
-prescribed medical regimen?
4.
How do you, as a health-care prof
essional, feel about the use of
homeopathic remedies?
5.
What is your view of the use of
medical intuitionists and other non-
Western health practices?
6.
How do Margaret’s health-care c
hoices differ or match your own?
7.
How do you deal with cultural health practices unlike your own?
8.
Discuss Margaret’s desire to contro
l her life even through terminal illness.
9.
Relate Margaret’s strong spiritual beli
efs in an afterlife to her ability to
cope with her impending death.
10.
Describe a plan of care that is cultu
rally sensitive to the patient and her
family.
11.
How can your knowledge of the German American culture positively
influence health outcomes for Margaret?
12.
Discuss the cultural filters you may
use as you assist Margaret in her
health-care decisions.
13.
Describe the enculturation you, as
a health-care professional, have
experienced and how this influences
your own health-care decisions.

RISH CASE STUDY
The O’Rourke family lives on a small farm in Iowa and comprises David, aged 30; his
wife, Mary, aged 29; and two children: Bridge
t, aged 7, and Michael, aged 6. Both David
and Mary are second-generation Irish. Before
purchasing their farm 5 years ago, David
sold farm equipment in Ohio. The O’R
ourkes are Catholic; Mary converted to
Catholicism when they married.
David, who works long hours outdoors, is
concerned about profitability from
his corn crop because of the unpredictable size of the harvest, and thus, his income
varies depending on the weather. Mary di
d not work outside the home because she
wanted to be with their children until they started school. However, because both
children are now school age, Mary has discus
sed with David the possibility of working
part time to supplement the family income. He
would prefer that she stay at home, but
Mary is anxious to return to the wo
rkforce and believes the timing is right.
Both David and Mary are happy with ju
st two children and do not desire more.
They use the rhythm method for family planning.
Eating a healthy breakfast is important
to the O’Rourkes. Because eggs are
readily available on the farm, they have frie
d eggs with potato bread and juice at least
four times a week. Their main meal in the
evening usually includes meat, potatoes, and
a vegetable. David enjoys a
glass of beer with dinner.
David has been a little edgy lately becau
se of his concerns about the corn crop.
He admits to having some minor chest pain, wh
ich he attributes to indigestion. His last
visit to a physician was before their marri
age. Mary knows David is concerned about
finances and believes it would help if she had a job.

Bridget and Michael spend
a lot of time outside playing and doing some minor
chores for their parents. Both children
enjoy school and are looking forward to
returning in the fall. Bridget is starting to
show concern over her appearance. She does
not like her red hair and all the freckles on he
r face. Her teacher has noted that Bridget
has trouble reading and may need glasses.
Michael wants to be a farmer like his Dad
but worries about his Da
d being tired at night.
The O’Rourkes have not taken a vacati
on since they were married. They go to
the state fair in the summer, which is the extent of their trips away from home. They
are active in the church and
attend services every Sunday.
Study Questions
1.    Describe the O’Rourke family st
ructure in terms of individual roles.
2.    Identify two potential health problems re
lated to the O’Rourke
’s dietary practices.
3.    Identify potential health-risk
factors for the O’Rourkes as a family unit and for each
family member.
4.    Explain the relationship be
tween risk factors a
nd ethnicity specific
to the O’Rourke
family and their Irish heritage.
5.
Describe culturally competent health-promotion strategies for the identified risk
factors for the O’Rourke family.
6.    Describe the O’Rourke family’s fertility
practices. Are they congruent with their
Irish background and religious beliefs?
7.
Describe the O’Rourke fam
ily’s communication patterns.

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8.
What are the predominant health
conditions among Irish immigrants?
9.    Explain the significance of the Great
Potato Famine for Irish Americans.
10.   Name two genetic diseases common among Irish Americans.
11.
Identify accepted fertility practices
for Irish American Catholics.
12.   Identify three sources of strength for
the Irish American in times of illness.
13.   Identify traditional home remedies commonly used by Irish Americans.

ITALIAN CASE STUDY #1
Rosa and Mario Gianquito live on the ground fl
oor of a three-family house in Brooklyn,
New York. Although they completed only gram
mar school in Italy, they speak English
and have little difficulty understanding mo
st verbal communication. They have a
daughter, Lucia, aged 25, and a son, An
thony, aged 28, who were born in this
neighborhood but now live in Manhattan. Both
children speak fluent Italian. Anthony is
an attorney and does not visit with his si
ster very often. Luci
a is a grammar school
teacher, married to an Italian man, Guido
Venetto, who recently immigrated from
southern Italy and is 10 years older than Lu
cia. Guido speaks mostly Italian at home but
does speak broken English. In addition to sm
oking two packs of cigarettes a day, Guido
is emotionally abusive to Lucia. He is ve
ry jealous and does not want Lucia to go out
after work with her friends or
to spend much time visiting with her parents. Lucia has
allergies, and the last time she visited the docto
r, he told her that her blood pressure was
elevated. She has noticed lately that, after st
anding all day at work, she often has swollen
ankles and leg pain.
Lucia’s husband works 12 hours a day as a construction worker and expects her
to cook Old-Country–style Italian food, which re
quires that she use a great deal of salt.
She is often depressed and feel
s isolated and powerless. She has been trying to have a
baby for 3 years.
Rosa comes to visit her daughter wh
en she can. She often brings homemade
manicotti or tortellini when she comes. She
is very concerned about Guido’s behavior
toward her daughter but does not feel that
she can challenge Guido because he is the
capo di famiglia
. Rosa is concerned about Lucia’s
swollen feet and suggests that she

drink red wine and eat more garlic and dandeli
ons. She tells Lucia to pray to the Virgin
Mary to ask for help in conceiving a ch
ild and to make Guido treat her better.
Lucia and Guido attend the neighborhood Catholic Church on Sunday. Lucia
always wears the
cornicelli
around her neck that her mother gave her to protect her
from
il mal occhio
. Lucia says her faith and her fa
mily help her cope with life
challenges with
pazienza
.
Study Questions
1.    Identify three problems and a
related plan of care for Lucia.
2.
Identify two health-teaching goals for this family that are congruent with family
order and rituals.
3.
Identify three socioeconomic factors that in
fluence the health of the Venetto family.
4.
How might the health-care provider involve
Lucia in a mutual-planning process for
her holistic health-care needs,
including mind, body, and spirit?
5.    Knowing that many first-generation Italia
ns generally mistrust health-care providers,
how would you encourage Lucia to enga
ge in health-promotion behaviors?
6.    Discuss at least two preventive health
maintenance–teaching activities that respect
the folk practices used to treat illness in this family.
7.    Define the Italian’s unique relationship w
ith food and discuss implications this could
have on the health of the Venetto family, particularly Lucia.
8.
Discuss the status and role of elderl
y Italians in the extended family.

9.     Identify two practices common among Ital
ian women that might affect conception
and pregnancy.
10.   Name two dietary health-car
e risks and two dietary health
-care assets for Italians.
11.   What are some of the primary religious
practices and use of prayer for Italian
people?
12.   Define the terms
capo di famiglia
,
il mal occhio
, and
pazienza

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Community nursing assignment

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· Create this scenario Please put in APA format into word document!!

· This week, ask at least two elderly individuals the following questions: “What does being healthy mean to you?” The individuals can be your family members, friends, or even patients – however, we do not need their names, just their unique definition of “healthy.” Post their responses here, then reflect on their answers:

· Does their answer differ from your definition of “healthy”? If so, what might account for the differences in their definition?

· Has your definition of what it means to be healthy changed? Why or why didn’t your definition of being healthy change?

· What can the community health nurse do to assist elders with their health?

· What resources exist that focus on elder health in the community?

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Assignment 6-Informatics

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Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which item you are addressing in that section of your paper. Support your ideas with at least three (3) citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

  1. The textbook discusses several education methods. Discuss each method with an example of how the method could be used in the organization. Then discuss how you will evaluate the method and learning.
  2. Healthcare continues to be a lucrative target for hackers with weaponized ransomware, misconfigured cloud storage buckets, and phishing emails. Discuss how an organization can protect patients’ information through:
    • Security mechanisms
    • Administrative and Personnel Issues
    • Level of access
    • Handling and Disposal of Confidential Information
  3. You are providing education to staff on phishing and spam emails. Using the different educational methods discussed in Chapter 12:
    • Provide examples of how each method can be used
    • How will the method and learning be evaluated?

Assignment Expectations:

Length: 500 words per essay prompt/section (1500 total for this assignment)

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APRN Interview

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I need to complete all these questions for my course work. It consists on an APRN interview.

1.   Tell me about yourself; please include years of experience as a nurse and   your previous work history.( Registered Nurse, BSN, 5 years of experience. I have been working as a physician in my native country. )

2.   Where do you see yourself in 5 years? Please describe plans for education and   career advancement in the near future

(My own office)

3.   What are your career aspirations? (To continue my career to reach my Doctor Degree)

4.   How do you handle stress in the healthcare setting?

5.   What clinical skills do you possess that will be most beneficial to this   clinical practice? ( Assessment, evaluation and diagnosis), Nurse skills. etc

6.   What are your strengths and weaknesses?

7.   Describe how you handled a difficult situation that has involved a patient,   physician or family member?

8.   How do you get along with your staff at your current position?

9.   Why should we hire you?

10.   What salary are you seeking?

Also I need to answer the following questions:

A. What is proper etiquette for a job interview?

B.  What’s “good behavior” in a behavioral job interview?

Cover page and Reference page required.

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nursing theory (Theory of Human-becoming)

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 1-Reflect on the tenets of the Theory of Humanbecoming and its core concepts and assumptions.

2-Then compare and contrast how the core concepts currently apply to your nursing practice versus how you anticipate they will relate to your future practice as a family nurse practitioner. Please identify at least 2 specific assumptions of the theory in your discussion as outlined in your textbook.

APA style. Minimum 250 words. 3 references.

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