Teaching Community
Assessments
KAY OLSON, RN MN
WASHINGTON STATE UNIVERSITY
COLLEGE OF NURSING
Teaching Objectives
 Perform assessments at the individual/family,
community & systems levels.
 Synthesize evidence-based data from research
findings & professional literature.
 Propose and/or initiate nursing interventions using
Community Health Nursing concepts and models.
Core Functions & 10 Essential Services
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Monitor health status to identify and solve
community health problems.
Diagnose and investigate health problems
and health hazards in the community.
Inform, educate, and empower people about
health issues.
Mobilize community partnerships and action
to identify and solve health problems.
Develop policies and plans that support
individual and community health efforts.
Enforce laws and regulations that protect
health and ensure safety.
Link people to needed personal health
services and assure the provision of health
care when otherwise unavailable.
Assure competent public and personal health
care workforce.
Evaluate effectiveness, accessibility, and
quality of personal and population-based
health services.
Research for new insights and innovative
solutions to health problems.
Community Health
Defining Community
 Community: Group of people having common
personal/environmental characteristics
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Geopolitical: Defined or formed by natural or manmade
boundaries.
Phenominological: Relational, interactive groups based on:
Culture
 Values
 History
 Interests
 Goals
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Teach Both
 Windshield Survey
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Choose a geographical
area to assess.
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Example – Benton City,
Central Richland, 2 mile
radius of elementary
school, etc.
 Population Project
 Phenominological:
Relational, interactive
groups based on:
Culture
 Values
 History
 Interests
 Goals
 Example: Migrant Farm
Workers, Office
Workers, Seventh Day
Adventist
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Population Project
 Literature Research/Annotated Bibliography
 Demographics
 National – State – Local
 Numbers related to population
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Example: Total numbers,ethnicity,education level, employed,
gender, etc.
Both help the students learn about the population, or identify
determinants of health or risk factors.
Population Project
 Key informant Interviews
 Develop Questions
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Members of population, Healthcare Providers, support persons
(families, co-workers, school staff, etc.)
Conduct Interviews
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Each student required to do at least two interviews.
Population Project
 Goals of project
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Identify needs of population
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Develop policies or interventions to address identified needs
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Assurance that intervention is effective
Windshield Survey
 Assigned/select geographical area
 Drive area and complete assessment through “windshield”
 Use Likert Scale to rate buildings, services, facilities, etc.
 Reflect and consider :
Social class
 General impression of community
 Consider current inadequacies and whether/how these are being
addressed, and by whom
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Plan of Action
 Population Project
 6 Groups – 6 populations
Assessment – Synthesize evidence-based data from research
findings & professional literature
 Key informant interviews
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 Windshield Survey
 Targeting area Middle Schools
2 schools each in Richland, Pasco & Kennewick
 Plus Benton City, Prosser & Connell
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Expectation of Process
 Students to report findings to Steering Committee
 Population Project & Windshield Survey
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Identified unmet needs of target populations & geographical areas
 Add Quality Data/Information
Mentors
 Role of Mentors
 Partner with Student Groups to Provide Support
Expertise
 Contacts
 Knowledge of resources
 Access to key informants
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Questions