Running head: HEALTH PROMOTION PROJECT
Health Promotion Project:
First Aid Education of Fifth Grade Students
at Steven’s Brook Elementary School
Kelsey M. Brennan, Katelyn Hegarty, Cameo Larrivee, Kaleigh McHale
Ellen Neff, Kayla Olsen, and Shanna Wietecha
Saint Joseph’s College of Maine
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Abstract
Seven senior nursing students from Saint Joseph’s College chose the fifth grade
population at Steven’s Brook Elementary School to complete a health promotion project. This
facility was chosen based on a relationship previously built with one of the students during a
clinical rotation. These nursing students created a survey, which was administered to a total of
58 fifth graders, based on a variety of age appropriate and curriculum focused areas of health
care. Using the results of the survey, the nursing students prepared and completed teaching on
an assortment of first aid topics, focusing on kinesthetic learning. Fifth graders were given first
aid kits as well as small cards that were attached to the kits which reviewed each topic covered.
The population was verbally evaluated after teaching was completed using a series of case
studies to test their application of the material. Correct responses from the children proved
affective teaching were delivered. A poster board summary of the teaching was also left with the
school for use in teaching first aid in the future.
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Community Assessment
Seven senior year nursing students from Saint Joseph’s College conducted a community
service-learning project. The population they chose to work with was the fifth grade students
from Stevens Brook Elementary School. This particular community was chosen because a leader
of the group participated in her community clinical there. The school is located in Bridgton,
Maine. There are a total 58 students in the three fifth grade classes. They first contacted the
school nurse, Lisa Thurston, who directed them to the principal, Cheryl Turpin. They spoke with
the principal who graciously allowed them into the school to continue their project. She
suggested working with the health class, taught by Terry Reed, that all of the fifth grade students
took part in.
The nursing students collaborated with the community by meeting with the principal and
health teacher. The principal gave them guidelines stating that the health curriculum needed to be
followed. The health teacher suggested the curriculum areas they should focus on which
included safety, nutrition, physical activity, lungs, and the central nervous system. The health
teacher also specifically stated to avoid topics such as abuse, drugs, alcohol, sex education,
bullying, and mental health issues due to the difficulty of addressing these areas adequately.
General Community Assets
Stevens Brook Elementary School was located on two acres of land, in the rural town of
Bridgton, Maine. The police station and the fire station are located one half mile from the school.
At the school they have one library and one park available. The water and septic systems at the
school are both public (Cheryl Turpin, personal communication, October 13, 2011).
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Community Organizations
Within the school they have a music club known as “music manic,” a drama club, and a
Mad Science club. Parents have the option to have their children attend a before and/or after
school program for a childcare fee. Government assistance is also available for low-income
families. In the after school program they play games and participate in sports. There was an
active parent teacher association (PTA) at Steven’s Brook Elementary School. A gas station,
drug store, and grocery store are within walking distance from the school. Saint Joseph’s College
Of Maine is 23.8 miles from Stevens Brook Elementary School (“Map of Maine,” 2011).
Health Risk Variables
In order to enter the school, visitors had to push a button in the main lobby that notified
the office of their arrival. The office had a camera that allowed them to see the visitor, the
visitors were then asked to report to the office. The doors throughout the school were locked
during the day, and you needed a badge to get in. There were no health oriented community
groups. Each year the students participate in a food drive (Cheryl Turpin, personal
communication, October 13, 2011). Government assistance within the community will be
discussed in detail later in the paper.
According to the data from the school computer system, Infinite Campus (2011), the
population of the school was 303 students. There are a total of 56 first graders, 50 second
graders, 47 third graders, 38 fourth graders, and 59 fifth graders. There were a total of 270
families with children in the school. The population distribution per age group of kindergarten to
fifth grade, were ages 5-11.
According to Infinite Campus (2011), there were 288 Caucasian, 4 American Indian, 2
Asian, 6 African American, and 3 Hispanic students currently attending the school.
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That year, there were 199 students from Stevens Brook Elementary School receiving help
from the state. The percent of students using food banks was not able to be found but it was
found that 23 students receive reduced breakfast and lunch and 176 students receive free
breakfast and lunch. The percent of illiterate adults and education level of the town did not apply
to their population. The housing type and average value did not apply to their population. There
were no homeless children attending Stevens Brook Elementary School (Infinite Campus, 2011).
The crime rate of Bridgton did not apply to the population chosen so the disciplinary rate at the
school was focused on instead. Steven’s Brook principal, Cheryl Turpin, stated that an average
of one student a day was sent to the office for a disciplinary issue. The usual issues included
subordination with a teacher, aggressive acts, and inappropriate language toward teachers. The
dropout rate did not apply for the population chosen. Vehicle crashes related to drugs and/or
alcohol also did not apply to their population. Drugs and alcohol were also explored to see if they
posed any problems in the school, however the school stated that they had no issues. (Infinite
Campus, October 13, 2011)
Environment
Steven’s Brook Elementary School was supplied with water from the Willis Brook
aquifer, which also provided the town of Bridgton’s water, roughly 722 customers (Town of
Bridgton, 2007). The Air Quality Index (AQI) level for the town of Bridgton Maine, where
Steven’s Brook Elementary School was located, consistently received the highest air quality
rankings as “Good” falling within an AQI of 0-50 (Earth Networks, 2011). AQI is a measure of
the level of air pollution and also gives an idea of potential health concerns. The Bridgton AQI
was 4.2% greater than the Maine state average, but was 8.1% less than the national average
(Areavibes, 2010). The town of Bridgton also had a low Pollution Index (PI) of 9.6% greater
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than the Maine state average, but 59% less than the national average (Areavibes, 2010). The PI
is the sum of the most hazardous air pollutants described in pounds. Because both levels of air
toxicity measure so low, the town of Bridgton as well as Steven’s Brook Elementary School
were both classified as the best possible category.
When researching food related problems, the only information available was related to
the amount of grocery stores in Bridgton, which were 3 (“Maine Map,” 2011). As far as the
schools data collection went, they were unable to find any history of food or food supply related
issues in the history of Steven’s Brook Elementary School or the town of Bridgton.
Although Steven’s Brook Elementary School did not have birth related data, the nursing
students were able to research the state of Maine. The students were unable to find specific
information to Bridgton so the state of Maine was the next closest community data accessible.
The low birth rate for the state of Maine was 6.7% while the teen birth rate was higher at 26.1%
(Kaiser Family Foundation, 2008). The teen births were categorized as the number of live births
per 1000 females aged 15-19 years (Centers for Disease Control and Prevention [CDC], 2006).
The infant mortality in the state of Maine falls at 5.87% and the prenatal care utilized was 88.1%
(CDC, 2006).
Within the age group of 1-14 years old (closest to our fifth grade population) in the state
of Maine there are 16 deaths per 100,000 children (Kaiser Family Foundation, 2007).
In
comparison, the national death rate for this age range is 19 per 100,000 (Kaiser Family
Foundation, 2007). According to National Survey of Children’s Health (2007), Maine ranks 13
in overall prevalence of overweight or obsess children ages 10-17 with a percentage of 28.2%
compared to the national average of 31.6% (CDC, 2009). “In Maine, 71% of children age 6-17
years-old participate in 4 or more days of vigorous activity compared to the national average of
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64.3%” (CDC, 2009). “Approximately two thirds of all deaths among children and adolescents
aged 5-19 years result from injury-related causes: motor-vehicle occupants and pedestrians
(32%), all other unintentional injuries (14%), homicide (13%), and suicide (10%)”(CDC, 2001).
Because injury takes such a toll on the health and well being of young persons, the Healthy
People 2010 objectives encourage schools to provide comprehensive health education to prevent
unintentional injury, violence, and suicide (U.S. Department of Health and Human Services,
2010). Coordinated school health programs, in conjunction with community efforts, can prevent
injuries to students in school and help youth establish lifelong safety skills (CDC, 2001).
The primary cause of death or injury among the population was accidents in the state of
Maine and throughout the country. However, no specific details explaining the accidents were
available. Information for accident rates for the students in the elementary school were not
accessible. Work related injuries do not apply to their population. In the school there was a total
of 47 students that have asthma, there was one diabetic, three kids that are allergic to bee stings,
one to other insects stings/bites, two students that were allergic to tree nuts, two also allergic to
peanuts, sesame and shellfish, one had cardiac and pulmonary issues including a central line
pump, one student had a right leg brace because of a mild case of Cerebral Palsy, one student had
left ear hearing loss and used a hearing aid, one suffered from migraines, and one student with
cardiac defects that did not have any restrictions. There was no information on sexually
transmitted diseases or obesity rates. This information was gathered from the nurse’s records
(Lisa Thurston, personal communication, October 13, 2011).
There was not a primary care provider on site however; there were multiple primary care
providers in the area, which were accessible to the students. At school the students had access to
the nurse’s office (school health) and if parents preferred, they were able to transport their
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children for further health care assessment if it was not an emergency. In case of an emergency,
911 could be called to have EMTs transport children to an emergency room (Lisa Thurston,
personal communication, October 13, 2011). There was no information provided by the nurse
about the percent of the students that were uninsured, but the state of Maine had 5% of its
population uninsured compared to the United States with 10% total (Kaiser Family Foundation,
2009).
Analysis
After gathering data related to the fifth grade community the nursing students participated
in a windshield survey. The school allowed the nursing students to come and observe the fifth
grade students during one of their regularly scheduled health classes. In order not to overwhelm
the students or disrupt the classroom, the nursing students observed in small groups while they
quietly surveyed from the back of the classroom. It was during the observation time that the
students were able to understand how the health class was set up and also the method of teaching
the teacher chose in order to work with that particular age group. While watching the students
engage in hands on learning activities the nursing students noticed there were a wide range of
intellectual abilities, a very small minority population, and that the students were extremely
eager to learn.
Based on the windshield survey, as well as the curriculum based packets, the nursing
students created a survey to identify health care needs of the community. The Great Body Shop
is a series of packets produced by The Children’s Health Market (2009) (see Appendix A) that
the health teacher explained was what each of her lesson plans were based on. The nursing
students looked specifically at the first aid and nutrition packets to gather relevant data
supporting the topics. Surveys were created using age appropriate vocabulary that they felt
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would be easiest for the students to understand. The survey was created using a large font and
included pictures to also make the survey seem less like a test and more friendly (see Appendix
B). Those also helped to keep them interested and excited about our project.
The survey was originally going to include a wide range of health care questions in order
to identify any health care needs the students may have had. After the nursing students spoke
with the health teacher and school administration they were advised to base the survey on the
health class’s curriculum and avoid certain topics such as sexuality, bullying or Internet safety.
The schedule of upcoming topics for the classes included first aid, nutrition, cerebrovascular
system and the respiratory system. Because the health classes had already started their first aid
unit and would be moving to nutrition following that unit the nursing students chose to loosely
base their survey on these two topics.
While the survey included some demographic data it was a series of situational choices
that the students had to make as well as questions testing their personal comfort in a variety of
areas. After reviewing the results of the surveys the nursing students then had to identify a need
of the fifth grade community. The results of the data were not overtly conclusive. The nursing
students discussed the findings and determined that there was a slightly greater need for first aid
education over nutrition (see Appendix F).
The nursing students also came to the first aid topic over nutrition because during the
time they had scheduled to teach the fifth grade students they would be wrapping up their first
aid unit. Because of the timing, they felt they would be able to summarize what they had learned
in the classroom from their health teacher while also educating them on some new skill based
health. By choosing a skill-based teaching, the students would be able to be hands on throughout
the education process and hopefully learn more thoroughly.
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When creating a teaching plan related to their first aid unit the nursing students made sure
to take into careful consideration the objectives of Healthy People 2020. Healthy People 2020
(U.S. Department of Health and Human Services, 2011) provided science-based, 10-year
national objectives for improving the health of all Americans. This program has established
benchmarks and monitored progress over time in order to encourage collaborations across
sectors, guide individuals toward making informed health decisions and measure the impact of
prevention activities (U.S. Department of Health and Human Services, 2011). Specifically, the
nursing students based their teaching on the 2020 goal to improve the healthy development,
health, safety and well-being of adolescents (ages 10-19) (U.S. Department of Health and Human
Services, 2011).
The nursing students understood the significance of the Healthy People 2020
standards and reasoned their population choice on the fact that adolescence is a critical time to
focus on areas such as accidents, safety, nutrition, and physical activity (U.S. Department of
Health and Human Services, 2011).
To improve the healthy development, health, safety and well-being of adolescents and
young adults the nursing students outlined a teaching plan which included general first aid,
allergies and anaphylaxis, asthma and inhalers, chemicals/poison and eye safety, insect stings
and burns. These topics were identified as everyday health needs of fifth graders based on
NANDA nursing diagnoses, that could be covered in an age appropriate teaching of each subject
(see Appendix C). Their primary nursing diagnosis was, risk of ineffective health maintenance
among fifth grade students attending Steven’s Brook Elementary School related to application
and knowledge of first aid as demonstrated by a lack of specific education, lack of known
resources and inability to make knowledge based decisions or actions in a timely manner. In
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order to best address this nursing diagnosis they identified multiple nursing diagnoses based on
each area they planned to cover while teaching.
Health Promotion Plan
The goals in which the nursing students planned to accomplish during the teaching was to
educate the students on first aid which would then allow the students to apply these techniques in
daily life. Each area taught to the students had a specific nursing diagnosis which related back to
ineffective health maintenance. For example, first aid and insect stings were being taught to
decrease the risk for injury as well as decrease the risk for infection among this active and often
accident prone community. Allergies and anaphylaxis were taught to decrease the risk of an
allergic response and also potentially the risk of suffocation, especially for students who carried
an EPI Pen. The teaching of asthma and inhalers was to ideally help to decrease the risk of
suffocation, while also decreasing the risk for an altered respiratory function in students suffering
from asthma. Education about chemicals and eye safety was to educate the students and also
provide them with outside resources in order to decrease the risk of poisoning themselves as well
as others. The teaching of burn safety was to help the students better understand how to handle
varying types of burns in order to decrease the risk of impaired skin integrity and also decrease
the risk of infection (see Appendix D).
When the Epidemiologic Triangle was applied in relation to this project, the primary goal
was prevention of infection by using appropriate first aid techniques. The infectious agent would
be any bacteria or dirt outside the body that could potentially cause infection. The host in the
student population would be a cut, scrape, burn, or wound after insect sting. The environment
that would be involved was the bloodstream and human body of the infected host. This was
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important to understand because as they taught the fifth grade students, this was what they were
basing their teaching on, therefore improving the students ability to maintain their own health
Literature was used when planning the project to help determine the best ways to teach
the children. Lamb (2010) advises teachers and staff how to teach bullying to elementary school
children in Helping Pupils Recognize Bullying. Although bullying was not the topic focused on,
the same teaching techniques could be applied to first aid. According to Lamb (2010) by offering
sessions to small groups that include classes with identified needs once a year by a group or as a
school assembly could help raise awareness. Lamb (2010) also suggested using direct questions,
group work, comparing results, and talking about feelings. All of these things were done when
the Saint Joseph’s nursing students taught the children at Stevens Brook Elementary School
about first aid.
The nursing students analyzed the data form the survey, which allowed them to
understand the fifth grade base knowledge of material (See appendix B). Based on this
information the nursing students built a lesson plan covering all the first aid information that was
identified as health promotional need.
Solicitation played a major role in gathering material for teaching aids, first aid kits for
the students, and a raffle prize (see Appendix H). The nursing students contacted Amander
Wotton to inquire about using the model arms from the nursing lab and supplies, such as gloves.
The students were allowed to borrow the model arms to use in the teaching but were directed to
the American Red Cross for donation of various supplies. Amander Wotton provided a contact
name, Karen Rae who worked with the American Red Cross. After communication through email, they learned that the American Red Cross couldn’t provide any donations. However, Karen
stated she would like to make personal donation of; band aids, prep wipe, and hand gel. A
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member of the group picked up these items. Sanford Recreation Department was able to donate
an assortment of pedometers and safety lights which the nursing students distributed after the
completion of their survey. A verbal request as well as a formal letter was sent to the department
requesting these materials. The next solicitation was to Pamela Smith, Director Development
and Community Relations at Bridgeton Hospital. Through e-mail contact and a formal letter, the
nursing students requested first aid kits for the students. The request was granted and they
graciously provided a personal first aid kit to each child. Rollodrome in Auburn generously
donated multiple raffle prizes. A letter that described who the nursing students were and what the
donation was for was provided to the owner. He then donated eight free skating passes that were
raffled off in pairs during the teaching. Seacoast Fun Park also generously donated two tickets
for the nursing students to also use in a raffle. This donation was obtained after a verbal request
followed by a formal letter. The final donation the nursing students received was from the
Facilities Management Department at Saint Joseph’s College. They were able to donate a
package of small hand sanitizers, which the nursing students passed out during their final
presentation. A member of the department had been alerted to the student’s need for a request
and graciously offered to supply the sanitizers, a formal request letter also followed.
The student’s created a bulletin board that will be used in further years to continue the
education of first aid at Steven’s Brook Elementary School. The students also created a teaching
plan that outlined the topics that should be covered by teachers in upcoming years covering the
multiple first aid topics. Along with an outline of the topics, the nursing students gave copies of
worksheets they used in their teaching as well as all extra materials and contacts for further
potential donations.
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Implementation
The nursing students planned to teach the students during one health class, consisting of
approximately 40 minutes. In this time the fifth graders would be separated into two groups.
Both groups would attend two stations that were set up by the nursing students. Station one
included first aid care of cuts and scrapes, insect bites and stings, and burn care. During that
time the students protected themselves from the wound, by cleansing the area and bandaging the
site appropriately. They were also given a demonstration of how to treat both burns and insect
stings in order to prevent infection. Station number two would include chemical and poison
control, EPI Pen use for anaphylaxis, and asthma and allergy treatments. At this station, the
students practiced using a training EPI Pen, while they also learned the number for poison
control, how to effectively flush their eye after debris, and breathing techniques when short of
breath. The children got to perform hands on activities to practice what they learned which
engaged them in kinesthetic learning. They then got to compare their work to the other children.
According to Block (2008), when information is received through a variety of pathways (e.g.,
auditory, visual, kinesthetic), readers’ retention of information increases significantly.
After the teaching was completed, the nursing students had each of the fifth graders
return to their seats for a review. The nursing students assessed the teaching by asking the
students to answer a series of questions based on four different scenarios, pertaining to the
different aspects of first aid (see appendix D). The nursing students originally had planned on
rewarding only the fifth grade students that answered questions, by giving them a decorative
pencil as a prize, but after seeing all of the participation, each student was given a prize. The
nursing students found that pencils were an appropriate incentive for the students based on their
age, school setting, and the timing of their first period health class. Throughout each question
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and scenario, every single student raised their hand and had something thoughtful to contribute
to the conversation. The nursing students added first aid information cards to the first aid kits
that were given out to each student. The cards reflected what the child had already learned from
the teaching (see appendix E).
As previously mentioned the nursing students made the choice to perform this teaching
based on the Healthy People 2020 Goals (2011) to improve the safety of the students based on
the area’s found in the survey that was the most pertinent teaching need. Specifically, the 2020
goal is to improve the healthy development, health, safety and well-being of adolescents and
young adults (U.S. Department of Health and Human Services, 2011). In researching the 2020
Goals the nursing students came to the conclusion that focusing on the area of safety best fit the
population chosen.
Evaluation
The nursing students accomplished the goals in which were previously stated. The fifth
grade students were able to verbalize and demonstrate techniques that were learned. The nursing
student’s fortunately received amazing feedback from the fifth graders and teachers. The nursing
students felt the project would have benefited if the survey given to the fifth graders included
more detailed first aid scenario’s to truly test their knowledge in specific situations. If they were
to improve the survey, more case study based questions would be asked, similar to the end
evaluation questions. This is because the nursing students found that the fifth grade students
were attempting to answer the questions “correctly” rather than truthfully. So to avoid this in the
future, questions would be written more specifically.
The first day of teaching there were five nursing students who attended. The nursing
student felt after performing the teaching it would have benefited if there were better
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communication between the substitute teacher and the health teacher. The students observed that
kinesthetic learning was very beneficial to each of the students as they showed increased interest
and attention when a demonstration was taking place or it was there turn to attempt an assigned
hands on task. The nursing students observed enthusiasm in every student and were astounded by
the amount of students who participated.
On the second day of teaching, only two of the nursing students were able to teach the
class due to time constraints. The students from the previous day had spoken with their
teammates and given some useful tips on how to control the class and also how to best manage
time. Because the nursing students had such a specific lesson plan, the day went as smoothly as
the first, the students just needed to be increasingly assertive in managing the rowdiness of the
fifth graders.
Also on the second day of teaching, one of the individual aides of a fifth grade student
from the first class taught, went to the nursing students and gave them even more positive
feedback. She reported that the child that she worked with never went to health class and never
wanted to participate, but loved their class and wanted to return to the normal health classes. She
stated that the student was excited about learning for the remainder of the day. Seeing how the
students participated and hearing the positive feedback, the nursing students felt like they
accomplished their goals.
At the end of both teaching sessions the nursing students presented scenarios that applied
to what they had taught based on an evaluation sheet created by Teacher Created Resources
(2011) that was geared specifically for second through fifth grade students (see appendix G).
Every child in the classroom enthusiastically raised their hand to answer what they would do in
the given situation. The final thing the nursing students asked was “What is one thing that stood
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out in your mind as being the most important information learned?” Again every student raised
their hand and was able to recall what they had just learned. The nursing students made an
evaluation tool for the teachers that were in the classroom during the teaching periods. In the
evaluation tool the health teacher rated the overall material a 10 on a scale of 0-10. The health
teacher felt that there could have been minor improvements made to the survey so rated 8 on a
scale of 0-10 of the overall presentation (see appendix G).
Overall, the nursing students felt they were very successful throughout the entire health
promotion project. The nursing students were able to work well together and benefit from each
person within the group and develop interpersonal skills. The students continuously received
positive feedback from Steven’s Brook Elementary School staff; who have been pleased with the
professionalism of Saint Joseph's College of Maine Nursing students.
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References
Areavibes Inc. (2010). Bridgton Maine health and safety. Toronto, Canada: Author. Retrieved
from http://www.areavibes.com/bridgton-me/city-guide/
Block, C., Parris, S. R., & Whiteley, C. S. (2008). CPMs: A kinesthetic comprehension
strategy. Reading Teacher, 61(6), 460-470.
Centers for Disease Control and Prevention (2001). School health guidelines to prevent
unintentional injuries and violence. Atlanta, Georgia: Author. Retrieved from
http://www.cdc.gov/mmwr/preview/mmwrhtml/rr5022a1.htm
Centers for Disease Control and Prevention (2006). State profile: Maine. Atlanta, Georgia:
Author. Retrieved from http://www.cdc.gov/nchs/pressroom/data/state_profile_ME.htm
Children’s Health Market. (2009). The great body shop: First aid facts. Wilton, Connecticut:
Author.
Children’s Health Market. (2009). The great body shop: You are what you eat. Wilton,
Connecticut: Author.
Earth Networks. (2011). Bridgton, Maine 04009 air quality. Germantown, Maryland: Author.
http://www.cdc.gov/mmwr/preview/mmwrhtml/rr5022a1.htm
Henry J. Kaiser Family Foundation. (2007). Health insurance coverage of children 018. Washington, DC: Author. Retrieved from
http://www.statehealthfacts.org/profileind.jsp?cat=2&sub=18&rgn=21
Henry J. Kaiser Family Foundation. (2007). Maine: Birth of Low Birthweight as a Percent of All
Births by Race/Ethnicity. Washington, DC: Author. Retrieved from
http://www.statehealthfacts.org/profileind.jsp?ind=43&cat=2&rgn=21
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Henry J. Kaiser Family Foundation. (2007). Maine: Teen Birth Rate per 1,000 Population Ages
15-19. Washington, DC: Author. Retrieved from
http://www.statehealthfacts.org/profileind.jsp?ind=37&cat=2&rgn=21
Henry J. Kaiser Family Foundation. (2009). Maine: Child deaths. Washington, DC: Author.
Retrieved from http://www.statehealthfacts.org/profileind.jsp?cat=2&sub=18&rgn=21
Lamb, S. (2010). Helping Pupils recognize bullying and speak out. British Journal of School
Nursing, 5 (4), 199-201.
Maine Department of Health and Human Services. (2010). Office of data, research and
vital statistics – fast facts, Maine health data. Augusta, Maine: Author.
Onboard Informatics. (2011). Bridgton, Maine. Illinois: Author. Retrieved from
http://www.city-data.com/city/Bridgton-Maine.html
Teacher Created Resources. (2011). First-aid treatments. Westminster, CA: Author. Retrieved
from http://www.teachervision.fen.com/tv/printables/TCR/1576903443_52-53.pdf
Town of Bridgton. 2007. Town of Bridgton willis brook aquifer. Bridgton, ME: Author.
Retrieved from
www.bridgtonmaine.org/codes/ordinances/willisbrookaquiferordinance.pdf
Turpin, Cheryl. (2011). Infinite Campus [computer software]. Maine
U.S. Department of Health and Human Services (2010) Healthy People 2010. 2nd ed. With
Understanding and Improving Health and Objectives for Improving Health. 2 vols.
Washington, DC.: Author. Retrieved from www.healthypeople.gov/document/
tableofcontents.htm
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U.S. Department of Health and Human Services. (2011). Healthy people 2020. Washington,
D.C.: Author. Retrieved from
http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid =2
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APPENDIX A
The Great Body Shop
Student Health Workbooks
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APPENDIX B
Student Health Survey and Results
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APPENDIX C
Health Promotional Worksheets
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Analysis Worksheet 1
Rate, number or percent of
health indicator in your community
Rate, number or percent of
Rate, number, or percent
comparative data from another
higher or lower than
community, the same community
comparative data
at another time, or state, or national
data
_______________________________________________________________________________________
Rate: 925 per 1,000 people wear State rate 934 per 1,000
seatbelts
(5th and 6th grade)
Lower
______________________________________________________________________________________
Rate: 462 per 1,000 people wear State rate 541 per 1,000
helmets while riding bikes
(5th and 6th grade)
Lower
____________________________________________________________________________________
Rate: 333 per 1,000 students
have not drunk sports drinks in
the last 7 days
State rate 202 per 1,000 never
drink them (5th and 6th grade)
Higher
_____________________________________________________________________________________
Rate: 74 per 1,000 people have
not eaten fruit in the past week
State rate 97 per 1,000
(5th and 6th grade)
Lower
_____________________________________________________________________________________
Rate: 111 per 1,000 students
State 67 per 1,000
have not eaten vegetables in the
(5th and 6th grade)
past week
Higher
_____________________________________________________________________________________
Rate: 611 per 1,000 students were State 476 per 1,000
Higher
physically active 5 or more times in (5th and 6th grade)
the past week
_____________________________________________________________________________________
Rate: 240 per 1,000 students have State 334 per 1,000
Lower
been limited with their exercise
(5th and 6th grade)
because of asthma
______________________________________________________________________________________
Identify health indicator rates, numbers or percentages that are higher than comparative data
then proceed to Analysis Worksheet 2 (next page) _
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Analysis Worksheet 2
Analyzing Community Problems Identified in Worksheet 1
______________________________________________________________________________________
Community Health Problem: Lack of safety
Rural Community
Not wearing ,
Lack of car safety programs
Low Socioeconomic Community
seatbelts in the car
High Rate
Lack of school prevention programs
School board unable to fund
____________________________________________________________________________________
Community Health Problem: Lack of knowledge about first aid
Not knowing what to do
In emergency first aid
situations
Lack of Resources (first aid supplies)
No health books within the school
Low Socioeconomic
community
Rural community
School Board unable to fund
______________________________________________________________________________________
Community Health Problem: Asthma
Low Socioeconomic status
Exposure to second hand
Lack of prevention/educational programs
Rural community
Smoke, obesity, air pollutants,
Allergies
High rates of parental smoking
Lack of parental knowledge about asthma
Unavailable funding
_______________________________________________________________________________
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Analysis Worksheet 3
Writing Community Diagnoses for Problems Identified in Worksheet 2
1.) Increased risk of ineffective health maintenance among fifth grade students attending
Steven’s Brook Elementary School related to application and knowledge of first aid as
demonstrated by a lack of specific education, lack of known resources and inability to
make knowledge based decisions or actions in a timely manner.
2.) Increased risk (or rate) of risk prone health behaviors among fifth grade students
attending Steven’s Brooke Elementary School related to inadequate resources about first
aid as evidenced by lack of seat belt wearing, increased rates of asthma, and lack of
safety equipment.
3.) Increased risk of injury related lack of knowledge about first aid among fifth grade
students attending Steven’s Brooke Elementary School as evidenced by only 20.3% of
students saying they know everything about first aid.
Prioritize your community nursing diagnoses. Write 1, 2, 3 to the left of each community
nursing diagnosis. In your paper explain the rationale for your prioritization. Your plan,
the next step in the process, will reflect only the #1 community diagnosis.
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Community Health Intervention Plan
#1 Community Nursing DiagnosisRisk of ineffective health maintenance among fifth grade students attending Steven’s Brook
Elementary School related to application and knowledge of first aid as demonstrated by a lack of
specific education, lack of known resources and inability to make knowledge based decisions or
actions in a timely manner.
Desired Outcomes- (what will the participants be able to do at the end of the program OR what
are the desired changes that will occur as a result of your intervention?)
A. Participants will be able to demonstrate basic first aid safely.
B. Participants will be able to show a growth in understanding basic first aid.
__________________________________________________________
Specific Objective
Clean wound and
apply Band-Aid
correctly
Action Plan
Who will do?
Explain to properly clean wound. Member of the
Demonstrate to students on
group
rubber arm.
Have students demonstrate new
to nursing students.
By When?
Health
Class
11/10/2011
11/11/2011
Resources Needed
Band-Aids, rubber
arms, gloves,
Alcohol wipes
and fake blood
____________________________________________________________________________________________
Proper usage of
Explain, demonstrate,
Member of the
Health Class
Needleless Epi-pen
EPI- pen
have them practice.
Group
Date provided
above
_______________________________________________________________
Proper management Ask about their knowledge on topic Member of
of burns
Proper treatment was explained
the group
Date provided
above
Poster
_______________________________________________________________
Poison Control
Education of types of poisons,
Actions to take to effetely treat
If exposed
Member of
the group
Dates provided Poster and handouts
above
_______________________________________________________________
Proper treatment of
insect stings
and bites.
Education about steps to take to
remove stinger and what to do
if complications occur
Member of
the group
Dates provided Poster
above
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Worksheet 1
Evaluating the Community Health Intervention
What was the community diagnosis? Risk of ineffective health maintenance among fifth grade
students attending Steven’s Brook Elementary School related to application and knowledge of
first aid as demonstrated by a lack of specific education, lack of known resources and inability to
make knowledge based decisions or actions in a timely manner.
What were the desired outcomes of the plan?
A. Participants will be able to demonstrate basic first aid safely.
B. Participants will be able to show a growth in understanding basic first aid.
Regarding Outcome A, what were the objectives? What observable evidence suggests the
objective was met or not met?
OBJECTIVES
OBSERVABLE EVIDENCE MET OR NOT
MET
Clean wound and apply Band-Aid
Outcome was met. Participants were able to
demonstrate this effectively
_________________________________________________________________________________
Show proper usage of
EPI-pen
Outcome was met. Participants were able to
demonstrate this effectively
___________________________________________________________________________________
Answer questions about
Management of burns.
Outcome was met. Participant’s stated an understanding
of basic care by answering question asked by
nursing students.
___________________________________________________________________________________
Understand when to call
poison control
Outcome was met. Participants stated to understand basic
information about poisons by answering
questions asked by nursing students.
___________________________________________________________________________________
Understanding of how to
treat a sting or a bite.
Outcome was met. Participants were able to verbalize
understanding or basic care by answering
question provided by nursing students.
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Regarding Outcome B, what were the objectives? What observable evidence suggests the
objective was met or not met?
OBJECTIVES
OBSERVABLE EVIDENCE MET OR NOT
MET
Four different scenarios were read that
responded
involved basic first aid care discussed
during the health class period.
Participant’s were asked what they
would do if they found themselves in
these situations.
Outcome was met. Participant’s accurately
to different scenarios provided
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Worksheet 2
Evaluating the Community Health Intervention
Background Why was the program done? (problem)
o Educate students about first aid, due to the lack of previous
knowledge.
 Who were you trying to reach?
o Student’s in the fifth grade at Steven’s Brook Elementary School.
 When and how long did your program run?
o Each class had a 40 minute health class period that was provided to
us. Three different fifth grade classrooms were educated.
 How did you collect evaluation data? (observation, pre/post-test,
questionnaire)
o Students were asked to answer a simple survey involving nutrition and
first aid questions.
Program results What were the results for each objective?
o Each objective was met, outcomes were stated previous in worksheet
one of evaluations.
 Did you reach the population you were trying to reach?
o Group member had previous connection, and was interested in
working with that age group.
 How do you interpret or explain your findings?
o Charts were made with information that was gathered from the survey
results.
 What have you learned from this experience?
o Effective ways to interact and educate students in the fifth grade and
how to appropriately communicate with team members.
 Did you achieve the 2 desired outcomes?
o Both that were desired were achieved, this was discussed in the first
worksheet of the evaluation.
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Conclusions and Recommendations If you had it to do again, what changes would you make to your program to
make it more effective?
o Have multiple times to go back and work with the class, and break the
class into smaller groups.
Source: adapted from: Restoring Balance, Health Promotion Resource Center, Stanford Center for Research
in Disease Prevention, Stanford University, California, 1992.
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APPENDIX D
First Aid Treatment Review Sheet
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APPENDIX E
First Aid Kit Information Cards
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Appendix F
Results From Survey
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APPENDIX G
Teacher Evaluation Survey
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Evaluation
Could you please take a few minutes to evaluate the First Aid Presentation given by a group of
St. Joseph’s Nursing Students. Your input is greatly appreciated! Thank you.
1). Overall, how satisfied were you with the first aid presentation?
Very
2). Do you feel the content was appropriate to the age group?
Very
3). Have you heard the students discussing topics from the first aid presentation?
A few times
4). Do you feel the props (Practice Epi Pen and Model Arm) were appropriate and useful?
Very
5). Was it productive to divide the class into two stations?
Very
6). Will the information be helpful to the students in the future?
Very
7). On a scale of one to ten, how would you rate the presentation? ___8___ It would be higher
but the survey was confusing and needed a few of the bugs worked out of it.
8). On a scale of one to ten, how would you rate the material? __10____
Thank you for presenting this important information to the students.
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APPENDIX H
Solicitation Letters
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APPENDIX I
Project Pictures