Assignment Overview: 1. Read the Instructions for Community Assessment, Diagnosis, and Planning Project first. 2. Use the Community Assessment Project Template to complete the project. Your data must be typed directly into the blank template provided, NOT into the instructions. 3. This assignment should have a title page and reference page in APA format.
Instructions for Community Assessment, Diagnosis, and Planning Project: Part 1: Windshield Survey Component: Windshield Survey – Boundaries Directions: Describe physical boundaries: Highways, railroad tracks, natural bodies of water or mountains etc. that mark the boundaries. Locate your community on a Google map and compare to your findings. Are the boundaries as evident as the physical boundaries observed? Assessment (Complete on Template) Analysis (Complete on Template) Component: Physical Characteristics Directions: Community Existence: How long has the community been in existence? Demographic Data: People: What type of people do you see? For example, young, old, homeless, families, or loners. How do you feel in the community, welcome? How does the community look? What condition are the homes in? Are the windows covered with bars for protection or surrounded by fences? What is the age and architecture of the houses and buildings? Are the lawns cared for or is there landscaping? Do you see trash or abandoned cars and houses? Open Space: Is there space around the houses? How is it used? Is the space residential or commercial, public or private? Are there lots or lawns? What type of green space is within the community? Is this an established neighborhood/community, new subdivision, apartment buildings, vacant buildings, or how old is the community? Assessment Findings (Complete on Template) Analysis (Complete on Template) Component: Psychosocial Characteristics Directions: Religion: What types of religious institutions/organizations do you see? Health & Social Services: What evidence of acute or chronic health conditions such as, drug addiction, alcoholism, or mental illness do you observe? What types of clinics, hospitals, doctor offices, etc. are there? Is the hospital accessible to community members? Do you see childcare facilities? Do you see homeless or abuse shelters? Economy: Is it a thriving community or a struggling community? Are there shopping centers or neighborhood stores? Are there grocery stores within walking distance to homes? Are there industries, and places for employment? Transportation: How do people get around? What type of private and public transportation is available? Do you see people walking or riding bikes? Are there buses, is the public transportation accessible and how frequently is it available? Is there a major highway nearby? Can people with disabilities get around easily? Safety: Are there sidewalks and bike trails for people to travel safely? What types of protective services are available, fire, police, and ambulance? Are they visible in the community? Do you observe any evidence of criminal behavior? Do you feel safe in the community? Politics & Government: Are there signs of political activity, such as election signs or billboards? Communication/Media: Are there common areas where people gather? Neighborhood hangouts, schoolyard, store, bare, park, etc.? What types of billboards do you see? Education: Are there schools in the area? How do they look? What is the nearest elementary/middle school? Are there libraries? Are there children of school age visible in the neighborhood during the day? Recreation: Where do children play? What facilities for recreation do you see, ball fields, parks, or pools? Values: What races do you see? Is the population homogeneous or integrated? Do you see indicators of more than one ethnicity, restaurants, churches, private schools, festivals? Are there signs in a language other than English? Can you tell what the people value? Is the environment in decay or disrepair? Assessment Findings (Complete on Template) Analysis (Complete on Template)
Part II: Community Data Component: Community Data Directions: Utilize different databases to gather data to assess the community’s health status and to identify vulnerable populations in the community. For example: The CDC National Vital Statistics Report @ and You will also need to access for your state. For example: for Kentucky. (Complete on Template) • Live Births: Community/County • General Death: • Mortality • Infant • Heart • Cancer • Stroke • Accidents • Diabetes • Suicide • AIDs • Morbidity • Tuberculosis • Syphilis • Gonorrhea • AIDS • Life Expectancy Component: Census Data Directions: Go to the United States Census Bureau @ to locate the following data: • Population count • Persons under 5 years, percent • Persons under 18 years, percent • Persons 65 years and over, percent • White alone, percent • Black or African America alone, percent • Asian alone, percent • Native Hawaiian and other Pacific Islander alone, percent • Two or More Races, percent • Hispanic or Latino, percent; White alone; not Hispanic or Latino, percent • Foreign born persons, percent • High school graduate or higher, percent or persons age 25+ • Language other than English spoken at home, percentage 5+ • Bachelor’s degree or higher, percent of persons age 25+ • Veterans • Median household income • Poverty, percent Identify Vulnerable Populations & Identify 2 Potential Health Care Needs (Complete on Template)
Part III: Environmental Assessment Component: Environmental Assessment Directions: Go to EJSCREEN: Environmental Justice Screening and Mapping Tool at Enter the zip code of your community to collect data to assess environmental risks. Assessment (Complete on Template): Toxic Chemicals: • Top Polluter in County • Top Chemical Released in County Lead Hazards: • % of houses with high risk of lead Air: • Top Polluter in County Environmental Justice (Environmental Justice Mapper): • Identify Unequal Distribution of Burdens by Race/Ethnicity Implications of (Complete on Template): • Chemical exposure on health • Lead exposure on health • Poor Air quality on health • Unequal Distribution of Burden Part IV: Community Member Interviews Component: Community Member Interviews Directions: Interview 3 Community Members (for example: police or fireman; schoolteacher, community member [no official title], mechanic, or librarian; business owner or store clerk/manager) to determine their perspective on: • Perceived health/illness beliefs, values, attitudes and practices that influence the health • Community Strengths • Community Needs • Level of Safety • General Concerns This portion of the assessment will give you an idea of how people in the community see the community they live in. Summarize Findings (Complete on Template)
Part V: Collaboration Component: Collaboration with Community Healthcare Team Member Directions: Meet with a healthcare member in the community and present assessment findings. Collaborate with the healthcare official to identify the top 3 priority needs for the assessed community. From the list of top 3 priority needs, select 1 to focus on for your Program Planning Proposal and identify the target population. (Complete on Template) Community Health Member Top 3 Priority Needs Describe Target Population Name: Position: Contact Information: Phone: Email: 1. 2. 3. Program Planning Proposal: Collaborate with a community health member (for example: public health nurse, school health nurse, Red Cross nurse) to formulate a community diagnosis and develop an intervention plan that takes into account assessment findings with a focus on determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, or premature death. (Complete on Template) 1. Develop a community diagnosis. Use the correct format: Health Risk/problem/potential of/for (specific injury, illness, or potential of, complications of, etc.) among (specific population) related to (supporting evidence of risk factors) as evidenced by (contributing factors). Examples: • Health risk of low birth rate among pregnant adolescents in downtown Memphis related to inadequate income as evidenced by insecure housing, high school dropout rates, and high unemployment rates. • Potential for accidents among children traveling to and from school related to a lack of sidewalks in the neighborhood and crosswalk guards as evidenced by children walking and crossing the streets unattended. 2. Identify 1 possible solution to address targeted need. 3. Identify 1 primary, secondary, or tertiary intervention strategy to address targeted need. 4. Develop 1 expected outcome in the form of a measurable objective – delineate who, what, and when (outcome objective, process objective, management objectives). 5. Delineate 2 evaluation strategies (to determine if the intervention was successful). 6. Identify potential resources needed to address targeted need (list a minimum of 3).