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What does the community value? How is this evident?What does the community value? How is this evident?

by | Jun 19, 2022 | Questions & Answers

Perform a direct assessment of a community of interest using the Functional Health Patterns Community Assessment Guide.
The Community of interest is Ridgecrest CA.
please fill out the following information (same as attached file) to the best of your ability.
$35.00 is the willing to pay to have it finished in 12 hours. NO EXCEPTIONS TO ASSIGNMENT DUE DATE/TIME
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community assessment data in preparation for completion of your collaborative learning community (CLC) assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.
Value/Belief Pattern
Predominant ethnic and cultural groups along with beliefs related to health.
Predominant spiritual beliefs in the community that may influence health.
Availability of spiritual resources within or near the community (churches/chapels synagogues chaplains Bible studies sacraments self-help groups support groups etc.).
Do the community members value health promotion measures? What is the evidence that they do or do not (e.g. involvement in education fundraising events etc.)?
What does the community value? How is this evident?
On what do the community members spend their money? Are funds adequate?
Health Perception/Management
Predominant health problems: Compare at least one health problem to a credible statistic (CDC county or state).
Immunization rates (age appropriate).
Appropriate death rates and causes if applicable.
Prevention programs (dental fire fitness safety etc.): Does the community think these are sufficient?
Available health professionals health resources within the community and usage.
Common referrals to outside agencies.
Nutrition/Metabolic
Indicators of nutrient deficiencies.
Obesity rates or percentages: Compare to CDC statistics.
Affordability of food/available discounts or food programs and usage (e.g. WIC food boxes soup kitchens meals-on-wheels food stamps senior discounts employee discounts etc.).
Availability of water (e.g. number and quality of drinking fountains).
Fast food and junk food accessibility (vending machines).
Evidence of healthy food consumption or unhealthy food consumption (trash long lines observations etc.).
Provisions for special diets if applicable.
For schools (in addition to above):
o Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)
o Amount of free or reduced lunch
Elimination (Environmental Health Concerns)
Common air contaminants impact on the community.
Noise.
Waste disposal.
Pest control: Is the community notified of pesticides usage?
Hygiene practices (laundry services hand washing etc.).
Bathrooms: Number of bathrooms; inspect for cleanliness supplies if possible.
Universal precaution practices of health providers teachers members (if applicable).
Temperature controls (e.g. within buildings outside shade structures).
Safety (committee security guards crossing guards badges locked campuses).
Activity/Exercise
Community fitness programs (gym discounts P.E. recess sports access to YMCA etc.).
Recreational facilities and usage (gym playgrounds bike paths hiking trails courts pools etc.).
Safety programs (rules and regulations safety training incentives athletic trainers etc.).
Injury statistics or most common injuries.
Evidence of sedentary leisure activities (amount of time watching TV videos and computer).
Means of transportation.
Sleep/Rest
Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).
Indicators of general restedness and energy levels.
Factors affecting sleep:
o Shift work prevalence of community members
o Environment (noise lights crowding etc.)
o Consumption of caffeine nicotine alcohol and drugs
o Homework/Extracurricular activities
o Health issues
Cognitive/Perceptual
Primary language: Is this a communication barrier?
Educational levels: For geopolitical communities use http://www.census.gov and compare the city in which your community belongs with the national statistics.
Opportunities/Programs:
o Educational offerings (in-services continuing education GED etc.)
o Educational mandates (yearly in-services continuing education English learners etc.)
-Special education programs (e.g. learning disabled emotionally disabled physically disabled and gifted)
Library or computer/Internet resources and usage.
Funding resources (tuition reimbursement scholarships etc.).
Self-Perception/Self-Concept
Age levels.
Programs and activities related to community building (strengthening the community).
Community history.
Pride indicators: Self-esteem or caring behaviors.
Published description (pamphlets Web sites etc.).
Role/Relationship
Interaction of community members (e.g. friendliness openness bullying prejudices etc.).
Vulnerable populations:
o Why are they vulnerable?
o How does this impact health?
Power groups (church council student council administration PTA and gangs):
o How do they hold power?
o Positive or negative influence on community?
Harassment policies/discrimination policies.
Relationship with broader community:
o Police
o Fire/EMS (response time)
o Other (food drives blood drives missions etc.)
Sexuality/Reproductive
Relationships and behavior among community members.
Educational offerings/programs (e.g. growth and development STD/AIDS education contraception abstinence etc.).
Access to birth control.
Birth rates abortions and miscarriages (if applicable).
Access to maternal child health programs and services (crisis pregnancy center support groups prenatal care maternity leave etc.).
Coping/Stress
Delinquency/violence issues.
Crime issues/indicators.
Poverty issues/indicators.
CPS or APS abuse referrals: Compare with previous years.
Drug abuse rates alcohol use and abuse: Compare with previous years.
Stressors.
Stress management resources (e.g. hotlines support groups etc.).
Prevalent mental health issues/concerns:
o How does the community deal with mental health issues
o Mental health professionals within community and usage
Disaster planning:
o Past disasters
o Drills (what how often)
o Planning committee (members roles)
o Policies
Crisis intervention plan

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