Serving Vulnerable Populations And Disease Prevention Teaching Project
ANSWER:- Servicing Vulnerable Populations (Part 1)
As a community health nurse assigned to care for a family with a newly diagnosed type-2 diabetic member, JK, a 66-year-old Black woman with hypertension and asthma who lives in a food desert and does not have access to transportation, the focus is on evaluating community health resources and developing a plan to meet JK’s needs.
Resources for Community Health:
The community health resources listed below were evaluated:
Food Access Research Atlas, United States Department of Agriculture
Food Access Research Atlas Maps Food Desert Features and Relevant Factors
Centers for Disease Control and Prevention: Food Deserts: A Systematic Study, 1966-2007
Small Food Shops and Nutritious Food Availability: A Study of Database and In-Store Metrics in Northern California, 2009 Data & Statistics
A table containing a summary of Community Health Resources:
The goal of a Community Health Resource
USDA Food Access Research collects data on food access metrics for US populations.
The USDA Food Access Map is a mapping tool that identifies locations with limited access to healthy food alternatives.
Systematic Review by the CDC
The research on food deserts and their influence on dietary choices and health consequences is summarized.
Little Food Shops of the CDC
Investigates the availability of nutritional foods in Northern California’s small grocery shops.
CDC Statistics and Data
Plan for JK: Offers a range of health data for the United States, including food insecurity.
The following plan outlines opportunities for JK to receive enough access to suitable nutrition for one week:
$50 is an appropriate and reasonable budget estimate.
JK’s weekly food shopping will occur at a nearby farmer’s market.
Transportation methods, routes, and timing: JK will be picked up by a volunteer driver at the community center and driven to the farmer’s market.
Support services: A nutritionist will be provided by the community center to assist JK in developing a nutritious diet plan.
JK’s community in comparison to your county census data:
JK’s town has a greater poverty rate and a lower median income when compared to county census statistics. Moreover, the population has a more significant percentage of food insecurity and a lack of nutritious food alternatives.
Part 2: Teaching Project for Disease Prevention
Step 1: Choose a community health organization:
A local church has been selected as the community health agency.
Step 2: Examine the community for:
Option for healthy food
Zoning and housing
Common open space
Centers for Social Services
Retailers, companies, and industries
Animals and humans on the streets
The state of the region
Race, culture, and ethnicity are all factors to consider.
Indicators of health and morbidity
The crime rate
The rate of employment
Services provided by the government (fire, police)
Step 3: Suggest an acceptable illness preventive education project:
Public Health Concerns:
The chosen community is dealing with several public health challenges, including:
A scarcity of healthful food alternatives
A sedentary way of life
High prevalence of chronic illnesses such as diabetes, hypertension, and obesity
Issue of Interest:
The problem selected is a need for more access to healthy dietary alternatives.
How the Church Can Handle the Situation:
The church may address the problem by implementing a healthy eating program that teaches the community how to make nutritious meals on a budget. The program may also include a food pantry, which offers nutritious food alternatives to low-income families.
A Disease Prevention Training Project Outline:
Healthy Eating on a Shoestring
Improve public knowledge of healthy eating alternatives and their advantages.
Teach people how to cook nutritious meals.
dinners on the cheap
Make healthful food alternatives available via the church’s food pantry.
Members of the local church and community members are the intended audience.
Seminar on Healthy Eating
A seminar on healthy eating will be given at the church to educate attendees on the advantages of good food alternatives and how to create nutritious meals on a budget.
The seminar may include a presentation by a nutritionist or dietitian.
Cooking Courses for Healthier Eating
The church will provide cooking lessons to educate members on creating nutritious meals on a budget.
During four to six weeks, classes may be conducted once a week.
Participants will get a recipe book with suggestions for healthy meals.
The church might set up a food pantry to give healthy food alternatives to needy families.
Fresh fruits and vegetables, nutritious grains, and lean meats may be stored in the pantry.
The church may work with local farmers and grocery businesses to collect healthy food contributions.
Participants will be invited to comment on the seminar and cooking lessons, including what they learned and how they intend to adopt healthy eating into their daily lives.
Pre- and post-program questionnaires
Before and after the program, surveys will be administered to participants to assess changes in their knowledge and habits related to healthy eating.
Food pantry uses The church may monitor food pantry utilization to evaluate whether there is community demand for healthy food alternatives.
As a community health nurse, you must assess community health resources and develop programs to meet the needs of vulnerable groups. We can promote disease prevention and increase community health by collaborating with community groups such as churches and offering information and access to healthy food alternatives.
QUESTION:- Serving Vulnerable Populations And Disease Prevention Teaching Project
Part 1: Serving Vulnerable Populations
Imagine you are a community health nurse assigned to care for a family with a newly diagnosed type-2 diabetic member. The diabetic family member, JK, is a 66-year-old Black woman with hypertension and asthma. JK lives in a food desert and does not drive. JK’s family visits her weekly, but they have complicated lives and are unable to provide daily care for her.
Evaluate the following community health resources and summarize them in a table:
United States Department of Agriculture:
Food Access Research Atlas
Food Access Research Atlas Map
Characteristics and Influential Factors of Food Deserts
Centers for Disease Control and Prevention:
A Systematic Review of Food Deserts, 1966-2007
Small Food Stores and Availability of Nutritious Foods: A Comparison of Database and In-Store Measures, Northern California, 2009
Data & Statistics
Create a plan detailing opportunities for JK to gain adequate access to appropriate foods for one week and address the following:
Appropriate and realistic estimated budget
Transportation means, routes, and timing
Compare JK’s community to your county census data.
Format your assignment as a 10- to 15-slide Microsoft PowerPoint presentation with speaker notes.
Part 2: Disease Prevention Teaching Project
Step 1: Choose a community health agency (day care, church, school, clinic, homeless shelter).
Step 2: Review Table 1-1 (p. 49) of Community/Public Health Nursing and the results of your windshield survey completed in Week 2.
From the results of your windshield survey, you will identify a health issue facing the community. You will prepare an outline for a teaching project surrounding the issue, which you would present to your selected agency about this issue.
Assess the community for:
Healthy food option
Housing and zoning
Social service centers
Stores, businesses, and industries
Street people and animals
Condition of the area
Race, culture, and ethnicity
Health indicators and morbidity
Signs of decay
Public services (fire, police)
Step 3: Recommend an appropriate disease prevention teaching project that could be offered by your chosen agency for the local community.
Prepare a 750-word summary of the teaching project with the following:
Summarize the public health issues facing the selected community.
Select 1 issue and prepare an outline of the problem or issue faced.
Explain how your selected agency could address the issue.
Prepare an outline of a disease prevention teaching project that could be offered by your agency.
>EVALUATE COMMUNITY RESOURCES-(ACCOMPLISHED)- The table summary fully evaluated resources from the United States Department of Agriculture (Food Access Research Atlas, Food Access Resource Atlas Map, Characteristics and Influential Factors of Food Deserts) and the Center for Disease Control and Prevention (A Systematic Review of Deserts, 1966-2007, Small Food Stores and Availability of Nutritious Foods, Health Statistics).
>PLAN DEVELOPMENT-(ACCOMPLISHED)- The plan fully detailed opportunities for JK to gain adequate access to appropriate foods, including an appropriate and realistic estimated budget; shopping locations; transportation means, routes, and timing; and support services.
>CENSUS COMPARISON-(ACCOMPLISHED)- The plan fully compared JK’s community to the county census data.
>COMMUNITY HEALTH ISSUE-(ACCOMPLISHED)- A health issue facing the community is fully identified.
>TEACHING PROJECT OUTLINE-(ACCOMPLISHED)- The teaching project outline fully evaluated the community for healthy food options; boundaries; housing and zoning; open space; commons; transportation; social services centers; stores, businesses, and industries; street people and animals; condition of the area; race, culture, and ethnicity; religion; health indicators and morbidity; politics; media’ signs of decay; crime rate; employment rate; schools; environmental factors; and public services (fire, police).
>SUMMARY OF TEACHING-(ACCOMPLISHED)- The summary fully described the public health issues facing the selected community; outlined one problem or issue faced by the community; explained how the selected agency could address the issue; and outlined a disease prevention teaching project that could be offered by the selected agency.