Using a variety of instruments (Windshield Survey, Community Assessment Tool, Screening interviews, etc.) while in your community, you will assess the community location. This will lead to a list of identified, prioritized health needs and your recommendations for intervention.

You will complete a windshield survey of your community. The objective of a windshield survey is to assess a community in a short, simple way, compiling data to help form an analysis of that community. Simply put, a windshield survey is the equivalent of a community head-to-toe assessment. There are 6 elements that should be included in your windshield survey . You will drive through your community and document your findings on a PowerPoint presentation. Take pictures of your community to enhance your PowerPoint presentation.

1. After studying Module 3: Lecture Materials & Resources, familiarize yourself with the instruments for:
   • A Windshield Survey (Website Resource 15C, p. 425).
   • The Community Assessment Tool applied to Phenomenological Communities (Website Resource 15A, p. 425).
   • You may also wish to review Chapter 13, Box 13-1 (p. 343) for examples of assessments that may be appropriate for your community population, since the Community Assessment Tool includes some screening data and information from clients.

1. Plan how you will obtain the information for the assessments.
2. Conduct a Windshield Survey assessment.
3. Drive around your community and take pictures.
4. Create a PowerPoint presentation no more than 10 slides addressing each area of the windshield study.

Submission Instructions:

• Your paper should be formatted per APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

 

Please form your own opinion regarding each ethical issue below and respond using the following guide as a template for your responses:

1. Consider all significant consequences – direct and indirect; obvious and subtle; immediate and delayed; physical, emotional, and intellectual; intended and unintended—of the action on the person performing the act as well as on others.

2. Consider any obligations that might exist among the individuals involved—for example, contractual obligations, obligations of friendship or citizenship, and business or professional obligations.

3. Consider relevant ideas – including prudence, justice, temperance, courage, loving kindness, honesty, compassion, forgiveness, repentance, reparation, gratitude, and beneficence.

4. Identify the various alternative responses to the situation. Note that this step may require you to use your imagination.

5. Decide which option is ethically preferable. If two responses produce good or two produce harm, choose the one that produces the greater good or the lesser harm.

PROMPTS:

EDUCATION

• Under what circumstances, if any, is it morally justifiable for grade school or high school teachers to hit students?

MEDIA AND THE ARTS

• For a number of years, it has been widely recognized that TV has the potential to be the greatest educational device in history. (This includes not just what is presently considered educational TV but commercial TV as well.) Does the TV industry have any moral obligation to realize that potential? If so, explain the source of that obligation and the kinds of changes in present programming that would be necessary to honor it.

SEX

• What are the ethical considerations that arise in cases where people undergo sex-change operations? Are there any situations in which it would not be ethically justifiable to have such an operation?

GOVERNMENT

• Many countries have outlawed the death penalty. The United States, as a country, has not, although many people believe it should. Evaluate the morality of the death penalty.

LAW

• Often the penalty for white-collar crime is considerably less than for street crime. Someone who makes millions of dollars in illegal insider trading in stocks, for example, will spend less time in jail than someone who steals a car. Moreover, he will serve his time in a comparatively comfortable facility. Is this difference in punishment morally justifiable?

BUSINESS

• It is fairly common today to read of professional athletes refusing to sign contracts with their teams until they are given higher salaries. These demands, which can be for millions of dollars, are regarded by team owners as a form of blackmail. The players, however, believe that their skills are a salable commodity and that they are justified in getting as high a salary as they can bargain for. Are such demands justifiable? Are they so only in certain circumstances? Explain.

MEDICINE

• Jack Kevorkian (also called “Dr. Death”) achieved notoriety and a prison sentence by assisting terminally ill people in committing suicide. He provided them with a specially designed machine that allowed them to push a button and release a fatal dose of anesthesia into their bloodstream. Kevorkian believed that what he did was not immoral. In fact, he spoke of the “goodness of planned death” and dismissed criticisms of him as “emotionalism.” Discuss the ethical questions surrounding Kevorkian’s medical “specialty.”

SCIENCE

• Transplants of organs such as the heart and the kidneys are now routine procedures. Before too long, scientists assure us, the transplant of the brain will also be a reality. Will such an operation ever be ethically justifiable? In answering, be sure to consider the various activities of the brain and their influence on personal identity.

WAR

• A soldier’s thinking about war may change during his service. For example, after experiencing his first real battle and seeing human beings lying dead or in the agony of pain, a soldier might be prompted to embrace pacifism and request discharge or transfer to a noncombat unit. Such a request would not be looked on favorably by his superiors and usually would be denied. Because the man had accepted training as a combat soldier, they would reason, he would be obligated to finish his term of service. Is this reasoning morally sound? Would it be morally acceptable for the soldier to continue fighting, even though he objected to it on principle?

 

J.L., a 27-year-old account executive, presents to the family medicine office for her annual checkup with her primary care provider. She has no significant past medical history except heavy menses. Her medications include calcium carbonate 500 mg orally twice a day and a multivitamin daily. She exercises regularly. Her family history is significant for cardiovascular disease (her father had an MI at age 54 and died of a further MI at age 63). She notes that she has been dating her current partner for approximately 5 months. She is interested in a reliable form of contraception. After discussing the various contraceptive options, she is here for contraceptive counseling.

Questions:

1. Before prescribing an OCP regimen, what tests or examinations would you like to perform?

2. Identify three different contraceptive regimens that could be chosen for J.L. Note their differences and why you chose them.

3. Identify the potential side effects that need to be relayed to J.L. Note especially those side effects for which J.L. should seek immediate medical care.

Roy and Neuman

Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least one (1) source and the textbook using APA citations throughout your presentation. Make sure to cite the sources using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.

Create a PowerPoint Presentation to discuss the following…

Sgt. Eddie Johns leaned back against the chair in the outpatient orthopedic clinic. His head was killing him! He wasn’t sure which was worse, the “morning after” headache or not being able to sleep at night. At least when he had a few beers under his belt so he could catch a few hours of sleep. It had been like this since he was air evacuated back stateside from Afghanistan after the roadside bomb went off. He was thankful that he had only broken his leg in a couple of places and gotten a bad bump on the head. They called that traumatic brain injury but he didn’t know what that was and really didn’t believe them anyway. He was still thinking just fine. His friend Joe wasn’t so lucky! How was Joe going to learn to walk on those artificial legs? He was still in the hospital in Washington, DC. That was pretty far from his home. Eddie wished he could visit Joe. They had been in the same platoon for 9 months. But, Eddie was glad that he had been able to come back to his own home town for outpatient treatment. It took an hour to get here but at least he could see his girl almost every day. Sure he had moved back in with his mom but it was easier to have someone to help him get around and cook for him. It was a bummer that he couldn’t work right now. He guessed it didn’t matter much since he really didn’t have a job to go back to. He had been replaced at the plant. They said they would find something for him to do once he could get around more easily. Eddie sure hoped the doc would take the pins out of his leg today and give him a clearance to work.

• How would the use of the Roy Adaptation Model assist the nurse in planning the continuation of care for Sgt. Johns?
• Describe the influence of Roy’s Theory in guiding the nurse’s actions in promoting Sgt. Johns adjusted self-concept.
• From the perspective of the Roy Adaptation Model, why is it important for the nurse to listen to Sgt. Johns’ “story” in his own words and not just base her interactions on information from the chart, fellow colleagues, or his family?
• Based on Neuman System’s Model, identify at least 4 stressors from the case study. Create a plan of care based on Neuman Systems Model for Sgt. Johns.

  

I have drafted a powerpoint presentation. I need 4 slides added that address the gaps in healthcare as it pertains to diabetes in low income women in the Highbridge/Concourse community and propose culturally competent evidence-based interventions from 2 additional professional literature. Also the existing powerpoint is edited, content reduced to look good but covering the following criteria:

Described population group then described the population’s health problem providing data to support.

Describe the gaps in healthcare How does this project fulfill one arm of the mission of public health: social justice? How does it contribute to social change?

Described results of comprehensible community assessment showing collaboration with health care team members and or individuals/groups that represent the problem. Developed possible evidence-based culturally competent interventions/programs aimed at primary prevention at the community and system level of care specific to community.

Chose a possible way to evaluate outcomes of project

Described role as a health care leader in community Discuss your role as an advocate and health care leader in promoting positive social change as a scholar-practitioner to improve the health of vulnerable populations in your community