MSN 6218 Vila Health: Environmental Analysis and Windshield Survey

MSN 6218 Vila Health: Environmental Analysis and Windshield Survey

Sample Answer for MSN 6218 Vila Health: Environmental Analysis and Windshield Survey Included After Question

MSN 6218 Vila Health  Environmental Analysis and Windshield Survey

 

Professional
Context

Health care
must be evidence-based, effective, efficient, and affordable; it must provide
resources that meet the needs of the community. Nurse leaders must understand
and thoroughly evaluate the environment to enable the efficient and equitable
allocation of resources. A useful tool for this type of assessment is commonly
called a windshield survey. Windshield surveys are what you might expect from
the name. They are a way of gathering information about specific aspects of a
community while driving around, such as the condition of roads, buildings, and
housing.

This
assignment provides an opportunity for you to examine the prevailing health
conditions and social determinants of health in a community by completing an
environmental analysis and a virtual windshield survey.

Note: This
assignment is based on communities within the Vila Health system. Although Vila
Health is a virtual lab, the communities represented in this simulation are
real, enabling you to conduct an actual community health assessment.

By
successfully completing this assignment, you will demonstrate your proficiency
in the following course competencies and assignment criteria:

Competency

MSN 6218 Vila Health  Environmental Analysis and Windshield Survey
MSN 6218 Vila Health  Environmental Analysis and Windshield Survey

1: Identify the challenges and opportunities facing health care.

Assess, via
a windshield survey, the general condition and needs of a community from a
public health perspective.

Analyze the
environmental factors affecting population health in a community.

Identify
the social determinants of health in a community.

Competency

4: Develop proactive strategies to change the culture of the organization by
incorporating evidence-based practices.

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Summarize
windshield survey and environmental analysis findings for executive leaders.

Competency

5: Communicate effectively with diverse audiences, in an appropriate form and
style consistent with applicable organizational, professional, and scholarly
standards.

Write
clearly and concisely in a logically coherent and appropriate form and style.

Support
assertions, arguments, propositions, and conclusions with relevant and credible
evidence.

Scenario

Executive
leaders at Vila Health have asked you to provide them with your assessment of
the health conditions in one of the communities served by the Vila Health
system. Knowing that a windshield survey is needed to validate any underlying
assumptions about the needs of the community and inform evidence-based decision
making and strategic planning, you have decided to conduct a first-hand
exploration of the community, followed up by an environmental analysis. An
environmental analysis examines the factors that can influence the performance
of a health care organization, which is important in a rapidly changing health
care environment.

Instructions

Complete this assignment in two steps:

If you have
not already done so, complete the Vila Health: Environmental Analysis and
Windshield Survey simulation. Use the Community Health Assessment Template,
linked in the Resources, to document your results.

Write an
executive summary of your community health assessment, based on your windshield
survey and environmental analysis.

Note: You
will use the Vila Health community you select for this assignment as the basis
for your assignments in Units 7 and 9, as well.

The
community health assessment requirements outlined below, correspond to the
grading criteria in the scoring guide, so be sure to address each point. Read
the performance-level descriptions for each criterion to see how your work will
be assessed. The Guiding Questions: Vila Health: Environmental Analysis and
Windshield Survey document linked in the Resources provides additional
considerations that may be helpful in completing your assignment. In addition,
be sure to note the requirements below for document format and length and for
citing supporting evidence.

Assess, via
a windshield survey, the general condition and needs of a community from a
public health perspective.

Analyze the
environmental factors affecting population health in a community.

Identify
the social determinants of health in a community.

Summarize
windshield survey and environmental analysis findings for executive leaders.

Write
clearly and concisely in a logically coherent and appropriate form and style.

Support
findings and conclusions with relevant and credible evidence.

Document Format and Length

Use the
Community Health Assessment Template, linked in the Resources. An APA Style
Paper Tutorial is also linked in the Resources to help you in writing and
formatting your assessment. If you would like to use a different worksheet for
your community health assessment, obtain prior approval from your instructor.

The
executive summary portion of your survey and analysis should be 2–3 pages in
length.

Be sure to
apply correct APA formatting to all source citations and references.

Supporting Evidence

Cite 3–5
credible sources from peer-reviewed journals or professional industry publications
to support your executive summary.

Submission Requirements

Proofread
your executive summary before you submit it, to minimize errors that could
distract readers and make it more difficult for them to focus on the substance
of your assignment.

 

A Sample Answer For the Assignment: MSN 6218 Vila Health: Environmental Analysis and Windshield Survey

Title: MSN 6218 Vila Health: Environmental Analysis and Windshield Survey

MSN 6218 Vila Health  Environmental Analysis and Windshield Survey Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.