NRSE 4540 TEMPLATE: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN
Use the following form to complete your teaching plan. The fields will expand as you type.
Provide reference list on a separate page after the teaching plan template and below the
Literacy Considerations. Type in references (do not copy and paste).
Student Name:
Section Number:
Nursing Diagnosis:
Target Population (Needs to have a narrower focus then the entire community)
Long Term Goal:
Short Term Goal:
Objectives
(include 3 – 4
measurable
objectives using
below cells. One
objective for each
cell)
Content
Outline
Method of
Instruction
(include
content for
each objective)
(include
teaching
strategy for each
objective)
Time it
takes for
content
to be
presented
Method of
Evaluation
(include type of
method for each
objective to
determine if it was
met)
Literary Considerations – (see text, pp 140-144) Describe your target population
demographics (gender, age range, estimated educational preparation) and explain how
their literacy levels affect the content used to implement the teaching plan. Explain what
literacy considerations the nurse should take into account for the target audience.
Last updated: 03/04/2022
© 2022 School of Nursing Ohio University
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NRSE 4540 TEMPLATE: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN
References (use correct APA format)
Last updated: 03/04/2022
© 2022 School of Nursing Ohio University
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NRSE 4540: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN – DETAILED INSTRUCTIONS
Community Based Education Plan asks the Community Health nurse to develop an
educational proposal for their community based on the data gathered in module 1 and the
problems identified in modules 1 & 2. Only one teaching plan is required.
Choose the most important nursing diagnosis for the target population from module 2, and
develop a teaching plan for it. In addition to your textbook, please refer to the following
information to help you develop your plan.
Use the template to develop your teaching plan. You do not need to include a title page,
introduction, or conclusion for this assignment. Type directly on the template. The cells
expand as you type. Once you complete the cells, type in information about the Literacy
Considerations for your target population and add your references.
The first section of the template includes a Nursing Diagnosis, Long Term and Short Term
Goal, and the Target Population. Select a nursing diagnosis from module 2 and include
module two’s long and short term goals. You may need to rewrite your goals if you had
feedback from your TA about them. The Target Population may be a focused group such as
a classroom, church group or another reasonably sized group.
After typing in the above items, complete the next sections of the template. The sections
are:




Content Outline – should include the specific content you would provide to help the
aggregate accomplish the objective.
Method of Instruction (teaching strategy) – based on the learning theory you chose
and posted in your week 3 discussion. Be sure the method of instruction relates to
the learning theory and aggregate.
Time – indicate how long you would take to provide the content information. You
will not be implementing the teaching plan for this assignment but may want to do so
at another time.
Method of Evaluation – indicate how you would determine whether the objectives
were met. Examples of these are Q /A session, pre/posttest, gaming, and
demonstration/return demonstration.
Type information into each cell of the table for the teaching plan. They expand as you type.
Literacy Considerations
Complete the Literacy Considerations section of the template. Describe the literacy levels of
your target population based on age, gender and estimated levels of education. Identify 3 –
4 ways you would develop educational materials that best fit the literacy levels of your
aggregate. Your textbook has an excellent section on health literacy.
References
Minimum of four (4) total references: two (2) references from required course materials and
two (2) peer-reviewed references. One may be from a professional website. All references
must be no older than five years (unless making a specific point using a seminal piece of
information).
Last updated: 06/01/2017
© 2017 School of Nursing Ohio University
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NRSE 4540: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN – DETAILED INSTRUCTIONS
Type your references directly in the space provided in the template. Do not copy and paste
them since doing so may alter their format.
You do not need to include a title page, introduction, or conclusion for this assignment.
Use the Community Health Nursing Teaching Plan template to complete the assignment.
Submit the completed template.
To help you complete your assignment, please read the following information:
Guidelines for Writing Measureable Community Based Objectives
There are three components of measurable community based learning objectives: An action
verb, a specific behavior that is performed by the community members, and a specific
timeline for accomplishing the behavior.
An example of a clear and measurable community based learning objective is:
At the completion of the educational program, the learners will: “List two
nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid
arthritis.”
An example of an unmeasurable objective is:
The learner will: “Increase his/her knowledge of anti-inflammatory agents used
in the treatment of arthritis.”
“Increase knowledge” cannot be directly demonstrated; therefore it is not a measurable
objective. The words “know” and “understand” are not measurable verbs.
Bloom’s Taxonomy of Learning Objectives has been widely used as the basis for writing
objectives. Note that each subsequent cognitive level is higher level thinking than the one
above it. Thus knowledge is a lower cognitive level of learning than comprehension and so
forth. For beginning learners, knowledge verbs are sufficient. As learners gain information
and knowledge, they begin to be able to comprehend, apply, analyze, synthesize, and
evaluate. BSN students should be able to synthesize and evaluate information, while
beginning nursing students are learning new information and grasping meaning, so
knowledge and comprehension verbs would be used more than higher level verbs.
Cognitive Level
Knowledge
Illustrative Verbs
arrange, define, describe, duplicate, identify,
label, list, match, memorize, name, order,
outline, recognize, relate, recall, repeat,
reproduce, select, state
Comprehension classify, convert, defend, discuss, distinguish,
estimate, explain, express, extend, generalize,
give example(s), identify, indicate, infer,
locate, paraphrase, predict, recognize,
Last updated: 06/01/2017
© 2017 School of Nursing Ohio University
Definitions
remembering previously
learned information
grasping the meaning of
information
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NRSE 4540: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN – DETAILED INSTRUCTIONS
rewrite, report, restate, review, select,
summarize, translate
Application
apply, change, choose, compute,
demonstrate, discover, dramatize, employ,
illustrate, interpret, manipulate, modify,
operate, practice, predict, prepare, produce,
relate schedule, show, sketch, solve, use write
Analysis
analyze, appraise, breakdown, calculate,
categorize, classify, compare, contrast,
criticize, derive, diagram, differentiate,
discriminate, distinguish, examine,
experiment, identify, illustrate, infer,
interpret, model, outline, point out, question,
relate, select, separate, subdivide, test
Synthesis
arrange, assemble, categorize, collect,
combine, comply, compose, construct, create,
design, develop, devise, explain, formulate,
generate, plan, prepare, propose, rearrange,
reconstruct, relate, reorganize, revise, rewrite,
set up, summarize, synthesize, tell, write
Evaluation
appraise, argue, assess, attach, choose,
compare, conclude, contrast, defend,
describe, discriminate, estimate, evaluate,
explain, judge, justify, interpret, relate,
predict, rate, select, summarize, support,
value
Downloaded from http://www.nadn.navy.mil/CTL/bloom.htm
applying knowledge to
actual situations
breaking down objects
or ideas into simpler
parts and seeing how
the parts relate and are
organized
rearranging component
ideas into a new whole
making judgments
based on internal
evidence or external
criteria
Using action verbs in conjunction with behavior to formulate a behavioral objective
To formulate a Behavioral Objective, start with your selected health problem and goal.
Then decide what it is you want your community aggregate to learn. If we take the health
problem goal above:
Goal – To provide female teens with information about a healthy diet and exercise regime
(ask yourself – what do I want to do?), you might write several objectives associated with
this goal, such as:
At completion of the teaching program, the female teens will be able to
1. Identify 4-6 high carbohydrate foods
2. Explain 2-3 reasons why high carbohydrate foods should us eaten sparingly
3. Develop a healthy diet plan using the USDA food regimen
At completion of the teaching program, the female teens will be able to
1. Relate 3-5 positive effects of a regular exercise routine
2. Describe 3-5 healthy exercises
3. Select 2-3 healthy exercises as part of a regular exercise routine
Note, the objectives directly relate to the goal, and the goal directly relates to the health
Last updated: 06/01/2017
© 2017 School of Nursing Ohio University
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NRSE 4540: M3 A6 WA: COMMUNITY BASED EDUCATIONAL PLAN – DETAILED INSTRUCTIONS
problem.
Use of an Action Verb in conjunction with an instructional method (teaching strategy)
The verb should correspond with what opportunities are given for the participants to
demonstrate the newly learned information. For example, if your objective contains the verb
discuss, then there must be opportunities for the participant to discuss (one of your
instructional methods must include “discussion”). When you use an action verb, decide
what instructional method you’re going to use to help the learner accomplish the objective.
The most ineffective teaching method is Lecture. It is the poorest way to help people learn.
Discussion, Demonstration/Return Demonstration, Group, Gaming, Simulation, Role
Playing, and Role Modeling are ALL much more effective than lecturing. REMEMBER the
younger the audience, the MORE audio/visual materials and active participation teaching
methods you use, the more effective is learning. Take a look at these forms of instructional
methods and decide which ones best fit the action verbs you use. Be creative and try to
avoid lecture!
Last updated: 06/01/2017
© 2017 School of Nursing Ohio University
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NRSE 4540 M3 A6 RUBRIC: WRITTEN ASSIGNMENT: COMMUNITY BASED EDUCATIONAL PLAN (40 pts)
Accomplished
5 to 5 Points
Levels of Achievement
Needs Improvement
2 to 4 Points
Not Acceptable
0 to 1 Point
Objectives
4 to 4 Points
2 to 3 Points
0 to 1 Point
Content Outlines
4 to 4 Points
2 to 3 Points
0 to 1 Point
Method of Instruction
4 to 4 Points
2 to 3 Points
0 to 1 Point
Time of Instruction
4 to 4 Points
2 to 3 Points
0 to 1 Point
Method of Evaluation
4 to 4 Points
2 to 3 Points
0 to 1 Point
Target population
demographics
2 to 2 Points
1 to 1 Point

0 to 0 Points
Explains how their literacy
levels affect the content used
to implement the teaching
plan
Explains what literacy
considerations the nurse
should take into account for
the target audience
5 to 5 Points
2 to 4 Points
0 to 1 Point
5 to 5 Points
2 to 4 Points
0 to 1 Point
3 to 3 Points
1 to 2 Points
0 to 0 Points
Criteria
Nursing Diagnosis/Target population/Long and
Short Term goal
Teaching Plan
Content
Literacy
Information
References
Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. –), professional organizations
(NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (CPGs – National Guideline Clearinghouse).
References not acceptable (not inclusive) are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical
databases.
*All references must be no older than five years (unless making a specific point using a seminal piece of information)
Note: You will have three (3) attempts to submit a written assignment, only the final attempt will be graded. For each attempt you will receive a SafeAssign
originality report. This will give you a chance to correct the assignment based on the SafeAssign score. Click here to view instructions on how to interpret
SafeAssign originality report.
Last updated: 06/07/2017
© 2017 School of Nursing – Ohio University
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Community Assessment
Gordon N. Beire
School of Nursing, Ohio University
NRSE 4540, Community Health Nursing
Cynthia Willis, DNP, RN, MBA, CMSRN
02/27/2022
Community Assessment
The assignment discusses the community health concerns that are most prevalent in the
community. Several diseases are found among the populations in a particular community. The
condition’s prevalence depends on the risks factors that the individuals are exposed to in that
specific community. Besides, the assignment analyzes the health care concern using Milio’s
framework for prevention, the nursing diagnoses of chosen health care issue, and the health people
2030 national goal that is nearer the identified community problem. The long-term and short-term
goals with the interventions of the health care problem are also covered in the assignment.
Community Health Care Concern
Most individuals in the community are suffering from cardiovascular diseases.
Cardiovascular diseases are conditions that affect the physiological function of the heart, blood,
and blood vessels. The most common cardiovascular disease that is prevalent in the community is
hypertension. High blood pressure is another name for hypertension. The pressure inside the artery
walls is higher than average. Hypertension is a chronic disease that most people have been
diagnosed with within the community (Nies & Mcewen, 2019). The primary causes of
hypertension are lifestyle factors, including high dietary cholesterol, fats, salts, and lack of physical
exercise. 13.5% is the mortality rate of hypertension globally. Older adults in the community are
the ones that are at risk of getting hypertension.
Milio’s Framework for Prevention
The framework aims to explain the relationship between an individual’s health and the
community’s health. The framework model also offers that the health status prevailing in people
occurs because of too minimal or excess acute health-supporting resources. Persons who need
adequate and safe food, shelter, water, and environment are susceptible to infectious ailments,
which extra food will result in obesity (Leveck & Mountain, 2021). Population behavior forms
also affect health because knowledge and perception are predisposed by informal and formal
education and familiarity. Milio expressed six propositions to describe the interrelation of an
individual’s choices as they match the properties accessible in public. In researching the topic of
heart disease, there are three precise propositions from Milio’s framework for prevention that
could be useful to the community.
Milio’s first preposition theorizes an individual’s health is affected directly by too few
resources sustaining health. Milio reports that those wealthy members of her community took too
much food, soda pop, and alcohol which is similar to the current community where most people
seem to indulge in fast foods, soda, and liquor. Regular intake of foods with high carbohydrates,
fat, salt, and sugar poses risks of developing hypertension and obesity.
The second proposition of Milio’s framework of prevention is an individual develops habits
depending on their real or perceived choices. Individuals tend to develop bad habits quickly
because they are comfortable, and to make a positive change, requires consciousness (Shapiro &
Hua, 2020). People can easily access fast food through restaurants for various reasons that depend
on their perception. Many people find it hard to face time constraints to change their lifestyle
factors as their priority, which will help them prevent developing hypertension. The lifestyle
factors that need change by most persons are dietary changes, including diets free from cholesterol
and salts and regular exercise.
Hypertension and obesity have a close relationship to the number of fast-food restaurants,
deficiency of physical activity areas, and, very probably, lack of community education on healthy
lifestyle choices. Another Milio proposition covered is that individuals choose based on their
perceived private or public resources. The more restaurants present in a particular community, the
higher the number of hypertension individuals. Most people will consume food in restaurants than
their own. Besides, fewer recreational centers present in a community indicate that individuals are
at risk of getting hypertension. Recreational facilities provide activities that will help individuals
perform physical exercise.
Nursing diagnoses
One of the nursing diagnoses of hypertensive patients is activity intolerance. The nursing
diagnosis is activity intolerance related to hypertension, evidenced by the patient reporting
weakness, abnormal heart rate due to activity, and dyspnea. The nursing diagnosis helps the
community health nurse formulate the plan of care for hypertensive patients and the necessary
nursing interventions to address the patient’s needs (Rector, 2018).
Healthy people 2030 national goal
The closest 2030 national goal to the nursing diagnoses of activity intolerance is promoting
healthy development, healthy behaviors, and well-being across all life stages. Health promotion
goal focuses on enhancing the quality of life among individual in the community (McGinnis,
2021). The objective describes how healthy behaviors such as doing regular exercise and taking
foods free from cholesterol and fewer salts benefit the hypertensive patients in the community.
Every individual at risk of getting hypertension, including the elderly in the community, applies
health behaviors.
Long and short-term goals and interventions
The long-term goal of activity intolerance is developing recreational facilities that enable
individuals to do physical exercise. Regular exercise is beneficial as it helps lower the cholesterol
level in the body reduces the chances of getting hypertension. The short-term goals include
teaching the patients about medication compliance and its consequences, teaching them to avoid
foods with fats or cholesterol, and educating them about low salt intake in the foods (McGinnis,
2021). According to the nursing diagnoses, some nursing interventions are noting factors that result
in fatigue, evaluating the patient’s extent of intolerance, monitoring vitals, and assessing the
emotional factors that might contribute to activity intolerance.
Conclusion
In conclusion, hypertension is prevalent among most communities in the US. Individuals
with hypertension risk developing complications such as stroke when they defy treatment. Most
societies are applying Milio’s prevention framework to reduce the chances of individuals getting
hypertension. Activity intolerance is a common nursing diagnosis among hypertensive patients,
and several interventions are put in place to meet the patient’s needs.
References
Leveck, L., & Mountain, R. (2021). A bundled approach to school hand hygiene: a scholarly
project submitted in partial fulfillment of the requirements for the degree of doctor of
nursing practice. Houchen Bindery.
McGinnis, J. M. (2021). Healthy People 2030. Journal of Public Health Management and
Practice, Publish Ahead of Print. https://doi.org/10.1097/phh.0000000000001328.
Nies, M. A., & Mcewen, M. (2019). Community/public health nursing: Promoting the health of
populations (7th ed.). Elsevier.
Rector, C. L. (2018). Community and public health nursing: promoting the public’s health (9th
ed.). Wolters Kluwer.
Shapiro, D., & Hua, C. (2020). Mitigating the global health threat of violent conflict: a
preventive framework. BMJ Nutrition, Prevention & Health, bmjnph-2020-000114.
https://doi.org/10.1136/bmjnph-2020-000114.
NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
Community Statistics
Submit this assignment by end of day Sunday of Week 1.
This assignment is worth 40 points of your final grade.
Name:
Gordon Be-ire
Student ID:
P100966422
Date: 02/20/2022
Email: [email protected]
NOTE: This assignment is about the experience of using databases to locate information about your
community. Keep in mind as you complete this assignment that you may not be able to locate all data fields
listed in the worksheet.
Record the data you collect into the following tables. Record the source (website) of your data in the Source
Column. Collect the most recent data available (usually within the last 5 years). If you cannot find that data for
a few inquiries just enter “NDA” – No Data Available. However, this should be limited to two or three areas.
Selected County, State:
Athens County, Ohio State
Number of population
97,574
Public Services and Access to Care
Data MUST be presented as number per 1000 people or in a comparable manner (i.e. percentage by population)
Provider
County
State
Nation
Source/Reference of Data
Hospitals
NDA
250
6090
American Hospital Association.
(2019). Fast Facts on U.S.
Hospitals, 2019 | AHA. American
Hospital Association.
https://www.aha.org/statistics/fastfacts-us-hospitals
Physicians (both
primary care and
specialty)
NDA
24,068
Over
1,000,00
0
American Hospital Association.
(2019). Fast Facts on U.S.
Hospitals, 2019 | AHA. American
Hospital Association.
https://www.aha.org/statistics/fastfacts-us-hospitals
Overdoses – heroin
47 per
1000
people
500 per
1000
people
420000
World Health Organization. (2021,
August 4). Opioid Overdose.
Www.who.int.
https://www.who.int/newsroom/fact-sheets/detail/opioidoverdose
Last updated 03/04/2022
© 2022 School of Nursing – Ohio University
Page 1 of 11
NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
Public
transportation
NDA
80%
5%
Burrows, M., Burd, C., &
Mckenzie, B. (2021). Commuting
by Public Transportation in the
United States: 2019 American
Community Survey Reports.
https://www.census.gov/content/da
m/Census/library/publications/202
1/acs/acs-48.pdf
Demographic and Ethnic Data (Example: search Google for “Ohio, County Name, and Population”)
Data MUST be presented in a comparable manner (i.e. percentage by population)
Demographic
Variable
< 5 y.o.
County
3.7 %
State
5.9%
Nation
6.0%
Source/Reference of Data
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
18 and younger
14.4 %
22.1%
22.3%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Last updated 03/04/2022
© 2022 School of Nursing – Ohio University
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NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
65 and older

13.6 %
17.9%
16.5%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Male
49.6 %
49.0%
49.2%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Female
50.4 %
51.0%
50.8%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
White
91.2 %
81.7%
76.3%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Last updated 03/04/2022
© 2022 School of Nursing – Ohio University
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NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
Black
2.8 %
13.1%
13.4%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
American Indian
0.4 %
0.3%
1.3%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Asian
3.1 %
2.5%
5.9%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Hispanic
2.4 %
4.0%
18.5%
Masinter, M. R. (2018). Collect, review
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Last updated 03/04/2022
© 2022 School of Nursing – Ohio University
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NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
Single
30.8 %
14.7%
Masinter, M. R. (2018). Collect, review
12.2%
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Married
69.2 %
85.3%
Masinter, M. R. (2018). Collect, review
85.8%
demographic data on accommodations for
racial,
ethnic
disparities.
Disability
Compliance for Higher Education, 24(1),
1–3. https://doi.org/10.1002/dhe.30482
Health Statistics (Example: search Google for terms such as “Infant Mortality Ohio,” etc.)
Data MUST be presented in a comparable manner (%, per 1000, per 100000, etc.)
Rate
County
State
Nation
Data Source
Infant Mortality (Infants < 1 Y.O. Reported as per 1000 Live Births)
White
6.1%
5.7%
5.0%
Singh, G. K., & Yu, S. M. (2019).
Infant Mortality in the United
States, 1915-2017: Large Social
Inequalities have Persisted for
Over a Century. International
Journal of MCH and AIDS
(IJMA), 8(1), 19–31.
https://doi.org/10.21106/ijma.271
Black
10.8%
13.8%
11.9%
Singh, G. K., & Yu, S. M. (2019).
Infant Mortality in the United
States, 1915-2017: Large Social
Inequalities have Persisted for
Over a Century. International
Journal of MCH and AIDS
(IJMA), 8(1), 19–31.
https://doi.org/10.21106/ijma.271
Last updated 03/04/2022
© 2022 School of Nursing – Ohio University
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NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
Hispanic
8.2%
7.9%
5.4%
Singh, G. K., & Yu, S. M. (2019).
Infant Mortality in the United
States, 1915-2017: Large Social
Inequalities have Persisted for
Over a Century. International
Journal of MCH and AIDS
(IJMA), 8(1), 19–31.
https://doi.org/10.21106/ijma.271
Death Rates: (Usually reported as per 100000)
Motor Vehicle
Accidents
10 per
100000
15 per
100000
14 per
100000
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
Lung Cancer
49 per
100000
47 per
100000
45 per
100000
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
Breast Cancer
22.1 per
100000
20 per
100000
24.5 per
100000
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
Cardiovascular
Disease
76 per
100000
80 per
100000
83 per
100000
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
AIDS
24 per
100000
27 per
100000
26 per
100000
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
Last updated 03/04/2022
© 2022 School of Nursing – Ohio University
Page 6 of 11
NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
Diabetes
46 per
100000
48 per
100000
54 per
100000
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
80%
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
40%
42.1%
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
39.6%
37.8%
CDC. (2019). FastStats – Deaths
and Mortality. Centers for Disease
Control and Prevention.
https://www.cdc.gov/nchs/fastats/d
eaths.htm
Risk Indicators:
Prenatal Care (% of
Mothers delivering
live infants who did
NOT receive
prenatal care in the
1st trimester)
NDA
Obesity
39%
Insufficient Physical
Activity
40.3%
77.0%
Economic Statistical Data: (Example: search Google for “Ohio Income Range”)
Variable
County
State
Nation
Data Source
$40,905
$46,789
$62,843
Singh, G. K., & Yu, S. M.
(2019). Infant Mortality in the
United States, 1915-2017:
Large Social Inequalities have
Persisted for Over a Century.
International Journal of MCH
and AIDS (IJMA), 8(1), 19–
31.
https://doi.org/10.21106/ijma.2
71
Income
Mean
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NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
Poverty rate
22.0%
20.4%
20.9%
Singh, G. K., & Yu, S. M.
(2019). Infant Mortality in the
United States, 1915-2017:
Large Social Inequalities have
Persisted for Over a Century.
International Journal of MCH
and AIDS (IJMA), 8(1), 19–
31.
https://doi.org/10.21106/ijma.2
71
Unemployment Rate
24.5%
22.7%
23.4%
Singh, G. K., & Yu, S. M.
(2019). Infant Mortality in the
United States, 1915-2017:
Large Social Inequalities have
Persisted for Over a Century.
International Journal of MCH
and AIDS (IJMA), 8(1), 19–
31.
https://doi.org/10.21106/ijma.2
71
Educational Levels: (Example: search Google for “Ohio Income Range”)
Data MUST be presented in a comparable manner- i.e. %
Variable
City or
County
State
Nation
Data Source
< High school
NDA
NDA
NDA
Singh, G. K., & Yu, S. M.
(2019). Infant Mortality in the
United States, 1915-2017:
Large Social Inequalities have
Persisted for Over a Century.
International Journal of MCH
and AIDS (IJMA), 8(1), 19–
31.
https://doi.org/10.21106/ijma.2
71
High school
90.0%
91.3%
89.9%
Singh, G. K., & Yu, S. M.
(2019). Infant Mortality in the
United States, 1915-2017:
Large Social Inequalities have
Persisted for Over a Century.
International Journal of MCH
and AIDS (IJMA), 8(1), 19–
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NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
31.
https://doi.org/10.21106/ijma.2
71
College degree
30.0%
34.5%
34.3%
Singh, G. K., & Yu, S. M.
(2019). Infant Mortality in the
United States, 1915-2017:
Large Social Inequalities have
Persisted for Over a Century.
International Journal of MCH
and AIDS (IJMA), 8(1), 19–
31.
https://doi.org/10.21106/ijma.2
71
Analysis:
Reflect on the ways the information you obtained relates to the county where you live and the Healthy People
2030 National Health Objective you have selected to study.
Write a minimum 600 word summary of the key risks and concerns that you can support based upon
the statistical data you have retrieved. You may want to look up some additional data that specifically
pertains to the Healthy People 2030 National Health Objective that you have selected if additional
information is still needed. Be sure to use citations/references APA formatted.
The risk factors listed in the statistical data above are prenatal care, obesity, and insufficient physical
activity. Prenatal care involves the percentage of mothers delivering live infants without attending the
prenatal care of the first trimester. Higher numbers of women not attending first antenatal care at the first
trimester lead to the increasing numbers of mortalities to their infants. The effects of not going to the
antenatal clinic in the first trimester include mothers giving birth to premature infants and infants with
poor health. Premature births are giving birth to an infant before their maturity age reaches. The maturity
age of an infant is thirty-seven weeks, and any child born before they reach that age is considered
premature birth (Singh & Yu, 2019). Premature births expose both the mother and her infants to certain
risks that may affect their health status. Premature children result from poor dietary habits that the mother
experienced during her pregnancy. Poor diet increases the mortality rate risks in infants. The problem
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NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
could have been rectified if the mother could have attended her prenatal clinics where they would be
guided on the kinds of diet she should take. Besides, not attending first-trimester prenatal care can result
in the patient’s poor nutrition, which can either cause low birth weights or obesity in infants.
Obesity is another risk factor in the USA that results from poor mental responses and reduced quality of
life from most individuals living in the country. Obesity is the accumulation of high calories of
cholesterol and fats in the body’s muscles. Obesity is caused by the poor lifestyle most individuals live.
The lifestyle may be taking diets with high cholesterol calories or lack of exercise. The obesity genes are
also hereditary, as they are passed from the parents to their offspring. Obesity is associated with causing
cardiovascular diseases and some types of cancer. Cardiovascular diseases caused by obesity include
hypertension, stroke, diabetes, and heart diseases. Obesity is a public health crisis present in the United
States. About more than a third of the adult population in the united states are obese, while the remaining
two-thirds are overweight and on their way to obesity (Singh & Yu, 2019). The public health crisis results
from the high availability of cheap foods that contain large amounts of fats. Obesity is also a result of
divergent ethnic groups in America. The ethnic groups include black Americans, Asian Americans, and
Hispanics. Approximately half of those ethnic populations are obese, and obesity is a risk factor among
the United States population.
Another concern that poses a risk to the population in the United States is insufficient physical activities
among the American people. Lack of physical exercise can result in the development of heart diseases.
Besides, inadequate physical exercise is a risk factor for obesity, hypertension, high blood cholesterol,
and diabetes. The reasons that lead one not to do physical exercise are lack of motivation, insufficient
time for exercise, and the boredom of exercise. Most individuals living in the United States are at risk of
doing low exercise to create sufficient time for their health and being obese. Obesity results in insufficient
physical exercise since they find it difficult to do exercise. In cases where they do it, they find it tiresome,
discouraging them from doing exercises. Those individuals are also exposed to the risks that doing
insufficient exercise causes. In the US, lack of physical exercise results in approximately 1 in 10
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NRSE 4540: MODULE 1 ASSESSMENT 2: WRITTEN ASSIGNMENT – COMMUNITY HEALTH DIAGNOSES TEMPLATE
premature deaths (Singh & Yu, 2019). Many activities can be done to address the issue of insufficient
physical exercise, such as participating in sporting activities, using leisure time in doing constructive
exercises that promote the health of an individual and learning the importance of physical exercise. By
doing physical exercise, individuals will have a healthy lifestyle free from developing heart-related
diseases.
In addition, write two priority community health nursing diagnoses. Use the correct format for your
diagnoses: Problem, Population or location of problem, Etiology, Signs/Symptoms (***Chapter 6, pp. 102 in
your textbook).
Formatting would be: Problem related to the etiology as evidenced by the signs/symptoms.
For example: Risks of asthma complications among children in a southeast Ohio County related to poor air
quality, overcrowded living conditions, inability to access health care, high number of animals living in
homes, lack of knowledge regarding treatment options, and lack of access to medications as evidenced by
increasing numbers of hospitalizations due to asthma complications.
Priority Community Health Nursing Diagnoses #1
Risk of developing cardiovascular diseases among the adult population in Athens County and the United
States related to obesity and insufficient physical exercise, as evidenced by high mortality rates secondary
to cardiovascular diseases such as hypertension, coronary heart disease, and diabetes.
Priority Community Health Nursing Diagnoses #2
Risk of birth complications among infants and pregnant mothers in Ohio State related to not seeking
prenatal care during the first trimester, ignorance, lack of access to the health care facilities, and lack of
knowledge regarding prenatal care as evidenced by increased mortality rate among infants due to birth
complications.
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