CPE - Community Health Education Project (CHEP) Overview 8-9-23-1 (1)
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CPE: Community Health Education Project (CHEP) Overview
8-9-23
This assignment meets the following:
Course Learning Outcomes: 1, 2, 3, 4, 6, 7, & 8
American Association of Colleges of Nursing Baccalaureate Essentials: I, II, IV, V, VI, VII, VIII, & IX
Purposes of Assignment
The purposes of this assignment are to provide the student with an opportunity to complete a focused community assessment on a chronic health problem or communicable disease for a population defined by zip code and age range with the data.census.gov
website and appropriate county and state health websites, complete a web of causality on their chosen population, find evidence-based research studies on which to base educational programming, and create an implementation and evaluation plans for a focused evidence-based community health education project (CHEP) that addresses primary prevention
.
This Clinical Practice Experience (CPE) counts for 50 hours for Parts 1-4.
Learning Objectives
Complete a focused community assessment on a chronic health problem or communicable disease for a population defined by zip code and age range.
Complete a web of causality on the chosen population.
Propose an implementation and evaluation plan for a focused evidence-based health education project that addresses primary prevention
.
Content Areas
Part 1 (7 Pts)
1.
Identify the following from the data. census. gov
website:
Race/Ethnicity (Include percentages, not numbers of people for each race/ethnicity)
Languages spoken (Include percentages, not numbers of people who speak each language)
Educational level (Include percentages, not numbers of people at each educational level)
Percentage of households under the Federal Poverty Level (FPL)
Percentage of households without health insurance
2.
Identify 1 chronic health problem or communicable disease, prevalent in your zip code, on which to base your CHEP. (Review Stanhope & Lancaster 10th Edition Chapters 29, 30, 36, & 37 for ideas. Use the websites listed under “Resources” to help you determine 1 chronic health problem or
communicable disease prevalent in your zip code or county that causes significant morbidity
or mortality for your population. Pregnancy is a not a chronic condition or a communicable disease.)
3.
Choose a population age range appropriate for the chronic health problem or communicable disease that you chose. (Recommend choosing a narrow age range, such as 13-18 years of age, so that you can tailor your education to the specific needs of the participants in Part 2 of this assignment. Look at how the data is aggregated on the census site to help you choose an age range. Remember, to prevent
a chronic health disease, choose an age range before the disease usually occurs, also known as incidence.)
4.
Provide 1 statistical datum (data point) to provide support for your choice of chronic health problem or communicable disease for your identified population in your zip code or county.
(You will most likely find data at the county level. Please do not include datum or data at the state or national level, because the data may not be applicable to your zip code.)
Cite and reference this datum (data). 5. Complete a web of causality. (Examples of web of causality, community strengths, and community barriers under “Resources.”)
List chronic health problem or communicable disease, zip code, and age range.
Add 2 perceived community strengths to primary prevention
and explain why each is a strength.
Cite and reference each strength.
Add 2 perceived community barriers to primary prevention
and explain why each is a barrier.
Cite and reference each barrier.
Include a legend to differentiate strengths from barriers. (A legend is a key on a chart.)
Part 2 (7 Pts)
1.
Identify the chronic health problem or communicable disease and population that you will be focusing on for this project.
2.
Identify one possible stakeholder, outside of Nursing, who have a vested interest in your chosen chronic health problem or communicable disease. Include the following for each person:
Full name of stakeholder (Must be a person and not a patient or nurse.)
Position in agency
Agency name
Agency address
Agency phone number
Why has vested interest in your chosen chronic health problem or disease and the community. (Must explain person’s interest in the specific topic that you chose.)
(Stakeholders are people who have a vested interest in your chosen chronic health problem or disease, other than a client with the disease, who can provide you with the information about the chronic health problem or disease in your community. You would use their input to tailor your educational program to the community needs.)
3.
Summarize 1 research article that is less than 5 years old that supports the educational content and strategies for your CHEP. Include the following items in the summary:
Include the research article reference. (Must be less than 5 years. old)
Participant population (The population should be like the one you are focusing on in your zip code--similar age range and at risk for the disease that you are trying to prevent. The participants cannot have the chronic health problem or disease.)
Chosen intervention (The intervention must be at the primary prevention level
--preventing disease before it begins.)
Results on the chosen intervention (The results should show a decreased risk of disease.)
Conclusion on the chosen intervention
4.
Explain how your project meets the primary prevention level
.
(Please only speak to primary prevention
--preventing disease before it begins, because this level of prevention is the focus of your project. You will not be addressing secondary prevention (screening and referral) or tertiary prevention (treatment of disease) in this project.)
5.
Identify one goal for your CHEP.
Goal is measurable. (See “Writing goals” listed under “Resources.”)
Goal is achievable within 1 year. (Must note timeframe.)
(Measurable goals look at outcomes of the educational project. Example: By the end of the educational presentation on 1/20/21, the participants will state correctly 2 risk factors for Lyme disease and 1 prevention technique that they can use to decrease their risk. Consider the following: How many percentage points will the zip code’s disease incidence drop within
1 year? How will knowledge scores improve between pre- and post-tests after the
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educational offering? How much will physical activity go up within 1 year? How much will the consumption of fruits and vegetables increase within 1 year?)
6.
Explain how your educational programming leverages 1 perceived strength and decreases 1 perceived barrier listed on your web of causality. (See examples under “Resources.”)
How will you use a strength of the community or population to increase the likelihood of a successful CHEP?
How will you decrease a barrier of the community or population to decrease its impact on your CHEP?
Part 3 (7 Pts)
1.
Identify the chronic health problem or communicable disease and population that you will be focusing on for this project.
2.
Include all corrections for the 8 Research Article Criteria from CHEP Part 2 based on faculty feedback. If you did not receive feedback to correct any of the 8 criteria, you do not have anything to do for this step.
3.
Outline the content for your educational programming. (Must have at least 3 content areas).
Content about chronic health problem or communicable disease (What information about the problem or disease should participants learn? Consider risks, causes pathophysiology, etc. )
Cite and reference all content information.
Content about preventing chronic health problem or communicable disease (What does your evidence indicate is the best way to prevent the chronic health problem or disease? Consider hygiene, food choices, physical activity, isolation procedures, etc.)
Cite and reference all primary prevention interventions.
Content about community resource(s) that have free, low-cost, or sliding-scale fees and address primary prevention, education. (Review your Scavenger Hunt for an agency that provides free, low-cost, or sliding-scale fees. Provide at least one agency name with
address, phone, primary prevention service(s) and cost. Choose an agency that can provide primary prevention materials, such as condoms or pamphlets, etc.)
4.
Suggest an age-appropriate educational strategy that will engage the learner actively. (See “Educational Strategies for Engagement” under “Resources.” Strategies can include interactive games, the teach-back method, group sharing, presentations, videos, etc.)
Explain why this educational strategy is age-appropriate for your chosen population and cite and reference this rationale.
5.
Identify the personnel who will be assisting with the educational programming and evaluation.
Identify personnel assisting with programming separately.
Identify personnel assisting with evaluation separately.
6.
Identify one community partner who can donate time or resources for the program. Include
the following:
Full name of community partner
Position in agency
Agency name
Agency address
Agency phone number
Resources available from agency 8.
Explain 1 marketing strategy for your CHEP.
(What is the best way to reach out to your population? Social media, flyers, radio, etc.)
9.
List the supplies needed for the educational programming and evaluation.
List supplies for programming separately.
List the supplies for evaluation separately.
10. Create a timetable that includes educational programming and evaluation.
Planning (date-date) – Include the time needed to finalize content, access needed supplies, hire personnel and/or recruit volunteers to help you carry out your intervention, secure a location to host the intervention, etc.
Implementation (date-date) – Include the time needed to carry out the program.
Evaluation (date-date) – Include the time needed to carry out the evaluation and assess your results. Include pre- and post-test.
11. Explain how 1 core public health function (Figure 1.1 in Stanhope & Lancaster) is addressed by the CHEP. (Choose from Assessment, Policy Development, or Assurance.)
12. Explain how the CHEP meets 1 essential service under your chosen public health function. (Figure 1.1 in Stanhope & Lancaster).
Part 4 (14 Pts)
1.
Create a CHEP Elevator Speech Presentation (5-6 minutes in length).
2.
Title Slide: Title of CHEP and author.
3.
Introduction Slide: Chronic health problem or communicable disease, chosen age group, zip code, and one statistical datum (data point) to support importance with reference.
4.
Web of Causality Slide: Chronic health problem or communicable disease, 2 perceived community strengths to primary prevention
, 2 perceived community barriers to primary prevention
, slide legend (key) for strengths and barriers, and references.
5.
Project Slide: Goal, outline of educational content, educational strategy for engagement, and references
6.
Summary Slide: Timeline of educational programming and evaluation, how leverage 1 perceived strength, and how decrease 1 perceived barrier.
7.
All content and references must be seen on slides to meet grading criteria.
8.
Content is grammatically correct.
9-19-2020KV/LH
1-10-21LH/KV
1-12-21LH/KV
8-10-21LH
1-10-23LH
8-9-23LH
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