Students identify organizational structure, culture and mission. Do you see benefits of doing community work? How can you educate others or raise awareness about this group or social issue?
Through guided discussion questions, have students critically think about their service experiences. What sorts of things make you feel uncomfortable when you are working in the community?
Invite community members or organization staff to present in class on their issue area. What institutional structures are in place at your site or in the community? Identify community events that students can attend to learn more about issues.
Central to this is the principal of reflection as metacognition, where students are aware of and can describe their thinking in a way that allows them to "close the gap" between what they know and what they need to learn.
During your community work experience, have you dealt with being an "outsider" at your site? Has your Community assessment reflection of the population with whom you have been working changed?
Did anything about your community involvement surprise you? What are the most difficult or satisfying parts of your work? Students create a video or photo documentary on the community experience. How do they affect the people you work with? This plan is used by health and other governmental education and human service agencies, in collaboration with community partners, to set priorities and coordinate and target resources.
Ideas for Reflection Reflection can happen in the classroom, at the community organization, or individually through course assignments.
When Community assessment reflection and teachers routinely reflect they will be able to easily describe: What Is a Community Health Assessment? It should define the vision for the health of the community through a collaborative process and should address the gamut of strengths, weaknesses, challenges, and opportunities that exist in the community to improve the health status of that community.
How does being an "outsider" differ from being an "insider"? The Public Health Accreditation board defines community health assessment as a systematic examination of the health status indicators for a given population that is used to identify key problems and assets in a community.
Experiential Learning Cycle chart. What did you learn from it? Why or why not? It enables assessment of the "why" and "how" of the learning, and what needs to be done as a result. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability that is, their ability to think about their own thinking.
There are a wide range of meaningful reflective practices and strategies that can be incorporated into service-learning, including the frequently used approaches listed below. Talk about any disappointments or successes of your project.
Students analyze an organizational issue and write a case study that identifies a decision that needs to be made. A community health improvement plan or CHIP is a long-term, systematic effort to address public health problems based on the results of community health assessment activities and the community health improvement process.
Benefits include Improved organizational and community coordination and collaboration Increased knowledge about public health and the interconnectedness of activities Strengthened partnerships within state and local public health systems Identified strengths and weaknesses to address in quality improvement efforts Baselines on performance to use in preparing for accreditation Benchmarks for public health practice improvements Links to nonfederal materials are provided as a public service and do not constitute an endorsement of the materials by CDC or the federal government, and none should be inferred.
Link the "service" in the community with the structured "learning" in the classroom. Students present work to community organization staff, board members, and participants. How are your values expressed through your community work?
This information can help develop a community health improvement plan by justifying how and where resources should be allocated to best meet community needs.
Why Complete an Assessment and Improvement Plan?View Notes - Community Health Nursing Reflection from NURSING at University of Phoenix. Running head: COMMUNITY HEALTH NURSING REFLECTION 1 Community Health Nursing Reflection Susan. Find Study Resources.
The conclusion of the community assessment by the nurse directs, 92%(24). This assessment will address the health needs and risks of Marion County through the use of the WGU assessment forms identifying the population’s economic status, neighborhood and community safety inventory, cultural assessment, and the disaster assessment and planning guide.
A community health improvement plan (or CHIP) is a long-term, systematic effort to address public health problems based on the results of community health assessment activities and the community health improvement process.
Community Health Nursing Reflection Veronica Hubbard NUR/ June 25, Cindy Januale Community Health Nursing Reflection Community health nursing is a specialty field of nursing which care is provided to people in the community setting.
Using Reflection for Assessment Novice Apprentice Proficient Distinguished Student accepts things at face value, as if all opinions are stated without analysis or support.
Student asks questions and shows awareness of multiple perspec-tives. Opinions are stated with. Community Health Assessment of Chamberlain College of Nursing NR Fall Session, Community and Public Health Nursing Reflection Courtney Austin NUR/ 8/11/ Community and Public Health Nursing Reflection Maricopa community schools are the local schools for the Gila River Indian Community.
Native American children attending.Download