Description
Please follow embedded rubric for guidance.
Criterion 3 has been changed to include student’s SMART goals and the
“Rate your community” worksheet instead of the web of causation or
genogram. You will create an individual slide for each of
these assignments and narrate what you learned from completing those
assignments.
Unformatted Attachment Preview
1
Telehealth Impact on Smoking
MC College
N6306
Instructor
9 September 2023
2
Telehealth Impact on Smoking
IDENTIFIED PROBLEM: Based on
stakeholders of organization, what problem of
focus have you identified for this site? List
this in the box to the right. Describe the site
in specific terms and who the stakeholders
were that you surveyed? Do not list names,
just identify them by position (i.e. nurses,
doctors, and other healthcare personnel)
The identified problem of focus is the need to
assess the impact of follow-up telehealth
visits on smoking cessation among patients
aged 40-60 years old receiving treatment for
COPD at an outpatient pulmonary clinic for
underserved populations.
The site would be described as a free
outpatient pulmonary clinic serving
underserved populations.
Stakeholders interviewed included:
1) Pulmonologists, nurses, and
respiratory therapists
2) Administrative staff and clinic
managers
3) Patients within the specified age group
(40-60 years old) who are currently
receiving treatment for COPD at the
clinic
SPECIFIC
The specific problem is to determine the
effectiveness of follow-up telehealth visits in
achieving a 10% reduction in tobacco use
among COPD patients aged 40-60 years old
attending the underserved outpatient
pulmonary clinic within one year.
MEASURABLE
The success of the intervention will be
measured by assessing the percentage
reduction in tobacco use among the targeted
patient population within one year.
ACHIEVABLE
Conducting whether a study to evaluate the
impact of follow-up telehealth visits on
smoking cessation in this specific patient
group is achievable with the involvement of
the identified stakeholders and appropriate
resources.
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RELEVANT
This research is relevant as it addresses the
healthcare needs of underserved populations
with COPD, focusing on a potentially costeffective telehealth intervention for smoking
cessation.
TIME-BOUND
The assessment of the intervention’s impact
on smoking cessation is set to be completed
within one year, providing a clear timeframe
for evaluation and analysis.
Problem Statement Using PICOT Format
MC College
N6306
Instructor:
6 September 2023
Problem Statement Using PICOT Format
I want to investigate how do follow-up telehealth visits influence smoking cessation in clients
aged 40-60 years old attending pulmonary outpatient clinic.
Population of Interest (P) = Patients between the ages of 40- and 60-years old undergoing
treatment for COPD in a pulmonary medicine clinic.
The Intervention or interest (I) = Providing follow-up telehealth visits regarding smoking
cessation for COPD clients to administer behavioral support.
Comparison of interest (C) = Not providing telehealth visits.
Outcome of interest (O) = A 10% reduction of tobacco use in this population.
Time (T) = Within one year.
Community Worksheet
Department of Nursing, MC College
N6306
Instructor
11 September 2023
Rate Your Community Worksheet
The purpose of this assignment is to rate your community as a healthy city. You
can retrieve a lot of your information from your community’s government website.
Most websites have tabs such as Quality of Life which includes population
breakdown, social characteristics, crime rate and school systems. I have created a
table for you to complete. Rate each category on a scale of 1 to 5 with 5 meaning
“strongly agree” and 1 meaning “strongly disagree”. You can highlight the
number that is appropriate. There is a comment section to describe the rationale
for your score.
1. My community population is diverse and offers opportunities to engage
with citizens of different races, nationalities and ethnicities. Look at the
U.S. Census Bureau and describe population under the comments section.
1
2
3
4
5
Comments: Chicago population is estimated to be 333,287,557 as of July 1, 2022.
African Americans represent 13.6%, Whites = 75.5%, American Indian = 1.3%,
Asians = 6.3%, Native Hawaiian = 0.3%, Hispanic or Latino = 19.1%, White
alone, not Hispanic or Latino = 58.9%, Two or More races = 3.0%.
2. My community is deemed “walkable” with good lighting, maintenance of
sidewalks and low crime rate. Website will include crime rate statistics.
Include under comments section.
1
2
3
4
5
Comments: In 2023, there was an overall increase in crime. There was a 5%
increase in criminal sexual assault, 24% increase in robbery, 4% increase in
aggravated battery, 1% increase in burglary, 9% increase in theft, 94% increase in
motor vehicle theft, and a 9% decrease in murder.
3. My community supports recycling as evidenced by weekly pickups or easy
drop offs.
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2
3
4
5
Comments: Chicago participates in the Blue cart program. The blue cart program
provides bi-weekly recycling services to single-family homes and multi-unit
buildings with four or fewer units.
4. My community members have easy access to high quality medical care.
Describe # of free standing clinics and/or hospitals in the region.
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2
3
4
5
Comments: Chicago has 42 hospitals in the region and over 200 free standing
clinics for our population.
5. My water is safe to drink and bathe in. Provide summary of water quality
report from government website.
1
2
3
4
5
Comments: Chicago’s tap water has met or exceeded all standards set by the U.S.
Environment Protection Agency for safe, clean drinking water. The City of
Chicago Department of Water Management purifies and delivers almost one
billion gallons of clean drinking water to residentsof Chicago and 120 suburbs
every day. There have been no detected microbial, inorganic, disinfectants,
unregulated, state regulated, and radioactive contaminants detected according to
the water quality report of 2022.
6. There are numerous parks and recreational areas to encourage healthy living
(i.e. walking, swimming, bike trails, tennis, golf course) Describe resources
under comments.
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2
3
4
5
Comments: The Chicago Park district is one of the largest in the nation. The
district has more than 600 parks which offer several sports and physical activities
as well as cultural and environmental programs for people of all ages. This
includes 28 indoor pools, 50 outdoor pools, and 28 miles of lakefront including 23
swimming beaches.
7. My community has a strong leadership who are committed to providing
healthy living (farmer’s markets, community fundraisers for local
organizations, antibullying campaigns in schools, immunization policies).
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2
3
4
5
Comments: The city of Chicago works with community partners, internal
departments to promote health, prevent disease, reduce environmental hazards and
insure access to health care for all Chicagoans. The City of Chicago offers many
programs for children and youth living in Chicago. Child support compliance
program, women infant children program, and immunization program, are a few of
such programs.
8. Schools have an excellent rating with free or reduced lunch program and
numerous amenities for students (music programs, sports programs, arts)
1
2
3
4
5
Comments: Before and after school programs provide a safe, fun environment for
all students to participate in academic, leisure and recreational activities outside of
the traditional school day. Students are exposed to a variety of experiences
including sports, literacy, and technology. Chicago public schools also offer free,
nutritionally balanced breakfast, lunch, and snacks to all students.
Overall Community Score 36/40 points
Identify at least 1 area mentioned above that needs improvement. How could
you get involved to make the required changes?
Comments: Strategies that can help in improving safety in Chicago include
strengthening community policing, investing in education, providing job
opportunities, offering job training programs, and creating more mental health and
drug addiction services.
I can get involved by assisting in forming neighborhood watch programs and being
an advocate for better gun control measures.
1
Health Disparities “The Hate you Give”
Department of Nursing, MC College
N6306
Instructor
Sept. 2, 2023
2
Abstract
In “The Hate U Give,” the character Starr Carter vividly illustrates the impact of social
determinants of health on individual well-being. This analysis focuses on five key determinants:
education, economic stability, social and community context, health and healthcare, and the
neighborhood and built environment. Starr’s experiences reveal the intricate connections between
these factors, highlighting marginalized communities’ challenges. Economic instability affects
healthcare access, education shapes her identity and resilience, community violence affects
mental health, and neighborhood conditions influence physical well-being. Her story is a call to
action, urging us to build a more just and equitable society where every individual has a fair
chance to lead a healthy life.
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Health Disparities
As depicted in “The Hate U Give,” Starr Carter presents a compelling case study
highlighting the critical issue of limited access to healthcare services, a challenge that aligns with
the Healthy People 2030 objective of “Access to Health Services.” Starr’s situation exemplifies
the far-reaching consequences of inadequate healthcare access for individuals in underserved
communities. Her prolonged absence from healthcare services raises concerns about
undiagnosed health conditions, preventive care deficiencies, and overall well-being (Tillman jr,
2018). As a young woman exposed to traumatic events, including witnessing the fatal shooting
of her friend Khalil, Starr might be at risk of experiencing psychological distress and traumarelated health issues, underscoring the urgency of addressing her healthcare needs.
Problem of Focus: Access to Health Services
Several factors contribute to Starr’s need for more access to healthcare services.
Economic instability within her family might hinder their ability to afford health insurance and
medical expenses, perpetuating the cycle of health inequity. Limited access to quality education
in her community might also have resulted in inadequate health literacy, potentially leading to a
lack of awareness and poor health choices regarding the importance of regular medical checkups. Addressing Starr’s healthcare access issues is vital for her well-being and embodies a
broader societal concern (HealthyPeople, 2022). To improve the health outcomes of individuals
like Starr, tackling the multifaceted barriers rooted in economic stability, education, social
context, and the availability of healthcare services within underserved communities is essential.
Economic Stability
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Economic stability refers to the financial well-being and security of individuals and
communities. In Starr Carter’s life, economic instability is a central social determinant of health,
significantly impacting her access to healthcare and overall well-being. Starr’s family faces
financial challenges, living in a neighborhood characterized by poverty and limited economic
opportunities. Her father, Maverick, runs a small grocery store that generates little income that is
insufficient to cater to all the family’s needs. The financial constraints experienced by her family
make it difficult to afford health insurance or cover the costs of medical care. Preventive
screenings and regular check-ups might be deemed non-essential expenses, leading to delayed or
forgone healthcare visits.
Economic stability also restricts Starr’s family’s access to reliable transportation. Lack of
transportation is a huge barrier, especially for individuals with critical medical conditions. The
patients might fail to arrive at a health care facility on time due to poor selection of mode of
transport, or they might decide to completely avoid visiting the hospital due to the high cost of
transportation, which is not affordable. Starr’s experiences of trauma in her community add an
extra layer of psychological distress (Finkelstein et al., 2022). It is evident that economic
stability directly affects Starr’s ability to access necessary healthcare services, hence prompting
the need to address the issue while working towards reducing health disparities.
Education
Education is another critical social determinant of health. In Starr’s case, it is a doubleedged sword where, while it offers opportunities for personal growth and development, it also
subjects her to unique challenges related to identity, stress, and mental health. Starr attends
Williamson Prep, a predominantly white private school far from her neighborhood, which offers
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her a quality education but exposes her to systemic racism and cultural challenges. Education
provides people with the knowledge and skills necessary to make informed decisions about their
health, hence providing access to education. In Starr’s case, her education at Williamson Prep
likely provides her with better health literacy and awareness of the importance of healthcare
access.
Education can also lead to an awareness of health disparities. Due to the knowledge
acquired at school, Starr becomes aware of the disparities between her predominantly Black
neighborhood and the privileged environment at her school. The awareness might motivate her to
seek solutions to these disparities. Education can either alleviate or exacerbate mental health
challenges. Starr’s experiences at school, including racial microaggressions and the pressure to
conform to certain norms, can impact her mental health, leading to mental health implications
(Zajcova& Lawrence, 2018). Starr’s education also exposes her to different social and
community contexts. She must navigate the disparities between her neighborhood and school
environment, giving her a unique perspective on how education intersects with social
determinants of health.
Social and Community Context
Social and community context refers to the social and cultural factors that shape an
individual’s life. In “The Hate U Give,” Starr Carter’s experiences are deeply influenced by the
context of her neighborhood, her family, and the larger society in which she lives. Starr resides
in a predominantly Black neighborhood marked by poverty and violence. The prevalence of
community violence, as depicted in the book, has profound implications for her mental and
physical health. Witnessing her friend Khalil’s shooting at the hands of a police officer not only
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traumatizes Starr but also highlights the pervasive issue of police brutality and community
violence. Starr grapples with the challenge of code-switching, altering her behavior and speech
patterns depending on whether she’s in her neighborhood or at her predominantly white school
(DeVyleder et al., 2020).. This cultural duality affects her self-identity and can contribute to
feelings of isolation and stress, impacting her overall mental health.
Social support and resilience in the community also play a vital role in Starr’s life as her
family and neighborhood provide her with a strong sense of community support. Her parents,
Maverick and Lisa, provide her with guidance through the challenges she faces. This social
support acts as a protective factor against some of the negative social determinants of health she
encounters. Starr also became an active participant in advocating for justice in her community
following Khalil’s death. Her actions exemplify the potential for positive change that can arise
within communities affected by social and health disparities.
Health and Health Care
Access to quality healthcare services and overall health are fundamental aspects of an
individual’s well-being. In “The Hate U Give,” Starr Carter’s experiences shed light on the
disparities in health and healthcare access faced by marginalized communities. Her community
lacks easy access to quality healthcare facilities, which is not only due to economic factors but
also a result of healthcare deserts in underserved neighborhoods (Singu at al., 2020). As a result,
individuals like Starr often receive suboptimal healthcare or delay seeking treatment. Starr
witnesses the traumatic shooting of her friend Khalil, which has profound implications for her
mental and emotional health. Her trauma underscores the critical importance of mental
healthcare services in communities affected by violence and adversity.
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The issue of healthcare affordability significantly affects Starr and her family. The cost of
healthcare, including insurance premiums and out-of-pocket expenses, can be prohibitive for
those with limited economic stability, contributing to health disparities. The impact of trauma on
health is also evident as Starr witnesses the traumatic shooting of her friend Khalil (DeVyleder et
al., 2020). She faces profound implications for her mental and emotional health after the
incident. Her trauma underscores the critical importance of mental healthcare services in
communities affected by violence and adversity.
Neighborhood and Built Environment
The neighborhood and built environment in which individuals live play a substantial role
in determining their health outcomes and overall quality of life. In “The Hate U Give,” Starr
Carter’s experiences are deeply influenced by her neighborhood’s physical and social
characteristics. Starr resides in a community marked by violence and crime, where safety is
constantly concerned. The prevalence of violence contributes to mental health challenges,
limiting outdoor physical activity and exercise opportunities, which are vital for every individual.
The availability of healthy food options can also impact dietary choices and health. Starr’s
neighborhood lacks access to fresh and affordable produce, making it more challenging for
residents to maintain a healthy diet (Alvidrez et al., 2019). Based on the living standards of the
people living in Starr’s neighborhood, the built environment might not be adequate due to the
lack of proper facilities and infrastructure.
In “The Hate U Give,” Starr Carter’s life reveals the challenges marginalized
communities face, where disparities in healthcare, the burden of trauma, and the limitations of
their physical and social surroundings intersect to create significant health inequities. As a
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character, Starr Carter emerges as a witness to these disparities and a catalyst for change,
advocating for justice and equity within her community (Tillman jr, 2018). Her story highlights
the critical need for structural changes to address social determinants of health, promote health
equity, and establish settings supporting people’s well-being like Starr.
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References
Alvidrez, J., Castille, D., Laude-Sharp, M., Rosario, A., & Tabor, D. (2019). The
National Institute on minority health and health disparities research framework.
American Journal of Public Health, 109(S1), S16-S20.
https://doi.org/10.2105/ajph.2018.304883
DeVylder, J., Fedina, L., & Link, B. (2020). Impact of police violence on mental health:
A theoretical framework. American Journal of Public Health, 110(11), 17041710. https://doi.org/10.2105/ajph.2020.305874
Finkelstein, D. M., Harding, J. F., Paulsell, D., English, B., Hijjawi, G. R., & Ng’andu,
J. (2022). Economic well-being and health: The role of income support programs
in promoting health and advancing health equity. Health Affairs, 41(12), 17001706. https://doi.org/10.1377/hlthaff.2022.00846
HealthyPeople. (2022). Access to health services | Healthy people 2020. Archive-It
Wayback Machine. https://wayback.archiveit.org/5774/20220413202227/https://www.healthypeople.gov/2020/topicsobjectives/topic/Access-to-Health-Services
Singu, S., Acharya, A., Challagundla, K., & Byrareddy, S. N. (2020). Impact of social
determinants of health on the emerging COVID-19 pandemic in the United
States. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.00406
Tillman jr, G. (Director). (2018). The Hate U Give [Film]. State Street Pictures and
Temple Hill Entertainment.
Zajacova, A., & Lawrence, E. M. (2018). The relationship between education and
health: Reducing disparities through a contextual approach. Annual Review of
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Public Health, 39(1), 273-289. https://doi.org/10.1146/annurev-publhealth031816-044628
11/10/23, 10:11 AM
MAP-IT Project PowerPoint – Health Prom. & Comm. w/Pt. Pop in Gen Nursing Practice – Methodist College
MAP-IT Project Presentation
Course: Health Prom. & Comm. w/Pt. Pop in Gen Nursing Practice
Criteria
Level 4
25 points
Level 3
20 points
Level 2
15 points
Level 1
10 points
Criterion 1: Student
creates video or
narrated PowerPoint
showcasing MAP-IT
Project components.
Presentation is well
rehearsed, and visual
components are
creative and
representative of the
Student creates video
or narrated
PowerPoint
showcasing MAP-IT
Project components.
Presentation is well
rehearsed, and visual
components are
creative and
representative of the
initial PICOT.
Student proficiently
creates video or
narrated PowerPoint
that demonstrates
each of the
components of the
MAP-IT tool.
Students’ video or
PowerPoint vaguely
describes MAP-IT
project components.
Lacks cohesion and
creativity.
Students’ video or
PowerPoint does not
showcase MAP-IT
project. Poor visual
quality and lacks
cohesion among
concepts discussed
throughout the course.
/ 25
Student provides
educational teaching
plan using brochure or
marketing tagline as
part of presentation.
Message is clear,
concise and relevant to
patient population.
Student proficiently
provides educational
teaching plan using
brochure or marketing
tagline as part of
presentation. Message
is clear, concise and
relevant to patient
population.
Student provides
educational teaching
plan using one of the
selected strategies, but
struggles with
providing a clear,
concise message that
is relevant to patient
population.
Student does not
provide educational
teaching plan that is
relevant to patient
population. Message
is unclear or poorly
written.
/ 25
Student includes Web
of Causation,
Genogram or Family
Assessment as part of
video presentation.
Each assignment fits
well on slide and
narration connects
these tools to an EBP
project.
Student includes all or
part of requested
assignments and
connects these tools
to the PICOT and EBP
project.
Student is missing
assignments and has
difficulty connecting
the tools to an EBP
project.
Student does not
include Web of
Causation, Genogram
or Family Assessment
as part of video
presentation.
Assignments do not fit
well on slide and
narration does not
connect the tools to an
EBP project.
/ 25
Student describes the
role of the Public
Health Nurse in detail
and how this role
influences The Hate U
Give character(s) and
communities served.
Student proficiently
describes the role of
the Public Health
Nurse and how this
role influences The
Hate U Give
character(s) and
communities served.
Student describes the
role of the Public
Health Nurse but does
not relate it to The
Hate U Give
character(s) and
communities served.
Student does not
describe the role of
the Public Health
Nurse and how this
role influences The
Hate U Give
character(s) and
communities served.
/ 25
initial PICOT. No
typographical or
grammar errors.
Criterion 2: Student
provides educational
teaching plan using
brochure or
marketing tagline as
part of presentation.
Message is clear,
concise and relevant
to patient
population.
Criterion 3: Student
includes Web of
Causation,
Genogram or Family
Assessment as part
of video
presentation. Each
assignment fits well
on slide and
narration connects
these tools to an
EBP project.
New Criterion:
Student describes
the role of the Public
Health Nurse in
detail and how this
role influences The
Hate U Give
character(s) and
Criterion Score
communities served.
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11/10/23, 10:11 AM
MAP-IT Project PowerPoint – Health Prom. & Comm. w/Pt. Pop in Gen Nursing Practice – Methodist College
Total
/ 100
Overall Score
Level 4
Level 3
Level 2
Level 1
11 points minimum
8 points minimum
5 points minimum
0 points minimum
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