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Approved Topic List: Choosing Your Field Project Topic with a Primary Prevention Focus
Note: You may not log any work on your field project until you are enrolled in Community
Health and Population-Focused Nursing Field Experience/Community Health and Population-
Focused Nursing Clinical and have selected your topic.
What is a Primary Prevention?
The Community Health Nursing practicum requires a field project. The project focuses on
primary prevention. Primary prevention is the prevention of disease, injury, disability or
premature death before they occur.
First Steps in Choosing a Field Project Topic
First, consider what might be an issue of public health concern in your own community. The
pertinent questions to consider are:
What is the biggest contributor to disease (morbidity) and premature death
(mortality) in your community?
What are the controversial community health concerns discussed in your local
newspaper?
What do you believe people in your community are most concerned about related to
health?
What is generating the most visits to the emergency room or hospital admission in
your community?
What do you believe is reducing the quality of life in your community?
Possible Topic Areas to Choose for Field Project
Access to Healthcare
access to mental health services
access to dental health services
access to health services
promotion of health literacy
Alcohol and Drug Use
responsible alcohol consumption
prevention of drug abuse, including
– IV drug use
– prescription drug use
Child Health
prevention of neonatal mortality
prevention of unintentional childhood injuries, including:
– sudden unexpected infant death (SUID)
– poisoning
– drowning
– motor vehicle related (child safety seat and seat belt use)
– sports related
– pedestrian related
prevention of child abuse
promotion of vaccination
Disabled
promotion of health and well-being, including
– access to disability related services and devices,
– limit barriers to participating in home, work, school, or community activities
Disaster Preparedness
prevention of adverse health consequences caused by natural and human caused
disasters
HIV/AIDS
prevention of HIV/AIDS, including
– sexual transmission
– prenatal transmission
– IV drug use transmission
Oral Health
prevention of dental caries
Obesity/Nutrition
prevention of overweight and obesity through healthy nutrition and physical activity
prevention of food deserts
Physical Environment
promotion of healthy physical environment, including
– air quality
– land quality
– water quality
Seniors
prevention of falls
prevention of social isolation
promotion of vaccination
Sexual Health
Prevention of sexually transmitted infections.
Social Environment
safe, affordable, quality housing (prevention of homelessness)
Tobacco
prevention of tobacco use
prevention of smoking
Unintentional Injuries
prevention of workplace injuries
prevention of motor vehicle related death/injuries
– prevention of pedestrian injury and death (includes bicyclists)
Violence
prevention of domestic violence/intimate partner violence
prevention of dating violence
prevention of gang violence
prevention of community violence
prevention of bullying/cyber-bullying
prevention of suicide/depression
Prevention of human/sex trafficking
Women’s and Maternal Health
prevention of unintended pregnancies
lack of breastfeeding/promotion of breastfeeding
promotion of vaccination
Resources to Start Your Topic Choice Process
Healthy People 2020
http://healthypeople.gov/2020/default.aspx
KMP Task 1 (0417)
| Not Evident | Approaching Competence | Competent | |
| A. Time Log | A “Community Health Clinical Time Log” is not provided. | The “Community Health Clinical Time Log” is provided, but it is missing one or more of the given requirements. | The “Community Health Clinical Time Log” is complete and includes all of the given requirements. |
| B. Problem Description | A problem description is not provided. | The problem description is missing key details about one or more of the given required components. | The problem description is logical and appropriately includes each of the given required components. |
| C. Health Inequity/Disparity | An explanation of how the health concern is linked to a health inequity/disparity within the target population is not provided. | The explanation is missing key details about how the health concern is linked to health inequity/disparity, or the explanation does not appropriately relate to the target population. | The explanation is logical and appropriately details how the health concern is linked to a health inequity/disparity relevant to the target population. |
| C1. Data to Support Inequity/Disparity | Specific data to support the health inequity/disparity conclusion is not identified. | The submission is missing key details that show how the data supports the health inequity/disparity conclusion within the target population, or the data contains some inaccuracies. | The submission appropriately identifies specific data to support the health inequity/disparity conclusion within the target population. |
| C2. Primary Community and Prevention Resources | A discussion of the primary community and prevention resources is not provided. | The discussion is missing key details about the primary community and prevention resources, or the discussion is not appropriately related to the identified health concern. | The discussion appropriately details the primary community and prevention resources relevant to the identified health concern. |
| C3. Underlying Causes | A discussion of the underlying causes of the identified health concern is not provided. | The discussion is not well-supported or is missing key details about the underlying causes of the health concern. | The discussion is well-supported and logically details the underlying causes of the health concern. |
| D. Evidence-Based Practice | A discussion of evidence-based practice associated with the selected primary prevention topic is not provided. | The discussion is not well supported with evidence-based practice associated with the selected primary prevention topic. The discussion is missing key details relevant to the selected primary prevention topic. | The discussion is logical and appropriately includes the evidence-based practice relevant to the selected primary prevention topic. |
| D1. Identification of Data | Data about the selected primary prevention topic is not identified. | The submission does not appropriately identify data that relates to the selected primary prevention topic form the local, state, and/or national level. | The submission logically identifies data relevant to the selected primary prevention topic from the local, state, and/or national level. |
| E1. Social Media Campaign Objective | A description of a social media campaign objective is not provided. | The description of the social media campaign objective is not logical or not measureable. | The description of the social media campaign objective is appropriate and measurable. |
| E2. Social Marketing Interventions | A recommendation of 2 population-focused social marketing interventions is not provided. | The recommendation is missing key details about 1 or more of the 2 population-focused social marketing interventions. The recommendation is irrelevant to the chosen primary prevention topic. | The recommendation of 2 population-focused social marketing interventions is logical and appropriately related to the chosen primary prevention topic. |
| E2a. Rationale | A discussion of the rationale for the recommendations identified in part E2 is not provided. | The rationale is not well-supported or does not appropriately relate to the recommendations identified in part E2. | The rationale is well-supported and appropriately relates to the recommendations identified in part E2. |
| E3. Social Media Platforms | Appropriate social media platforms are not identified. | Not applicable. | The submission identifies appropriate social media platforms that will be used to communicate with the target population. |
| E3a. Benefits of Social Media Platform | A discussion of the benefits of each chosen social media platform is not provided. | The discussion is missing key details about the benefits of the chosen social media platforms. The discussion does not sufficiently relate the chosen platforms to supporting preventative healthcare. | The discussion is logical and appropriately details the benefits of each chosen social media platform relevant to supporting preventative healthcare. |
| F. Benefit to Target Population | A discussion of how the target population will benefit from a health message is not provided. | The discussion is missing key details or does not relate the benefit of the health message to the target population. | The discussion is logical and appropriately relates the health message to the target population. |
| G. Best Practices for Social Media | A description of best practices for implementing social media tools for health marketing is not provided. | The description is missing key details or contains some inaccuracies about best practices for implementing social media tools for health marketing. | The description is logical and appropriately details best practices for implementing social media tools for health marketing. |
| H1. Stakeholder Roles and Responsibilities | Stakeholder roles and responsibilities are not identified. | The submission is missing information about stakeholder roles and responsibilities. The submission does not relate the roles and responsibilities of the identified stakeholders to the implementation of the social media campaign. | The submission is logical and appropriately identifies the roles and responsibilities of stakeholders relevant to the implementation of the social media campaign. |
| H2. Potential Partnerships | A discussion of potential public and private partnerships is not provided. | The discussion is missing key details about potential public and/or private partnerships. The discussion does not relate the identified partnerships to aiding in the implementation of the social media campaign. | The discussion is logical and appropriately includes potential public and private partnerships relevant to aiding in the implementation of the social media campaign. |
| H3. Implementation Timeline | The submission does not include an appropriate timeline to implement a social media campaign. | The timeline for implementing the campaign is unrealistic or is missing key details related to the implementation. | The timeline for implementing the campaign is realistic and includes specific details related to the implementation. |
| H4. How to Evaluate Effectiveness | An explanation of how the effectiveness of a campaign will be evaluated is not provided. | The explanation is missing key details about how the effectiveness of the social media campaign will be evaluated, or the explanation does not support or does not logically address the effectiveness of the social media campaign. | The explanation is well-supported and logically addresses how the effectiveness of the social media campaign will be evaluated. |
| H4a. Measurable Tools | The necessary measurable tools are not identified. | The submission does not logically identify measurable tools relevant to evaluating the social media campaign. | The submission is well supported and logically identifies measurable tools necessary to evaluate the social media campaign. |
| H5. Cost of Implementation | A discussion of costs to implement a social media campaign is not provided. | The discussion does not logically address the costs involved with implementing the social media campaign. | The discussion is logical and appropriately details the costs associated with implementing the social media campaign. |
| I. Reflection on Social Media Marketing | A reflection of how social media marketing supports the community health nurse’s efforts is not provided. | The reflection does not appropriately detail how social media marketing supports the community health nurse, or the reflection does not logically relate social media marketing to efforts that promote healthier populations. | The reflection is logical and appropriately addresses how social media marketing supports the community health nurse’s efforts to promote healthier populations. |
| I1. Reflection on Future Nursing Practice | A reflection of how the provided social media campaign can apply to the candidate’s future nursing practice is not provided. | The reflection does not appropriately detail how the social media campaign is applicable to the candidate’s future nursing practice. | The reflection is logical and appropriately addresses how experience creating a social media campaign can apply to the candidate’s future nursing practice. |
| J. https://lrps.wgu.edu/provision/71484321 | The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. | The submission includes in-text citations for sources that are quoted, paraphrased, or summarized, and a reference list; however, the citations and/or reference list is incomplete or inaccurate. | The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. |
| K. https://lrps.wgu.edu/provision/27641407 | Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. | Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. | Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. |
(A)Time Log
Your time log will be submitted via Qualtrics found under the task directions in Taskstream. After you complete the time log, you will enter your WGU email address and receive an e-mail of your time log from Qualtrics.. Please copy the time log to a Word doc or PDF and save. If you are a RN-BSN student in any state but California, you will need to digitally sign your form and add your RN license number. For California, students please follow time log instructions in Taskstream.
The contact information needs to include name, address/phone number or e-mail. The last column in the time log is relevance to topic. Please provide information from a primary prevention perspective to explain why this interview/site visit was appropriate to your topic.
The time log is a separate download in Taskstream with your task 1 APA paper. Please note *Interviews of one hour or less are acceptable, any interview listed above one hour will be returned. You may document other time spent during a field activity above the one-hour interview time on the next entry. Please use site visit, tour of the facility or assessment of educational materials to capture the remainder of the field activity time if applicable.
Social Media Campaign
(B) Problem Description
Include all the following:
· The primary prevention topic
· Target population (e.g., those affected the health concern)
· Population size
· Demographics (e.g., county, city town)
· Area Size
· Physical and Social Environment (summary of your windshield survey assessment)
(C1) Health Inequity/Disparity
Identify specific data to support the health inequity/disparity conclusion
· Discuss the primary community and prevention resources currently in place to address the health concerns.
· Discuss the underlying causes of the health concern.
Health inequities are imbalances of service, physical/environmental/social conditions and resources within your community experienced by community members. Think about your general population and population(s) at risk related to your health concern. Are all groups in your community the same? Are there populations in the community who are unable to access services or goods or healthy physical/social environments? What kinds of barriers are preventing them? Education (health literacy)? Lack of public access? Lack of income? Lack of transportation? Lack of health insurance? Misaligned public funding or policy? Geography or environment? Cultural traditions or behaviors? Other social determinants of health? These inequities may not be apparent to you until you are well into logging your hours but you should be vigilant and looking out for these gaps in your community services and resources and other health determinants throughout your field experience.
A health disparity is the statistical manifestation of these health inequities. As defined by the National Institutes of Health (NIH), “Health disparities are differences in the incidence, prevalence, mortality, and burden of diseases and other adverse health conditions that exist among specific population groups in the United States.”
(C2) Primary community and Prevention Resources
What are the primary community/prevention resources you found in your community? Why are they important to your primary prevention topic?
(C3) Underlying Causes
What are the risk factors concerning your primary prevention topic to the community/population? What would happen if nothing were done to address this issue? Why is it important? What factors need addressed to prevent the risk factors?
Mock Example (Do not use the examples, your paper will be returned to you)
“Tobacco use contributes to acute and chronic health conditions such as heart disease, stroke, and various pulmonary problems. The focus of prevention should be education on those factors that can occur when an individual continues to smoke as well as the effect of second hand smoke. If there is no prevention methods to decrease tobacco use, the outcome will be higher morbidity/mortality rates within a population due to acute and chronic disease caused by tobacco use. Furthermore, prevention of tobacco use is a key factor that may decrease hospital costs and lower morbidity rates…keep writing….
(D) Evidence-Based Practice (Lesson 4 in your Cos)
Identify data about your primary prevention topic from the local (county), state, and/or national level.
Mock Example
“It is well-known that creating a smoke-free environment encourages abstinence from smoking. This method may assist the smoker to quit or abstain from smoking as well as promote the use of preventive assistance such as patches, gum, or other treatment methods. According to the CDC, an average of 34,000 deaths from heart disease and 7,300 deaths from lung cancer occur due to secondhand smoke each year. Furthermore, over two million nonsmokers have died from heart problems associated with second hand smoke since 1964 (CDC, 2017). Support programs to assist with behavioral changes is another evidence-based practice (EBP) method to curtail smoking. Elimination of disparities for tobacco treatment, including for those with mental health disorders, promotes cessation of smoking or keep individuals from starting the habit (CDC, 2009).
(D1) Identification of Data
Include data at the local, state, and national level and compare the levels. Discuss your findings. (This may be repetitive if you have addressed this in the previous section of your paper).
(E1)Social Media Campaign Objective
Mock Example
Educating middle-school children on the dangers of smoking to include effects of smoking associated with heart and lung diseases by June of 2017 using a phone app with games and other technology to enhance student participation in the program. The rate of smoking among adolescents will decrease by 10% in the first year, and by 20% by the second year of the campaign.
Recommend two population-focused social marketing interventions to improve the health message related to your chosen primary prevention topic.
(E2)Social Marketing Interventions
Mock Example
Collaborating with a technology expert to create a YouTube video. There will be a direct link on the app for education purposes on effects of smoking and give methods to abstain from beginning to smoke.
(E2a) Rationale
Discuss how your social media campaign interventions support the objective.
(E3) Social Media Platforms
Include the social media platforms you will use to promote your campaign (may be a repeat of what you have listed, but be specific and discuss how the platforms are useful to obtain your objective).
(E3a) Benefits of Social Media Platforms
Detail the benefits of each chosen platform relevant to supporting preventative healthcare.
(F) How the Target Population will Benefit from My Health Message
(G) Best Practices for Social Media
Detail best practice for implementing the types of social media tools for healthcare marketing. Discuss how the social media you have chosen would be the best option for your community; e.g., reaches the most people, is attractive to the young, is one of the most effective methods, etc.
(H1) Stakeholder Roles and Responsibilities
Identify the roles and responsibilities of stakeholders relevant to the implementation of the social media campaign
Mock Example
For the social media campaign on tobacco use, I would need to meet with a technology expert for assistance with developing a phone app with links to YouTube. I will ,meet with school officials, such as the school superintendent, principal, and faculty who teach middle school to discuss policy and procedure on promoting the social media campaign…keep writing….
(H2) Potential Partnerships
Be specific as to potential public and private partnerships that are relevant to aiding in the implementation of your social media campaign. (You may need community support as well as stakeholder support).
Mock Example
“…form a partnership with the local healthcare providers such as physician groups or hospitals as they have greatest potential to provide useful input, funding and referrals to the campaign”…keep writing….
(H3) Implementation Timeline
Include specific timelines for implementing your social media campaign.
Mock Example
“Week one, attend a meeting with school officials to introduce the idea of an app for education on smoking effects” When would you plan to reach your objectives? When would you plan to do different nursing interventions? When would you expect results?
(H4) Evaluation
Mock Example
After a period of time such as six months or one year we would re-survey using the same format and the same questions as the initial Survey Monkey (www.surveymonkey.com) with a few adjustments such as “do you use the phone app” as opposed to “would you use” with a comparable population. Once I receive the data, I will analyze and compare trends…keep writing….
(H4a) Measurable Tools
Mock Example
“… measure the success of this objective by comparing pre-campaign data statistics with post-campaign survey statistic”…keep writing….
(H5) Cost of Implementation
Mock Example
The associated cost for the campaign includes salaries for work hours allocated to planning, implementation, and evaluation. More specifically work hours such as time spent on meetings, surveys, special events, informational classes and administration of social media content…keep writing….
(I)Reflection on Social Media Marketing
How will your social media promote a healthier population?
(I1)Reflection on Future Nursing Practice
Reflect on how your social media campaign can apply to future nursing practice. How might you use this for future healthcare events? How might you use your campaign for future health promotions? How might it expand in influence and impact nursing in general?
Centers for Disease Control and Prevention. (2015). The CDC guide to strategies to decrease smoking in the community. Retrieved from http://www.cdc.gov/smoking/downloads/PA_2011_WEB.pdf
| Checklist: |
| Did you download your Time Log as a PDF? |
| Did you acknowledge sources, use in-text citations and references, for content that is quoted, paraphrased, or summarized? |
| Did you demonstrate professional communication in the content and presentation of your submission? |
Before using these tips, please ensure you are enrolled in Version 4 of C229. If you are in C229 V3, please see the folder for C229 V3 for tips.
A. Time Log- Information at the end of this document.
B. Problem Description- See instructions in Task Stream. Include all seven of the required components.
C. Health Inequity/Disparity—Health inequities are imbalances of service, physical/environmental/social conditions and resources within your community experienced by community members. Think about your general population and population(s) at risk related to your health concern. Are all groups in your community the same? Are there populations in the community who are unable to access services or goods or healthy physical/social environments? What kinds of barriers are preventing them? Education (health literacy)? Lack of public access? Lack of income? Lack of transportation? Lack of health insurance? Misaligned public funding or policy? Geography or environment? Cultural traditions or behaviors? Other social determinants of health? These inequities may not be apparent to you until you are well into logging your hours but you should be vigilant and looking out for these gaps in your community services and resources and other health determinants throughout your field experience.
C1. Data to Support Inequity/Disparity- A health disparity is the statistical manifestation of these health inequities. As defined by the National Institutes of Health (NIH), “Health disparities are differences in the incidence, prevalence, mortality, and burden of diseases and other adverse health conditions that exist among specific population groups in the United States.”
C2. Primary Community and Prevention Resources- discuss in detail the primary community and prevention resources currently in place to address the health concern.
C3. Underlying Causes- discuss the underlying causes of the health concern.
D. Evidence-Based Practice (see Lesson 4 in your COS)
D1. Identification of Data- use data from the local, state, and national level.
E1. Social Media Campaign Objective- The diagnosis is the biggest gap you found in your community in relation to your topic. Where is your community missing the mark? The outcome/goal is the overall goal for your plan (i.e. In five years the rate of _____ will be reduced by______). You can use HP 2020 to help facilitate this goal.
E2. Social Marketing Interventions – Lesson 5.2 in your COS is a great place to read about social media campaign ideas in healthcare- you will need two population focused interventions.
· Hold online Webinars
· Blogs, YouTube, Twitter, Facebook, Fickr
· Promote social media campaign contests
· Create an E-card campaign
· Examples:
· https://tools.cdc.gov/ecards/
E2a. Rationale- Example: population focused
Webinars and contests help to engage people making them active participants in their own health. These methods facilitate information exchange and feedback. They also provide incentives such as the contest rewards. Must relate to E2 interventions.
E3. Social Media Platforms- Lesson 5.2 in your COS is a great place to read about social media campaign ideas in healthcare
· Online Webinars—FreeConferenceCall.com, Adobe, etc…
· Blogs, YouTube, Twitter, Facebook, Fickr
· E-cards
· Examples:
· https://tools.cdc.gov/ecards/
E3a. Benefits of Social Media Platform- Discuss in detail the benefits of each social media platform you have chosen and how that will be relevant to the preventive topic. (5.1 in COS).
F. Benefit to Target Population- Benefit to Target Population- Clearly describe your target population. You will assess who, among your target population, has a disproportionate impact of the problem. So ask yourself, who among the target population has an especially negative impact as compared to others. Discuss the benefits for that population that you will include in your message. (5.1 Value of Social Media).
G. Best Practices for Social Media- (5.1 Best Social Media Campaigns, 5.2 Social Media Tool Kit)
H1. Stakeholder Roles and Responsibilities- Remember to rely on community partners to help achieve your goal and interventions.
H2. Potential Partnerships- Partnerships are often formed with the same entities that are Key Stakeholders. Example: “…form a partnership with the local healthcare providers such as physician groups or hospitals as they have greatest potential to provide useful input, funding and referrals to the campaign.”
H3. Implementation Timeline- Timeline: One week for initial sharing; attend monthly Board meetings as allowed to the public at least every 6 months, sharing information gathered. Volunteer for service on Boards where the public is allowed.
| Timeline |
| When would you plan on reaching your objectives? When would you plan on doing different nursing interventions? When would you expect results? |
H4. How to Evaluate Effectiveness- Example: After a period of time such as six months or one year we would re-survey using the same format and the same questions as the initial SurveyMonkey (www.surveymonkey.com) with a few adjustments such as “do you use the Community Walking Park” as opposed to “would you use” with a comparable population. Once the data is received it will be analyzed and trends compared.
H4a. Measurable Tools- Measurement example: “… measure the success of this objective by comparing pre-campaign data statistics with post-campaign survey statistics.”
H5. Cost of Implementation- Example: The associated cost for the campaign will be related to salaries for work hours allocated to planning, implementation and evaluation. More specifically work hours such as time spent on meetings, surveys, special events, informational classes and administration of social media content.
I. Reflection on Social Media Marketing- See rubric.
I1. Reflection on Future Nursing Practice- Reflect on how your social media campaign can apply to future nursing practice. How might you use this for future healthcare events? How might you use your campaign for future health promotions? How might it expand in influence and impact nursing in general?
J. See Rubric.
K. See Rubric.
Field hours and time log:
You must have a total of 90 hours.
For unregulated states: You will have 45 hours from your L114 or C228 simulation course:
· Sentinel City 40 hours
· Bentonville 5 hours
| If you are a California student: CONTACT your clinical instructor to discuss field hour requirements – you will have 25 hours from your L114 or C228. For C229 you are required to complete an additional 65 hours. |
Getting started – you may log as follows:
Windshield survey/community assessment (see COS sections 1-4 to find the links for the worksheets and information about how to do this for your county) – 5 hours.
Once you have developed your 10 or so open ended interview questions:
Small group discussions – for general community members (i.e. parents, coworkers, friends/family, neighbors, and the homeless) – accumulate a max of 5 hours (to assess for behaviors/attitudes within the community). You will need one person to agree to serve as the contact person for those hours on your time log.
The remainder of your well-rounded field experience –the focus of the fieldwork should be how local professionals, individuals, agencies/experts are impacting groups/populations of people – 35 hours.
