The purpose of the assignment: The purpose of this assignment is to utilize the Health
Planning Model to improve aggregate health and to apply the nursing process to the
larger aggregate within a systems framework.
Student approach to assignment: We chose to focus on educating our patients on
various health topics and community resources because we identified this as a need for
them. They voiced that they felt there was a lot of information and resources they would
use if it was available to them. So all our time spent with them was spent on using
various education presentations we prepared. I personally focused more on community
resources, like the presentation I helped put together that gave them options for
affordable childcare and childcare subsidies. I wanted to give them actionable steps. In
our evaluation of the success of our efforts I wanted to track and see how actionable
they’d been able to be with the resources we gave them.
Reason for Inclusion of the Assignment in the Portfolio: I think that this assignment
reflects how nursing goes beyond the hospital doors. It’s a great example of the impact
we can make on people’s lives just by giving out the information we’ve learned in school
and taking the time to hear their needs and gather resources for them. I also think this
assignment reflects the ability to work with an interprofessional team and collaborate to
reach a common goal
Domain 1: Knowledge for Nursing Practice
1. Identify concepts, derived from theories from nursing and other disciplines, which
distinguish the practice of nursing. (Domain 1) (1.1,1.3)
-This paper identifies the concept of the Health Planning Model, which distinguishes the practice of nursing because all of what we do is evidence based, and this paper encompassed us using evidence to determine the needs of a population based on this model.
5. Maintains an awareness of global environmental factors that may influence the
delivery of health care services. (Domain 1) (1.1,1.3)
-The population we addressed in our paper are at the intersection of a lot of different environmental factors that influence the delivery of their healthcare, and this project and our time with them made me very aware of that. They’re all in the drug court program together, over half of them live below the poverty line, some of them didn’t finish their education, some of them didn’t have work or child care to go to work. I was honored to help provide them with resources.
Domain 2, 3: Person-Centered Care, Population Health Descriptor
10. Demonstrates an awareness of cultural preferences and complementary modalities
and their usefulness in promoting health. (Domains 2, 3) (2.2,2.3,2.4,3.4).
-I feel like after working with this population I got to see a lot of examples of cultural preference from pain management to interpretation of our help and resources as useful or as a threat/assuming they were in need. This population was diverse and created a challenge of navigating so many different backgrounds and situations.
12. Establishes and/or utilizes outcome measures to evaluate the effectiveness of care.
(Domain 2,3) (2.2,2.3,2.4,3.4).
-We came up with a survey format to assess the effectiveness of our teaching and patient education materials, and how they gauged their own knowledge differences before and after the presentations and how much of the resources they’d ended up using. Doing this allowed us to measure if we had impacted them with our teaching, which for many of them we had.
Domain 2, 7: Person-Centered Care, Systems Based Practice
19. Provides teaching to patients and/or professionals about health care procedures and
technologies in preparation for and following nursing or medical interventions. (Domains
2, 7) (2.2, 2.3, 2.4,7.1,7.3)
-Our whole project was focused on providing teaching, we each had the opportunity to teach about a health subject, or a psychosocial portion of their needs like childcare or housing opportunities.
Domain 3: Population Health Descriptor
21. Assess the priorities of the community and/or the affected clinical population.
(Domain 3) (3,4).
-Through surveying them we assessed the priorities of this community to be the need for affordable healthcare, childcare, housing, and some basic health literacy education.
22. Demonstrate effective collaboration and mutual accountability with relevant
stakeholders. (Domain 3) (3,4).
-We collaborated with the drug court leaders, and the members of the group on what they wanted to learn about, how they would best receive the materials, and what they were most interested in expanding on. We collaborated with them on how to best spend our time together and took their blood pressure weekly to update their health information.
23. Prioritize patient-focused and/or community action plans that are safe, effective, and
efficient in the context of available resources. (Domain 3) (3,4).
-We made sure that our plan was safe by attending groups with our faculty member, and attending drug court in pairs with faculty or their leadership as well. We made sure the meetings were at the same times as theirs so it was efficient and they were all present to receive the health information.
Domain 3,6: Population Health Descriptor, Interprofessional Partnerships
20. Initiates community partnerships to establish health promotion goals and implements
strategies to meet those goals. (Domains 3, 6) (3,4, 6.3, 6.4)
-We made a partnership with the group leader and came up with goals for them like seeing the doctor at a free clinic, remembering to bring their blood pressure cards to measure, and offering physical copies of our information and resources so they could have an easier time making use of the information.
Domain 4: Scholarship for the Nursing Discipline
25. Applies research-based knowledge from nursing as the basis for culturally sensitive
practice. (Domain 4) (4.2)
-We used the research about the model of our methods, and about our population to make sure we delivered culturally sensitive care.
26. Communicates scholarly findings with colleagues. (Domain 4) (4.2)
-Since this was a collaborative paper, we communicated our findings with each other, but we also communicated our findings with our peers by putting this same information into poster format.
Domain 4, 7: Scholarship for the Nursing Discipline, Systems Based Practice
37. Considers the impact of research outcomes and the effects of health and social
policies, on persons from diverse backgrounds. (Domains 4, 7) (4.2,7.1,7.3)
-Our population definitely had a diverse background, after all any one can become a member of drug court. When it came to the impact of research outcomes, we saw that delivering culturally competent care impacted their attendance and adherence to the program.
Domain 7: Systems Based Practice
4. Recognize the impact of health disparities and social determinants of health on care
outcomes. (Domain 7) (7.1,7.3)
-We saw this especially in one of our members who hadn’t been going to get help from the doctor because of his several bad visits where he was treated poorly, and because he had no insurance, so he was living with a severe burn on his hand instead of going to the doctor. We helped him locate a free clinic to hopefully get help from.
34. Demonstrates evidence of participation in Interprofessional Education (IPE)
activities. (Domain 7) (7.1,7.3)
-We used interprofessional education as we presented and then taught together with their group leader on how to apply this information to their situations and their program.
Domain 8: Informatics and Healthcare Technologies
38. Uses informatics to enhance one’s own knowledge base to provide patient centered
care and support teaching. (Domain 8) (8.1, 8.5)
-We used the data that we gathered from assessing our teaching, and the information we’d gathered about our participants to draw conclusions and make decisions about what could be best for their care/outcomes/psychosocial support.
40. Use evidence-based patient teaching materials, considering health literacy, vision,
hearing, and cultural sensitivity. (Domain 8) (8.1, 8.5)
-In this project we used a variety of teaching materials including PowerPoints, infographics, handouts and online surveys to aid in teaching the evidence-based materials we’d found.