Looking for someone who has sentinel city simulation available. I need the WHOLE activity completed including pictures

timer Asked: Oct 18th, 2018
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Question Description


Competency 7019.1.1: Epidemiology - The graduate applies principles of epidemiology to the assessment of the healthcare needs of communities.
Competency 7019.1.5: Environmental Health - The graduate assesses the impact of the environment on the health of the community.
Competency 7019.1.8: Cultural Competency - The graduate analyzes social and cultural factors that affect the care of diverse populations.

Task 1: Community Health Simulation


More emphasis is being placed on healthier communities as changes are occurring in the fields of healthcare financing, policy, and focus. One of the primary roles of a community health nurse is to assess the community or population in order to determine its health status in relation to its assets and needs.

In this task, you will engage in a Community Health simulation for a total of 20 hours to gather information about a virtual community. Sentinel City™ Community Health Simulation is a virtual city developed by Healthcare Learning Innovations to represent what you may find in any real United States city. You will be able to take a virtual bus trip and/or walk around the city while observing the environment and people of Sentinel City™. Through your observations, you will gather information to assess potential health issues and risks within this online virtual learning environment.

You will assess different factors that may contribute to or detract from the health and wellness of the community and its citizens. During your trips through the city, you may be asked to describe the people you see and any expected or unexpected findings related to the citizens of Sentinel City™. Your keen observations will be the foundation to successfully completing assignments within your course. The simulation website will automatically log your hours and produce a special report at the end of each session. Be sure to have a notepad to record your observations of Sentinel City™ in preparation for this task.

The link to Sentinel City™ is located in the Community Care and Collaboration section of the Course of Study. Please review the Sentinel City Quick Start Guide, Student Guide, and Troubleshooting and FAQs Guide prior to engaging in the Sentinel City™.

You may also want to download the Demographic Assessment, Neighborhood/Community Safety Inventory, Windshield Survey and Population Health Scavenger Hunt tools located in the attachment section to complete section B of this task.


Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Within Sentinel City™ you will notice a camera icon. Use the camera to take pictures within the simulation. Use the "enter text" feature to add your observations to the pictures. Submit a PDF of your action report from Sentinel City™ that includes the following completed activities from Industrial Heights, Casper Park District, Acer Tech Center, and Nightingale Square:

• Interfaith Church

• Sentinel City School District

• Sentinel City Department of Transportation

• Better Health Clinic

• ABC Daycare

• Sentinel City Affordable Housing Project

• City Hall

• Radio Buzz 96.5FM

• Sentinel City Healthcare System

• Lilly’s

• Joe’s Grocery

• Sentinel City Department of Parks and Recreation

B. Complete a needs-assessment summary to determine the health needs and risks of the virtual community in Sentinel City™ by using eachof the following tools:

Note: These tools can be found either in the web links section or as an attachment to this task.

• Demographics Assessment

• Neighborhood/Community Safety Inventory

• Windshield Survey

• Population Health Scavenger Hunt

Note: The name of each of the four tools should be identified in the needs-assessment summary, along with a brief summary of how each of the four tools were used in the needs assessment.

1. Analyze the collected data using concepts of epidemiology and health determinants.

Note: Refer to these three sections of your COS for additional information: Epidemiology and Environmental Health, Epidemiological Data, and Application of Epidemiology.

C. Formulate a community diagnosis for Sentinel City™ by doing the following:

1. Discuss the three problems for Sentinel City™ based on the Healthy People goals.

2. Discuss community resources (e.g., Sentinel City™ Affordable Housing Project, Better Health Clinic) that are available to address oneof the problems identified in part C1.

3. Identify a primary prevention topic based on the problem you selected in part C2.

Note: See the attached “Approved Activities List” for guidance in formulating your topic.

D. Discuss how you will apply the assessment strategies you have learned from the simulation environment to your community assessment strategies in your community.

E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

F. Demonstrate Professional communication in the content and presentation of your submission.


Unformatted Attachment Preview

Community Health Field Project Activities List The purpose of this field experience is to expose you to the practice of nursing where care interventions are focused on a population as patient. This is different from past courses where you may have worked with a single or limited number of patients. However, it is similar to previous clinical experiences in that you don’t truly understand and appreciate what the nurse does until you are acting as a nurse. In this field experience, we want you to associate with community health professionals in order to learn care from their perspective. For example, you can learn some things from observing a health fair, but can gain a deeper understanding of a community health professional’s role in designing community interventions by interviewing and working with the organizers. Healthy People 2020 Leading Health Indicators/Topic Areas to Choose for Field Experience Access to Health Services Access to: mental health services dental health services health services Promotion of health literacy Examples: mobile clinic, mental health agencies, PCPs, EDs, NAMI, health department, social worker/case manager, EMS, police department, prosecutor, substance abuse treatment facilities, mental health court, schools, government officials, low income clinics, schools, community members, churches Older Adults Promotion of: vaccinations injury prevention prevention of social isolation Examples: those who organize Meals-on-Wheels, conducting home safety surveys, immunization clinics, senior center, PT, OT, PCP/geriatricians, orthopedist, neurologist, ophthalmologist, hospital, home health, assisted living centers, nursing homes, medical supply companies, pharmacist, department of aging, health department, exercise classes directed toward seniors, city/county offices for programs to support making senior homes and public facilities safer Environmental Quality and Physical Environment Promotion of healthy physical environment, including: air quality land quality water quality Examples: Health department, local industries, government officials, school nurse, PCP/pediatrician, pulmonologist, allergist, local university, air quality expert, Sierra Club &/or other environmental groups, American Lung Association-local division, local media sources, radon inspection/removal companies, bicycle-riding programs PAGE 1 KMP1: Community Health Field Project Activities List Injury and Violence Unintentional Injuries Prevention of: workplace injuries pedestrian injury and death Prevention of motor/recreational vehicle related death/injuries: Bicycle ATV Boating Examples: schools, driver’s education, Department of Motor Vehicles, coaches, pediatricians, parents, hospital, Safe Kids Coalition/Council, youth centers, daycares, Health Department - injury prevention program, poison control, police department, fire department, churches, appropriate recreational businesses affiliated with your community (i.e. kayak rental, ATV rental, ski resort), concussion protocols. Are there car seat safety, bicycle safety, seat belt safety, pedestrian safety programs? Hunter safety? Gun safety? Babysitting? Violence Prevention of: domestic violence/intimate partner violence prevention of dating violence prevention of gang violence prevention of community violence bullying/cyber-bullying suicide/depression human/sex trafficking Examples: school counselor, school nurse, GBLT groups, church leaders, youth centers, mental health agencies, PCP, pediatrician, local colleges/universities, military installations/VA centers, NAMI, Health Department, SANE/SAFE programs, domestic violence/sexual assault victim advocates, OB/GYNs, EDs, EMS, crisis shelter, safe houses/shelters, mental health agencies, prosecutor, religious leaders, hair stylists, social workers, United Way, schools, YWCA, Department of Human Services, Boy’s & Girl’s Club, Boy Scouts, Girl Scouts, youth centers. Look for any programs that teach young men/women positive coping behaviors and self-confidence. Look for parenting classes for older children/teenagers that you can audit. Maternal, Infant and Child Health Women’s and Maternal Health Prevention of: unintended pregnancies Examples: school nurse, health teacher, school counselor, Health Department, WIC, Planned Parenthood, OB/GYN, churches, youth centers, March of Dimes, local college/university, pediatricians, United Way, Big Brothers Big Sisters. Are there any other programs/organizations that try to keep youth out of trouble? Promotion of: breastfeeding vaccination Examples: WIC, OB/GYN/midwives, pediatricians, childbirth educators, breastfeeding classes, lactation consultants, baby-friendly hospitals, United Way, breastfeeding vs former breastfeeding vs bottle-feeding mothers, La Leche League leader, other support groups, March of Dimes, breast pump rental companies, local businesses (working nursing mother policies), any public facilities where breastfeeding could occur, government officials regarding breastfeeding-friendly laws. PAGE 2 KMP1: Community Health Field Project Activities List Early and Middle Childhood 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 Examples: Health Department (FICMR, Nurse-Family Partnership, child health), Division of Human/Child Services, daycares, schools (nurses, counselors, teachers), CASA, police department, prosecutor, mental health agencies, churches, EMS, hospitals (post-partum and peds education), crisis child care center, parenting classes, pediatricians, support services for special needs parents Promotion of vaccination Examples: Health department, pediatricians, PCP, school nurse, daycare providers, hospitalmother/baby & peds, community members, pharmacies, Planned Parenthood, senior centers, nursing homes, home health, adult daycare providers, assisted living centers, college/university (dorm living), Emergency Prep coordinator for the county (e.g. H1N1). Mental Health Access to mental health services Prevention of suicide/self-harm Mental illness screening Example: Mental Health Agencies, PCPs, EDs, NAMI, health department, social worker/case manager, EMS, police department, prosecutor, substance abuse treatment facilities, mental health court, schools. Nutrition, Physical Activity, and Obesity Promotion of: achieving mean daily intake of total vegetables physical activity prevention of obesity among children, adolescents, and adults Prevention of food deserts Examples: PCP/pediatricians, community members, daycares, health dept., school nurse, school dietitian/cafeteria director, principal, PE teacher, health teacher, YMCA, parks & rec department, WIC, dietitian, lactation consultant, food banks, churches with food programs, food stamp office, grocery stores, farmer’s market, nursing homes, assisted living, soup kitchen, meals on wheels Oral Health Prevention of: dental caries periodontal diseases Early diagnosis of oral and pharyngeal cancers Oral and facial pain (e.g. dentures, TMJ) PAGE 3 KMP1: Community Health Field Project Activities List Examples: state dental planner, lactation consultant, daycares, dentists, school nurse, pediatricians, family practice physicians, parent’s/community members, businesses (dental insurance) Reproductive and Sexual Health Prevention of: sexually transmitted infections. prevention of HIV/AIDS, including sexual transmission prenatal transmission IV drug use transmission Examples: Health dept., Planned Parenthood, PCP, OB/GYN, pediatrician, health teacher, school nurse, college health center, jails/prison, agencies working with homeless, church clergy, community center, youth center, GLBT groups Social Determinants of Health Disability and Health 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 Social Environment Prevention of homelessness: safe, affordable, and quality housing Examples: Health dept., churches, government officials, police dept., mental health agencies, EMS, emergency dept., department of human services, homeless shelters, homeless coalitions, schools, VA services, low-income clinics, Habitat for Humanity. Focus your efforts on what is being done to keep people in their houses and low-cost housing efforts. Students graduating from high school Access to park and safe sidewalks Cultural acceptance Examples: school nurse, school or community-based meal programs for school-aged children Substance Abuse Responsible alcohol consumption Energy drink abuse Prevention of: IV drug use Prescription drug abuse Illegal drug use Examples: Police department, probation officer, school nurse, school counselor, health department, health teacher, mental health agency/workers, church leaders, local hospitals, PCPs, youth center, prosecutor, drug court, social worker, local college/university, homeless agencies, pharmacies, MADD, transportation services Tobacco Use Prevention of smoking Examples: Health dept., school nurse, health teacher, government officials, PCP/pediatrician, smokers/former smokers/nonsmokers, American Lung Association local division, youth centers, local businesses, churches PAGE 4 KMP1: Community Health Field Project Activities List 1. A community needs to reduce or better yet eliminate access to cigarettes for youth. Here you would explore what the laws are about selling to minors, where cigarettes are sold, how youth are obtaining cigarettes (adults buy them? They use fake ID? They obtain them through the black market?, etc.). Do stores sell “loosies” meaning one cigarette at a time rather than by the pack? This also contributes to youth smoking. Talk with police about enforcement of current laws. What is being done to raise the price of a pack of cigarettes through additional taxes on cigarettes to make buying a pack very expensive and so act as a deterrent to smoking? In New York City, a pack of cigarettes is $12. What is being done to enforce the requirement to provide ID when purchasing cigarettes? 2. A community needs to reduce or eliminate the ability to smoke in public spaces such as restaurants, bars, stores, other employers, public buildings, etc. to further deter people from smoking and make it very difficult to smoke. This would include investigating what is being done in the county to reduce or eliminate smoking in public places outdoors as well as indoors. What are the regulations, what is pending to make the regulations stricter or more encompassing and what is being done to enforce the regulations? What sort of public acceptance is there of these efforts? Are parents allowing children to smoke at home? Are employers allowing youth to smoke at their jobs? What are the schools doing? 3. A community needs to change attitudes and norms to reflect a determination not to be accepting of youth smoking and to actively work against it. Preparedness Promotion of community resilience Preparation for adverse health impacts of chemical, biological, radiological, and nuclear attacks Natural or manmade disaster response Response to emerging and re-emerging infectious diseases Examples: city/county disaster-preparedness drills, Red Cross American Red Cross, Fire Department, Police Department, Health Department, search and rescue, media, meteorologist, local hospitals, mental health agency, schools, churches, nursing homes, home health companies, assisted living centers, medical supply companies, veterinarians (care of pets), mortuaries, grocery and hardware stores, pharmacies, local colleges/universities, water treatment plant, hazmat, sewage treatment plant, the landfill, electric plant, propane distributors, natural gas distribution plant, Community Emergency Response Team director PAGE 5 KMP1: Community Health Field Project Activities List PAGE 6 COMMUNITY ASSESSMENT WINDSHIELD SURVEY Directions: As you “drive” through Sentinel City, write about your impressions of the community. Take notes about the community using the following questions as a guide. You may discover other areas that you want to note. Include your findings in the community description section of your paper. 1 ELEMENT DESCRIPTION: Housing and Commercial Buildings: How old are the houses and buildings in the community? What materials are the homes and buildings constructed from? Are all the houses similar in age and architecture? How would you characterize their differences? Are the houses detached or connected to each other? Are there solar panels? Windmills? Do the houses have space in front or behind them? What is the general condition of the houses and buildings? Are there signs of disrepair (e.g., broken doors or windows, leaks, missing locks)? Are there signs of neighborhood pride, such as well-tended yards? Is there central heating, modern plumbing, air conditioning? Open space: Is the county primarily rural, suburban, urban, or a mix? How much open space is there? What is the quality of the space (i.e., lush green parks or rubble-filled lots)? What is the lot size of the houses, lawns, and flower boxes? Do you see trees on the streets or a green island in the center of the streets? Is the open space public or private? Who uses this space? Boundaries: What signs are there of where neighborhoods begin and end? Are the boundaries natural (a river, a different terrain); physical (a highway, a railroad); or economic (differences in real estate or presence of industrial or commercial units along with residential)? Do the neighborhoods have an identity or a name? Do you see them displayed? Are there unofficial names? “Commons”: What are the neighborhood hangouts (e.g., schoolyard, convenience store, bar, restaurant, park, 24-hour drugstore)? What groups of people tend to gather at these hangouts? At what time do they typically meet? Does the commons area have a sense of territoriality, or is it open to everyone? Transportation: How do people get in and out of the neighborhoods (e.g., car, bus, bike, walking)? Are the streets and roads conducive to good transportation and bicycle use and also to community life? Are there major highways running through the county? Who do these highways 2 serve? How frequently is public transportation available? Are gas stations available? Are there train stations or light rail stations? Service centers: Do you see social agencies, clients, recreation centers, signs of activity at the schools? Are there offices of doctors, dentists, and other such services? Are there parks? Are these parks in use? Stores: Where do residents shop (e.g., shopping centers, neighborhood stores, outdoor markets)? ***Note: The Bodega is currently the only building that you can go into in Sentinel City*** How do they travel? People out and about: If you are traveling during the day, who do you see on the street (e.g., an occasional passerby, a father with a baby)? Do you see anyone you would not expect? Can you spot the purpose of those that you see, such as a door-to-door salesperson or a postal worker? Is the dress of those you see representative or unexpected? What animals do you see (e.g., stray cats, pedigreed pets, watchdogs, birds, wildlife)? Signs of community vibrancy: Is the community alive? How would you decide? Are there signs of arts and cultural expression? Do you see any of the following: street vendors, trash, abandoned cars, political posters, neighborhood-meeting posters, real estate signs, abandoned houses, mixed zoning usage, people tending their yards, sidewalks in good repair, historical places? Race: Are the residents primarily Caucasian, African-American, Asian, of another group, or is the area integrated? Ethnicity: Are there indications of ethnicity—food stores, churches, private schools, information or signs in a language other than English? 3 Religion: Of what religion are the residents? Do you see evidence of heterogeneity or homogeneity? What denominations are the churches, temples, and mosques? Do you see evidence of these religious facilities being used other than on days of worship? Health: Do you see evidence of acute or of chronic diseases or conditions? Do you see evidence of accidents, communicable morbidity diseases, alcoholism, drug addiction, mental illness, etc.? How far it is to the nearest hospital? To the nearest clinic? Politics: Do you see any political campaign posters? Is there a headquarters present? Do you see evidence of a predominant party affiliation? Media: Do you see indications of television use such as satellite dishes? What magazines and newspapers do residents read? What media do you see being sold in the stores? What form of media seems most important to the residents (e.g., radio, television, print, online)? What languages are represented in the various forms of media? Physical environment: Are there indications of an excess of certain types of activities, such as stores that sell alcohol or fast food restaurants? What sorts of billboards are displayed and what do they indicate? Are there many cell phone towers or is cell phone access limited? Adapted from Anderson ET, McFarlane J: Community as client: Application of the nursing process. Philadelphia, J.B. Lippincott. 4 Demographics, Neighborhood/Safety, and Scavenger Hunt Assessment Tools Demographics Assessment 1. Population of Sentinel City _______________ 2. Age Percentage breakdown of population of Sentinel City _______________ 3. Race Percentage breakdown of population of Sentinel City ________________ 4. Median Household Income of Sentinel City _______________ 5. Percentage of Sentinel City residents living below the poverty level ___________________ 6. Population of each of the four neighborhoods: Nightingale Square: _______________ Acer Tech Center: ________________ Casper Park District: ______________ Industrial Heights: ________________ 7. Median Household Income of the four neighborhoods: Nightingale Square: _______________ Acer Tech Center: ________________ Casper Park District: ______________ Industrial Heights: ________________ 8. Percentage of non-insured residents in each of the four neighborhoods: Nightingale Square: _______________ Acer Tech Center: ________________ Casper Park District: ______________ Industrial Heights: ________________ Neighborhood/Safety Assessment 1. Describe any safety hazards seen (i.e. pollution, stray animals, buildings in disrepair, etc.) 2. Summarize data related to drug use in the city. 3. What are the EMS response times? 4. What types of crime are occurring in the area? 5. Is there gang violence? Describe. Scavenger Hunt Describe the services offered by each of the following community resources. Summarize any other pertinent data found at the site: 1. 2. 3. 4. 5. 6. Parks and Recreation Healthcare System-Elderly Services City Hall-Social Services Better Health Clinic (formerly Community Health Center) Soup Kitchen Affordable Housing Project Preview and Print Rubric KLP Task 1 (0118) Select the performance descriptors that you want to include in your printout. You may wish to change your printer settings to “landscape” mode if you have a rubric with many performance columns. NOT EVIDENT APPROACHING COMPETENT COMPETENCE A. SENTINEL An appropriate CITY ACTION action report PDF action report PDF REPORT PDF from Sentinel City from Sentinel City is not provided, or is provided with all is missing the required activities. N/A An appropriate required activities. B. NEEDS- A needs- The needs- The needs- ASSESSMENT assessment assessme ...
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