THE HEALTHY PEOPLE 2020 GOAL IS: C-1 REDUCE THE OVERALL CANCER
DEATH RATE
THE HEALTHY PEOPLE 2020 GOAL IS: C-1 REDUCE THE OVERALL CANCER DEATH
RATETHE HEALTHY PEOPLE 2020 GOAL IS: C-1 REDUCE THE OVERALL CANCER DEATH
RATEPermalink: https:// /the-healthy-peop…ancer-death-rate/THE HEALTHY PEOPLE
2020 GOAL IS: C-1 REDUCE THE OVERALL CANCER DEATH RATEPLEASE REFER TO PAGES
5 & 6 OF ATTACHED DOCUMENT FOR MORE INFORMATION ON THE
POPULATION/COMMUNITY-References: Use credible sources, include: Healthy People
2020, & a minimum of three nursing journals.LAYOUT:1) Heading for section 1: The name
of the vulnerable groupa. Identify your population and discuss social and cultural factors
(e.g. Hispanics, Domestic Abuse, Native Americans). Research your vulnerable population.
Give demographics of community, as compared to national average (include income,
poverty education, example refer to http://www.census.gov).b. Discuss the aspects of
culture that may directly affect health and healthcare, for example, identifying cultural
healers, alternative therapies and religious practices, cultural patterns affecting nursing
care.c. Discuss possible health disparities and barriers found in this community. As well as,
strengths and resources available to your population. (Refer to the web for cultural
considerations about your group. For
example:http://currentnursing.com/nursing_theory/transcultural_nursing.html;
http://currentnursing.com/nursing_theory/transcultural_nursing.html2) Heading for
section 2: Community problems. CANCER (e.g. cancer)a. Stay focused. Just talk about the
problem (e.g. cancer). Research and discuss the prevalence and incidence of your problem,
the known risk factors and treatment goals for the problem.b. Discuss how the problem is
affected by your communities’ culture. Compare the incidence and prevalence of the
problem in your population to the national average.c. Discuss how environment in the
community may contribute to the problem. (Use valid and reliable literature to your
chosen problem).3) Heading for this section 3: Interventions.a. Identify the desired outcome
based on the Healthy People 2020 Leading Indicators/goals (Use the Healthy People
research to your interventions).b. Apply your knowledge of social and cultural factors,
which affect nursing and healthcare across your chosen population, and outline a plan for
interventions based on your findings. Use valid and reliable literature to your chosen
intervention).c. Conclusion The purpose of the Community Health Project is to help
students think deeply about the community in which they live and do service learning.

Students will be able to connect how the environment and determinants of health can
influence vulnerable populations and their health/wellness. The community health project
consists of one project, broken into three parts, each part building on the other. The project
is designed to help students identify, plan and evaluate health problems in a chosen
community or subgroup. Objectives (CO#3, 4, 6, 7)Deliverables (refer to syllabus for due
dates)(1) Windshield Survey (creating an appendix – use template provided) – Group(2)
Written Community Assessment Paper (5 -6 pages) – Individual(3) Community Assessment
(create power point – 15-20 slides) – GroupAt a Glance: Process (Overview of the entire
project)• Collect demographics data using credible resources (national, state, county, and
city Internet) for community assessment: informant interviews, participant observations,
and/or secondary data (e.g. U.S. Census, City of Phoenix sites).• Using Google maps, identify
the zip code or boundary of the area you want to assess.• Collect data from local sources. As
you conduct your assessment and complete the windshield survey tool, the survey with
actual images you have taken with your camera. Record the images as you travel around
with your group.• Research and analyze the data you gained from your observations look
for similarities, differences, and inconsistencies to develop a profile of the community.•
Identify and research a vulnerable population, their unmet needs, resources and unique
characteristic.• Based on your windshield survey observations, research about
communities, vulnerable populations and the determinants of health; students will write a
paper. The paper will outline a plan for a community intervention to improve health and
wellness for members of the community, based on the Healthy People 2020 Goals.• The
project will conclude by the student preparing a PowerPoint report to disseminate the
information to others.Deliverables-at a GlanceI. As a group (windshield survey),students
will first, choose a community to perform a community assessment. Using the provided
template, students will identify various factors, which may affect the health of a community,
including cultural considerations. Secondly, the group will identify potential health
problems and create a plan for addressing the problems, using the Healthy People 2020
goals.1) Deliverable: An appendix (see example: Attachment 1), which describes your
groups impressions from the windshield survey).2) References:Research community
websites, town/city websites, organizations representing the chosen population or
diseases, site sources inside each applicable box. refer to Chapters 8-10.II. Your individual
(written paper assignment), each student chooses oneHealth: Morbidity & Mortality topic
problem &Healthy People Goal, (identified in the windshield survey) to research the
community, culture, health issues and potential community interventions. The community
is the client.1) Deliverable: Five page paper2) References: Use credible sources, include:
Healthy People 2020, & a minimum of three nursing journals.III. As a group (PowerPoint),
students will develop a final group PowerPoint presentation (15–20 slides) about their
chosen community and share their findings in class. This presentation comes at the end of
the course, after you have had time to explore various evolving issues and trends in
population health. Some examples include the need for people to assume more
responsibility for maintaining their own health, Healthy People 2020, epidemiology and the
science of prevention, transitional care and the movement from acute care to wellness.1)
Deliverable: PowerPoint presentation.2) References: Must be included on the slide where

applicable. Part 1: Instructions for Group Projects (3-4 people in a group).A. Windshield
Survey Data gathering.1) Students will perform a windshield survey, which is a simple
“drive-by” assessment of a community to gather general observations about the conditions,
resources and needs that are readily apparent through visual observation. Items needed
include:a) Camera,your group will take a minimum of six pictures that show the
neighborhood through your eyes. (Avoid including pictures of people we might be able to
identify because that would be an invasion of their privacy).Do not take pictures of people
without written consent (easier to leave them out of the picture or submit written consent
at time of presentation).a) A map or layout of the neighborhood/community,b) Windshield
Survey Tool (Appendix format).2) Safetyb) Be careful what time of day you drive or walk a
neighborhood.c) This is a group project; you should not be going alone to any
neighborhood.d) You do not need a car. However, even when walking, it is useful to have
more than one person conducting the windshield survey, because this provides more than
one perspective on the community being observed3) Here are some questions to guide your
windshield survey, though you are not limited to these. You may discover additional places
that help you “see” the neighborhood. As you explore, look for features on the landscape and
think about ways the health centers are part of this neighborhood. Use the Windshield
Survey Tool to jot down your thoughts.a) Where are the boundaries of this community? Are
there additional boundaries within the neighborhood? Is there a particular building that
seems to be the center of the community (e.g. school, church, government building, senior
community center, a park, fire department etc.) Does the architecture or the use of buildings
provide any clues?b) What kinds of services for families are in the neighborhood? Could a
family find everything they need on a day-to-day basis within this neighborhood? (e.g.
grocery stores, health clinics, pharmacy, hospitals, police stations, bus stops, If not, how far
would they have to travel to find such services?c) Does the neighborhood appear safe for
children to play and walk to school? Are there public signs in addition to landscape clues?
Good lights, graffiti, gang signs, bars, sidewalks, sidewalks (for wheel chair accessory?) (for
the first presentation- your windshield survey, just discuss your impressions, but for you
final presentation, back up your impression – but also look at the city website for crime
rates to back up your impressions).d) Are there other organizations, such as Boys and Girls
Clubs, churches, or Head Start centers that might provide activities for children? Do you see
any “safe haven signs?”e) What jobs are available in the neighborhood? Are these jobs likely
to be held by people in the neighborhood or would the employees come from another
neighborhood?f) Interview a member(s) of your population or a healthcare member that
serves your population for the final presentation. You may have opportunities during the
course or during your clinical experience.g) What you jot down in boxes 1-13, should lead
you to take a look at the community as a whole and make assumptions for box 14, which
should help you choose an intervention for box 15. For example, what you see in the
community from boxes 1-13, may lead you to assume the community is affluent with many
resources. Your observations may lead your group to choose the vulnerable population
Hispanics. One member may choose the topic obesity, another diabetes, and a third member
nutrition.h) Then for your individual papers, refer to Healthy People 2020 Goals, to plan
possible community interventions.

http://healthypeople.gov/2020/topicsobjectives2020/default.aspxi) The final PowerPoint
will present a summary of your appendix and individual papers.B. Content Grading Criteria
for Windshield Survey Tool, AKA Appendix• Complete an appendix (see example
attachment 1).• Address all aspects of each section of the survey tool.• main points where
possible citing references where applicable.• In order to demonstrate mastery, students
must be able to overtly show evidence of understanding of the community and the
determinats of health affecting the community.Part II: Instructions for Individual Papers (5
pages max)Your individual (written paper assignment), each student chooses oneHealth:
Morbidity & Mortality topic problem &Healthy People Goal, (identified in the windshield
survey) to research the community, culture, health issues and potential community
interventions. The community is the client.• Deliverable: Five page paper• References: Use
credible sources, include: Healthy People 2020, & a minimum of 3 nursing journals, US
Census and Healthy People 2020.1) Heading for section 1:The name of the vulnerable
groupa. Identify your population and discuss social and cultural factors(e.g. Hispanics,
Domestic Abuse, Native Americans). Research your vulnerable population. Give
demographics of community, as compared to national average (include income, poverty
education, example refer to http://www.census.gov).b. Discuss the aspects of culture that
may directly affect health and healthcare, for example, identifying cultural healers,
alternative therapies and religious practices, cultural patterns affecting nursing care.c.
Discuss possible health disparities and barriers found in this community. As well as,
strengths and resources available to your population. (Refer to the web for cultural
considerations about your group. For
example:http://currentnursing.com/nursing_theory/transcultural_nursing.html;
http://currentnursing.com/nursing_theory/transcultural_nursing.html2) Heading for
section 2: Community problems.(one per student, no duplicates; e.g. diabetes)a. Stay
focused. Just talk about the problem (e.g. diabetes). Research and discuss the prevalence
and incidence of your problem, the known risk factors and treatment goals for the
problem.b. Discuss how the problem is affected by your communities’ culture. Compare the
incidence and prevalence of the problem in your population to the national average.c.
Discuss how environment in the community may contribute to the problem. (Use valid and
reliable literature to your chosen problem).3) Heading for this section 3:Interventions.a.
Identify the desired outcome based on the Healthy People 2020 Leading Indicators/goals
(Use the Healthy People research to your interventions).b. Apply your knowledge of social
and cultural factors, which affect nursing and healthcare across your chosen population,
and outline a plan for interventions based on your findings. Use valid and reliable literature
to your chosen intervention).c. ConclusionPart III:As a group (PowerPoint), students will
develop a final group PowerPoint presentation (15–20 slides) about their chosen
community and share their findings in class. This presentation comes at the end of the
course, after you have had time to explore various evolving issues and trends in population
health. Some examples include the need for people to assume more responsibility for
maintaining their own health, Healthy People 2020, epidemiology and the science of
prevention, transitional care and the movement from acute care to wellness.• Deliverable:
PowerPoint presentation.• References: Must be included on the slide where applicable1) In

this presentation, you will summarize and discuss the community problem identified, the
cultures and the interventions you wrote about in your paper. Titles of your slides should be
as indicated in the underlined:Content Grading Criteria for PowerPoint• Slide 1: Title of
community and Student Names– a picture of your community in the background• Slide 2:
Title of Community with picture of map boundaries• Slide 3 and 4: Demographics of
community (slides 2 max), macro level discussion (Use credible resources and cite where
you obtained the information e.g. U. S. Census, Official City Site).Slide 3o Ethnicity mixo Age
rangeo LanguagesSlide 4o Variety of householdso Poverty Rateso Employment Rateso
Educational Rates• Slide 5-7:Windshield Summary: (slides 3 max). People of the
Community-Summarize your findings from the windshield survey. Use pictures of your
community on this section. (Use the information you learned from the Windshield Survey
Tool for ideas, do not put the appendix into the PowerPoint, do not put all the boxes in the
PowerPoint).• Slides 8- 9: Name of Culture: (slides 2 max). Discuss the aspects of culture
that may directly affect health and healthcare, for example, identifying cultural healers,
alternative therapies and religious practices, cultural patterns affecting nursing care.• Slides
10-18: Identified Interventions: Each student will contribute portions of the information
from their paper. (Do not go over 3 slides per student!).Slide 10: Title of identified problem
(student 1)o Brief and succinct explanation of problem (incidence & prevalence) compared
to National numbersSlide 11: Title: Healthy People 2020 Goals/Leading Health Indicator
(student 1)o Desired outcome/goal – Use bullets be succinct.o Interventions. Describe the
plans you made (be specific)- Use bullets be succinct.Slide 12: Title: Healthy People 2020
Goals/Leading Health Indicator (student 1)o Bullet points methods, strategies, and/or
modalities you would choose to implement your intervention.Slide 13, 14, 15 (student
2)Slide 16, 17, 18 (student 3)• Slides 19-20 Evaluation:o Highlightresources needed and
barriers to achieving goals.• Last slideIn the note page of slide 20, answer the following
question. What changes would you make if you were to repeat the process?Note: Reference,
where applicable should be included in each slide where applicable. Last Slide Provide a
reference list (APA format) for websites and resources used for your project.Note: Speakers
Notes: You can use the note section in any of the slides above to add more information to
demonstrate mastery and application.Note: Do NOT put too much information on each
slide. Attachment 1: AppendixPart I: Windshield Survey Tool1. Boundaries*85031, 85035,
85009, 85019, 85033From North to South: Camelback Rd to Interstate 10From East to
West: 59th Ave. to 35th
Ave.References:http://www.zipmaps.net/Arizona/Maricopa_County/Z_Maryvale.htm 2.
Housing and zoning*References: City, State Web Sites 3. Open spaceEmpty fields with glass
and trashPublic parks and poolsTrain tracks4. Stores and street peoplePrivately owned
storesNo large supermarket chainsMany people pushing grocery carts and riding bicycles5.
TransportationPublic transportationBicyclesWalkingCars 6. Race and ethnicity*Caucasian:
50%African American: 6%Other (Hispanic): 37%Native American: 2%Multiracial: 4%Asian:
1%References:http://places.findthebest.com/l/138661/Maryvale-Phoenix-AZ7. Signs of
decaySeveral empty fieldsUndeveloped housing areasGraffitiHouses with bars on their
windowsLots of trash on the curbsLitter prevalentStrip clubsStray dogs8.
Service/Industrial/RetailTrain tracksCar sales lotsStrip clubsGas station“Mom and Pop”

restaurantsEthnic grocery storesMechanic shops9.
ReligionCatholicBaptistLutheran References: Web sites (cultural health beliefs)10.
Commons/ParksCommunity CenterDepartment of Social SecurityPublic LibraryPublic
poolSenior centerSt Vincent de PaulFamily Service Center 11. Schools, day care,
nurseriesAlhambra High SchoolAmerican Child CareChildren’s CampusLiberty Tradition
Charter
School References:http://americanchildcarecenters.samsbiz.com/ Homehttp://www.dayca
reforchildren1.com/http://www.alhambrahs.org/domain/8 12. Media and politics *13.
Health care ClinicsMaryvale HospitalMaryvale Family Health
Center References:http://www.abrazohealth.com/facilities/maryvale/home.aspxhttp://ma
ryvalefamilyhealthcenter.org/14. Health (morbidity & mortality)1. e.g. obesity2. e.g.
diabetes3. e.g. exercise4. e.g cancerReferences: 15. (Healthy People objective) * # 1NWS-9
Reduce the proportion of adults who are
obeseReferencehttp://healthypeople.gov/2020/topicsobjectives2020/objectiveslist.aspx?t
opicId=2915. (Healthy People objective) * #2Must be based off #2 in box 14Reference:
Healthy People 2020.GovNote: one per problem student15. (Healthy People objective) *
#3Must be based off #3 in box 14Reference: Healthy People 2020.GovNote: one per
problem student15. (Healthy People objective) * #4Must be based off #4 in box
14Reference: Healthy People 2020.GovNote: one per problem student. Mark N/A if your
group does not use this last box.Morbidity, the incidence or prevalence of a disease.
Mortality refers to the incidence of death (number of deaths) in a population. References•
Adapted from Siler (n.d.) Windshield Survey, Accessed December 18, 2013, from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CC
kQFjAA&url=http%3A%2F%2Fmynursingprofessionalportfolio.weebly.com%2Fuploads%2
F8%2F9%2F3%2F3%2F8933086%2Fwindshieldsurvey.docx&ei=R8OxUru4B5fCoASo3IDg
CQ&usg=AFQjCNE5AV_QKYtAiw_rHZcs77Za-I-deQ• Community Assessment, Harkness&
DeMarco, 2012, box 10.1, page 177• Adapted from Duquense University (n.d). Accessed
December 18, 2013, from http://www.duq.edu/about/centers-and-institutes/center-for-
teaching-excellence/teaching-and-learning/service-learning-windshield-surveys• Healthy
People 2020. http://www.healthypeople.gov/2020/topicsobjectives2020• World Health
Organization. http://www.who.int/hia/evidence/doh/en/ Assignment CriteriaContent
(70%) Mastery of curriculum-learning objectives The clarity of (1) purpose, (2) quality of
documentation & (3) ability to focus exclusively on the discussion topic.Organization (15%)
(1) Synthesize and (2) evaluate and generate new ideas or theory, compile evidence). (3)
Organize your thoughts by following the order of the questions.Presentation (15%) Writing
form:(1) Including mechanics, spelling, spoken form; (2) APA format in reference page,(3)
Appearance speech & organization (4) meets criteria..Excellent (5) Good (4) Average (3)
Fair 2) Poor (1)• Addresses all aspects of assignment in sufficient depth (5)• Uses examples
and explanations and s main points with at valid and reliable resources (5)• Uses least 3
nursing journals. (5)• Demonstrates mastery and application of information (5) • Addresses
90% of assignment criteria in sufficient depth (4)• s main points with valid and reliable
resources (4)• Uses at least 2 nursing journals and a minimum of one peer review
references (4)• Demonstrates proficient knowledge of information and includes application

(4) • Addresses 85% of assignment in sufficient depth (3)• Uses examples but doesn’t
examples with valid and reliable resources (3)• Uses at least one nursing journal and a
minimum of two a non-nursing, peer reviewed site, e.g. government sites (3)• Demonstrates
beginner level knowledge of information and includes application (3) • Addresses most
aspects 80% of assignment, although not in expected depth (2)• s some points with at least
one example and explanations, but more opinion than fact, not ed with valid resources.
(2)• Uses a non-nursing, non-peer reviewed site. e.g. www, Wikipedia) explanation
references only (2)• Demonstrates ability to apply information, but mastery of concept is
weak (2) • Does not address most aspects of assignment and/or fails to do so in sufficient
depth (1)• Does not use examples or ing documentation in the paper/documentation (1)•
Fails to include published references ,does not use references, examples, or explanations
(1)• Does not demonstrate mastery or application of information (1)• Sequence of thought
is logical and ideas are well developed all the time; smooth transition between paragraphs.
(5)• All of the time:Contains excellent ing points; the points are clearly made and
developed and move presentation of ideas forward in a logical manner. (5)• All of the time:
Follows the same order of the questions. Stayed focused on the presentation did not go off
target (5) • Most of the time (90%) : Sequence of thought is logical, ideas are well
developed; smooth transition between paragraphs. (4)• Most of the time: Contains excellent
ing points; the points are clearly made and developed and move presentation of ideas
forward in a logical manner. (4)• Most of the time: Follows the same order of the questions.
Stayed focused on the presentation rarely went off target (4)• Usually (85% of the time) the
sequence of thought is logical and ideas are well developed; smooth transition between
most paragraphs or sections(3)• Usually (85% of the time) contains adequate ing points;
the points are clearly made and developed and move presentation of ideas forward in a
logical manner (3)• Did not follow the same order of the questions but they were
appropriately labeled and easy to locate, rarely went off target(3)• Sometimes (80% of the
time) the sequence of thought is logical and ideas are well developed; smooth transition
between some paragraphs or sections (2)• Sometimes (80% of the time) contains ing
points or the points are not clearly made and developed, failing to move presentation of
ideas forward in a logical manner (2)• Responses did not following the same order of the
questions and did not document or speak to them clearly (2) • Rarely is the sequence of
thought logical and ideas well developed; seldom uses smooth transition between
paragraphs (1)• Rarely contains ing points; the points are not clearly made and developed
nor do they move presentation of ideas, forward in a logical manner (1)• Responses did not
following the same order of the questions and had no logical organization (1)Excellent (5)
Good (4) Average (3) Fair( 2) Poor (1)• All of the time: Professional (100%) appearance of
document, tone, word choice and sentence structure. Uses headings, lists and paragraphs to
organize posting (live presentation, professional dress, good voice) (PowerPoint, slides easy
to read, not over crowded with words, succinct and to the point (5)• No errors in spelling,
punctuation, and grammar. (live presentation, clearly understood topic, did not read from
slides) (5)• Cited references in APA format and integrated the reference into the response
(or mentioned nur