NR534A- Informatics & Healthcare Tech

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Week 03: Standardization (Part I)

  •       Week 03 Lecture Video – Healthcare StandardizationURL

ANSI – American National Standards Institute. (2017, Oct.). Dr. John Halamka, Harvard Medical School, on Healthcare Standardization. Youtube.com.

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Week 03 Discussion (200 words)

Question(s) – answer both questions:

  • Where do you see the balance between standardized EHR systems and customized EHR systems? What are the advantages of customization? What are the disadvantages?
  • If you were working to create a policy on standardized terminology and data collection methods for your organization, what would you be sure to include? NR534A- Informatics & Healthcare Tech

Week 04: Standardization (Part II)

Week 04 Discussion (200 words)

Question:

  • How can IT systems be leveraged for care coordination? What are the advantages and disadvantages related to care coordination that might arise from IT health system      implementation?
  • Required Readings
  • Week 04 Lecture Video – EHRs and Usability and Unintended Safety Issues (2.5 min)URL

Pew. (2018, Feb.). Electronic Health Records: Usability and Unintended Safety Issues. Youtube.com.

Identification Of Issue Significant To Nursing Practice II

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Identification Of Issue Significant To Nursing Practice II

DQ1

During your practicum, determine what clinical problem or issue the organization is facing. Discuss two implications for nursing.

 

DQ2

What is the main issue for your organization in addressing a solution to evidence-based nursing practice? Discuss what might be the first step in addressing and resolving this issue. Identification Of Issue Significant To Nursing Practice II

Capstone Project Topic Selection and Approval

 

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

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Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
  2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
  3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  5. Significance of the topic and its implications for nursing practice.
  6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment. Identification Of Issue Significant To Nursing Practice II

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

 Capstone Project: Developing a Question

Recall the components of PICOT from your research course:

(P)  Population of Focus

(I)   Intervention

(C)  Comparison

(O)  Outcome

(T)   Time

 

Identify each of the components in relation to your approved Capstone Project topic.

P: 

I: 

C: 

O: 

T: 

Then, develop a PICOT question/statement.

 

 

 

 

 

Examples of PICOT questions/statements:

  • In adult cardiac surgery patients experiencing post-operative pain (P) immediately following surgery (P), is morphine (I) or fentanyl (C), administered intravenously, more effective in reducing postoperative (T) pain (O)?
  • For immune-compromised patients, 50 years and older (P), does the use of pneumonia vaccine (I) reduce the future risk (T) of pneumonia (O) compared with patients who have not received the vaccine (C)? Identification Of Issue Significant To Nursing Practice II

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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 Complete Contact Information
Student Information GCU
Name:  
E-mail:    
Phone Number:    
Course Faculty Information GCU
Name:  
E-mail:    
Phone Number:    
Practicum Preceptor Information Practice Setting
Name:  
E-mail:    
Phone Number:    

 

 

 

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

  • Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A). Identification Of Issue Significant To Nursing Practice II

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

 

Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1.      Individual Success Plan

2.      Reflection Journal Entry

 1.      List of potential topics for the change proposal
Topic 2 1.      Topic Selection Approval Paper

2.      Reflection Journal Entry

 1.      Search the literature for supporting journal articles

2.      Summary of topic category; community or leadership
Topic 3 1.      PICOT Question Paper

2.      Reflection Journal Entry

 1.      List of objectives
Topic 4 1.      Literature Evaluation Table

2.      Reflection Journal Entry

 1.      List of measurable outcomes
Topic 5 1.      Reflection Journal Entry 1.      Summary of the strategic plan

2.      Midterm Evaluation Tool
Topic 6 1.      Literature Review Table

2.      Reflection Journal Entry

 1.      List of resources
Topic 7 1.      Reflection Journal Entry 1.      Summary of the evaluation plan

2.      Remediation-if required
Topic 8 1.      Benchmark Written Capstone Project Change Proposal

2.      Reflection Journal Entry

  
Topic 9 1.      Reflection Journal Entry 1.      Professional Presentation
Topic 10 1.      Finalized ISP

2.      Scholarly Activity Summary

3.      Benchmark-Reflection Journal Summary

 1.      Summary of presentation

2.      Final Clinical Evaluation Tool

3.      Practice Clinical Evaluation Tool-Agency

4.      Practice Clinical Evaluation Tool-Preceptor

 

 

Application-based Learning Course Assignments List of Current Course Objectives Assignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

 Date

Assignment

Completed
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature
Name:  
Date:  
Preceptor Signature [Upon Initiation of Course]
Name:  
Date:  
Preceptor Signature [Upon Completion of Course]
Name:  
Date:  

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

  1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful. Identification Of Issue Significant To Nursing Practice II

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

  1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients. Identification Of Issue Significant To Nursing Practice II

Evidence-Based Project, Part 3: Critical Appraisal Of Research

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Evidence-Based Project, Part 3: Critical Appraisal Of Research

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers. Evidence-Based Project, Part 3: Critical Appraisal Of Research

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

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In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.

To Prepare:

  • Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
  • Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
  • Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources. Evidence-Based Project, Part 3: Critical Appraisal Of Research

The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research. Evidence-Based Project, Part 3: Critical Appraisal Of Research

 

Case Study

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A middle-aged female presents to the office complaining of strep throat. She states she suddenly developed a sore throat yesterday afternoon, and it has gotten worse since then. During the night she felt like she was chilled and feverish. She denies known recent contact with anyone else who had strep throat, but states she has had strep before and it feels like she has strep now. She takes no medications, but is allergic to penicillin. The physical examination reveals a slender female lying on the examination table. She has a temperature of 101 degrees Fahrenheit, heart rate of 112, respiratory rate of 22, and blood pressure of 96/64. The head, eyes, ears, nose, and throat evaluation is positive for bilateral tonsillar swelling without exudates. Her neck is supple with bilateral, tender, enlarged anterior cervical nodes.

To prepare:

•Review this week’s media presentations and Parts 5–8 of the Buttaro et al. text.

•Reflect on the provided patient information including history and physical exams.

•Think about a differential diagnosis. Consider the role the patient history and physical exam played in your diagnosis.

•Reflect on potential treatment options based on your diagnosis.

POST 1 TO 2 PAGES ON :

Explanation of the differential diagnosis for the patient in the case study that you selected. Describe the role the patient history and physical exam played in the diagnosis. Then, suggest potential treatment options based on your patient diagnosis.

REFERENCES/ MEDIA

Institute for Safe Medication Practices. (n.d.). Retrieved November 28, 2012, from http://www.ismp.org/

Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2013). Primary care: A collaborative practice (4th ed.). St. Louis, MO: Mosby

. ◦Part 5, “Evaluation and Management of Skin Disorders” (pp. 227–312)

◦Part 6, “Evaluation and Management of Eye Disorders” (pp. 313–344)

◦Part 7, “Evaluation and Management of Ear Disorders” (pp. 345–364)

◦Part 8, “Evaluation and Management of Nose Disorders” (pp. 365–384)

Media

•Laureate Education, Inc. (Executive Producer). (2013a). Case studies: Ear disorder. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2013e). Case study: Throat disorder. Baltimore, MD: Author

Application Of Statistics In Health Care

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Application Of Statistics In Health Care

Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. In a 750-1,000 word paper, discuss the significance of statistical application in health care. Include the following: Application Of Statistics In Health Care

  1. Describe the application of statistics in health care. Specifically discuss its significance to quality, safety, health promotion, and leadership.

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  2. Consider your organization or specialty area and how you utilize statistical knowledge. Discuss how you obtain statistical data, how statistical knowledge is used in day-to-day operations and how you apply it or use it in decision making.

Three peer-reviewed, scholarly or professional references are required.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Application Of Statistics In Health Care

Assessing A Healthcare Program/Policy Evaluation

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Assessing A Healthcare Program/Policy Evaluation

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following: Assessing A Healthcare Program/Policy Evaluation

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  • Describe the healthcare program or policy outcomes.
  • How was the success of the program or policy measured?
  • How many people were reached by the program or policy selected?
  • How much of an impact was realized with the program or policy selected?
  • At what point in program implementation was the program or policy evaluation conducted?
  • What data was used to conduct the program or policy evaluation?
  • What specific information on unintended consequences was identified?
  • What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
  • Did the program or policy meet the original intent and objectives? Why or why not?
  • Would you recommend implementing this program or policy in your place of work? Why or why not?
  • Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

Assessing A Healthcare Program/Policy Evaluation

 

Analysis of a Pertinent Healthcare Issue

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Analysis of a Pertinent Healthcare Issue

Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following: Analysis of a Pertinent Healthcare Issue

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  • Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
  • Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.
  • Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples.

Analysis of a Pertinent Healthcare Issue

 

Transcultural Perspectives In Mental Health Nursing

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Transcultural Perspectives In Mental Health Nursing

Read chapter 10 of the class textbook and review the attached PowerPoint presentation.  Once done, develop and post an analysis of the following cases;

1. Stephane, a 15-year-old Haitian refugee who is living at a center for children of refugees has a severe cough and fever. She is curled up in a corner of the community room wrapped in a towel. She looks like she has been crying.  Transcultural Perspectives In Mental Health Nursing

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  1. How can the nurse ensure culturally competent care?

List three priorities for the nurse regarding the cultural values, beliefs, and possible practices that Stephane may have.

2. Jacob is an 87-year-old with bipolar I disorder. He came to the United States from Poland in 1937. He was institutionalized for 2 years in a large mental health facility; currently, he lives in a community mental health center (transitional housing).

a. Identify three questions that would be important to ask Jacob on your first encounter.

b. What is the main health issue for Jacob?

What structures are needed in a community to ensure that Jacob will get the care he needs?  Transcultural Perspectives In Mental Health Nursing

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 10 discussion questions” for grading and in Turnitin to verify originality.   If you don’t post your assignment in any of the required forums you will not get the points.  A minimum of 2 evidence-based references besides the class textbook must be used.  You must post two replies to any of your peers sustained with the proper references and make sure the references are properly quoted in your assignment. A minimum of 800 words is required.  Please make sure to follow the instructions as given. need turnitin prove Transcultural Perspectives In Mental Health Nursing

 

Findings about your local county and state’s health outcomes

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Case Assignment

Utilize the required readings for this module and access http://www.countyhealthrankings.org/ to write a short paper (2-3 pages) addressing the following items in particular:

  1. Describe the  County Health Rankings.
  2. At the County Health Ranking’s Web page, click on the “search by county, state, or      topic” area.
    1. Search for “Orange,       CA” information.
    2. Identify Orange       County, California’s ranking under “Health Behaviors”.
    3. Identify       percentages of 4 health behaviors listed under Orange County.
    4. Search for your       Local County and State where you currently live.
    5. Briefly       summarize findings about your local county and state’s health outcomes       (example: to length of life, quality of life, and health behaviors).
  3. In your own      words, define “risk factors” and provide examples of risk      factors for health behaviors you identified in #2 above. Be sure to cite a      reference even though you used your own words.
  4. Research and      identify another source of data for health behaviors (e.g., national      database or tracking system).

Required Reading

Association of State and Territorial Public Health Nutrition Directors. (2006). Conduct a community assessment: Chapter overview. Accessed from Moving to the Future website: http://www.movingtothefuture.org/story_read.php?sid=d1871c&story_id=157&chapter_id=12&origin1=chapter_contents

Centers for Disease Control and Prevention (CDC). (2014). The behavioral risk factor surveillance system. Retrieved from http://www.cdc.gov/brfss/about/

Glanz, K. (n.d.) Social and behavioral theories. Retrieved from http://www.esourceresearch.org/eSourceBook/SocialandBehavioralTheories/1LearningObjectives/tabid/724/Default.aspx. Also available as pdf at http://www.esourceresearch.org/Portals/0/Uploads/Documents/Public/Glanz_FullChapter.pdf

Glanz, K., Rimer, B.K., & Viswanath, K. (Eds.) (2008). Health behavior and health education: Theory, research, and practice (4th ed.). San Francisco, CA: Jossey-Bass.

Robert Wood Johnson Foundation (2016). County health rankings & roadmaps. Retrieved from http://www.countyhealthrankings.org/

U.S. Department of Health and Human Services, National Cancer Institute, and National Cancer Institute. (2005). Theory at a glance (2nd ed.). Retrieved from http://www.sbccimplementationkits.org/demandrmnch/wp-content/uploads/2014/02/Theory-at-a-Glance-A-Guide-For-Health-Promotion-Practice.pdf

Optional Reading

Center for Disease Control and Prevention (CDC) (2011). Surveillance  of certain health behaviors and conditions among States and selected  local areas—behavioral risk factor surveillance system, United States,  2009. Morbidity and Mortality Weekly Report-Surveillance Summaries, 60(9), 1-250. Retrieved from http://www.cdc.gov/mmwr/pdf/ss/ss6009.pdf

Committee on Health and Behavior: Research, Practice, and Policy, Board on Neuroscience and Behavioral Health (2001). Health and behavior: The interplay between the biological, behavioral, and societal influences (pp. 19-166). Washington, DC: National Academy Press. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/20669491

Committee on Health and Behavior: Research, Practice, and Policy,  Board on Neuroscience and Behavioral Health (2001). Individuals and  families: Models and interventions. Health and behavior: The interplay between the biological, behavioral, and societal influences (pp. 179-221). Washington, DC: National Academy Press. Retrieved from http://books.nap.edu/openbook.php?record_id=9838&page=179

U.S. Public Health Services (2011). Introduction to risk and protective factors. Youth Violence: A Report of Surgeon General [Chapter 4]. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK44293/

World Health Organization (1998). Health promotion glossary.  Geneva, Switzerland: Division of Health Promotion, Education and  Communications, Health Education and Health Promotion Unit. Retrieved  from http://www.who.int/healthpromotion/about/HPG/en/

Findings about your local county and state’s health outcomes

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Case Assignment

Utilize the required readings for this module and access http://www.countyhealthrankings.org/ to write a short paper (2-3 pages) addressing the following items in particular:

  1. Describe the  County Health Rankings.
  2. At the County Health Ranking’s Web page, click on the “search by county, state, or      topic” area.
    1. Search for “Orange,       CA” information.
    2. Identify Orange       County, California’s ranking under “Health Behaviors”.
    3. Identify       percentages of 4 health behaviors listed under Orange County.
    4. Search for your       Local County and State where you currently live.
    5. Briefly       summarize findings about your local county and state’s health outcomes       (example: to length of life, quality of life, and health behaviors).
  3. In your own      words, define “risk factors” and provide examples of risk      factors for health behaviors you identified in #2 above. Be sure to cite a      reference even though you used your own words.
  4. Research and      identify another source of data for health behaviors (e.g., national      database or tracking system).

Required Reading

Association of State and Territorial Public Health Nutrition Directors. (2006). Conduct a community assessment: Chapter overview. Accessed from Moving to the Future website: http://www.movingtothefuture.org/story_read.php?sid=d1871c&story_id=157&chapter_id=12&origin1=chapter_contents

Centers for Disease Control and Prevention (CDC). (2014). The behavioral risk factor surveillance system. Retrieved from http://www.cdc.gov/brfss/about/

Glanz, K. (n.d.) Social and behavioral theories. Retrieved from http://www.esourceresearch.org/eSourceBook/SocialandBehavioralTheories/1LearningObjectives/tabid/724/Default.aspx. Also available as pdf at http://www.esourceresearch.org/Portals/0/Uploads/Documents/Public/Glanz_FullChapter.pdf

Glanz, K., Rimer, B.K., & Viswanath, K. (Eds.) (2008). Health behavior and health education: Theory, research, and practice (4th ed.). San Francisco, CA: Jossey-Bass.

Robert Wood Johnson Foundation (2016). County health rankings & roadmaps. Retrieved from http://www.countyhealthrankings.org/

U.S. Department of Health and Human Services, National Cancer Institute, and National Cancer Institute. (2005). Theory at a glance (2nd ed.). Retrieved from http://www.sbccimplementationkits.org/demandrmnch/wp-content/uploads/2014/02/Theory-at-a-Glance-A-Guide-For-Health-Promotion-Practice.pdf

Optional Reading

Center for Disease Control and Prevention (CDC) (2011). Surveillance  of certain health behaviors and conditions among States and selected  local areas—behavioral risk factor surveillance system, United States,  2009. Morbidity and Mortality Weekly Report-Surveillance Summaries, 60(9), 1-250. Retrieved from http://www.cdc.gov/mmwr/pdf/ss/ss6009.pdf

Committee on Health and Behavior: Research, Practice, and Policy, Board on Neuroscience and Behavioral Health (2001). Health and behavior: The interplay between the biological, behavioral, and societal influences (pp. 19-166). Washington, DC: National Academy Press. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/20669491

Committee on Health and Behavior: Research, Practice, and Policy,  Board on Neuroscience and Behavioral Health (2001). Individuals and  families: Models and interventions. Health and behavior: The interplay between the biological, behavioral, and societal influences (pp. 179-221). Washington, DC: National Academy Press. Retrieved from http://books.nap.edu/openbook.php?record_id=9838&page=179

U.S. Public Health Services (2011). Introduction to risk and protective factors. Youth Violence: A Report of Surgeon General [Chapter 4]. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK44293/

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