Nursing

Before you Begin
You will upload your time log with your paper (separately)
Be sure to acknowledge sources, use in-text citations and references for content that is quoted, paraphrased, or summarized
You will demonstrate APA professional communication in the content and presentation of your submission
You can receive assistance with APA, professional communication, or citations/references through the writing center. If you would like to schedule an individual appointment, please plan ahead and allow time for scheduling: https://my.wgu.edu/success-centers/writing-center
Grammarly can help with professional communication. Please see this information from the writing center: https://cm.wgu.edu/t5/Writing-Center-Blog/Using-Grammarly-to-Help-With-Proofreading/ba-p/5498

Task 1
Your Name
Western Governors University
Date

 
(A)Time Log Tips

• First column: Include the date of when each activity took place
• Second column: Type of activity
• Third column: For each activity documented on the time log include:
o the full name and title of the contact person (no initials)
o a working phone number or email address
o a full physical address and location
*The contact person should be able to validate your participation in the activity
o Fourth column: Include the number of hours spent on each activity (this should not include drive/preparation time).
o Fifth column: Discuss what you did for the time spent in this activity and how the activity was relevant to your topic

Record a total of 90 hours that meet each of the following requirements:
o 25 assigned simulation activity hours from C228 (this will prepopulate on the timelog).
o 65 student planned activity hours based on the topic found in the “Field Experience Topic List:” Discuss these with your Course Instructor
o Student should add 5 hours for a windshield survey completed in their community

Social Media Campaign

(B) Community Health Nursing Diagnosis Statement
Format:
Increased risk of (identification of health problem or risk) among (affected aggregate or community) related to (etiological to causal statement) as demonstrated by (evidence or support for diagnosis).
Example:
Community Health Nursing Diagnosis: Social Isolation of the Elderly: Increased risk of social isolation among the elderly population of xyz county (your county or city) related to lack of social activities due to the current pandemic as demonstrated by above average depression rates among the elderly.
This statement clearly identifies the population of interest and the problem, but also gives clues to potential experience activities: Would more interactive activities available on social media be a solution? Or are there safe methods for the elderly to attend activities in the community? Is there adequate bus or transportation for the elderly?
Refer to:
o Section 2.1 in your course material for assessment of the primary prevention topic.
(B1) Health Inequity/Disparity
For the section on Health Inequities, you will identify imbalances of service within your community and provide data to support these imbalances or inequities. Think about your general population and populations at risk related to your health concern. For example, from your Field Experience did you identify any vulnerable populations of the community who were at a disadvantage for services? Was insurance, access to services, income, location, lack of understanding contributes to some individuals not receiving higher levels of resources? You will back up your findings with data from your community. The data can include statistics supporting poverty levels, transportation services, insurance or lack of insurance, organizations available to community members, etc.……
Refer to: (for information on health disparity)
o https://www.cdc.gov/nchs/ppt/nchs2010/41_klein.pdf
o National Health Initiatives, Strategies, and Action Plans (Link found in 2.1 in Course Material)
o Clark textbook, page 148 – Health disparity definition
Explore HP2020
• Defining and measuring inequities/disparities
• Social Determinants of Health
(B1a) Primary community and Prevention Resources
In this section you will discuss the significant resources you found in your community during the field experience to support prevention/promotion of the health concern.
Refer to:
o Lesson 2.4 in Course Material
o Stanhope & Lancaster textbook, Chapter 12
(B1b) Underlying Causes
Accurately and logically discuss the underlying causes that contribute to the selected primary health concern. (This may be similar from the information you included in section B1).
Refer to:
o Clark textbook, page 244
(B2) Evidence-Based Practice
Logically and appropriately include evidence-based practice article(s) relevant to the selected primary prevention field experience topic. Look for 1 or more articles that provide evidence for strategies, best practices, or guidelines that have been used to improve the problem within communities
Refer to:
o Resources to help to complete this section can be found in Lesson 4.1 in Course Material.
o Healthy People, click on your topic under Topics & Objectives, then click on Tools & Resources.
o WGU library for peer-reviewed scholarly article(s) concerning your primary prevention topic, (see Stanhope and Lancaster textbook Chapter 10, and Clark textbook Chapter 5)
This is not a section to discuss the reason for the problem in your community. Instead you should discuss the best practices (EBP) for prevention/promotion of the health concern. Discuss and in-text cite and reference scholarly journal article(s) to support the practices for the primary prevention topic.
(B2a) Identification of Data
In this section include relevant data relating to selected field experience topic at the local, state, or national level and discuss your findings. This should include supportive data that your prevention topic is a true problem in your community.
*Prior to developing your social media campaign, we recommend reviewing lesson 5.2 in course material, the CDC Social Media Toolkit, CDCynergy (found in the task overview tab of the assessment page, look at the bottom of task directions) and (Introduction to Program Evaluation for Public Health Programs: A self-Study Guide, lesson 6.2).
Refer to:
o Lesson 2.1 in Course Material for data resources
(C1) Social Media Campaign Objective
The description presents a measurable objective of what you hope to accomplish to improve the health concern for your population using the social media campaign. Refer to the SMART tool in the CDC intervention section: CDCynergy.
Components of the social media campaign objective should include
• improving what,
• for whom (target population)
• by what percent
• in what time frame.
*Information on professional guidelines for using social media in health care can be found in Lesson 5 in Course Material
Refer to:
o Clark textbook, Chapter 11
o CDC Social Media Toolkit
o Stanhope & Lancaster textbook, Chapter 12 (video link found on page 12 in course material)
(C2) Social Marketing Interventions
Provide 2 specific population focused social marketing interventions to aid in meeting your objective in section C1. Describe how each intervention would improve the health message related to the selected field experience topic.
Refer to:
o Stanhope & Lancaster textbook
o CDCynergy Lite
o Lesson 5.2 in Course Material
o Clark textbook, page 276
(C3) Description of Social Media Platform
Describe applications you will use to implement your interventions (e.g. Facebook, Twitter, YouTube, Blogs, Snapchat, Instagram and others) that enable users to create and share content or to participate in social networking (electronic dissemination of ideas).
Refer to:
o Lesson 5 in the Course Material
o CDC Social Media Toolkit.
(C3a) Benefits of Social Media Platform
Discuss how each platform will support preventative healthcare in your target population for your identified health problem.
Refer to:
o Lesson 5.2 in your Course Material
o CDC Social Media Toolkit.
o Clark textbook, Chapter 11
(C4) Benefit to Target Population
You will Discuss how your target population will benefit from the social media campaign. Discuss how your target population would benefit from using social media to receive the health care message.
Refer to:
o CDC Social Media Toolkit.
o CDCynergy Lite
o Clark textbook, page 354
(D) Best Practices for Social Media
Discuss the general principles for best practice in implementing all types of social media tools for healthcare marketing. Look at the key concepts from 5.1 and 5.2 in your course material and refer to the CDC social media toolkit.
Review these resources before beginning the E sections of the task
o Stanhope & Lancaster textbook, page 242
o Clark textbook, Chapter page 15
o CDCynergy Lite
o Lesson 5.2 in Course Material for the link to the Social Media Toolkit
(E1) Stakeholder Roles and Responsibilities
A stakeholder is someone who has an interest in the health problem and whose support is required for the social media campaign to be successful. Stakeholders have a special connection to you and your involvement in the prevention of the health problem Identify the role and responsibilities for each stakeholder
• They are or could be affected by the social media campaign
• They are interested in how the social media campaign will impact them
• They may know what you need to know for the campaign to be successful
• Points of view from community perspective
• Communicates your message (e.g. Advertises your campaign)
Refer to:
o Clark textbook
o and/or https://www.cdc.gov/eval/guide/index.htm
(E2) Potential Public and Private Partnerships
Partners have a working relationship to you and collaborate in an official capacity on the social media campaign. Discuss potential public partnerships relative to implementing your campaign (Public partners are comprised of organizations that are owned and operated by the government and exist to provide services for a community (e.g. law enforcement, healthcare agencies, emergency medical service (EMS), schools). Discuss potential private partnerships relative to implementing your campaign (Private partners is usually composed of organization that are privately owned and not part of the government (e.g. businesses, independently owned institutions, grocery stores).
Partners:
• are interested in fulfilling their role in the campaign and staying informed
• they work together with you to benefit everyone involved
• help to solve problems by seizing opportunity or sharing resources
Refer to:
o Stanhope & Lancaster textbook, Chapter 11
o Clark textbook, Chapter 15, page 357
(E3) Timeline
Discuss in detail the timeline with dates (week 1, week 2, etc.) for implementing the campaign.
Consider benchmarks (time points) from the planning phase to the evaluation phase.
Refer to:
o CDCynergy Lite
(E4) Evaluation
Explain how you will evaluate the effectiveness of meeting your measurable objective for the social media campaign. Include a measurement tool.
Refer to:
o Lesson 6.2 in Course Material
o CDCynergy Lite
o Stanhope & Lancaster textbook, page 270
(E5) Cost of Implementing the Campaign
Discuss the estimated direct/indirect costs of planning, implementing, and evaluating your campaign.
Refer to:
o CDCynergy LITE
(F) Reflection on Social Media Marketing
Reflect on how the community health nurse can use social media marketing to promote healthier populations (provide one or more examples).
Refer to:
o lesson 5.2, examples can be found using the American Public Health: Social Media Website.
o Clark textbook, Chapter 11
(F1) Reflection on Future Nursing Practice
Reflect on how you can apply a social media campaign to your future nursing practice (provide one or more examples).
Refer to:
o lesson 5.2 (video found on page 18 in the course material).
o Clark textbook, Chapter 11