PHM 423: Pharmacy Practice Laboratory 2 Community Health Empowerment (CHE) Presentations Student Guidance Document Purpose: Demonstrate effective patient communication skills (verbal and non-verbal), at an appropriate level for a mixed audience consisting of patients, caregivers, and the general public. Communication should be empathetic to a wide spectrum of educational levels and cultural backgrounds. Groups should also be able to elicit feedback, validating understanding of the central message that is communicated. Grading: See ‘CHE Presentation Rubric' (Brightspace→CHE folder) Deadlines: Due date Deliverable(s) Item # 1 Presentation topic selection Item # 2 Finalized slide deck to be submitted Item # 3 Deliver presentation during assigned lab session Instructions Only ONE designated member from the group should submit their topic choices by completing and e-mailing the topic submission form to your section facilitator. All groups MUST submit their finalized slide deck by this date. Details regarding the method of submission will be forthcoming. No changes can be made to the slide deck once submitted. These slides will be used during your actual presentation. All students within the group must be present and involved in the presentation. If you are absent for your presentation, you will receive a '0' for this assignment and an 'INC' course grade. Deliverables: Item # 1 Deadline Guidance Presentation topic Only ONE designated individual from your group should submit topic choices by e- mailing your section facilitator the completed topic submission form (blank form available on Brightspace→CHE folder). Make sure to copy all your group members on the e-mail. With your group, decide on at least THREE topics in order of preference, that are pertinent to the general public within our local community (Greater NYC area). Topics should be narrow in scope, such that it can be adequately covered in 10 minutes. Groups should also identify an appropriate target audience or group, towards which their presentation is geared. Topics cannot be duplicated amongst other groups in a given lab section. Topics should be relevant to patients within an identified area. Groups should access 'Community Healthy Profiles' in a focused area of NYC by accessing the following link: https://www.nyc.gov/site/doh/data/data-publications/profiles.page Developed by AJA; modified by SG 1/24 1 Form Identify relevant topics to present by reviewing the community profile for your target area. For example: Looking at the community profile for Bushwick (Brooklyn), what percentage of residents smoke? How does this compare to the rest of Brooklyn or NYC? Would a smoking cessation presentation focused on non-pharmacological strategies to stop smoking be relevant to residents of Bushwick? Your rationale for a topic selection must stem from data shown through the community health profile. **Additionally your group may choose to include a fourth and fifth topic choice for consideration (not required)* ** Sample Topic If your group is interested in diabetes, the disease state itself would be too large in Submission scope to appropriately discuss in 10 minutes. Instead, consider one aspect of diabetes such as making healthy carbohydrate choices. Your presentation could include how to count carbohydrates and swapping poor choices with healthier alternatives (e.g., white bread with wheat/whole-grain/rye bread). This presentation would be targeted towards patients diagnosed with pre-diabetes or those that have uncontrolled diabetes in a given neighborhood of NYC. Item # 2 Sample Topic Submission Form (see below): FIRST TOPIC CHOICE a. Enter the title of topic choice # 1: Making healthier carbohydrate choices b. Enter the specific audience and region of NYC you want to target with this presentation: Patients diagnosed with pre-diabetes or those that have uncontrolled diabetes in South Crown Heights and Leffert Gardens. c. Provide the rationale/need to present this topic choice to your targeted audience listed above: Based on community census data available, approximately 11% of the adult population in South Crown Heights and Lefferts Gardens are diagnosed with diabetes. Moreover, death rates due to diabetes are higher than citywide rates. Diabetes is also ranked as the 3rd leading cause of death in this area of Brooklyn. Note: do not select this example topic as one of your topic choices Submit finalized presentation slide deck Deadline Guidance All groups MUST submit their finalized slide deck by this date. Details regarding the method of submission will be forthcoming. No changes can be made to the slide deck once submitted. These slides will be used during your actual presentation. Developed by AJA; modified by SG 1/24 2 Sample See below for guidance on developing your slide deck: You must select THREE learning objectives using Bloom's Taxonomy (see 'Guide to Writing Educational Objectives' on Brightspace), and THREE assessment questions (see 'Tips for Writing Quality Exam Questions' on Brightspace). Each of the 3 assessment questions should relate back to one of your 3 learning objectives. These questions will be presented to your audience BOTH before and after your presentation in order to validate your audience's comprehension and retention of your presentation's central message and objectives. Your group should document your audiences' response and collect data to compare aggregate scores of your audience before and after the presentation. You should use the SAME questions both before AND after your presentation. Your group must use a slide deck for your presentation. There is not a minimum or presentation maximum number of slides you must include in your presentation. The content you outline Sample present must be sufficient to adequately convey your topic to your audience while not exceeding the 10-minute time limit (including pre/post assessment questions). Sample slide outline (see below): Slide 1: Title slide with group member names (include course # and date) Slide 2: Three presentation objectives based on Bloom's Taxonomy Slide 3: Pre-assessment questions Slide 4: Describe why this presentation is important/relevant to audience (use this slide to support your rationale for why you chose this topic) Slide 5: What is a carbohydrate? Slide 6: What types of foods contain carbohydrates? Slide 7: Why are carbohydrates important to maintain normal body functions? Slide 8: What can happen if you eat too many carbohydrates? Slide 9: How can you count carbohydrates based on a USFDA Food Label Slide 10: What are some examples of poor carbohydrate choices? Slide 11: What are some healthy alternatives to common carbohydrates readily available to Americans? Slide 12: Summary slide: Review key take-away points related to presentation objectives from Slide # 2 Slide 13: Sample case - Identify how many carbohydrates Mary consumed and decide whether her choices were healthy or poor. Slide 14: Review answers to sample case Slide 15: Post assessment questions (SAME as pre-assessment questions) Slide 16: References using AMA formatting; references must be appropriate, reputable sources of information Slide 17: Questions? Contact information of presenters. At the conclusion of this presentation, the audience should be able to: presentation 1. List negative effects of consuming large portion sizes of unhealthy learning carbohydrate choices on health objectives 2. Distinguish healthy carbohydrate choices from unhealthy options. 3. Calculate total grams of carbohydrates per serving size of a food based on a USFDA food label provided Developed by AJA; modified by SG 1/24 3 Sample pre/post assessment questions Item # 3 Deadline Guidance *Use the ‘Guide to Writing Educational Objectives' to help you formulate objectives These questions must stem from the presentation objectives. You can use Kahoot! or another polling mechanism to assess your audience. General structure should include the stem of the question and four answer choices (multiple choice: a,b,c,d −or- true/false). Also include the correct answer when submitting to your faculty instructor. 1. [Based on objective 1] True or False. Type 2 Diabetes is a negative health consequence of eating excessive portion sizes of unhealthy carbohydrates. a. True, b. False Ans: (a) 2. [Based on objective 2] Which of the following is a healthy alternative to drinking whole milk? a. skim milk, b. vanilla-flavored almond milk, c. buttermilk, d. all the above Ans: (a) 3. [Based on objective 3] Tom eats 1 cup of cereal. If a portion size for a cereal is 2 cups and there are 10 grams of carbohydrates per serving size, how many grams of carbohydrates did Tom eat? a. 10 grams, b. 5 grams, c. 20 grams, d. 15 grams Ans: (b) Deliver presentation during your assigned lab session Week 10 (during your respective lab section) All students that are part of the group MUST be in attendance during the presentation. All students within the group must be involved in the presentation. Work for the presentation should be equitably assigned. You will receive 10 minutes to present, with 5 minutes designated at the end of the presentation for questions from other students and the faculty. Handouts are not required, unless your group feels supplemental materials provided to your audience will strengthen your presentation delivery. One paper copy of the slide deck must be submitted to the faculty on the day of your presentation to be used for grading. Most importantly, feel free to have fun with your presentation. This is geared to a general lay audience, so the more creative you are, the more you will engage your audience and capture their attention. Can you present your information through a game or a skit? Are there props you can use? Whatever you decide to do, it should not detract from the quality and effectiveness of your presentation, but rather add to and support your presentation delivery. Think outside the box! Developed by AJA; modified by SG 1/24 4

Assessment task A reflective log, based on a real-life experience focusing on professional behaviour. This is written in the 1st person. What is the purpose of this assessment? The purpose of this assessment is to facilitate early identification of learning needs and to allow you to understand academic writing.

Describe ONE of your traits or characteristics that have been shaped by nature and nurture. (Not two different traits where one is shaped by nature and the other shaped by nurture) Explain the possible influences that both nature and nurture have on it. How much of this trait do you think is the result of genes and how much is the result of your environment? Explain your reasoning. For example, if you have a sweet tooth, explain its possible origins in your genetics, culture and childhood experiences.

To upload your journal, please click on the assignment name in red at the top of the section The purpose of a reflective journal in NURS 4010 is for the student to have the opportunity to reflect on their work in Sentinel City, community fieldwork if assigned and any written assignments that are required as part of that fieldwork/simulation work. These questions should be answered in each journal entry. You may choose to write your response in a paragraph, or use a bullet list, or you may choose to use this template, but ALL points should be addressed by the student. Your journal entry: hould be divided into three sections, and the journal entry should not be more than a total of 500 words TOTAL. NOTE: Each journal entry must address all items listed. If any item is omitted the student may be asked to incorporate the missing information into the entry before the entry will be considered complete. PARTI . . REFLECTIVE JOURNAL . . What is the first thing that comes to mind about the simulation OR community experience? What went right? What would you do differently? O Does the political climate support this outcome? What are the main nursing interventions for this community? Which one would you attempt to change initially? . How would you evaluate the progress of the community toward this outcome? PART II Why would you do it differently? What is the community story in the simulation or community experience? Is there a community story? What is the focused problem in this simulation or community experience? Is the focused problem easily identified? O What is the desired outcome for the community and its people? Thinking in Action: O O Thinking on Action: O Part III What did you do during the simulation or community experience? What information guided your actions? O O Thinking beyond Action: O What actions did you take? What would you do differently in the same situation? What if I did something else in the situation? What have I learned from the situation?

Name of Community General Appearance of Community (in one sentence) Community Physical Environment Characteristics including: • Boundaries • Area in square feet • Zoning Infrastructure Condition including: Roads Bridges Sidewalks • • Street lights Types of Housing in Community • Condition of housing Signs and Billboards Types of signs and billboards • Condition of signs and billboards Schools and Educational Facilities • K-12 schools Vocational schools Colleges and universities PHYSICAL ASSESSMENT of a COMMUNITY DESCRIPTION OF THE PHYSICAL ENVIRONMENT LIST CHARACTERISTIC OBSERVED IF AN ITEM IS NOT PRESENT IN THE COMMUNITY PLEASE STATE "NOT OBSERVED" City of Brockton, MA The city appears fairly new, the downtown area is very busy and crowded which homeless individuals make up for good amount of it, some old abandoned schools/buildings with ongoing modern architectural constructions. The city is bordered by the followings towns: Avon, Holbrook, Abington, Stoughton, Whitman, East Bridgewater, West Bridgewater and Easton. Area is 21.52 Sq mi/ 55.72 Km2 3 type of zoning: Residential, commercial and industrial business. Most of residential areas roads are in good condition, main roads not so much, though they are under reconstruction/maintenance. Bridges: Not observed. There are sidewalks throughout the city, some are closed for repair. The street lights are in good condition. Different type of housing: Single, duplex, apartment, condo, Co-op, multi family, townhouse. General condition from fair to good condition. There are a lot of newly constructed housings. Commercial and political signs/billboards were observed. Most are located on the west side on the old fair playground which now under construction. There are 24 public and private K-12 schools located in the city. 12 elementary, 8 middle schools and 5 high schools. No Vocational schools observed. 1 Community College (Massasoit Community College) No university./nPlaces of Worship Faith-based community outreach programs Parks and Recreation • Parks eos fall 2023* There is diverse faith based community outreach programs in the city (Churches and temples) The D.W Park has a walking trail. Also served as a green space./nSports fields . Walking trails • Playgrounds • Green spaces Condition of facilities • Stores • Types of stores Indoor Malls • • Strip shopping centers Physical condition of stores • Food Environment •Number, location, density, & proximity of food venues in a defined geographical area, such as full-service grocery stores, convenience stores and corner stores, fast food restaurants, and sit-down restaurants. • Availability of foods in stores, fast food restaurants, other restaurants, and other food take-out venues. • Shelf space allocated to foods within stores in the community. • Pricing and placement of foods within a store or restaurant. • Nutrition information or marketing material with in stores and restaurants. Describe how your observations of the community impact the health of a specific group of community members: children, adolescents, working adults, retired people, frail elders Please choose one group Your answer should not eos fall 2023* The D.W Golf Course. There are multiple playgrounds throughout the city. The facilities are in good condition. There is a vast variety of stores in Brockton. Lots of Corners and convenience stores, single-location retailers, supermarkets, community and warehouse. There are approximately 9 strip shopping centers. 1 indoor mall (Westgate Mall) there is few available rental spaces inside the mall. Physical conditions are good. The vast majority of the stores are fast food stores/restaurant which are located on each geographical sides of the city. There is a growing Cannabis stores thru the city as well. Foods are readily available to customers. Some of the stores have nutritional information, others do not. After my initial physical assessment of the community the specific group that can be impacted by the community is the adolescents:/nexceed 100 words. You will be penalized if this section is longer!

Discuss the key differences between the four major types of quantitative research designs. Use the article you obtained by searching the databses within the library on each design to elaborate your answer. Provide a brief summary of each article, highlighting the appropriateness of the design to the stated purpose of the study. Please use the following articles: Bloomfield. (2019). Quantitative research design. JARNA: the Official Journal of the Australasian Rehabilitation Nurses' Association., 22(2). https://doi- org.fitchburgstate.idm.oclc.org/10.3316/informit.738299924514584 Siedlecki, Sandra L. PhD, RN, APRN-CNS, FAAN. Understanding Descriptive Research Designs and Methods. Clinical Nurse Specialist 34(1):p 8-12, 1/2 2020. | DOI: 10.1097/NUR.0000000000000493 Gupta, S., & Kumar, A. (2020). The mediating role of positive perceptions on coping strategies and psychological well-being among mothers of children with intellectual disabilities. Advances in Mental Health and Intellectual Disabilities, 14(6), 263-272. https://doi.org/10.1108/AMHID-02-2020-0004 Abd-Elsalam, S., Salama, M., Soliman, S., Naguib, A. M., Ibrahim, I. S., Torky, M., ... & Elhendawy, M. (2022). Remdesivir efficacy in COVID-19 treatment: a randomized controlled trial. The American Journal of Tropical Medicine and Hygiene, 106(3), 886. Simons, G., Caplan, J., DiSantostefano, R. L., Veldwijk, J., Englbrecht, M., Bywall, K. S., Kihlbom, U., Raza, K., & Falahee, M. (2022). Systematic review of quantitative preference studies of treatments for rheumatoid arthritis among patients and at-risk populations. Arthritis research & therapy, 24(1), 55. https://doi-org.fitchburgstate.idm.oclc.org/10.1186/s13075-021-02707-4

To upload your journal, please click on the assignment name in red at the top of the section The purpose of a reflective journal in NURS 4010 is for the student to have the opportunity to reflect on their work in Sentinel City, community fieldwork if assigned and any written assignments that are required as part of that fieldwork/simulation work. REFLECTIVE JOURNAL These questions should be answered in each journal entry. You may choose to write your response in a paragraph, or use a bullet list, or you may choose to use this template, but ALL points should be addressed by the student. Your journal entry should be divided into three sections, and the journal entry should not be more than a total of 500 words TOTAL. NOTE: Each journal entry must address all items listed. If any item is omitted the student may be asked to incorporate the missing information into the entry before the entry will be considered complete. PARTI What is the first thing that comes to mind about the simulation OR community experience? What went right? What would you do differently? Why would you do it differently? What is the community story in the simulation or community experience? Is there a community story? What is the focused problem in this simulation or community experience? Is the focused problem easily identified? What is the desired outcome for the community and its people? Does the political climate support this outcome? O What are the main nursing interventions for this community? Which one would you attempt to change initially? O How would you evaluate the progress of the community toward this outcome? PART II Thinking in Action: O Thinking on Action: O What did you do during the simulation or community experience? What information guided your actions? Part III What actions did you take? What would you do differently in the same situation? O Thinking beyond Action: What if I did something else in the situation? What have I learned from the situation?

The purpose of this discussion is for you to demonstrate your ability to find resources that support local families with various needs. This is an important effort as it helps practice your skills in investigating how communities can support families. For this discussion, you will choose a local county (San Diego County) agency/organization and provide information about that agency to your classmates to enable them to build an array of resources that acquaint them with agencies/organizations that are designed to provide important supports to families who have various needs. You may research agencies that best support your family, a family that you are currently working with, or a family you know. You will be able to view your peer's post. Review those posts and do not duplicate a community agency that has already been posted. Instructions For this discussion, you will not be held to the initial post word count, but it should be understood your post will be detailed and informative. You will have the ability to see other's post before you post. Do not duplicate another peer's resource! Format for your resource, must include the following: 1. Name of community agency (Must be in San Diego County or any of the cities located in San Diego County) 2. Address and phone number of the agency 3. Services available to the targeted participant 4. How/Requirements for the participant to access the resources of the agency 5. Hyperlinked URL for Agency home page.

Write a 250-word reflection on the patient encounter that includes: Questions or challenges you faced Considerations for patients seeking complementary and/or alternative medicine, including naturopathic options Would follow up for this patient be appropriate as a face to face or a telehealth visit? Explain your reasoning.

Instructions:- • Topic:- Drug users in skid row • 3 paragraphs, 5 sentences in each paragraph, double spaced times new roman Word limit:- 300-400 At least 2 sources cited APA/nOverview As a future community health professional, you will likely be asked to implement intervention and prevention strategies based on data from research in the field. You will make recommendations and seek resources to support health behavior changes needed within the community. Prompt In this milestone, you will address health behaviors, resources, and strategies. These aspects compose Section IV, Educational Information, of the final project. Specifically the following critical elements must be addressed: IV. Educational Information: In the concluding section of your presentation, you will explain how intervention and prevention strategies can be used to support health behavior changes in the community. Specifically, you should address the following: A. Health Behavior: Based on the data and your research of the issue, what changes in behavior should occur in order to see improvement in the issue? For example, setting specific and measurable weight loss goals could be a behavior change when working to reduce obesity. B. Resources: Describe the resources and health services that are available to support these health behavior changes. In other words, what resources could the community use to support the health behavior changes you identified? C. Strategies: How can key prevention and intervention strategies be used to support the changes in behavior that you identified? For instance, you might explain a prevention strategy such as community education around

Based on Jeb's information, what steps can he take to get back to his health level before he fell? Select all that apply. observed-limps when he walks environmental-professional mover,fell on the stairs Historical-surgery to repair a broken leg and damage to his knee,gained 47 pounds ,worsening stiffness and pain in his left knee and taking over-the-counter pain medicine, but it does not really help Time-sensitive-no longer able to lift heavy objects and needs to take breaks more frequently select all the apply Perform the recommended exercises Change jobs Use crutches when walking Apply for disability Lose weight