Description
As a healthcare administrator in a hospital, you have been asked to contribute to a community health needs assessment (CHNA) for your county. For your contribution, create a slide presentation with a minimum of 10 slides including speaker’s notes describing your analysis of a health need in a county you select and the data related to disease distribution in the management of disease.
HE007: Disease Distribution and Management: Evaluate community health needs and data about disease distribution
to make decisions regarding disease management.
Assessment Rubric
Rubric Criteria
Needs Improvement
Meets Expectations
Exceeds Expectations
Community Health Needs Assessment Presentation
Learning Objective
1.1:
Response does not
describe sociodemographic
characteristics, or the
response is inaccurate or
incomplete.
Response accurately and
thoroughly describes the sociodemographic characteristics (i.e.,
demographic measures, social
and economic factors, the
physical environment, health
behaviors, clinical care, and
health outcomes) in the
community selected.
Learning Objective
1.2:
Describe the
prevalence of
infectious and chronic
diseases in a specific
community.
Response does not
describe the prevalence of
diseases or the response
is inaccurate or describes
fewer than two chronic and
two infectious diseases.
Response accurately describes
the prevalence of two chronic and
two infectious diseases in the
community selected.
Learning Objective
1.3:
Analyze indicators to
measure public
health.
Response does not
analyze or analyzes fewer
than 10 indicators to
measure public health.
Response accurately and
thoroughly analyzes 10 indicators
to measure public health and
justifies its necessity for the
CHNA.
Describe the sociodemographic
characteristics of
specific communities.
© 2020 Walden University
Response demonstrates the
same level of achievement
as “Meets,” plus the
following:
Response accurately
describes additional data
such as insurance status,
community safety, access to
a healthy lifestyle, and
access to healthcare
services.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response accurately
compares and contrasts
indicators based on the data
provided.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
1
Rubric Criteria
Learning Objective
1.4:
Explain how
stakeholders should
be involved to ensure
that community needs
are considered.
Learning Objective
1.5:
Explain the
relationship between
the social
determinants of health
and the burden of
disease.
Learning Objective
1.6:
Use data to make
comparisons about
disease distribution.
© 2020 Walden University
Needs Improvement
Indicators are not
appropriate to measure
public health.
Meets Expectations
Response represents a diverse
mix of socio-economic,
demographic, disease, and
clinical indicators.
Exceeds Expectations
Response includes a logical
rationale on why each
indicator was chosen.
Response does not
explain or vaguely explains
how stakeholders should
be involved to ensure that
the entire spectrum of the
community needs is
considered or includes
fewer than three
stakeholders.
Explanation of the
relationship between social
determinants of health and
the burden of disease is
missing, inaccurate, or
incomplete.
Response accurately and
thoroughly explains how at least
three logical stakeholders that
should be involved to ensure that
the entire spectrum of community
needs is considered.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response clearly explains the
relationships between the social
determinants of health and the
burden of disease.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Description of disease
distribution is missing,
inaccurate, or incomplete.
Response appropriately uses
data to describe disease
distribution, including information
about highest and lowest rates.
Response explains how to
engage the three
stakeholders to get their input
for the CHNA.
Response effectively
correlates social
determinants of health to
health outcomes and health
equity.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response uses data to
compare chlamydia rates
2
Rubric Criteria
Needs Improvement
Meets Expectations
Learning Objective
1.7:
Interpret data to make
inferences about
changes in disease
distribution.
Response does not
describe the data or
describes data but makes
inaccurate or incomplete
inferences about changes
in disease distribution.
Response appropriately analyzes
data to make accurate inferences
about changes in disease
distribution.
Learning Objective
1.8:
Compare disease
distribution at the local
and state level.
Comparison of disease
distribution at the local and
state level is missing,
inaccurate, or incomplete.
Response compares general
disease distribution trends at the
local and state level.
Learning Objective
1.9:
Use data to make
recommendations to
improve health
outcomes.
Recommendations
regarding the deployment
of mobile units for STI
screenings are missing,
incomplete, or not
supported by references to
the data.
Description of disease
distribution
is missing, inaccurate, or
incomplete.
Response makes clear
recommendations regarding the
deployment of mobile units for
STI screenings.
Learning Objective
1.10:
Use data to describe
disease distribution.
© 2020 Walden University
Exceeds Expectations
with three additional
counties.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response accurately
analyzes chlamydia risk
factors and health behaviors.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response includes an
accurate analysis and
comparison of the changes in
STI rates over time utilizing
statistical data at the local,
state, and national level.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response uses data to
thoroughly and accurately
justify the recommendation.
Response appropriately describes Demonstrates the same level
the geographic disease
of achievement as “Meets,”
distribution using visual and
plus the following:
3
Rubric Criteria
Needs Improvement
Meets Expectations
directional geographic references
with no statistics present.
Exceeds Expectations
Response includes specific
statistics to support
Descriptions provided.
Response appropriately describes Demonstrates the same level
prevalence/incidence of diabetes of achievement as “Meets,”
over time.
plus the following:
Learning Objective
1.11:
Analyze data to make
inferences about
changes in disease
distribution.
Response does not
analyze or makes
inaccurate or incomplete
inferences about
prevalence/incidence of
diabetes over time.
Learning Objective
1.12:
Usage of data to compare
disease distribution at
various levels
is missing, inaccurate, or
incomplete.
Response appropriately uses
data to compare disease
distribution at the state and
national level.
Identification of top chronic
diseases
is missing, inaccurate, or
incomplete.
Response accurately identifies
the five most prevalent chronic
diseases among the population in
the state selected for the most
current year.
Use data to compare
disease distribution at
the local, state, and/or
national level.
Learning Objective
1.13:
Identify top chronic
diseases in specific
populations.
© 2020 Walden University
Response accurately
identifies statistics for each
year and any significant or
unexpected changes in the
data.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response uses data to
compare disease distribution
by sex.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response includes a
description of prevalence
rates for the five most
prevalent chronic
conditions.
4
Rubric Criteria
Learning Objective
1.14:
Compare leading
chronic diseases
between the states.
Needs Improvement
Comparison of chronic
diseases between the
states is missing,
incomplete, or inaccurate.
Meets Expectations
Response describes chronicdisease prevalence for the
leading five diseases in the state
selected and Illinois.
Learning Objective
1.15:
Organize data using a
table to compare
leading chronic
diseases between
states.
Table is missing,
incomplete, or inaccurate.
Table accurately displays data
comparing five chronic-disease
indicators for the most current
year available in the state
selected, as well as Illinois,
California, Florida, and Hawaii.
© 2020 Walden University
Exceeds Expectations
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response uses statistics to
accurately analyze chronic
disease prevalence in
Alabama compared to
Illinois.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Table includes a brief
narrative that draws relevant
conclusions regarding the
disease burden as a whole
among the five states.
5
As a healthcare administrator in a hospital, you have been asked to contribute
to a community health needs assessment (CHNA) for your county. For your
contribution, you will create a slide presentation with a minimum of 10 slides
including speaker’s notes describing your analysis of a health need in a
county you select and the data related to disease distribution in the
management of disease.
Your slide presentation should be organized as follows:
1. Cover slide: Introduction
2. Visit the “CHNA Map Gallery (https://sparkmap.org/maproom) to:
i. demographic measures,
ii. social and economic factors,
iii. the physical environment,
iv. health behaviors, and
v. clinical care.
vi. Describe the county you selected based on three
indicators within each of the following five gallery
categories:
vii. Describe two prevalent preventable diseases
and two chronic diseases using the health outcomes
category.
3. Visit the Explore BRFSS Data by Location section of the
website, http://www.cdc.gov/brfss/brfssprevalence/, then
based on your research:
i. Then describe what each indicator measures and
justify its necessity for the CHNA. You should use a
mix of socio-economic, disease, and clinical
indicators. Your speaker’s notes should include 2-3
sentences for each indicator.
ii. Describe 10 indicators to measure public health that
you would use to develop a holistic picture of the
health community you selected.
iii. Explain how three stakeholders should be involved to
ensure the entire spectrum of community needs is
considered.
Note: Detailed instructions for the use of this web tool, titled “Instructions for
BRFSS Prevalence and Trends Data by State” are available in the
Assessment Materials, if needed.
4. Explain the relationship between the social determinants of
health and the burden of disease.
5. Use the most recent data presented in The Robert Wood
Johnson Foundation’s interactive tool for sexually
transmitted infections (STIs)
(https://www.countyhealthrankings.org/app/) and select the
state in which the county you original selected is located.
a. Based on your review of this information, describe the
geographic distribution of chlamydia in the state you
selected. Then describe which county in that state
has the highest rates and which has the lowest?
Examine the trend data for the county you initially
selected and explain what the data tells you about
changes over time in the county’s chlamydia rates.
Finally, describe how chlamydia rates have changed
over time in the state as a whole.
b. Based on the morbidity rates and associated coloring
on the map of the state you selected, explain where
you would deploy a mobile unit for STI screenings
and why the color gradient is significant.
6. Visit the CDC map of “Diagnosed Diabetes
Percentage(https://gis.cdc.gov/grasp/diabetes/DiabetesAtla
s.html) and address the following:
a. Describe the geographic distribution of diabetes in the
United States for the latest year published. Then,
select the state you selected for the latest year
published and describe the distribution of diabetes in
that state.
b. Examine the national maps of diabetes from the past
five years. Describe the changes in diabetes
prevalence/incidence over time in the United States.
c. Explain how the rates of diabetes in the state you
selected compare to the nation as a whole.
7. Use the “BRFSS Prevalence and Trends Data by State”
(http://www.cdc.gov/brfss/brfssprevalence/) tool to address
the following:
a. Describe the five most prevalent chronic diseases
among the population of the state you selected for the
most current year available based on the chronic
health indicators listed.
b. Explain how the rates for the five most prevalent
chronic diseases among the population of the state
you selected for the most current year available
compare to the five most prevalent chronic diseases
in Illinois in the same time period.
c. Create a table comparing five chronic-disease
indicators of your choice for the most current year
available in the state you selected, Illinois, California,
Florida, and Hawaii.
Note: Detailed instructions for the use of this web tool, titled “Instructions for
BRFSS Prevalence and Trends Data by State” are available in the
Assessment Materials, if needed.
8. Summary
9. Resources (i.e. bibliography)
Purchase answer to see full
attachment
to make decisions regarding disease management.
Assessment Rubric
Rubric Criteria
Needs Improvement
Meets Expectations
Exceeds Expectations
Community Health Needs Assessment Presentation
Learning Objective
1.1:
Response does not
describe sociodemographic
characteristics, or the
response is inaccurate or
incomplete.
Response accurately and
thoroughly describes the sociodemographic characteristics (i.e.,
demographic measures, social
and economic factors, the
physical environment, health
behaviors, clinical care, and
health outcomes) in the
community selected.
Learning Objective
1.2:
Describe the
prevalence of
infectious and chronic
diseases in a specific
community.
Response does not
describe the prevalence of
diseases or the response
is inaccurate or describes
fewer than two chronic and
two infectious diseases.
Response accurately describes
the prevalence of two chronic and
two infectious diseases in the
community selected.
Learning Objective
1.3:
Analyze indicators to
measure public
health.
Response does not
analyze or analyzes fewer
than 10 indicators to
measure public health.
Response accurately and
thoroughly analyzes 10 indicators
to measure public health and
justifies its necessity for the
CHNA.
Describe the sociodemographic
characteristics of
specific communities.
© 2020 Walden University
Response demonstrates the
same level of achievement
as “Meets,” plus the
following:
Response accurately
describes additional data
such as insurance status,
community safety, access to
a healthy lifestyle, and
access to healthcare
services.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response accurately
compares and contrasts
indicators based on the data
provided.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
1
Rubric Criteria
Learning Objective
1.4:
Explain how
stakeholders should
be involved to ensure
that community needs
are considered.
Learning Objective
1.5:
Explain the
relationship between
the social
determinants of health
and the burden of
disease.
Learning Objective
1.6:
Use data to make
comparisons about
disease distribution.
© 2020 Walden University
Needs Improvement
Indicators are not
appropriate to measure
public health.
Meets Expectations
Response represents a diverse
mix of socio-economic,
demographic, disease, and
clinical indicators.
Exceeds Expectations
Response includes a logical
rationale on why each
indicator was chosen.
Response does not
explain or vaguely explains
how stakeholders should
be involved to ensure that
the entire spectrum of the
community needs is
considered or includes
fewer than three
stakeholders.
Explanation of the
relationship between social
determinants of health and
the burden of disease is
missing, inaccurate, or
incomplete.
Response accurately and
thoroughly explains how at least
three logical stakeholders that
should be involved to ensure that
the entire spectrum of community
needs is considered.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response clearly explains the
relationships between the social
determinants of health and the
burden of disease.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Description of disease
distribution is missing,
inaccurate, or incomplete.
Response appropriately uses
data to describe disease
distribution, including information
about highest and lowest rates.
Response explains how to
engage the three
stakeholders to get their input
for the CHNA.
Response effectively
correlates social
determinants of health to
health outcomes and health
equity.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response uses data to
compare chlamydia rates
2
Rubric Criteria
Needs Improvement
Meets Expectations
Learning Objective
1.7:
Interpret data to make
inferences about
changes in disease
distribution.
Response does not
describe the data or
describes data but makes
inaccurate or incomplete
inferences about changes
in disease distribution.
Response appropriately analyzes
data to make accurate inferences
about changes in disease
distribution.
Learning Objective
1.8:
Compare disease
distribution at the local
and state level.
Comparison of disease
distribution at the local and
state level is missing,
inaccurate, or incomplete.
Response compares general
disease distribution trends at the
local and state level.
Learning Objective
1.9:
Use data to make
recommendations to
improve health
outcomes.
Recommendations
regarding the deployment
of mobile units for STI
screenings are missing,
incomplete, or not
supported by references to
the data.
Description of disease
distribution
is missing, inaccurate, or
incomplete.
Response makes clear
recommendations regarding the
deployment of mobile units for
STI screenings.
Learning Objective
1.10:
Use data to describe
disease distribution.
© 2020 Walden University
Exceeds Expectations
with three additional
counties.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response accurately
analyzes chlamydia risk
factors and health behaviors.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response includes an
accurate analysis and
comparison of the changes in
STI rates over time utilizing
statistical data at the local,
state, and national level.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response uses data to
thoroughly and accurately
justify the recommendation.
Response appropriately describes Demonstrates the same level
the geographic disease
of achievement as “Meets,”
distribution using visual and
plus the following:
3
Rubric Criteria
Needs Improvement
Meets Expectations
directional geographic references
with no statistics present.
Exceeds Expectations
Response includes specific
statistics to support
Descriptions provided.
Response appropriately describes Demonstrates the same level
prevalence/incidence of diabetes of achievement as “Meets,”
over time.
plus the following:
Learning Objective
1.11:
Analyze data to make
inferences about
changes in disease
distribution.
Response does not
analyze or makes
inaccurate or incomplete
inferences about
prevalence/incidence of
diabetes over time.
Learning Objective
1.12:
Usage of data to compare
disease distribution at
various levels
is missing, inaccurate, or
incomplete.
Response appropriately uses
data to compare disease
distribution at the state and
national level.
Identification of top chronic
diseases
is missing, inaccurate, or
incomplete.
Response accurately identifies
the five most prevalent chronic
diseases among the population in
the state selected for the most
current year.
Use data to compare
disease distribution at
the local, state, and/or
national level.
Learning Objective
1.13:
Identify top chronic
diseases in specific
populations.
© 2020 Walden University
Response accurately
identifies statistics for each
year and any significant or
unexpected changes in the
data.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response uses data to
compare disease distribution
by sex.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response includes a
description of prevalence
rates for the five most
prevalent chronic
conditions.
4
Rubric Criteria
Learning Objective
1.14:
Compare leading
chronic diseases
between the states.
Needs Improvement
Comparison of chronic
diseases between the
states is missing,
incomplete, or inaccurate.
Meets Expectations
Response describes chronicdisease prevalence for the
leading five diseases in the state
selected and Illinois.
Learning Objective
1.15:
Organize data using a
table to compare
leading chronic
diseases between
states.
Table is missing,
incomplete, or inaccurate.
Table accurately displays data
comparing five chronic-disease
indicators for the most current
year available in the state
selected, as well as Illinois,
California, Florida, and Hawaii.
© 2020 Walden University
Exceeds Expectations
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Response uses statistics to
accurately analyze chronic
disease prevalence in
Alabama compared to
Illinois.
Demonstrates the same level
of achievement as “Meets,”
plus the following:
Table includes a brief
narrative that draws relevant
conclusions regarding the
disease burden as a whole
among the five states.
5
As a healthcare administrator in a hospital, you have been asked to contribute
to a community health needs assessment (CHNA) for your county. For your
contribution, you will create a slide presentation with a minimum of 10 slides
including speaker’s notes describing your analysis of a health need in a
county you select and the data related to disease distribution in the
management of disease.
Your slide presentation should be organized as follows:
1. Cover slide: Introduction
2. Visit the “CHNA Map Gallery (https://sparkmap.org/maproom) to:
i. demographic measures,
ii. social and economic factors,
iii. the physical environment,
iv. health behaviors, and
v. clinical care.
vi. Describe the county you selected based on three
indicators within each of the following five gallery
categories:
vii. Describe two prevalent preventable diseases
and two chronic diseases using the health outcomes
category.
3. Visit the Explore BRFSS Data by Location section of the
website, http://www.cdc.gov/brfss/brfssprevalence/, then
based on your research:
i. Then describe what each indicator measures and
justify its necessity for the CHNA. You should use a
mix of socio-economic, disease, and clinical
indicators. Your speaker’s notes should include 2-3
sentences for each indicator.
ii. Describe 10 indicators to measure public health that
you would use to develop a holistic picture of the
health community you selected.
iii. Explain how three stakeholders should be involved to
ensure the entire spectrum of community needs is
considered.
Note: Detailed instructions for the use of this web tool, titled “Instructions for
BRFSS Prevalence and Trends Data by State” are available in the
Assessment Materials, if needed.
4. Explain the relationship between the social determinants of
health and the burden of disease.
5. Use the most recent data presented in The Robert Wood
Johnson Foundation’s interactive tool for sexually
transmitted infections (STIs)
(https://www.countyhealthrankings.org/app/) and select the
state in which the county you original selected is located.
a. Based on your review of this information, describe the
geographic distribution of chlamydia in the state you
selected. Then describe which county in that state
has the highest rates and which has the lowest?
Examine the trend data for the county you initially
selected and explain what the data tells you about
changes over time in the county’s chlamydia rates.
Finally, describe how chlamydia rates have changed
over time in the state as a whole.
b. Based on the morbidity rates and associated coloring
on the map of the state you selected, explain where
you would deploy a mobile unit for STI screenings
and why the color gradient is significant.
6. Visit the CDC map of “Diagnosed Diabetes
Percentage(https://gis.cdc.gov/grasp/diabetes/DiabetesAtla
s.html) and address the following:
a. Describe the geographic distribution of diabetes in the
United States for the latest year published. Then,
select the state you selected for the latest year
published and describe the distribution of diabetes in
that state.
b. Examine the national maps of diabetes from the past
five years. Describe the changes in diabetes
prevalence/incidence over time in the United States.
c. Explain how the rates of diabetes in the state you
selected compare to the nation as a whole.
7. Use the “BRFSS Prevalence and Trends Data by State”
(http://www.cdc.gov/brfss/brfssprevalence/) tool to address
the following:
a. Describe the five most prevalent chronic diseases
among the population of the state you selected for the
most current year available based on the chronic
health indicators listed.
b. Explain how the rates for the five most prevalent
chronic diseases among the population of the state
you selected for the most current year available
compare to the five most prevalent chronic diseases
in Illinois in the same time period.
c. Create a table comparing five chronic-disease
indicators of your choice for the most current year
available in the state you selected, Illinois, California,
Florida, and Hawaii.
Note: Detailed instructions for the use of this web tool, titled “Instructions for
BRFSS Prevalence and Trends Data by State” are available in the
Assessment Materials, if needed.
8. Summary
9. Resources (i.e. bibliography)
Purchase answer to see full
attachment
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