NURS-FPX4060 Assessment 1 Health Promotion Plan

Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report. As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. See NURS-FPX4060 Assessment 1 Here.

PROFESSIONAL CONTEXT

Many organizations work to better local and global communities’ quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral. This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization of interest.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze health risks and health care needs among distinct populations.
  • Explain how an organization’s work impacts the health and/or safety needs of a local community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Assess the impact of funding sources, policy, and legislation on an organization’s provision of services.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Write clearly and concisely in a logically coherent and appropriate form and style.

Note: Complete the assessments in this course in the order in which they are presented.

PREPARATION

Assume you are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of the work of several nonprofit organizations and government agencies whose work contributes to this effort in some way.

You have particular interest in one of these organizations but would like to know more about how it contributes to public health and safety improvements. In addition, you would like to report the results of your research in a scholarly paper that you could submit for publication. As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity.

Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. Then, choose the organization or agency you are most interested in researching:

• American Heart Association.
• World Heart Federation.
• Peace Corps.
• American Red Cross.
• Habitat for Humanity.
• United Way.
• Doctors Without Borders.
• The Salvation Army.
• United Nations Children’s Fund (UNICEF).
• Federal Emergency Management Agency (FEMA).
• Centers for Disease Control and Prevention (CDC).
• Department of Homeland Security (DHS).

Note: Remember that you can submit all, or a portion of, your draft research paper to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

INSTRUCTIONS

Research your chosen organization and submit a report of your findings.

Document Format and Length

Format your paper using APA style.

• Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
  • A title page and references page. An abstract is not required.
  • A running head on all pages.
  • Appropriate section headings.
• Your paper should comprise 3–5 pages of content plus title and references pages.

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications that support your research findings.

Graded Requirements

The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.

• Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.
  • Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.
• Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.
  • Consider the effects of social, cultural, economic, and physical barriers.
• Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.
  • Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
• Explain how an organization’s work impacts the health and/or safety needs of a local community.
  • Consider how nurses might become involved with the organization.
• Write clearly and concisely in a logically coherent and appropriate form and style.
  • Write with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

ADDITIONAL REQUIREMENTS

Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings. Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

NURS-FPX4060 Assessment 3 Disaster Recovery Plan

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. See NURS-FPX4060 Assessment 2 Here.

Introduction

Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints.

In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase.

Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about:

• Community needs.
• Resources, personnel, budget, and community makeup.
• People accountable for implementation of the disaster recovery plan.
• Healthy People 2020 goals and 2030 objectives.
• A timeline for the recovery effort.

You may also wish to:

• Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
  • Mobilize collaborative partners.
  • Assess community needs.
  • Plan to lessen health disparities and improve access to services.
  • Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
  • Track community progress.
• Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

Instructions

Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.

Complete the following:

1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenarioto understand the Vila Health community.
   • Assess community needs.
   • Consider resources, personnel, budget, and community makeup.
   • Identify the people accountable for implementation of the plan and describe their roles.
   • Focus on specific Healthy People 2020 goals and 2030 objectives.
   • Include a timeline for the recovery effort.
2. Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
   • Mobilize collaborative partners.
   • Assess community needs.
     • Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
     • Include in your plan the equitable allocation of services for the diverse community.
     • Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
     • Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
   • Plan to lessen health disparities and improve access to services.
   • Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
   • Track and trace-map community progress.
     • Use the CDC’s Contract Tracing Resources for Health Departmentsas a template to create your contact tracing.
     • Describe the plan for contact tracing during the disaster and recovery phase.

3. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.

Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

• Title slide.
  • Recovery plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).

Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.

The following resources will help you create and deliver an effective presentation:

• Record a Slide Show With Narration and Slide Timings.
  • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
• Microsoft Office Software.
  • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
• PowerPoint Presentations Library Guide.
  • This library guide provides links to PowerPoint and other presentation software resources.
• SoNHS Professional Presentation Guidelines [PPTX].
  • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:

• Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
  • Consider the interrelationships among these factors.
• Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
  • Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
• Explain how health and governmental policy impact disaster recovery efforts.
  • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
• Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
  • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
  • Include evidence to support your strategies.
• Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
• Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
  • Develop your presentation with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Additional Requirements

Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Analyze health risks and health care needs among distinct populations.
  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Explain how health and governmental policy impact disaster recovery efforts.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

NURS-FPX4060 Assessment 4 Health Promotion Plan Presentation

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions? See NURS-FPX4060 Assessment 3 Here.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Introduction

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face.

You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Instructions

Complete the following:

• Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
• Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
• Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

• Title slide:
  • Health promotion plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).
  • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

• Record a Slide Show With Narration and Slide Timings.
  • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
• Microsoft Office Software.
  • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
• PowerPoint Presentations Library Guide.
  • This library guide provides links to PowerPoint and other presentation software resources.
• SoNHS Professional Presentation Guidelines [PPTX].
  • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

• Present your health promotion plan to your hypothetical audience.
  • Tailor the presentation to the needs of your hypothetical audience.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
• Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Which aspects of the session would you change?
  • How might those changes improve future outcomes?
• Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
  • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
• Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
• Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Present a health promotion plan to a hypothetical individual or a group within a community.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

Effective Interpersonal Communications

Scenario

Nancy Smith is a community nurse who has been assigned to the community where Vila Heath is located. She decides to conduct a community assessment survey and speak to some of the people who live in the community to gain insight into its health and safety needs. She realizes that first impressions mean everything when working with people. She remembers that professional dress is important, so she makes sure that her scrubs are clean and wrinkle free. She combs her hair and sprays her favorite cologne. She gives herself just one more look in the mirror before she leaves her home for the day. Nancy wants her breath to be minty fresh, so starts to chew some spearmint gum and keeps doing so throughout the community assessment.

As you walk through the neighborhood, you encounter the following people who are having a conversation:

• Abe Horowitz, an eighty year old African American male, widower
• Mable Green, a 60 year old Caucasian female, widowed

Nancy approaches them to introduce herself…

Nancy Smith: “Good morning, everyone. I’m Nancy Smith, the new community nurse. I’d like to ask you a few questions.”

Abe & Mable look at one another and wonder what she wants to ask them but agree to speak with her.

Nancy Smith: She turns to Abe, the older gentleman and says: “Pops, do you feel safe living here? I heard that there were gangs in the area.”

Abe replied: “I’m Abe, please call me this. Why do you want to know? I never saw any. I’ve lived in the Vila borough for over 60 years with my wife. She passed away last month. While the community is not what it used to be, I plan on staying here for the rest of my life. So I do not want to cause any trouble.”

Mable: Chimes in “Me too! I…”

Nancy Smith: Cuts Mable off in mid-sentence and tells her- “I was speaking to Abe”. Nancy rolls her eyes in disbelief.

Mable walks away

Nancy Smith: She continues her conversation with Abe. She listens attentively to Abe’s responses to each of the following open-ended questions: “Please tell me more about how the community has changed.” “What do you see as issues that need to be addressed.” “How may I help you?”

At the end of the conversation…

Nancy Smith: “Thank you Abe for taking time to share this with me. Here is my business card with my contact number on it if you want to share anything else. I work at the Vila Health system community nurse center.” She shakes his hand and says “good bye.”

Activity

Please complete the activity below to identify the strengths and pitfalls to avoid during an interview.

QUESTION 1 of 4

What were the strengths of the interview?

Enter your response

QUESTION 2 of 4

What factors may have impeded the interview?

Enter your response

QUESTION 3 of 4

What are 4 key skills that a nurse needs for effective interviewing?

Enter your response

QUESTION 4 of 4

What have you learned from this activity that will improve your interviewing skills?