Community Health Projects

NURS 462/3 & 472/3: Nursing Community & Nursing Community Interactions I & II 

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Purpose of the Assignment: The purpose of the community health projects (Healthy People Presentation, Clinical Application Papers 1&2, and CH poster presentation) are to guide the student through the process of a complete community health initiative. First, the student identifies and applies national level key health indicators to a community aggregate. Next, the student builds partnerships with stakeholders and community members and applies the nursing process to promote health and well-being. The final part of the project allows students to experience scholarly dissemination of their original projects. 

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Student Approach to Assignment: My group and I chose to focus on cold-related illnesses in the unhoused population because our data showed how much winter weather increases their health risks. Partnering with People In Need (PIN) Ministry, we handed out winter kits with blankets, socks, and hand warmers while teaching people how to recognize hypothermia, frostbite, and cold-related illnesses. Seeing their appreciation made me realize how small acts can make a big impact. We faced challenges like language barriers and time constraints, but we adapted and reached more people than expected. This experience showed me that nursing isn’t just about hospital care—it’s about meeting people where they are and making health education simple and accessible.

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Reason for Inclusion of the Assignment in the Portfolio: I’m including this project in my portfolio because it was a real-world lesson in teamwork, problem-solving, and advocacy. It taught me the power of community nursing and how important it is to provide practical, easy-to-understand healthcare solutions. This project reinforced my passion for helping people and showed me how much of a difference simple, thoughtful interventions can make.

• Domain 1: Knowledge for Nursing Practice

  • (1) Identify concepts, derived from theories from nursing and other disciplines, which distinguish the practice of nursing.

    • For our community health project, my group and I wanted to make a real difference for the unhoused population. We saw firsthand how environmental factors, especially the cold, put their health at serious risk. That realization pushed us to design an intervention focused on prevention and education. Using what we’ve learned about public health and nursing, we put together an accessible health initiative to help prevent cold-related illnesses like hypothermia and frostbite. By blending nursing theory with practical solutions, we aimed to create something meaningful—something that could truly improve health outcomes for people who need it most.

  • (5) Maintains an awareness of global environmental factors that may influence the delivery of health care services.

    • Our project focused on the real impact of seasonal and environmental changes on public health, especially for those without stable housing. We saw how climate change and extreme weather are making life even harder for the unhoused, increasing their risk of serious health issues. That understanding drove us to prioritize prevention and education. We wanted to make sure our educational materials and supply kits weren’t just informative but also practical—easy to understand, culturally sensitive, and adaptable to different weather conditions. Our goal was to create something that could truly help people stay safe and healthy, no matter the circumstances.

• Domains 1, 2, 3: Patient-Centered Care & Population Health

  • (7) Demonstrates clinical reasoning in making clinical or professional judgments. 

    • Throughout our project, we used clinical reasoning to make thoughtful and informed decisions about how to best educate and support the unhoused population. We began by assessing the community’s needs and identifying key barriers to healthcare, such as limited access to medical services and varying literacy levels. Recognizing these challenges, we adapted our teaching methods to ensure the information was accessible and practical. By analyzing pre- and post-education assessments, we were able to adjust our approach in real time, reinforcing the importance of flexibility and evidence-based decision-making in delivering effective patient education. This experience strengthened my ability to think critically and adapt interventions to meet diverse healthcare needs.

• Domain 2: Person-Centered Care

  • (6) Communicate effectively with individuals.

    • During our intervention at PIN Ministry, we had meaningful conversations with unhoused individuals, making sure they understood how to prevent and manage cold-related illnesses. To keep things clear and engaging, we used simple language, visual aids, and hands-on demonstrations. Since we knew that health literacy levels vary, we made our teaching interactive, using the teach-back method to confirm understanding. This experience really reinforced how vital clear, compassionate communication is in delivering patient-centered care.

• Domains 2, 3: Patient-Centered Care, Population Health

  • (9) Implements nursing care practices as appropriate to provide holistic health care to diverse populations across the lifespan.

    • Our intervention wasn’t just about handing out winter supplies—it was about addressing the bigger picture of health for the unhoused population. We combined physical support (like winter kits) with education on prevention and health literacy, making sure our care went beyond the basics. We also considered mental health, access to resources, and cultural differences, ensuring that our approach was inclusive and met people where they were. This experience reinforced the importance of providing holistic, person-centered care to truly make a difference.

  • (18) Educate individuals and families regarding self-care for health promotion, illness prevention, and illness management.

    • A big part of our project was helping people recognize the early signs of hypothermia, frostbite, and other winter-related conditions. We didn’t just give verbal instructions—we also provided printed materials so they had something to refer back to later. By focusing on prevention, like dressing in layers and spotting warning signs early, we empowered individuals to take control of their health. Seeing people engage with the information and ask questions showed me how impactful education can be in promoting self-care.

• Domain 3, 6: Population Health,  Interprofessional Partnerships

  • (20) Initiates community partnerships to establish health promotion goals and implements strategies to meet those goals.

    • Partnering with People In Need (PIN) Ministry allowed us to reach more people and make a bigger impact. Working with an organization already deeply connected to the community helped us bridge gaps in care and distribute resources more effectively. This experience showed me how vital community partnerships are in public health nursing—real change happens when we collaborate with those who understand the community’s needs firsthand.

• Domain 4: Scholarship for Nursing Practice

  • (25) Applies research-based knowledge from nursing as the basis for culturally sensitive practice.

    • We built our project around evidence-based research to ensure that our education and interventions were not only effective but also meaningful. By focusing on research related to cold-related illnesses, health disparities, and prevention strategies, we were able to provide informed care. At the same time, we made sure our materials were culturally sensitive and accessible to a diverse population, reinforcing the importance of tailoring healthcare to meet the unique needs of every community.

• Domain 5, 6: Quality and Safety, Interprofessional Partnerships

  • (17) Articulate the nurse’s role as a member of the interprofessional team in promoting safety and preventing errors and near misses.

    • Our team worked closely to make sure the education we provided was not only accurate but also meaningful and relevant to the people we were serving. We double-checked information, considered cultural sensitivity, and used different teaching methods to ensure clarity. This experience showed me how important teamwork is in preventing errors—by working together and communicating effectively, we reduced the risk of miscommunication and made sure our intervention truly met the needs of the population.

• Domain 6: Interprofessional Partnerships

  • (31) Articulates the values of the profession and the role of the nurse as a member of the interdisciplinary health care team.

    • This project deepened my understanding of what it means to be a nurse—not just as a caregiver, but as an educator and advocate. Working with PIN Ministry, faculty mentors, and other healthcare professionals showed me how powerful interdisciplinary collaboration can be in improving health outcomes. Seeing the impact of our work firsthand reinforced that nurses play a key role in leading public health initiatives, educating communities, and working alongside other professionals to bridge healthcare gaps and promote equity.

• Domain 7: System-Based Practice

  • (4) Recognize the impact of health disparities and social determinants of health on care outcomes.

    • Working on this project opened my eyes to how deeply social factors impact health. We met individuals facing housing instability, financial struggles, and limited access to healthcare—barriers that made it nearly impossible for them to stay warm, manage chronic conditions, or seek medical help when needed. Seeing these challenges firsthand reinforced my belief that nurses play a crucial role in advocating for health equity. It’s not just about treating symptoms—it’s about pushing for real, accessible solutions that can improve lives.

  • (34) Demonstrates evidence of participation in Interprofessional Education (IPE) activities.

    • This project was a true team effort. We worked closely with PIN Ministry staff, ODU faculty, and fellow nursing students, bringing together different perspectives and expertise to make our intervention as effective as possible. Collaborating with professionals from various backgrounds showed me the power of interprofessional teamwork—when we combine our knowledge and skills, we can create meaningful change and provide better care for those who need it most.

• Domain 8: Informatics & Healthcare Technologies

  • (38) Uses informatics to enhance one’s own knowledge base to provide patient-centered care and support teaching.

    • To make sure our intervention was effective, we collected data through pre- and post-education assessments. Analyzing this information helped us see how well people retained what we taught and where we could improve. It was a powerful reminder that using evidence-based strategies isn’t just a best practice—it’s essential for making a real impact in public health.

  • (40) Use evidence-based patient teaching materials, considering health literacy, vision, hearing, and cultural sensitivity.

    • When creating our educational materials, we focused on making them clear, simple, and visually engaging so that anyone—regardless of their health literacy level—could understand and use the information. This experience showed me just how important it is to tailor health education to diverse groups, ensuring that no one is left behind when it comes to their own well-being.