Essay Sample On Community Health Assessment Plan

Introduction

The health needs across diverse ethnic and communities can be easily be established the the community Health Assessessment plan which digs dip into the community health disparities and pose potential ground for sensitization and prevention (Bergstrom et all., 2015). The project deploys different methods which incorporate data collection methods such as interview and shield view survey across the community. Based on the review of secondary material on potential health concerns, the population target can be evaluated with respect to demographical data, statistical data, racial distribution and the health requirements across the county. Based on the information collected, obesity, high blood pressure prevalence, high calorie and fatty diet was noted as well as diabetes and low physical activities in the residents of Charlotte (Pennel et al., 2016). In this light, the risk factors point at the heart disease as the possible health concern across the population. Heart disease is parallelly ranked among the top killer diseases in the county's population (Laymon et al., 2015). Incorporation of the region's demographic data and the identified health risks pointed out some of the common health risks in the population. Therefore, the decision to educate Charlotte residents on heart diseases was driven by high obesity rates, dietary needs, low physical activities, diabetes, and other poor health practices. This project elevates the public knowledge of heart disease, improve education as well as influencing population sensitization and creation of awareness on the health needs of Charlotte's population. The education program anticipates an attendance of 20 people with the education needs ranging from sensitization on high cholesterol, obesity, smoking, diabetes, high blood pressure and routine checkups for improved health service access.

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Evaluation of the Teaching

The teaching process was swift with limited hick ups. The attendance met the anticipated ratios according to the planned minimum of 20 participants per session. The teaching program recorded an overwhelming attendance of 42 people which doubled the minimum amount expected for the program. Participants exhibited enthusiasm to learn marked with 32 people turning up in time with the 10 joining just a few minutes into the training. However, they did not miss much as the last person clocked in just after the conclusion of the introductory speech. The teaching process was sound, organized with lots of questions from both sides. The participation in the teaching was motivating with averagely two thirds of the population noted to actively participate in the discussions while note taking was observed in the entire participant population. However, due to the turn up, there was a need to incorporate a public address system which was initially not planned. To effectively meet the requirements of the education session, information sharing was to be carried out with a keen emphasis on audibility and clarity of the speaker. The initial venue planned for the education program could only accommodate 30 people comfortably and was meant for close interaction and enhanced discussion with the audience. However, there was a change in venue to allow for comfortable interaction, discussion and accommodation of more participants. The change of venue and integration of the public address came in late hence slightly delayed the teaching process. However, everyone seemed to settle in confidently, and the teaching commenced as planned. The main challenge was the issue of a language barrier with few individual exhibiting difficulties in English, that is, both written and spoken. This called for a translator. However, the handouts and the links shared on important information remained uncertainly unhelpful as the evidence for a translator to take them through the handouts and the links was limited. In that light, there was a need to broadly cover the details comprehensively and elaborate on some of the critical details on the links provided just take them on the same page with others. The questionnaires were facilitated orally, by the use of the translator who effectively pointed out efficient delivery of the education information and well-versed understanding of the teaching. The success of the teaching was marked in the with the well answered questionnaires which highlighted even understanding of the learning session across the participants.

Community Response

The turn up was encouraging and above expectations. The community was delighted to take part in the health sensitization program. Some pointed out the need for more sessions in other areas that can influence improvement of their health status and better living conditions. Participation in the discussion and the overall teaching was marvelous. The participants showed the urge to learn more as they posed wide range of questions and actively participated in the entire session. The discussions were livelier and the filled with humor as well as collective efforts in clarification of health concerns, risks, prevention and the associated complications. The passive members engaged themselves through note taking but very few cases were noted. The attention portrayed by the participants indicated the training was a success as no one left before the session ended, limited calls noted and yawning and signs of sleepiness noted. This made the entire session appealing and motivating. The amazing part was the active participation of the four participants with language difficulties. Regardless of relying on the translator, they also engaged him fully through asking and answering questions. Conclusively, the community response was amazing and motivating which led to running out of the stipulated education time with one and half hours.

Strengths and Weaknesses

The methods adopted for the training and resultant impact on the community proved handy with more time used in the discussion and the elaboration of the handouts. The hand outs provided an extra touch on the discussions proving to drive the message home. The discussion plan adopted along with the discussion material and the questionnaires served a significant evaluation of the audience's understanding of the material provided. However, the slight disparities in the language limited the effectiveness of the questionnaires and the hand outs in the evaluation process. This called for the deployment of the oral evaluation program. However, due to unpreparedness, the oral evaluation was not rendered in a standard way as it was randomly rendered to save on time. Poor anticipation for large turn up led to lateness which arose from the shift of venue and incorporation of public address system. This called for future adjustment in the venue, plan for large turn up, and consideration of the language diversity and potential disparities that may arise.

Conclusion

The teaching process on heart diseases took a slow start with late changes in the venue as well as search for translator to incorporate the needs of the participants but ended on a high note. The participants showed interest in more such sessions in other areas that can eliminate possible lifestyle diseases as well as limit the threats of other chronic diseases. the demanding urge to know more and the active participation of the participants made the process a success.

References

Bergstrom, A., Skeen, S., Duc, D. M., Blandon, E. Z., Estabrooks, C., Gustavsson, P., ... & Persson, L. A. (2015). Health system context and implementation of evidence-based practices-development and validation of the Context Assessment for Community Health (COACH) tool for low-and middle-income settings. Implementation Science, 10(1), 120.

Laymon, B., Shah, G., Leep, C. J., Elligers, J. J., & Kumar, V. (2015). The proof's in the partnerships: Are affordable care act and local health department accreditation practices influencing collaborative partnerships in community health assessment and improvement planning?. Journal of Public Health Management and Practice, 21(1), 12-17.

Pennel, C. L., McLeroy, K. R., Burdine, J. N., Matarrita-Cascante, D., & Wang, J. (2016). Community health needs assessment: potential for population health improvement. Population health management, 19(3), 178-186.