CHN 3rd year 1st sem-FINALS

AGGREGATE OF PEOPLE

Demographic data such as age, gender, population

size, occupation, education, etc.

Example: Number of children under 5, pregnant

women, elderly people.

PLACE

Geographic and environmental characteristics of

the area.

Example: Availability of clean water, sanitation,

location of health centers.

SOCIAL SYSTEM

Institutions and resources that influence the health of the community. Example: Schools, churches, NGOs, barangay organizations, or government services.

COMPREHENSIVE NEEDS ASSESSMENT

• Collects data about all aspects of the community.
• Useful when the community is being assessed for the first time.
• Time-consuming but provides complete information.
• Also used for periodic evaluation of health programs.
Example: Assessing an entire barangay’s health conditions — sanitation, nutrition, maternal health, and immunization coverage.

PROBLEM-ORIENTED ASSESSMENT

• Focuses on a specific health problem or issue.
• The nurse already knows the community from previous assessments.
• Collects information related to a target group or specific concern.
Example: If malnutrition is identified as a problem, the nurse studies the feeding and dietary patterns of children aged 0–5 years.

PRIMARY DATA SOURCES

• New data collected directly by the nurse from the community.
Example: The nurse observes stagnant water around homes (Observation) and interviews mothers about their child’s nutrition (Interview).

SECONDARY DATA SOURCES

• Existing data already collected by others.
• Gives a background picture before doing fieldwork.
• Provides a picture of what is already known about the population under study, which may assist in collecting primary data.

PURPOSE OF PRESENTING DATA

• To inform the health team and community about their health situation.
• To make people appreciate the importance of health data.
• To encourage participation and community involvement.
• To validate findings (check if data is accurate).
• To allow different perspectives in analyzing results.
• To serve as a basis for planning and decision-making.

IDENTIFY & ENGAGE STAKEHOLDERS

• The nurse and assessment team identify people or groups who will take part in the study.
• Decide which population will be included — the whole community or a specific group.
may include: barangay officials, health workers, teachers, parents, youth leaders, religious leaders, etc.

Example: The nurse decides to focus on pregnant women in Barangay San Jose to assess maternal health services.

DEFINE THE COMMUNITY

• Clearly describe what kind of community is being assessed — rural or urban, and its characteristics.
• Understand environmental, social, and economic conditions that affect health.
Example:
• If rural → issue may be poor sanitation and lack of toilets.
• If urban → issue may be overcrowding or poor waste management.

COLLECT & ANALYZE DATA

• Decide what data are needed (e.g., disease cases, sanitation, population size).
• Identify if data are primary or secondary.
• Assess data based on timeliness, completeness, accuracy, relevance, and adequacy.
• After collecting data, analyze by grouping related information and identifying significant trends or urgent problems.

Example:
• Collect dengue case records (secondary) + conduct house-to-house surveys for mosquito breeding sites (primary).
• Analyze if dengue cases increase during rainy season and identify the most affected areas.

SELECT PRIORITY COMMUNITY HEALTH ISSUES

• Choose the most important and urgent health problems.
• Consider:

• Severity

• Community awareness

• Feasibility & cost

• Available resources/manpower

Example: The team identifies malnutrition among preschoolers as the top priority because it affects many children and can be improved with feeding programs.

DOCUMENT AND COMMUNICATE

• Present findings and priorities to the community and health team.
• Use assemblies/meetings to share data and plans.
• Encourage members to participate in identifying solutions.

Example: In a barangay assembly, the nurse presents graphs showing high underweight rates and discusses feeding program options.

PLAN IMPROVEMENT STRATEGIES

• The community and health team develop strategies to address identified problems.
• Plans must be specific, realistic, and achievable.

Example (for malnutrition):
• Weekly feeding program
• Nutrition education
• Coordination with council for food funding

IMPLEMENT IMPROVEMENT PLANS

• Carry out the plan with community participation.
• The nurse facilitates, but residents must actively participate.

Example: Health workers and parents cook for the feeding program; the nurse monitors weight weekly.

EVALUATE PROGRESS

• Check if objectives were met and activities done as planned.
• Review use of resources (time, money, facilities).
• Identify successes and areas to improve.

Example: After 3 months, children’s weights are reassessed. If rates improved → program successful; if not → adjust strategies.

COMMUNITY DIAGNOSIS

DEFINITION

• Process of determining a community’s health status and influencing factors.
• Involves quantitative + qualitative data gathering and analysis.
• Helps identify problems and guide community action.

PURPOSE

• Understand health conditions.
• Identify problems and resources.
• Motivate community action.

ROLE OF THE HEALTH WORKER

Makes judgments about:
• Health status
• Available resources
• Community’s ability to act (health action potential)

Encourages community organizing to increase participation.

Example: Many children are underweight → community diagnosis identifies cause (poor diet, low income) → leads to feeding and livelihood programs.

SHUSTER & GEOPPINGER (2004) 3-PART STATEMENT

• Practical format for stating community nursing diagnoses.
• Adapts nursing diagnosis to population groups.

PARTS

1. Health risk or specific problem

2. Specific aggregate or community

3. Related factors (causes/influences)

Example:
Risk for maternal complications leading to maternal mortality among women (community) related to cost and inaccessibility of skilled birth attendance and perception that facility delivery is not necessary.

THE OMAHA SYSTEM

• A research-based, comprehensive classification system for assessing, planning, and evaluating care at individual, family, or community level.
• Public domain (free to use).

3 COMPONENTS

1. Problem Classification Scheme (assessment)

2. Intervention Scheme (planning/action)

3. Problem Rating Scale for Outcomes (results)

PROBLEM CLASSIFICATION SCHEME (CLIENT ASSESSMENT)

• Guides collection, classification, analysis, and communication of needs.
• Organizes problems into four domains:

ENVIRONMENTAL DOMAIN

PSYCHOSOCIAL DOMAIN

PHYSIOLOGICAL DOMAIN

HEALTH-RELATED BEHAVIORS DOMAIN

ENVIRONMENTAL DOMAIN

income, sanitation, residence, safety.

PSYCHOSOCIAL DOMAIN

mental health, communication, spirituality, abuse, parenting, development.

PHYSIOLOGICAL DOMAIN

respiration, circulation, digestion, hydration, pain, consciousness, pregnancy, infections.

HEALTH-RELATED BEHAVIORS DOMAIN

nutrition, physical activity, sleep, family planning, substance use, medication regimen, hygiene.

Actual Problem

LEVELS OF CLASSIFICATION

Malnutrition among preschoolers

Potential Problem

LEVELS OF CLASSIFICATION

Risk for malnutrition due to poverty

Health Promotion

LEVELS OF CLASSIFICATION

Education on balanced diet

SOCIAL DIAGNOSIS

• Represents the impact of health problems on quality of life.
• Focuses on living conditions, opportunities, and well-being.
• Describes social and environmental factors affecting daily life.

COMMON INDICATORS

Drug abuse, teenage pregnancy, illegitimacy, traffic congestion, CICLs, absenteeism, transportation crisis, overcrowding.

Example: High teenage pregnancy + absenteeism → poor health education and lack of youth engagement.

PLANNING COMMUNITY HEALTH INTERVENTIONS

• Logical decision-making process based on assessments and diagnoses.
• Determines priority concerns and actions.
• Involves collaboration between the community and health team.

KEY COMPONENTS

PRIORITY SETTING

FORMULATING GOALS

FORMULATING OBJECTIVES

IDENTIFYING COMMUNITY INTERVENTIONS

PRIORITY SETTING

Based on urgency, severity, number affected, resources, community capacity.

Example: If both malnutrition and dengue exist but dengue cases are rising → dengue becomes priority.

FORMULATING GOALS

Long-term desired outcomes.

Example: Reduce dengue cases in Barangay San Pedro through clean surroundings and proper waste disposal.

FORMULATING OBJECTIVES

Short-term, measurable changes (SMART).

Example: Within 3 months, 90% of households will remove stagnant water containers.

IDENTIFYING COMMUNITY INTERVENTIONS

Specific, realistic, participatory activities.

Example: clean-up drives, awareness campaigns, distribution of mosquito nets.

IMPORTANCE OF COMMUNITY PARTICIPATION

Ensures relevance, shared responsibility, and sustainability.

IMPLEMENTING & EVALUATING COMMUNITY HEALTH

DEFINITION

• Action phase — interventions carried out.
• Most exciting phase as plans become reality.

PURPOSE

1. Address priority health concerns

2. Enhance community capacity

3. Promote collaboration

ROLE OF THE NURSE

• Facilitator, coordinator, educator — not just the doer.
• Encourages participation and sustainability.

EVALUATION OF COMMUNITY HEALTH INTERVENTIONS

DEFINITION

• Final phase; measures effectiveness and participation.

PURPOSE

• Identify what worked and what didn’t
• Improve future programs
• Ensure resources were used efficiently
• Motivate community with positive outcomes