ASP Manual - Appendix H1-H4

ASP YEAR ONE PROJECTS

APPENDIX H-1 WINDSHIELD SURVEY GUIDELINES

This assignment is to conduct a windshield survey (an assessment from your car) of a rural community near you. An assessment form for the windshield survey is provided below. You will also need to conduct online research for census and other data. Briefly summarize and post your findings in the Discussion area.

Download Windshield Survey - Fillable

APPENDIX H-2: REFLECTIVE JOURNALING

Reflective Journaling provides evidence of critical thinking about learning events that happen when Scholars are in the community. Scholars reflect and write about their observations, activities, engagement in continuous learning and improvement in skills and knowledge as a health care provider. Scholars should select a significant learning event and reflectively analyze what that event contributed to in their understanding and preparation to practice in or serve a rural or urban medically underserved community. 

A Scholar’s reflective journaling should draw from learning experiences in the field. One journal entry per semester is required to be concisely written and submitted by each Scholar to Faculty Mentor to include the following: 

  1. Situation: What happened and in what order? Start writing without emotions, reflection or assumptions. This does not have to be a situation that went well or as planned. Write as much as needed. Include role and the outcome. Affect and emotional state: How did the situation impact you? (e.g., how it affected you personally, your emotions, what you felt, positive or negative).
  2. Interpretation about what happened: Why did it happen? What did you learn from the experience? Explain how the learning confirms or contradicts personal prior knowledge, theories, or understanding. Was it different from what you learned in class? Could the situation have been managed differently? What did you do well?
  3. Decision and how practice will be changed: What decisions were made to become a better health care provider? How could this decision impact your future practice? (e.g., what might you change, do differently, and/or do better).

APPENDIX H-3 COMMUNITY ASSESSMENT

Under the guidance of the assigned Faculty Mentor, Scholars select a community in the AHEC Regional Center service area for the project. Each team decides and assigns the roles and responsibilities for each team member. As an example, certain team members may visit the community to collect data whereas other team members conduct electronic data and literature searches (e.g., Census Bureau, peer reviewed journals) and other public health information. 

  • The results of the assessment must be presented in a scholarly summary of publicly available data, and one (or more) current community health needs assessment(s) written in American Psychological Association (APA) format.
  • Scholars in each AHEC Regional Center submit one paper.
  • The Community Assessment Report must be approved in writing and submitted by the Faculty Mentor to via D2L.
  • The Community Assessment Report is due on April 1 (or next working day) of each fiscal year to the Arizona AHEC Program Office, who will distribute the assessment to RHPP Directors and Center Directors and will post the assessment in D2L. 

Team-based reports teach real world skills in collaborating to write, publish, or submit grant proposals, team-based research reports, and business plans. Scholars learn to negotiate team member responsibilities, expectations and attribution. For example, the order of authorship often relates to contribution effort.

Community Assessment Written Report: (15 Pages or less not counting Title Pg., References): 

Title Page (page 1) 

Executive Summary (page 2): this is a one-page abstract that includes how the assessment was conducted (methods), important findings, conclusions and recommendations. 

Suggested Written Report Sections:

  1. Table of Contents
  2. Purpose Statement and Methods
  3. Assessment Data – summarize in tables, explain key findings in the text, cite sources
  4. Description of the Community and Windshield Survey
  5. Community Demographics, Health Status, History, Culture, Community Competence
  6. Physical Environment: examples - air quality (EPA), water quality - city/well, chlorinated, fluorinated, sewage service / septic tanks, garbage pickup
  7. Communication: households without telephone service, internet and/or mail delivery
  8. Economics, Nutrition (e.g., fast food vs grocery stores in the community).
  9. Safety, Transportation: example - households without private transportation.
  10. Electrical Service: example - households without electrical power.
  11. Analysis and Results of Assessment 

• Develop a rural impact profile. Identify the impact of rural on the community and describe the implications for health and health care services.  
• For each subsystem, summarize the important findings and describe the implications for heal    the and health care services in the community 

  1. Conclusion: Scholarly Project Problem Statement – a short statement that the team identifies as a significant problem in the community.

References: List references using APA format on a separate page, footnotes or endnotes.
Tables and graphs: Embed tables in the text or put each table or graph after the references. 

Tips for the paper’s development: Obtaining vital statistics electronically. 

  1. See https://www.azdhs.gov/preparedness/public-health-statistics/index.php.  Look for county vital statistics for the county of the community selected for assessment. List major health indicators. Identify where county health indicators exceed national health averages. What are the health care implications?
  2. See: https://census.gov. Find Arizona census data by county/community. Describe the population’s characteristics for the selected county. What can be inferred about health care needs from general demographic data?

APPENDIX H-4 POSTER GUIDELINES

A poster presentation is a way to communicate research or understanding of a topic in a short and concise format. It usually includes two elements - a poster and a brief (usually no more than 3 minutes) explanation. Poster presentations develop an ability to communicate perceptively (matching explanation to an audience) and concisely, which is an important workplace skill. First year Scholars should plan to analyze and evaluate information, synthesis ideas, and creatively demonstrate understanding of a topic or the findings of their cohort team’s research.

The following is an example of the components of a poster:

  • Title: (Example) “A Community Assessment of Globe, Arizona”
  • Authors: list of names of everyone in the scholar group that contributed to group poster
  • Purpose: (Example) “The purpose of this presentation is to report the results of a team-based field experience in X community”
  • Methods: Describe the team’s approach and strategies for conducting the assessment
  • Findings/Outcomes: Describe the community; Summarize key rural or urban medically underserved, and concepts about the community; Summarize key health challenges that will underpin a scholarly project (scholarly projects may also have implications for health policy); describe what the next steps are with respect to the team’s scholarly project. 

Poster Video:

  • Video presentations should be limited to 3 minutes.
  • Video title must follow this format: “Last name_First name initial_Poster title”.
  • Videos must be submitted in one of the following formats: MP4, MOV, WMV, or AVI.
  • Helpful Tip: When developing your video, consider how participants will be viewing your poster. As an example, you may want to zoom in on areas of your poster as you are discussing it.

The Poster and video presentation is due according to the RHPP conference poster guidelines which will be available by January. Typically, three weeks prior to the Interprofessional RHPP Conference and must have the written approval of the Faculty Mentor when submitted. One team Poster Presentation is presented per AHEC Regional Center.