windshield-interview

Windshield Survey Assignment

Purpose of this assignment: This assignment will enable you to continue to practice collecting data on populations. For this assignment you will assess the community surrounding your clinical site and talk to people at your site. In the windshield survey you will assess the community that surrounds your clinical site by driving around in your car. A windshield survey entails using your senses (sight, hearing, taste, smell, & touch) to collect information about the community. In addition, you will use the website provided for additional data about your community where indicated.

Directions:

Review the Windshield Survey Worksheet below to become familiar with it prior to conducting the survey.
Determine the boundaries of the community in which your clinical site and/or target population is located. Boundaries can be physical barriers like lakes and highways or non-physical like areas where clients live. In general, you want to collect observations a mile radius around your clinical site.
Guided by the boundaries, drive and/or walk the community area. The windshield survey is conducted in teams for safety purposes. Having a mobile communication device with you is also advised for safety purposes.
Complete the windshield survey based on what you observe in the community (what you see, hear, smell, etc.). There are also a few fill-in-the-blank sections that require more than observational data, but most information is based on what you will observe.

WINDSHIELD SURVEY WORKSHEET

Student Name: _________________________________

Community Surveyed:_____________________________

This survey is divided into 3 parts: the “Community Core”, “Subsystems”, and “Perceptions”.Under Community Core, you will assess the history, demographics, ethnicity, and the values and beliefs of the community.Under Subsystems, you will assess the physical environment, health & social services, economy, transportation & safety, politics & government, communication, education, and recreation of the community.Under Perceptions, you will assess residents’ perceptions of the community as well as summarize your own perceptions of the community.

Section I.Community Core

1A. History:What can you glean by looking (old, established neighborhoods; new subdivisions)?Ask people willing to talk:How long have you lived here?Has the area changed?As you talk, ask if there is an “old timer” who knows the history of the area.

1B. Demographics: What sorts of people do you see?Young?Old?Homeless?Alone?Families?What races do you see?Is the population homogeneous?

1C. Ethnicity: Do you note indicators of different ethnic groups (restaurants, festivals)?What signs do you see of different cultural groups?

1D. Values and Beliefs: Are there churches, mosques, temples?Does it appear homogeneous?Are there signs of art or other cultural signs?Heritage?Historical markers?

Section II.Subsystems

2A: Physical Environment: How does the community look?What do you note about air quality, flora, housing, zoning, space, green areas, animals, people, human-made structures, natural beauty, water, and climate?Can you find or develop a map of the area?

2B: Health and Social Services: Evidence of acute or chronic conditions?Shelters?Are there clinics, hospitals, practitioner’s offices, public health services, home health agencies, emergency centers, nursing homes, social service facilities, mental health services, accessible to the residents?Are there resources outside the community but accessible to them?

2C: Economy: Is it a “thriving” community or does it feel “seedy”?Are there industries, stores, places for employment?Where do people shop?Are there signs that food stamps (EBT) or WIC are used/accepted?

Supporting Data: Take an opportunity to shop in a local grocery store in your assigned clinical community. What is your impression of the availability and quality of fruits and vegetables? What about fresh meats and fish selections? Are they more expensive than in larger grocery stores in town? Are there products sold in this store that you would not expect or are there products not sold that you would expect to be able to purchase? How is merchandise arranged in the store?

2D: Transportation and Safety: How do people get around?What type of private and public transportation is available?Do you see buses, bicycles, taxis? Do people appear to be carpooling? Are there sidewalks and bike trails?Is getting around the community possible for persons with disabilities?What types of protective services are there? What types of crimes are committed?Do people feel safe?

2E: Politics and Government: Are there signs of political activity?What party affiliation predominates?Are people involved in decision making in their local governmental unit? (i.e. In Fayette County do they know who their councilperson is?)

2F: Communication: Are there “common areas” where people gather?What newspapers do you see in the stand?Do people have TV’s and radios?What do they watch/listen to?What are the formal and informal means of communication?

2G: Education: Are there schools in the area?How do they look?Are there libraries? How does it function?What is the reputation of the schools?What are the major educational issues?What are the dropout rates?Are there extracurricular activities?Are they used?Is there a school health service?A school nurse?

Data to support: Use the local county school system website (For example, for Fayette County the site is http://www.fcps.net/schools/aboutand the data is in the ‘About our school’ section)

Racial balance: _____% White, _____African American, _____Hispanic, _____Asian, _____Other

English Language learners____%

Special Education _____%

Free and Reduced Lunch participants _____%

2H: Recreation: Where do children play?What are the major forms of recreation?How much do they cost? Who participates?What facilities for recreation are available? Do they appear safe and clean?

2I. Other Data relevant to your community.

Match up and discuss data from the community assessment of county.

Check www.city-data.com for more data from your neighborhood, zip code.

Average adjusted gross income____________

Residents with income below the poverty level______________

Race distribution_____________________

III. Perceptions

3A: The Resident’s Perceptions: How do people feel about the community?What do they identify as its strengths?Problems?Ask several people from different groups and keep track of who gives what answer.Do they feel there is a need for increased chronic disease prevention education?Would they participate in free educational services?

3B. Your Perceptions:General statements about the “health” of this community.What are its strengths?What problems?What problems or potential problems can you identify?Is there a need for increased chronic disease preventive education in this area? Does your perception differ from the resident’s perception in any of these areas? Does any of the data found support or contradict what you observed or discussed with residents?

Windshield Survey and Clinical Activities Reporting Grading Rubric (100 points)
Grading Criteria	Points Possible	Points Received
Accurate report of clinical hours and activities; thoughtful and reflective synthesis/reaction; inclusion of plans for next week	20
Thorough completion of all categories	50
Collection of supporting data and statistics when indicated	20
Your perceptions display critical thinking and analysis of information gathered	10
	Points Deducted
Deductions from the total assignment grade for grammar and spelling errors: 1 point for each grammatical error (deduction for a particular word that is repeatedly misspelled will be taken only once per assignment); NOTE: For this assignment, the use of bulleted responses is acceptable. 10 points will be deducted from the total score of the assignment per day for each day the assignment is late except in the case of an excused absence or of prior approval from your clinical instructor for late submission. In the case of an excused absence, 10 points will be deducted from the total score per day for each day the assignment is submitted after 1-week from the period of absence. Any clinical assignment received later than 1 week after the due date (or later than 1 week after the period of absence in the case of an excused absence) will result in a clinical unsatisfactory. For each additional week the assignment is late, an additional clinical unsatisfactory will be received. 1 point for each grammatical error (deduction for a particular word that is repeatedly misspelled will be taken only once per assignment); 1 point for the use of an incomplete sentence (deduction is for EACH incomplete sentence). 10 points will be deducted from the total score of the assignment per day for each day the assignment is late except in the case of an excused absence or of prior approval from your clinical instructor for late submission. In the case of an excused absence, 10 points will be deducted from the total score per day for each day the assignment is submitted after 1-week from the period of absence. Any clinical assignment received later than 1 week after the due date (or later than 1 week after the period of absence in the case of an excused absence) will result in a clinical unsatisfactory. For each additional week the assignment is late, an additional clinical unsatisfactory will be received.
Deductions for late submission of the assignment:
	Total Score

Key Informant Interview (2 Clinical Hours Each)

Two Key Informant interviews will be completed.

Key Informant Interview #1 due 2/1/19

Key Informant Interview #2 due 2/8/19

Purpose of this assignment: Key informant interviews are short, semi-structured discussions with individuals who know the community. Each student will conduct TWO in-person key informant interviews with someone in the community who is knowledgeable about the health of the community. The purpose of the key informant interviews is to (1) learn more about the community issues; (2) initiate relationship building; and (3) recruit people as collaborators or advisors. Key informant interviews enable the public health nurse to gain more perspective of what the community’s strengths and needs are.

Key Informant Interview Directions: The following outlines the interview preparation and process of conducting and writing up the interviews.

Interview a person from your community clinical site or someone who is familiar with your clinical topic. Select a person who is knowledgeable about the health of your assigned population or knowledgeable about your assigned topic. You may interview more than two persons if you would like to talk with people with different types of information or knowledge about your community or topic but for the purpose of this assignment, only two interviews are to be summarized and submitted.
After determining who to interview, the potential key informant should be contacted and asked if they are willing to be interviewed. Students should appropriately identify themselves to the potential key informant as a UK public health nursing student and should explain the purpose of the contact. The potential key informant should be asked if they are willing to be interviewed and it should be explained that the interview will be approximately 30 minutes in length.
If the key informant is willing to be interviewed, a time and place to meet to conduct the interview that is convenient to the person should be established. Although a face-to-face interview is preferable, if this is not convenient for the key informant, the interview can be conducted by phone instead.
BEFORE the interview, develop a list of questions to ask the key informant.Following are example questions that can be asked. However, questions should be tailored to the key informant and tailored to elicit information that will support you to better understand the community.
- How would you describe the health of your community?
- What health resources, services, and programs are available in the community?
  - What groups of people in the community have access to these?
  - What groups of people in the community do not have access to these?
- What other health resources, services, and programs do you think are needed in the community?
  - What groups of people in the community are most in need of these resources, services, and programs?
DURING the interview, use the questions you have developed to guide the interaction. Take notes on the key informant’s responses.Alternatively, you can use a tape recorder during the interview if you ask and obtain permission of the key informant in advance. This will allow you to focus on interviewing the person rather than on note-taking.
AFTER the interview, write a summary of the interview. The summary should be typed using the APA format- double-spaced, Times New Roman 12 point font, and 1 inch margins and include:
Submit the assignment on Canvas.

Examples of questions to ask key informants:

Additional information to help you to formulate appropriate questions can be found through the Centers for Disease Control and Prevention website at http://www.cdc.gov.Once on the CDC site, search for “questionnaire”, “survey”, or a particular issue or population group.

Please note: A reference page and personal communication citations are NOT required for this assignment.

Key Informant Interview #1 and Clinical Activities Reporting Grading Rubric (100 points)
Grading Criteria	Points Possible	Points Received
Key Informant Interview #1 included in accurate report of clinical hours and activities; thoughtful and reflective synthesis/reaction	20
Key informant chosen has in-depth knowledge of issues of concern in the community.	10
Summary includes a cover page with your name; the name(s) of other student(s) who conducted the interview with you; the date and location of the interview; the name of the key informant; the organization or community sector they represent, and a list of questions asked during the interview.	10
Questions are well formulated, are tailored to the key informant, and support greater understanding of the community or health issue and the target population’s health.	20
Summary of the interview is clearly and concisely written and reflects responses to the questions asked.	40
	Points Deducted
Deductions from the total assignment grade for grammar, spelling, and APA errors: 1 point for use of margins other than 1 inch (one-time deduction per assignment); 1 point for use of a font other than Times New Roman 12 point font (one-time deduction per assignment); 1 point for use of single spacing instead of double spacing (one-time deduction per assignment)
Deductions for late submission of the assignment:
	Total Score

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