Complete a community health improvement analysis for a community - county (Princeton County New Jersey) . Students will be expected to include specific aspects of community health improvement assessment and planning based upon NACCHO's MAPP model, as presented in the course content.

Requirements:

Each student will be responsible for submitting a community health assessment and plan for their selected community in two parts -Assessment and Plan. These documents will be evaluated based on meeting specific content requirements of a community assessment plan (outlined below) and the quality of the documents.

Process:

1. Students will identify a community in (Princeton County New Jersey)

2. The completed Part A is due on Saturday February 10, 2013 At 6pm EST

Note that QUALITY is better than QUANTITY. Very good, presentation and analysis of material with appropriate evidence on a few topic areas is better than cursory information on a multitude of topics. "

The components of the community health analysis and plan should model the NACCHO MAPP process as outlined . Students are free to incorporate other components from other models presented in class as long as a justification is provided for their inclusion.

PART A: COMMUNITY HEALTH ANALYSIS COMPONENTS (11) pages

1. Brief vision and value statements of: (1 page)

a. a proposed 5 year vision statement and

b. a key value statement (What is a key driving 'force' that underpins all? e.g. equity, access, advocacy, return on investment, partnerships, etc) that guides the process and plan development.

2. Community Description: (2 pages)

a. A description of the following aspects of the community:

i. General geographic location/boundaries (i.e. state, county, township, near O'Hare Airport, etc.)

ii. The population including distribution by gender, age, race ethnicity including change in the population aspects over time.

iii. A socioeconomic profile of the community which may include aspects of income, poverty, economic stability, land use, housing, transportation, employment.

iv. An brief outline of potential public health partners present in the community and their potential role in a community health improvement plan.

3. Assessment: Community Assets, Threats and Services (4 pages)

a. Community Themes and Strengths Assessment - An assessment of community assets and issues -(strengths and weaknesses).

i. This may be conducted using existing data, via a 'windshield survey', key informant interviews, or other method. This should include some description of institutions and services present/absent in the community. In addition potential social determinants impacting community health should be discussed (e.g. poverty, education, recreation, etc.)

b. Forces of Change Assessment - An assessment of opportunities and threats that may impact the success of the community improvement effort.

i. Identify and analyze two key forces of change - one positive, one negative - based on evidence (not opinion alone), and detail how and why these may have local impact.

c. National Public Health Performance Standards - An assessment of provision of the Ten Essential Public Health Services

i. Using the NPHPS Assessment as a guide and based on your data, provide a detailed description and referenced evidence of areas where 1 of the Essential Services is substantially being met.

ii. Using the NPHPS Assessment tool as a guide and based on your data, provide a detailed description and referenced evidence of areas where 1 of the Essential Services is not being substantially met (either not met or only partially being met).

d. Assessment - Health Status Indicators

i. Present and discuss the status and epidemiology of selected health indicators including information in the following areas births and maternal and child health indicators

ii. deaths including leading causes of death

iii. communicable diseases

iv. injury/violence/crime

v. behavioral risk factors

vi. social determinants

The components of the community health analysis and plan should model the NACCHO MAPP process as outlined in class. Students are free to incorporate other components from other models presented in class as long as a justification is provided for their inclusion