NursingPresentationCommunity health

Care of Populations windshield survey presentation guide

A team of three to four conducts a community assessment built on a windshield survey and presents it in 15 minutes — through weighted sections from the assessment itself to an aggregate population, four-component community health diagnoses, and a plan for the priority diagnosis.

Aug 12, 2026

Editorial process

Last reviewed · August 12, 2026

Written by

Aaron Bishop

MA, Education

assignment interpretation and research-methods coaching across disciplines

Reviewed by

Dr. Nathan Cole

PhD, Rhetoric & Composition

Argumentation and thesis development

On this page

Interpret the task
Assignment instructions
Deliverables
Proposed outline
Research plan
Reference shortlist
Final review

What must the windshield survey capture to earn its 25 percent?

The rubric weights tell you where the work lives: the community assessment section carries a quarter of the grade by itself, and it demands evidence of the windshield survey actually happening — pictures or videos identifying survey elements, plus demographic and geographic data supported from databases, interviews and the text. Plan the drive deliberately: the survey elements community texts specify (housing condition and age, open space, boundaries, commons, transportation, services, stores, street people, signs of decay, media, religion, health indicators) become your camera checklist, and the county rankings, census tables and vitals data turn what you saw into what you can support. The team format is graded implicitly — a presentation whose sections visibly disagree about the same community reads as four people who never met, so reconcile the assessment before anyone writes their slides.

The middle sections are a chain, and the rubric's own language shows the links: the aggregate population must be based on three or more elements or risks identified in your community assessment — meaning you cannot pick a population first and decorate it with data later; the choice must trace to what the survey and demographics actually showed, and the section also wants the gatekeepers and key informants who would give a community health nurse access. The three community health diagnoses (including one wellness diagnosis, prioritized by the data) have a prescribed four-component anatomy: the health problem or risk, the affected aggregate, the etiological statement, and the support for the diagnosis — the format the course text lays out, and the rubric cites its page. Diagnoses that read as topic labels rather than four-part statements lose this section's points mechanically.

The plan section then takes the priority diagnosis into at least one short-term and one long-term goal with interventions and evaluation — write the goals in the measurable outcome form so the evaluation criteria fall out of them naturally. Keep the fifteen-minute ceiling in mind as an editing constraint: with five-plus weighted sections and a five-minute question period, each section gets two to three minutes, which means the assessment's rich data must be shown (photos, one demographic table) rather than recited. The linked national indicators frame the significance argument — tying your priority diagnosis to a recognized leading health indicator is the cheapest credibility the presentation can buy — and the community toolbox's windshield-survey guidance is the practical companion for the drive itself, worth reading before the team maps its route. Assign one member to own the timing rehearsal; the question period is graded conversation, not dead air.

Likely learning objectives

Inferred from the brief — check these against your own rubric.

01
Plan and document a windshield survey against the standard element checklist, with visual evidence the rubric requires.
02
Support the community description with demographic and geographic data from rankings, census and public health databases.
03
Select an aggregate population traceable to three or more assessed risks, with named gatekeepers for access.
04
Write community health diagnoses in the four-component form: problem/risk, aggregate, etiology, support.
05
Convert the priority diagnosis into measurable short- and long-term goals with interventions and evaluation.

Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

Purpose The purpose of this assignment is to provide an opportunity for students to work collaboratively while applying community health concepts and the nursing process to the care of a population. Course outcomes: This assignment enables the student to meet the following course outcomes: 1. Provide comprehensive care with increasing autonomy to individuals, families, aggregates, and communities in a variety of health care settings based on theories and principles of nursing and related disciplines. (PO 1) 2. Integrate clinical judgment in professional decision making and implement the nursing process in the community health setting. (PO 4) 4. Communicate effectively with client populations and with other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO 3) 5. Practice in established professional roles to provide cost‐effective, quality healthcare to consumers in structured and unstructured settings. (PO 7) 6. Demonstrate leadership skills and collaborate with consumers and other health care providers in direct care or delegation of responsibilities within all levels of healthcare. (PO 2) 7. Accept accountability for personal and professional development as part of the life‐long learning process. (PO 5) 8. Incorporate evidence‐based practice in the provision of professional nursing care to individuals, families, aggregates, and communities. (PO 8) Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment. Total points possible: 100 points Preparing the assignment Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. Care of Populations Guidelines Discussion 1) Student teams of three to four persons will form either by faculty assignment or self‐selection. 2) The team will conduct a community assessment that includes a windshield survey. 3) The presentation will be no longer than 15 minutes in length, with an additional 5 minutes for answering questions from the audience. 4) Review the Healthy People 2020 Leading Health Indicators at: https://www.healthypeople.gov/2020/Leading‐ Health‐Indicators 5) Ideas for obtaining additional demographic data include but are not limited to the following: a. County health rankings at http://www.countyhealthrankings.org/ b. Census reports at https://www.census.gov/ c. Centers for Disease Control and Prevention vital signs at: https://www.cdc.gov/vitalsigns/topics.html 6) Include the following sections (detailed criteria listed below and in the Grading Rubric). a. Community Assessment ‐ 25 points/25% • Provides a description of the community based on the findings from the team’s windshield survey. • Provides pictures or videos taken during the windshield survey clearly identifying windshield survey elements. • Discusses demographic data. • Discusses geographic data. • Uses data from databases, interviews, and the textbook to support the assessment. https://www.healthypeople.gov/2020/Leading-Health-Indicators https://www.healthypeople.gov/2020/Leading-Health-Indicators http://www.countyhealthrankings.org/ https://www.census.gov/ https://www.cdc.gov/vitalsigns/topics.html 2 NR441/442/444 Community Health Nursing Required Uniform Care of Populations Guidelines NR441/442/444 RUA: Care of Populations_V2.docx Revised: 05/2019 21 b. Aggregate (Target) Population ‐ 10 points/10% • Identifies an aggregate population, based on age vulnerability, culture, or chronic disease, to develop a community health diagnosis, plan, interventions and evaluation. • Includes a thorough description of the aggregate population. • Aggregate population is based on three or more elements or risks that impose a negative impact on the health of the community, identified in the community assessment. • Identifies gatekeepers or key informants who will assist the community health nurse in gaining access to the population of interest. c. Community Health Diagnoses ‐ 10 points/10% • Includes three community health diagnoses using the data from the community assessment. • Includes one wellness diagnosis. • Diagnoses are listed in the order of priority justified by the data findings and analysis. • The diagnoses consist of four components: the identification of the health problem or risk, the affected aggregate, the etiological statement, and the support for the diagnosis (Nies, 2019, p. 102). d. Plan for Priority Diagnosis ‐ 10 points/10% • Includes a minimum of 1 short‐term and 1 long‐term goal for identified priority diagnosis. • Goals relate to the identified priority diagnosis. • Goals follow the SMART format: specific, measurable, attainable, realistic, and timed. • Explains how the plan allows for client involvement. • Explains how the plan advances the knowledge of members of the community. e. Interventions for Priority Diagnosis ‐ 10 points/10% • Proposed interventions are specific to the identified priority diagnosis and assist in meeting the identified goals. • Proposed interventions are supported by scholarly, evidence based sources. • Identifies the level of prevention for proposed interventions. • Identifies the category and level of practice (community, systems, or individual/family) that best Care of Populations Guidelines Discussion describes the proposed interventions from the Public Health Intervention Wheel (Nies, 2019, p. 14). f. Evaluation for Priority Diagnosis – 10 points/10% • Discusses evaluation from the level of a client to the aggregate population. • Describes the measures that will be used to evaluate meeting the identified goals. • Evaluation plan establishes specific outcome criteria for evaluating the identified goals. • The evaluation plan includes specific elements to determine efficacy of interventions (how, who, when). g. Community Resources – 15 points/15% • Identifies a minimum of two community partners or agencies that can serve as resources for carrying out the proposed interventions. • Includes an evidence based rationale for why the community partner or agency is the ideal partner for the proposed interventions. • Identifies specific resources at the community partner or agency that can be used by the community or population. • Describes websites or other electronic sources that provide support for the proposed intervention. h. APA Style and Presentation ‐ 10 points/10% • Maintains professionalism, including presence of all team members, adhering to the time limit, and using presentation software. • References are submitted with assignment. • Uses appropriate APA format (6th ed.) and is free of errors. • Grammar and mechanics are free of errors. 3 NR441/442/444 Community Health Nursing Required Uniform Care of Populations Guidelines NR441/442/444 RUA: Care of Populations_V2.docx Revised: 05/2019 31 • At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided. For writing assistance (APA, formatting, or grammar) visit the Citation and Writing Assistance: Writing Papers at CU page in the online library. https://library.chamberlain.edu/citations?_ga=2.240722054.428794323.1521654459-2019694983.1521654459

Turn the brief into deliverables

01
A team presentation (3-4 members) of no more than 15 minutes plus 5 minutes of questions.
02
The community assessment section with windshield-survey photos or video, demographic and geographic data, and database support.
03
An aggregate population section grounded in three-plus assessed risks, with gatekeepers and key informants identified.
04
Three prioritized community health diagnoses (one wellness), each with the four prescribed components.
05
A plan for the priority diagnosis: minimum one short-term and one long-term goal, with interventions and evaluation.

How do assessment, aggregate, diagnoses and plan chain together?

The drive, documented

Conduct the windshield survey with the element checklist as the camera plan, then present the community description with photos and the demographic and geographic data that support it.

The population the data points at

Identify the aggregate population from three or more risks the assessment surfaced, describe it thoroughly, and name the gatekeepers who would give a community nurse access.

Diagnoses with their anatomy

Write three community health diagnoses — problem or risk, affected aggregate, etiological statement, support — including one wellness diagnosis, ordered by data-justified priority.

The plan for the priority

Develop the priority diagnosis into at least one short-term and one long-term measurable goal with interventions and evaluation criteria.

The fifteen-minute cut

Edit the presentation to the ceiling: two to three minutes per section, data shown rather than recited, sections reconciled across the team.

Where do the rankings, census and indicator data come from?

Recommended databases

County Health Rankings
U.S. Census
Healthy People leading health indicators
Course text (diagnosis format)

Search sequence

1.
Read the windshield-survey guidance and build the element checklist before the drive.
2.
Pull the county rankings and census tables for the community's demographic and geographic profile.
3.
Map the priority problem to a national leading health indicator for the significance frame.
4.
Check the text's diagnosis format page so all three diagnoses carry the four components.

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Nothing here is cleared for citation until you have read it.

01
Windshield and Walking Surveys
Community Tool Box, University of Kansas · 2024
The practical method for the assignment's core activity — what to observe, how to route the drive, and how to record elements the rubric wants evidenced.
02
County Health Rankings & Roadmaps
University of Wisconsin Population Health Institute · 2025
The named demographic-data source from the brief itself — county-level health outcomes and factors that turn the survey's observations into supported claims.
03
Healthy People 2030
Office of Disease Prevention and Health Promotion, HHS · 2025
The successor to the brief's linked 2020 indicators — the national frame that gives the priority diagnosis its significance argument.

Review before submission

Common mistakes

Describing the community from memory instead of documenting the drive — the rubric explicitly wants survey photos or video identifying elements.
Choosing the aggregate population first and retrofitting risks, when the rubric requires the choice to trace to three-plus assessed elements.
Writing diagnoses as topics ('obesity in the community') instead of the four-component statements the text prescribes.
Forgetting the wellness diagnosis among the three, or leaving the priority order unjustified by data.
Goals without measurability, which leaves the evaluation criteria nothing to evaluate.
Reciting data in a 15-minute window instead of showing it — one photo and one table beat three minutes of numbers.

Submission checklist

Windshield survey completed with visual evidence tied to named survey elements.
Demographic and geographic data cited from rankings, census and public health sources.
Aggregate population traced to three-plus assessed risks; gatekeepers named.
Three diagnoses in four-component form, one wellness, priority order justified.
Short- and long-term goals measurable; presentation inside 15 minutes; team sections reconciled.

Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.