interview 2

Week 4 Key Informant Interview #2 and Discussion Board

Name:

Clinical hours and Description of Work

Date(s)

Hours

Activity

Description of work

1

Discussion board question

Responded to question and responses of fellow students

2

Key Informant Interview #2

Interviewed ___________

Last week’s total*

This week’s hours

Semester total

*Semester total as reported on Week 3.

Synthesis/Reaction (What did you learn this week? How does this week’s experiences apply to what you’ve read in the book and/or current event? How did you feel during this week’s experiences? Did you meet a clinical or course objective and how?)

Next Week’s Plans (Anticipated meetings and activities for clinical during the next week)

Next Week’s Clinical Assignment(s): Evidence-based Practice Assignment

Population-focused Clinical Project Proposal

Midterm Evaluation by Site Facilitator

REMINDER: Schedule midterm evaluation with clinical instructor. The deadline is 2/28/20. Be thinking about what you will choose to do for your Culture/Diversity Experience assignment that is also due on 2/28/20.

Key Informant Interview (2 clinical Hours for each)

Two Key Informant interviews will be completed.

Key Informant Interview #1 due 2/7/19

Key Informant Interview #2 due 2/14/19

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 #2 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

    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 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.
    • 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.
    • 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

    Group Discussion Questions (1 Clinical Hour for each)

    Two group discussion questions will be completed. They are worth a total of 200 points (100 points each) and represent 4% of the total course grade.

    Discussion Question- Assessment due 2/8/19

    Discussion Question- Clinical Projects due 3/1/19

    Purpose of this assignment: Threaded discussions are scholarly group discussions conducted on-line through Canvas. These discussions are designed to stimulate thought, interest, and analysis between and among participants. The first question will stimulate conversation about information gleaned from the Community Assessments, Windshield Survey, and Key Informant interviews. The second question will give you the opportunity to share about your clinical projects.

    The class will be divided into discussion teams based on their clinical groups. Your presence in the discussion will be monitored and graded. Each discussion question will be made available one week prior to the due date. You are required to post ONE original response and ONE comment on another student’s response by the due date. Posting additional comments and engaging in back and forth online conversation is encouraged but not required.

    To receive the points available for each discussion, you must actively participate in the discussion with substantive postings which address all components of the discussion question. As in a face-to-face discussion, during threaded discussion you may raise questions, ask for clarification, answer questions, and comment on the remarks of others. Note that a quick response to another student (e.g. “Yes, I hadn’t thought about that”) will NOT count toward your postings. Your responses to the original questions and to postings from your fellow classmates should be thoughtful, meaningful, informed, and polite.

    Group Discussion Question-Assessment and Clinical Activities Reporting

    Grading Rubric (100 points)

    Grading Criteria

    Points Possible

    Points Received

    Group Discussion question included in accurate report of clinical hours and activities; thoughtful and reflective synthesis/reaction

    20

    Substantial original response to initialdiscussion question; components of the discussion question are covered

    50

    Substantial response or comment to a fellow student’s post

    30

    Points Deducted

    Deductions from the total assignment grade for grammar and spelling errors:

    Deductions for late submission of the assignment:

    Total Score

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