Windshield Survey of the Community
Overview
Social determinants of health (SDOH) are the conditions in which people are born, grow, work, live, and age. According to the World Health Organization, SDOH can influence health equity in positive and negative ways. In this assignment, students conduct a windshield survey of a geographic area to obtain a clear understanding of the physical environment, people, and services within the community.
How to Use
This assignment can be used to support didactic content related to social determinants of health, assessing community health needs, primary and secondary prevention, and using epidemiology sources to improve population health.
Integrative Learning Strategies
Students will begin the assignment by identifying a community focal/starting point (i.e., clinic, community center, neighborhood, church, school) in their community of interest. They will survey a 10-block radius of the facility – 10 blocks north, 10 blocks south, 10 blocks east, and 10 blocks west. If something is not within the area of the community surveyed (for example, a hospital), this should be noted with observations such as distance from the focal point and how the community resource can be accessed by citizens. Students will also survey two community members about their perception of a) the health and safety needs of citizens and b) the strengths and positive attributes of their community. Once the survey is completed, students reflect on the key population and community-based health needs of their community of interest. In the final part of the assignment, students will provide an example of each SDOH category, indicate positive and/or negative impacts these findings have on health equity, and list a potential intervention that could be implemented by the nurse to improve outcomes.
Download the Assignment Template.
Assessment Strategies
Download the Windshield Survey Rubric.
Possible Courses
- Introduction to Nursing
- Population and Community Health Nursing
- Capstone
- Health Promotion
Additional Resources/Publications
Open Resources for Nursing (OpenRN), Kimberly Ernstmeyer, and Elizabeth Christman. 2022. “Chapter 16 Community Assessment.” In Nursing: Mental Health and Community Concepts [Internet]. Chippewa Valley Technical College. https://www.ncbi.nlm.nih.gov/books/NBK590038/.
Sub-competencies for entry-level professional nursing education:
3.1a Define a target population including its functional and problem-solving capabilities (anywhere in the continuum of care).
3.1b Assess population health data.
3.1c Assess the priorities of the community and/or the affected clinical population.
3.1e Apply an understanding of the public health system and its interfaces with clinical health care in addressing population health needs.
3.1h Describe general principles and practices for the clinical management of populations across the age continuum.
3.1i Identify ethical principles to protect the health and safety of diverse populations.
3.2b Demonstrate effective collaboration and mutual accountability with relevant stakeholders.
3.3a Describe access and equity implications of proposed intervention(s).
3.3b Prioritize patient-focused and/or community action plans that are safe, effective, and efficient in the context of available resources.
3.5a Articulate a need for change.
3.5b Describe the intent of the proposed change.
3.5c Define stakeholders, including members of the community and/or clinical populations, and their level of influence.
Posted: January 2, 2025
Submitted by:
Meagan Rogers, Associate Professor, University of Texas at Arlington