NRS 428 Topic 3 DQ 1 Compare vulnerable populations

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 428 Topic 3 DQ 1 Compare vulnerable populations

Topic 3 DQ 1

Sep 12-14, 2022

Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.

Shola Akonu

Sep 14, 2022, 11:55 PM

In today’s world, health disparities are largely existent among a few groups of populations or vulnerable groups who are more prone to various diseases and lack sufficient healthcare services. This number of health disparities is significant among the vulnerable population in the United States and the rest of the world. Due to their social status and economic factors, their health care facilities are largely aggravated and as a result, they suffer from various health issues. These vulnerable populations include racial and ethnic minorities, the economically disadvantaged, low-income children, the elderly, the homeless, and those suffering from chronic health issues (Falkner, 2018). Among the many vulnerable populations in the world, the women in India are one of them, especially the reproductive mothers. The women in India face a higher risk of poor health and access to health care facilities leaving them open to a higher probability of having illness than others. Even in the 21st century, the caste system exists in India, where the members of the lower groups lack basic health care needs and access to these medical facilities.

As a result, women in India face double discrimination, one being part of lower caste and the other being to experience vulnerabilities relating to their gender. In India, the patriarchal system is highly existent all over the country, and the women hardly get any opportunity to express themselves or make important decisions in the family or even related to their own life. They have little or no control over the resources and their personal decisions. Due to the ongoing system of early marriage and its effects, the health of women in India is adversely affected. According to a 2006 survey conducted in a district in India, about 28% of girls get married before their legal age and experience early pregnancy, which has significant consequences on their health. Along with it, the rate of maternal mortality is significantly high in India and according to a national survey in 2000; the average mortality ratio at the national level is 540 deaths per 100,000 live births. This number varies from region to region and whether it is a rural or urban area. The rural MMR (Maternal Mortality Rate) is 617 deaths of age between 15-49 years per 100,000 live births as compared to the urban MMR which is 267 deaths per 100,000 live births. Additionally, a large population of women in India receives no antenatal care and institutional delivery is the lowest for women belonging to lower caste or group as compared to women from a higher caste (Chintey & Chintey, 2014).

The vulnerable population of women in India is unable to advocate for themselves, largely due to the male dominance in their society. The women are considered as those who are only responsible for the work in the kitchen, and other household responsibilities. They do not have the freedom of stepping their feet outside and expressing themselves. When they do express themselves, they are faced with huge backlash and violence from society. They are not even allowed to gain basic education and they are not sent to schools, as it is considered as a waste of money spent on the women. The culture, various stereotypes, and taboos that exist in these Indian societies do not allow women to be influential and the strict rules fixed by the conservative society, instill fear and depression in these women (Agarwal & Sethi, 2013). Nurses, especially the female nurses, can be impactful in helping out these vulnerable populations of women by showing themselves as an inspiration or role-models. They can relate their life stories and motivations with those suffering from these caste systems and gender discrimination. They can provide public health services, with access given specifically for these vulnerable women and those at high risk. Along with it, they can provide health education and safe health care practices to adolescent girls and adult women. They should keep in mind the life these women have gone through and should approach them delicately and with care (Falkner, 2018). Finally, nurses can motivate them by showing and proving the various changes that have happened around the world with women at the top of the progress and how they can make a difference in their own lives and the world.

References

Agarwal, S., & Sethi, V. (2013). Nutritional Disparities among Women in Urban India. Journal of Health, Population, and Nutrition, 31(4), 531–537. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3905648/

Chintey, M., & Chintey, B. (2014). Women and Children as Vulnerable groups in India: Their Health and Human Rights. IOSR Journal of Humanities and Social Science, 19, 01–04. https://doi.org/10.9790/083719620104

Falkner, A. (2018). Community as Client. Retrieved from Gcumedia.com website: https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/3

Rosemond Putieru

replied toShola Akonu

Sep 15, 2022, 10:39 AM

NRS 428 Topic 3 DQ 1 Compare vulnerable populations

Hi Shola,

Thank you for highlighting the social and cultural challenges that Indian women face in accessing quality and affordable healthcare services. It is sad to see how gender and caste based judgments dictate how the society views Indian women. Gender norms have also

been shown to influence attitudes toward the use of contraceptives and women’s ability to make decisions on family planning (Sanneving et al., 2013). Gender as a structural determinant of health operates through different intermediary determinants that influence the maternal and reproductive health of women and their access to care. In 2010 India was ranked as number 112 of 134 countries on the global gender gap index. Women living in rural parts of India are considered a vulnerable group in terms of maternal and reproductive health. In rural areas home births remain the most common practice, with only 29% of the deliveries taking place in a health facility (Sanneving et al., 2013).

Reference

Sanneving, L., Trygg, N., Saxena, D., Mavalankar, D., & Thomsen, S. (2013). Inequity in India: the case of maternal and reproductive health. Global health action, 6, 19145. https://doi.org/10.3402/gha.v6i0.19145

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 428 Topic 3 DQ 1 Compare vulnerable populations

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Check Out: NRS 428 Topic 2 DQ 2 Select a global health issue affecting the international health community