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Assignment Health Promotion Among Diverse Populations

Assignment: Health Promotion Among Diverse Populations

Details:

Analyze the health status of a specific minority group. Select a minority group that is represented in the United States (examples include: American Indian/Alaskan Native, Asian American, Black or African American, Hispanic or Latino, Native Hawaiian, or Pacific Islander.)

In an essay of 750-1,000 words, compare and contrast the health status of the minority group you have selected to the national average. Consider the cultural, socioeconomic, and sociopolitical barriers to health. How do race, ethnicity, socioeconomic status, and education influence health for the minority group you have selected? Address the following in your essay:

  1. What is the current health status of this minority group?
  2. How is health promotion defined by the group?
  3. What health disparities exist for this group?
  4. Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.

Cite a minimum of three references in the paper.

You will find important health information regarding minority groups by exploring the following Centers for Disease Control and Prevention (CDC) links:

  1. Minority Health: http://www.cdc.gov/minorityhealth/index.html
  2. Racial and Ethnic Approaches to Community Health (REACH): http://www.cdc.gov/chronicdisease/resources/publications/aag/reach.htm
  3. Racial and Ethnic Minority Populations: http://www.samhsa.gov/specific-populations/racial-ethnic-minority

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

SAMPLE SOLUTION APPROACH

NRS-429VN

Hispanic’s Current Health Status

Hispanics form the largest minority group living in America. Its population is recurrently being reshaped by social forces and secular trends in disease. The main diseases affecting Americans and Latinos included are obesity and diabetes. “Diabetes is one of the most common chronic conditions in the United States, and its prevalence is increasing” (Harris, 1998). These diseases are primary negative outcomes of health disparity among the Hispanics. Even though there has been health promotion and the intervention to prevent the rise and spread of diseases in America, the Latino population still lags behind. Based on the findings arrived at by the Center for Disease Control in 2013, approximately 12% of Latino’s population had been affected by diabetes while the overall percentage of those affected was 8 (Centers for Disease Control and Prevention, 2004). These findings relied on a study conducted in 2010 where it was discovered that Hispanic men were worse affected as compared to women. When compared with data from previous years, it was proven that there has been an increase in the rates at which diabetes is rising. In the case of Hispanic children, they suffer a higher risk of having obesity and diabetes than the overall population (Gordon-Larsen, 2003). This also means that Hispanic children are prone to being affected by diabetes and obesity than adults. A good number of Hispanics are also affected by heart illnesses which occur as a result of obesity.

Defining Health Promotion among Hispanics

The broad definition of health promotion is that it is the means of enabling individuals to improve and increase control over their health. The definition would be inconclusive without the inclusion of health education. Health promotion is a mixture of educational as well as environmental supports for acts of living a healthy life. Health promotion utilizes enabling aspects on every level of society. With the help of environmental, societal and political support, health promotion helps individuals make informed decisions about their health through actions and behaviors (Thompson, 2009). It plays a vital role in the healthcare process in that it reduces risks involved by offering information directly linked to existing illnesses.

Assignment Health Promotion Among Diverse Populations

Assignment Health Promotion Among Diverse Populations

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The Hispanic population defines health promotion as the distribution of educational materials with the goal of improving access to preventative healthcare. The information provided is a measure of raising awareness while at the same time defeat barriers relating to health. In health promotion, Hispanics will not only look at ways of improving their health but also at how social and environmental factors can be utilized to their advantage. Traditions and way of life of Hispanic people have largely influenced their decision to treat illnesses and care about health. Their cultural background and values have shaped their conduct when it comes to caring about their health status and those of others. Additionally, the values also determine where this group will seek treatment. All things said and done, the main objective of health promotion is prevention.

Health Disparities in the Hispanic Population

Some of the factors that have led to health disparities among the Hispanics are income, education, and nativity just to mention a few. These disparities in health are redundant and avoidable. They tend to be unfair and prejudicial to the minority Hispanics in the sense that they inhibit people from accessing quality health care services (DuBard, 2008). For a country that boasts of its top quality healthcare services, the least it could do is come up with a platform that includes every citizen regardless of their racial backgrounds. Income is a socioeconomic effect that affects all Americans but narrowing it down to the Hispanic population, it cannot be ignored that it is a crucial determinant of disparity. The study reveals that most Hispanics survive on a low income which forces them to seek low-grade health services compared the wealthier and better-educated Americans. Breaking it down further, Latinos born in America are better off than the immigrants in the sense that they have means of acquiring health insurance covers while only a few members of the latter group get the cover (Fiscella, 2002). Therefore, an immigrant Latino population is less likely to receive quality health care under the circumstances.

The level of education of Hispanics has also contributed to the health inequality. With an increase in the number of Hispanic dropouts due to unavoidable circumstances mostly, Hispanics lack basic education about their health and let alone how the health system in America functions (Mays, 2002). This group has been targeted in terms of providing health education. If these disparities are not addressed early, America may be facing a looming health crisis in the future.

Community Resiliance Approach health promotion prevention

Community resilience approach is the most durable method that can be used by Hispanics. Out of the three levels of prevention, primary prevention is the most useful for the marginalized Hispanic community. This is because health promotion employed deals with chronic illnesses and lifestyle choices that are prone to many Hispanics. In the primary level, diseases are prevented by curbing exposure to risks that result in these diseases (Thompson,2009).There is intervention before an illness can advance to an uncontrollable stage. The preventative measures advocated for are individual and communal as well which is why the community resilience approach was used.  Eating healthy meals and exercising frequently are the individual measures while educating an entire neighborhood falls under the communal measures. The best part about primary prevention is that the suggested measures come at a low cost. With this in mind, people need to be provided with relevant information so that they can make worthy decisions about disease prevention and lifestyle behaviors. The secondary level of prevention involves the process of screening to ensure early detection and control of a disease. Health practitioners perform the role of educating the community as regards to the importance of early screening and advising them on skills to be used in early detection. Secondary prevention is all about early detection of a disease as well as its prompt treatment. On its part, tertiary prevention level is where the disease has been identified as a problem to the community. Reasonable measures are put in place to prevent further spread for instance rehabilitation. In the case of diabetes among the Hispanics, the community is retrained and re-educated on lifestyle choices and other health related issues. The training is carried out by health educators who are conversant with the community’s needs.

Conclusion

In order to improve the quality of healthcare provided to Hispanics, the federal government needs to invest in a multifaceted approach which considers barriers to health promotion. The approach would go a long way in eliminating ethnic as well as racial disparities in healthcare.

References

Centers for Disease Control and Prevention. (2004). Health disparities experienced by Hispanics-United States. MMWR: Morbidity and mortality weekly report, 53(40), 935-937

https:// www.ncbi.nlm.nih.gov/books/NBK19899/

DuBard, C.A., & Gizlice, Z. (2008). Language spoken and differences in health status, access to care, and receipt of preventative services among US Hispanics. American journal of public health, 98(11), 2021-2028. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2636430/

Gordon-Larsen, P., Harris, K. M., Ward, D. S., & Popkin, B. M. (2003). Acculturation and overweight-related behaviors among Hispanic Immigrants to the US: the National Longitudinal Study of Adolescent Health. Social science & medicine, 57(11), 2023-2034. https://www.ncbi.nlm.nih.gov/pubmed/14512234

Fiscella, K., Franks, P., Doescher, M.P., & Saver, B. G.(2002). Disparities in health care by race, ethnicity, and language among the insured: findings from a national sample. Medical care, 40(1), 52-59. https://www.ncbi.nlm.nih.gov/pubmed/?term=Disparities+in+health+care+by+race%2C+ethnicity%2C+and+language+among+the+insured%3A+findings+from+a+national+sample

Harris I. M (1998). Diabetes in America: Epidemiology and scope of the problem. Diabetes Care.  PubMed 21 (Suppl 3): C11—C14.

https:// www.ncbi.nlm.nih.gov/m/pubmed/9850480/

Mays, V. M., Yancey, A. K., Cochran, S. D., Weber, M., & Fielding, J. E. (2002). Heterogeneity of health disparities among African American, Hispanic, and Asian American women: unrecognized influences of sexual orientation. American Journal of Public Health, 92(4), 632-639. https://www.ncbi.nlm.nih.gov/pubmed/?term=Heterogeneity+of+health+disparities+among+African+American%2C+Hispanic%2C+and+Asian+American+women%3A+unrecognized+influences+of+sexual+orientation

Thomson, M. D., & Hoffman-Goetz, L. (2009). Defining and measuring acculturation: a systematic review of public health studies with Hispanic populations in the United States. Social science & medicine, 69(7) 983-991. https://www.ncbi.nlm.nih.gov/pubmed/19525050

Important information for writing discussion questions and participation

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to.

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Rubric Criteria

Total 200 points

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Health Disparities and Nutritional Challenges for Minority Group

Health Disparities and Nutritional Challenges for Minority Group

0 points

Health disparities and nutritional challenges for this group are not presented.

22.5 points

A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements.

23.7 points

A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements.

26.7 points

A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity.

30 points

A thorough discussion of the health disparities and nutritional challenges for this group is clearly presented. All relevant findings related to the ethnic minority group have been included. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

3 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

3.16 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

3.56 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Health Promotion Activities Practiced by Minority Group

Health Promotion Activities Practiced by Minority Group

0 points

Health promotion activities practiced by minority groups are not presented.

15 points

Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements.

15.8 points

Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

17.8 points

Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

20 points

Health promotion activities practiced by minority groups are accurately identified and described in detail. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

7.5 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

7.9 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

8.9 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

10 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Three Levels of Health Promotion Prevention

Three Levels of Health Promotion Prevention

0 points

A care plan, with at least one approach using the three levels of health promotion prevention, is not presented.

22.5 points

A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies.

23.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed.

26.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed.

30 points

A care plan, with at least one approach using the three levels of health promotion prevention, is thoroughly described. A well-supported explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. The discussion demonstrates a clear understanding of the three levels of health promotion prevention and their application to a unique group.

Barriers to Health for Minority Group

Barriers to Health for Minority Group

0 points

Barriers to health for ethnic minority group are not presented.

22.5 points

Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements.

23.7 points

Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

26.7 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

30 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are thoroughly discussed. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

7.5 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

7.9 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

8.9 points

Relevant evidence that includes other perspectives is used.

10 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Identification and Description of Selected Minority Group

Identification and Description of Selected Minority Group

0 points

Description and health status for ethnic minority group is not presented.

15 points

Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group.

15.8 points

Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented.

17.8 points

Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented.

20 points

A detailed description of ethnic minority group is partially presented. Health status for this group is thoroughly discussed. Explanation of how race and ethnicity influence health for this group is clearly presented. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

4.5 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

4.74 points

Appropriate format and documentation are used, although there are some obvious errors.

5.34 points

Appropriate format and documentation are used with only minor errors.

6 points

No errors in formatting or documentation are present.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

7.5 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

7.9 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

8.9 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

10 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Cultural Competent Health Promotion for Ethnic Minority Population

Cultural Competent Health Promotion for Ethnic Minority Population

0 points

Cultural beliefs, practices, and relevant cultural theory significant to supporting a culturally competent health promotion for this population are not presented.

22.5 points

Cultural beliefs and practices to be considered are presented but are incomplete or inaccurate. The cultural theory or model proposed is partially presented; or, the model is not relevant. Overall, the content does not support a culturally competent health promotion for this population. There are significant inaccuracies.

23.7 points

Cultural beliefs and practices to be considered are summarized. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. There are some inaccuracies. More evidence or rationale is needed.

26.7 points

Cultural beliefs and practices to be considered are discussed. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. Some evidence or rationale is needed.

30 points

Cultural beliefs and practices to be considered are thoroughly discussed. A relevant cultural theory or model is proposed. Overall, the content strongly supports a culturally competent health promotion for this population. Strong evidence and rational are provided for support. The discussion demonstrates aptitude for understanding cultural competence and developing culturally competent health promotions.

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