Biopsychosocial Population Health Policy Proposal

Biopsychosocial Population Health Policy Proposal

Letter to the Editor, International Journal of Obesity: Population Health Policy Advocacy

 

 

 

 

 

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Letter to the Editor, International Journal of Obesity: Population Health Policy Advocacy

Current State of Obesity among Children

Childhood obesity remains a critical public health concern in most global states, including America. Childhood obesity has risen sharply over the last four decades, translating into an increase in the burden of disease associated with it. Obese children are predisposed to health problems including cancer, diabetes, cardiovascular diseases, and premature mortality (Hildebrand et al., 2019). The rise in childhood obesity rates necessitates approaches tailored to the vulnerable populations’ individual needs.

The Necessity of Health Policy Development for Childhood Obesity

Currently, policies that address childhood obesity exist. However, the proposed policy addresses the issue by incorporating integrated nutritional programs and physical activity. According to Duran et al. (2021), integrated nutrition education programs and physical activity interventions addresses obesity in the affected children and those at risk by promoting linear growth and healthy lifestyles and behaviors.

Policy Justification

By adopting the policy on integrated nutrition education programs and physical activity, awareness will be created in the affected and populations at risk. It will also empower community members to promote healthy lifestyles and behaviors. The impact will include a reduction in the disease burden due to comorbidities of obesity in children (Hayes et al., 2018). Healthcare providers will educate parents of the affected children and those at risk. School health education will also be provided to enhance policy effectiveness.

Policy Development in Other Care Settings

The applicability of the policy also extends to community settings. Accordingly, community members will be informed about the interventions needed to prevent and manage obesity. They will be empowered to take responsibility for creating safe environments for the affected children and those at risk. Parents will also be empowered to collaborate with healthcare providers in promoting healthy lifestyles and behaviors in their children and communities (Hildebrand et al., 2019).

Inter-Professional Aspects

The inter-professional collaboration will be utilized for the successful implementation of the policy. Healthcare providers, public health officials, and education stakeholders will collaborate in implementing the policy. They will also organize public outreach programs to enhance the public’s awareness level. The inter-professional collaboration will ensure relevance, sustainability, and optimum outcomes following policy implementation.

 

 

References

Duran, A. C., Mialon, M., Crosbie, E., Jensen, M. L., Harris, J. L., Batis, C., Corvalán, C., & Taillie, L. S. (2021). Food environment solutions for childhood obesity in Latin America and among Latinos living in the United States. Obesity Reviews, 22(S3), e13237. https://doi.org/10.1111/obr.13237

Hayes, D., Contento, I. R., & Weekly, C. (2018). Position of the Academy of Nutrition and Dietetics, Society for Nutrition Education and Behavior, and School Nutrition Association: Comprehensive Nutrition Programs and Services in Schools. Journal of the Academy of Nutrition and Dietetics, 118(5), 913–919. https://doi.org/10.1016/j.jand.2018.03.005

Hildebrand, D. A., Betts, N. M., & Gates, G. E. (2019). Parents’ Perceptions of Childhood Obesity and Support of the School Wellness Policy. Journal of Nutrition Education and Behavior, 51(4), 498–504. https://doi.org/10.1016/j.jneb.2018.12.009

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
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Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  •  I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
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  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
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  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

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  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
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  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
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Plagiarism

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  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
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  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

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Assignment Submissions

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Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

  • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
  • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
  • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.