Discussion 5.1: Health Disparities NUR 740
Healthy People 2020 categorizes the determinates of health into five categories including economic, personal, biological, environmental, and social (Office of Disease Prevention and Health Promotion, n.d.). These categories overlap and intertwine with each other to influence a person’s overall health. Some factors are impossible to change like genetic makeup and family history of a disease. Others seem more malleable such as diet and exercise. However, social determinants can largely impact personal behaviors and physical environments. Food insecurity is when individuals or households do not have access to the nutritious and fresh food options needed to sustain a healthy lifestyle (National Academics of Sciences, Engineering, and Medicine, 2021). Food insecurity can be caused by physical location. Neighborhoods in low-income or rural areas may only have a high concentration of fast-food chains and gas stations nearby (National Academics of Sciences, Engineering, and Medicine, 2021). This circumstance is known as a food desert. People have limited choices for their diet when grocery stores and other fresh food options are out of the way. Income is another source of food insecurity. High quality food and ingredients can be expensive. Dollar menu fast food may be a more affordable alternative than a homemade salad. The United States has seen the largest increase in food insecurity since the 1990s due to COVID-19 pandemic (Hake, et al., 2021).
The National School Lunch Program (NSLP) is a federally funded program created in 1946 to provide balanced meals to children in public and private schools (United States Department of Agriculture, 2017). The program came from the passage of the Richard B. Russell National School Lunch Act (United States Department of Agriculture, 2017). It works to distribute free or low-cost nutritious lunches to students. It is important for children to have food that properly fuels their body to promote physical and mental development. School is an environment allowing convenient access to children. School also has lunchtime schedule so meals can be delivered seamlessly. The COVID-19 proved to challenge these standard conditions. School was cancelled and students were required to stay home.
The NSLP attempted to restructure by offering ‘to-go’ style lunches where parents could pick up the meals to take home (U.S. GAO, 2021). However, participation was still down 30% from the last year (U.S. GAO, 2021). I would suggest the program continue expanding to offer more flexible options. The pick-up option can be standardized and continued even after the pandemic. Meals can be prepared and stored to last longer than one sitting. For example, a parent can pick up an insulated box with three meals instead of one. This is a great option for when school is remote, or students are on a holiday break. The NSLP should also consider providing additional items for children to have as an after-school snack. Ideal options would be food that can be stored at room temperature such as apples, nuts, and granola bars. The NSLP only caters to children; however, there are other federally funded programs targeted towards adults. All federal food programs work towards ending food insecurity in the United States.
Discussion 5.1: Health Disparities NUR 740
References
Hake, M., Dewey, A., Engelhard, E., Strayer, M., Dawes, S., Summerfelt, T., & Gundersen, C. (2021, March). The impact of the coronavirus on food insecurity in 2020 & 2021. Feeding America. Retrieved May 19, 2022, from https://www.feedingamerica.org/sites/default/files/2021-03/National%20Projections%20Brief_3.9.2021_0.pdf
Links to an external site.
National Academies of Sciences, Engineering, and Medicine; National Academy of Medicine; Committee on the Future of Nursing 2020–2030. (2021, May 11). Chapter 2, “Social determinants of health and health equity (Links to an external site.)
Links to an external site..” In J. L. Flaubert, S. Le Menestrel, D. R. Williams, & M. K. Wakefield (Eds.), The future of nursing 2020–2030: Charting a path to achieve health equity. National Academies Press.
Office of Disease Prevention and Health Promotion. (n.d.). Determinants of health. Healthy People 2020. Retrieved May 18, 2022, from https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health
Links to an external site.
United States Department of Agriculture. (2017). The national school lunch program. Retrieved May 19, 2022, from https://fns-prod.azureedge.us/sites/default/files/resource-files/NSLPFactSheet.pdf
U.S. GAO. (2021, October 12). Addressing food insecurity in America, before and during the pandemic. https://www.gao.gov/blog/addressing-food-insecurity-america%2C-and-during-pandemic
Hi Skylar,
R: Thank you for your post. I agree with you that social determinants can affect personal behaviors and physical environments. Evidence points that unhealthy diet lead to various chronic diseases such as heart disease, diabetes, cancer and many more. Even though high quality food and ingredients can be expensive, the benefit outweighs the cost. Food is a determinant to health and lack of access to affordable and nutritious food is a major public health problem especially for those in low socio economic status. Just like The National School Lunch Program (NSLP) that provides free foods or low cost lunches to the students to help fuel their body to promote physical and mental development. The Supplemental Nutrition Assistance Program (SNAP) also defend against food insecurity and hunger. It has reduced food insecurity by 30%.
I: Do you know that more than some of the people who are food insecure do not qualify for SNAP, therefore they are left with few options of getting healthy food?
S: The eligibility status of these free food or discounted food supply makes it difficult for many to have assess to healthy foods. I refer you to read the “Social Determinants of Health – Food Insecurity by Altarum” to learn more on the eligibility stamp by these food suppliers. I believe that there should be no barrier to receiving foods from these organization.
E: Good post.
Reference
Social Determinants of Health – Food Insecurity by Altarum” https://www.healthcarevaluehub.org/improving-value/browse-strategy/social-determinants-health-food-insecurity
Grading Rubric Guidelines
Performance Category |
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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
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- 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.
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- 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.
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- 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
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- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
- Information is not valid, relevant, or reliable
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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.
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- 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
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- 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
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- 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
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- 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
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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.
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- 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
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- 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
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- Does not post to the thread
- No connections are made to the topic
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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.
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- 4-5 errors in APA format.
- Writing responses have 4-5 grammatical, spelling and punctuation errors.
- Writing style is somewhat focused.
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- 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.
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- 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.
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- 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
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0 points lost |
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-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. |
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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. |
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The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |