NRS 428 Discussion: Compare vulnerable populations

NRS 428 Discussion: Compare vulnerable populations

Sample Answer for NRS 428 Discussion: Compare vulnerable populations Included After Question

Topic 3 DQ 1

Description:

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

A Sample Answer For the Assignment: NRS 428 Discussion: Compare vulnerable populations

Title: NRS 428 Discussion: Compare vulnerable populations

While some might consider at risk individuals to be vulnerable, there is a clear distinction between the two when it comes to population groups. Vulnerable population groups require “special attention and advocacy based on factors such as age, mental or physical disability, poverty, or ethnicity.” (Falkner, 2018). At risk population groups, on the other hand, consists of individuals who “may have predisposing factors that cause an increased susceptibility to acquiring a disease or disorder, but might not necessarily be part of a vulnerable population group.” (Falkner, 2018). Vulnerable populations include groups like refugees and immigrants, the impoverished, LGBTQ, as well as the uninsured or underinsured. One big issue that plagues America is homelessness. The rate of impoverished, low-income communities has skyrocketed in recent times. Recession, inflation, increasing costs of living, and and ever-growing population have all directly contributed to the rise of homelessness. This group of individuals is considered to be a vulnerable population. Low-income individuals are less likely to have insurance coverage and, as such, have fewer resources at their disposal that can aid their overall health. (Joszt, 2020). “Since people experiencing homelessness may not have a safe place to stay, they are at an increased risk for adverse health-related outcomes.” (Joszt, 2020). Seeing as these individuals are oftentimes unable to obtain the necessary resources needed to achieve optimal health, it is paramount that the community health nurse advocate on behalf of these patient populations in order to ensure that they get the treatments and resources they not only need, but deserve. Humans, at the bare minimum, deserve to have access to resources that can help them achieve and maintain optimal health.

 

References:

Falkner, A. (2018). Epidemiology and Global Health. In Grand Canyon University,

Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University

Joszt, L. (2020, July 30). 5 Vulnerable Populations in Healthcare. AJMC. https://www.ajmc.com/view/5-vulnerable-populations-in-healthcare

A Sample Answer 2 For the Assignment: NRS 428 Discussion: Compare vulnerable populations

Title: NRS 428 Discussion: Compare vulnerable populations

Vulnerable populations are defined as those that require special attention for their well-being and cannot advocate for themselves including children, prisoners, and cognitively, emotionally, and physically impaired (Falkner, 2018). These populations are at a disadvantaged because they may not receive the same standards or equal heath care that others may receive. One group of vulnerable population that I have seen most in the area that I live in is immigrants. I live in a border city, so we see a lot of immigrants here. Regardless of their citizen status, this population has a more difficult time accessing medical care. In 2015 there was a pilot plan for international migrants’ health care that was designed to take into consideration specific health goals for migrants. Even with these efforts being implemented, migrants are less likely to be insured or use services available to them (Oyarte et al., 2023). I think that there needs to be a lot of education when it comes to this vulnerable population in order to provide them more opportunities to access health care. Many may not know what is available to them and go without health access. It is important as healthcare workers that we consider their cultural and traditions when working with this population and also any language barriers that may be present. It can help involving the interdisciplinary team such as social workers, case management, and interpreters to help with any health needs that this population may need.

Falkner, A. (2018). Epidemiology and Global Health. In Grand Canyon University,

Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University

Oyarte, M., Cabieses, B., Rada, I., Blukacz, A., Espinoza, M., & Mezones-Holguin, E. (2023). Unequal Access and Use of Health Care Services among Settled Immigrants, Recent Immigrants, and Locals: A Comparative Analysis of a Nationally Representative Survey in Chile. International Journal of Environmental Research and Public Health, 20(1), 741. https://doi.org/10.3390/ijerph20010741

A Sample Answer 3 For the Assignment: NRS 428 Discussion: Compare vulnerable populations

Title: NRS 428 Discussion: Compare vulnerable populations

Vulnerable populations are groups of individuals who, due to various circumstances, are at a heightened risk of experiencing adverse health outcomes and face significant challenges in advocating for themselves. One such group in the United States is the homeless population.

Several factors contribute to designating the homeless population as “vulnerable.” These factors include lack of Access to Stable Housing. Homeless individuals, by definition, lack a stable and safe place to live, which exposes them to harsh living conditions, including sleeping on the streets or in temporary shelters.

Homeless individuals often face barriers to accessing healthcare services, leading to untreated medical conditions and increased susceptibility to communicable diseases. Exposure to extreme weather conditions, such as heatwaves or cold spells, poses significant health risks, especially to those living on the streets.

A substantial portion of the homeless population grapples with mental health issues and substance abuse problems, which can make it challenging to seek and maintain employment or stable housing. Homeless individuals are at a heightened risk of violence and exploitation, both from within their own community and from external sources, making their daily lives perilous.

Homeless individuals face numerous barriers to self-advocacy. These barriers include stigma, lack of access to resources, mental health issues, and the daily struggle for survival. The complexities of homelessness often make it difficult for individuals to advocate for themselves effectively. They may also lack a voice in policy decisions that directly impact their lives, further eroding their ability to effect change.

It is essential to treat homeless individuals with dignity and respect, regardless of their living conditions or past choices. Respecting the autonomy of homeless individuals and their choices, even if those choices are not ideal, is an ethical imperative. It is crucial to involve them in decisions about their care whenever possible. Addressing the disparities and injustices that contribute to homelessness is essential. Advocating for policies that provide affordable housing, mental health services, and substance abuse treatment is a just response.

Nursing advocacy plays a pivotal role in improving the health and well-being of homeless populations. Nurses can deliver healthcare services to homeless individuals, including preventive care, mental health support, and substance abuse treatment, addressing their immediate health needs. Nurses can actively engage with homeless communities, building trust, and providing vital information and resources that can help individuals navigate available services.

Nurses are well-positioned to advocate for policies that address the root causes of homelessness, such as affordable housing, mental health services, and substance abuse treatment. Working collaboratively with other healthcare providers, social workers, and community organizations, nurses can provide holistic care and support for homeless individuals, addressing their physical, mental, and social needs.

In conclusion, the homeless population in the United States represents a vulnerable group facing numerous challenges due to their lack of stable housing and access to healthcare, among other factors. Ethical considerations are essential in providing care and support to these individuals, and nursing advocacy is pivotal in addressing their unique needs. By providing access to healthcare, community outreach, advocating for policy change, and collaborating with others, nurses can play a crucial role in improving the health and well-being of the homeless population and, ultimately, in reducing homelessness in the long term.

 

References:

Falkner, A. (2018). Community as Clients. Community & Public Health: The Future of Health Care. Grand Canyon University (Ed.) https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/3

Henry, M., Mahathey, A., Morrill, T., Robinson, A., Shivji, A., & Watt, R. (2020). The 2020 Annual Homeless Assessment Report (AHAR) to Congress. U.S. Department of Housing and Urban Development

 

Description:

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.

3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

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 LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 428 Discussion: Compare vulnerable populations

Description

Objectives:

1. Propose a health promotion plan for a community or population.
2. Compare vulnerable populations in terms of contributing factors that make them at risk or vulnerable.
3. Apply strategies to achieve cultural competence in community health promotion.
4. Examine the role of the nurse as an advocate for vulnerable populations.

Community and Public Health: The Future of Health Care

Description:

Read Chapter 3 in Community and Public Health: The Future of Health Care.

From Health for All to Universal Health Coverage: Alma Ata is Still Relevant

Description:

Read “From Health for All to Universal Health Coverage: Alma Ata is Still Relevant,” from BioMed Central (2018), located on the US National Library of Medicine website.

The Lessons of Alma-Ata

Description:

NRS 428 Discussion  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.