NRS 428 Topic 2 DQ 1 What are social determinants of health?

NRS 428 Topic 2 DQ 1 What are social determinants of health?

NRS 428 Topic 2 DQ 1 What are social determinants of health?

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Topic 2 DQ 1

What are social determinants of health?  Explain how social determinants of health contribute to the development of disease.  Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.

Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.

The social determinants of health are the conditions of birth, development, employment, living, and aging. They include income, education, housing, and work (Social Determinants of Health, 2018). The social determinants of health are linked to health outcomes and health disparities. A growing body of research has shown that addressing the social determinants of health can improve health outcomes and reduce health disparities. There are many ways to address the social determinants of health. Some approaches include policy changes, community-based initiatives, and individual-level interventions. It is important to note that no one method is suitable for everyone and that different approaches may work better in various settings.

There is growing evidence that social determinants of health play a significant role in disease development. For example, studies have shown that factors such as poverty, poor housing, and lack of access to healthcare can lead to a higher incidence of disease (World Health Organization, n.d). In addition, social determinants of health can also affect the course of an illness and make it more challenging to manage. Therefore, it is a crucial issue to consider, as social determinants of health can significantly impact human health and well-being. Thus, ensuring everyone has access to the resources they need to maintain a healthy lifestyle is vital.

The communicable disease chain model illustrates the transmission and control of infectious diseases. The pathogen, reservoir, portal of exit, method of transmission, the portal of entry, and new host are the six different linkages that make up the model. According to Study.com (2019), each link in the chain plays a specific role, and each one can be broken or interrupted in various ways. For example, a nurse might perform multiple actions to break the chain of infectious diseases. Some of the most popular steps a nurse may use include, but are not limited to, adequate hand washing, wearing PPEs, using all necessary safety precautions, and using the proper sterilization and cleaning methods.

In conclusion, social determinants of health significantly impact individuals’ well-being. Therefore, nurses should understand them and incorporate better practices to prevent the spread of diseases.

NRS 428 Topic 2 DQ 1 What are social determinants of health? References

Social Determinants of Health. (November 30, 2018). Social Determinants of Health. Healthy People. Retrieved from https://www.healthypeople.gov/2020/topicsobjectives/topic/social-determinants-of-health

Study.com. (2019). Chain of Infection: Definition & Example. Retrieved from https://study.com/academy/lesson/chain-of-infection-definition-example.html

World Health Organization (n.d). Social determinants of health. Retrieved from https://www.who.int/social_determinants/sdh_definition/en/

Social Determinants of health can be political. Our political temperament and governmental structure play heavily into the healthcare resources that are available to the citizen. It was interesting to learn that healthcare for all, in the United States, was proposed as early as 1904, and was for a time pursued by Franklin D. Roosevelt’s administration. When the doctor’s association of the time protested he pulled back to pursue the Social Security Act. Post-WWII Europe embraced healthcare for all as a deterrent to communism, while the United States felt that “socialized” medicine promoted communism. The American Medical Association, comprised of MDs, has continued to lobby and exert political power against healthcare reform, including the ACA. For years it was the pressure that they exerted on Medicare that prevented those in rural communities from being able to seek care from advanced practice nurses and NPs. While at the same time not being able to attract MDs to their rural communities to serve their people. To be more precise Advanced Practice RNs and NPs could provide care Medicare would just not pay them for it. The AMA’s pressure was to protect power and revenue for their constituency, disappointing. In most areas of inequity if you follow the money or the power the true nature of things will be revealed. Thankfully the Affordable Care Act addresses some of these past hurdles.

 

NRS 428 Topic 2 DQ 1 What are social determinants of health? Reference

 

Gilligan, H. (2018, May 23). Socialized medicine was coined in the US, not Europe. Timeline. Retrieved September 10, 2022, from https://timeline.com/socialized-medicine-was-coined-in-the-us-not-europe-30438fad9d69

 

Rangel, C. (2010, March 23). H.R.3590 – 111th Congress (2009–2010): Patient Protection and Affordable Care Act. Congress.Gov | Library of Congress. Retrieved May 26, 2022, from https://www.congress.gov/bill/111th-congress/house-bill/3590

Well written post on social determinate. As you clearly stated, crowding, sanitization, uncontaminated water, and access to health care are all social variables that contribute to the spread of infectious illnesses (Green,2018). The chain model, often known as the chain of infection, represents the infectious disease process of communicable illnesses. The infectious organism initiates the chain of infection, which defines how the organism reproduces and spreads by contact, droplets, or surfaces.

NRS 428 Topic 2 DQ 1 What are social determinants of health? REFERENCE

Green. (n.d.). Community & Public Health: The Future of Health Care. GCU Media: https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/home

All patients deserve quality and accessible health care, and nurses have been instrumental in achieving this objective for a long time. To enhance outcomes, health care professionals apply different approaches such as collaboration and partnerships. Operation frameworks from states action coalitions have been pivotal in improving health and strengthening nursing. Action coalitions usually work to advance the Institute of Medicine (IOM) report’s recommendations. This discussion explores how Florida’s action coalition’s work aligns with IOM recommendations and the state’s progress toward meeting the recommendations.

Florida’s Action Coalition and IOM Recommendations

The IOM report on the future of nursing recommends four action areas for building a healthier America. They include nurses to deliver services to the full extent of their competence, nurses achieving the highest level of education possible, collaboration in practice, and effective workforce planning (Rekha, 2020). Florida’s action coalition’s work aligns with the four recommendations to a significant degree. For Floridians to access safe and high-quality care, the Florida Action Coalition leads in advancing the nursing profession and works towards a health care system where nurses work as essential partners in health care delivery (Campaign for Action, n.d.). The coalition has also established committees to work on the various action areas, including collaboration and workforce planning. On education, Florida is working to increase the number of registered nurses with a baccalaureate in nursing to 80% (FA Coalition, 2020). Undeniably, there are visible efforts to address each recommendation.

Florida Action Coalition has made remarkable progress towards meeting the IOM recommendations. For instance, the coalition’s membership has various entities, including co-leads, partners, and stakeholders, supporting action on the report recommendations. The entities further engage coalition partners at the state and local levels to improve Floridians’ health (Adams, 2021). Getting nurses to work on community boards promotes nursing leadership and education models to streamline learning to earn advanced degrees transform nursing education. Such interventions enable nurses to work to the best of their capacity.

NRS 428 Topic 2 DQ 1 What are social determinants of health? Conclusion

The IOM report guides states’ action coalitions in building healthier communities. Through action coalitions, nurses serve as essential partners in health care provision. Florida Action Coalition’s vision is creating a healthier America supported by nurses as essential partners. The coalition also promotes leadership and collaboration, enabling nurses to deliver services to the full extent of their competence, as the IOM report recommends

NRS 428 Topic 2 DQ 1 What are social determinants of health
NRS 428 Topic 2 DQ 1 What are social determinants of health

NRS 428 Topic 2 DQ 1 What are social determinants of health? References

Adams, J. (2021). Nursing Action Coalition for Florida. Campaign for Action. https://campaignforaction.org/nursing-action-coalition-of-florida/

Campaign for Action. (n.d.). Florida Action Coalition. https://campaignforaction.org/state/florida/

FA Coalition. (2020). Florida Action Coalition. https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=3416&context=flablue_text

Rekha, S. G. (2020). The future of nursing: leading change, advancing health. Journal of Pediatrics and Nursing Science, 3(3), 60-63.  DOI:10.18231/j.ijpns.2020.013

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NRS 428 Topic 2 DQ 1 What are social determinants of health? 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.

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