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NRS 429 Assignment: Health Promotion in Minority Populations

NRS 429 Assignment: Health Promotion in Minority Populations

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Description:

Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.

NRS 429 Assignment: Health Promotion in Minority Populations

In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:

1. Describe the selected ethnic minority group. Describe this group’s current health status. How do race and ethnicity affect this group’s health?
2. What health disparities do members of this group face? What nutritional challenges does this group face?
3. Discuss the health barriers that this group faces as a result of their culture, socioeconomic status, education, and sociopolitical factors.
4. What health promotion activities does this group frequently engage in?
5. Using the three levels of health promotion prevention (primary, secondary, and tertiary), describe at least one approach that is likely to be the most effective in a care plan for the minority group you have chosen. Justify your selection by stating why it may be the most effective option.

Which cultural beliefs or practices should be taken into account when developing a care plan? Which cultural theory or model would be the most effective in promoting culturally competent health care for this population? Why?

To complete this assignment, you must cite at least three peer-reviewed or scholarly sources. Sources must be recent (5 years) and relevant to the assignment criteria and public health content.

Prepare this assignment in accordance with the APA Style Guide, which is available in the Student Success Center. There is no requirement for an abstract.

This assignment is graded according to a rubric. Prior to beginning the assignment, please review the rubric to familiarize yourself with the expectations for successful completion.

This assignment must be submitted to LopesWrite. For assistance, consult the LopesWrite Technical Support articles.

Resources

Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective

Read “Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective,” by Siegel, from Family Process 

… 


CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence

Read “CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence,” by Spivak, Jenkins, VanAudenhove, L

… 


The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveillance System

Read “The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveilla

… 


Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department

Read “Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department,” by Ellis, from

… 


Browse Objectives

Choose a topic on the Healthy People 2030 website and explore the relevant objectives. You will use this information to complete the assi

… 


Health Promotion: Health and Wellness Across the Continuum


Defining Nurses’ Roles During Family-Centered Rounds

Read “Defining Nurses’ Roles During Family-Centered Rounds,” located on the Children’s Hospital Association website (2018).


Create a Presentation in PowerPoint

View the “Create a Presentation in PowerPoint” tutorial, located on the Microsoft website. Explore the sections in Lessons 1, 2,

… 


Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts

Read “Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts,” by Callaghan, Fellin, Alexande

… 


Domestic Violence: The Challenge for Nursing

Read “Domestic Violence: The Challenge for Nursing,” by Draucker, from Online Journal of Issues in Nursing (2002).


The Health-Systems Response to Violence Against Women

Read “The Health-Systems Response to Violence Against Women,” by Garcia-Moreno, Hegarty, d’Oliveira, Koziol-McLain, Columbini, an

… 


Violence Against Women

Read “Violence Against Women,” by the American College of Nurse-Midwives (ACNM, 2013), located on the ACNM website.

Description

Objectives:

1. Examine the importance of cultural competency in health promotion.
2. Discuss the application of cultural theories to provide effective family-centered care.
3. Discuss the significance of nutrition education in health promotion

Health Promotion: Health and Wellness Across the Continuum

Description:

Read Chapter 3 in Health Promotion: Health and Wellness Across the Continuum.

CDC – Racial and Ethnic Approaches to Community Health (REACH)

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Description:

Explore the resources available on the Racial and Ethnic Approaches to Community Health (REACH) page of the Centers for Disease Control and Prevention (CDC) website. These materials will be useful in completing the assignment for this topic.

US Department of Health and Human Services

Description:

Explore the resources available on the Minority Health page of the U.S. Department of Health and Human Services website. These materials will be useful in completing the assignment for this topic.

CDC – Minority Health

Description:

Explore the resources available on the Minority Health page of the Centers for Disease Control and Prevention (CDC) website. These materials will be useful in completing the assignment for this topic.

SAMHSA – Racial and Ethnic Minority Populations

Description:

Explore the resources available on the Racial and Ethnic Minority Populations page of the Substance Abuse and Mental Health Services Administration (SAMHSA) website. These materials will be useful in completing the assignment for this topic.

Healthy People 2020

Description:

Explore the Healthy People 2020 website.

CLC – Health Promotion and Community Resource Teaching Project – Rubric

Approved Topic, Associated Population and Health Disparity

Criteria Description

Approved Topic, Associated Population and Health Disparity

5. Excellent

16 points

Approved topic and associated population are thoroughly described. A strong correlation of how the topic adversely affects the selected population is established and discussed in detail. Relevant health disparities are clearly presented and discussed. Strong evidence and compelling rationale is offered for support.

4. Good

14.24 points

Approved topic and associated population are described. A correlation of how the topic adversely affects the selected population is established and discussed. Relevant health disparities are discussed. There are minor inaccuracies. Some evidence or rationale is needed for support.

3. Satisfactory

12.64 points

Approved topic and associated population are summarized. A general correlation of how the topic adversely affects the selected population is presented. Relevant health disparities are summarized. There are some inaccuracies. More evidence or rationale is needed for support.

2. Less than Satisfactory

12 points

Approved topic and associated population are partially presented. It is unclear how the topic adversely affects the selected population. Health disparities are partially described, or are not relevant to selected population. There are significant inaccuracies.

1. Unsatisfactory

0 points

Topic and associated population selected is not approved; topic and associated population are not relevant to the scope of the assignment. Topic and associated population are omitted.

Evidence-Based Approaches to Optimize Health for Population

Criteria Description

Evidence-Based Approaches to Optimize Health for Population

5. Excellent

16 points

Evidence-based approaches to optimize health for this population are discussed, and approaches are accurately represented and highly relevant to the population. Explanation of how these approaches minimize health disparity is well-developed. Strong evidence and rationale are provided throughout. An understanding of the importance of evidence-based approaches in the optimization of health for an at-risk population is demonstrated.

4. Good

14.24 points

Evidence-based approaches to optimize health for this population are discussed. Explanation of how these approaches minimize health disparity is presented. Some evidence or rationale is needed for support.

3. Satisfactory

12.64 points

Evidence-based approaches to optimize health for this population are summarized; it is unclear how some approaches presented are relevant for this population. A general explanation of how these approaches minimize health disparity is presented. There are some inaccuracies. More evidence or rationale is needed for support.

2. Less than Satisfactory

12 points

Evidence-based approaches to optimize health for this population are partially presented; some approaches presented are not evidence-based, or are not relevant for this population. Explanation of how these approaches minimize health disparity is incomplete, or are not relevant for the affected population. There are significant inaccuracies.

1. Unsatisfactory

0 points

Evidence-based approaches to optimize health for this population are not presented.

Proposal for Health Education for Family-Centered Health Promotion

Criteria Description

Proposal for Health Education for Family-Centered Health Promotion

5. Excellent

16 points

A well-developed proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is strongly supported by evidence-based practice and highly relevant to the target population. The ability to apply evidence-based practice to health education for a target population is clearly demonstrated.

4. Good

14.24 points

A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is supported by evidence-based practice and relevant to the target population. There are minor inaccuracies.

3. Satisfactory

12.64 points

A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is generally supported by evidence-based practice; there are some inaccuracies, or some areas need more support using evidence-based practice. Overall, the proposal is relevant to the target population.

2. Less than Satisfactory

12 points

A proposal for health education for a family-centered health promotion to address the issue for the target population is partially presented. The proposal is not entirely relevant to the target population. The proposal requires more support relevant to evidence-based practice. There are significant inaccuracies.

1. Unsatisfactory

0 points

A proposal for health education for a family-centered health promotion to address the issue for the target population is omitted. The proposal is not supported by evidence-based practice.

Resources and Organizations for Proposed Education Plan

Criteria Description

Resources and Organizations for Proposed Education Plan

5. Excellent

8 points

A general profile for a health-related organization relevant to the selected topic is well presented. Two relevant resources (national or local) are presented, and there is a clear explanation for how the resources are supposed to be used by the patient or provider.

4. Good

7.12 points

A general profile for a health-related organization relevant to the selected topic is presented. Two relevant resources (national or local) are presented, and there is an explanation for how the resources are supposed to be used by the patient or provider.

3. Satisfactory

6.32 points

A general profile for a health-related organization relevant to the selected topic is summarized. Two relevant resources (national or local) are presented, and there is a general explanation for how the resources are supposed to be used by the patient or provider.

2. Less than Satisfactory

6 points

One health-related organization for the selected topic is presented. The profile is incomplete, or it is unclear how the organization is relevant to the focus topic. Two resources (national or local) are presented. It is unclear how the resources are supposed to be used, or how the resources are relevant to the focus topic.

1. Unsatisfactory

0 points

Resources and organizations to support the proposed education plan are omitted.

Interdisciplinary Health Professional Involvement

Criteria Description

Interdisciplinary Health Professional Involvement

5. Excellent

8 points

All significant interdisciplinary health professionals are presented. A clear discussion of their role and importance to the health promotion is provided.

4. Good

7.12 points

Key interdisciplinary health professionals are presented A discussion of their role and importance to the health promotion is provided.

3. Satisfactory

6.32 points

Some significant interdisciplinary health professionals are presented. A summary of their role and importance to the health promotion is provided. Some support for the suggested members is needed.

2. Less than Satisfactory

6 points

At least one significant interdisciplinary health professional is presented. It is unclear how the professional important to the health promotion, and what the role of the professional would be. Support for the suggested member is needed.

1. Unsatisfactory

0 points

Interdisciplinary health professionals important to the health promotion are not included.

Presentation of Content

Criteria Description

Presentation of Content

5. Excellent

64 points

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

4. Good

56.96 points

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

3. Satisfactory

50.56 points

The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.

2. Less than Satisfactory

48 points

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.

1. Unsatisfactory

0 points

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

Layout

Criteria Description

Layout

5. Excellent

8 points

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

4. Good

7.12 points

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

3. Satisfactory

6.32 points

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

2. Less than Satisfactory

6 points

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

1. Unsatisfactory

0 points

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Criteria Description

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

5. Excellent

8 points

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

4. Good

7.12 points

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

3. Satisfactory

6.32 points

Language is appropriate to the targeted audience for the most part.

2. Less than Satisfactory

6 points

Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

1. Unsatisfactory

0 points

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

8 points

Writer is clearly in control of standard, written, academic English.

4. Good

7.12 points

Slides are largely free of mechanical errors, although a few may be present.

3. Satisfactory

6.32 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

2. Less than Satisfactory

6 points

Frequent and repetitive mechanical errors distract the reader.

1. Unsatisfactory

0 points

Slide errors are pervasive enough that they impede communication of meaning.

Documentation of Sources

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

8 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

7.12 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

6.32 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less than Satisfactory

6 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

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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