NRS 429VN CLC – Health Promotion and Community Resource Teaching Project

Sample Answer for NRS 429VN CLC – Health Promotion and Community Resource Teaching Project Included After Question

Assessment Description

This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.

Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

  1. Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
  2. Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
  3. Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
  4. Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
  5. Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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. A link to the LopesWrite technical support articles is located in Course resources if you need assistance.

A Sample Answer For the Assignment: NRS 429VN CLC – Health Promotion and Community Resource Teaching Project

Title: NRS 429VN CLC – Health Promotion and Community Resource Teaching Project 

Introduction

The presentation will discuss heart disease and stroke among the elderly. We will discuss how heart disease and stroke affect the elderly and health disparities affecting this population.

In addition, we will explore evidence-based approaches that can optimize health among the elderly and describe how they minimize health disparity among this population. We will also describe a health education proposal that can be utilized in a family-centered health promotion to address heart disease and stroke among the elderly. Lastly, we will identify interdisciplinary health professionals vital in facilitating health promotion.

NRS 429VN CLC - Health Promotion and Community Resource Teaching Project
NRS 429VN CLC – Health Promotion and Community Resource Teaching Project

Heart Disease and Stroke

Heart disease is an umbrella term for various heart conditions including Heart failure, coronary artery disease (CAD), Myocardial infarction, Angina, Valve disease, and Arrythmias. The key risk factors for heart disease are high blood pressure, high blood cholesterol, and smoking. Other risk factors are Diabetes, Overweight and obesity, Unhealthy diet, Physical inactivity, and Excessive alcohol consumption (Adhikary et al., 2022).

Stroke is usually a result of alterations in the normal blood supply to the brain. Interruption of blood supply to any part of the brain for more than a few minutes results in cerebral tissue death or infarction. This result in varying degrees of disability, depending on the location and amount of brain tissue affected. (Adhikary et al., 2022)

Ischemic stroke: occurs due to occlusion of a cerebral artery by either a thrombus or an embolus.

Hemorrhagic stroke: occurs when vessel integrity is interrupted and bleeding occurs into the brain tissue or into the space surrounding the brain, intracerebral or subarachnoid.

Affected Population

Elderly persons above 65 years have a high risk of developing heart diseases and stroke than younger persons. Aging causes changes in the heart and blood vessels that increase an individual’s risk of developing cardiovascular diseases.

According to the 2021 Heart Disease and Stroke Statistics by the American Heart Association (AHA), approximately 126.9 million American adults (49.2%) had 1 or more types of heart disease based on data from 2015 to 2018 (Virani et al., 2021).

For 60–79-year-olds, the following had heart disease: 77.5% of males; 75.4% of females.  80+ year-olds: 89.4% of males; 90.8% of females.

Stroke patients above 85 years accounted for 17% of all stroke patients (Virani et al., 2021).

For the 60–79-year-old age group, 6.5% of males and 5.4% of females had a stroke.

Above 80 years: 12.4% of males and 13.6% of females had a stroke (Virani et al., 2021).

How Does Health Disparity Affect The Elderly

Older patients have a higher prevalence of heart disease and stroke, high rates of heart disease and stroke risk factors, and multiple age-related comorbidities.

Although prevention and management strategies are effective in the elderly, they are under-used, and under-studied (Lettino et al., 2022).

Very elderly patients have higher risk-adjusted mortality, greater disability, and prolonged hospitalizations. In addition, they receive less evidence-based care and are less likely to be discharged to their original place of residence (Lettino et al., 2022).

The elderly face health disparities related to race/ethnicity, gender identity, sexual orientation, socioeconomic status, and lack of caregiver support. This contributes to reduced life expectancy and quality of life.

Evidence-Based Approaches

Evidence-based strategies that can optimize health for elderly persons with heart disease and stroke include Dietary modifications, Physical exercises, Tobacco cessation, Cholesterol management, and Hypertension management.

Dietary modifications: This has been proven to lower the risk of heart disease and stroke events. The 2021 ESC Guidelines recommend maintaining a more plant-based diet, high in whole grains, fruit, vegetables, nuts, and fish and low in saturated fat while reducing red meat, sugar-sweetened beverages, and alcohol.

A modified Mediterranean diet was linked with a 28–30% decrease in major cardiovascular events (MACE).

Physical exercises: Various studies have established the benefits of physical exercise for the primary prevention of cardiovascular diseases. Exercises should be tailored to an individual’s needs and ability

Tobacco cessation has been shown to decrease heart disease risk in persons ≥60 years.

The excess cardiovascular risk reduces with time since tobacco cessation, with benefits accruing within less than 5 years of quitting (Visseren et al., 2022).

The 2021 ESC Guidelines on cardiovascular disease prevention recommend clinicians to encourage all smokers to quit, including those above 70 years.

Cholesterol management with lipid-lowering therapy: Statins lower the risk and help prevent myocardial infarction and stroke in the elderly (Visseren et al., 2022).

Hypertension management: Managing HTN with antihypertensives lower the risk of developing stroke. However, the benefits of antihypertensive therapy need to be weighed with potential risks.

How these approaches minimize health disparity

The approaches prevent or manage cardiovascular diseases and improve the quality and duration of life among the elderly.

Dietary modifications lower the risk of heart disease & stroke events. The Mediterranean diet is associated with a significantly longer life expectancy, with benefits increasing with increasing adherence to the diet (Visseren et al., 2022).

Maintaining physical activity levels and engaging in small increases in the frequency of physical activity have been linked with markedly decreased risk for total CVD among older persons  ≥60 years.

Hypertension and cholesterol management improve health outcomes in patients with HTN and hyperlipidemia (Visseren et al., 2022). It also reduced hospitalization and medical costs from these conditions.

Key Interdisciplinary Health Professionals

Interdisciplinary health experts are essential for health promotion due to heart disease and stroke incidence. The interdisciplinary experts include nurses, physicians, nutritionists, physical therapists, and pharmacists who will work together to promote cardiovascular health in this group. These experts will evaluate risk variables (Pranati Sreepathy et al., 2022). Also, the collaboration will improve results and elderly well-being through managing heart disease and stroke. They are crucial because they can assess and evaluate cardiac disease and stroke risk factors. They can improve health outcomes and overall well-being among older adults by pooling their knowledge and expertise to create comprehensive strategies for managing and preventing these conditions.

Roles of Interdisciplinary Health Professionals

Interdisciplinary health professionals are vital in preventing heart disease and stroke in older adults. Nurses assess and educate patients on risk factors, lifestyle changes, and medication management. Also, physicians diagnose, treat, and prescribe drugs for cardiovascular problems (Flack & Adekola, 2020). Dietitians provide customized diets to lower risk factors, including hypertension and cholesterol. Physical therapists construct exercise regimens to increase cardiovascular fitness and lower the risk of heart disease and stroke. Pharmacists administer drugs, prevent drug interactions, and encourage adherence.

Significance of Involving Interdisciplinary Health Professionals

Interdisciplinary health professionals’ prevention of heart disease and stroke in older adults is important for various reasons. First, they can holistically identify and manage risk variables due to their knowledge. Second, their collaboration promotes continuity of care and prevents gaps in cardiovascular health management by improving communication and coordination among healthcare professionals (Vos et al., 2020). These specialists also adapt evidence-based therapies to older individuals’ needs, improving outcomes and quality of life. Their partnership improves the healthcare system’s ability to prevent, detect, and manage heart disease and stroke, lessening the burden on older adults.

Conclusion

In conclusion, heart disease and stroke incidence affect public health. Health disparities increase inequities in healthcare access and outcomes. Therefore, evidence-based methods improve health for this demographic. For instance, lifestyle changes, risk factor diagnosis, and management can reduce health inequities and improve health outcomes. Family members can take charge of their cardiovascular health by learning more about risk factors, healthy behaviors, and warning signs. Therefore, to deliver high-quality care, education, and support, collaboration with interdisciplinary health professionals is necessary. Partnering with health-related groups and using national and local resources can also make the plan more effective and suitable for healthcare providers and their patients.


References

Adhikary, D., Barman, S., Ranjan, R., & Stone, H. (2022). A Systematic Review of Major Cardiovascular Risk Factors: A Growing Global Health Concern. Cureus14(10), e30119. https://doi.org/10.7759/cureus.30119

Lettino, M., Mascherbauer, J., Nordaby, M., Ziegler, A., Collet, J. P., Derumeaux, G., … & Richard-Lordereau, I. (2022). Cardiovascular disease in the elderly: proceedings of the European Society of Cardiology—Cardiovascular Round Table. European Journal of Preventive Cardiology29(10), 1412-1424. https://doi.org/10.1093/eurjpc/zwac033

Virani, S. S., Alonso, A., Aparicio, H. J., Benjamin, E. J., Bittencourt, M. S., Callaway, C. W., … & American Heart Association Council on Epidemiology and Prevention Statistics Committee and Stroke Statistics Subcommittee. (2021). Heart disease and stroke statistics—2021 update: a report from the American Heart Association. Circulation143(8), e254-e743. doi: 10.1161/CIR.0000000000000950

Visseren, F. L., Mach, F., Smulders, Y. M., Carballo, D., Koskinas, K. C., Bäck, M., … & Williams, B. (2022). 2021 ESC Guidelines on cardiovascular disease prevention in clinical practice: Developed by the Task Force for cardiovascular disease prevention in clinical practice with representatives of the European Society of Cardiology and 12 medical societies With the special contribution of the European Association of Preventive Cardiology (EAPC). European Journal of preventive cardiology29(1), 5-115. doi: 10.1093/eurheartj/ehab484

  • Flack, J. M., & Adekola, B. (2020). Blood pressure and the new ACC/AHA hypertension guidelines. Trends in Cardiovascular Medicine, 30(3), 160–164. https://doi.org/10.1016/j.tcm.2019.05.003
  • Pranati Sreepathy, Yoo Min Kim, Ahuja, Z., Shroff, A. R., & Nazir, N. T. (2022). The association between implementation of multidisciplinary rounds and clinical outcomes. Front Cardiovasc Med, 9(4). https://doi.org/10.3389/fcvm.2022.1005150
  • Vos, J. F. J., Boonstra, A., Kooistra, A., Seelen, M., & van Offenbeek, M. (2020). The influence of electronic health record use on collaboration among medical specialties. BMC Health Services Research, 20(1), 676. https://doi.org/10.1186/s12913-020-05542-6

Resources

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 5 in Health Promotion: Health and Wellness Across the Continuum.

 

https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

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

https://doi-org.lopes.idm.oclc.org/10.1177%2F0886260515599162

Domestic Violence: The Challenge for Nursing

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

https://lopes.idm.oclc.org/login?url=

https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106927295&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

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

https://lopes.idm.oclc.org/login?url=

http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00002727-199905000-00005&LSLINK=80&D=ovft

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

https://lopes.idm.oclc.org/login?url=

http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-12249-001&site=ehost-live&scope=site

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

https://lopes.idm.oclc.org/login?url=

http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=88229114&site=ehost-live&scope=site

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,

https://support.office.com/en-us/article/Create-a-presentation-in-PowerPoint-422250f8-5721-4cea-92cc-202fa7b89617

Violence Against Women

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

http://midwife.org/ACNM/files/ACNMLibraryData/UPLOADFILENAME/000000000091/Violence-Against-Women-Sept-2013.pdf

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

https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6302a4.htm?s_cid%3Dmm6302a4_x

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

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0140673614618377

Defining Nurses’ Roles During Family-Centered Rounds

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

https://www.childrenshospitals.org/newsroom/childrens-hospitals-today/articles/2018/03/defining-nurses-roles-during-family-centered-rounds

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

https://health.gov/healt

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Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

Very good or high level of performance

88%

14 points

Acceptable level of performance

81%

13 points

Inadequate demonstration of expectations

68%

11 points

Deficient level of performance

56%

9 points

 

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

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