NRS 429VN Health Promotion in Minority Populations

Sample Answer for NRS 429VN Health Promotion in Minority Populations Included After Question

Assessment 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.

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 ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
  2. What are the health disparities that exist for this group? What are the nutritional challenges for this group?
  3. Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
  4. What health promotion activities are often practiced by this group?
  5. Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
  6. What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?

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.

Prepare this assignment according to the guidelines 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.

NRS 429VN Health Promotion in Minority Populations
NRS 429VN Health Promotion in Minority Populations

A Sample Answer For the Assignment: NRS 429VN Health Promotion in Minority Populations

Title: NRS 429VN Health Promotion in Minority Populations

To promote individual as well as community wellness, nourishment is vital and essential. It is a crucial factor that affects overall wellness and health over the course of an individual’s entire life. For the body’s tissues to grow, develop, and remain healthy as well as for many bodily functions to run as smoothly as possible, adequate nourishment is important. On the other side, poor nutrition increases the likelihood of developing chronic diseases and can cause a variety of health issues. Both under- and overnutrition present serious problems. Undernutrition can result in stunted growth, decreased cognitive development, compromised immune system, and a greater vulnerability to infectious diseases (Black et al., 2013). This is because it causes an insufficient intake of calories, macronutrients, and important micronutrients. Overnutrition can contribute to the increased prevalence of obesity, metabolic disorders, and non-communicable diseases. It is defined by excessive calorie consumption, bad eating habits, and a lack of physical exercise.

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Having limited or unpredictable availability of secure, nutritious, and socioeconomically suitable food that satisfies nutritional requirements and tastes for living a healthy and active life is a problem that impacts numerous emerging populations (FAO, 2020). Inadequate calorie consumption, poor health results, and increased disease susceptibility can all result from food hardship. Rising cultures frequently go through a dietary change, where conventional eating habits have been displaced by diets that are heavy on refined foods, processed sugars, harmful fats, and are light on fresh produce, vegetables, and cereal grains. This change may increase the risk of long-term illnesses like obesity and problems linked to nutrition. Dietary surplus and inadequacies can have a substantial impact on the onset and advancement of disease. Specific nutrient-related disorders can be brought on by nutritional deficiencies, such as insufficient consumption of key vitamins, minerals, and macronutrients.

References

Black, R.E., et al. (2013) Maternal and Child Undernutrition and Overweight in Low-Income and Middle-Income Countries. The Lancet, 382, 427-451.

https://doi.org/10.1016/S0140-6736(13)60937-X

Food and Agriculture Organization of the United Nations. (2020). The State of Food Security and Nutrition in the World 2020: Transforming food systems for affordable healthy diets. Retrieved from http://www.fao.org/state-of-food-security-nutrition/en/.

NRS 429VN Health Promotion in Minority Populations Resources

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 3 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

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

Explore the resources available on the Racial and Ethnic Approaches to Community Health (REACH) page of the Centers for Disease Control a

http://www.cdc.gov/chronicdisease/resources/publications/aag/reach.htm

US Department of Health and Human Services

Explore the resources available on the Minority Health page of the U.S. Department of Health and Human Services website. These materials

https://minorityhealth.hhs.gov/

CDC – Minority Health

Explore the resources available on the Minority Health page of the Centers for Disease Control and Prevention (CDC) website. These materi

http://www.cdc.gov/minorityhealth/index.html

SAMHSA – Racial and Ethnic Minority Populations

Explore the resources available on the Racial and Ethnic Minority Populations page of the Substance Abuse and Mental Health Services Admi

https://www.samhsa.gov/behavioral-health-equity

Healthy People 2030

Explore the Healthy People 2030 website.

https://health.gov/healthy

A Sample Answer For the Assignment: NRS 429VN Health Promotion in Minority Populations

Title: NRS 429VN Health Promotion in Minority Populations 

An ethnic minority group refers to individuals who constitute less than half of the population in an entire State or country and whose members share common characteristics of language, culture, religion, or a combination of these. Socio-economic, cultural, and political factors often limit ethnic minority groups in the US from accessing quality health care. The purpose of this paper is to compare and contrast the health status of Native Hawaiians to the national average and discuss health promotion that can be applied to this minority group.

Identification and Description of Selected Minority Group

Native Hawaiians include people with origins in the original peoples of Hawaii, Samoa, Guam, or other Pacific Islands. The estimated population of Native Hawaiians as of July 2022 was 1,440,196 based on statistics from the .S. Census Bureau. Of this population, 5.7% are children below 5 years, 21.1% are persons below 18, and 19.6 % are adults above 65. Besides, females constituted 49.7% of the total population. The states with the highest population of Native Hawaiians are Hawaii, California, Washington, Texas, Utah, Florida, Nevada, Oregon, New York, and Arizona. Native Hawaiians suffer from poor health outcomes, like high rates of overweight/obesity, hypertension, asthma, and cancer mortality (Long et al., 2022). The major mortality causes among this group are heart disease, unintentional injuries, cancer, stroke, and diabetes.

Health Disparities and Nutritional Challenges for Minority Group

Health disparities refer to the differences in access to healthcare and outcomes between groups. Health disparities among Hawaiians include a 37 times higher rate of TB and an 80% higher overweight/obesity rate. In addition, they are four times more likely to develop a stroke and 30% more likely to die from a stroke (Long et al., 2022). The group also has almost double the infant mortality rate of the general population. Furthermore, diabetes is a major cause of mortality in Native Hawaiians. Data shows that Hawaiians are 2.5 times more likely to be diagnosed with diabetes or die from the disease than whites (McElfish et al., 2019). Statistics also reveal that 39% of the population has uncontrolled diabetes, which surpasses the Healthy People 2020 goal of 16.1%.

The high rates of overweight/obesity, hypertension, and diabetes can be attributed to poor dietary habits. Long et al. (2022) explain that Native Hawaiians have a high incidence of food insecurity, contributing to chronic illnesses. The population has poor dietary habits high in complex carbohydrates, and has moderate amounts of vegetables and minimal lean animal food. Hawaiians’ diet comprises 78% carbohydrate, 12% protein, and 10% fat, which contribute to overweight and obesity.

Barriers to Health for Minority Group

Poor health outcomes among Native Hawaiians can be attributed to cultural, socioeconomic, educational, and sociopolitical factors. Language and cultural barriers hinder many Hawaiians from accessing quality healthcare. Most healthcare providers are not conversant with the group’s cultural beliefs and practices, which hinders them from understanding their health needs and the best measures to address their health problems (McElfish et al., 2019). The median household income for Native Hawaiians in 2019 was $66,695, lower than whites at $71,664. Besides, more Hawaiians (15%) lived at or below the poverty level than whites 9%, and Hawaiians had higher unemployment rates (McElfish et al., 2019). These have affected access to health due to lack of insurance and limited access to healthy foods. Furthermore, 23% of Hawaiians face challenges paying medical bills compared to whites at 16%. The limitations in accessing health care contribute to poor health outcomes, lower quality of life, and inefficient use of health services.

Hawaiians have a lower level of educational attainment than Whites. Approximately 24% of Native Hawaiians have a bachelor’s degree or higher compared to 37% of whites. Besides, fewer Native Hawaiians have a graduate or professional degree than whites. Higher education levels are linked with better health outcomes and a longer lifespan. Native Hawaiians have a political history of long-term injustice and discrimination (Lee et al., 2022). They lost their agricultural and aquacultural way of life because of urbanization and had limited access to their Native foods limiting their ability to attain optimal health.

Health Promotion Activities Practiced by Minority Group

Native Hawaiians engage in various activities to improve and promote their health. They seek traditional healers’ services that provide massage and treatment with herbs. Hawaiians use massage to alleviate pain during childbirth and manage inflammation, rheumatism, asthma, and bronchitis to improve circulation to specific body parts (Kaholokula et al., 2018). Herbs are used to manage burns, headaches, high BP, GI distress, toothache, worm infections, respiratory symptoms, and hyperglycemia.

Three Levels of Health Promotion Prevention

Primary prevention would be the most effective level of health promotion for Native Hawaiians. The population has a high prevalence of chronic diseases associated with poor lifestyle practices like poor dietary habits (excess fat and energy intake), smoking, and inadequate physical activity. Primary prevention will focus on educating Hawaiians on measures to prevent these chronic illnesses, particularly lifestyle modification. Lee et al. (2022) recommend culturally-appropriate measures to increase physical activity among Hawaiians, which can alleviate high rates of overweight, obesity, and diabetes. Hawaiians can be educated on reducing caloric consumption while considering their cultural practices. For instance, the health provider can help create a healthy meal plan using their native foods. Primary prevention is key to reducing the incidence of new diagnoses of chronic illnesses since it promotes behavior change.

Cultural Competent Health Promotion for Ethnic Minority Population

A health promotion care plan for a minority group should incorporate the population’s health beliefs, health and ethnic customs, religious practices, diet customs, and interpersonal customs. Leininger’s Culture Care Theory can be applied to support culturally competent health promotion for Native Hawaiians. It asserts that different cultures have different caring behaviors as well as values on health and illness, beliefs, and behavioral patterns (McFarland & Wehbe-Alamah, 2019). The theory’s primary aim is for nursing care to have beneficial meaning and health outcomes for people from similar or different cultural backgrounds.

Conclusion

Health disparities are apparent among Native Hawaiians and have contributed to a poor health status compared to the general US population. They have high rates of overweight/obesity, hypertension, asthma, and cancer, contributing to poor health outcomes, low quality of life, and reduced life span. Poor diet habits among Hawaiians have contributed to the high obesity and diabetes rates. Primary prevention should aim to increase Hawaiian’s knowledge of lifestyle practices contributing to poor health outcomes to encourage them to modify their behavior.

 

 

References

Kaholokula, J. K., Ing, C. T., Look, M. A., Delafield, R., & Sinclair, K. (2018). Culturally responsive approaches to health promotion for Native Hawaiians and Pacific Islanders. Annals of human biology, 45(3), 249–263. https://doi.org/10.1080/03014460.2018.1465593

Lee, Y. J., Braun, K. L., Wu, Y. Y., Burrage, R., Muneoka, S., Browne, C., … & Hossain, M. D. (2022). Physical activity and health among Native Hawaiian and Other Pacific Islander older adults. Journal of Aging and Health34(1), 120–129. https://doi.org/10.1177/08982643211032468

Lee, Y. J., Braun, K. L., Wu, Y. Y., Hong, S., Gonzales, E., Wang, Y., … & Browne, C. V. (2022). Neighborhood social cohesion and the health of native Hawaiian and other Pacific Islander older adults. Journal of Gerontological Social Work, 65(1), 3–23. https://doi.org/10.1080/01634372.2021.1917033

Long, C. R., Narcisse, M. R., Bailey, M. M., Rowland, B., English, E., & McElfish, P. A. (2022). Food insecurity and chronic diseases among Native Hawaiians and Pacific Islanders in the US: results of a population-based survey. Journal of Hunger & Environmental Nutrition17(1), 53–68. https://doi.org/10.1080/19320248.2021.1873883

McElfish, P. A., Purvis, R. S., Esquivel, M. K., Sinclair, K. I. A., Townsend, C., Hawley, N. L., … & Kaholokula, J. K. A. (2019). Diabetes disparities and promising interventions to address diabetes in Native Hawaiian and Pacific Islander populations. Current diabetes reports19, 1–9. https://doi.org/10.1007/s11892-019-1138-1

McElfish, P. A., Yeary, K., Sinclair, I. A., Steelman, S., Esquivel, M. K., Aitaoto, N., Kaholokula, K., Purvis, R. S., & Ayers, B. L. (2019). Best Practices for Community-Engaged Research with Pacific Islander Communities in the US and USAPI: A Scoping Review. Journal of health care for the poor and underserved30(4), 1302–1330. https://doi.org/10.1353/hpu.2019.0101

McFarland, M. R., & Wehbe-Alamah, H. B. (2019). Leininger’s Theory of Culture Care Diversity and Universality: An Overview With a Historical Retrospective and a View Toward the Future. Journal of transcultural nursing: official journal of the Transcultural Nursing Society30(6), 540–557. https://doi.org/10.1177/1043659619867134

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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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