Sample Answer for NRS 429V Week 5 Assignment CLC NEW Included After Question<\/strong><\/em><\/h2>\nHealth Promotion and Community Resource<\/a> Teaching Project<\/strong><\/h2>\nDetails:<\/strong><\/h3>\nThis is a Collaborative Learning Community (CLC) assignment.<\/strong><\/p>\nIt is important to promote the professional role of the nurse to provide health promotion<\/a> and disease preventive care. Collaborating with other health care professionals and consumer groups in the community in redesigning health care can help meet the goals for Healthy People 2020.<\/strong><\/p>\nRefer to http:\/\/www.healthypeple.gov\/<\/a> to open the Healthy People 2020 home page.<\/strong><\/p>\nSelect the\u201dTopics & Objectives\u201d tab to access the 2020 Topics & Objectives \u2013 Objectives A-Z page.<\/strong><\/p>\nSelect one of the Healthy People \u201cTopic Areas\u201d for improving health.<\/strong><\/p>\nSubmit the proposed area to the instructor for approval. No group may work on the same focus area as another group.<\/strong><\/p>\nDevelop a PowerPoint presentation (15-20 slides) with accompanying speaker\u2019s notes and citations.<\/strong><\/p>\nFor help designing PowerPoint slides, refer to the \u201cCreate Your First Presentation\u201d PowerPoint tutorial, located on the Microsoft website:
\nhttps:\/\/support.office.cm\/en-us\/article\/Create-your-first-presentation-ac88d138-a7a0-402c-b5a5-812641e59c8e?ui=en-US&rs=en-US&ad=US<\/a>
\nIn the presentation, address the following:<\/strong><\/p>\nState the objective of the presentation.<\/strong><\/p>\nState the Healthy People 2020 focus area your group has selected and the rationale for selection of the specific focus area.<\/strong><\/p>\nExplain how the focus area relates to the individual, the family, and the community, as well as to all age groups throughout the life span.<\/strong><\/p>\nIdentify ways to enhance or optimize health in the selected focus area using evidence-based research. A minimum of three peer-reviewed articles must be utilized.
\nAddress the health disparity among different segments of the population for the selected focus area.<\/strong><\/p>\nProvide a brief description of at least two community resources and at least two website resources for professionals and clients.<\/strong><\/p>\nProvide a brief profile of at least one health-related organization for the selected focus area.<\/strong><\/p>\nAPA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, 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.<\/strong><\/p>\nThis assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/strong><\/p>\nYou are not required to submit this assignment to Turnitin.<\/strong><\/p>\nA Sample Answer For the Assignment: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\nTitle: <\/strong> NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\nIntroduction<\/b><\/h3>\n
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.<\/p>\n
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.<\/p>\n
Heart Disease and Stroke <\/b><\/h2>\n
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).<\/p>\n
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)<\/p>\n
Ischemic stroke: occurs due to occlusion of a cerebral artery by either a thrombus or an embolus.<\/p>\n
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.<\/p>\n
Affected <\/b>Population<\/b><\/h2>\n
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\u2019s risk of developing cardiovascular diseases.<\/p>\n
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).<\/p>\n
For 60\u201379-year-olds, the following had heart disease: 77.5% of males; 75.4% of females.\u00a0 80+ year-olds: 89.4% of males; 90.8% of females.<\/p>\n
Stroke patients above 85 years accounted for 17% of all stroke patients (Virani et al., 2021).<\/p>\n
For the 60\u201379-year-old age group, 6.5% of males and 5.4% of females had a stroke.<\/p>\n
Above 80 years: 12.4% of males and 13.6% of females had a stroke (Virani et al., 2021).<\/p>\n
How Does Health Disparity Affect The Elderly<\/b><\/h2>\n
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.<\/p>\n
Although prevention and management strategies are effective in the elderly, they are under-used, and under-studied (Lettino et al., 2022).<\/p>\n
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).<\/p>\n
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.<\/p>\n
Evidence-Based Approaches <\/b><\/h2>\n
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.<\/p>\n
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.<\/p>\n
A modified Mediterranean diet was linked with a 28\u201330% decrease in major cardiovascular events (MACE).<\/p>\n
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\u2019s needs and ability<\/p>\n
Tobacco cessation has been shown to decrease heart disease risk in persons \u226560 years.<\/p>\n
The excess cardiovascular risk reduces with time since tobacco cessation, with benefits accruing within less than 5 years of quitting (Visseren et al., 2022).<\/p>\n
The 2021 ESC Guidelines on cardiovascular disease prevention recommend clinicians to encourage all smokers to quit, including those above 70 years.<\/p>\n
Cholesterol management with lipid-lowering therapy: Statins lower the risk and help prevent myocardial infarction and stroke in the elderly (Visseren et al., 2022).<\/p>\n
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.<\/p>\n
How these approaches minimize health disparity <\/b><\/h2>\n
The approaches prevent or manage cardiovascular diseases and improve the quality and duration of life among the elderly.<\/p>\n
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).<\/p>\n
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\u00a0 \u226560 years.<\/p>\n
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.<\/p>\n
\nReferences<\/b><\/h2>\n
Adhikary, D., Barman, S., Ranjan, R., & Stone, H. (2022). A Systematic Review of Major Cardiovascular Risk Factors: A Growing Global Health Concern.\u00a0Cureus<\/i>,\u00a014<\/i>(10), e30119. https:\/\/doi.org\/10.7759\/cureus.30119<\/a><\/p>\nLettino, 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\u2014Cardiovascular Round Table.\u00a0European Journal of Preventive Cardiology<\/i>,\u00a029<\/i>(10), 1412-1424. https:\/\/doi.org\/10.1093\/eurjpc\/zwac033<\/a><\/u><\/p>\nVirani, 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\u20142021 update: a report from the American Heart Association.\u00a0Circulation<\/i>,\u00a0143<\/i>(8), e254-e743. doi: 10.1161\/CIR.0000000000000950<\/p>\n
Visseren, F. L., Mach, F., Smulders, Y. M., Carballo, D., Koskinas, K. C., B\u00e4ck, 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).\u00a0European Journal of preventive cardiology<\/i>,\u00a029<\/i>(1), 5-115. doi: 10.1093\/eurheartj\/ehab484<\/p>\nA Sample Answer 2 For the Assignment: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\nTitle: <\/strong> NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\nInterdisciplinary Team in Health Promotion<\/h3>\n
Interdisciplinary teams play a critical role in health promotion based on different medical conditions. An interdisciplinary team comprises of different health and medical professionals with defined and related roles and responsibilities. These include registered nurses (RNs), nurse practitioners (NPs), dietician and nutritionists, and educators on different health conditions impacting individual patients, patient populations, families, and communities (Health Research & Educational Trust, 2018). An interdisciplinary team also comprises of community leaders and social workers interacting with them to understand different issues and barriers to health promotion on management of different conditions like injury prevention among the elderly, diabetes and substance use disorders and abuse (van Rhyn & Barwick, 2019). The interdisciplinary team will also have physicians, especially general physicians who can be at disposal to assess a host of medical conditions for better interventions. The team will also comprise of therapists; physical and occupational therapists with the aim of developing effective and evidence-based practice interventions to prevent injury among the elderly under the program.<\/p>\n
Roles of the Interdisciplinary Health Professionals<\/h2>\n
Injury prevention among the elderly requires effective interventions based on the roles and responsibilities played by the different stakeholders. Registered nurses and nurse practitioners are the frontline care providers who will monitor patients and identify possible injuries and risks to injuries because of their health condition and status. Dieticians and nutritionists will offer advice and recommend better diets and foods for the elderly to reduce susceptibility to injuries by increasing their energy levels and other critical aspects of body functioning (Health Research & Educational Trust, 2018). Educators will create and disseminate awareness programs and materials in collaboration with community leaders who understand the types of hazards that can hinder effective education.<\/p>\n
Physicians play a key role of assessing and diagnosing the types of injuries that individual elderly patients may be susceptible to and developing interventions based on their situations. For instance, injuries associated with falls among the elderly are more prevalent and physicians can seek information about their frequency and possible course of action to prevent their occurrence. Therapists are important components of injury prevention, especially falls as they perform assessments that evaluate balance, strength, endurance, and different aspects of motion and susceptibility for falls (Cancinotto et al., 2019). For instance, they look at gait steadiness and speed, and conduct tests that offer a foundation for performance. Individual patients and their families are essential members of the team as they can share information and history about potential causes of injuries like falls (Grossman et al., 2018). Many individual patients and their families may ignore previous injuries suffered due to different events, including falls, and it would be critical to get sufficient information to mitigate future susceptibility.<\/p>\n
Conclusion<\/h2>\n
The presentation demonstrates the importance of interdisciplinary team in preventing injuries among the elderly. Organizations and providers at different levels have an obligation to develop interventions through an interdisciplinary team approach that will help reduce susceptibility to injuries due to events like falls among the elderly. The presentation shows that injury prevention strategies allow the elderly to have improved quality of life, better gait, and increased level of awareness on activities to avoid to reduce vulnerability. The interdisciplinary team involves different professionals, patients and their families, and even community leaders for effective implementation of evidence-based practice interventions to reduce possible risks of injuries in different situations among the elderly.<\/p>\n
References<\/h2>\n
Calcinotto, A., Kohli, J., Zagato, E., Pellegrini, L., Demaria, M., & Alimonti, A.<\/p>\n
(2019). Cellular senescence: aging, cancer, and injury. Physiological<\/i><\/p>\n
\u00a0 <\/i>\u00a0<\/i>reviews, <\/i>99(2), 1047-1078. doi: 10.1152\/physrev.00020.2018.<\/p>\n
Grossman, D. C., Curry, S. J., Owens, D. K., Barry, M. J., Caughey, A. B.,<\/p>\n
Davidson, K. W., … & US Preventive Services Task Force. (2018).<\/p>\n
Interventions to prevent falls in community-dwelling older adults: US<\/p>\n
Preventive Services Task Force recommendation statement. Jama,<\/p>\n
319(16), 1696-1704. doi:10.1001\/jama.2018.3097<\/p>\n
Health Research & Educational Trust (June 2018). Falls with Injury Change<\/p>\n
Package:2018 Update. Chicago, IL: Health Research & Educational Trust.<\/p>\n
http:\/\/www.hret-hiin.org<\/a>\/<\/a><\/p>\nvan Rhyn, B., & Barwick, A. (2019). Health practitioners\u2019 perceptions of falls and fall<\/p>\n
prevention in older people: a Metasynthesis. Qualitative health research,<\/p>\n
29(1), 69-79. https:\/\/doi.org\/10.1177\/1049732318805753<\/a><\/p>\n![\"Sample](\"http:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/04\/Sample-Answer-for-NRS-429V-Week-5-Assignment-CLC-NEW-Included-After-Question-300x139.png\")
Sample Answer for NRS 429V Week 5 Assignment CLC NEW Included After Question<\/figcaption><\/figure>\nLate Policy<\/strong><\/h2>\nThe university\u2019s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.<\/p>\n
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.<\/p>\n
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.<\/p>\n
I do not accept assignments that are two or more weeks late unless we have worked out an extension.<\/p>\n
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/a><\/span><\/h4>\nCommunication<\/strong><\/h2>\nCommunication is so very important. There are multiple ways to communicate with me:<\/p>\n
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public fo<\/p>\n
<\/h4>\n
rum for the class.<\/p>\n
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.<\/p>\n
Important information for writing discussion questions and participation<\/strong><\/h2>\nWelcome to class<\/strong><\/h3>\nHello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the \u201cmessage\u201d icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to<\/p>\n
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.<\/p>\n
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.<\/p>\n
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.<\/p>\n
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.<\/p>\n
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.<\/p>\n
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God\u2019s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!<\/p>\n
Hi Class,<\/p>\n
Please read through the following information on writing a Discussion question response and participation posts.<\/p>\n
Contact me if you have any questions.<\/p>\n
Important information on Writing a Discussion Question<\/strong><\/h2>\n\n- Your response needs to be\u00a0a minimum\u00a0of 150 words (not including your list of references)<\/li>\n
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.<\/li>\n
- Include in-text citations in your response<\/li>\n
- Do not include quotes\u2014instead summarize and paraphrase the information<\/li>\n
- Follow APA-7th edition<\/li>\n
- Points will be deducted if the above is not followed<\/li>\n<\/ul>\n
Participation \u2013replies to your classmates or instructor<\/strong><\/h2>\n\n- A minimum of 6 responses per week, on at least 3 days of the week.<\/li>\n
- Each response needs at least ONE reference with citations\u2014best if it is a peer reviewed journal article<\/li>\n
- Each response needs to be at least 75 words in length (does not include your list of references)<\/li>\n
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of \u201cI agree\u201d or \u201cgreat post\u201d does not count for the word count.<\/li>\n
- Follow APA 7th edition<\/li>\n
- Points will be deducted if the above is not followed<\/li>\n
- Remember to use and follow APA-7th\u00a0edition for all weekly assignments, discussion questions, and participation points.<\/li>\n
- Here are some helpful links<\/li>\n
- Student paper example<\/a><\/li>\n
- Citing Sources<\/a><\/li>\n
- The\u00a0Writing Center\u00a0<\/a>is a great resource<\/li>\n<\/ul>\n
Details:<\/strong><\/h3>\nThis is a Collaborative Learning Community (CLC) assignment.<\/strong><\/p>\nIt is important to promote the professional role of the nurse to provide health promotion<\/a> and disease preventive care. Collaborating with other health care professionals and consumer groups in the community in redesigning health care can help meet the goals for Healthy People 2020.<\/strong><\/p>\nRefer to http:\/\/www.healthypeple.gov\/<\/a> to open the Healthy People 2020 home page.<\/strong><\/p>\nSelect the\u201dTopics & Objectives\u201d tab to access the 2020 Topics & Objectives \u2013 Objectives A-Z page.<\/strong><\/p>\nSelect one of the Healthy People \u201cTopic Areas\u201d for improving health.<\/strong><\/p>\nSubmit the proposed area to the instructor for approval. No group may work on the same focus area as another group.<\/strong><\/p>\nDevelop a PowerPoint presentation (15-20 slides) with accompanying speaker\u2019s notes and citations.<\/strong><\/p>\nFor help designing PowerPoint slides, refer to the \u201cCreate Your First Presentation\u201d PowerPoint tutorial, located on the Microsoft website:
\nhttps:\/\/support.office.cm\/en-us\/article\/Create-your-first-presentation-ac88d138-a7a0-402c-b5a5-812641e59c8e?ui=en-US&rs=en-US&ad=US<\/a>
\nIn the presentation, address the following:<\/strong><\/p>\nState the objective of the presentation.<\/strong><\/p>\nState the Healthy People 2020 focus area your group has selected and the rationale for selection of the specific focus area.<\/strong><\/p>\nExplain how the focus area relates to the individual, the family, and the community, as well as to all age groups throughout the life span.<\/strong><\/p>\nIdentify ways to enhance or optimize health in the selected focus area using evidence-based research. A minimum of three peer-reviewed articles must be utilized.
\nAddress the health disparity among different segments of the population for the selected focus area.<\/strong><\/p>\nProvide a brief description of at least two community resources and at least two website resources for professionals and clients.<\/strong><\/p>\nProvide a brief profile of at least one health-related organization for the selected focus area.<\/strong><\/p>\nAPA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, 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.<\/strong><\/p>\nThis assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/strong><\/p>\nYou are not required to submit this assignment to Turnitin.<\/strong><\/p>\nA Sample Answer For the Assignment: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\nTitle: <\/strong> NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\nIntroduction<\/b><\/h3>\n
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.<\/p>\n
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.<\/p>\n
Heart Disease and Stroke <\/b><\/h2>\n
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).<\/p>\n
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)<\/p>\n
Ischemic stroke: occurs due to occlusion of a cerebral artery by either a thrombus or an embolus.<\/p>\n
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.<\/p>\n
Affected <\/b>Population<\/b><\/h2>\n
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\u2019s risk of developing cardiovascular diseases.<\/p>\n
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).<\/p>\n
For 60\u201379-year-olds, the following had heart disease: 77.5% of males; 75.4% of females.\u00a0 80+ year-olds: 89.4% of males; 90.8% of females.<\/p>\n
Stroke patients above 85 years accounted for 17% of all stroke patients (Virani et al., 2021).<\/p>\n
For the 60\u201379-year-old age group, 6.5% of males and 5.4% of females had a stroke.<\/p>\n
Above 80 years: 12.4% of males and 13.6% of females had a stroke (Virani et al., 2021).<\/p>\n
How Does Health Disparity Affect The Elderly<\/b><\/h2>\n
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.<\/p>\n
Although prevention and management strategies are effective in the elderly, they are under-used, and under-studied (Lettino et al., 2022).<\/p>\n
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).<\/p>\n
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.<\/p>\n
Evidence-Based Approaches <\/b><\/h2>\n
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.<\/p>\n
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.<\/p>\n
A modified Mediterranean diet was linked with a 28\u201330% decrease in major cardiovascular events (MACE).<\/p>\n
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\u2019s needs and ability<\/p>\n
Tobacco cessation has been shown to decrease heart disease risk in persons \u226560 years.<\/p>\n
The excess cardiovascular risk reduces with time since tobacco cessation, with benefits accruing within less than 5 years of quitting (Visseren et al., 2022).<\/p>\n
The 2021 ESC Guidelines on cardiovascular disease prevention recommend clinicians to encourage all smokers to quit, including those above 70 years.<\/p>\n
Cholesterol management with lipid-lowering therapy: Statins lower the risk and help prevent myocardial infarction and stroke in the elderly (Visseren et al., 2022).<\/p>\n
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.<\/p>\n
How these approaches minimize health disparity <\/b><\/h2>\n
The approaches prevent or manage cardiovascular diseases and improve the quality and duration of life among the elderly.<\/p>\n
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).<\/p>\n
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\u00a0 \u226560 years.<\/p>\n
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.<\/p>\n
\nReferences<\/b><\/h2>\n
Adhikary, D., Barman, S., Ranjan, R., & Stone, H. (2022). A Systematic Review of Major Cardiovascular Risk Factors: A Growing Global Health Concern.\u00a0Cureus<\/i>,\u00a014<\/i>(10), e30119. https:\/\/doi.org\/10.7759\/cureus.30119<\/a><\/p>\nLettino, 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\u2014Cardiovascular Round Table.\u00a0European Journal of Preventive Cardiology<\/i>,\u00a029<\/i>(10), 1412-1424. https:\/\/doi.org\/10.1093\/eurjpc\/zwac033<\/a><\/u><\/p>\nVirani, 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\u20142021 update: a report from the American Heart Association.\u00a0Circulation<\/i>,\u00a0143<\/i>(8), e254-e743. doi: 10.1161\/CIR.0000000000000950<\/p>\n
Visseren, F. L., Mach, F., Smulders, Y. M., Carballo, D., Koskinas, K. C., B\u00e4ck, 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).\u00a0European Journal of preventive cardiology<\/i>,\u00a029<\/i>(1), 5-115. doi: 10.1093\/eurheartj\/ehab484<\/p>\nA Sample Answer 2 For the Assignment: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\nTitle: <\/strong> NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\nInterdisciplinary Team in Health Promotion<\/h3>\n
Interdisciplinary teams play a critical role in health promotion based on different medical conditions. An interdisciplinary team comprises of different health and medical professionals with defined and related roles and responsibilities. These include registered nurses (RNs), nurse practitioners (NPs), dietician and nutritionists, and educators on different health conditions impacting individual patients, patient populations, families, and communities (Health Research & Educational Trust, 2018). An interdisciplinary team also comprises of community leaders and social workers interacting with them to understand different issues and barriers to health promotion on management of different conditions like injury prevention among the elderly, diabetes and substance use disorders and abuse (van Rhyn & Barwick, 2019). The interdisciplinary team will also have physicians, especially general physicians who can be at disposal to assess a host of medical conditions for better interventions. The team will also comprise of therapists; physical and occupational therapists with the aim of developing effective and evidence-based practice interventions to prevent injury among the elderly under the program.<\/p>\n
Roles of the Interdisciplinary Health Professionals<\/h2>\n
Injury prevention among the elderly requires effective interventions based on the roles and responsibilities played by the different stakeholders. Registered nurses and nurse practitioners are the frontline care providers who will monitor patients and identify possible injuries and risks to injuries because of their health condition and status. Dieticians and nutritionists will offer advice and recommend better diets and foods for the elderly to reduce susceptibility to injuries by increasing their energy levels and other critical aspects of body functioning (Health Research & Educational Trust, 2018). Educators will create and disseminate awareness programs and materials in collaboration with community leaders who understand the types of hazards that can hinder effective education.<\/p>\n
Physicians play a key role of assessing and diagnosing the types of injuries that individual elderly patients may be susceptible to and developing interventions based on their situations. For instance, injuries associated with falls among the elderly are more prevalent and physicians can seek information about their frequency and possible course of action to prevent their occurrence. Therapists are important components of injury prevention, especially falls as they perform assessments that evaluate balance, strength, endurance, and different aspects of motion and susceptibility for falls (Cancinotto et al., 2019). For instance, they look at gait steadiness and speed, and conduct tests that offer a foundation for performance. Individual patients and their families are essential members of the team as they can share information and history about potential causes of injuries like falls (Grossman et al., 2018). Many individual patients and their families may ignore previous injuries suffered due to different events, including falls, and it would be critical to get sufficient information to mitigate future susceptibility.<\/p>\n
Conclusion<\/h2>\n
The presentation demonstrates the importance of interdisciplinary team in preventing injuries among the elderly. Organizations and providers at different levels have an obligation to develop interventions through an interdisciplinary team approach that will help reduce susceptibility to injuries due to events like falls among the elderly. The presentation shows that injury prevention strategies allow the elderly to have improved quality of life, better gait, and increased level of awareness on activities to avoid to reduce vulnerability. The interdisciplinary team involves different professionals, patients and their families, and even community leaders for effective implementation of evidence-based practice interventions to reduce possible risks of injuries in different situations among the elderly.<\/p>\n
References<\/h2>\n
Calcinotto, A., Kohli, J., Zagato, E., Pellegrini, L., Demaria, M., & Alimonti, A.<\/p>\n
(2019). Cellular senescence: aging, cancer, and injury. Physiological<\/i><\/p>\n
\u00a0 <\/i>\u00a0<\/i>reviews, <\/i>99(2), 1047-1078. doi: 10.1152\/physrev.00020.2018.<\/p>\n
Grossman, D. C., Curry, S. J., Owens, D. K., Barry, M. J., Caughey, A. B.,<\/p>\n
Davidson, K. W., … & US Preventive Services Task Force. (2018).<\/p>\n
Interventions to prevent falls in community-dwelling older adults: US<\/p>\n
Preventive Services Task Force recommendation statement. Jama,<\/p>\n
319(16), 1696-1704. doi:10.1001\/jama.2018.3097<\/p>\n
Health Research & Educational Trust (June 2018). Falls with Injury Change<\/p>\n
Package:2018 Update. Chicago, IL: Health Research & Educational Trust.<\/p>\n
http:\/\/www.hret-hiin.org<\/a>\/<\/a><\/p>\nvan Rhyn, B., & Barwick, A. (2019). Health practitioners\u2019 perceptions of falls and fall<\/p>\n
prevention in older people: a Metasynthesis. Qualitative health research,<\/p>\n
29(1), 69-79. https:\/\/doi.org\/10.1177\/1049732318805753<\/a><\/p>\nSample Answer for NRS 429V Week 5 Assignment CLC NEW Included After Question<\/figcaption><\/figure>\nLate Policy<\/strong><\/h2>\nThe university\u2019s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.<\/p>\n
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.<\/p>\n
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.<\/p>\n
I do not accept assignments that are two or more weeks late unless we have worked out an extension.<\/p>\n
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/a><\/span><\/h4>\nCommunication<\/strong><\/h2>\nCommunication is so very important. There are multiple ways to communicate with me:<\/p>\n
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public fo<\/p>\n
<\/h4>\n
rum for the class.<\/p>\n
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.<\/p>\n
Important information for writing discussion questions and participation<\/strong><\/h2>\nWelcome to class<\/strong><\/h3>\nHello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the \u201cmessage\u201d icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to<\/p>\n
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.<\/p>\n
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.<\/p>\n
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.<\/p>\n
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.<\/p>\n
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.<\/p>\n
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God\u2019s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!<\/p>\n
Hi Class,<\/p>\n
Please read through the following information on writing a Discussion question response and participation posts.<\/p>\n
Contact me if you have any questions.<\/p>\n
Important information on Writing a Discussion Question<\/strong><\/h2>\n\n- Your response needs to be\u00a0a minimum\u00a0of 150 words (not including your list of references)<\/li>\n
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.<\/li>\n
- Include in-text citations in your response<\/li>\n
- Do not include quotes\u2014instead summarize and paraphrase the information<\/li>\n
- Follow APA-7th edition<\/li>\n
- Points will be deducted if the above is not followed<\/li>\n<\/ul>\n
Participation \u2013replies to your classmates or instructor<\/strong><\/h2>\n\n- A minimum of 6 responses per week, on at least 3 days of the week.<\/li>\n
- Each response needs at least ONE reference with citations\u2014best if it is a peer reviewed journal article<\/li>\n
- Each response needs to be at least 75 words in length (does not include your list of references)<\/li>\n
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of \u201cI agree\u201d or \u201cgreat post\u201d does not count for the word count.<\/li>\n
- Follow APA 7th edition<\/li>\n
- Points will be deducted if the above is not followed<\/li>\n
- Remember to use and follow APA-7th\u00a0edition for all weekly assignments, discussion questions, and participation points.<\/li>\n
- Here are some helpful links<\/li>\n
- Student paper example<\/a><\/li>\n
- Citing Sources<\/a><\/li>\n
- The\u00a0Writing Center\u00a0<\/a>is a great resource<\/li>\n<\/ul>\n
It is important to promote the professional role of the nurse to provide health promotion<\/a> and disease preventive care. Collaborating with other health care professionals and consumer groups in the community in redesigning health care can help meet the goals for Healthy People 2020.<\/strong><\/p>\n Refer to http:\/\/www.healthypeple.gov\/<\/a> to open the Healthy People 2020 home page.<\/strong><\/p>\n Select the\u201dTopics & Objectives\u201d tab to access the 2020 Topics & Objectives \u2013 Objectives A-Z page.<\/strong><\/p>\n Select one of the Healthy People \u201cTopic Areas\u201d for improving health.<\/strong><\/p>\n Submit the proposed area to the instructor for approval. No group may work on the same focus area as another group.<\/strong><\/p>\n Develop a PowerPoint presentation (15-20 slides) with accompanying speaker\u2019s notes and citations.<\/strong><\/p>\n For help designing PowerPoint slides, refer to the \u201cCreate Your First Presentation\u201d PowerPoint tutorial, located on the Microsoft website: State the objective of the presentation.<\/strong><\/p>\n State the Healthy People 2020 focus area your group has selected and the rationale for selection of the specific focus area.<\/strong><\/p>\n Explain how the focus area relates to the individual, the family, and the community, as well as to all age groups throughout the life span.<\/strong><\/p>\n Identify ways to enhance or optimize health in the selected focus area using evidence-based research. A minimum of three peer-reviewed articles must be utilized. Provide a brief description of at least two community resources and at least two website resources for professionals and clients.<\/strong><\/p>\n Provide a brief profile of at least one health-related organization for the selected focus area.<\/strong><\/p>\n APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, 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.<\/strong><\/p>\n This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/strong><\/p>\n You are not required to submit this assignment to Turnitin.<\/strong><\/p>\n 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.<\/p>\n 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.<\/p>\n 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).<\/p>\n 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)<\/p>\n Ischemic stroke: occurs due to occlusion of a cerebral artery by either a thrombus or an embolus.<\/p>\n 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.<\/p>\n 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\u2019s risk of developing cardiovascular diseases.<\/p>\n 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).<\/p>\n For 60\u201379-year-olds, the following had heart disease: 77.5% of males; 75.4% of females.\u00a0 80+ year-olds: 89.4% of males; 90.8% of females.<\/p>\n Stroke patients above 85 years accounted for 17% of all stroke patients (Virani et al., 2021).<\/p>\n For the 60\u201379-year-old age group, 6.5% of males and 5.4% of females had a stroke.<\/p>\n Above 80 years: 12.4% of males and 13.6% of females had a stroke (Virani et al., 2021).<\/p>\n 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.<\/p>\n Although prevention and management strategies are effective in the elderly, they are under-used, and under-studied (Lettino et al., 2022).<\/p>\n 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).<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n A modified Mediterranean diet was linked with a 28\u201330% decrease in major cardiovascular events (MACE).<\/p>\n 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\u2019s needs and ability<\/p>\n Tobacco cessation has been shown to decrease heart disease risk in persons \u226560 years.<\/p>\n The excess cardiovascular risk reduces with time since tobacco cessation, with benefits accruing within less than 5 years of quitting (Visseren et al., 2022).<\/p>\n The 2021 ESC Guidelines on cardiovascular disease prevention recommend clinicians to encourage all smokers to quit, including those above 70 years.<\/p>\n Cholesterol management with lipid-lowering therapy: Statins lower the risk and help prevent myocardial infarction and stroke in the elderly (Visseren et al., 2022).<\/p>\n 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.<\/p>\n The approaches prevent or manage cardiovascular diseases and improve the quality and duration of life among the elderly.<\/p>\n 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).<\/p>\n 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\u00a0 \u226560 years.<\/p>\n 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.<\/p>\n Adhikary, D., Barman, S., Ranjan, R., & Stone, H. (2022). A Systematic Review of Major Cardiovascular Risk Factors: A Growing Global Health Concern.\u00a0Cureus<\/i>,\u00a014<\/i>(10), e30119. https:\/\/doi.org\/10.7759\/cureus.30119<\/a><\/p>\n 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\u2014Cardiovascular Round Table.\u00a0European Journal of Preventive Cardiology<\/i>,\u00a029<\/i>(10), 1412-1424. https:\/\/doi.org\/10.1093\/eurjpc\/zwac033<\/a><\/u><\/p>\n 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\u20142021 update: a report from the American Heart Association.\u00a0Circulation<\/i>,\u00a0143<\/i>(8), e254-e743. doi: 10.1161\/CIR.0000000000000950<\/p>\n Visseren, F. L., Mach, F., Smulders, Y. M., Carballo, D., Koskinas, K. C., B\u00e4ck, 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).\u00a0European Journal of preventive cardiology<\/i>,\u00a029<\/i>(1), 5-115. doi: 10.1093\/eurheartj\/ehab484<\/p>\n Interdisciplinary teams play a critical role in health promotion based on different medical conditions. An interdisciplinary team comprises of different health and medical professionals with defined and related roles and responsibilities. These include registered nurses (RNs), nurse practitioners (NPs), dietician and nutritionists, and educators on different health conditions impacting individual patients, patient populations, families, and communities (Health Research & Educational Trust, 2018). An interdisciplinary team also comprises of community leaders and social workers interacting with them to understand different issues and barriers to health promotion on management of different conditions like injury prevention among the elderly, diabetes and substance use disorders and abuse (van Rhyn & Barwick, 2019). The interdisciplinary team will also have physicians, especially general physicians who can be at disposal to assess a host of medical conditions for better interventions. The team will also comprise of therapists; physical and occupational therapists with the aim of developing effective and evidence-based practice interventions to prevent injury among the elderly under the program.<\/p>\n Injury prevention among the elderly requires effective interventions based on the roles and responsibilities played by the different stakeholders. Registered nurses and nurse practitioners are the frontline care providers who will monitor patients and identify possible injuries and risks to injuries because of their health condition and status. Dieticians and nutritionists will offer advice and recommend better diets and foods for the elderly to reduce susceptibility to injuries by increasing their energy levels and other critical aspects of body functioning (Health Research & Educational Trust, 2018). Educators will create and disseminate awareness programs and materials in collaboration with community leaders who understand the types of hazards that can hinder effective education.<\/p>\n Physicians play a key role of assessing and diagnosing the types of injuries that individual elderly patients may be susceptible to and developing interventions based on their situations. For instance, injuries associated with falls among the elderly are more prevalent and physicians can seek information about their frequency and possible course of action to prevent their occurrence. Therapists are important components of injury prevention, especially falls as they perform assessments that evaluate balance, strength, endurance, and different aspects of motion and susceptibility for falls (Cancinotto et al., 2019). For instance, they look at gait steadiness and speed, and conduct tests that offer a foundation for performance. Individual patients and their families are essential members of the team as they can share information and history about potential causes of injuries like falls (Grossman et al., 2018). Many individual patients and their families may ignore previous injuries suffered due to different events, including falls, and it would be critical to get sufficient information to mitigate future susceptibility.<\/p>\n The presentation demonstrates the importance of interdisciplinary team in preventing injuries among the elderly. Organizations and providers at different levels have an obligation to develop interventions through an interdisciplinary team approach that will help reduce susceptibility to injuries due to events like falls among the elderly. The presentation shows that injury prevention strategies allow the elderly to have improved quality of life, better gait, and increased level of awareness on activities to avoid to reduce vulnerability. The interdisciplinary team involves different professionals, patients and their families, and even community leaders for effective implementation of evidence-based practice interventions to reduce possible risks of injuries in different situations among the elderly.<\/p>\n Calcinotto, A., Kohli, J., Zagato, E., Pellegrini, L., Demaria, M., & Alimonti, A.<\/p>\n (2019). Cellular senescence: aging, cancer, and injury. Physiological<\/i><\/p>\n \u00a0 <\/i>\u00a0<\/i>reviews, <\/i>99(2), 1047-1078. doi: 10.1152\/physrev.00020.2018.<\/p>\n Grossman, D. C., Curry, S. J., Owens, D. K., Barry, M. J., Caughey, A. B.,<\/p>\n Davidson, K. W., … & US Preventive Services Task Force. (2018).<\/p>\n Interventions to prevent falls in community-dwelling older adults: US<\/p>\n Preventive Services Task Force recommendation statement. Jama,<\/p>\n 319(16), 1696-1704. doi:10.1001\/jama.2018.3097<\/p>\n Health Research & Educational Trust (June 2018). Falls with Injury Change<\/p>\n Package:2018 Update. Chicago, IL: Health Research & Educational Trust.<\/p>\n http:\/\/www.hret-hiin.org<\/a>\/<\/a><\/p>\n van Rhyn, B., & Barwick, A. (2019). Health practitioners\u2019 perceptions of falls and fall<\/p>\n prevention in older people: a Metasynthesis. Qualitative health research,<\/p>\n 29(1), 69-79. https:\/\/doi.org\/10.1177\/1049732318805753<\/a><\/p>\n The university\u2019s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.<\/p>\n Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.<\/p>\n If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.<\/p>\n I do not accept assignments that are two or more weeks late unless we have worked out an extension.<\/p>\n As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.<\/p>\n Communication is so very important. There are multiple ways to communicate with me:<\/p>\n Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public fo<\/p>\n rum for the class.<\/p>\n Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.<\/p>\n Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the \u201cmessage\u201d icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to<\/p>\n I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.<\/p>\n Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.<\/p>\n If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.<\/p>\n Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.<\/p>\n Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.<\/p>\n I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God\u2019s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!<\/p>\n Hi Class,<\/p>\n Please read through the following information on writing a Discussion question response and participation posts.<\/p>\n Contact me if you have any questions.<\/p>\n
\nhttps:\/\/support.office.cm\/en-us\/article\/Create-your-first-presentation-ac88d138-a7a0-402c-b5a5-812641e59c8e?ui=en-US&rs=en-US&ad=US<\/a>
\nIn the presentation, address the following:<\/strong><\/p>\n
\nAddress the health disparity among different segments of the population for the selected focus area.<\/strong><\/p>\nA Sample Answer For the Assignment: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\n
Title: <\/strong> NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\n
Introduction<\/b><\/h3>\n
Heart Disease and Stroke <\/b><\/h2>\n
Affected <\/b>Population<\/b><\/h2>\n
How Does Health Disparity Affect The Elderly<\/b><\/h2>\n
Evidence-Based Approaches <\/b><\/h2>\n
How these approaches minimize health disparity <\/b><\/h2>\n
\nReferences<\/b><\/h2>\nA Sample Answer 2 For the Assignment: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\n
Title: <\/strong> NRS 429V Week 5 Assignment CLC NEW<\/strong><\/h2>\n
Interdisciplinary Team in Health Promotion<\/h3>\n
Roles of the Interdisciplinary Health Professionals<\/h2>\n
Conclusion<\/h2>\n
References<\/h2>\n
Late Policy<\/strong><\/h2>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429V Week 5 Assignment CLC NEW<\/strong><\/a><\/span><\/h4>\n
Communication<\/strong><\/h2>\n
<\/h4>\n
Important information for writing discussion questions and participation<\/strong><\/h2>\n
Welcome to class<\/strong><\/h3>\n
Important information on Writing a Discussion Question<\/strong><\/h2>\n
\n
Participation \u2013replies to your classmates or instructor<\/strong><\/h2>\n
\n