An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic (Adult Diabetes)
Address the following:
Describe the approved topic (Diabetes) and associated population (Adults) selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
Provided info will be used to create a PowerPoint presentation
The scientific method is used by most people on a daily basis for solving ordinary problems. Read the description of the steps involved in the scientific method in the text paying close attention to the steps outlined in Chapter 1.3. Use the topic below and describe the steps of the scientific method you would use to test the question or find the solution to the problem. In other words, please design a virtual experiment(using the steps of the scientific method) to test the hypothesis you make about the question listed below.
Be sure to identify the steps (observation, hypothesis, prediction, experiment/test, controls, results, conclusions).
Topic
Equal (an artificial sweetener) causes cancer?
please use this book as a source!
Essentials of Biology 6th Edition (2021)
This MUST be in your own words. Do NOT copy and paste from the Internet. You MAY use quotes from a source, but those quotes will NOT count towards your 300 word count requirement. Please do not plagiarize. If you use a quote, you MUST put quotation marks around it AND you MUST cite the source at the end of your post. It is NOT simply enough to put a source at the end. You should also include at least one reference in your post. Do NOT use Wikipedia as a source.
Where to find digitized primary sources for the DH project?
https://uark.libguides.com/az.php?q=america – The University of Arkansas subscribes to several online databases that may be helpful to your group (make sure it’s the right time period).
https://founders.archives.gov/ – contains transcribed letters from the founding fathers. You can sort by individual as well as time period and subject matter.
https://freedomonthemove.org/ – newspaper advertisements contain a veritable wealth of information! This database provides students with transcribed newspapers pertaining to fugitive enslaved peoples.
https://archives.nypl.org/collection/digital – the New York Public Library has TONS of archival materials that are digitized and easily accessible…the one problem is that they are not word searchable, so you’ll have to do some archival work the old fashioned way – narrowing it down by dates, looking at finding aids, etc.
Both of these are Adam Matthew databases and while they are fully text searchable, if you want to use them, you will need to request a free trial login (30 days) using your UARK account, but it will provide you with access to thousands of resources including published works, correspondence, Request a trial here: https://www.amdigital.co.uk/products/free-trials
https://www.masshist.org/digital-collections – sets of digitized items which have been organized either around a common topic, such as the American Revolution, or to highlight a specific collection, such as the papers of Thomas Jefferson, organized by the Massachusetts Historical Society.
From an ecological perspective, the Precede-Proceed model has been used to plan effective behavior change programs for over three decades. It was originally developed as the Precede model, with the Proceed part concentrating on intervention and evaluation added later.
The PRECEDE acronym stands for Predisposing, Reinforcing, and Enabling Constructs in Educational and/or Environmental Diagnosis and Evaluation. While the PROCEED acronym represents Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development.
The following phases make up the Precede part:
Phase 1: Social Assessment
Phase 2: Epidemiological, Behavioral, and Environmental Assessment
Phase 3: Educational and Ecological Assessment
Phase 4: Administrative and Policy Assessment and Intervention Alignment
The Proceed part of the model consists of:
Phase 5: Implementation
Phase 6: Process evaluation
Phase 7: Impact evaluation
Phase 8: Outcome evaluation
The focus of the model is on the outcome rather than the activities. Using the eight phases, you will be asked to apply the Precede-Proceed model to a specific health topic and target population.
Planning, implementing, and evaluating a successful intervention, with its many “moving parts,†requires planners to have a “framework†by which to track the critical aspects of the intervention. Intervention Mapping provides for a sort of scope and sequence timeline, with key decision points, so that decisions can be made efficiently and effectively at these key points of planning, implementation, and evaluation. Intervention Mapping allows planners to use theory constructs to assess needs and strengths of a population, and design initiatives to address (needs) or utilize (strengths) these in a systematic order. As with any event, the process requires specific planning, and in public health education, Intervention Mapping can be a meaningful tool.
Both the Precede-Proceed model and Intervention Mapping will assist you in utilizing theory and effectively designing health interventions. Using theory and planning models as a basis for designing health interventions will result in more successful outcomes for target populations.
While the target population will be assigned by your Instructor, you will be asked to select a topic from the Topics document found in this module’s Resources.
To prepare:
Download the Topics document from your Learning Resources and select one topic to focus on.
Review the Module 5 Resources.
Submit a 6- to 7-page paper (not including title page or references) that includes the following:
Title page
Section headers addressing each of the following required sections for the narrative:
In your own words, provide a brief description of the Precede-Proceed model.
Using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment, expand upon the factors you selected for this phase.
Discuss/compare the behavior/lifestyle and environmental factors for your topic and target group.
Explain why these were selected and deemed important to the health topic and target group.
Using the Phase 3-Educational and Ecological assessment, discuss the predisposing, reinforcing, and enabling factors for your topic and target group.
Explain why these were selected and deemed important to the health topic and target group.
Using the Phase 4-Administration and policy assessment and Intervention Alignment, discuss the health education and policy regulation factors for your topic and target group.
Explain why these were selected and deemed important to the health topic and target group.
Briefly discuss how Phases 5–8 of the Proceed part of the model apply to your topic and target group.
Summarize the Precede-Proceed Model and its application to your selected target group and assigned health topic.
Include a reference list using APA format.
Note:
Cite the sources within your text where you refer to them, using APA format.
Be sure to include peer-reviewed journal articles that establish the evidence-based research for your responses.
Be sure to present your narrative in paragraph form and avoid simply listing or bulleting the information.
Your final document should include title page, the narrative and an APA reference list presented in the format as described in the instructions.
rubric
PUBH6038_Module5_Assignment_Rubric
Description: Criteria: Adherence to Assignment Expectations (see course for details)
Description of the Precede-Proceed model in own words. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Discussion and comparison of the behavior/lifestyle and environmental factors for your topic and target group using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Explanation of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Discussion of the predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Explanation of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Discussion of the health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Explanation of why these health education and policy regulation factors were selected and deemed important to your health topic and target group. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Discussion of how Phases 5–8 of the Proceed part of the model apply to your topic and target group. (5 points)–
Does Not Meet Expectations 0 (0%) – 3 (3%)
Meets Expectations 4 (4%) – 4 (4%)
Very Good 4.5 (4.5%) – 4.5 (4.5%)
Outstanding 5 (5%) – 5 (5%)
Summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic. (5 points)–
Does Not Meet Expectations 0 (0%) – 3 (3%)
Meets Expectations 4 (4%) – 4 (4%)
Very Good 4.5 (4.5%) – 4.5 (4.5%)
Outstanding 5 (5%) – 5 (5%)
Written Communication: Extent to which writing is professional, appropriate, clear, properly formatted, grammatically and structurally correct, synthesized, supported, and scholarly. (20 points)–
Does Not Meet Expectations 0 (0%) – 15 (15%)
Meets Expectations 16 (16%) – 17 (17%)
Very Good 18 (18%) – 18 (18%)
Outstanding 19 (19%) – 20 (20%)
Total Points: 100
Name: PUBH6038_Module5_Assignment_Rubric
Description: Criteria: Adherence to Assignment Expectations (see course for details)
Select an ethnic minority group that is represented in the United States (Black/African American). 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:
Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
What are the health disparities that exist for this group? What are the nutritional challenges for this group?
Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
What health promotion activities are often practiced by this group?
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.
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 APA guidelines.
-Please make sure you include a thesis at the beginning of the paper and include the purpose for writing the paper. The thesis should be about four sentences, ending with the purpose for writing the paper.
The Social-Ecological Model (SEM) has been used to explain/predict behavior from an ecological perspective. The focus of the SEM is to describe how specific levels of influence, as well as internal and external factors, interact to impact and shape health behavior. Using the levels of intrapersonal, interpersonal, institutional, community, and societal factors, you will be asked to apply the SEM to a specific health topic. While the topic will be assigned by your Instructor, you will select a target group to focus on.
To prepare:
Review the topic assigned to you by your Instructor.
Download the Target Population document from your Learning Resources and select one target population to focus on.
Review the Module 4 Resources.
Submit a 3- to 4-page paper (not including title page and references) that includes the following:
Title page
Social-Ecological Model
In your own words, provide a brief description of the Social-Ecological Model.
Intrapersonal and Interpersonal Levels
Describe how the intrapersonal and interpersonal levels can/do influence the assigned health topic and how these levels pertain to your selected target group. Be specific and provide examples.
Institutional, Community, and Societal Levels
Describe how the institutional, community, and societal levels can/do impact the assigned health topic and how these levels pertain to your selected target group. Be specific and provide examples.
Challenges to Achieving Health Equity
Describe how structural bias, social inequities, and racism can create challenges to achieving health equity for your specific targeted group for your assigned health topic.
Summary of the Application of SEM
Summarize the application of the SEM to your selected target group and assigned health topic.
Reference List
Include a reference list using APA format.
rubric
Criteria: Adherence to Assignment Expectations (see course for details)
Description of the Social-Ecological Model in own words. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Description of how the intrapersonal and interpersonal levels can/do influence the assigned health topic and how these levels pertain to your selected target group. (20 points)–
Does Not Meet Expectations 0 (0%) – 15 (15%)
Meets Expectations 16 (16%) – 17 (17%)
Very Good 18 (18%) – 18 (18%)
Outstanding 19 (19%) – 20 (20%)
Description of how the institutional, community, and societal levels can/do impact the assigned health topic and how these levels pertain to your selected target group. (20 points)–
Does Not Meet Expectations 0 (0%) – 15 (15%)
Meets Expectations 16 (16%) – 17 (17%)
Very Good 18 (18%) – 18 (18%)
Outstanding 19 (19%) – 20 (20%)
Description of how structural bias, social inequities, and racism can create challenges to achieving health equity for your specific targeted group for your assigned health topic. (20 points)–
Does Not Meet Expectations 0 (0%) – 15 (15%)
Meets Expectations 16 (16%) – 17 (17%)
Very Good 18 (18%) – 18 (18%)
Outstanding 19 (19%) – 20 (20%)
Summary of the application of the SEM to your selected target group and assigned health topic. (10 points)–
Does Not Meet Expectations 0 (0%) – 7 (7%)
Meets Expectations 8 (8%) – 8 (8%)
Very Good 9 (9%) – 9 (9%)
Outstanding 10 (10%) – 10 (10%)
Written Communication: Extent to which writing is professional, appropriate, clear, properly formatted, grammatically and structurally correct, synthesized, supported, and scholarly. (20 points)–
People call the police for an infinite range of problems: arguments, fights, and domestic disputes; medical emergencies, including deaths, suicides, and injuries; assistance for dependent persons, including intoxicated individuals, missing persons, and juvenile runaways; and public nuisances, including noise, trespassing, and suspicious persons.
1. First, do an internet search and look for a news story that illustrates the work of the police involving peacekeeping and order maintenance.
Share key details about story with the class and most importantly discuss the role of the police in that instance. For instance, if it is a missing person story, how has/have the police intervened and aid in the situation? What kind of support has the police provided?
Please do not forget to share a link to the article so your classmates can learn more about the story.
2. Serving special populations, such as the mentally ill and the homeless, poses a significant challenge to the police and the criminal justice system as a whole. As discussed in the video below and in your textbook, many police departments are responding by providing de-escalation and crisis intervention training (CIT) programs to their officers.
Search for a scholarly/academic article* that examines some of the issues the police face when serving the mentally ill and/or the effectiveness of programs/efforts to respond to the mentally ill.
Then share with us what the study was about (include the title, year, and authors of the study or a link to the article).
Finally, provide a discussion on your overall take on the findings of the study – is this what you would have expected? Explain.
Refer back to the interview and evaluation you conducted in the Family Health Assessment I assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000 word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:
Describe the SDOH that affects the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions.
Choose a health model (ex. The Health Belief Model) to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale(s) for your reasoning.
Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.
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.
Prepare this assignment according to the guidelines found in the APA Style.
Victims’ rights legislation has grown over the last few decades in an effort to enhance victims’ rights in the criminal justice field. Pick one aspect of victims’ rights legislation and discuss the impact that it has had on the criminal justice field. Please give a case example in your answer and be sure to cite your answer in APA format.