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Health Promotion Discussion Paper
Health Promotion Discussion Paper
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Health Promotion Discussion Paper
Topic:
- Describe a patient-centered care approach when providing health promotion services to a rural health issue.
- How does the cultural and socioeconomic status of the rural community affect the provision of nursing health services in rural or migrant populations?
Reply to Jenny B
In rural Appalachia, USA, the prevalence of cervical cancer is 35% higher than the national average, which may be due to lower cervical cancer screening participation caused by the lack of access to cervical cancer screening services. Some of these barriers may be more pronounced for women in rural and remote areas due to increase barriers to accessing healthcare services (Majid et al.,2019).
Barriers particularly relevant to women in rural areas may include the limited availability of healthcare providers in their area, the need to travel long distances to receive necessary care, and a rural culture that may inculcate beliefs that seeking care may affect their physical ability to earn a livelihood, thereby discouraging women from participating in cervical cancer screening services.
Access to healthcare services requires a negotiation between rural healthcare provider and urban healthcare facilities, the availability of adequate transportation to healthcare facilities, a rural culture that supports and advocates for preventive health, financial capital and insurance status, and patient-centered care (Majid et al.,2019).
Majid, U., Kandasamy, S., Farrah, K., & Vanstone, M. (2019). Women’s preferences and experiences of cervical cancer screening in rural and remote areas: A systematic review and qualitative meta-synthesis. Rural & Remote Health, 19(4), 30–40. https://doi.org/10.22605/RRH5190 (Links to an external site.)
Zangerle, C. M. (2016). Care coordination in rural areas. Nursing Management, 47(4), 28–29. https://doi.org/10.1097/01.NUMA.0000481843.42424.66 (Links to an external site.)
Reply to Erin
According to Raingruber (2017), there is no place more in need of nursing health promotion services than in the “underserved and often disadvantaged rural communities.” Evidence indicates that rural Americans face greater mortality rates from multiple diseases, including cancer (Dwyer-Lindgren et al., 2016). Wheeler and Davis (2017) describe several opportunities for advancement of the practice and science of rural cancer control.
One patient-centered care approach they detail is the expansion of evidence-based interventions utilizing multidisciplinary strengths. Teams consisting of primary care, public health, and community stakeholders could use partnered approaches to understand determinants of poor maintenance and intervene appropriately.
An example of cultural status affecting nursing health services would be an area where indigenous practices are more prevalent, as there may be increased use of alternative health services consistent with that cultural orientation (Raingruber, 2017). Political beliefs, traditions, and religious faith would also affect the provision of nursing health promotion services in rural populations.
Long et al. (2018) utilized recursive partitioning to fit models predicting premature mortality across countries in the United States. They concluded from that study that socioeconomic variables explain substantial variation in life expectancy across United States counties. They proposed that addressing poverty and other socioeconomic determinants could decrease premature mortality in rural areas.
References
Dwyer-Lindgren, L., Bertozzi-Villa, A., Stubbs, R. W., Morozoff, C., Kutz, M. J., Huynh, C., Barber, R. M., Shackelford, K. A., Mackenbach, J. P., van Lenthe, F. J., Flaxman, A. D., Naghavi, M., Mokdad, A. H., & Murray, C. J. L. (2016). U.S. county-level trends in mortality rates for major causes of death, 1980-2014. JAMA Network Open, 316(22), 2385-2401. https://doi.org/10.1001/jama.2016.13645 (Links to an external site.)
Long, A. S., Hanlon, A. L., & Pellegrin, K. L. (2018). Socioeconomic variables explain rural disparities in US mortality rates: Implications for rural health research and policy. SSM – Population Health, 6, 72-74. https://doi.org/10.1016/j.ssmph.2018.08.009 (Links to an external site.)
Raingruber, B. (2017). Contemporary health promotion: In nursing practice (2nd ed.). Jones & Bartlett.
Wheeler, S. B., & Davis, M. M. (2017). “Taking the bull by the horns”: Four principles to align public health, primary care, and community efforts to improve rural cancer control. The Journal of Rural Health, 33(4), 345-349. https://doi-org.ezproxylocal.library.nova.edu/10.1111/jrh.12263
Reply to Yakoska
Patient-centered care is consistent with patients’ values, needs, and desires. It is achieved by involving patients in healthcare decisions and discussions. Patient-centered care is achieved by understanding what patients undergo with illness and disease. It is considered to have many benefits and could help achieve better health outcomes, reduced health care costs, and enhanced patient satisfaction.
In trying to promote rural health, there needs to be effective communication, health promotion, and partnership to ensure that healthcare plans assist in understanding previous healthcare experiences. This can help minimize the risk of failed treatments while optimizing resource use in the rural setting (Dintino et al., 2019).
The cultural and socioeconomic status of the rural community can affect the provision of nursing health services in rural and migrant communities. Rural communities encounter barriers to healthcare that may prevent them from obtaining critical care. To access proper healthcare, such communities need financial resources to pay for services and the ability to reach and use them (Dintino et al., 2019).
Reference
Dintino, R., Wakely, L., Wolfgang, R., Wakely, K. M., & Little, A. (2019). Powerless facing the wave of change: the lived experience of providing services in rural areas under the National Disability Insurance Scheme. Rural and Remote Health, 19(3), 5337. https://doi.org/10.22605/RRH5337
Instruction: The response is a substantive interaction that builds on the ideas of others, delving deeper into the discussion question and course content in response to a colleague. The response includes one reference from a professional peer-reviewed scholarly journal.
Topic:
Locate and share a ToolKit from the CDC, WHO, United States Preventative Services Taskforce, Million Hearts, or Healthy People 2030. Detail how an advanced practice nurse can utilize the tool kit for a specific population that is affected by health care inequities.
Reply to Pamela
The issue of antibiotic resistance has become a major health challenge worldwide. The practice of overuse and over prescribing could eventually lead patients without a healthy immune system to fight off illness that may not require antibiotic therapy. The focus on the under-served population regarding this issue of overuse of antibiotics would increase healthcare needs where disparities to quality care exist.
Adopting the Target Antibiotic toolkit supported by the World Health Organization and Department of Health can benefit health promotion and advance practice nurse patient-centered approach. The purpose of this specific toolkit is to assist those who prescribe and commissioning organizations to the attentive responsibility in prescribing antibiotics in primary care settings (Jones et al., 2018). Overuse of antibiotics expose patients to risk factors that may result in adverse drug-reactions leading to increased healthcare cost and individual antibiotic resistance. (Meeker et al., 2016).
Antibiotic surveillance for medication therapy is essential to destruct growth of pathogens non-satisfying to the immune system. Ensuring best practice and best care is being implemented, the toolkit (TAT) is warranted as a guideline to patient safety and outcome.
Jones, L. F., Hawking, M. K. D., Owens, R., Lecky, D., Francis, N. A. Butler, C., Gal, M., & McNulty, C. A. M. (2018). An evaluation of the target (treat antibiotics responsibly; guidance, education, tools) antibiotics toolkit to improve antimicrobial stewardship in primary care-is it fit for purpose? Family Practice, 35(4), 461-467. https://doi.org/10.1093/fampra/cmx131
Meeker, D., Linder, J. A., Fox, C. R., Frieberg, M. W., Persell, S. D., Goldstein, N. J., Knight, T. K., Hay, J. W., & Doctor, J. N. (2016). Effects of behavioral interventions on inappropriate antibiotic prescribing among primary care practices. JAMA, 315(6), 562. https//doi.org/10.1001/jama.2016.0275
Health Promotion Discussion Paper
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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