NRS 429 V Health Promotion and Community Resource Teaching Project

NRS 429V Health Promotion and Community Resource Teaching Project

Grand Canyon University NRS 429V Health Promotion and Community Resource Teaching Project-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 429V Health Promotion and Community Resource Teaching Project assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 429V Health Promotion and Community Resource Teaching Project

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429V Health Promotion and Community Resource Teaching Project depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 429V Health Promotion and Community Resource Teaching Project

The introduction for the Grand Canyon University NRS 429V Health Promotion and Community Resource Teaching Project is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRS 429V Health Promotion and Community Resource Teaching Project

After the introduction, move into the main part of the NRS 429V Health Promotion and Community Resource Teaching Project assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 429V Health Promotion and Community Resource Teaching Project

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 429V Health Promotion and Community Resource Teaching Project

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

Stuck? Let Us Help You

Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.

Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NRS 429V Health Promotion and Community Resource Teaching Project assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.

Sample Answer for NRS 429 V Health Promotion and Community Resource Teaching Project

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.

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.

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.

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.

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.

Details:
This is a Collaborative Learning Community (CLC) assignment.
It is important to promote the professional role of the nurse to provide health promotion 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.
Refer to http://www.healthypeple.gov/ to open the Healthy People 2020 home page.
1. Select the”Topics & Objectives” tab to access the 2020 Topics & Objectives – Objectives A-Z page.
2. Select one of the Healthy People “Topic Areas” for improving health.
3. Submit the proposed area to the instructor for approval. No group may work on the same focus area as another group.
Develop a PowerPoint presentation (15-20 slides) with accompanying speaker’s notes and citations.
For help designing PowerPoint slides, refer to the “Create Your First Presentation” PowerPoint tutorial, located on the Microsoft website:
https://support.office.cm/en-us/article/Create-your-first-presentation-ac88d138-a7a0-402c-b5a5-812641e59c8e?ui=en-US&rs=en-US&ad=US
In the presentation, address the following:
1. State the objective of the presentation.
2. State the Healthy People 2020 focus area your group has selected and the rationale for selection of the specific focus area.
3. 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.
4. 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.
5. Address the health disparity among different segments of the population for the selected focus area.
6. Provide a brief description of at least two community resources and at least two website resources for professionals and clients.
7. Provide a brief profile of at least one health-related organization for the selected focus area.
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.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
NRS 429V Week 5 Discussion 1
Mrs. Jones, a widow, is no longer able to live independently and is requiring more and more help with her self-care. Her daughter, Susie, who is married with three school-aged children, agrees to let her mother move in with her. Susie is concerned with balancing the demands of her career and the needs of her family, especially now that her elderly and chronically ill mother will need assistance. She is also unsure about how she feels with the reversal of roles, having to now be the primary caregiver of her mother. How can the nurse, caring for this family, assist with the changes they are about to undergo? How can both the family structural theory and the family developmental theory be applied to this scenario? How can health education enhance health promotion for this family?

NRS 429V Week 5 Discussion 2
How could you use the family structural theory to determine if a family is dysfunctional or not? Provide evidence to support your answer.
NRS 429V Week 3 Discussion 1
What is the importance of cultural competency in nursing practice? Support your response.

NRS 429V Week 3 Discussion 2
Traditionally, nutrition programs were targeted to the indigent and poor populations in developing countries. Many of today’s Americans are malnourished also, but they are inundated with unhealthy foods and require a multidisciplinary approach to nutrition education. What would be the three most important points to include in a public nutrition program? Provide current literature to support your answer and include two nutritional education community resources.
Course Code Class Code Assignment Title Total Points
NRS-429VN NRS-429VN-O502 CLC – Health Promotion and Community Resource Teaching Project 160.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 100.0%
Approved Topic, Associated Population and Health Disparity 10.0% Topic and associated population selected is not approved; topic and associated population are not relevant to the scope of the assignment. Topic and associated population are omitted. Approved topic and associated population are partially presented. It is unclear how the topic adversely affects the selected population. Health disparities are partially described, or are not relevant to selected population. There are significant inaccuracies. Approved topic and associated population are summarized. A general correlation of how the topic adversely affects the selected population is presented. Relevant health disparities are summarized. There are some inaccuracies. More evidence or rationale is needed for support. Approved topic and associated population are described. A correlation of how the topic adversely affects the selected population is established and discussed. Relevant health disparities are discussed. There are minor inaccuracies. Some evidence or rationale is needed for support. Approved topic and associated population are thoroughly described. A strong correlation of how the topic adversely affects the selected population is established and discussed in detail. Relevant health disparities are clearly presented and discussed. Strong evidence and compelling rationale is offered for support.
Evidence-Based Approaches to Optimize Health for Population 10.0% Evidence-based approaches to optimize health for this population are not presented. Evidence-based approaches to optimize health for this population are partially presented; some approaches presented are not evidence-based, or are not relevant for this population. Explanation of how these approaches minimize health disparity is incomplete, or are not relevant for the affected population. There are significant inaccuracies. Evidence-based approaches to optimize health for this population are summarized; it is unclear how some approaches presented are relevant for this population. A general explanation of how these approaches minimize health disparity is presented. There are some inaccuracies. More evidence or rationale is needed for support. Evidence-based approaches to optimize health for this population are discussed.

ALSO READ: NRS 429 V Week 1 Discussion 1

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429 V Health Promotion and Community Resource Teaching Project

Explanation of how these approaches minimize health disparity is presented. Some evidence or rationale is needed for support. Evidence-based approaches to optimize health for this population are discussed, and approaches are accurately represented and highly relevant to the population. Explanation of how these approaches minimize health disparity is well-developed. Strong evidence and rationale are provided throughout. An understanding of the importance of evidence-based approaches in the optimization of health for an at-risk population is demonstrated.
Proposal for Health Education for Family-Centered Health Promotion 10.0% A proposal for health education for a family-centered health promotion to address the issue for the target population is omitted. The proposal is not supported by evidence-based practice. A proposal for health education for a family-centered health promotion to address the issue for the target population is partially presented. The proposal is not entirely relevant to the target population. The proposal requires more support relevant to evidence-based practice. There are significant inaccuracies. A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is generally supported by evidence-based practice; there are some inaccuracies, or some areas need more support using evidence-based practice. Overall, the proposal is relevant to the target population. A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is supported by evidence-based practice and relevant to the target population. There are minor inaccuracies. A well-developed proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is strongly supported by evidence-based practice and highly relevant to the target population. The ability to apply evidence-based practice to health education for a target population is clearly demonstrated.
Resources and Organizations for Proposed Education Plan 5.0% Resources and organizations to support the proposed education plan are omitted. One health-related organization for the selected topic is presented. The profile is incomplete, or it is unclear how the organization is relevant to the focus topic. Two resources (national or local) are presented. It is unclear how the resources are supposed to be used, or how the resources are relevant to the focus topic. A general profile for a health-related organization relevant to the selected topic is summarized. Two relevant resources (national or local) are presented, and there is a general explanation for how the resources are supposed to be used by the patient or provider. A general profile for a health-related organization relevant to the selected topic is presented. Two relevant resources (national or local) are presented, and there is an explanation for how the resources are supposed to be used by the patient or provider. A general profile for a health-related organization relevant to the selected topic is well presented. Two relevant resources (national or local) are presented, and there is a clear explanation for how the resources are supposed to be used by the patient or provider.
Interdisciplinary Health Professional Involvement 5.0% Interdisciplinary health professionals important to the health promotion are not included. At least one significant interdisciplinary health professional is presented. It is unclear how the professional important to the health promotion, and what the role of the professional would be. Support for the suggested member is needed. Some significant interdisciplinary health professionals are presented. A summary of their role and importance to the health promotion is provided. Some support for the suggested members is needed. Key interdisciplinary health professionals are presented A discussion of their role and importance to the health promotion is provided. All significant interdisciplinary health professionals are presented. A clear discussion of their role and importance to the health promotion is provided.
Presentation of Content 40.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Sample Answer for NRS 429 V Health Promotion and Community Resource Teaching Project

References

Calcinotto, A., Kohli, J., Zagato, E., Pellegrini, L., Demaria, M., & Alimonti, A.

(2019). Cellular senescence: aging, cancer, and injury. Physiological

reviews, 99(2), 1047-1078. doi: 10.1152/physrev.00020.2018.

Grossman, D. C., Curry, S. J., Owens, D. K., Barry, M. J., Caughey, A. B.,

Davidson, K. W., … & US Preventive Services Task Force. (2018).

Interventions to prevent falls in community-dwelling older adults: US

Preventive Services Task Force recommendation statement. Jama,

319(16), 1696-1704. doi:10.1001/jama.2018.3097

Health Research & Educational Trust (June 2018). Falls with Injury Change

Package:2018 Update. Chicago, IL: Health Research & Educational Trust.

http://www.hret-hiin.org /

van Rhyn, B., & Barwick, A. (2019). Health practitioners’ perceptions of falls and fall

prevention in older people: a Metasynthesis. Qualitative health research,

29(1), 69-79. https://doi.org/10.1177/1049732318805753

Sample Answer for NRS 429 V Health Promotion and Community Resource Teaching Project

Introduction

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

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

Heart Disease and Stroke

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

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

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

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

Affected Population

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

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

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

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

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

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

How Does Health Disparity Affect The Elderly

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

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

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

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

Evidence-Based Approaches

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

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

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

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

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

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

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

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

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

How these approaches minimize health disparity

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

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

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

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

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

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

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

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

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

Key Interdisciplinary Health Professionals

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

Roles of Interdisciplinary Health Professionals

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

Significance of Involving Interdisciplinary Health Professionals

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

Conclusion

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

References

Adhikary, D., Barman, S., Ranjan, R., & Stone, H. (2022). A Systematic Review of Major Cardiovascular Risk Factors: A Growing Global Health Concern. Cureus, 14(10), e30119. https://doi.org/10.7759/cureus.30119

Lettino, M., Mascherbauer, J., Nordaby, M., Ziegler, A., Collet, J. P., Derumeaux, G., … & Richard-Lordereau, I. (2022). Cardiovascular disease in the elderly: proceedings of the European Society of Cardiology—Cardiovascular Round Table. European Journal of Preventive Cardiology, 29(10), 1412-1424. https://doi.org/10.1093/eurjpc/zwac033

Virani, S. S., Alonso, A., Aparicio, H. J., Benjamin, E. J., Bittencourt, M. S., Callaway, C. W., … & American Heart Association Council on Epidemiology and Prevention Statistics Committee and Stroke Statistics Subcommittee. (2021). Heart disease and stroke statistics—2021 update: a report from the American Heart Association. Circulation, 143(8), e254-e743. doi: 10.1161/CIR.0000000000000950

Visseren, F. L., Mach, F., Smulders, Y. M., Carballo, D., Koskinas, K. C., Bäck, M., … & Williams, B. (2022). 2021 ESC Guidelines on cardiovascular disease prevention in clinical practice: Developed by the Task Force for cardiovascular disease prevention in clinical practice with representatives of the European Society of Cardiology and 12 medical societies With the special contribution of the European Association of Preventive Cardiology (EAPC). European Journal of preventive cardiology, 29(1), 5-115. doi: 10.1093/eurheartj/ehab484

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