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NRS 429V Analyze the health status of a specific minority group

NRS 429V Analyze the health status of a specific minority group

Grand Canyon University NRS 429V Analyze the health status of a specific minority group-Step-By-Step Guide

 

This guide will demonstrate how to complete the Grand Canyon University NRS 429V Analyze the health status of a specific minority group 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 Analyze the health status of a specific minority group

 

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429V Analyze the health status of a specific minority group 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 Analyze the health status of a specific minority group

The introduction for the Grand Canyon University NRS 429V Analyze the health status of a specific minority group 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 Analyze the health status of a specific minority group

 

After the introduction, move into the main part of the NRS 429V Analyze the health status of a specific minority group 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 Analyze the health status of a specific minority group

 

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 Analyze the health status of a specific minority group

 

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.

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Sample Answer for NRS 429V Analyze the health status of a specific minority group

The American healthcare system is faced with the great challenge of inequality which displays a disproportionate impact on marginalized communities, including people of color (Boyd et al., 2020). Such inequalities are the reason behind the gaps in the acquisition of health insurance coverage, leading to uneven access to care services and poor health outcomes among the minority populations. Additionally, studies show that African Americans are significantly impacted by these inequalities contributing to the high prevalence of chronic conditions such as hypertension and diabetes, in addition to the increased mortality rates among this minority population. This discussion provides an analysis of the health status of African Americans, as part of the minority population, in comparison to the national average.

The American healthcare system is faced with the great challenge of inequality which displays a disproportionate impact on marginalized communities, including people of color (Boyd et al., 2020). Such inequalities are the reason behind the gaps in the acquisition of health insurance coverage, leading to uneven access to care services and poor health outcomes among the minority populations. Additionally, studies show that African Americans are significantly impacted by these inequalities contributing to the high prevalence of chronic conditions such as hypertension and diabetes, in addition to the increased mortality rates among this minority population. This discussion provides an analysis of the health status of African Americans, as part of the minority population, in comparison to the national average.

Health Status of African Americans

African Americans make up approximately 13.4% of the United States population. The current health status of black Americans displays an increased prevalence of chronic conditions such as hypertension, obesity, cardiovascular diseases, sexually transmitted infections, and diabetes as compared to whites. Increased morbidity and mortality rates among African Americans have been associated with several economic and social factors. For instance, studies show that African Americans have a more likelihood of not seeing a doctor when they are sick, as a result of high healthcare costs (Yearby, 2018). Despite the significant advances in the current healthcare system in the U.S., there is still evidence reporting that racial and ethnic minorities such as black Americans still receive a lower quality of care services leading to poor health outcomes as compared to the whites. As of 2019 August, it was reported that approximately 68 million people had been covered by the Medicaid program, with black Americans accounting for 20%. Given that most black Americans have lower social and economic status, they tend to be poorer than other demographic groups, hence making it harder for them to enroll in health insurance programs like Medicaid.

Health Disparities

The death rate among African Americans has declined by about 25% over the past 17 years precisely for populations above the age of 65 years, as reported by the Centre for Disease Control and Prevention (CDC). However, studies also show that young African Americans have a higher probability of dying at an early age as a result of increased risks for stroke, heart disease, cancer, pneumonia, diabetes, and HIV/AIDs among other conditions, as compared to their white counterparts. Social factors common among this minority group contributing to the above-mentioned health disparities include unemployment, smoking, alcoholism, obesity, sedentary lifestyle, and poverty among others (Bell et al., 2020). Consequently, this group of individuals is also faced with nutritional challenges such as unfavorable nutritional environments, food deserts, food swamps, and food insecurities. For instance, black Americans are associated with poverty and a low level of education, which makes it hard for them to access quality and healthy foods as compared to the economically rich racial majorities. They end up consuming fast foods, among other unhealthy foods, which increases their risk of cardiovascular conditions and obesity.

Barriers to Health

Various barriers to the accessibility of quality health care services have been identified for the African American population. Predominating barriers include decreased understanding of care plans, inability to pay for care services, lack of transportation to care facility, and the inability of incorporating the recommended health care plans into their routine daily living pattern. These barriers are associated with several cultural, educational, socio-political, and socioeconomic factors. For instance, cultural beliefs among African Americans promoting unhealthy eating habits and sedentary lifestyle, in addition to failure to follow up on routine screening, negatively affects their overall health and utilization of healthcare services irrespective of their social or financial status (Lewis & Dyke, 2018). Consequently, the low socio-economic status among African Americans in terms of low income, unemployment, low education level, and occupation status is also a significant inhibitory factor towards accessibility to quality healthcare services. Lastly, as part of the minorities, blacks in the U.S have limited political influence towards the development of appropriate policies such as the “Obama Care,” to promote their access to quality care services.

Health Promotion Activities

With regard to the numerous health disparities affecting African Americans, several health promotion activities have been proposed over the years to help promote the health and well-being of this minority group. The self-help initiative was introduced among African Americans to promote taking personal responsibility for their health and improving their quality of life. Self-help health promotion practices among black Americans include routine screening for predominating health conditions, physical exercise, healthy diet plans, adoption of recommended care plans, and disease prevention practices at home (Fletcher et al., 2018). Consequently, for the religious members of the community, faith-basedorganizationslike churches have promoted structural health promotion activities including education, health fairs, and smoking cessation among others.

Approach for Health Promotion and Disease Prevention

One of the most effective approaches that can be utilized by African Americans in promoting their health as part of the care plan is the adoption of Pender’s health promotion model. According to the CDC, black Americans are at high risk of chronic diseases, with cardiovascular diseases being the leading cause of death among this group of individuals. Health promotion practices focusing on lifestyle modification have displayed great significance in reducing the risks of cardiovascular diseases. Pender’s health promotion model, on the other hand, provides a foundation promoting the examination of the background influences of this minority population, in line with the health promotion practices that can lead to a healthy lifestyle (Fletcher et al., 2018). At the primary level, this model encourages regular exercise and a healthy diet to prevent chronic diseases and promote healthy living. At the secondary level, the model promotes routing screening for hypertension, diabetes, and cancer among other common diseases. Lastly, at the tertiary level, the model promotes education programs and rehabilitation among the affected individuals.

Cultural Beliefs and Practices

Other than social and economic factors, several cultural factors among black Americans must be considered when developing the most effective care plan. Some of such cultural beliefs include lack of trust in complementary medicine, misconceptions about immunization, and strong religious beliefs against organ donation among other medical procedures. With the theory of cultural humility, clinicians can now come up with flexible care plans, while still upholding the patients’ cultural values and beliefs (Boyd et al., 2020). This theory is based on the importance of preventing cultural discrimination and promoting the equal provision of care to the culturally diverse population.

Conclusion

Health promotion practices are crucial among the general population in disease prevention and improved quality of life. Minority populations such as African Americans, are faced with numerous health disparities as compared to the whites, hence the need for more health promotion activities. However, when coming up with a care plan for this minority population, it is necessary to identify and respect their cultural values and beliefs to promote positive outcomes.

 References

Bell, C. N., Sacks, T. K., Tobin, C. S. T., & Thorpe Jr, R. J. (2020). Racial non-equivalence of socioeconomic status and self-rated health among African Americans and Whites. SSM-population health, 10, 100561.https://doi.org/10.1016/j.ssmph.2020.100561

Boyd, R. W., Lindo, E. G., Weeks, L. D., & McLemore, M. R. (2020). On racism: a new standard for publishing on racial health inequities. Health Affairs Blog, 10(10.1377). https://doi.org/10.1377/hblog20200630.939347

Fletcher, G. F., Landolfo, C., Niebauer, J., Ozemek, C., Arena, R., & Lavie, C. J. (2018). Promoting physical activity and exercise: JACC health promotion series. Journal of the American College of Cardiology, 72(14), 1622-1639. https://doi.org/10.1016/j.jacc.2018.08.2141

Lewis, T. T., & Van Dyke, M. E. (2018). Discrimination and the health of African Americans: The potential importance of intersectionalities. Current Directions in Psychological Science, 27(3), 176-182. https://doi.org/10.1177/0963721418770442

Yearby, R. (2018). Racial disparities in health status and access to healthcare: the continuation of inequality in the United States due to structural racism. American Journal of Economics and Sociology, 77(3-4), 1113-1152. https://doi.org/10.1111/ajes.12230

Details:

Analyze the health status of a specific minority group. Select a minority group that is represented in the United States (examples include: American Indian/Alaskan Native, Asian American, Black or African American, Hispanic or Latino, Native Hawaiian, or Pacific Islander.)

In an essay of 750-1,000 words, compare and contrast the health status of the minority group you have selected to the national average. Consider the cultural, socioeconomic, and sociopolitical barriers to health. How do race, ethnicity, socioeconomic status, and education influence health for the minority group you have selected? Address the following in your essay:

  1. What is the current health status of this minority group?
  2. How is health promotion defined by the group?
  3. What health disparities exist for 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 given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice. Cite a minimum of three references in the paper.

You will find important health information regarding minority groups by exploring the following Centers for Disease Control and Prevention (CDC) links:

  1. Minority Health: http://www.cdc.gov/minorityhealt/index.html
  2. Racial and Ethnic Minority Populations: http://www.cdc.gov/minorityhealt/populations/remp.html

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Grading Rubrics

Critical ElementsDistinguished

(100%)

Proficient

(85%)

Basic

(70%)

Below Expectations

(50%)

Non-Performance

(0%)

Thesis StatementRaises the strongest   objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning.Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.

Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning.Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.

The objection to the thesis is either nonexistent or lacks the components described in the assignment instructions.
Counter ArgumentProvides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.

Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.NRS 429V Analyze the health status of a specific minority group

Provides a  limited rebuttal to the objection. The rebuttal somewhat demonstrates that the thesis can withstand the objection and somewhat applies the principles of charity and accuracy.

Attempts to provide a rebuttal to the objection; however, the rebuttal minimally demonstrates that the thesis can withstand the objection and does not apply the principles of charity and accuracy.

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The rebuttal is either nonexistent or lacks the components described in the assignment instructions.

Conclusion– Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.

Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.

Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.

Attempts to provide closing remarks that summarize the essay, however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague.The closing remarks are either nonexistent or lack the components described in the assignment instructions.

Written Communication: Context of and Purpose for Writing

Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

– Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understandDisplays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Required Formatting

Accurately uses required formatting consistently throughout the paper, title page, and reference page.

Exhibits required formatting throughout the paper. However, layout contains a few minor errors.Exhibits limited knowledge of required formatting throughout the paper. However, layout does not meet all requirements.

Fails to exhibit basic knowledge of required formatting. There are frequent errors, making the layout difficult to distinguish as required style.

The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Word Requirement

The length of the paper is equivalent to the required number of words.The length of the paper is nearly equivalent to the required number of words.

The length of the paper is equivalent to at least three quarters of the required number of words.The length of the paper is equivalent to at least one half of the required number of words.

The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Resource RequirementUses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

The assignment is either nonexistent or lacks the components described in the instructions.

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Health Promotion in Minority Populations – Rubric

Identification and Description of Selected Minority Group

Criteria Description

Identification and Description of Selected Minority Group

5. Excellent

20 points

A detailed description of ethnic minority group is partially presented. Health status for this group is thoroughly discussed. Explanation of how race and ethnicity influence health for this group is clearly presented. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

4. Good

17.8 points

Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented.

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3. Satisfactory

15.8 points

Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented.

2. Less than Satisfactory

15 points

Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group.

1. Unsatisfactory

0 points

Description and health status for ethnic minority group is not presented.

Health Disparities and Nutritional Challenges for Minority Group

Criteria Description

Health Disparities and Nutritional Challenges for Minority Group

5. Excellent

30 points

A thorough discussion of the health disparities and nutritional challenges for this group is clearly presented. All relevant findings related to the ethnic minority group have been included. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

4. Good

26.7 points

A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity.

3. Satisfactory

23.7 points

A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements.

2. Less than Satisfactory

22.5 points

A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements.

1. Unsatisfactory

0 points

Health disparities and nutritional challenges for this group are not presented.

Barriers to Health for Minority Group

Criteria Description

Barriers to Health for Minority Group

5. Excellent

30 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are thoroughly discussed. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

4. Good

26.7 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

3. Satisfactory

23.7 points

Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

2. Less than Satisfactory

22.5 points

Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements.

1. Unsatisfactory

0 points

Barriers to health for ethnic minority group are not presented.

Health Promotion Activities Practiced by Minority Group

Criteria Description

Health Promotion Activities Practiced by Minority Group

5. Excellent

20 points

Health promotion activities practiced by minority groups are accurately identified and described in detail. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

4. Good

17.8 points

Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

3. Satisfactory

15.8 points

Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

2. Less than Satisfactory

15 points

Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements.

1. Unsatisfactory

0 points

Health promotion activities practiced by minority groups are not presented.

Three Levels of Health Promotion Prevention

Criteria Description

Three Levels of Health Promotion Prevention

5. Excellent

30 points

A care plan, with at least one approach using the three levels of health promotion prevention, is thoroughly described. A well-supported explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. The discussion demonstrates a clear understanding of the three levels of health promotion prevention and their application to a unique group.

4. Good

26.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed.

3. Satisfactory

23.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed.

2. Less than Satisfactory

22.5 points

A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies.

1. Unsatisfactory

0 points

A care plan, with at least one approach using the three levels of health promotion prevention, is not presented.

Cultural Competent Health Promotion for Ethnic Minority Population

Criteria Description

Cultural Competent Health Promotion for Ethnic Minority Population

5. Excellent

30 points

Cultural beliefs and practices to be considered are thoroughly discussed. A relevant cultural theory or model is proposed. Overall, the content strongly supports a culturally competent health promotion for this population. Strong evidence and rational are provided for support. The discussion demonstrates aptitude for understanding cultural competence and developing culturally competent health promotions.

4. Good

26.7 points

Cultural beliefs and practices to be considered are discussed. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. Some evidence or rationale is needed.

3. Satisfactory

23.7 points

Cultural beliefs and practices to be considered are summarized. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. There are some inaccuracies. More evidence or rationale is needed.

2. Less than Satisfactory

22.5 points

Cultural beliefs and practices to be considered are presented but are incomplete or inaccurate. The cultural theory or model proposed is partially presented; or, the model is not relevant. Overall, the content does not support a culturally competent health promotion for this population. There are significant inaccuracies.

1. Unsatisfactory

0 points

Cultural beliefs, practices, and relevant cultural theory significant to supporting a culturally competent health promotion for this population are not presented.

Thesis, Position, or Purpose

Criteria Description

Communicates reason for writing and demonstrates awareness of audience.

5. Excellent

10 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

4. Good

8.9 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

3. Satisfactory

7.9 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

2. Less than Satisfactory

7.5 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

1. Unsatisfactory

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

Development, Structure, and Conclusion

Criteria Description

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

5. Excellent

10 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

4. Good

8.9 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

3. Satisfactory

7.9 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

2. Less than Satisfactory

7.5 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

1. Unsatisfactory

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

Evidence

Criteria Description

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

5. Excellent

10 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

4. Good

8.9 points

Relevant evidence that includes other perspectives is used.

3. Satisfactory

7.9 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

2. Less than Satisfactory

7.5 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

1. Unsatisfactory

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

Mechanics of Writing

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Excellent

4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

4. Good

3.56 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Satisfactory

3.16 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

2. Less than Satisfactory

3 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

1. Unsatisfactory

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

Format/Documentation

Criteria Description

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

5. Excellent

6 points

No errors in formatting or documentation are present.

4. Good

5.34 points

Appropriate format and documentation are used with only minor errors.

3. Satisfactory

4.74 points

Appropriate format and documentation are used, although there are some obvious errors.

2. Less than Satisfactory

4.5 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

1. Unsatisfactory

0 points

Appropriate format is not used. No documentation of sources is provided.

Topic 4 DQ 1

What are the methods a nurse can use to gather cultural information from patients? How does cultural competence relate to better patient care? Discuss the ways in which a nurse demonstrates cultural competency in nursing practice.

As a nurse, it is important to have a thorough assessment in order to provide the highest quality of care for each patient. This can be performed by first gathering complete cultural information, as this will determine the most appropriate care and/or approach for each patient. Without a doubt, healthcare workers, especially nurses, will encounter different backgrounds and/or cultures, therefore it is significant to gain an understanding of their culture to enhance the quality of their understanding and patient-centered care. With this in mind, many tools can be implemented to gather this information from each patient. However, following the “nursing process with the assessment is the best practice” (Falkner, 2018). Without a doubt, this routine can guide nurses in providing patient-centered care, not only for their patients but to their families as well.

Cultural competence “means delivering effective, quality care to patients who have diverse beliefs, attitudes, values, and behaviors” (How to Improve Cultural Competence in Health Care, 2021). Nurses can demonstrate cultural competence in patient care by respecting patients’ choices, providing a healthcare environment that shows awareness of and respect differences, adjusting treatments to meet patient needs and preferences” (How to Improve Cultural Competence in Health Care, 2021). This practice is significant to integrate with each patient care, as this will not only improve the quality of patient care, but this can significantly raise cultural awareness, which enhances nurses’ patient understanding. More specifically, culture, ethnicity, health literacy, and other factors can influence: “how patients perceive symptoms and health conditions, when and how patients seek care, patients’ preferences regarding procedures or treatments…” (How to Improve Cultural Competence in Health Care, 2021). For this reason, gathering cultural information is significant in each patient’s care to better patient understanding and overall patient care.

Reference:

Falkner, A. (2018). Cultural awareness. UpToDate. Retrieved January 12, 2022, from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/3

How to Improve Cultural Competence in Health Care. (2021). Tulane University: School of Public Health and Tropical Medicine. https://publichealth.tulane.edu/blog/cultural-competence-in-health-care/

Sample Answer for NRS 429V Analyze the health status of a specific minority group

The major minority ethnic/racial populations in the United States (U.S) include African Americans, Asians, American Indians/Alaska Natives, Pacific Islanders, and Hispanics. The minority groups face many cultural, socioeconomic, and sociopolitical barriers in accessing health care resulting in poor health status (Stanley et al., 2020). Consequently, the barriers cause major health disparities in these communities, which cause high morbidity and mortality rates. In this regard, this paper will discuss the health status of American Indians/Alaska Natives, including their health status, health disparities, healthcare barriers, and health promotion activities they practice.

American Indians/Alaska Natives

American Indians/Alaska Natives (AI/AN) are a minority population in the US consisting of individuals with origins from the people originating from North, Central, and South America, who keep up with the tribal or community affiliation. According to the U.S Office of Minority Health (OMH), approximately 5.7 million persons in 2019 were identified as only AI/AN or mixed with another ethnicity. AI/ANs constitute 1.7% of the overall U.S. population. Of this population, 27.5% (1.6 million) were below 18 years (OMH, 2021). The AI/AN tribes recognized federally receive health and education assistance through the Indian Health Service (IHS), a government agency. The IHS manages an all-inclusive health service delivery system for about 2.6 million AI/ANs. The AI/ANs living in urban areas generally have limited access to healthcare. Studies on AI/ANs living in urban areas have established a pattern of poor health and few health care options.

Health Status of AI/ANs

AI/ANs generally have a poor health status evidenced by a lower quality of life, a lower life expectancy, and a higher prevalence of many chronic illnesses. The 2020 life expectancies at birth for AI/ANs were 78.4 years, 81.1 years for females, and 75.8 years for males (OMH, 2021). The expectancy is lower than that of non-Hispanic whites, 80.6 years, 82.7 years for females, and 78.4 years for males. The prevalent diseases and common causes of mortality include diabetes, heart disease, unintentional injuries, cancer, and stroke. In addition, they have a high occurrence and risk factors for mental health disorders, suicide, substance use, teenage pregnancy, obesity, sudden infant death syndrome (SIDS), liver disease, and hepatitis (OMH, 2021). They also have a high TB rate, seven-fold higher than Whites. Race/ethnicity influences health for AI/ANs as they face issues that bar them from receiving quality health care. The issues include geographic isolation, cultural barriers, low income, and inadequate sewage disposal.

Health Disparities and Nutritional Challenges

AI/ANs have most of the debilitating health disparities in the U.S. According to the National Vital Statistics Reports, accidents contributed to 11.6% of total mortalities in 2017 among AI/ANs compared to 6.0% of total mortalities in the general US population (Heron, 2019). Besides, diabetes caused 5.8%, and chronic liver disease/cirrhosis led to 5.5% of AI/ANs mortalities. Depression is a major disparity among AI/ANs. AI/ANs are 2.5 fold highly likely than non-Hispanic Whites to develop severe psychological distress. Furthermore, alcohol consumption causes AI/AN accident mortality, which is the third common cause of mortality, while cirrhosis/chronic liver disease is the fifth leading (Heron, 2019). Suicide is also a significant health disparity for AI/ANs with mental health and social elements. The suicide mortality rate for AI/ANs is 16.9/100,000, while for Whites is 13.1/100,000.

The AI/ANs experience significant nutrition-related chronic illnesses, such as diabetes, obesity, cancer, and heart disease. They have higher obesity rates than nearly all ethnic groups (Carron, 2020). Poverty, in addition to a history of sponsored food programs, have contributed to diets high in calories and with poor nutritional value. Warne and Wescott (2019) explain that lack of access to traditional AI/ANs food systems and limited financial opportunities on most AI/ANs reservations are major social determinants that put the population at high risk for obesity. Furthermore, AI/ANs face challenges of limited access to grocery stores supplying healthy foods resulting in a high intake of unhealthy foods.

Barriers to Health from Culture, Socioeconomics, Education, and Sociopolitical Factors

AI/ANs culture creates barriers in accessing health care due to language barriers, making it challenging for providers to offer appropriate preventative interventions. They practice traditional healing, which lowers their health-seeking behaviors. Socioeconomic status and level of education are predictors of health status (Mangla & Agarwal, 2021). AI/ANs have a high population that has not completed high school. Besides, approximately 19% of the population has incomes lower than the federal poverty level (Carron, 2020). The low socioeconomic and poverty status has contributed to poor health-seeking behaviors and low insurance coverage rates, limiting healthcare access. Sociopolitical factors further limit access to health for AI/ANs. From the late 19th century, federal governments enacted various policies to wipe out the native culture and identity. The policies caused the banning of the native language and religious practices, confiscation of land, and ban of traditional healers, which led to a profound mistrust in the community (Mangla & Agarwal, 2021). As a result, AI/ANs have mistrust in accessing care from providers from other communities, limiting their access to healthcare.

Health Promotion Activities Practiced By AI/ANs

Health promotion activities practiced by AI/ANs include traditional healing practices using allopathic medicine and native herbal remedies to improve health and wellbeing. Spiritual treatments are vital for health promotion and healing in the AI/ANs community. Natives in Arizona run every day to greet the dawn, promoting physical health and spiritual wellbeing. Besides, they use stories and legends to reinforce positive behaviors and the implications of failing to uphold the laws of nature. AI/ANs use manipulative therapies, herbs, ceremonies, and prayer in different combinations to prevent and treat diseases.

Health Promotion Approach

The primary level of health promotion attempts to remove the possibility of getting a disease. It is likely to be most effective in a care plan for AI/ANs, considering the population’s high prevalence of chronic illnesses and mental health disorders. Through primary health promotion, individuals can be provided health education directed on preventing chronic diseases such as diabetes and heart disease (Peckham et al., 2017). For instance, it can target excessive alcohol consumption, inadequate exercise, and unhealthy dietary patterns, thus reducing the chances of liver disease, obesity, diabetes, and accidents. Primary prevention is the most effective choice since it can help change the community’s behaviors, thus lowering their chance of developing diseases caused by unhealthy behaviors.

Cultural Beliefs/Practices to Consider When Creating a Care Plan

Providers must understand the differences in cultural beliefs and practices among various ethnic groups when developing a care plan. Health providers should consider the differences present in the belief of individuals from the AI/AN community. Even though many AI/AN tribes have adopted Christianity, their culture remains deep-rooted in their traditions (Mangla & Agarwal, 2021). Therefore, they should be considered to ensure the provision of culturally appropriate care. The nurses creating the care plan for an AI/AN individual or community should obtain information on their health practices, cultural beliefs, dietary customs, and cultural rituals.

The Purnell Model for Cultural Competence would be ideal for fostering culturally competent health promotion for AI/ANs. The Purnell Model enables providers to collect patient information and conduct health promotion activities focusing on 12 cultural domains (Purnell, 2019). The cultural domains are: high-risk behaviors, health care practices, nutrition, pregnancy, family roles and organization, heritage, communication, spirituality, workforce issues, biocultural ecology, health care professionals, and death rituals (Purnell, 2019). Consequently, the Purnell Model can establish unhealthy behaviors among AI/ANs and plan health promotion activities for the population.

Conclusion

AI/ANs AI have a poor health status evidenced by a lower quality of life, a lower life expectancy, and a higher prevalence of illnesses such as diabetes, obesity, liver disease/hepatitis, and mental disorders. They face substantial health disparities in various areas, including metabolic and mental disorders. Health disparities are apparent in accidents, diabetes, chronic liver diseases, and mental disorders. Besides, their lower socioeconomic and educational status is connected with worse health outcomes. Primary prevention is the most effective for this population to modify behaviors that cause chronic illnesses.

References

Adakai, M., Sandoval-Rosario, M., Xu, F., Aseret-Manygoats, T., Allison, M., Greenlund, K. J., & Barbour, K. E. (2018). Health disparities among American Indians/Alaska Natives—Arizona, 2017. Morbidity and Mortality Weekly Report, 67(47), 1314. http://dx.doi.org/10.15585/mmwr.mm6747a4

Carron, R. (2020). Health disparities in American Indians/Alaska Natives: Implications for nurse practitioners. The Nurse Practitioner, 45(6), 26-32.

Heron, M. (2019). Deaths: leading causes for 2017 [USA]. National vital statistics reports: from the Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System, 68(6), 1-77.

Mangla, A., & Agarwal, N. (2021). Clinical Practice Issues In American Indians and Alaska Natives. In StatPearls [Internet]. StatPearls Publishing.

Peckham, S., Hann, A., Kendall, S., & Gillam, S. (2017). Health promotion and disease prevention in general practice and primary care: a scoping study. Primary health care research & development, 18(6), 529-540. https://doi.org/10.1017/S1463423617000494

Purnell, L. (2019). Update: The Purnell theory and model for culturally competent health care. Journal of Transcultural Nursing, 30(2), 98-105. https://doi.org/10.1177/1043659618817587

Stanley, L. R., Swaim, R. C., Kaholokula, J. K. A., Kelly, K. J., Belcourt, A., & Allen, J. (2020). The imperative for research to promote health equity in indigenous communities. Prevention Science, 21(1), 13-21. https://doi.org/10.1007/s11121-017-0850-9

The Office of Minority Health. (2021, May 21). American Indian/Alaska native – The Office of Minority Health. Not Found. https://minorityhealth.hhs.gov/omh/browse.aspx?lvl=3&lvlid=62

Warne, D., & Wescott, S. (2019). Social determinants of American Indian nutritional health. Current developments in nutrition, 3(Supplement_2), 12-18. https://doi.org/10.1093/cdn/nzz054

Rubric Criteria

Total 200 points

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Health Disparities and Nutritional Challenges for Minority Group

Health Disparities and Nutritional Challenges for Minority Group

0 points

Health disparities and nutritional challenges for this group are not presented.

22.5 points

A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements.

23.7 points

A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements.

26.7 points

A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity.

30 points

A thorough discussion of the health disparities and nutritional challenges for this group is clearly presented. All relevant findings related to the ethnic minority group have been included. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

3 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

3.16 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

3.56 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Health Promotion Activities Practiced by Minority Group

Health Promotion Activities Practiced by Minority Group

0 points

Health promotion activities practiced by minority groups are not presented.

15 points

Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements.

15.8 points

Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

17.8 points

Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

20 points

Health promotion activities practiced by minority groups are accurately identified and described in detail. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

7.5 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

7.9 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

8.9 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

10 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Three Levels of Health Promotion Prevention

Three Levels of Health Promotion Prevention

0 points

A care plan, with at least one approach using the three levels of health promotion prevention, is not presented.

22.5 points

A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies.

23.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed.

26.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed.

30 points

A care plan, with at least one approach using the three levels of health promotion prevention, is thoroughly described. A well-supported explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. The discussion demonstrates a clear understanding of the three levels of health promotion prevention and their application to a unique group.

Barriers to Health for Minority Group

Barriers to Health for Minority Group

0 points

Barriers to health for ethnic minority group are not presented.

22.5 points

Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements.

23.7 points

Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

26.7 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

30 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are thoroughly discussed. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

7.5 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

7.9 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

8.9 points

Relevant evidence that includes other perspectives is used.

10 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Identification and Description of Selected Minority Group

Identification and Description of Selected Minority Group

0 points

Description and health status for ethnic minority group is not presented.

15 points

Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group.

15.8 points

Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented.

17.8 points

Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented.

20 points

A detailed description of ethnic minority group is partially presented. Health status for this group is thoroughly discussed. Explanation of how race and ethnicity influence health for this group is clearly presented. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

4.5 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

4.74 points

Appropriate format and documentation are used, although there are some obvious errors.

5.34 points

Appropriate format and documentation are used with only minor errors.

6 points

No errors in formatting or documentation are present.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

7.5 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

7.9 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

8.9 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

10 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Cultural Competent Health Promotion for Ethnic Minority Population

Cultural Competent Health Promotion for Ethnic Minority Population

0 points

Cultural beliefs, practices, and relevant cultural theory significant to supporting a culturally competent health promotion for this population are not presented.

22.5 points

Cultural beliefs and practices to be considered are presented but are incomplete or inaccurate. The cultural theory or model proposed is partially presented; or, the model is not relevant. Overall, the content does not support a culturally competent health promotion for this population. There are significant inaccuracies.

23.7 points

Cultural beliefs and practices to be considered are summarized. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. There are some inaccuracies. More evidence or rationale is needed.

26.7 points

Cultural beliefs and practices to be considered are discussed. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. Some evidence or rationale is needed.

30 points

Cultural beliefs and practices to be considered are thoroughly discussed. A relevant cultural theory or model is proposed. Overall, the content strongly supports a culturally competent health promotion for this population. Strong evidence and rational are provided for support. The discussion demonstrates aptitude for understanding cultural competence and developing culturally competent health promotions.