NRS 429 VARK Analysis Paper
NRS 429 VARK Analysis Paper Sample
Introduction
In 1992, Fleming and Mills came up with a theory of teaching named VARK – Visual, Aural, Read/Write, and Kinesthetic theory that adequately captured the needs and the experiences of students and teachers. In nursing, VARK is a critical learning tool that helps students effectively translate theory learning into practice (Mozaffari et al., 2020). This style of learning caters to the needs of different learners by making what has been learned in the classroom a reality.
As the name suggests, VARK uses visual learning, the depiction of information using pictures, diagrams, and any pictorial representations. Similarly, VARK uses aural learning, which is the learning through hearing and speaking. Concerning reading and writing, which happen the most important models of learning, the model encourages extensive student immersion. Lastly, VARK also uses kinesthetic learning, the use of practice and experiences, whether real or simulated to achieve the desired learning goals.
The VARK Questionnaire
Learners have their preferred learning styles which is often determined by numerous factors such as one’s physical and mental status, the level of preparedness for learning, and personal likes and dislikes. According to Chiang (2017), the identification of the appropriate learning styles impacts how teachers impart knowledge to students and the overall student outcome. The VARK questionnaire is a learning tool that aids learning by suggesting to learners the best strategies they should use. For example, individuals with a strong affinity for visual presence will often go for learning modes that contain a lot of spacing, charts, diagrams, plans, maps, and graphs. Other learners simply prefer listening to their teachers, while others prefer the reading and writing modality of teaching.
My Preferred Learning Style.
Having answered all the VARK questionnaire questions in the link provided, I chose to learn styles that resonated well with me. The chosen styles are reading and writing, and visual styles of learning. The fact that I prefer two models of learning makes me multimodal rather than unimodal. Concerning visual learning mode, this mode of learning resonates with me because being a medical student, much of what I learn in theory must be translated into practice. Turning theory into images such as pictures, graphs, and charts is critical for me as a learner.
Concerning reading and writing, I prefer this approach of learning because it empowers me to deeply comprehend what I am taught by being able to write down notes and read them later. Through reading, I can analyze, evaluate, and dissect the teacher’s notes. Similarly, reading gives me the ability to conduct further research on a subject by doing further reading or analysis of the literature. For me, this modal of learning makes it easier to remember and memorize lessons easily. When I write down notes, I can easily recall what I have written much easier than what I have heard.
A Review of other Learning Styles
Visual Learning
This is a type of learning characterized by the use of images, colors, drawings, maps, charts, graphs, and any other form of pictorial representation. A visual learner has numerous characteristics that endear him/her to visual learning. Some of the characteristics that define visual learners include being observant, has a liking for colors, enjoys going through maps, charts, pictures, and graphs. These types of learners need to physically see/examine a teacher’s body language and facial expressions to understand better what is being taught.
Kinesthetic Learning
This is a type of learning where students learn through physical activities rather than watching demonstrations or listening to teachers lecturing. In Kinesthetic learning, a teacher can use a variety of physical activities to enhance learning. Some of the most important strategies of kinesthetic learning include role plays, body mapping, drawing, webbing, mind mapping, and story mapping (Hernandez et al., 2020). Other common techniques under kinesthetic learning are using certain computer technologies that allow a learner’s body to move while learning. Physical activities such as drama, sports, and dance can be used to bring out the best learning results for learners who prefer this type of learning model.
Aural Learning Style
This is a learning style characterized by learners acquiring information/knowledge through hearing what they are taught and giving back answers by speaking. Thus, hearing and listening form the core pillars of aural learning. For example, a teacher passes information to learners through lectures and an auditory learner learns what he/she’s taught through hearing and listening (Amaniyan et al., 2020). Such learners depend on remembering what they heard from their teachers but also have the opportunity to speak, answering questions or asking questions. Excellent examples of auditory learning include humming, reading out loudly, or talking to oneself.
How Individual Learning Styles Affect the Degree to which A Learner Can Understand or Perform Educational Activities
Learning styles have a direct impact on learning outcomes. However, each student has their preferred model of learning that resonates well with their personalities, ability, the level of intelligence, perception, and attitudes towards learning. Each learner experiences the learning process differently even if the learning environment is the same. This factor means that even in the same learning environment, students do not experience the same quality or level of learning. In a learning environment where a teacher prefers the reading and writing teaching model, students with high affinity to this learning style have an advantage over those who prefer other models (Leasa & Corebima, 2020). The same is true for other learning styles. It is incumbent on a teacher to develop a combination of teaching styles that appeal to all learners.
Importance of understanding the learning styles of individuals.
While it is difficult to meet the need of every learner, teachers must identify the learning styles preferred by each student. This act helps the teacher to create a teaching plan that caters to the need of all learners. This way, all students experience the same quality and level of teaching. Another critical reason for teachers to understand the learning styles of individuals is because preferred learning styles have a significant influence on student’s behavior. Noteworthy is that learning is not just about academic performance but also a means of molding learner’s behavior to turn them into responsible human beings. Behavior is a critical factor in learning and must be incorporated for better outcomes.
Conclusion
VARK is a critical learning tool that helps teachers to identify learner’s preferred learning styles. While some students do well with aural learning style, other students may prefer visual, reading/writing, or kinesthetic learning style. It is the duty of teachers to identify their learners preferred ‘learnings styles and create an effective teaching plan that addresses the need of every student. Even in the same learning environment, students do not experience the same quality or level of learning which means that some may lag. For this reason, it is incumbent on teachers to ensure that all learners get the best through inclusivity.
NRS 429 VARK Analysis Paper References
Amaniyan, S., Pouyesh, V., Bashiri, Y., Snelgrove, S., & Vaismoradi, M. (2020). Comparison of the Conceptual Map and Traditional Lecture Methods on Students’ Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial. SAGE Open Nursing, 6, 2377960820940550. https://doi.org/10.1177/2377960820940550
Chiang, Y. C., Chen, C. H., Liao, Y. C., & Liao, C. W. (2016). A Study on Investigating Learning Styles and Skills Learning Motivations for Mechanical Department Students in Vocational High Schools. International Journal of Information and Education Technology, 6(11), 851. DOI:10.7763/ijiet.2016.v6.804
Hernandez, J. E., Vasan, N., Huff, S., & Melovitz-Vasan, C. (2020). Learning Styles/Preferences Among Medical Students: Kinesthetic Learner’s Multimodal Approach to Learning Anatomy. Medical Science Educator, 30(4), 1633-1638. https://doi.org/10.1007/s40670-020-01049-1
Leasa, M., & Corebima, A. D. (2017). Emotional Intelligence among Auditory, Reading, and Kinesthetic Learning Styles of Elementary School Students in Ambon-Indonesia. International Electronic Journal of Elementary Education, 10(1), 83-91. https://www.iejee.com/index.php/IEJEE/article/view/301
Mozaffari, H. R., Janatolmakan, M., Sharifi, R., Ghandinejad, F., Andayeshgar, B., & Khatony, A. (2020). The relationship between the VARK learning styles and academic achievement in Dental Students. Advances In Medical Education And Practice, 11, 15. https://doi.org/10.2147%2FAMEP.S235002
NRS 429 VARK Analysis Paper Week 1 Instructions
Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:
- Click “OK” to receive your questionnaire scores.
- Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
- Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
- Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
- Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
- Provide a summary of your learning style according the VARK questionnaire.
- Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
- Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
- Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style 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 required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
NRS 429 VARK Analysis Paper Rubric Criteria
Collapse All Rubric CriteriaCollapse All
Personal Learning Styles According to VARK Questionnaire
20 points
Criteria Description
Personal Learning Styles According to VARK Questionnaire
- Excellent
20 points
Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.
Preferred Learning Strategies
20 points
Criteria Description
Preferred Learning Strategies
- Excellent
20 points
Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.
Learning Styles
20 points
Criteria Description
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)
- Excellent
20 points
Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.
Learning Styles and Health Promotion
20 points
Criteria Description
Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)
- Excellent
20 points
Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.
Thesis Development and Purpose
5 points
Criteria Description
Thesis Development and Purpose
- Excellent
5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
5 points
Criteria Description
Argument Logic and Construction
- Excellent
5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
- Excellent
5 points
Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment)
2 points
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
- Excellent
2 points
All format elements are correct.
Documentation of Sources
3 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
- Excellent
3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Your VARK Results
Your scores were:
- Visual 0
- Aural 6
- Read/Write 3
- Kinesthetic 8
Your learning preference:Mild Kinesthetic
People with your preference like:
practical exercises, experiences, examples, case studies, trial and error, things that are real, …Full information about your preference is available in your VARK Academic Profile or Business Profile (US$10.57).
Use the following helpsheet for strategies that apply to your VARK preference:
- Kinesthetic Strategies
- Understanding the results
- NEW! VARK and Online Learning
- NEW! Read about the experiences of others with the same learning preference as you – and add your own experiences.
Next, fill in the Current Strategies Questionnaire to find out whether the learning strategies you currently use are the best for your learning preference.
NRS 429 Week 3 Assignment Social Determinants of Health Sample Solution
The World Health Organization ascribes the social domain of health as an important determinant of an individual’s well-being. The social determinants of health (SDOH) are economic and social factors that influence the health of an individual or a group of people (Schroeder et al., 2019). The distribution of social and economic conditions contributes to health disparities between rich and poor people. While focusing on a specific family, this paper aims to provide insight into the SDOH, appropriate health-promoting activities, and a health model that lays out a concrete plan for carrying out the activities.
Description of the SDOH Affecting John’s Family
The SDOH has an impact on John’s family, just like it does on any other family. SDOH components affecting the family include economic stability, healthcare and quality, social and community context, education, neighborhood, and the environment. John is a structural engineer, and her wife is an accountant at a five-star restaurant nearby. When they pool their resources, they are capable of providing basic needs such as food, clothing, housing, health, and education to their children. In terms of literacy, John and his wife have completed tertiary education. Their perception of health is positive, as evidenced by Anne having a cervical cancer screening and John taking his antihypertensive medications and monitoring his blood pressures daily.
The neighborhood and environment in which they live are urban. The city has a consistent supply of safe drinking water and electricity, residents rarely suffer from illnesses caused by contaminated water. The only issue may be the continuous air pollution caused by gases emitted by motor vehicles and the numerous factories in the area. In the long run, the emitted gases may endanger the family of respiratory illnesses.
In terms of healthcare and quality, the city is brimming with health facilities offering diverse services, as Anne discovers when she walks into a cervical cancer screening clinic. Furthermore, the surrounding community is supportive, with numerous health-promoting facilities such as gyms, swimming pools, and football fields. However, as evidenced by their sedentary lifestyle, John’s family does not routinely use the resources that put them at risk of diseases like hypertension, which John has, and obesity, which his wife has.
Age-Appropriate Screening for Each Family Member
Health promotion encompasses a wide range of activities and interventions aimed at lowering disease risks. While primary health prevention and promotion strategies aim to prevent disease before it occurs, secondary strategies aim to reduce the impact of a disease that has already occurred, which is accomplished through early disease detection and treatment to halt progression.
Tertiary strategies, on the other hand, seek to reduce disease complications and long-term effects (Kisling & Das, 2022). Because it aims to detect and treat diseases in their early stages, screening is a component of secondary health prevention and promotion. John, who has hypertension, may benefit from screening for the other components of metabolic syndrome, including hyperlipidemia, diabetes, and obesity. Measurements of lipid levels, random blood glucose levels, and body mass index are used to screen for hypercholesterolemia, diabetes mellitus, and obesity, respectively.
Anne would benefit similarly from screening for other components of the metabolic syndrome, such as hypertension, diabetes, and hyperlipidemia. Furthermore, since her mother succumbed to cervical cancer, she had undergone a cervical cancer screening, which turned out negative. Obtaining Abi’s height and weight would be critical in calculating his body mass index, which determines whether he has a healthy weight or not. Moreover, due to Abi’s family’s history of metabolic syndrome, blood pressure, random blood sugar levels, and lipid levels must all be obtained. Sophy and Amor will be subjected to the same screenings as Abi. Because they live in a densely populated city with a recent high Covid19 transmission risk, all family members require a Covid-19 screening.
Health Model to Create an Action Plan
The health belief model is one of the earliest and most widely used models in matters of health prevention and promotion. The model focuses on an individual’s beliefs and how they impact their behaviors. The model encompasses six factors that impact an individual’s behavior. The factors include (1) perceived susceptibility, in which a person is subjectively aware of the risk of his illness, (2) perceived severity, in which a person is fully aware and feels the severity of his/her illness, and (3) perceived benefits, in which an individual consciously perceives the effectiveness of a behavior change, (4) perceived barriers, which define the obstacles to the action plan, (5) a cue to action which is a stimulus that prompts a decision-making process and (6) self-efficacy, which is the level of confidence a person obtains following achievement of their health promotion goals (Green et al., 2020). Concerning his family, John is aware that physical inactivity and alcohol consumption are risk factors for his illness-hypertension. He is also aware of the severity of his condition-hypertension-and has identified the barriers to achieving healthy blood pressure.
Steps for a Family-Centered Health Promotion
The vast majority of family-friendly interventions are behavioral. First, the family must engage in sweat-inducing physical activity for at least 30 minutes per day, five times per week, for a total of 150 minutes per week, as per the American Heart Association’s recommendation. Second, a dietary plan that meets the goals of John and Anne, as well as the children, is required. The DASH diet will benefit John, whereas Anne should avoid junk food and limit her calorie intake.
Reducing risk behaviors like alcohol consumption and cigarette smoking is an important step in family-centered health promotion and contributes significantly to the reduction of cardiovascular disorders (Perumareddi, 2019). Medication adherence and regular visits to a primary care physician by all family members are other effective prevention strategies. The family has health communication strategies in place, and the discussions take place during scheduled family time, usually at night, during meal times. Each member is allowed to contribute and express their opinion on the family’s health, as well as make suggestions on how to improve their health.
Conclusion
Whether health prevention and promotion are superior to curative interventions is still contentious. Due to the high prevalence of preventable diseases, it is prudent to prevent their occurrence or halt their progression in their early stages. This heralds the concept of different levels of health prevention, such as primary, secondary, and tertiary. Disease screening is a practice that aims to detect diseases at an early stage so that interventions can be implemented to prevent progression. This approach has significantly reduced morbidity from diseases such as cancer while also relieving patients of the financial burden that would have resulted from treating advanced disease.
References
Green, E. C., Murphy, E. M., & Gryboski, K. (2020). The health belief model. In The Wiley Encyclopedia of Health Psychology (pp. 211–214). Wiley. https://doi.org/10.1002/9781119057840.ch68
Kisling, L. A., & Das, J. M. (2022). Prevention Strategies. In StatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK537222/
Perumareddi, P. (2019). Prevention of hypertension related to cardiovascular disease. Primary Care, 46(1), 27–39. https://doi.org/10.1016/j.pop.2018.10.005
Schroeder, K., Garcia, B., Phillips, R. S., & Lipman, T. H. (2019). Addressing social determinants of health through community engagement: An undergraduate nursing course. The Journal of Nursing Education, 58(7), 423–426. https://doi.org/10.3928/01484834-20190614-07
NRS-429 Week 4 Health Promotion in Minority Populations
Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.
In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:
- Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
- What are the health disparities that exist for this group? What are the nutritional challenges for this group?
- Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
- What health promotion activities are often practiced by this group?
- Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
- What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.
Prepare this assignment according to the guidelines 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 required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Health Promotion in Minority Populations Example Essay
Ethnicity is a medically relevant factor owing to its influence on one’s vulnerability to certain diseases, such as diabetes, as well as its influence on the age at which a disease occurs, such as breast cancer, which occurs at a relatively younger age in Blacks than in Whites. Poverty rates among ethnic minorities are significantly higher than among dominant racial groups, demonstrating the impact of ethnicity on an individual’s social status (US Census Bureau, 2021).
However, disparities in access to medical care exist across multiple contexts, including residence, gender, and age. The Hispanic population is an ethnic minority group that faces social disadvantages and thus suffers disproportionately from health issues when compared to other dominant racial groups (USDHHS, 2021). This group, however, is cognizant of their societal status and engages in health promotion activities to improve their physical and psychological health. This paper aims to describe this group in various contexts, such as health disparities, health barriers, health promotion activities, and cultural activities that may influence their health plan.
Description of the Ethnic Minority: Hispanics
In terms of ethnic and racial fragmentation, the United States is very diverse. According to the 2019 US Census Bureau, the Hispanic population accounts for 18.4% of the total population of the United States, or 60.5 million people (US Census Bureau, 2020). The group includes people of Mexican, Cuban, Puerto Rican, South or Central American, or other Spanish origins, with Mexicans constituting the majority (61.4%) of the population (US Census Bureau, 2020). More than half (55%) of the US Hispanic population lives in three states: California, Texas, and Florida, with California having the nation’s largest Hispanic population of approximately 145.57 million (World Population Review, 2022).
The statistics further show that 71.1% of Hispanics speak a language other than English (Us Census Bureau, 2020). In terms of health, this population’s life expectancy is 82.1 years, which is slightly higher than the projected 80.6 years for non-Hispanic Whites (US Census Bureau, 2020). Health in this group is influenced by cultural/language factors, access to preventive healthcare, and a lack of insurance coverage, with statistics showing that 18.7% of the Hispanic population were uninsured by 2019, which is higher than the 6.3% percent of the non-Hispanic population (US Census Bureau, 2020). The group’s low insurance rates exacerbate its disadvantages in accessing healthcare.
Health Disparities for the Group
The population faces a high burden of health problems, which have been attributed to a variety of factors. Notably, the population uninsurance rate is high, as evidenced by 18.7% of the Hispanic population not having any form of health insurance (US Census Bureau, 2020); this limits their ability to access health services. The population’s educational attainment is far lower when compared to non-Hispanic groups. According to the US Census Bureau (2020), 70.5% of Hispanics have a high school diploma or higher, compared to 93.3% of non-Hispanics.
A Bachelor’s degree or higher is held by 17.6% of Hispanics and 36.9% of non-Hispanics (US Census Bureau, 2020). Because education determines a population’s level of health perception, its low access to care may partly be explained by the low educational attainment. Moreover, the Hispanic unemployment rate in 2019 was 5.1%, compared to 3.7% in the non-Hispanic population, indicating that Hispanics may have difficulty accessing care due to financial constraints (US Census Bureau, 2020). Heart disease, cancer, unintentional injuries, stroke, and diabetes are the top five health conditions afflicting Hispanics. Some of these diseases, such as heart disease and diabetes, are preventable, highlighting the greater need for improved access to preventive healthcare services.
The Group’s Barriers to Health
The Hispanic population’s limited access to healthcare services results from a combination of cultural, socioeconomic, educational, and sociopolitical factors. The cultural factor includes the group’s language, as the majority of them (71.1%) speak a language other than English (US Census Bureau, 2020). Because the majority of Americans speak English, this language barrier may be an impediment to access to healthcare. A sociopolitical factor is the constant immigration of Hispanic immigrants into the United States, which exacerbates the language barrier.
Education, which statistics show is far lower than in non-Hispanic groups, may also contribute to low access to care, as only people who understand their health are more likely to seek care. Similarly, the group’s socioeconomic status is shown to be low when compared to non-Hispanic groups, influencing their ability to pay for care access. This is exacerbated by high uninsurance rates, which limit their ability to pay for healthcare services.
Health Promotion Activities practiced by the Group.
The population’s high prevalence of preventable diseases makes participation in health promotion activities critical. However, while this group does engage in some health promotion activities, it does so in a very limited capacity. Physical exercise is the most common form of health promotion activity among Hispanics, but this usually occurs to an insufficient extent without them achieving their health goals.
According to Murillo et al. (2021), Hispanic men and women engage in less regular physical activity (41.9%, 40.5%) than their non-Hispanic counterparts (52.3%, 49.6%). Further, since they have higher rates of obesity than non-Hispanic groups, they are advised to watch their diet and reduce risk behaviors such as alcohol consumption and cigarette smoking. As regards the US Census Bureau (2020), Hispanics have a higher rate of low-birth-weight infants than non-Hispanics, and thus aggressive health promotion activities, such as exclusive breastfeeding, would help avoid many health problems in children.
Primary Health Promotion for the Minority Group
A thorough examination of the Hispanic population’s health issues may lead to health education as the most effective intervention for health promotion. Education must focus on the targeted population, which in this case is Hispanics, and messages must be created to appeal to people of all ages. Alternatively, each age group can be addressed separately, requiring segmentation into children, adolescents, and adults.
Educating the public about the importance of the American Heart Association’s 150 minutes of physical activity per week, proper diet, and risk behavior avoidance will go a long way toward lowering the risk of cardiovascular disease, diabetes, obesity, and cancer (AHA, 2018). Secondary health promotion activities would include screening the elderly population for diabetes, hypertension, and cancer and initiating early treatment. In contrast, tertiary approaches would include aggressive management of existing disease to prevent its progression, such as surgical excision of tumors.
Cultural Beliefs and Practices to consider in developing a Care Program
Hispanics take pride in their strong sense of identity and cultural beliefs, which heavily influence their decisions. This group places a high value on the family, which they see as the source of the continued existence and generational transmission of values and beliefs. The elderly members of the family are entrusted with making decisions on behalf of others. As a result, care providers must involve senior members of the family when developing a care plan for the family. Another scenario is when a family member becomes ill but only speaks non-English languages and requires translation; another family member can do the translation.
Conclusion
Minority ethnic groups face several challenges that have an impact on their health. Hispanics are a quintessence of an ethnic minority group, with social, economic, educational, and political disadvantages that limit their overall access to health care. Poor access to preventive health services among Hispanics reflects the soaring rates of obesity and other lifestyle-related diseases. While some Hispanics recognize the value of physical activity in health promotion, they are yet to meet the American Hearts Association’s recommended levels. This highlights the increased importance of educational health promotion strategies in broadening the population’s understanding of health.
References
American Heart Association. (2018). American heart association recommendations for physical activity in adults and kids. Www.heart.org. https://www.heart.org/en/healthy-living/fitness/fitness-basics/aha-recs-for-physical-activity-in-adults
Murillo, R., Vazquez, M., Leal, I. M., Hernandez, D. C., Lu, Q., & Reitzel, L. R. (2021). Perceptions and barriers to physical activity in childhood and adulthood among Latinas. Health Behavior and Policy Review, 8(4), 294–304. https://doi.org/10.14485/hbpr.8.4.2
US Census Bureau. (2020). The Hispanic Population in the United States: 2019. https://www.census.gov/data/tables/2019/demo/hispanic-origin/2019-cps.html
US Census Bureau. (2021). Inequalities persist despite decline in poverty for all major race and Hispanic origin groups. https://www.census.gov/library/stories/2020/09/poverty-rates-for-blacks-and-hispanics-reached-historic-lows-in-2019.html
US Department of Health and Human Services. (2021). Office of minority health. Hhs.gov. https://www.minorityhealth.hhs.gov/omh/browse.aspx?lvl=3&lvlid=64
World Population Review. (2022). Hispanic population by state 2022. Worldpopulationreview.com. https://worldpopulationreview.com/state-rankings/hispanic-population-by-state
RUBRIC
Health Promotion in Minority Populations – Rubric
Rubric Criteria
Identification and Description of Selected Minority Group
20 points
Criteria Description
Identification and Description of Selected Minority Group
- 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.
- Good
Health Disparities and Nutritional Challenges for Minority Group
30 points
Criteria Description
Health Disparities and Nutritional Challenges for Minority Group
- 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.
- Good
Barriers to Health for Minority Group
30 points
Criteria Description
Barriers to Health for Minority Group
- 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.
- Good
Health Promotion Activities Practiced by Minority Group
20 points
Criteria Description
Health Promotion Activities Practiced by Minority Group
- 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.
- Good
Three Levels of Health Promotion Prevention
30 points
Criteria Description
Three Levels of Health Promotion Prevention
- 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.
- Good
Cultural Competent Health Promotion for Ethnic Minority Population
30 points
Criteria Description
Cultural Competent Health Promotion for Ethnic Minority Population
- 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.
- Good
Thesis, Position, or Purpose
10 points
Criteria Description
Communicates reason for writing and demonstrates awareness of audience.
- Excellent
10 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
- Good
Development, Structure, and Conclusion
10 points
Criteria Description
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
- 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.
Evidence
10 points
Criteria Description
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
Mechanics of Writing
4 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
Format/Documentation
6 points
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.
RESSOURCES
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 3 in Health Promotion: Health and Wellness Across the Continuum.
US Department of Health and Human Services
Explore the resources available on the Minority Health page of the U.S. Department of Health and Human Services website. These materials
… Read More
https://minorityhealth.hhs.gov/
CDC – Racial and Ethnic Approaches to Community Health (REACH)
Explore the resources available on the Racial and Ethnic Approaches to Community Health (REACH) page of the Centers for Disease Control a
… Read More
http://www.cdc.gov/chronicdisease/resources/publications/aag/reach.htm
CDC – Minority Health
Explore the resources available on the Minority Health page of the Centers for Disease Control and Prevention (CDC) website. These materi
… Read More
http://www.cdc.gov/minorityhealth/index.html
SAMHSA – Racial and Ethnic Minority Populations
Explore the resources available on the Racial and Ethnic Minority Populations page of the Substance Abuse and Mental Health Services Admi
… Read More
https://www.samhsa.gov/behavioral-health-equity
Healthy People 2030
Explore the Healthy People 2030 website.
NRS-429VN Week 5 Health Promotion in Minority Populations
CLC – Health Promotion and Community Resource Teaching Project
Requires Lopeswrite
Assessment Description
This is a Collaborative Learning Community (CLC) assignment.
An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.
Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.
Address the following:
- Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
- Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
- Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
- Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
- Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and 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 required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course resources if you need assistance.
RUBRIC CLC – Health Promotion and Community Resource Teaching Project – Rubric
Rubric Criteria
Collapse All Rubric CriteriaCollapse All
Approved Topic, Associated Population and Health Disparity
16 points
Criteria Description
Approved Topic, Associated Population and Health Disparity
- Excellent
16 points
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
16 points
Criteria Description
Evidence-Based Approaches to Optimize Health for Population
- Excellent
16 points
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
16 points
Criteria Description
Proposal for Health Education for Family-Centered Health Promotion
- Excellent
16 points
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
8 points
Criteria Description
Resources and Organizations for Proposed Education Plan
- Excellent
8 points
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
8 points
Criteria Description
Interdisciplinary Health Professional Involvement
- Excellent
8 points
All significant interdisciplinary health professionals are presented. A clear discussion of their role and importance to the health promotion is provided.
Presentation of Content
64 points
Criteria Description
Presentation of Content
- Excellent
64 points
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
8 points
Criteria Description
Layout
- Excellent
8 points
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.)
8 points
Criteria Description
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
- Excellent
8 points
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)
8 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
- Excellent
8 points
Writer is clearly in control of standard, written, academic English.
Documentation of Sources
8 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
- Excellent
8 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Example of PPP-2.pptx
https://halo.gcu.edu/resource/ad7f3c94-bace-4359-b52b-758103b14186
THIS IS A GROUP ASSIGNMENT POWERPOINT I AM ONLY RESPONSIBLE FOR THIS PART
TOPIC
Topic Adolescent access to health services
Target population Adolescents ( 10 to 17 years)
Topic on reduction of smoking among adolescents target group will be adolescents its in the Healthy people 2020_ 2030 website
PLEASE DO 4 SLIDES ON Evidence-based approaches to optimize health for adolescent population group at least 2 citations 12 sentences or 150 words
