Assignment: Community Health Care Resources

Assignment: Community Health Care Resources

Assignment: Community Health Care Resources

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:Assignment: Community Health Care Resources

The implementation of the Affordable Care Act (2010) has changed the focus of community health care to disease prevention. Now persons who would otherwise not seek health care services can access safe, quality, continuity of care. Many from this population are identified as at-risk. They have a strong need to become more educated about their illnesses and learn how to prevent disease progression. The key is promoting health and wellness.

Questions to consider:

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

What are the demographics of your community in terms of the at-risk population?
What resources are already in place for this population?
What is the best method to approach the intervention with this population?
Instructions:

PREPARATION
Read the scenario below.
Reflect on your community and review the literature to obtain recent demographic information regarding population, age, gender, socio-economic status, education, ethnic distribution, types of diseases, and morbidity and mortality rates.
Once you have gathered this data you should be able to determine what the greatest health care needs are in your community and select an at-risk population that could benefit from a health education program.
Scenario
The Patient Outreach department where you work has asked you to create an education plan for an at-risk population that is underserved in your community.

As an active member of your community you are aware of several health disparities among the population; some members have difficulty accessing care, others have little knowledge of their chronic disease process, and often cultural issues influence medical care.

Patient Outreach would like you to select a group and create a lesson plan that will help educate them and help them better understand how to manage or prevent illness or disease. Consider characteristics of culture, ethnicity, and social background that might affect the target group.

The population you choose could be a subset such as the elderly, an ethnic minority, a lower socio-economic group, or one that you have identified from your own observations. Some examples might be producing a lesson plan on how to manage diabetes or how to decrease the transmission of sexually transmitted diseases.

DIRECTIONS
Create a lesson plan for your selected population. Be sure you identify the population your lesson is meant for. As you develop your lesson plan, keep in mind the comprehension level of your target audience and the information you want them to take away. Include the following:

Explain why a specific population in your community qualifies as at-risk.
Recommend evidence-based strategies to improve health outcomes for this at-risk group.
Describe health care resources that serve this vulnerable population.
Explain appropriate nursing interventions that will provide quality care to this vulnerable population.
Create strategies to support plan implementation, addressing characteristics of culture, ethnicity, and social background that could affect the plan.
ADDITIONAL REQUIREMENTS
Write between 1000 and 1250 words (4–5 pages).
Include a title page and reference page.
Provide adequate documentation of ideas and appropriate APA citations of relevant literature.
Use a minimum of 4 references. (These must be recent, from within the past five years.)
Double space, and use Times New Roman font, 12 point.
Develop a 3–4-page educational plan to help improve the health and welfare needs of a vulnerable population in your community. In your plan, include the demographics of your community and the health care needs of the selected vulnerable population.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Evaluate scholarly nursing literature that supports evidence-based nursing practiceExplain appropriate evidence-based nursing interventions that will provide quality care to vulnerable populations.
Competency 2: Explain ways to promote safe, quality, evidence-based care to populations and communities in health care environments.Describe health care resources that serve vulnerable populations.
Explain why a specific population in a community qualifies as at-risk.
Create an evidence-based plan to promote health and wellness in an at-risk population.
Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals.Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
Correctly format citations and references using APA style
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.U.S. Department of Health and Human Services, Indian Health Service (IHS). (n.d.). Community health. Retrieved from https://www.ihs.gov/communityhealth/
U.S. Department of Health and Human Services, National Institutes of Health (NIH). (n.d.). Science-based health and wellness resources for your community. Retrieved from http://www.nih.gov/health-information/science-base…
Centers for Disease Control and Prevention. (n.d.). Division of Community Health (DCH): Making healthy living easier. Retrieved from http://www.cdc.gov/NCCDPHP/dch/index.htm
I live in Miami, FL if that will help with writing the paper.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.