NR 443 Week 1 DQ 1 Healthy People 2020 Recent
NR 443 Week 1 DQ 1 Healthy People 2020 Recent
NR 443 Week 1 DQ 1 Healthy People 2020 Recent
Healthy People 2020 (Graded)
The federal government developed Healthy People as a set of national health objectives that are periodically evaluated to measure progress in the nation’s health goals and healthcare services. HP 2020 has a renewed focus on identifying, measuring, tracking, and reducing health disparities through a determinants-of-health approach.
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This week, please briefly discuss a Healthy People 2020 objective under the topic area of your choice. Go to www.healthypeople.gov and select any one of the objectives under the topic area of your interest. Using the local, national, or international news, describe actions you, as a community health nurse, could take in formulating policy changes to help promote the objective you have selected. Cite references to support your views.
California is one of the states in America that has invested heavily in healthcare. It aspires to promote the health and wellbeing of its citizens through the adoption of responsive health policies that can transform healthcare. Despite these efforts, the state currently experiences challenges in addressing disease burden of conditions that include hypertension, diabetes, asthma, and heart disease. Consequently, it is important that these health problems be explored to understand further the manner in which they can be addressed in the state.
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The selected health problem for this assignment is diabetes in the state of California. According to statistics, diabetes is one of the most prevalent diseases in California. It is estimated that nearly 50% if the adults in the state have diabetes, undiagnosed diabetes, or pre-diabetic. This represents about 13 million adults in the state having pre-diabetes or undiagnosed diabetes and 3 million having a positive diagnosis of diabetes (CDC, n.d.). The disease burden of diabetes is enormous. It is estimated that the medical expenses incurred by a patient with diabetes is 2.3 times higher than those patients without the disease are (American Diabetes Association, 2018). Therefore, the disease is a serious threat to the public health in the state.
The Milo’s framework of prevention can be utilized in investigating the issue of diabetes in California. According to the framework, a disease can be managed deficiently at the community level. The existing resources in a community can be used to manage and prevent diabetes. An example is mobilizing the available resources to create awareness in the community about diabetes. The framework also asserts that health deficits are products of imbalance between the community resources that sustain health and the health needs of the community (Nies & McEwen, 2018). As a result, the disease burden of diabetes in California is attributed to the inadequacy in the resources that are needed to sustain health at the community level.
According to Milo, human beings often make decisions that they perceive easy to make. Therefore, they are vulnerable to engaging in behaviors that result in diabetes than those that promote their health. Consequently, supporting health promotion patterns related to diabetes can only be achieved by focusing on how to make the factors that predispose people to the disease more difficult as a way of increasing the availability of heath promoting behaviors. For instance, the access to fast foods in the state should be made difficult for the population in California to consume healthy diets. Through it, the risk factors for diabetes will be reduced.
The goals of diabetes management in California relate significantly to those of the Healthy People 2020 National Goals. The interventions adopted by the state of California aim at improving the wellbeing of the affected and reducing the risks of the unaffected. This will facilitate the realization of the goal of Healthy People 2020, which is to attain high quality, longer lives for the population and disease prevention (Woodard et al., 2018). The state of California has also focused on ensuring that healthy communities are created for the reduction of incidence rate of diabetes. This will aid in the realization of the goal of creating environments that promote health equity and good health for the populations in the Healthy People 2020 (Rodriguez & Opel, 2020). Therefore, the focus of the interventions adopted in the state to promote healthy living among those affected by diabetes aligns with the goals of Health people 2020.
One of the long-term goals that should be of focus in the management of diabetes in California is reducing the population of people affected by diabetes by 25% in the next five years. One of the short-term goals is to increase the level of awareness among the population in the next one year. The other short-term goal is to increase the availability of healthy and nutritious foods in food outlets in the next eight months. The last short-term goal is to achieve glycemic control through healthy living in 20% of patients with diabetes in my community in the next eight months.
In summary, diabetes is a source of significant disease burden to the people of California. The current statistics shows that a majority of the population is pre-diabetic or undiagnosed with the disease. Therefore, it is important that responsive strategies be embraced to reverse the current trends in the disease. The state, local, and regional governments should come up with short and long-term interventions to address the issue for the health and wellbeing of the community.
References
American Diabetes Association. (2018). Economic costs of diabetes in the US in 2017. Diabetes care, 41(5), 917-928.
CDC. (n.d.). California Diabetes ABC Profile 2011-2012. Retrieved on 27th Feb. 2020 from https://www.cdc.gov/diabetes/research/modeling/states/california.html
Nies, M. A., & McEwen, M. (2018). Community/Public Health Nursing – E-Book: Promoting the Health of Populations. Saunders.
Rodriguez, E., & Opel, D. (2020). Addressing the Social Determinants of Health:“Vulnerable” Populations and the Presentation of Healthy People 2020. Poroi, 15(1), 7.
Woodard, L. J., Kahaleh, A. A., Nash, J. D., Truong, H., Gogineni, H., & Barbosa-Leiker, C. (2018). Healthy People 2020: assessment of pharmacists’ priorities. Public health, 155, 69-80.
Healthy People 2020 and Intervention
California is one of the states in America that has invested heavily in healthcare. It aspires to promote the health and wellbeing of its citizens through the adoption of responsive health policies that can transform healthcare. Despite these efforts, the state currently experiences challenges in addressing disease burden of conditions that include hypertension, diabetes, asthma, and heart disease. Consequently, it is important that these health problems be explored to understand further the manner in which they can be addressed in the state.
The selected health problem for this assignment is diabetes in the state of California. According to statistics, diabetes is one of the most prevalent diseases in California. It is estimated that nearly 50% if the adults in the state have diabetes, undiagnosed diabetes, or pre-diabetic. This represents about 13 million adults in the state having pre-diabetes or undiagnosed diabetes and 3 million having a positive diagnosis of diabetes (CDC, n.d.). The disease burden of diabetes is enormous. It is estimated that the medical expenses incurred by a patient with diabetes is 2.3 times higher than those patients without the disease are (American Diabetes Association, 2018). Therefore, the disease is a serious threat to the public health in the state.
The Milo’s framework of prevention can be utilized in investigating the issue of diabetes in California. According to the framework, a disease can be managed deficiently at the community level. The existing resources in a community can be used to manage and prevent diabetes. An example is mobilizing the available resources to create awareness in the community about diabetes. The framework also asserts that health deficits are products of imbalance between the community resources that sustain health and the health needs of the community (Nies & McEwen, 2018). As a result, the disease burden of diabetes in California is attributed to the inadequacy in the resources that are needed to sustain health at the community level.
According to Milo, human beings often make decisions that they perceive easy to make. Therefore, they are vulnerable to engaging in behaviors that result in diabetes than those that promote their health. Consequently, supporting health promotion patterns related to diabetes can only be achieved by focusing on how to make the factors that predispose people to the disease more difficult as a way of increasing the availability of heath promoting behaviors. For instance, the access to fast foods in the state should be made difficult for the population in California to consume healthy diets. Through it, the risk factors for diabetes will be reduced.
The goals of diabetes management in California relate significantly to those of the Healthy People 2020 National Goals. The interventions adopted by the state of California aim at improving the wellbeing of the affected and reducing the risks of the unaffected. This will facilitate the realization of the goal of Healthy People 2020, which is to attain high quality, longer lives for the population and disease prevention (Woodard et al., 2018). The state of California has also focused on ensuring that healthy communities are created for the reduction of incidence rate of diabetes. This will aid in the realization of the goal of creating environments that promote health equity and good health for the populations in the Healthy People 2020 (Rodriguez & Opel, 2020). Therefore, the focus of the interventions adopted in the state to promote healthy living among those affected by diabetes aligns with the goals of Health people 2020.
One of the long-term goals that should be of focus in the management of diabetes in California is reducing the population of people affected by diabetes by 25% in the next five years. One of the short-term goals is to increase the level of awareness among the population in the next one year. The other short-term goal is to increase the availability of healthy and nutritious foods in food outlets in the next eight months. The last short-term goal is to achieve glycemic control through healthy living in 20% of patients with diabetes in my community in the next eight months.
In summary, diabetes is a source of significant disease burden to the people of California. The current statistics shows that a majority of the population is pre-diabetic or undiagnosed with the disease. Therefore, it is important that responsive strategies be embraced to reverse the current trends in the disease. The state, local, and regional governments should come up with short and long-term interventions to address the issue for the health and wellbeing of the community.
References
American Diabetes Association. (2018). Economic costs of diabetes in the US in 2017. Diabetes care, 41(5), 917-928.
CDC. (n.d.). California Diabetes ABC Profile 2011-2012. Retrieved on 27th Feb. 2020 from https://www.cdc.gov/diabetes/research/modeling/states/california.html
Nies, M. A., & McEwen, M. (2018). Community/Public Health Nursing – E-Book: Promoting the Health of Populations. Saunders.
Rodriguez, E., & Opel, D. (2020). Addressing the Social Determinants of Health:“Vulnerable” Populations and the Presentation of Healthy People 2020. Poroi, 15(1), 7.
Woodard, L. J., Kahaleh, A. A., Nash, J. D., Truong, H., Gogineni, H., & Barbosa-Leiker, C. (2018). Healthy People 2020: assessment of pharmacists’ priorities. Public health, 155, 69-80.
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
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☐The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources:Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include:Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals:Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStormto check your writing.
Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
1. Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
3. Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction.
The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
4. Participation Guidelines
You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
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 underastanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
Lopes Write Policy
For assignments that need to be submitted to Lopes Write, 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.
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Y