NU 629 Week 4 Discussion 1: Pros and Cons to Delivering Community-Based Participatory Care to Those Who Are Vulnerable
NU 629 Week 4 Discussion 1: Pros and Cons to Delivering Community-Based Participatory Care to Those Who Are Vulnerable
The vulnerable population I chose in week 1 is non-verbal children. Today, there are many resources available for non-verbal children. They include parents, teachers, pediatricians, and speech language pathologists to name a few. They all benefit non-verbal children’s health and development. Non-verbal children, specifically those with autism spectrum disorder (ASD), can develop many health problems. Children with ASD have a difficult time understanding and developing language and communication skills (“Autism spectrum disorder: Communication problems in children”, 2020). They are also more prone to epilepsy, mental health conditions, other behavioral and genetic disorders, difficulty sleeping, feeding issues, gastrointestinal disorders, cardiovascular disorders, higher risk of early parkinsonism, and they have a shorter life expectancy (Bishop-Fitzpatrick & Kind, 2018). The earlier children are diagnosed with autism, the sooner interventions can be started and the sooner other health conditions can be assessed. Because young children are resilient, there is a greater chance of those who have a milder diagnosis of autism to develop excellent communication and everyday life skills.
There are many beliefs about non-verbal children, especially about those who have autism, as to what it is the result of. Different cultures also have their own beliefs about non-verbal children, therefore it is important to gain an understanding of parents’ beliefs about the condition. Many families believe there is a genetic component to autism, and a few still believe that immunizations are to blame for this even though that has been proven to not be true (Samadi, 2020). Children who are autistic are more prone to behaviors that can put them at risk. Some autistic children tend to bang their head against walls or objects, some bite, and some are clumsy, making them more prone to falls (“Autism spectrum disorder”, 2018). Autisitc children are also likely to experience light, sound, and touch sensitivities (“Autism spectrum disorder”, 2018). They also may be indifferent to changes in temperatures and pain (“Autism spectrum disorder”, 2018). This can be scary for patients because if their child is in pain, they may not know since their child can’t feel it and the same can be true about body temperature changes. As mentioned before, autistic children can have feeding issues due to textures of food which can result in malnutrition if a child is extremely picky (“Autism spectrum disorder”, 2018).
Though non-verbal children have a difficult time communicating with others, they still long for that communication just as another child or person does. It is important that non-verbal children take part in extracurriculars to help them develop better socialization skills (“Community and social participation”, n.d.). Children with high-functioning autism would be more likely to participate in a Community-Based Participatory Research health promotion project, however it is important to include all children with autism regardless of their stage of diagnosis. By including all children with autism, they will be able to speak up for themselves and for what changes they would like to see. Members of this project would be able to learn how to communicate with non-verbal children and thus would be able to spread this knowledge with others.
References
Autism spectrum disorder: Communication problems in children. National Institute of Deafness and Other Communication Disorders. (2020, April 13). Retrieved September 20, 2021, from https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children.
Autism spectrum disorder. Mayo Clinic. (2018, January 6). Retrieved September 20, 2021, from https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928.
Bishop-Fitzpatrick, L., & Kind, A. J. H. (2018, November 1). A scoping review of health disparities in autism spectrum disorder. NCBI. Retrieved September 20, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5693721/.
Community and social participation. Drexel University. (n.d.). Retrieved September 20, 2021, from https://drexel.edu/autismoutcomes/topics/community-and-social-participation/.
Samadi, S. A. (2020, February). Parental beliefs and feelings about autism spectrum disorder in Iran. NCBI. Retrieved September 20, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7038212/.
NU 629 Week 4 Discussion 1: Pros and Cons to Delivering Community-Based Participatory Care to Those Who Are Vulnerable
Value: 100 points
Due: Initial post by Day 3, Response by Day 7.
Grading Category: Discussions
Initial Post
Performing health assessments as an APRN will help you to develop a collaborative partnership with your patients. After reading Chapter 4 and 12 in your Pender text, think about the vulnerable population that you chose during Week 1. Consider what you perceive/know about this group in relation to the following topics:
- Health assets
- Health problems
- Health-related lifestyle strengths
- Key health-related beliefs
- Health behaviors that put the person at risk
-
NU 629 Week 4 Discussion 1 Pros and Cons to Delivering Community-Based Participatory Care to Those Who Are Vulnerable Changes that could improve their quality of life
Now consider the pros and cons of implementing a Community-Based Participatory Research health promotion project with the vulnerable group. You should consider not only the benefit of the actions but the active role the vulnerable will play in the development and implementation of the health promotion plan. How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success? Remember that you should include citations/references from at least three scholarly sources.
Reply Posts
Reply to at least two of your classmates. When replying to your peers, think about the ethical considerations related to research or working with a vulnerable population. Although the vulnerable share characteristics making them susceptible to health concerns, they remain unique. In the initial post, everyone discussed both strengths and weaknesses inherent to a specific vulnerable population. What steps would you recommend to ensure that your peer’s vulnerable group is ethically protected throughout the research as well as the participation element of a community-based participatory research project (that is, shelter services, food banks, case management, support groups, etc.)? Reply to at least two of your classmates on two separate days (minimum) utilizing at least two scholarly references per peer post.
Please refer to the for details on how this activity will be graded.
Posting to the Discussion Forum
- Select the appropriate Thread.
- Select Reply.
- Create your post.
- Select Post to Forum.
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Quality of Initial Post | Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points |
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions. Cites two references. 35 points |
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points |
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Peer Response Post | Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted. 40 points |
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points |
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points |
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Frequency of Distribution | Initial post and peer post(s) made on multiple separate days.
All instruction requirements noted. 10 points |
Initial post and peer post(s) made on multiple separate days.
8 points |
Minimum of two post options (initial and/or peer) made on separate days.
7 points |
All posts made on same day.
Submission demonstrates inadequate preparation. No post submitted. 6 points |
10 |
| Organization | Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||
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