NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion
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NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion
Objectives:
- Examine the importance of cultural competency in health promotion.
- Discuss the application of cultural theories to provide effective family-centered care.
- Discuss the significance of nutrition education in health promotion.
Health Promotion: Health and Wellness Across the Continuum |
Read Chapter 3 in Health Promotion: Health and Wellness Across the Continuum.
CDC – Racial and Ethnic Approaches to Community Health (REACH) NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion |
Explore the resources available on the Racial and Ethnic Approaches to Community Health (REACH) page of the Centers for Disease Control and Prevention (CDC) website. These materials will be useful in completing the assignment for this topic.
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 will be useful in completing the assignment for this topic.
CDC – Minority Health |
Explore the resources available on the Minority Health page of the Centers for Disease Control and Prevention (CDC) website. These materials will be useful in completing the assignment for this topic.
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 Administration (SAMHSA) website. These materials will be useful in completing the assignment for this topic.
Healthy People 2020 |
Explore the Healthy People 2020 website.
Health Promotion in Minority Populations. NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion |
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. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the for assistance.
Health Promotion in Minority Populations – RubricNo of Criteria: 11 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory
0.00 %
Less than Satisfactory
75.00 %
Satisfactory
79.00 %
Good
89.00 %
Excellent
100.00 %
Content
80.0
Identification and Description of Selected Minority Group
10.0
Description and health status for ethnic minority group is not presented.
Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group.
Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented.
Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented.
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.
Health Disparities and Nutritional Challenges for Minority Group
15.0
Health disparities and nutritional challenges for this group are not presented.
A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements.
A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements.
A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity.
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.
Barriers to Health for Minority Group
15.0
Barriers to health for ethnic minority group are not presented.
Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements.
Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.
Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.
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.
Health Promotion Activities Practiced by Minority Group NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion
10.0
Health promotion activities practiced by minority groups are not presented.
Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements.
Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.
Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.
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.
Three Levels of Health Promotion Prevention
15.0
A care plan, with at least one approach using the three levels of health promotion prevention, is not presented.
A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies.
A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed.
A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed.
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.
Cultural Competent Health Promotion for Ethnic Minority Population
15.0
Cultural beliefs, practices, and relevant cultural theory significant to supporting a culturally competent health promotion for this population are not presented. NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion
Cultural beliefs and practices to be considered are presented but are incomplete or inaccurate. The cultural theory or model proposed is partially presented; or, the model is not relevant. Overall, the content does not support a culturally competent health promotion for this population. There are significant inaccuracies.
Cultural beliefs and practices to be considered are summarized. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. There are some inaccuracies. More evidence or rationale is needed.
Cultural beliefs and practices to be considered are discussed. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. Some evidence or rationale is needed.
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.
Organization and Effectiveness
15.0
Thesis Development and Purpose
5.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
5.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
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)
5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Format
5.0
Paper Format (use of appropriate style for the major and assignment)
2.0
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
3.0
Sources are not documented. NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage 100
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Topic 4 DQ 1 |
What are the methods a nurse can use to gather cultural information from patients? How does cultural competence relate to better patient care? Discuss the ways in which a nurse demonstrates cultural competency in nursing practice.
NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion Topic 4 DQ 2 |
Discuss why nutrition is a central component in health promotion. What are some of the nutritional challenges for emerging populations? What roles do nutritional deficiency and nutritional excess play in disease?
Person health promotion relies heavily on nutrition. What we consume on a regular basis has a strong effect on our well-being. Nutrition and physical activity are at the forefront of good health. It is an essential part of health promotion since diseases such as obesity, diabetes, heart disease, cancer, and stroke can be avoided by eating a well-balanced, healthy diet. Diseases are caused by both excess and a shortage of nutrients. Individuals’ wellbeing will be improved by providing health education on nutrition, a balanced lifestyle, and exercise.
Obesity and noncommunicable disorders are caused by inadequate consumption of fruits and vegetables, a high fat, sugar, and salt diet, and a sedentary lifestyle. Obesity, cholesterol, diabetes, cardiac failure, starvation, weak bone strength, retinopathy, cancer, and stroke are both caused by a lack of nutrients. Healthy People 2020 focuses on wellness to improve fitness by educating citizens on the importance of eating a well-balanced diet to avoid chronic diseases linked with obesity (ODPHP, n.d).
Cultural minorities and abandoned people are among the newcomers. Noncommunicable diseases such as obesity, hunger, overweight, chronic disease, elevated blood pressure, type 2 diabetics, certain cancers, and low bone density are common in this population due to a lack of balanced diet, insufficient preventive care, and low wages. These issues are becoming more prevalent and difficult to address as a result of low socioeconomic status, readily accessible fast meals, low-cost foods, and an abundance of heavily packaged foods on the market (Grand Cannon University, 2018). Providing health lessons on a well-balanced diet at a young age, as well as making nutritious meals accessible, will help to control such digestive issues.
The disease was exacerbated by both a food imbalance and a surplus of nutrients. For example, nutritional overload, especially processed carbohydrates, and saturated fats, as well as physical inactivity, will result in chronic inflammatory diseases such as obesity, diabetes, and cardiovascular disease, while a shortage of nutrients will result in growth retardation, low immune, and classic conditions such as scurvy, osteoporosis, depression, and xerophthalmia (Oz,2017.)
ReferencesGrand Canyon University (Ed). (2018). Health promotion: Health & wellness across the continuum.Retrieved fromhttps://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/Office of Disease Prevention and Health Promotion. (n.d.).
Nutrition, physical activity, and obesity. Retrieved from https://www.healthypeople.gov/2020/leading-health-indicators/2020-lhi-topics/Nutrition-Physical-Activity-and-Obesity/dataOz, H. S. (2017). Nutrients, Infectious and Inflammatory Diseases.Nutrients,9(10), 1085. doi.org/10.3390 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5691702/ NRS429VN Topic 4: Cultural Competence and Nutrition in Health Promotion
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