Create an educational program, event, or piece of literature (for example, a pamphlet) that incorporates best practices in health promotion and disease prevention for a diverse population. Then, explain how you developed your educational program, event, or piece of literature and address any barriers to disease prevention and health promotion for the population.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:SHOW MORE

QUESTION

• Health Promotion and Disease Prevention

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  Overview

  Create an educational program, event, or piece of literature (for example, a pamphlet) that incorporates best practices in health promotion and disease prevention for a diverse population. Then, explain how you developed your educational program, event, or piece of literature and address any barriers to disease prevention and health promotion for the population.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:SHOW MORE

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  Context

  From your own professional experiences, as well as your work in this program, you have come to recognize that the goal of community or public health nursing is to improve and maintain the health status of individuals and families; cultural, racial, and ethnic groups; and communities and populations.SHOW MORE

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  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 the business community.SHOW MORE

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  Resources

  Suggested Resources

  To help you prepare for this assessment, review the resources you used and the assessments you completed in BSN-FP4010 and BSN-FP4014.

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  Create an educational program, event, or piece of literature (for example, a pamphlet) that incorporates best practices in health promotion and disease prevention for a diverse population. Then, explain how you developed your educational program, event, or piece of literature and address any barriers to disease prevention and health promotion for the population.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:SHOW MORE

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• Assessment Instructions

  Part I

  To prepare for the first part of the assessment, complete the following:

  1. Review the literature or use health assessments to determine health care needs of a diverse population in your community.
  2. Explore things that could influence success, such as cultural attitudes toward alternative forms of healing, religious beliefs, or other individuals.
  3. Examine the impact of current health promotion and wellness initiatives on health outcomes and health disparities.
  4. Review the literature to identify best practices.

  Once you have identified a diverse population, develop an educational program, event, or piece of literature that promotes wellness and disease prevention. If you choose an educational program or event, be sure you outline the basic content of the program or event, as well as how you would structure it. If you choose a piece of literature, be deliberate in the points you highlight. Be sure that your choice is appropriate for the population.

  • For an educational program or event, prepare and submit an outline of the content and structure.
  • For a brochure or pamphlet, prepare and submit the brochure or pamphlet using a simple Word document or a Microsoft Publisher document, if you have that software available.

  Part II

  Explain how you developed your educational program, event, or piece of literature and address any barriers to disease prevention and health promotion for the population.Complete the following:

  1. Explain why you chose the particular educational strategy. Why is it an effective strategy for the population?
  2. Describe cultural barriers to disease prevention and health promotion in the population. This might include things such as CAM, language, religious beliefs, and so on.
  3. Explain how your educational strategy can help overcome some of the barriers you described.
  4. Support your work with valid scholarly resources.

  Additional Requirements (Part II only)

  • Format: Include a title page and reference page. Use APA format.
  • References: Cite at least three current scholarly or professional resources.
  • Font: Use double-spaced, 12-point, Times New Roman font.

  Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

ANSWER

Promoting Health and Preventing Disease: Empowering a Diverse Population

Introduction

The purpose of this educational program is to promote wellness and disease prevention among a diverse population. By addressing the specific health care needs, cultural attitudes, and barriers faced by the population, we aim to empower individuals to make informed decisions about their health and well-being. This program will utilize effective educational strategies to engage and educate the target population effectively.

Part I: Educational Program Outline

1. Program Title: “Healthy Living for All”

1. Target Population: Hispanic/Latino community(Srivastav et al., 2020)

III. Program Content and Structure:

 Introduction (10 minutes)

   – Welcome and introduction to the program

   – Establish rapport and create a safe and inclusive environment

 Understanding Health Promotion and Disease Prevention (20 minutes)

   – Definition of health promotion and disease prevention

   – Importance of early detection and regular check-ups

   – Explanation of common preventable diseases in the Hispanic/Latino community

 Cultural Influences on Health (15 minutes)

   – Discussion of cultural attitudes toward alternative healing practices

   – Respectful exploration of religious beliefs and their impact on health decisions

 Healthy Lifestyle Choices (30 minutes)

   – Balanced nutrition and portion control

   – Regular physical activity and exercise

   – Importance of adequate sleep and stress management

 Access to Healthcare (15 minutes)

   – Overview of healthcare resources available in the community

   – Explanation of insurance options and enrollment assistance

 Interactive Activities and Demonstrations (30 minutes)

   – Group exercises and demonstrations of healthy cooking

   – Practice of stress management techniques

Q&A Session and Closing Remarks (15 minutes)

   – Addressing participants’ questions and concerns

   – Reinforcement of key messages and resources for further support

Part II: Development and Addressing Barriers

Rationale for Educational Strategy

The chosen educational strategy combines group discussions, interactive activities, and culturally sensitive content (Atkinson et al., 2010)

. This approach promotes active learning, encourages participation, and acknowledges the cultural diversity within the Hispanic/Latino community. By incorporating cultural beliefs and practices into the program, we increase its relevance and effectiveness for the target population.

Cultural Barriers to Disease Prevention and Health Promotion

 Language: Limited English proficiency may hinder access to healthcare information and services. Language-appropriate materials and bilingual facilitators will be provided to overcome this barrier.

 Religious Beliefs: Some religious beliefs may discourage seeking medical care or promote reliance on faith-based healing. The program will emphasize the importance of integrating both religious beliefs and evidence-based healthcare practices.

Alternative Healing Practices: Traditional cultural practices and complementary and alternative medicine (CAM) may be preferred over conventional healthcare. The program will respect and acknowledge these practices while providing evidence-based information on disease prevention and promoting informed decision-making.

Overcoming Barriers

 Language: Providing bilingual facilitators and translating educational materials into Spanish will ensure effective communication and understanding  (Betancourt et al., 2004).

 Religious Beliefs: We can address concerns and foster acceptance by including examples and testimonials from individuals who successfully integrated their religious beliefs with preventive healthcare practices.

Alternative Healing Practices: Collaborating with community leaders and traditional healers to promote an integrative approach to healthcare will encourage the utilization of evidence-based practices while respecting cultural traditions.

Scholarly Resources

– Centers for Disease Control and Prevention (CDC). (2021). Health Disparities in Racial/Ethnic Minority Populations. Retrieved from [insert URL]

– Office of Minority Health. (2021). National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care. Retrieved from [insert URL]

– Betancourt, J. R., Green, A. R., Carrillo, J. E.,

 & Ananeh-Firempong, O. (2020). Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care. Public Health Reports, 118(4), 293-302.

Conclusion

The “Healthy Living for All” educational program aims to promote wellness and disease prevention among the Hispanic/Latino community by addressing cultural barriers and incorporating best practices. By adopting a culturally sensitive approach, the program seeks to empower individuals to make informed decisions about their health, ultimately improving health outcomes and reducing health disparities within the community.

References

Atkinson, J. A. M., Fitzgerald, L., Toaliu, H., Taleo, G., Tynan, A., Whittaker, M., … & Vallely, A. (2010). Community participation for malaria elimination in Tafea Province, Vanuatu: Part I. Maintaining motivation for prevention practices in the context of disappearing disease. Malaria journal, 9(1), 1-16.https://malariajournal.biomedcentral.com/articles/10.1186/1475-2875-9-93 

Betancourt, J. R., Carrillo, J. E., Green, A. R., & Maina, A. (2004). Barriers to health promotion and disease prevention in the Latino population. Clinical Cornerstone, 6(3), 16-29.https://www.sciencedirect.com/science/article/pii/S1098359704800619

Srivastav, A., Strompolis, M., Moseley, A., & Daniels, K. (2020). The empower action model: A framework for preventing adverse childhood experiences by promoting health, equity, and well-being across the life span. Health Promotion Practice, 21(4), 525-534.https://journals.sagepub.com/doi/pdf/10.1177/1524839919889355