NSG 4076 Discussion Health Problems

NSG 4076 Discussion Health Problems

NSG 4076 Discussion Health Problems

 

The discussion assignment provides a venue for students to explore pertinent subjects for this week based on the course skills addressed.

Make sure you submit your initial comment to the Discussion Area by the due date for this assignment.

Use your course and text readings, as well as the South University Online Library, to aid your work. Cite your sources in your work, as in other assignments, and include references for the citations in APA format..

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week.

Select one of the following questions to discuss. Justify your response based on the readings and articles from the South University Online Library.

Health Problems: Which area, rural or urban, has the most health problems? Why? Identify four common health problems found in that area.

OR

Intervention Wheel

Using the Intervention Wheel in Chapter 9 of the course textbook, choose two of the interventions that you feel are most important and discuss how they can be used with an aggregate.

According to CDC, the top 10 causes of death and the approximate number of deaths each year in the U.S. are

• heart disease: 610,000
• cancer: 580,000
• lung disease: 149,000
• accidents: 131,000
• stroke: 129,000
• Alzheimer’s disease: 85,000
• diabetes: 76,000
• flu and pneumonia: 57,000
• kidney disease: 47,000
• suicide: 41,000

These numbers come from death certificates, and that means they are subject to some error. For example, when a person in his 90s has several chronic diseases and “dies in his sleep,” the cause of death listed on the death certificate might be little more than a hunch.

Top health concerns

Contrast the list above to the health concerns that rise to the top when large numbers of people are surveyed. For example, a Gallup poll conducted yearly asks adults in the U.S. to name the most urgent health concerns. In the November 2015 poll, cost and access to healthcare were at the top (as they have been for many years). As for diseases, here are the most frequently mentioned concerns:

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• obesity: 15%
• cancer: 14%
• diabetes: 2%
• drug & alcohol abuse: 2%
• heart disease: 1%
• flu: 1%
• mental illness: 1%
• AIDS: 1%

Remarkably, many of the top causes of death don’t even show up on this list, and many that do barely register. Perhaps survey respondents are thinking more about conditions that cause suffering or impaired quality of life rather than causing death. Or, perhaps the causes of death that primarily affect the elderly (such as stroke) are not as big a concern to the public as those that affect younger individuals. Whatever the reason, the difference is striking.

What’s unique about your state?

A recent study analyzed the causes of death in each state, and for each identified those that were significantly higher than the average elsewhere. For example, researchers found:

• Accidental gun-related deaths: the rates of death due to accidental shooting were two to four times the national average in Alabama, Arkansas, Kentucky, Louisiana, South Carolina, Tennessee, and West Virginia.
• Deaths during an interaction with the police: rates were up to 3.5 times higher in California, Oregon, Nevada, New Mexico, and Utah.
• Deaths due to accidents involving machinery: rates were highest in Iowa and North Dakota.
• Suicide: Oregon, New York, Minnesota, Colorado, and New Hampshire had the highest rates.
• Bicycle-related deaths: these were most common in Florida.
• Accidental suffocation: this occurred most often in Connecticut.

Sometimes the reasons for these findings are obvious. For example, it’s understandable (though regrettable) that agricultural states such as Iowa and North Dakota might have a higher than average rate of death due to machinery, or that bicycle deaths might be most common in a place like Florida where the weather allows year-round biking. Others, such as the rates of suicide, are harder to understand.

A separate study recently assessed the least healthy cities in the U.S. Of the top 10 unhealthiest cities (or should we say bottom 10), all were in the southern states and most were rural. Contributors to poor health in these cities were lack of insurance, lack of access to healthcare, unhealthy diets, and relatively high rates of deaths due to injury and drug overdose.

Why it matters

It’s not surprising that the top causes of death might vary from place to place. But, that means that the measures we should take to improve our health may not be the same everywhere. It’s particularly important to recognize those diseases that we know can be prevented, slowed, or even reversed with preventive care, changes in diet, exercise, or medications. Good examples include many cases of diabetes and heart disease.

While avoiding preventable death is an important measure of health, it’s not the only one. Maintaining a high quality of life matters as well — and some would say that quality of life is more important than how long it is. Still, information about causes of death is of interest not only because of what it may say about how we live, but also in directing interventions.

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5. Grading Rubric

Discussion Criteria	A (100%) Outstanding or highest level of performance	B (87%) Very good or high level of performance	C (76%) Competent or satisfactory level of performance	F (0) Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points	Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points	Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 points	Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 points	Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points	Does not integrate any evidence. 0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points	Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points	Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points	Responds to a classmate and/or instructor but does not further the discussion. 10 points	No response post to another student or instructor. 0 points
Communicates in a professional manner. 8 points	Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points	Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points	Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points	Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T.	0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.		-5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days.	0 points lost Posts in the discussion at least three times AND on two different days.		-5 points Posts fewer than three times OR does not participate on at least two different days.
NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned. 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