NRNP 6552 SOCIAL DETERMINANTS OF HEALTH AMONG THE FEMALE POPULATION AYESHA ESSAY

NRNP 6552 SOCIAL DETERMINANTS OF HEALTH AMONG THE FEMALE POPULATION AYESHA ESSAY

NRNP 6552 SOCIAL DETERMINANTS OF HEALTH AMONG THE FEMALE POPULATION AYESHA ESSAY

Social Determinants of Health among Female Population

Social Determinants of Health (SDOH) have a big impact on individuals’ well-being, health, and equality of life. Therefore, it is important for healthcare professionals to have adequate knowledge regarding these SDOHs and use appropriate strategies, if possible, to modify them to help improve health outcomes and well being of the target population (Whitman et al., 2022). The five domains of SDOH include social and community context, neighborhood and built environment, health care access and quality, education access and quality, and economic stability (Maness et al., 2020). An exploration of the community revealed various aspects of the five SDOHs. In reference to economic stability, three out of ten community members live in poverty and are unable to get adequate access to necessary health care. Up to 60% of the adult members have at least college education which has been reflected in 70% living above the poverty line. The community has an adequate amount of health centers allowing individuals to access patient care services, even though there is a percentage of the community who cannot access adequate care due to poverty and lack of health insurance.

The neighborhood and built environment in reference to the community can be described as safe. There are low rates of violence, and the quality of air and water can be described as safe and with no safety risks. However, the rate of smoking in the neighborhood is considerably high, making the individuals exposed to second-hand smoke. In terms of social and community context, most of the families have close-knit relationships and positive relationships at home. The most affected groups are the children and pregnant women who are exposed to second-hand smoke. The major challenge found is the difficulty in exploring the economic conditions of the family members. I propose that smoking cessation programs and economic empowerment programs be initiatives to help lift up the economic status and exposure to second-hand smoke. One of the risk assessment instruments that can be used to assess the community is the Area Deprivation Index (ADI) which assesses employment, education, and income (Hannan et al., 2023). Another instrument is the opportunity index. Health-related risks based on the community age groups include heart disease and potential drug and substance abuse among adolescents. Among the female population of reproductive age, one of the major risks is pregnancy complications and birth defects due to enhanced rates of smoking and exposure to second-hand smoke (Schuiling& Likis, 2020).

References

Hannan, E. L., Wu, Y., Cozzens, K., & Anderson, B. (2023). The Neighborhood Atlas Area Deprivation Index For Measuring Socioeconomic Status: An Overemphasis On Home Value: Study examines the Neighborhood Atlas Area Deprivation Index as a tool to measure socioeconomic status. Health Affairs, 42(5), 702-709. https://doi.org/10.1377/hlthaff.2022.01406

Maness, S. B., Merrell, L., Thompson, E. L., Griner, S. B., Kline, N., & Wheldon, C. (2021). Social determinants of health and health disparities: COVID-19 exposures and mortality among African American people in the United States. Public Health Reports, 136(1), 18–22. https://doi.org/10.1177/0033354920969169

Schuiling, K. D., & Likis, F. E. (2020). Gynecologic Health Care: With an Introduction to Prenatal and Postpartum Care: With an Introduction to Prenatal and Postpartum Care. Jones & Bartlett Learning.

Whitman, A., De Lew, N., Chappel, A., Aysola, V., Zuckerman, R., & Sommers, B. D. (2022). Addressing social determinants of health: Examples of successful evidence-based strategies and current federal efforts. Washington, DC: US Department of Health and Human Services, Office of Health Policy. https://www.aspe.hhs.gov/sites/default/files/documents/e2b650cd64cf84aae8ff0fae7474af82/SDOH-Evidence-Review.pdf

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NRNP 6552 SOCIAL DETERMINANTS OF HEALTH AMONG THE FEMALE POPULATION AYESHA ESSAY

SOCIAL DETERMINANTS OF HEALTH AMONG THE FEMALE POPULATION

An individual’s health is influenced by many factors. Nurse Practitioners must be versed in all factors and adept in assessing the impact of economic conditions, education, environment, and social conditions on health.

Social Determinants of Health (SDOH) have a major impact on people’s health, well-being, and quality of life. Examples of SDOH include:

Safe housing, transportation, and neighborhoods

Racism, discrimination, and violence

Education, job opportunities, and income

Access to nutritious foods and physical activity opportunities

Polluted air and water

Language and literacy skills

For this Discussion, you will explore Social Determinants of Health and five areas that are impacted. For your community where you reside, assess these five areas. You will also explore available instruments to complete a full assessment of an individual’s SDOH.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Schuiling, K. D., & Likis, F. E. (2022). Gynecologic health care (4th ed.). Jones and Bartlett Learning.

Chapter 1, “A Feminist Perspective of Women’s Health” (pp. 3–10)

Chapter 3,” Women’s Growth and Development Across the Life Spans) pp. 39–49)

Chapter 4, “Using Evidence to Support Clinical Practice” (pp. 55–69)

Chapter 5, “Health Promotion” (pp. 75–86)

Chapter 7, “Gynecologic History and Physical Examination” (pp. 99–124) 

Chapter 11, “Gynecologic Health Care for Lesbian, Bisexual, Queer Women, and Transgender and Nonbinary Individuals” (pp. 173–210)

U.S. Department of Health and Human Services. (n.d.). Health People 2030: Social determinants of healthLinks to an external site.. https://health.gov/healthypeople/objectives-and-data/browse-objectives#social-determinants-of-health

GUIDELINE RESOURCESAmerican Nurses Association (ANA). (n.d.). Scope of practiceLinks to an external site.. https://www.nursingworld.org/practice-policy/scope-of-practice/American College of Obstetricians and Gynecologists. (2020). Well-woman visit (Number 755) [Committee Opinion].Links to an external site. https://www.acog.org/clinical/clinical-guidance/committee-opinion/articles/2018/10/well-woman-visit

American Society for Colposcopy and Cervical Pathology (ASCCP). (2014). Algorithms: Updated consensus guidelines for managing abnormal cervical cancer screening tests and cancer precursorsLinks to an external site.. https://www.asccp.org/Guidelines

COMPETENCY RESOURCES

The National Organization of Nurse Practitioner Faculties (NONPF). (2017). Nurse Practitioner Core Competencies ContentLinks to an external site.. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf

American Academy of Physician Assistants (AAPA) (2013). Competencies for the Physician Assistant Profession.Links to an external site. https://www.aapa.org/wp-content/uploads/2017/02/PA-Competencies-updated.pdf

ETHICS RESOURCES

American Nurses Association (ANA). (n.d.). View the code of ethics for nurses with interpretive statements.Links to an external site. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/

Keuroghlian, A. S., Ard, K. L., & Makadon, H. J. (2017). Advancing health equity for lesbian, gay, bisexual and transgender (LGBT) people through sexual health education and LGBT-affirming health care environmentsLinks to an external site.. Sexual Health, 14, 119–122. https://doi.org/10.1071/SH16145

Fredriksen-Goldsen, K. I., Hoy-Ellis, C. P., Goldsen, J., Emlet, C. A., & R, N., Hooyman. (2014). Creating a vision for the future: Key competencies and strategies for culturally competent practice with lesbian, gay, bisexual, and transgender (LGBT) older adults in the health and human servicesLinks to an external site.. Journal of Gerontologic Social Work, 57(0), 80–107. https://doi.org/10.1080/01634372.2014.890690

SCREENING TOOLS AND/OR APPS

As you download and consider using the following screening tools and/or apps on your mobile device, be mindful that if should you have any technical difficulties, please access technology support from the tool or app you are needing help with.

U.S. Preventive Services Task Force. (2018). Information for health professionals.Links to an external site. https://www.uspreventiveservicestaskforce.org/Page/Name/tools-and-resources-for-better-preventive-care/

Ewing, J. (2004). Cage questionnaire.Links to an external site. https://www.uspreventiveservicestaskforce.org/Home/GetFileByID/838

American Society for Colposcopy and Cervical Pathology (ASCCP). (2020). New guidelines. New App.Links to an external site. www.asccp.org/mobile-app

Note: This app will become available in 2020 and may require a fee for purchase. Please be mindful that you are not required to purchase the app for this course. However, it may be an app that will be useful for your professional practice.

Harvard Medical School and Brigham and Women’s Hospital (n.d.). Women’s Health Study.Links to an external site. https://whs.bwh.harvard.edu/index.html

STUDY GUIDES

The following documents are to assist you in preparing for both your Midterm and Final Exams.

Document: Midterm Exam Study Guide Download Midterm Exam Study Guide(PDF document)

Document: Final Exam Study Guide Download Final Exam Study Guide(PDF document)

Required Media

Introduction to the Primary Care of WomenLinks to an external site.

In this interactive media program, Dr. Rebecca Lee and Cindy Nypaver discuss the importance of the role of the advanced nurse practitioner when caring for women (1 min).

Gynecologic Health Part 1

Dr. Anne Salomone discusses and summarizes the topics in both Weeks 1 and 2. Consider how these topics inform and support your advanced nursing practice (31 mins).

Gynecologic Health Part 2 (47 mins)

Women’s Health Issues and Special Populations of WomenLinks to an external site.

In this interactive media program, Dr. Rebecca Lee and Cindy Nypaver describe their experiences with special populations of women (3 mins).

Special Populations of Women: Grandmothers Raising Grandchildren

In this media presentation, Dr. Barbara Resnick and Dr. Kristen Mauk describe their experiences with grandmothers raising grandchildren (8 mins).

Geeky Medics (2016). Vaginal examination (PV) – OSCE Guide [Video]Links to an external site.. https://youtu.be/Z-O_JYtyQqE

Note: This media program is approximately 5 minutes.

As you review this video, consider also reviewing the Pelvic Examination on pp. 109-125 of Chapter 6 in the Schuiling text.

Geeky Medics (2015). Breast examination – OSCE Guide [Video]Links to an external site.. https://youtu.be/76g_tNWMhCE

Note: This media program is approximately 6 minutes.

Medical Procedures & Health Informations (2014). Pap test – Procedure [Video]Links to an external site.. https://youtu.be/0zI58NJd1yE

Note: This media program is approximately 1 minute.

As you review this video, also consider reviewing Appendix 6-A Cervical Cytology Screening in Chapter 6 in the Schuiling text on p. 128.

Cleveland Clinic (2018). Laura Lipold, MD: Women’s Health Primary Care.Links to an external site. https://www.youtube.com/watch?v=B7isij8hL08

Note: This media program is approximately 33 minutes.

Optional Resources

 

The following resources are available to assist you as you prepare for your Midterm and Final Exams. Note: Some items may be available for purchase only; however, you are not required to purchase for this course.

Note: In Weeks 1-10, these resources are optional for your review. In Week 11, you will be required to review each of the PowerPoint slides from the text Gynecologic Health Care (4th ed.).

Chapter 1, “A Feminist Perspective of Women’s Health” Download “A Feminist Perspective of Women’s Health”

Chapter 3, “Women’s Growth and Development Across the Life Spans)Download “Women’s Growth and Development Across the Life Spans)

Chapter 4, “Using Evidence to Support Clinical Practice” Download “Using Evidence to Support Clinical Practice”

Chapter 5, “Health Promotion”Download “Health Promotion”

Chapter 7, “Gynecologic History and Physical Examination”Download “Gynecologic History and Physical Examination”

Chapter 11, “Gynecologic Health Care for Lesbian, Bisexual, Queer Women, and Transgender and Nonbinary Individuals” Download “Gynecologic Health Care for Lesbian, Bisexual, Queer Women, and Transgender and Nonbinary Individuals”

Kelsey, B. M.R. (2018). Midwifery & women’s health nurse practitioner certification review guide (4th ed.). Burlington, MA, USA: Jones & Learning.

Prescribers’ Digital Reference (PDR) (2020). Mobile PDR.Links to an external site. https://www.pdr.net/resources/mobilePDR/

Tarascon (n.d.). Tarascon pocket pharmacopoeia 2020 Classic shirt-pocket edition.Links to an external site. https://www.tarascon.com/Products/Details.aspx/19614-6

epocrates (n.d.). Be more confident in the moment of care.Links to an external site. https://www.epocrates.com/

Note: As you review this website, this tool will allow you to access clinical support quickly and efficiently. This app will need to be downloaded to your device to use if you choose to do so.

To prepare:

Who is most affected?

What major challenges have you found?

What changes could you propose?

What risk assessment instruments would be appropriate to use when assessing your community?

Identify any potential health-related risks based upon the community age groups.

BY DAY 3

Post a brief summary of the findings of the Social Determinants of Health in your community for each of the five areas described above. When providing your summary, take into consideration the preparation questions above and incorporate those into the summary.

References should be used to support your findings.

Read a selection of your colleagues’ responses.

BY DAY 6

Respond to at least two of your colleagues’ posts on two different days and provide additional insight to your colleagues related to issues and topics they may want to also consider. Use the Learning Resources and/or the best available evidence from current literature to support your explanation.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

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NRNP_6552_Week1_Discussion_Rubric

NRNP_6552_Week1_Discussion_Rubric

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMain Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 to >39.16 pts

Excellent Point range: 90–100

Thoroughly responds to the discussion question(s)… Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources… No less than 75% of post has exceptional depth and breadth… Supported by at least 3 current credible sources.

39.16 to >34.76 pts

Good Point range: 80–89

Responds to most of the discussion question(s)… Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module… 50% of the post has exceptional depth and breadth… Supported by at least 3 credible references.

34.76 to >30.36 pts

Fair Point range: 70–79

Responds to some of the discussion question(s)… One to two criteria are not addressed or are superficially addressed… Is somewhat lacking reflection and critical analysis and synthesis… Somewhat represents knowledge gained from the course readings for the module… Post is cited with fewer than 2 credible references.

30.36 to >0 pts

Poor Point range: 0–69

Does not respond to the discussion question(s)… Lacks depth or superficially addresses criteria… Lacks reflection and critical analysis and synthesis… Does not represent knowledge gained from the course readings for the module… Contains only 1 or no credible references.

44 pts

This criterion is linked to a Learning OutcomeMain Posting:

Writing

6 to >5.34 pts

Excellent Point range: 90–100

Written clearly and concisely… Contains no grammatical or spelling errors… Further adheres to current APA manual writing rules and style.

5.34 to >4.74 pts

Good Point range: 80–89

Written concisely… May contain one to two grammatical or spelling errors… Adheres to current APA manual writing rules and style.

4.74 to >4.14 pts

Fair Point range: 70–79

Written somewhat concisely… May contain more than two spelling or grammatical errors… Contains some APA formatting errors.

4.14 to >0 pts

Poor Point range: 0–69

Not written clearly or concisely… Contains more than two spelling or grammatical errors… Does not adhere to current APA manual writing rules and style.

6 pts

This criterion is linked to a Learning OutcomeMain Posting:
Timely and full participation

10 to >8.9 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation… Posts main discussion by due date.

8.9 to >7.9 pts

Good Point range: 80–89

Posts main discussion by due date… Meets requirements for full participation.

7.9 to >6.9 pts

Fair Point range: 70–79

Posts main discussion by due date.

6.9 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation… Does not post main discussion by due date.

10 pts

This criterion is linked to a Learning OutcomeFirst Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 to >8.01 pts

Excellent Point range: 90–100

Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8.01 to >7.11 pts

Good Point range: 80–89

Response has some depth and may exhibit critical thinking or application to practice setting.

7.11 to >6.21 pts

Fair Point range: 70–79

Response is on topic, may have some depth.

6.21 to >0 pts

Poor Point range: 0–69

Response may not be on topic, lacks depth.

9 pts

This criterion is linked to a Learning OutcomeFirst Response:

Writing

6 to >5.34 pts
Excellent Point range: 90–100

Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.

5.34 to >4.74 pts

Good Point range: 80–89

Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.

4.74 to >4.14 pts

Fair Point range: 70–79

Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.

4.14 to >0 pts

Poor Point range: 0–69

Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited.

6 pts

This criterion is linked to a Learning OutcomeFirst Response:

Timely and full participation

5 to >4.45 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation… Posts by due date.

4.45 to >3.95 pts

Good Point range: 80–89

Meets requirements for full participation… Posts by due date.

3.95 to >3.45 pts

Fair Point range: 70–79

Posts by due date.

3.45 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation… Does not post by due date.

5 pts

This criterion is linked to a Learning OutcomeSecond Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 to >8.01 pts

Excellent Point range: 90–100

Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8.01 to >7.11 pts

Good Point range: 80–89

Response has some depth and may exhibit critical thinking or application to practice setting.

7.11 to >6.21 pts

Fair Point range: 70–79

Response is on topic, may have some depth.

6.21 to >0 pts

Poor Point range: 0–69

Response may not be on topic, lacks depth.

9 pts

This criterion is linked to a Learning OutcomeSecond Response:

Writing

6 to >5.34 pts

Excellent Point range: 90–100

Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.

5.34 to >4.74 pts

Good Point range: 80–89

Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.

4.74 to >4.14 pts

Fair Point range: 70–79

Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.

4.14 to >0 pts

Poor Point range: 0–69

Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited.

6 pts

This criterion is linked to a Learning OutcomeSecond Response:

Timely and full participation

5 to >4.45 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation… Posts by due date.

4.45 to >3.95 pts

Good Point range: 80–89

Meets requirements for full participation… Posts by due date.

3.95 to >3.45 pts

Fair Point range: 70–79

Posts by due date.

3.45 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation… Does not post by due date.

5 pts

Total Points: 100