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ASSESSMENT.docx
XP4004_Template.docx
XP4001_B_Pacheco_Part1.docx
XP4004_Rubric.pdf
ASSESSMENT.docx
ASSESSMENT
Population Health Using a Community Lens
Complete the Population Health Using a Community Lens template to utilize health data and scholarly literature to support ideas concerning the health challenges in a community and chosen population.
XP4004_Template.docx
5
XP4004 Template:
Population Health Using a Community Lens
Student Name Here
Program Name or Degree Name, Walden University
Course Number, Section, and Title
(Example: NURS 0000 Section 01, Title of Course)
Instructor Name
Month, Day, Year
(Enter the date submitted to Instructor.)
Population Health Using a Community Lens
Complete the following prompts. Cite and reference in APA format.
1. Identify one evidence-based community intervention at the primary level (from the literature that promotes health and prevents problems before they occur) for each of 3 health problems identified in your chosen population. (3 resources)
2. Explain how those three evidence-based interventions could be helpful for your community and your target population. (3 paragraphs, 1 paragraph for each intervention)
3. Describe how one of those three interventions reflects social justice, compassion, or cultural sensitivity. (1 paragraph)
4. Detail how one of those three interventions is grounded in a health promotion or disease prevention theory or model. (1 paragraph and 1 resource)
5. Consider your own community for a moment. What gaps in service do you see that affect your population’s health problems? (1 paragraph)
6. Provide two examples of community resources that could be put into place to assist your population to meet their health needs. (1 paragraph)
References
XP4001_B_Pacheco_Part1.docx
6
XP4001 Part 1:
Population Health Using a Community Lens
Belkis Pacheco Santiago
BSN, Walden University
Population Health Nursing NURS 4212
XP4001, Managing Population Health
Dr Lisa Palucci
01, 29, 2025
Population Health Using a Community Lens
Community of Interest
Griffin is a city steeped in history and the seat of Spalding County, GA, with a population of over 23,000. Griffin’s community is African American (51%), White (43%), and other ethnicities make up the remainder (Hunter, 2022). Historically, Griffin has long found it challenging to deal with economic disparities and limited access to healthcare. Poverty (22.5% of the population living below the poverty line) and inadequate transportation infrastructure are key issues (Stanhope et al., 2022). However, Griffin is also a community for close kinship with numerous programs locally dedicated to the reclamation of its education and employment potential.
Population at Risk
One population of interest in Griffin is the low-income African-American families. Those who belong to this group are disproportionately affected by systemic inequities such as lack of affordable housing, healthcare services, and quality education. Moreover, many of these families live in neighborhoods with high crime rates and few resources for health, and social fulfillment might be even worse. Improving the overall well-being of the Griffin community depends on addressing the needs of this population.
Health Problems of the Population
Low-income African American families in Griffin face three significant health problems: diabetes, hypertension, and mental health issues. According to the CDC, the prevalence of diabetes among African Americans is 13.2%, compared to 7.5% among non-Hispanic Whites, making this a pressing concern (CDC, 2021). Another significant issue is hypertension. Stanhope & Lancaster (2020) report that Griffin's hypertension rates among African Americans follow the national statistics showing adult hypertension rates of 57.1% versus 43.6% among non-Hispanic Whites. Multiple national studies link economic instability with racial discrimination-related stress and lack of healthcare access to their rising impact on these rates. The development of hypertension is worsened through obesity and restricted physical activity, together with the Minnesota Department of Health (2019) reporting these conditions. Severe complications become frequent findings, especially in cardiovascular disease cases.
This population suffers extensively from mental health problems. The reluctance to seek mental health help exists because stigma accompanies psychiatric disorders while culturally suitable mental health services remain scarce. Structural barriers such as inadequate insurance coverage cultural stigmas and insufficient mental health service providers cause a worsening situation according to the Minnesota Department of Health (2019). Studies show that initiative-based SDOH interventions focusing on employment and education improve mental health outcomes for marginalized populations (Minnesota Department of Health, 2019).
Comparison to National Trends
Nationwide populations that meet similar socio-economic characteristics face identical health challenges with both adults and children. Nationwide data from the Centers for Disease Control and Prevention (CDC) shows diabetes affects 13.2% of African Americans but only 7.5% of non-Hispanic Whites. Tens of millions of adult Americans experience high blood pressure with African Americans showing 57.1% while non-Hispanic Whites have 43.6%. The prevalence of severe psychological distress among African Americans extends higher than among other racial groups at 20% according to CDC (2021). The numbers call for specific preventive strategies according to Stanhope and Lancaster (2020).
Other states with large African-American populations, like Georgia, Mississippi, and Louisiana, report similar trends. For example, the diabetes prevalence rate among African Americans in Georgia is 14.7 percent and over the national average (Stanhope et al., 2022). Approaches to address these disparities require the effort of community organizations, healthcare providers, and policymakers working together.
Global Efforts to Address Health Problems
Organizations such as the World Health Organization (WHO) concentrate on curtailing health differences between marginalized people worldwide. The Global Action Plan on Non-Communicable Diseases, a WHO initiative, calls primarily for reducing diabetes and hypertension through community-based programs, plus promoting healthy lifestyles. Also, the Global Mental Health Action Plan tries to widen access to mental health care in remote places. The global efforts show that the root causes of poor health outcomes (Nayna Schwerdtle et al., 2020) impact systemic inequity.
Vulnerability and Social Determinants of Health
Totally unprotected by society, low-income African American families located in Griffin experience many obstacles stopping them from getting access to needed services. Life marginalization and two elements like racial oppression, educational inequality, and environmental pressures combine to enhance their overall risk status. Housing stability and food security represent major factors that powerfully influence health. Tacit initiatives for local communities should establish affordable housing development while delivering nutritional literacy lessons and extending medical care facilities for effective disparity resolution. These determinants attract communities to create lasting health equity pathways.
References
Minnesota Department of Health. (2019). Public health interventions: Applications for public health nursing practice (2nd ed.).
Nayna Schwerdtle, P., Connell, C. J., Lee, S., Plummer, V., Russo, P. L., Endacott, R., & Kuhn, L. (2020). Nurse Expertise: A Critical Resource in the COVID-19 Pandemic Response. Annals of Global Health, 86(1), 49. https://doi.org/10.5334/aogh.2898
Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). Elsevier.
Hunter, B. (2022). Saint Woody: The History and Fanaticism of Ohio State Football. U of Nebraska Press.
Centers for Disease Control and Prevention. (2021). Health disparities among African Americans. https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/populations/black-african-american.html
XP4004_Rubric.pdf
© 2024 Walden University 1
XP4004: Advocacy Strategies of Population Health: Advocate for improvement in population health with use of evidence-based practice, cultural competence, and strong community assessment and analysis.
Assessment Rubric
Rubric Criteria Masters Expectations Achieves Expectations Does Not Meet
Expectations
Module 1: Advocacy Strategies of Population Health
Complete the Population Health Using a Community Lens template.
• Identified one evidence-based community intervention at the primary level for each of the three problems of your chosen population
Learning Objective 1.1: Analyze a population using a community assessment tool
The response comprehensively and clearly identifies one intervention for each of three problems. The response includes relevant, specific, and appropriate examples that fully support the identification.
The response introduces and identifies one intervention for each of three problems. The response includes relevant, specific, and appropriate examples that support the identification.
The response inaccurately and vaguely identifies one intervention for each of three problems, or it is missing. The response includes inaccurate and vague examples that do not support the identification, or it is missing.
• Explained three evidence-based interventions that could be helpful for the selected community and target population.
Learning Objective 1.2: Apply evidence-based community interventions for a target population
The response comprehensively and clearly explains three evidence-based interventions. The response includes relevant, specific, and appropriate examples that fully support the explanation.
The response explains three evidence-based interventions. The response includes relevant, specific, and appropriate examples that support the explanation.
The response inaccurately and vaguely explains three evidence- based interventions, or it is missing. The response includes inaccurate and vague examples that do not support the explanation, or it is missing.
© 2024 Walden University 2
Rubric Criteria Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Described how one of the three interventions reflects social justice, compassion, or cultural sensitivity.
Learning Objective 1.3: Describe the impact of social, compassion, and culture sensitivity on interventions
The response comprehensively and clearly describes how the selected intervention reflects social justice, compassion, or cultural sensitivity. The response includes relevant, specific, and appropriate examples that fully support the description.
The response describes how the selected intervention reflects social justice, compassion, or cultural sensitivity. The response includes relevant, specific, and appropriate examples that support the description.
The response inaccurately and vaguely describes how the selected intervention reflects social justice, compassion, or cultural sensitivity, or it is missing. The response includes inaccurate and vague examples that do not support the description, or it is missing.
• Describes how one of the three
interventions is grounded in
health promotion or disease
prevention theory or model.
Learning Objective 1.4: Analyze the connection between interventions and health promotion and/or disease prevention theories or models
The response comprehensively and clearly describes how the intervention is grounded in health promotion of disease prevention theory or model. The response includes relevant, specific, and appropriate examples that fully support the description.
The response describes how the intervention is grounded in health promotion of disease prevention theory or model. The response includes relevant, specific, and appropriate examples that support the description.
The response inaccurately and vaguely describes how the intervention is grounded in health promotion of disease prevention theory or model, or it is missing. The response includes inaccurate and vague examples that do not support the description, or it is missing.
© 2024 Walden University 3
Rubric Criteria Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Explained gaps in service for your affected population’s health problems
Learning Objective 1.5: Identify gaps in healthcare service for a target population
The response comprehensively and clearly explains gaps in service for the affected population’s health problems. The response includes relevant, specific, and appropriate examples that fully support the explanation.
The response explains gaps in service for the affected population’s health problems. The response includes relevant, specific, and appropriate examples that support the explanation.
The response inaccurately and vaguely explains gaps in service for the affected population’s health problems, or it is missing. The response includes inaccurate and vague examples that do not support the explanation, or it is missing.
• Identified two community resource examples to help your population meet its needs.
Learning Objective 1.6: Identify community resources to resolve population health needs
The response comprehensively and clearly identifies two community resources to help the population meet its needs. The response includes relevant, specific, and appropriate examples that fully support the identification.
The response identifies two community resources to help the population meet its needs. The response includes relevant, specific, and appropriate examples that support the identification.
The response inaccurately and vaguely identifies two community resources to help the population meet its needs, or it is missing. The response includes inaccurate and vague examples that do not support the identification, or it is missing.
Professional Writing Skills Assessment
© 2024 Walden University 4
Professional Writing Masters Expectations Achieves Expectations Does not Meet
Expectations
Context, Organization, Audience, Purpose, Tone, Style, Clarity, Flow
Demonstrates full awareness of writing context, audience, and purpose. Content is consistently clear, logical, and well organized with appropriate sentence and paragraph structure. Tone is highly professional, scholarly, and free of bias. Style is consistently appropriate for a professional setting/workplace context. Free of spelling, punctuation, and grammar/syntax errors.
Demonstrates some awareness of writing context, audience, and purpose. Content is mostly clear, logical, and well organized with adequate sentence and paragraph structure. Tone is adequately professional, scholarly, and/or free of bias. Style is mostly appropriate for a professional setting/workplace context. Contains few spelling, punctuation, and/or grammar/syntax errors.
Demonstrates minimal awareness of writing context, audience, and purpose. Content lacks clarity, logic, and/or discernible organization and does not use proper sentence and paragraph structure. Tone is not professional/scholarly and/or contains bias. Style is inconsistent with a professional setting/workplace context. Content contains significant spelling, punctuation, and/or grammar/syntax errors.
Originality, Source Credibility, and Attribution of Ideas
Writing fully reflects original thought and paraphrasing and adheres to reference requirements, including the use of credible evidence to support a claim while
Writing adequately reflects original thought and paraphrasing and adheres to reference requirements, including the use of credible evidence to support a claim while
Writing does not reflect original thought and paraphrasing and does not adhere to reference requirements, including the use of credible evidence to support a claim while
© 2024 Walden University 5
Professional Writing Masters Expectations Achieves Expectations Does not Meet
Expectations
incorporating appropriate citations and references in APA format.
incorporating appropriate citations and references in APA format.
incorporating appropriate citations and references in APA format.
ASSESSMENT.docx
ASSESSMENT
Population Health Using a Community Lens
Complete the Population Health Using a Community Lens template to utilize health data and scholarly literature to support ideas concerning the health challenges in a community and chosen population.
XP4004_Template.docx
5
XP4004 Template:
Population Health Using a Community Lens
Student Name Here
Program Name or Degree Name, Walden University
Course Number, Section, and Title
(Example: NURS 0000 Section 01, Title of Course)
Instructor Name
Month, Day, Year
(Enter the date submitted to Instructor.)
Population Health Using a Community Lens
Complete the following prompts. Cite and reference in APA format.
1. Identify one evidence-based community intervention at the primary level (from the literature that promotes health and prevents problems before they occur) for each of 3 health problems identified in your chosen population. (3 resources)
2. Explain how those three evidence-based interventions could be helpful for your community and your target population. (3 paragraphs, 1 paragraph for each intervention)
3. Describe how one of those three interventions reflects social justice, compassion, or cultural sensitivity. (1 paragraph)
4. Detail how one of those three interventions is grounded in a health promotion or disease prevention theory or model. (1 paragraph and 1 resource)
5. Consider your own community for a moment. What gaps in service do you see that affect your population’s health problems? (1 paragraph)
6. Provide two examples of community resources that could be put into place to assist your population to meet their health needs. (1 paragraph)
References
XP4001_B_Pacheco_Part1.docx
6
XP4001 Part 1:
Population Health Using a Community Lens
Belkis Pacheco Santiago
BSN, Walden University
Population Health Nursing NURS 4212
XP4001, Managing Population Health
Dr Lisa Palucci
01, 29, 2025
Population Health Using a Community Lens
Community of Interest
Griffin is a city steeped in history and the seat of Spalding County, GA, with a population of over 23,000. Griffin’s community is African American (51%), White (43%), and other ethnicities make up the remainder (Hunter, 2022). Historically, Griffin has long found it challenging to deal with economic disparities and limited access to healthcare. Poverty (22.5% of the population living below the poverty line) and inadequate transportation infrastructure are key issues (Stanhope et al., 2022). However, Griffin is also a community for close kinship with numerous programs locally dedicated to the reclamation of its education and employment potential.
Population at Risk
One population of interest in Griffin is the low-income African-American families. Those who belong to this group are disproportionately affected by systemic inequities such as lack of affordable housing, healthcare services, and quality education. Moreover, many of these families live in neighborhoods with high crime rates and few resources for health, and social fulfillment might be even worse. Improving the overall well-being of the Griffin community depends on addressing the needs of this population.
Health Problems of the Population
Low-income African American families in Griffin face three significant health problems: diabetes, hypertension, and mental health issues. According to the CDC, the prevalence of diabetes among African Americans is 13.2%, compared to 7.5% among non-Hispanic Whites, making this a pressing concern (CDC, 2021). Another significant issue is hypertension. Stanhope & Lancaster (2020) report that Griffin's hypertension rates among African Americans follow the national statistics showing adult hypertension rates of 57.1% versus 43.6% among non-Hispanic Whites. Multiple national studies link economic instability with racial discrimination-related stress and lack of healthcare access to their rising impact on these rates. The development of hypertension is worsened through obesity and restricted physical activity, together with the Minnesota Department of Health (2019) reporting these conditions. Severe complications become frequent findings, especially in cardiovascular disease cases.
This population suffers extensively from mental health problems. The reluctance to seek mental health help exists because stigma accompanies psychiatric disorders while culturally suitable mental health services remain scarce. Structural barriers such as inadequate insurance coverage cultural stigmas and insufficient mental health service providers cause a worsening situation according to the Minnesota Department of Health (2019). Studies show that initiative-based SDOH interventions focusing on employment and education improve mental health outcomes for marginalized populations (Minnesota Department of Health, 2019).
Comparison to National Trends
Nationwide populations that meet similar socio-economic characteristics face identical health challenges with both adults and children. Nationwide data from the Centers for Disease Control and Prevention (CDC) shows diabetes affects 13.2% of African Americans but only 7.5% of non-Hispanic Whites. Tens of millions of adult Americans experience high blood pressure with African Americans showing 57.1% while non-Hispanic Whites have 43.6%. The prevalence of severe psychological distress among African Americans extends higher than among other racial groups at 20% according to CDC (2021). The numbers call for specific preventive strategies according to Stanhope and Lancaster (2020).
Other states with large African-American populations, like Georgia, Mississippi, and Louisiana, report similar trends. For example, the diabetes prevalence rate among African Americans in Georgia is 14.7 percent and over the national average (Stanhope et al., 2022). Approaches to address these disparities require the effort of community organizations, healthcare providers, and policymakers working together.
Global Efforts to Address Health Problems
Organizations such as the World Health Organization (WHO) concentrate on curtailing health differences between marginalized people worldwide. The Global Action Plan on Non-Communicable Diseases, a WHO initiative, calls primarily for reducing diabetes and hypertension through community-based programs, plus promoting healthy lifestyles. Also, the Global Mental Health Action Plan tries to widen access to mental health care in remote places. The global efforts show that the root causes of poor health outcomes (Nayna Schwerdtle et al., 2020) impact systemic inequity.
Vulnerability and Social Determinants of Health
Totally unprotected by society, low-income African American families located in Griffin experience many obstacles stopping them from getting access to needed services. Life marginalization and two elements like racial oppression, educational inequality, and environmental pressures combine to enhance their overall risk status. Housing stability and food security represent major factors that powerfully influence health. Tacit initiatives for local communities should establish affordable housing development while delivering nutritional literacy lessons and extending medical care facilities for effective disparity resolution. These determinants attract communities to create lasting health equity pathways.
References
Minnesota Department of Health. (2019). Public health interventions: Applications for public health nursing practice (2nd ed.).
Nayna Schwerdtle, P., Connell, C. J., Lee, S., Plummer, V., Russo, P. L., Endacott, R., & Kuhn, L. (2020). Nurse Expertise: A Critical Resource in the COVID-19 Pandemic Response. Annals of Global Health, 86(1), 49. https://doi.org/10.5334/aogh.2898
Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). Elsevier.
Hunter, B. (2022). Saint Woody: The History and Fanaticism of Ohio State Football. U of Nebraska Press.
Centers for Disease Control and Prevention. (2021). Health disparities among African Americans. https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/populations/black-african-american.html
XP4004_Rubric.pdf
© 2024 Walden University 1
XP4004: Advocacy Strategies of Population Health: Advocate for improvement in population health with use of evidence-based practice, cultural competence, and strong community assessment and analysis.
Assessment Rubric
Rubric Criteria Masters Expectations Achieves Expectations Does Not Meet
Expectations
Module 1: Advocacy Strategies of Population Health
Complete the Population Health Using a Community Lens template.
• Identified one evidence-based community intervention at the primary level for each of the three problems of your chosen population
Learning Objective 1.1: Analyze a population using a community assessment tool
The response comprehensively and clearly identifies one intervention for each of three problems. The response includes relevant, specific, and appropriate examples that fully support the identification.
The response introduces and identifies one intervention for each of three problems. The response includes relevant, specific, and appropriate examples that support the identification.
The response inaccurately and vaguely identifies one intervention for each of three problems, or it is missing. The response includes inaccurate and vague examples that do not support the identification, or it is missing.
• Explained three evidence-based interventions that could be helpful for the selected community and target population.
Learning Objective 1.2: Apply evidence-based community interventions for a target population
The response comprehensively and clearly explains three evidence-based interventions. The response includes relevant, specific, and appropriate examples that fully support the explanation.
The response explains three evidence-based interventions. The response includes relevant, specific, and appropriate examples that support the explanation.
The response inaccurately and vaguely explains three evidence- based interventions, or it is missing. The response includes inaccurate and vague examples that do not support the explanation, or it is missing.
© 2024 Walden University 2
Rubric Criteria Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Described how one of the three interventions reflects social justice, compassion, or cultural sensitivity.
Learning Objective 1.3: Describe the impact of social, compassion, and culture sensitivity on interventions
The response comprehensively and clearly describes how the selected intervention reflects social justice, compassion, or cultural sensitivity. The response includes relevant, specific, and appropriate examples that fully support the description.
The response describes how the selected intervention reflects social justice, compassion, or cultural sensitivity. The response includes relevant, specific, and appropriate examples that support the description.
The response inaccurately and vaguely describes how the selected intervention reflects social justice, compassion, or cultural sensitivity, or it is missing. The response includes inaccurate and vague examples that do not support the description, or it is missing.
• Describes how one of the three
interventions is grounded in
health promotion or disease
prevention theory or model.
Learning Objective 1.4: Analyze the connection between interventions and health promotion and/or disease prevention theories or models
The response comprehensively and clearly describes how the intervention is grounded in health promotion of disease prevention theory or model. The response includes relevant, specific, and appropriate examples that fully support the description.
The response describes how the intervention is grounded in health promotion of disease prevention theory or model. The response includes relevant, specific, and appropriate examples that support the description.
The response inaccurately and vaguely describes how the intervention is grounded in health promotion of disease prevention theory or model, or it is missing. The response includes inaccurate and vague examples that do not support the description, or it is missing.
© 2024 Walden University 3
Rubric Criteria Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Explained gaps in service for your affected population’s health problems
Learning Objective 1.5: Identify gaps in healthcare service for a target population
The response comprehensively and clearly explains gaps in service for the affected population’s health problems. The response includes relevant, specific, and appropriate examples that fully support the explanation.
The response explains gaps in service for the affected population’s health problems. The response includes relevant, specific, and appropriate examples that support the explanation.
The response inaccurately and vaguely explains gaps in service for the affected population’s health problems, or it is missing. The response includes inaccurate and vague examples that do not support the explanation, or it is missing.
• Identified two community resource examples to help your population meet its needs.
Learning Objective 1.6: Identify community resources to resolve population health needs
The response comprehensively and clearly identifies two community resources to help the population meet its needs. The response includes relevant, specific, and appropriate examples that fully support the identification.
The response identifies two community resources to help the population meet its needs. The response includes relevant, specific, and appropriate examples that support the identification.
The response inaccurately and vaguely identifies two community resources to help the population meet its needs, or it is missing. The response includes inaccurate and vague examples that do not support the identification, or it is missing.
Professional Writing Skills Assessment
© 2024 Walden University 4
Professional Writing Masters Expectations Achieves Expectations Does not Meet
Expectations
Context, Organization, Audience, Purpose, Tone, Style, Clarity, Flow
Demonstrates full awareness of writing context, audience, and purpose. Content is consistently clear, logical, and well organized with appropriate sentence and paragraph structure. Tone is highly professional, scholarly, and free of bias. Style is consistently appropriate for a professional setting/workplace context. Free of spelling, punctuation, and grammar/syntax errors.
Demonstrates some awareness of writing context, audience, and purpose. Content is mostly clear, logical, and well organized with adequate sentence and paragraph structure. Tone is adequately professional, scholarly, and/or free of bias. Style is mostly appropriate for a professional setting/workplace context. Contains few spelling, punctuation, and/or grammar/syntax errors.
Demonstrates minimal awareness of writing context, audience, and purpose. Content lacks clarity, logic, and/or discernible organization and does not use proper sentence and paragraph structure. Tone is not professional/scholarly and/or contains bias. Style is inconsistent with a professional setting/workplace context. Content contains significant spelling, punctuation, and/or grammar/syntax errors.
Originality, Source Credibility, and Attribution of Ideas
Writing fully reflects original thought and paraphrasing and adheres to reference requirements, including the use of credible evidence to support a claim while
Writing adequately reflects original thought and paraphrasing and adheres to reference requirements, including the use of credible evidence to support a claim while
Writing does not reflect original thought and paraphrasing and does not adhere to reference requirements, including the use of credible evidence to support a claim while
© 2024 Walden University 5
Professional Writing Masters Expectations Achieves Expectations Does not Meet
Expectations
incorporating appropriate citations and references in APA format.
incorporating appropriate citations and references in APA format.
incorporating appropriate citations and references in APA format.
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