NURS 459 Health Equity And Diversity Workshop NURS 459 Fall 2023 Health Equity and Diversity Worksh

NURS 459 Fall 2023 Health Equity and Diversity Workshop Example

PART I

1. Although Minnesota is considered as one of states with high levels of overall good health in the United States, it exhibits notable disparities in the domains of food, income, education, and housing. Current data study reveals that a significant proportion of American Indians (30%) and African Americans (20%) residing in Minnesota are experiencing poverty ( MPR, 2022, p.15). These inequities give rise to disparities in health outcomes causing individuals belonging to racial and ethnic minority groups, such as persons of color and American Indians to have more adverse health outcomes compared to their white counterparts (MDH, 2022). 

2. The influence of social determinants of health on an individual’s well-being is intricate and interwoven, exerting both direct and indirect effects. Marginalized and at-risk populations are disproportionately affected by social determinants of health due to their increased exposure to poverty, discrimination, and social disadvantages (SDOH). This often leads to worse health outcomes for these groups. Studies have shown that racial discrimination can make people feel sad and cause them to have harmful stress (Schoon and Porta, 2024). People of color are more likely to be uninsured or underinsured, limiting their access to preventive care and chronic disease treatment. As a nurse, I recognize the importance of advocating for social equity and confronting social determinants of health in order to improve the health of patients. My position as a nurse will enable me to play a crucial role in reducing health disparities and advancing social justice. 

3. To encourage fairness and justice, it is necessary to tackle racial equality on all five levels (individual, interpersonal, organizational, community, and systemic). At the individual level, individuals have the capacity to engage in self-education, critically examine their prejudices, and actively support those belonging to racial minority groups. In the realm of interpersonal dynamics, the establishment of connections, active listening, and vocal opposition to racism are seen as vital. At the organizational level, it is crucial to prioritize the promotion of racial justice, the establishment of an inclusive culture, the support of diversity, and the application of an anti-racist perspective. Active participation, engaging in advocacy efforts, and challenging systematic racism have significant importance within the community. By prioritizing the promotion of racial equality throughout all societal spheres, it is possible to attain a more fair and impartial society (Just Lead Washington, 2020, p.13). In my personal as well as professional life, it is essential to consistently participate in self-education, foster open talks, and actively endorse programs aimed at advancing racial justice across all domains. By engaging in this action, I will be able to make a meaningful contribution towards fostering the society and work environment that prioritizes fairness and inclusivity.

4. Adverse Childhood Experiences (ACEs) refer to a range of distressing life events that occur throughout childhood, such as instances of abuse, neglect, exposure to violence, or having parents who struggle with mental health or drug misuse problems (Schoon and Porta, 2024, p.103). The aforementioned experiences have the potential to have a substantial influence on a child’s physical and emotional well-being, interpersonal connections, and capacity to effectively manage stress. There is a positive correlation between the number of adverse childhood experiences (ACEs) a kid encounters and the likelihood of experiencing detrimental consequences, including chronic health conditions, psychological disorders, and engagement in high-risk activities. Long-term exposure to stress chemicals like cortisol, which can be caused by ACEs, can hurt brain growth and make it harder to pay attention, remember things, and control your impulses. ACEs can cause long-term health problems, mental health problems, dangerous habits, social problems, and trouble in school (Harris, 2014). But not every child who has ACEs will grow up to have these problems. Children can heal and become more resilient with the help of caring adults, mental health programs, and community support. Children who have had ACEs can get through hard times and live healthy lives with the right help.

PART II

1. One salient facet of the historical narrative of health and social injustice in Native American communities pertains to the enduring discrepancies that they have encountered. This populations have experienced enduring historical trauma over the course of many centuries as a consequence of colonialism, coerced displacements, the deprivation of ancestral territories, and the repression of their traditional practices. The intergenerational transmission of communal trauma persists and has ongoing effects on individuals’ mental and emotional well-being (Kunesh, 2020). To advocate for health equity among the Native American population, I would like to educate them on preventive care, managing chronic conditions, and mental health awareness.

2. One of the most significant insights gained from studying the history of structural racism within the healthcare system is the recognition of its intricate and deeply ingrained nature, originating from the inception of the United States (Ayers, 2016). There are also less obvious ways that structural racism shows up in the healthcare system, such as differences in who can get care, how good the care is, and how well they get. For example, Black people and other people of color are more likely to be uninsured or underinsured, and they are more likely to live in places where it is hard to get to a doctor ( Artiga et. al, 2022). They are also more likely to have long-term health problems and have worse health results than their white counterparts. As a nurse, I can play a role in reducing institutionalized racism in the healthcare system by taking care of people of color by making sure they can get good treatment and are treated with respect. I can also push for changes to the healthcare system that will help make care and health results more equal for everyone.

3. It has been observed that hunger poses a significant issue in the state of Minnesota, as around 1 in 12 individuals encounter food insecurity ( Westfall, 2019). This implies that individuals lacked consistent and cheap access to an adequate amount of nourishing meals. This implies that individuals lack regular and sufficient availability of nourishing sustenance required to maintain a state of well-being and engage in physical activities. The phenomenon of hunger may have a profound and detrimental influence on both people and families, resulting in adverse health outcomes. Some resources available to Minnesotans to access nutritious food are SNAP, WIC, food shelves, and school meals. As a nurse, being knowledgeable about local resources and actively engaging in initiatives aimed at mitigating food insecurity may have a substantial impact on the well-being of those experiencing inadequate access to food within our community.

4. Public health nurses (PHNs) play a very important part in helping people and families who have had Adverse Childhood Experiences (ACEs). They provide information about ACEs and how they affect people. This will help people and families understand their own situations and come up with good ways to deal with them. PHNs connect people and families to important resources that can help them heal, such as mental health programs and care for drug abuse. Tackling problems with access to healthcare, education, and other important resources are amongst the responsibilities of PHNs in the community.

Adverse Childhood Experiences (ACEs) may have a profound and detrimental influence on both adults and children. ACEs have been shown to be associated with a diverse array of health issues, including mental health disorders, drug misuse, long-term illnesses, and premature mortality ( Harris, 2014).

One potential intervention I will use with Micah in Erin Carder’s case studies may be enrolling him in a play therapy group that incorporates trauma-informed practices. This would provide him with a secure environment in which to engage in the processing of his experiences and the cultivation of coping mechanisms.

References 

Artiga S., Hill L., Damion A. ( December 20, 2022). Health coverage by Race and ethnicity, 2010-2021. KFF.

Ayers, J. (2016, October 26). Advancing Health Equity Addressing Structural Racism [Video]. Minnesota State. https://mediaspace.minnstate.edu/media/Jeanne+Ayers+Presentation+-+Assistant+Commisioner%2C+Minnesota+Department+of+Health+-+10+26+16/0_6iwlfo4y

Centers for Disease Control and Prevention. (2018). Diabetes among American Indians and Alaska Natives. https://www.cdc.gov/diabetes/library/features/diabetes-stat-report.html

Harris Burke, N. TEDMED 2014: How Childhood Trauma Affects Health Across a Lifespan.

Initiative. Organizational Race Equity Toolkit. 

https://justleadwa.org/wp-content/uploads/2020/11/REJI-Toolkit-v2-Final-2020-3.pd

Just Lead Washington. (2020). Washington Race Equity and Justice

Kunesh, P. (2020, March 17). Health Equity in Indian Country: Challenges and Opportunities [Video]. https://mediaspace.minnstate.edu/media/Health+Equity+in+Indian+Country+-+Patrice+Kunesh/1_a2jq4g6s

Minnesota Department of Health (MDH). (2022). About the Center for Health Equity. About the Center for Health Equity – MN Dept. of Health. https://www.health.state.mn.us/communities/equity/about/index.html

Minnesota Poverty Report(MPR). ( April, 2022) https://drive.google.com/file/d/1MjCoW1pLQW5jFj7s8DFvm9d3bJMN74ZI/view

Schoon, P. M., & Porta, C. M. (2024). Population-based public health clinical manual: The Henry Street model for nurses (4th ed.). Sigma.

Westfall, J. (2020, March 17). Hunger in Minnesota [Video]. https://mediaspace.minnstate.edu/media/Hunger+in+MN+-+Jill+Westfall/1_fnq2f9ug

NURS 459 Population-Based Care F 23 – Governmental Public Health Orientation

2 Points

Part I:           Orientation = P/N

Part II:          Brief Online Reflection: D2L Discussion Forum  = 2 points

• You must be present at orientation to earn these two points.

BONUS:       County Comparisons = 1 bonus point

GOAL: Students understand the role of the governmental public health agency and its interdisciplinary staff in preventing illness and protecting and promoting the health of the public. 

OBJECTIVES:

1. Identify the health status of populations and sub-populations within a defined county.
2. Identify the public health priorities for populations of interest and populations at-risk in the community.
3. Describe the core functions and essential services of governmental public health agencies at the city or county level.
4. Provide examples of how the governmental public health agency provides the core functions and essential services.
5. Discuss the unique role of the public health nurse working in the governmental public health agencies.

PREPARATION

1. Visit

1. Minnesota Department of Health and Dakota County Public Health Agency websites. The links to the websites are in Week 2 Module

• Also visit your own county Public Health Agency website.  
• Review the county health assessment data for the county providing the orientation. The documents are in Week 2 Module
• Review the following content in Schoon & Porta (2024).
• Schoon & Porta (2024):
  • Read Chapter 7, Works within the Responsibility and Authority of Governmental Public Health System, pp. 169-190
  • Read Chapter 13, Evidence of Commitment to Social Justice, pp. 285-296
  • Skim Chapter 15, Promotes, Assesses, Coordinates Population Health…, pp. 347-355
  • Read Appendix D: Spotlight on Dakota County Asthma Program, pp. 421-422

PART I:        ONLINE ORIENTATION

1. Online Invite and Materials

1. The Teams invite will be posted in Appendix A and will be reposted as a D2L

 2. Orientation Materials:

 a. The Agenda will be posted on D2L Week 2 before the session. 

 b. The slide deck will be posted before the orientation if available.

 B.  Student Expectations

      1. Students will participate in the online synchronous online orientation.  

2.Their dress (business casual) and behavior should be consistent with professional

   standards.

3. Questions asked of presenters should reflect preparation and attention during

    presentation.

PART II: BRIEF ONLINE REFLECTION.

1. Discussion Forum on D2L – Responses should be based on orientation

presentations, readings, and county public health government websites.

1. Public Health Priorities (1 pt.)
   1. What are the public health priorities in Dakota County?

1. How do the public health nurses respond to the public health priorities in this county?
   1. Give a few examples of services the PHNs provide meet the needs of one or more at-risk populations.

• County Comparisons (1 bonus point)
  • Compare the major public health concerns and priorities of Dakota County with the county in which you live OR
  • If you live in Dakota County, compare the major public health concerns and priorities of Dakota County with another Minnesota county.

NURS 459 Grading Rubric for Governmental Public Health Orientation

Student:                                                 Instructor:                                                                                       

Grade: Part I: Participation = ___/ S/N

           Part II: Brief Online Reflection = ___/2 points

Bonus: Additional Online Reflection = ___/1 bonus point 

NURS 459 Emergency Preparedness & Crisis Response Workshop

16 Points

• Part I: Preparation (5 pts.)
• Part II: Participation (Required)
• Part III: Discussion (11 pts.)

Format: This workshop is virtual and asynchronous. Each presentation will be presented separately. The suggested assignment completion plan follows:

• Complete Part I Preparation on Monday
• Listen to asynchronous presentations on Tuesday and Wednesday. Each are about one hour in length.
• Complete initial Post by Thursday and Peer Responses by Sunday evening

GOAL: Students will develop knowledge about emergency preparedness and crisis response for emergencies and crises affecting individuals/families and communities and how to respond to emergencies and crises as individual nurses and as members of an interdisciplinary team.

OBJECTIVES:

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Solution: