Health Belief Models and the Promotion of Health Initiatives Among Ethnic Minorities

Please read the comments prior writing this essay.
REQUIRED TEXT/S:
American Psychological Association. (2020). Publication manual of the American
Psychological Association (7th Ed.). Author.
RECOMMENDED TEXT/S:
Raingruber, B. (2017). Contemporary health promotion in nursing practice. Burlington, Maine: Jones and Bartlett Learning (2nd ed.)
Truglio-Londrigan, M., & Lewenson, S. B. (2017). Public health nursing (3nd ed.). Burlington, Maine: Jones and Bartlett Learning.
ADDITIONAL REQUIRED READINGS:
Racism is a Public Health Crisis
https://www(dot)pewtrusts(dot)org/en/research-and-analysis/blogs/stateline/2020/06/15/racism-is-a-public-health-crisis-say-cities-and-counties
HERE ARE SOME NURSING JOURNALS
RELEVANT RESOURCES TO SUPPORT SUCCESS:
Artiga, S., Orgera, K., & Pham, O. (2020). Disparities in health and health care: Five key questions and answers. Kaiser Family Foundation.
Bambra, C., Gibson, M. Sowden, A., Wright, K., Whitehead, M., & Petticrew, M. (2010). Tackling the wider social determinants of health and health inequalities: Evidence for systematic reviews. Journal of Epidemiology and Community Health, 64, 284-291.
Barry, M. M., Allegrante, J.P., Lamarre, M., Auld, E., & Taub, A. (2009). The Galway consensus conference: International collaboration on the development of core competencies for health promotion and education. Global Health Promotion, 16 (2), 5-11.
Bergren, M. D. (2017). School nursing and population health: Past, present and future. OJIN: The Online Journal of Issues in Nursing, 22(3).
Bauru, C. (2010). New directions in research on public health and health literacy. Journal of Health Communication, 15 (1), 42-50.
Braveman, P.A., Cubbin, C., Egeter, S., Williams, D. R., & Pumuk, E. (2010). Socioeconomic disparities in health in the United States: What the patterns tell us. American Journal of Public Health. 110(S1), S186-S196.
Bushy, A. (2011). Rural nursing: Practices and issues. Retrieved from: http://www(dot)nursing world.org/mods/mod700/rural.pdf
Center to Reduce Cancer Health Disparities [CRCHD]. (2011). Cancer disparities. Retrieved from http://www(dot)cancer(dot)gov/cancertopics/factsheet/cancer-health-disparities
Delara, M. (2016). Social determinants of immigrant women’s mental health. Advances in Public Health, 2016.
Esposito, C. L., & Sollazzo, L. C. (2018). Nurse Entrepreneurs: The Real Independent Practice of Nursing. Journal of the New York State Nurses Association, 46(2), 26+.https://link(dot)gale(dot)com/apps/doc/A625156997/AONE?u=anon~f62f505d&sid=googleScholar&xid=d368ca9f
Figueiredo, D. S., Heidemann, I. T. S. B., Fernandes, G. C. M., Arawaka, A. M., de Oliveira, L. S., & Magagnin, A. B. (2019). Health promotion to social determinants: possibility for equity. Journal of Nursing 13(4), 943-951
Hasnain-Wynia, R., & Wolf, M.S. (2010). Promoting health care equity: Is health literacy a  missing link? Health Services Research, 897-903.
Hosseini, M., Ashktorab, T., & Taghdisi, M. H. (2013). Health promotion lifestyle in nursing  students: a systematic review. Journal of Health Promotion Management, 2(1
Hudnut-Beumler, J., Po'e, E., & Barkin, S. (2016). The use of social media for health promotion in Hispanic populations: a scoping systematic review. JMIR Public Health and Surveillance, 2(2), e5579
Humphrey, N., & Wigelsworth, M. (2016). Making the case for universal school-based mental health screening. Emotional and Behavioural Difficulties, 21(1), 22-42.
Kemppainen, V., Tossavainen, K., & Turunen, H. (2013). Nurses' roles in health promotion practice: an integrative review. Health Promotion International, 28(4), 490-501.
Kobel, S., Wirt, T., Schreiber, A., Kesztyüs, D., Kettner, S., Erkelenz, N., Wartha, O., &. Steinacker, J.M.(2014) "Intervention Effects of a School-Based Health Promotion Programme on Obesity Related Behavioral Outcomes", Journal of Obesity, vol., 2014 Article  ID 476230, 8 pages, 2014. https://doi(dot)org/10.1155/2014/476230
Korda, H., & Itani, Z. (2013). Harnessing social media for health promotion and behavior change. Health promotion practice, 14(1), 15-23.
Langford, R., Bonell, C., Jones, H., & Campbell, R. (2015). Obesity prevention and the Health promoting Schools framework: essential components and barriers to success. International Journal of Behavioral Nutrition and Physical
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Lhachimi, S. K., Bala, M. M., & Vanagas, G. (2016). Evidence-Based Public Health. BioMed research international, 2016, 5681409. https://doi(dot)org/10.1155/2016/5681409
Lineberry, M. J., & Ickes, M. J. (2015). The role and impact of nurses in American elementary schools: A systematic review of the research. The Journal of School Nursing, 31(1), 22- 33.
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Mantwill S, Monestel-Umaña S, Schulz PJ (2015) The Relationship between Health Literacy and Health Disparities: A Systematic Review. PLOS ONE 10(12): e0145455. https://doi(dot)org/10.1371/journal.pone.0145455
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Noushirvani, S., & Mansouri, A. (2018). Comparison of the effect of two educational interventions based on Pender’s health promotion model and health belief model on the quality of life in type II diabetic patients. Journal of Diabetes Nursing, 6(1), 398-407. Science. 12 (2), 259-267. Doi:10.1111/j1442-2018.2010.00517.x
Pederson, A., Greaves, L., & Poole, N. (2014). Gender-transformative health promotion for women: a framework for action. Health promotion international, 30(1), 140-150.
Povall, S. L., Haigh, F. A., Abrahams, D., & Scott-Samuel, A. (2014). Health equity impact assessment. Health Promotion International, 29(4), 621-633.
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Sendall, M. C., Lidstone, J., Fleming, M., & Domocol, M. (2013). Nurses and teachers: partnerships for green health promotion. Journal of school health, 83(7), 508-513.
Smith, J. A., & Judd, J. (2020). COVID‐19: vulnerability and the power of privilege in a pandemic. Health Promotion Journal of Australia, 31(2), 158.
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Sun, C. J., García, M., Mann, L., Alonzo, J., Eng, E., & Rhodes, S. D. (2015). Latino sexual and gender identity minorities promoting sexual health within their social networks: Proces evaluation findings from a lay health advisor intervention. Health promotion practice, 16(3), 329-337.
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Vaartio-Rajalin, Santamäki-Fischer, Jokisalo, Fagerström, (2021), Art making and expressive art therapy in adult health and nursing care: A scoping review, International Journal of Nursing Sciences, 8, 1, 102-119 ISSN 2352-0132
Van den Broucke S. (2020). Why health promotion matters to the COVID-19 pandemic, and vice versa. Health promotion international, 35(2), 181–186. https://doi(dot)org/10.1093/heapro/daaa042
Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say?. Health promotion international, 26(suppl_1), i29-i69.
Whitehead, D. (2009). Health promotion: An international Delphi study examining health promotion and health education in nursing practice, education and policy. Journal of
Clinical Nursing, 17, 891-900.
World Health Organization [WHO]. (2010). Social determinants of health. Retrieved from http:www(dot)who(dot)int/social_determinants/en/
Yee, B. W., & Weaver, G. D. (1994). Ethnic minorities and health promotion: Developing a ‘culturally competent’ agenda. Generations: Journal of the American Society on Aging, 18(1), 39-.
NJCU Guarini Library: NJCU Library Guide: Nursing & Health Sciences Databases
Electronic Nursing Indexes:
Professional and Peer-Reviewed Journals:
American Journal of Health Promotion
California Journal of Health Promotion
Global Health Promotion
Health Promotion International
International Journal of Nursing Studies
Journal of Epidemiology and Community Health
Nursing and Health Sciences
Other Relevant On-Line Materials/Websites:
Center for Disease Control and Prevention [CDC] http://www(dot)cdc(dot)gov
World Health Organization [WHO] http:www(dot)who(dot)int
IOM Report (2003)
EVALUATION METHODS:
Assessment Grade Percentage/Weight Course
Outcomes Graduate Outcomes
Utilize a health behavioral theory as a framework to evaluate a society’s primary health concerns
25% A,B,D 1.3.4
Design, implement* and evaluate a health promotion project for a specific population
35% A-E 1-4
(ED/SN 1-2)
Develop an Evidence Based plan for an Entrepreneurial Health Promotion Business (with a Vulnerable Population)
Assignment # 1 Health Belief Models
A Health Belief Model is a model that can be used to guide health promotion and disease prevention programs. It is used to explain and predict individual changes in health behaviors. Health Behavioral theories include the Health Belief Model [HBM (Becker, 1974)], Theory of Reasoned Action [TRA (Ajzen and Fishbein, 1980)] and Theory of Planned Behavior [TPB] and others The Health Belief Model can be used to design short- and long-term interventions. You may use these or select other appropriate models, This assignment prepares you to address a societal health concern from an evidenced based perspective. Be careful to follow the guidelines and specific directives
1. Define selected Health Behavioral Theories/Models and identify major supporting components - Compare and Contrast HBM and HBT *
2. Relate the features of a selected Societal Health Concern (you might use HP 2030)
3. Analyze the interface between the health behavioral theory and the societal concern (issue)
4. Propose a possible approach to the issue from a Health Promotion Evidence Based** /Perspective
5. Writing is scholarly, organized and coherent presentation
6. APA format and style
Reminder review APA 7th ed , Academic writing tutorial and the PPT for Assignment # 1 with voiceover
HBM = Health Belief Models HBT= Health Belief Theories
* Define is beyond a statement but a theoretical, conceptual perspective A compare and contrast essay examines two or more topics (objects, people, or ideas, for example), comparing their similarities and contrasting their differences using the literature for support.
** EBP Evidence-based practice is a conscientious, problem-solving approach to clinical practice that incorporates the best evidence from well-designed studies, patient values and preferences, and a clinician's expertise in making decisions about a patient's care. It is more than a single study – review the EBP PowerPoint
No Bullet Formats in paper
References should be primarily peer reviewed professional journals (recent 5-7 years) preferably nursing, avoid international if possible
The four main types of academic writing are descriptive, analytical, persuasive and critical. Most academic writing is analytical. Analytical writing includes descriptive writing, but also requires you to re-organize the facts and information you describe into categories, groups, parts, types or relationships. Critical writing requires you to consider at least two points of view, including your own. You can have an opinion about the work. However you must provide evidence for your point of view, such as logical reasoning, reference to authoritative sources and/or research data.
Usually there is no page limitation - - 6-8 pages is average – so you must be very organized in presenting your content
1. Describe your models – adequately compare and contrast your models – similarities and differences
2. Select your Health Concern – which should relate to your practice population – but can be an area that is a primary concern to you. The description should address current state of the issue- disparities, area of focus i.e. a specific group.
3. Describe the interrelationship between the model and the societal health issue
4. Careful in the selection of your Health Promotion Evidence Based Approach
Again Review the PPT w/VoiceOver
92-100 82-91 72-81 <72
Defines the Health Belief Model – Health Behavioral Theory
(20 %)*
Revised Writing shows high degree of attention to logic and reasoning of points clearly leads the reader to the conclusion and reveals thought regarding the contrasting theory /models discussed, and critical elements examined in the health belief systems represented * Writing shows degree of attention to logic and reasoning of points /central idea, but may have minor lapses in development. Limited
complexity re critical elements examined in the health belief systems Writing shows adequate degree of attention to logic and reasoning of points but less effective, Presents central idea in general terms, often depends on platitudes or little to no comparing and contrasting clichés, editorials Does not have a clear central idea or does not respond appropriately to the
Assignment, vague in development
Selects appropriate Societal Health Issue
Appropriate and effective evidence is used in support of argument
Content indicates synthesis of ideas, in-depth analysis and evidences original thought and support for the topic (35%)
Societal issue presented to guidelines Uses evidence appropriately and
effectively, providing sufficient explanation connect to HBT/HBM
Includescomprehensive context i.e. cultural environmental and social factors (disparities etc.)Begins to interpret theevidence and explain connections to main ideas per guidelines but not always consistentOften uses generalizations to support points. Uses obvious or irrelevant examples Often depends on unsupported opinion or personal experience Depends on clichés or overgeneralizations for support, or offers little evidence of any kind. May be personal narrative rather than essay, or summary rather than analysis.
Propose a possible approach to addressing the issue from current Evidence Based Practice models (20%)***
Propose the EBP approach from a Health Promotion Perspective
Main points well developed with high quality and quantity support. Reflects an Evidence Based Practice/model
Begins to propose the issue from a Health Promotion Perspective
Some points well developed with high quality and quantity support. Attempts to provide Evidence Based Practice minimally
Inadequate in proposing the issue from a Health Promotion Perspective
Main points not well developed limited quality and quantity support. No evidence based perspective
Does not propose the issue from a Health Promotion Perspective
Does not develop with support. No indication of Evidence Based Practice
Writing is organized and coherent. (12.5%) Uses a logical structure appropriate to paper's subject, purpose, guides the reader through the chain of reasoning or
progression of ideas. Shows a logical progression of ideas but less sophisticated transitions Ideas arranged randomly rather than using any evident logical structure; paragraphs may relate to central idea, logic is not always clear. Overly simplified Random organization, lacking internal paragraph coherence and using few or inappropriate transitions.
Format and Style –APA (12.5%) Source material is incorporated logically & insightfully. Sources are documented accurately Grammar and structure rules consistently APA 7th ed applied May contain a few errors, but not impede understanding. Attempt recognized at formatting Source material incorporated adequately Contains either many mechanical errors that block the reader's understanding and ability to see connections between thoughts. Source materials? No attempt to format and style appropriately
*Compares and Contrast - A compare and contrast essay examines two or more topics (objects, people, or ideas, for example), comparing their similarities and contrasting their differences
**Evidence based models - Evidence-based practice is a conscientious, problem-solving approach to clinical practice that incorporates the best evidence from well-designed studies, patient values and preferences, and a clinician's expertise in making decisions. It is not a single research study or multiple studies addressing an issue – review Evidence based practice.
Overriding requirement – resources should primarily be recent peer reviewed professional journals preferably nursing – limited textbook use
See Details and Support Resources under Content
Careful to review tutorials under content
APA 7th ed
Academic Writing
Scholarly Writing and Voice