NR 601 Week 1: Health Inequities
Chamberlain University NR 601 Week 1: Health Inequities– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 601 Week 1: Health Inequities assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NR 601 Week 1: Health Inequities
Whether one passes or fails an academic assignment such as the Chamberlain University NR 601 Week 1: Health Inequities depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NR 601 Week 1: Health Inequities
The introduction for the Chamberlain University NR 601 Week 1: Health Inequities is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for NR 601 Week 1: Health Inequities
After the introduction, move into the main part of the NR 601 Week 1: Health Inequities assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NR 601 Week 1: Health Inequities
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NR 601 Week 1: Health Inequities
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NR 601 Week 1: Health Inequities
LA County | California | |
| Total population | 10,014,009 | 39,538,223 |
| Median income | $82,516 | $91,551 |
| % with health insurance | 91.8% | 93.5% |
| % in poverty | 13.9% | 12.2% |
| Employment rate | 61.2% | 60% |
Los Angeles County and the state of California as a whole have very comparable statistics in terms of median income, percentage of individuals with health insurance, those living in poverty and the employment rate. As a resident of Los Angeles County for the last ten years, I was very surprised to see that it is not listed in the top 10 most expensive counties in the state, which explains the difference in median income for LA county at $82,516 and that of the whole state at $91,551 (U.S. Census Bureau, 2024). Santa Clara county has the highest median income at $140,258 and the county in tenth (Taylor, 2023). Overall, Los Angeles County has a large concentration of its population with employment and adequate healthcare coverage. It was slightly concerning to see the percentage of those living in poverty was higher than the state average, which I can only imagine is attributed to the high cost of living.
Evaluate life expectancy data
After reviewing the data for Los Angeles County, census tract 4817.11 had the highest life expectancy at 93.3 and tract 2410.02 had the lowest life expectancy at 68.8. The state of California’s highest life expectancy is 79 coming in second only to Hawaii with a rate of 80.7 years. Mississippi has the lowest highest life expectancy at only 74.9 years (CDC, 2020).
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Demographic factors that play a role in life expectancy include race, gender, age, literacy, education level, poverty and income. Los Angeles county has a 13.9% poverty rate, almost 2% more than the state of California as a whole. It also has almost 2% less of individuals with health insurance coverage. While these statistics may allude to lower life expectancies, I was pleasantly surprised to see that the census tract 4817.11 had a life expectancy of 93.3 years of age. Conceptualizing a county based on demographic data such as the stats listed above can help providers understand where the holes exist in adequate care, and how to fix them. Targeting the 13.9% of individuals living in poverty and assisting them with access to healthcare and employment is a great starting point. As a provider, I will help patients understand the importance of primary and secondary screenings to prevent long-term health complications and will do this through education and free clinics. I believe these numbers can be flexible if a proper plan is put into place and executed.
References:
Centers for Disease Control and Prevention. (2020, March 9). Life expectancy data viz. Centers for Disease Control and Prevention. https://www.cdc.gov/nchs/data-visualization/life-expectancy/
Taylor, B. (2023, July 18). These are the 10 wealthiest counties in California, according to new median income ranking. Yahoo! News. https://news.yahoo.com/10-wealthiest-counties-california-according-180558881.html?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAD6fZ76YlfLp-NF4iA_oZa_HqQabg-7QAbAUxW-tKOB8FWA7Kdi8eC8VguirfauYAKXkyc1YJ00_ILZE2rgcDTUbb10LUUjX8PZJ-DMIbOEG9orIlhlYx6uAoZoYsOXh6Z0EqDTJVG7kZOnyntYwBrSuwKTKFrYBEmTPrxIOMMcqLinks to an external site.
U.S. Census Bureau. (2024). California. Explore census data. https://data.census.gov/profile/Los_Angeles_County,_California?g=050XX00US06037
Sample Answer 2 for NR 601 Week 1: Health Inequities
- Identify your county and state. Briefly describe demographic data for your county, including total population, median income, percentage of residents with health insurance, poverty percentage, and one additional demographic. Compare the data to state averages and discuss your findings.
I currently live in Orange County, California. Orange County’s total population is 3,175,692, or roughly 12% of California’s 39,512,223 total population. According to estimates, the median household income is $142,593, and approximately 32.9% of families earn $20,0000 or more annually. It exceeds the $91,551 median household income in California. Orange County’s estimated poverty rate is 9.9%, roughly 3% less than the State of California. In Orange County, 6.3% of people do not have health insurance, which is 0.2% less than the state of California’s rate, so their living situation is mid-level. Orange County has a 2.6% higher employment rate than the state of California, at 62.6% (United States Department of Commerce, 2022).
Evaluate life expectancy data:
According to the Centers for Disease Control and Prevention (2020), the census tracts in Orange County with the highest life expectancy, 0011.01, was 82.0 years, and the lowest, 0747.01, was 78.8 years. It is longer than the 79.0-year life expectancy in California. The life expectancy in some other states is extremely low compared to California. For instance, among the states, Mississippi has the lowest life expectancy, at 71.9 years. It is 10.1 years shorter than Orange County’s life expectancy. The life expectancy in Lake County, California, was 74.8 years, the lowest of all the counties (Centers for Disease Control and Prevention, 2020).
Health disparities are closely linked to demographic factors like income, place of residence, and level of education. These factors affect people’s pursuit of well-being and lifestyle decisions, which greatly affect their longevity and general health. For example, obesity increases the risk of developing diabetes. Research findings indicate a robust association between obesity and a sedentary way of life. People who live in dangerous, high-crime areas usually don’t get enough exercise because it’s difficult for them to walk outside, like in the park. They typically engage in less moderate-intensity physical activity (Kyrou et al., 2020). As a result, poverty, health literacy, and household income all influence good health.
Explain the implications of this data for your future practice:
Understanding the results of life expectancy and demographic data is essential for my future work as a family nurse. According to one study, people without a four-year college degree have more difficulty leading successful lives, which is strongly linked to health problems (Case & Deaton, 2020). My understanding of the population will impact my future practice. Age, occupation, and educational attainment all impact leading a healthy life, and they will undoubtedly impact my treatment plan, referral rates, patient education, and preventative services. I will adjust my practices to improve care quality and health outcomes as I gain more knowledge about their demographic data.
References
Case, A., & Deaton, A. (2021). Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowedhttps://10.1073/pnas.2024777118/-/DCSupplementalLinks to an external site.
Centers for Disease Control and Prevention. (2020, Life expectancy at birth for U.S. States and census tracts. https://www.cdc.gov/nchs/data-visualization/life-expectancy/Links to an external site.
Kyrous, L., Tsigos, C., Mavrogianni, C., Cardon, G., Stappen, V., Latomme, J., Kevela, J., Wikstrom, K., Tsochev, K., Nanasi, A., Semanova, C., & Mateo-Gallego, R. (2020). Sociodemographic and lifestyle-related risk
factors for identifying vulnerable groups for
type 2 diabetes: a narrative review with
emphasis on data from Europe. https://doi.org/10.1186/s12902-019-0463-3Links to an external site.
United States Department of Commerce. (2022). United States Census Bureau. https://data.census.gov/profile/California?g=040XX00US06Links to an external site.
Sample Answer 3 for NR 601 Week 1: Health Inequities
After looking at the two demographic tracts for Robertson County, tract 0806.06 with the highest life expectancy, had a total population of 6,120 people. Tract 0803.02 had a total population of 3,160 people, roughly half the population of the other tract. After looking at the breakdown of race between the two tracts tract 0803.02, which had the lowest life expectancy at 70.9 years, had a 49.5% white race population compared to tract 0806.06 which had a 89.1% white race population. Tract 0803.02 had a 27.2% black population compared to tract 0806.06 having a 2.7% black population. The last demographic that stood out to me was that in tract 0806.06, 23.8% of people were renting whereas in tract 0803.02, 59% of people were renting. In a study by Singh and Lee (2021) life expectancy of homeowners was 4.1 years longer than for renters. Since the gap between these 2 tracts was almost 10 years the fact that so many residents in tract 0803.02 are renting may have a significant effect on the life expectancy.
The gap between the two tracts of Robertson County can be potentially alleviated if more affordable housing was built or planned in tract 0803.02, the United States has struggled in the last few years to provide affordable housing to many of those looking to purchase a home since there is too much demand for houses and not enough for people to purchase. The other potential solution could be to provide low-income housing solutions, rent in the greater Nashville area has increased as the city continues to grow and expand outward into the neighboring counties. These solutions may not fix the gap entirely but should help reduce it.
Resources
Singh, G. K., & Lee, H. (2021). Marked disparities in life expectancy by education, poverty level, occupation, and housing tenure in the United States, 1997-2014. International Journal of MCH and AIDS, 10(1), 7–18. https://doi.org/10.21106/ijma.402Links to an external site.
United States Census Bureau. (n.d.). Profile of general population and housing characteristics. https://data.census.gov/table/DECENNIALDP2020.DP1?g=040XX00US47_1400000US47147080302,47147080606&d=DEC%20Demographic%20ProfileLinks to an external site.
NR 601 I Week 2 iHuman Virtual Patient Encounter Cardiovascular System
Reflection on I Human Week 2
Food insecurity is linked with lower overall diet quality among older adults. The target client is Chris Alvarez, a 72-year-old male who presents with symptoms consistent with heart failure. If the patient admitted to experiencing food insecurity, the treatment plan would change to include connecting the patient to state and federal nutrition programs. Examples of federal nutrition programs that seek to improve food security and health for vulnerable older adults include the Supplemental Nutrition Assistance Program (SNAP), Home-Delivered Nutrition Program, and Congregate Nutrition Program (Hartline-Grafton, 2019). These programs have well-documented benefits for older adults facing food insecurity. Referring the patient to these programs would help him eat healthier foods, improve his health, achieve and maintain a healthy weight, and allow him to live independently (Hartline-Grafton, 2019).
Various resources are available in our community that are useful for senior citizens experiencing food insecurity. California has the Older Californians Nutrition Program (OCNP) directed by the Older Americans Act. The program is dedicated to meeting the nutritional, wellness, and social needs of older adults. The mission of the OCNP is to:
Reduce hunger, food insecurity, and malnutrition; Promote socialization of older adults; Promote health and well-being and delay the onset of adverse health conditions. Furthermore, the program provides nutritious meals and services, including nutrition screening and nutrition education, to help older adults remain independent in their communities (Leung & Wolfson, 2021). The OCNP comprises the Congregate Meals Program and Home-Delivered Meals Program.
References
Hartline-Grafton, H. (2019). Hunger is a health issue for older adults: food security, health, and the federal nutrition programs. Food Research & Action Center. https://frac. org/wp-content/uploads/hunger-is-a-health-issue-for-older-adults-1. pdf (accessed February 2022).
Leung, C. W., & Wolfson, J. A. (2021). Food Insecurity Among Older Adults: 10-Year National Trends and Associations with Diet Quality. Journal of the American Geriatrics Society, 69(4), 964–971. https://doi.org/10.1111/jgs.16971
iHuman Virtual Patient Encounter: Cardiovascular System
Assignment
Purpose
The iHuman assignments provide students with an opportunity to experience clinical scenarios that are relevant to the lesson content through virtual patient encounters. iHuman is a highly interactive and dynamic way to enhance student learning.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
- CO 1: Employ appropriate health promotion guidelines and disease prevention strategies in the management of mature and aging individuals and families. (PO 5)
- CO 2: Formulate appropriate diagnoses and evidence-based management plans for mature and aging individuals and families. (PO 5)
- CO 3: Incorporate cultural preferences, values, and health beliefs in the care of mature and aging individuals and families. (PO 5)
CO 4: Integrate theory and evidence-based practice in the care of mature and aging individuals and their families. (PO 5)
CO 5: Assess and manage risk factors for common conditions prevalent in mature and aging individuals and families. (PO 5)
CO 6: Conduct pharmacologic assessment addressing polypharmacy, drug interactions and other adverse events in the care of mature and aging individuals and their families. (PO 5).
Due Date
Students must complete the assigned iHuman Virtual Patient Encounter and submit the required documentation by Sunday at 11:59 p.m. MT.
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late. After that point, a zero will be recorded for the assignment.
Total Points Possible
This assignment is worth a total of 100 points.
Preparing the Assignment
Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
General Instructions
Access iHuman by clicking the link below. Click the blue bar to launch the activity in a new browser window. The case does not need to be completed in one sitting; it can be re-entered at the same case location at a later time.
All graded documentation, including the management plan, must be completed within the iHuman platform. Follow the iHuman Documentation GuideLinks to an external site. to complete your client’s electronic health record (EHR) and management plan. Use current APA Style Standards to format citations and references in the management plan and reflection. Use https://apastyle.apa.org/Links to an external site. and APA Academic WriterLinks to an external site. for formatting and grammar assistance.
Include the following sections (detailed criteria listed below and in the Grading Rubric):
Complete the following components in the iHuman Virtual Patient Encounter for the required case addressing the cardiovascular system.
- Focused Health History: Complete a focused health history. Scores are automatically calculated within the iHuman platform when the health history is submitted.
- Focused Physical Exam: Complete a focused physical exam. Scores are automatically calculated within the iHuman platform when the health history is submitted.
- EHR Documentation-Subjective Data: Document the history of the present illness (HPI) and focused review of systems (ROS). Documentation must be:
- accurate
- detailed
- written using professional terminology
- pertinent to the chief complaint
- includes subjective findings only
- EHR Documentation-Objective Data: Document physical exam findings. Documentation must be:
- accurate
- detailed
- written using professional terminology
- pertinent to the chief complaint
- include objective findings only
- Problem Statement: Document a brief, accurate problem statement using professional language. Include the following components:
- name or initials, age
- chief complaint
- positive and negative subjective findings
- positive and negative objective findings
- Differential diagnosis (DDx): Select the most appropriate differential diagnoses for the encounter. Your score will automatically calculate after the focused physical exam is submitted.
- Differential diagnosis ranking: Rank the differential as lead and alternate diagnoses
- Must Not Miss: Identify the must not miss (MNM) diagnoses
- Diagnostic tests: Select the appropriate diagnostic tests for the virtual patient. Once selected, review the results provided.
- Management Plan: Use the expert diagnosis provided to create a pertinent comprehensive evidence-based management plan. If a specific component of the management plan is not warranted (i.e., no referrals are appropriate for the virtual patient) document that no intervention is warranted. Include the following components:
- diagnostic tests
- medications: write a specific prescription for each medication, including over-the-counter medications
- suggested consults/referrals
- client education
- follow-up, including time interval and specific symptomatology to prompt a sooner return
- cite at least one relevant scholarly source as defined by program expectationsLinks to an external site.
- Click “Submit” once the case is complete and take a screenshot or snippet of the iHuman Virtual Patient Encounter report to upload to the dropbox. Then submit both the screenshot or snippet of the iHuman Virtual Patient Encounter report and your completed reflection Word document to the Week 2 dropbox.
- Reflection: Address the following questions:
- How would your treatment plan change if your client admitted to food insecurity? What resources are available in your community that would be useful for senior citizens experiencing food insecurity and dietary restrictions based on medical diagnoses?
- Include the following components:
- write 150-300 words in a Microsoft Word document
- demonstrate clinical judgment appropriate to the virtual patient scenario
- cite at least one relevant scholarly source as defined by program expectations
- communicate with minimal errors in English grammar, spelling, syntax, and punctuation
Submit both the iHuman Virtual Patient Encounter report/screenshot and your completed reflection WORD document to the Week 2 dropbox.
Rubric
NR601_W2 iHuman Virtual Patient Encounter Rubric
NR601_W2 iHuman Virtual Patient Encounter Rubric | |||||||
Criteria | Ratings | Pts | |||||
This criterion is linked to a Learning OutcomeFocused Health History Complete a focused health history (scores are automatically calculated within the iHuman platform) |
| 5 pts | |||||
This criterion is linked to a Learning OutcomeFocused Physical Exam Complete a focused physical exam (scores are automatically calculated within the iHuman platform |
| 5 pts | |||||
This criterion is linked to a Learning OutcomeEHR Documentation – Subjective Data 5 Required Criteria |
| 10 pts | |||||
This criterion is linked to a Learning OutcomeEHR Documentation – Objective Data 5 Required Criteria |
| 10 pts | |||||
This criterion is linked to a Learning OutcomeProblem Statement 4 Required Criteria |
| 5 pts | |||||
This criterion is linked to a Learning OutcomeDifferential Diagnosis Select the most appropriate differentials for the encounter (scores are automatically calculated within the iHuman platform) |
| 5 pts | |||||
This criterion is linked to a Learning OutcomeDifferential Diagnosis Ranking Rank differentials as lead and alternate diagnoses (scores are automatically calculated within the iHuman platform) |
| 5 pts | |||||
This criterion is linked to a Learning OutcomeMust Not Miss Diagnosis Identify the must not miss (MNM) diagnoses (scores are automatically calculated within the iHuman platform) |
| 5 pts | |||||
This criterion is linked to a Learning OutcomeDiagnostic Tests Select the appropriate diagnostic tests (scores are automatically calculated within the iHuman platform) |
| 5 pts | |||||
This criterion is linked to a Learning OutcomeManagement Plan 6 Required Criteria |
| 25 pts | |||||
This criterion is linked to a Learning OutcomeReflection 4 Required Criteria |
| 15 pts | |||||
This criterion is linked to a Learning OutcomeFormatting Use current APA format for citations and references in management plan and reflection and is free of errors. |
| 5 pts | |||||
This criterion is linked to a Learning OutcomeLate penalty deductions Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. |
| 0 pts | |||||
Total Points: 100 | |||||||