Fill This Form To Receive Instant Help

Help in Homework
trustpilot ratings
google ratings


Homework answers / question archive / Looking for someone knowledgeable in nutrition and health for this project

Looking for someone knowledgeable in nutrition and health for this project

Health Science

Looking for someone knowledgeable in nutrition and health for this project. This assignment will focus on a specific objective for Healthy People 2030. The specific objective is "Increase the proportion of health care visits by adults with obesity that includes counseling on weight loss, nutrition, or physical activity - NWS-05." The link for the objective is https://health.gov/healthypeople/objectives-and-data/browse-objectives/overweight-and-obesity/increase-proportion-health-care-visits-adults-obesity-include-counseling-weight-loss-nutrition-or-physical-activity-nws-05. I will attach the instructions below. If you need clarification, send me a message.

Healthy People 2030 Assignment Part II Assignment Template For this assignment, you will imagine and describe critical components of a public health program/intervention designed to pursue a specific objective from Healthy People 2030. There are page breaks in this document to keep things organized, so here is a Table of Contents for This Document: 1. General Guidelines 2. General Grading Rubric 3. Template with Detailed Instructions, Information, and Grading Criteria—this is really detailed but meant to help answer any questions you might have. 4. Sample Assignment—to show how the questions might be answered by a super thorough student. 5. Blank template—to copy for your own assignment You will need to copy and paste the last item into a new word document and fill it out and turn in it in. It is appreciated if you put your name in the title of the file and in the document! General Guidelines • • • • • Use the template. It will organize your response for grading and help make sure you don’t miss anything. Money is not a factor; imagine you have a rich benefactor who is willing to fund any well-supported ideas you want to try. Use citations matched to references as appropriate. The template tries to indicate where this is required or likely to come up, but use your best judgement if you think it might be good to cite something somewhere else. Even though you need to cite certain information, this assignment should be almost entirely in your own words. No quotations are allowed except where statistics are required or the instructions say to copy and paste from Healthy People 2030. o It can be hard to accurately “rephrase” statistics and still get the information/meaning correct, and I’d rather have you get this kind of info right than to worry about paraphrasing it or formatting for a quote. ? Parenthetical citations are easier, so just use those after any statistical data, even if it’s a quote. However, explanations related to the data should be in your own words. Also note that word limits can never be met with quotations. If you have questions about doing the assignment, email your professor sooner rather than later. It will probably help if you include a link to any objectives you are thinking about when you email. General Grading Rubric Below is a summary of how your assignment will be graded. More detailed instructions are provided in the next section. General Grading Rubric: Healthy People 2030 Assignment Part II Assignment must be spellchecked and in English. Other scoring components and criteria are as follows: Component Points Key Grading Criteria Healthy People 2030 National Objective 2 Objective is specific, i.e., the kind that includes letters & number at the end. Link to Objective 1 Link takes one to the specific objective's page. Objective Group 2 Response is correct according to the information for the objective on Healthy People 2030. Type of Objective 2 Response is correct according to the information for the objective on Healthy People 2030. Rationale for the National Objective Your Chosen Target Population 25 5 Meets word minimum. Presents a thoughtful and logical argument for why the objective is of national importance or significance. Identifies a delimited population among which to pursue the national objective. Rationale for Target Population Meets word minimum. Presents a thoughtful and logical argument for 15 choice of target population in connection to the national objective. Includes citations as appropriate. Relevant Target Group Statistics/Data & Explanation Includes relevant statistical information and explanations to frame pursuit 25 of the objective and/or specific outcome measures within the selected population. Includes an APA citation to the health information resource. Program Outcome Measures Includes at least 3 outcome measures (numerical/quantifiable), explanations of relevance to the national objective and/or pursuing it 30 within the target population, and at least one APA-cited explanation of connection to a Healthy People 2030 evidence-based resource (EBR). Intervention Activities/ Program Strategies Includes at least 3 activity/strategy descriptions (detailed), with explanations as need for why they are relevant to achieving the outcome measures within the target population, and at least one APA-cited 30 explanation of connection to a Healthy People 2030 evidence-based resource (EBR). Follows labeling guidelines to clearly identify each strategy description. Meets minimum word requirements. Intervention Level Other Information References Total 3 Identifies the intervention level (individual/families; community; or system) for each of at least 3 strategies described in the intervention activities section. Optional Includes APA-format references for all materials parenthetically cited intext. Based on other criteria, should include at least two references (to a 10 source of health data for the target population & to at least one Healthy People 2030 EBR for the objective). 150 15% of total course grade Template with Detailed Instructions, Information, and Grading Criteria Healthy People Copy & paste a specific objective from Healthy People 2030 (something with letters and numbers at 2030 National the end; see sample assignment & Image 2). Objective 2 points Link to Objective Objective Group Type of Objective Rationale for the National Objective Your Chosen Target Population Notes: This must be an objective with Evidence-Based Resources (EBRs) available. See Image 2; if your objective doesn’t have this option, it won’t work for this assignment. This information will come from Healthy People 2030. Copy & paste, then make sure the link works. 1 point This information will come from Healthy People 2030. See Image 1. 2 points This information will come from Healthy People 2030. See Image 2. 2 points Using your own words and critical thinking, explain why this objective is important enough to be included as a national prerogative. 50 word minimum, not including quotes, citations, close paraphrasing, etc. 25 points Notes: ? This component is all about the WHY, not the HOW. ? While it may be helpful to review another source to understand why an objective is so important, do not quote from or heavily rely on the wording of another source under any circumstances, even if you cite/reference them appropriately! ? If you get ideas from a source besides the summary statement on Healthy People 2030 (such as a resource linked to the objective), include a parenthetical APA citation and a reference for the source. Identify a delimited1 population to focus on. This is a population for whom you’d implement a program to pursue similar changes to the national objective; however, your target population should not be the nation as a whole. See notes and footnotes. 5 points Notes: ? Often, choosing a target population involves focusing on one or more demographic2 factors, like a geographic region, specific age or gender groups, language groups, social affiliation (e.g. students in a specific school or district, members of a certain tribe, employees of a certain workplace, etc.), or some other characteristic (mental health care service users, court-referred substance users, cancer patients, etc.) ? There are many options. The point is that you should not focus on achieving the national objective nationally, but also, make sure you pick a “population segment,” not something so specific as your immediate family or friends, though if they are the inspiration for interest in an objective, you might choose a related population group. 3 1 Delimitations in this sense are boundaries we choose for ourselves. A delimited population will therefore be narrowed down in one or more ways. For this assignment, narrowing things down by region and other factors will be especially helpful. 2 The word “demographics” is being used somewhat loosely here, and it is important to realize that groups are not usually just defined by one factor. We are all intersectional—affiliated with different social groups and strata, possessed of different characteristics and identities, etc. So, a population group might be “English-speaking parents of school-aged children in Las Cruces,” or “gay and bisexual mental health users in Portland.” 3 If you find yourself struggling to adapt personalized interest to figuring out a “population” to focus on for this part, reach out to your instructor right away for assistance. Your instructor can help and asking for help sooner rather than later may save time on subsequent parts of the assignment. Rationale for Target Population Relevant Target Group Statistics/Data & Explanation Program Outcome Measures Give some logical reasoning for focusing on the specific population you’ve chosen. 50 word minimum, not including quotes, citations, close paraphrasing, etc. 15 points Notes: ? Like the rationale for the national objective, this is about the WHY, not the HOW, but it must relate to the more specific population you’ve selected to focus on for this scenario. ? This may have something to do with the rationale for the national objective, and how it applies to your chosen population; it is about logical reasoning and explanation. ? You may bring in information from the Relevant Target Group Data component, but make sure you explain why it is relevant, rather than just dropping in a statistic as though its relevance to this part is self-evident. See example. This information will come from a health information resource. It should involve statistics and relate somehow to justifying your chosen target population for this objective and/or your selected outcome measures (see next section). You must explain why the statistics are relevant; do not just make a list and expect them to make sense on their own. You must cite and reference your resource(s). Since you must pick a delimited population, your data and resource cannot be the same as Healthy People 2030.4 25 points Notes: ? Examples might be the prevalence of a condition or precursor condition amidst the target group, statistics on late diagnosis of a condition if the objective is about improving early diagnosis rates, or other relevant information. There are different ways to approach and frame this; just make to explain why your statistics are relevant. Identify at least 3 outcome measures you’d try to achieve with a public health program based on your chosen objective). All should involve numbers, quantifying changes or results you’d wish to achieve. At least one outcome measure must relate to an evidence-based resource (EBR) on Healthy People 2030. List each measure as a bullet point. If your measure is associated with an EBR from Healthy People, include a second bullet point for that objective, explaining its relationship to the EBR, and include a parenthetical citation for the resource. Provide a reference for the resource in the reference section of the template. See example. Write at least one sentence for each measure explaining how it relates to the broader objective. Include this as additional bullet points under the measure. This section is worth 30 points total. Each measure (up to 3) is worth 7 points, and connecting at least one of them to a Healthy People EBR is worth an additional 9 points. If you include more than 3 measures, grading will be based on your best three. Notes: ? This is about the WHAT, but it’s not exactly the same as the objective. It is about smaller steps related to achieving the national objective. ? Imagine you wanted to pursue the objective you’ve chosen within your target population. Think of some smaller-scale achievements that would indicate progress towards the main objective. These are outcomes you’d want to achieve through an intervention program. ? EBRs probably won’t spell out outcome measures for you. Rather, they may talk about activities or other goals that relate to your objective, and you will need to think about this 4 Consider the Health Information Resources you and/or your peers explored via your textbooks and earlier assignments. Keep in mind that there is usually a national database for every major topic, so even if your objective is related to health from a social determinants angle such as education, there is information out there for this part. If you have trouble with this component, reach out to your instructor for guidance. Intervention Activities/ Program Strategies Intervention Level Other Information References information and then come up with your own “baby step” measures, contextualized for your target population. You will still need to cite where an EBR contributed to at least one of your ideas, and you may want to think about your activities and measures together (see next section). Describe at least 3 strategies you would implement to pursue your outcome measures. These should be detailed and logical. Explain what you would do and why. Explain how you think this would relate to achieving your outcome measures, and in turn, the national objective. You must describe how at least one activity relates to an EBR from Healthy People 2030, though feel free to take inspiration from EBRs for more than one activity (that is a main purpose of the EBRs—to help people come up with ideas that have worked before). Indicate if and how an activity might relate to an EBR and include a parenthetical citation to the source (but don’t quote directly from it). You may draw from the same EBR used for the Outcome Measures, but you don’t have to. If you include more than 3 activity sections, grading will be based on your best three. You do not have to link each activity/strategy to a separate outcome measure but it may help to do so and if you want to, you can explain how they go together. Write about each activity as a separate section or series of paragraphs. Number or otherwise label each one, i.e. Activity 1, Activity 2, Activity 3. 50 word minimum for each activity, not including quotes, citations, close paraphrasing, etc. This section is worth 30 points total: Each activity (up to 3) is worth 7 points, and connecting at least one of them to a Healthy People EBR is worth an additional 9 points. Identify whether your interventions would focus on individuals/families, communities, and/or systems. Identify which of these levels each activity targets. Provide a brief explanation for your answers. 3 points Notes: ? Refer to your course readings, see footnotes, and/or consult your professor for further help with this component.5 Include any other information you think is helpful to explaining your ideas and program. You don’t have to fill out this section, but it is included in case something might not seem to fit in another area. Include APA references for all your citations here. Given the above instructions, you should have at least two references to include here, though you may have more: one for a statistical information source (from the section on target group data), and one for an EBR (from the sections on outcome measures and intervention activities). 10 points Notes: ? In keeping with APA rules, this reference section should ONLY contain references for things cited in-text, and it should include a reference for EVERY such citation. Of course, if you cited the same source more than once, you only need one reference for it. But this is different than a bibliography and other citation systems, so make sure you follow these guidelines. 5 Here is an additional resource that might help with this component: https://www.health.state.mn.us/communities/practice/research/phncouncil/wheel.html Image 1: Objective Group Information Objective Group Image 2: Specific Objective, Objective Type, & Evidence-Based Resources (EBRs) Information Specific Objective Type of Objective Evidence-Based Resources (EBRs) Note: an objective MUST have at least one EBR to be used for this assignment! Sample Assignment Healthy People 2030 National Objective Link to Objective Objective Group Type of Objective Increase the proportion of high school graduates in college the October after graduating — SDOH-06 https://health.gov/healthypeople/objectives-and-data/browse-objectives/education-access-andquality/increase-proportion-high-school-graduates-college-october-after-graduating-sdoh-06 Education Access & Quality Baseline Only Rationale for the National Objective Greater educational attainment is linked to better socioeconomic status (SES) and health, through other factors like employment type and status, built environment, and more (Qu et al., 2016). Since evidence suggests that children with parents or guardians who have completed college are more likely to do some themselves, (Dubow, Boxer, & Huesmann, 2009), increasing college enrollment in one group could have positive effects for many people and even generations. Your Chosen Target Population Las Cruces High (LCH) students and families. Rationale for Target Population Many students in Las Cruces could be the first generation in their families to obtain a college degree, which could improve their SES, related health outcomes, and even increase the likelihood of others going to college as well. This is because 36.1% of students in Las Cruces Public School (LCPS) have parents or guardians with no 2- or 4-year college degree, and 29.1% of families in LCPS are below the federal poverty line (National Center for Education Statistics, 2014-2018 data). Relevant Target Group Statistics/Data & Explanation 36.1% of students in Las Cruces Public School (LCPS) have parents or guardians with no 2- or 4year college degree, and 29.1% of families in LCPS are below the federal poverty line (National Center for Education Statistics, n.d.). Program Outcome Measures 1. By 2026, 90% of seniors at LCH will have plans to continue their education within one year. a. Relevance: Since the national objective is to increase the proportion of graduating high school students enrolling in college from a baseline of 69.1%, this outcome measure for immediate post-high school enrollment among LCH students is directly related. 2. By 2023, 90% of sophomores at LCH will have participated in a college planning informational session. a. College informational sessions early in high school will help ensure that students know their options and the processes to enroll in post-secondary education, and will hopefully improve the chances that the students will make viable plans to be able to do so. b. The college planning informational sessions will represent a type of a collegeoriented programming. College-oriented programming is an evidence-based strategy for supporting high school graduation and post-second matriculation discussed in the EBR (Qu et al., 2014) linked to the Healthy People 2030 objective. 3. By 2023, 75% of households with sophomores at LCH will have an adult parent/guardian of the student who has participated in a college planning informational session. a. To encourage students to enroll in college after high school, it may be helpful to make sure parents/guardians/supportive household adults also understand the process and considerations, especially regarding financial aid options, eligibility, and applications. b. The college planning informational sessions will represent a type of a collegeoriented programming. College-oriented programming is an evidence-based Intervention Activities/ Program Strategies strategy for supporting high school graduation and post-second matriculation discussed in the EBR (Qu et al., 2014) linked to the Healthy People 2030 objective. 1. A program will be developed and implemented to teach freshman and sophomore students about post-secondary education options and to foster the idea that postsecondary education is for almost everyone. The goals will be to make sure students begin thinking early about what they might want to do after college, and understand how they might pursue such plans. Content and general topics will include the intention and offerings common at different types of educational intuitions, information on what one might need to know in order to plan to enroll at and pay for different types of programs, and may include guest speakers from and tours to local institutions. The program will be available in both Spanish and English. This program will be incorporated into the regular school day and will be designed to give attention to a variety of post-secondary interest and needs, to highlight that college should be an option for everyone, even while reviewing different trajectories one might take depending on their grades and financial needs (e.g. community college-to-university; public vs. private schools depending on cost; typical admissions criteria for different institutions; technical colleges for trade skills; scholarship planning; etc.). It will be important to incorporate the program into the regular school day for everyone, so people cannot opt in or out or be subject to external referral bias based on preconceived notions that post-secondary education is or “isn’t “for them.” a. This relates to Measure #2. 2. A program will be developed and implemented for the parents/guardians/important adult figures of LCH students. The program will be available in both Spanish and English, and will be offered at many times throughout an academic year and summer, so that adults can participate depending on their schedules. The curriculum may also be made available as an online course for adults that cannot attend in person; the important thing is to make it as accessible as possible and that the content addresses the concerns and barriers parents might perceive to helping their children attend college. These barriers and concerns will be identified from peer-reviewed literature and may be refined based on local surveys and feedback. Topics will most likely include financial aid and college expense information (cost vs. typical aid packages; aid options; how & when to apply for aid; aid criteria); university/technical school/community college application steps, processes, scope, and criteria; navigational support resources to help students and families navigate the entry and completion processes; connections to local higher education resources and institutions. i. This relates to Measure #3. 3. At least twice a semester, the school will host an “applications” event for all sophomore, junior, and senior students. Students will be asked to identify a potential post-secondary institution they might want to attend after high school, and then proceed as though they’d like to apply to it. For sophomore students, they will need to at least identify the general admission steps and criteria for their institution and particular program (if they have one) of choice; for juniors, they will need to consider their institution’s criteria as well as review their own academic plans to see whether they are on track for admissions eligibility; for seniors, they will need to draft an application. Students may advance to the next level of the process if they’d like; parents/guardians/support adults will be encouraged to engage with students on these events to discuss and apply the information and guidance offered in the adult programming. The goal will be to walk students through the steps to make and enact a viable post-secondary enrollment plan. If questions or concerns arise along the way, such as the student planning to attend an institution that their families cannot afford or for which they might not meet the admissions criteria, academic advising can discuss the concerns and applicable options (financial aid, scholarship applications, alternative institutions, bridge programs, etc.). a. This relates to Measure #1, as well as to some aspects of #2 & #3. Intervention Level Other Information I believe all three of these interventions are individual/family-level. Although they target guardians/students on the basis of the school community, they seek to impact individuals and families. However, if they are added together with other activities to create a college-going culture (see comments in “other information”), they might also reflect a community-level intervention strategy. The specific program activities are intended to begin creating a “college-going” culture at LCH. A college-going culture is one in which the expectation that students will enroll in post-secondary education upon graduation is normalized, and reinforced throughout the academic experience, both inside and outside the school environment (Berkeley Center for Educational Partnerships). While the EBR linked with the national objective on Healthy People 2030 does not specifically mention college-going cultures, it does highlight the importance of college-oriented programming, which would be among key components of a college-going culture, although college-oriented program might also refer to stand-alone programs or events. Berkeley Center for Educational Partnerships. (n.d.). College-Going Culture. Retrieved 4/25/21 from https://cep.berkeley.edu/college-going-culture-2. Dubow, E., Boxer, P., & Huesmann, L.R. (2009). Long-term effects of parents’ education on children’s educational and occupational success: Mediation by family interactions, child aggression, and teenage aspirations. Merrill Palmer Q, 55(3): 224-249. References National Center for Education Statistics (n.d.). District Demographic Dashboard, 2014-2018: Las Cruces Public Schools, NM. Retrieved 4/25/21 from https://nces.ed.gov/Programs/Edge/ACSDashboard/3501500. Qu, S., Chattopadhyay, S. K., Hahn, R. A., & Community Preventive Services Task Force. (2016). High School Completion programs: a community guide systematic economic review. Journal of Public Health Management and Practice, 22(3), E47-E56. Retrieved form https://www.thecommunityguide.org/sites/default/files/publications/he-jphmp-ecrevhigh-school-completion-programs.pdf Blank Template for Healthy People 2030 Assignment Part II Healthy People 2030 National Objective Link to Objective Objective Group Type of Objective Rationale for the National Objective Your Chosen Target Population Rationale for Target Population Relevant Target Group Statistics/Data & Explanation Program Outcome Measures Intervention Activities/ Program Strategies Intervention Level Other Information References

Option 1

Low Cost Option
Download this past answer in few clicks

17.89 USD

PURCHASE SOLUTION

Already member?


Option 2

Custom new solution created by our subject matter experts

GET A QUOTE

Related Questions