Question Description
Task 2
For this task, you will write a paper reflecting on how social determinants of health affect your ‘volunteer patient’ from task 1 . Most patients are ‘healthy’ but we all have actual or potential effects (positive or negative) from the Social Determinants
- Before beginning, review these tips & resources and register for the cohorts:
- Review task directions and all attachments through link in the assessment tab of your COS
- Become very familiar with the Healthy People 2020 Social Determinants of Health so you can apply that information to your paper. Note: the author of the Healthy People 2020 initiative is the Office of Disease Prevention & Health Promotion (ODPHP) https://www.healthypeople.gov/2020/topics-objectives/topic/social-determinants-of-health
- Task 2 Rubric Explained https://drive.google.com/file/d/1pD2huh4EKRs5mt-pUGWGH07AIDDTuovl/view?usp=sharing
- Demystifying XYP2 Task 2 https://drive.google.com/file/d/1uiuUFor32PYiIO9CYADFmG8UCUOb2yha/view?usp=sharing
- XYP2 Task 2 live OR asynchronous (recorded) cohort to assist you with your successful task completion and opportunity to apply rubric requirements to case scenarios. Register for live or recorded cohorts via the Explore Cohort Offerings tab under the Study Plan (on the left in your COS).
- Task 2 Bootcamp cohorts student-driven and offered live only, these cohorts focus group discussion onselected rubric sections
- Set up your paper with headings and subheadings from the rubric. Here is a sample template you may find helpful https://drive.google.com/file/d/14AqfGcsfaeT1b9mYQwmwGJDx3bqWAeYw/view?usp=sharing Your sources must be correctly APA formatted and match your in-text citations.
- Run your paper through spell and grammar check before submitting.
- Here is an informational article that discusses current aspects of the SDOH https://www.clinicaladvisor.com/home/topics/practice-management-information-center/health-disparities-in-rural-america-current-challenges-and-future-solutions/
This article will help you to understand the relevance of social determinants and their significance in the lives of our patients and ourselves! http://www.modernhealthcare.com/article/20180825/NEWS/180809949?utm_source=modernhealthcare&utm_medium=email&utm_content=20180825-NEWS-180809949&utm_campaign=am
COMPETENCIES
7003.1.1 : Comprehensive Assessment of Individuals and Populations
The graduate develops a comprehensive assessment approach for the assessment of individuals and populations.
7003.1.2 : Health Maintenance and Risk Reduction Assessment for Individuals and Populations
The graduate develops strategies for assessment of health maintenance and risk reduction activities of individuals and populations.
7003.1.3 : Outcome Goals and Interventions for Individuals and Populations Based on Assessment Findings
The graduate develops outcome goals for individuals and selected populations based on assessment findings.
7003.1.4 : Strategies of Maintaining Physical and Functional Health
The graduate identifies integrative strategies for promoting physical and functional health, and preventing disease for individuals and selected populations.
INTRODUCTION
The comprehensive assessment includes more than just exploring the patient’s physical and mental well-being. As an advanced practice nurse, you must learn to assess the social and physical determinants of health and how they affect the patient. To do so, you must focus on the social and physical environments that promote health. These environmental determinants include places of birth, neighborhoods, life, experiences, work environments, recreational activities, and worship practices. These determinants affect health, daily functions, and quality-of-life risks and outcomes. Resources that can affect access to quality healthcare include safe and affordable housing, access to education and emerging technologies, public safety, the availability of healthy foods, and local health and emergency services.
The purpose of this task is to reflect on how such outside factors affect your patient’s access to quality healthcare.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Reflect on the comprehensive health assessment you performed in task 1 by doing the following:
1. Discuss four evidence-based interview techniques you used to assess your patient’s social determinants. Include a scholarly source in your discussion.
a. Justify the questions you used to assess each of the five social determinants of your patient and include his or her responses.
b. Explain how the patient’s answers to the questions will inform the patient’s nursing plan of care.
2. Explain how your patient’s economic stability affects his or her access to healthcare, including the three following factors:
3. Analyze how your patient’s educational status affects his or her health. Include a scholarly source to support your analysis.
a. Discuss the healthcare barriers and opportunities the patient might face because of his or her educational status.
4. Analyze how the patient’s health and healthcare status affect his or her quality of life.
a. Analyze how an understanding of health literacy affects health. Include a scholarly source to support your analysis.
5. Explain how the patient’s neighborhood and environment affect his or her access to health.
a. Compare the healthcare (e.g., quality, access, outcomes) received by a patient living in a low-income area to the healthcare received by a patient living in a high-income area.
b. Discuss how access to healthcare differs for patients living in rural versus urban areas. Include a scholarly source to support your discussion.
c. Discuss how your patient’s neighborhood affects his or her access to healthy food options.
B. Discuss why social determinants need to be addressed in your comprehensive health assessment. Include a scholarly source to support your discussion.
1. Based on the comprehensive health assessment, identify the three highest priority social determinants that affect your patient.
2. Based upon the three chosen social determinants from part B1, develop a nursing plan of care.
a. Explain how you would implement your nursing plan of care based upon each of the identified social determinants from part B1.
b. Discuss barriers to implementing the nursing plan of care from part B2 for each social determinant identified in part B1.
c. Discuss who needs to be involved in the nursing plan of care (e.g., healthcare practitioners, community members, family) for each social determinant identified in part B1.
3. Explain how you would evaluate the effectiveness of your patient’s nursing plan of care. Include a scholarly source.
4. Summarize the impact of social determinants on your patient’s overall well-being.
C. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion addresses fewer than 4 interviewing techniques used for assessing the patient’s social determinants in the comprehensive health assessment. Or the interview techniques used are not evidence based. Or the discussion is not supported by a scholarly source. |
COMPETENT The discussion addresses 4 evidence-based interviewing techniques used for assessing the patient’s social determinants in the comprehensive health assessment. The discussion is well supported by a scholarly source. |
A1A: JUSTIFICATION OF KEY QUESTIONS
NOT EVIDENT The submission does not provide any justifications. |
APPROACHING COMPETENCE The submission provides a justification for 1–4 of the social determinants of health. Or 1 or more of the justifications are illogical. Or the patient’s responses are not included. |
COMPETENT The submission provides a logical justification for the questions used to assess each of the patient’s 5 social determinants of health, and it includes the patient’s responses. |
A1B: RESPONSES TO KEY QUESTIONS
NOT EVIDENT An explanation is not provided, or it does not address the patient’s nursing plan of care. |
APPROACHING COMPETENCE The explanation of the patient’s responses does not logically inform the patient’s nursing plan of care. |
COMPETENT The explanation of the patient’s responses logically informs the patient’s nursing plan of care. |
NOT EVIDENT An explanation of how the patient’s economic stability affects access to healthcare is not provided, or none of the given points are addressed. |
APPROACHING COMPETENCE The explanation illogically interprets how the patient’s economic stability affects access to healthcare. Or the explanation only addresses 1 or 2 of the given points. |
COMPETENT The explanation logically interprets how the patient’s economic stability affects access to healthcare. The explanation addresses all 3 given points. |
NOT EVIDENT An analysis is not provided. |
APPROACHING COMPETENCE The analysis demonstrates a limited understanding of the patient’s educational status and how it affects health, or the analysis makes no reference to the patient’s educational status. Or the analysis is poorly reasoned or not supported by a scholarly source. |
COMPETENT The analysis demonstrates a comprehensive understanding of the patient’s educational status and how it affects health. The analysis is well reasoned and well supported by a scholarly source. |
A3A: HEALTHCARE BARRIERS AND OPPORTUNITIES
NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion does not address specific healthcare barriers and opportunities the patient might face due to educational status. |
COMPETENT The discussion addresses specific healthcare barriers and opportunities patient might face due to educational status. |
A4: EFFECT OF HEALTH ON QUALITY OF LIFE
NOT EVIDENT An analysis is not provided. |
APPROACHING COMPETENCE The analysis demonstrates limited understanding of how the patient’s health or healthcare status affect quality of life. Or the analysis is poorly reasoned or not supported by a scholarly source. |
COMPETENT The analysis demonstrates a comprehensive understanding of how the patient’s health and healthcare status affect quality of life. The analysis is well reasoned and well supported by a scholarly source. |
A4A: HEALTH LITERACY
NOT EVIDENT An analysis is not provided. |
APPROACHING COMPETENCE The analysis demonstrates a limited understanding of health literacy, or it demonstrates a misunderstanding of how literacy affects health. The analysis is poorly reasoned or not supported by a scholarly source. |
COMPETENT The analysis demonstrates a comprehensive understanding of health literacy and how it affects health. The analysis is well reasoned and well supported by a scholarly source. |
A5: NEIGHBORHOOD AND ENVIRONMENTAL IMPACTS
NOT EVIDENT An explanation is not provided. |
APPROACHING COMPETENCE The explanation of how the patient’s neighborhood and environment affects access to health is illogical, or the explanation makes no reference to how the patient’s neighborhood or environment affects access to health. |
COMPETENT The explanation of how the patient’s neighborhood and environment affects access to health is logical. |
A5A: HEALTHCARE RECEIVED IN LOW- AND HIGH-INCOME AREAS
NOT EVIDENT The submission does not include a comparison of the healthcare received by patients living in low- versus high-income areas. |
APPROACHING COMPETENCE The submission provides a shallow or inaccurate comparison of the similarities or differences in the healthcare a patient receives in low- versus high-income areas. |
COMPETENT The submission provides a comprehensive, accurate comparison of the similarities and differences in the healthcare a patient receives in low- versus high-income areas. |
A5B: RURAL VERSUS URBAN HEALTHCARE ACCESS
NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion does not logically address how access to healthcare differs for patients living in rural versus urban areas, or the discussion is not supported by a scholarly source. |
COMPETENT The discussion logically addresses how access to healthcare differs for patients living in rural versus urban areas, and the discussion is well supported by a scholarly source. |
A5C: NEIGHBORHOOD HEALTHY FOOD OPTIONS
NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion does not provide specific reasons for how the patient’s neighborhood affects access to healthy food options. |
COMPETENT The discussion provides specific reasons for how the patient’s neighborhood affects access to healthy food options. |
B: DISCUSSION OF SOCIAL DETERMINANTS
NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion demonstrates a limited understanding of why social determinants need to be addressed in the comprehensive health assessment. The ideas presented are illogical or are not supported by a scholarly source. |
COMPETENT The discussion demonstrates a comprehensive understanding of why social determinants need to be addressed in the comprehensive health assessment. The ideas presented are logical and well supported by a scholarly source. |
B1: IDENTIFICATION OF SOCIAL DETERMINANTS
NOT EVIDENT The submission does not identify any social determinants. |
APPROACHING COMPETENCE The submission identifies only 1 or 2 of the highest priority social determinants, or the identified social determinants are illogical or unrelated to the patient. |
COMPETENT The submission identifies the 3 highest priority social determinants, and they are logical and related to the patient. |
NOT EVIDENT A nursing plan of care is not provided, or it does not address any social determinants from part B1. |
APPROACHING COMPETENCE The nursing plan of care is illogical, or it addresses only 1 or 2 of the social determinants from part B1. |
COMPETENT The nursing plan of care is logical and addresses the 3 social determinants from part B1. |
B2A: PLAN IMPLEMENTATION
NOT EVIDENT An explanation is not provided, or it does not address any of the 3 social determinants from part B1. |
APPROACHING COMPETENCE The explanation does not logically address the implementation of the nursing plan of care based on the identified social determinants from part B1, or it addresses only 1 or 2 social determinants from part B1. |
COMPETENT The explanation logically addresses the implementation of the nursing plan of care based on the 3 identified social determinants from part B1. |
NOT EVIDENT The submission does not include a discussion of barriers, or the discussion does not address barriers to implementing the nursing plan of care for any of the 3 social determinants identified in part B1. |
APPROACHING COMPETENCE The submission discusses barriers to implementing the nursing plan of care from part B2, but they are illogical or irrelevant. Or the discussion addresses barriers to implementing the nursing plan of care for only 1 or 2 of the social determinants identified in part B1. |
COMPETENT The submission discusses logical and relevant barriers to implementing the nursing plan of care from part B2 for each of the 3 social determinants identified in part B1. |
B2C: INDIVIDUALS INVOLVED IN INTERVENTIONS
NOT EVIDENT The submission does not include a discussion, or the discussion does not address any of the 3 social determinants from part B1. |
APPROACHING COMPETENCE The submission discusses the individuals who need to be involved in the nursing plan of care, but the individuals are irrelevant to the nursing plan of care from part B2. Or the discussion addresses only 1 or 2 of the social determinants from part B1. |
COMPETENT The submission discusses the individuals who need to be involved in the nursing plan of care, and the individuals are relevant to the nursing plan of care from part B2, and the discussion addresses each of the 3 social determinants from part B1. |
NOT EVIDENT An explanation is not provided. |
APPROACHING COMPETENCE The explanation of how to evaluate the effectiveness of the patient’s nursing plan of care is subjective, or the explanation is not supported by a scholarly source. |
COMPETENT The explanation of how to evaluate the effectiveness of the patient’s nursing plan of care is objective. The explanation is well supported by a scholarly source. |
B4: IMPACT OF SOCIAL DETERMINANTS
NOT EVIDENT A summary is not provided. |
APPROACHING COMPETENCE The summary is illogical or irrelevant, or it demonstrates a limited understanding of the impact of social determinants on the patient’s overall well-being. |
COMPETENT The summary is logical and relevant, and it demonstrates a comprehensive understanding of the impact of social determinants on the patient’s overall well-being. |
C: APA SOURCES
NOT EVIDENT The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized. |
APPROACHING COMPETENCE The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style. |
COMPETENT The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style. |
NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. |
