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Tag: Homework Solution

  • [Solved] Wk 7 discussion managing technology opportunities and risk

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    Examples of organizational risks posed by technology in the workplace include data privacy issues and data security breaches. HR personnel are often tasked with assessing risk factors revolving around HR data. HR personnel also often help mitigate risk factors by providing training and awareness ses…

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    Assignment Prompt & Instructions

    Examples of organizational risks posed by technology in the workplace include data privacy issues and data security breaches. HR personnel are often tasked with assessing risk factors revolving around HR data. HR personnel also often help mitigate risk factors by providing training and awareness sessions to managers and staff-level employees. As described in the SHRM-CP learning system, three organizational security measures must be addressed: 1) Exposure of electronically stored sensitive data (such as personal or benefits information). 2) Loss of sensitive personnel data. 3) Unauthorized updates of key data. Please respond to the following:

    1. Which of these three do you consider to be the most important? And, why?
    2. If left unmitigated, select another security measure, and describe what types of organizational impacts/damage might be caused.
    3. Select a security protection method you believe to be the most effective for an organization you are familiar with; select from these methods: encryption and protecting against hacking and social engineering methods.
    4. List and discuss **two** ethical dilemmas workplace technology may pose to HR personnel.
    5. Be sure to respond to at least one of your classmates' posts.

    **SHRM-CP Learning System Source Path:** **My Study Plan** (Card) Organizations//Technology Management//Managing Technology Opportunity and Risk//Risks Posed by Technology in the Workplace//Data and System Security and Data Privacy.

    – a year ago

  • [Solved] Reflection Paper

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    Describe some of the consequences available in your current (or past) workplace. Were they effective for increasing staff behavior? Why or why not, and how would you recommend changing them (based on what you've learned in this module) to make them more effective? _Remember to review the Reflection …

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    Assignment Prompt & Instructions

    Describe some of the consequences available in your current (or past) workplace. Were they effective for increasing staff behavior? Why or why not, and how would you recommend changing them (based on what you've learned in this module) to make them more effective?

    _Remember to review the Reflection Paper rubric and instructions in the Important Course Information module._

    _Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation (_ [_as is required when using web-based referencesLinks to an external site._](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html) _). Failing to do so will result in point deductions._

    Reflection paper content was greater than 150 words.

    Reflection paper contained less than 2 grammar, usage, or spelling errors.

    The author used references from peer-reviewed behavioral sources in APA format and cited one or more

    original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.

    The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing

    The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic.

    – a year ago

  • [Solved] Sociology2

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    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy) – a year ago **files (2)** – ## UNIT4.docx – ## UNIT44.docx **## UNIT4.docx** **UNIT 4** **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that inf…

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    Assignment Prompt & Instructions

    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy)

    – a year ago

    **files (2)**

    – ## UNIT4.docx

    – ## UNIT44.docx

    **## UNIT4.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

    **## UNIT44.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

    **## UNIT44.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

    **## UNIT4.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

    **## UNIT44.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

    **## UNIT4.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

    **## UNIT44.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

  • [Solved] Education assignment

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    In-depth study guidance and analytical solution covering Education assignment.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Sociology

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    Executive Solution Overview

    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy) – a year ago **files (1)** – ## UNIT4.docx **## UNIT4.docx** **UNIT 4** **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving f…

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    Assignment Prompt & Instructions

    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy)

    – a year ago

    **files (1)**

    – ## UNIT4.docx

    **## UNIT4.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

    **## UNIT4.docx**

    **UNIT 4**

    **In Unit 4, you’re going to tie everything together by reflecting on what you’ve learned and how you plan to use that information moving forward.**

    **Be sure to reflect on each week. Below is a list of the titles of all of our assignments through the end of Unit 3 for a quick refresher:**

    ·
    **Unit 1: Goals & Motivations Assignment**

    ·
    **Unit 2: DAACS Assignment**

    ·
    **Unit 3: Planning for Academic Success**

    **Unlike in other weeks, there is no template this time, because this assignment should be uniquely “you.” Your submission could be a PowerPoint, a “documentary” style film, a written paper, a series of journal entries, a series of short-form videos stitched together, an infographic—whatever feels most comfortable to you. It’s best to submit it in one of the file types listed below*. If you want to submit in another file type, be sure to receive your professor’s approval first, as failing to do so may result in a zero grade if they’re unable to access it. In your submission, consider the above list of assignments and discussions. Think back on your impressions of what you learned this term—What did you learn? How will you use it moving forward? What are your key takeaways?**

  • [Solved] Social

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) – a year ago **files (1)** – ## ASSIGNMENT3.docx **## ASSIGNMENT3.docx** | | | | | — | — | — | | | | | ## Planning for Academic Success While it will be hard to meet with a member of your success network dur…

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    Assignment Prompt & Instructions

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    – a year ago

    **files (1)**

    – ## ASSIGNMENT3.docx

    **## ASSIGNMENT3.docx**

    | | | |
    | — | — | — |
    | | | |

    ## Planning for Academic Success

    While it will be hard to meet with a member of your success network during the winter intersession, it’s still important to consider your academic program and begin planning for success. Please provide your answers directly into the template. Areas where you
    contribute information to the template are shaded in light grey.

    | | |
    | — | — |
    | STEP | INSTRUCTIONS / ANSWERS |
    | Academic Program |
    | Identify Your Major | It’s always important to make sure that the time, energy, and money that you’re investing in your education is going to a program you want to pursue. Looking at your major before you’re fully invested can ensure you don’t waste resources on a path you don’t want to take. Log in to your Student Portal and find the panel titled “Degree Progress.” This will list what your major is. |
    | | What is your listed major?<br>[Enter Text Here] |
    | Investigate Your Major | Now, go into the Learning Resources for Unit 3 and find the resource titled “Explore Your Academic Program.” When you open this resource, you’ll be able to choose your major from the list and read about it. Pay close attention to the required courses for the major (you can click on each course to see the course description). |
    | | After reviewing your major, do you think this is the right fit for you? If yes, explain why. If not, what other majors would you like to explore and why?<br>[Enter Text Here] |
    | Program Highlight | Which class in your major do you think you’ll learn the most from? Why?<br>[Enter Text Here] |
    | l Enrollment |
    | Future Registration | Now, it’s time to consider your next classes. Remember to review the Planning Your Path learning resource, which explains the standard timeline for Fall, Spring, and Summer terms in Stateside division. <br>Have you registered for any classes that begin after this course ends? |
    | If “yes” | If you have registered for courses that begin after this course ends, list the courses for which you are registered and when they begin.<br>[Enter Text Here] |
    | If “no” | If you have not yet registered for courses that begin after PACE 100 ends, what is preventing you from registering? What steps might you take to help remove that barrier?<br>[Enter Text Here] |
    | Best Classes to Take Next | After the courses for which you’ve already registered (including any courses in which you’re currently enrolled or may be enrolled in for future terms), what are the next two courses that would be best to take? Why would these classes be best?<br>[Enter Text Here] |
    | Success Network |
    | Building a Relationship | During your time at UMGC, you will benefit from building strong relationships with our vast network of Success Coaches, Military Education Coordinators, Advisors, and Program Coordinators. Collectively, these individuals make up your success network. |
    | Who is your Success Network Partner? | In your Student Portal, you can find the name of your success network partner in the top right area of the screen. If you don’t see an individual name, don’t worry! You still have access to our full success network.<br>If you have a name listed in your Student Portal for your success network partner, list it here:<br>[Enter Text Here] |
    | | Reach out to your success network partner to schedule a meeting with them. It might take up to 48 hours to receive a response, so try to take this step early. <br>**Your meeting does**<br>**_not_ have to occur during this course.**<br>1. Look at your calendar for the coming month or two and find a time when you can spend around 30 minutes talking with your success network partner. You will want to have a synchronous meeting so that you can ask/answer questions in real-time!<br>Navigate to your Student Portal and view the information in the top right-hand corner.<br>2. Email, call, or select Make an Appointment. Meeting with your success network partner in person is okay, too, if that’s a viable option. The meeting can be with anyone from the team, even if it’s not with your assigned success network partner. <br>_Remember, while you need to schedule this meeting for this assignment, you do not need to meet with your success network partner before you submit the assignment_. |
    | Meeting Planning | When is your meeting scheduled?<br>[Enter Text Here] |
    | Topics to Cover | While your success network partner will be your guide, this is an individual time to ask questions, make plans, and celebrate successes!<br>Make a plan that works for you. Some things you may consider asking about include:<br>Navigating your classroom<br>Reviewing your AAR and planning your upcoming courses<br>Understanding your program requirements and path to graduation<br>· Understanding areas within your Student Portal <br>To-Do list items<br>Time management strategies |
    | | List two questions or topics that you want to bring up with your success network partner when you meet with them, along with why those topics are important to you:<br>1. [Enter Text Here]<br>2. [Enter Text Here] |

    Please submit the completed template to the assignment folder by 11:59 PM Eastern on Tuesday of Unit 3.

    | | | |
    | — | — | — |
    | | | |

    **## ASSIGNMENT3.docx**

    | | | |
    | — | — | — |
    | | | |

    ## Planning for Academic Success

    While it will be hard to meet with a member of your success network during the winter intersession, it’s still important to consider your academic program and begin planning for success. Please provide your answers directly into the template. Areas where you
    contribute information to the template are shaded in light grey.

    | | |
    | — | — |
    | STEP | INSTRUCTIONS / ANSWERS |
    | Academic Program |
    | Identify Your Major | It’s always important to make sure that the time, energy, and money that you’re investing in your education is going to a program you want to pursue. Looking at your major before you’re fully invested can ensure you don’t waste resources on a path you don’t want to take. Log in to your Student Portal and find the panel titled “Degree Progress.” This will list what your major is. |
    | | What is your listed major?<br>[Enter Text Here] |
    | Investigate Your Major | Now, go into the Learning Resources for Unit 3 and find the resource titled “Explore Your Academic Program.” When you open this resource, you’ll be able to choose your major from the list and read about it. Pay close attention to the required courses for the major (you can click on each course to see the course description). |
    | | After reviewing your major, do you think this is the right fit for you? If yes, explain why. If not, what other majors would you like to explore and why?<br>[Enter Text Here] |
    | Program Highlight | Which class in your major do you think you’ll learn the most from? Why?<br>[Enter Text Here] |
    | l Enrollment |
    | Future Registration | Now, it’s time to consider your next classes. Remember to review the Planning Your Path learning resource, which explains the standard timeline for Fall, Spring, and Summer terms in Stateside division. <br>Have you registered for any classes that begin after this course ends? |
    | If “yes” | If you have registered for courses that begin after this course ends, list the courses for which you are registered and when they begin.<br>[Enter Text Here] |
    | If “no” | If you have not yet registered for courses that begin after PACE 100 ends, what is preventing you from registering? What steps might you take to help remove that barrier?<br>[Enter Text Here] |
    | Best Classes to Take Next | After the courses for which you’ve already registered (including any courses in which you’re currently enrolled or may be enrolled in for future terms), what are the next two courses that would be best to take? Why would these classes be best?<br>[Enter Text Here] |
    | Success Network |
    | Building a Relationship | During your time at UMGC, you will benefit from building strong relationships with our vast network of Success Coaches, Military Education Coordinators, Advisors, and Program Coordinators. Collectively, these individuals make up your success network. |
    | Who is your Success Network Partner? | In your Student Portal, you can find the name of your success network partner in the top right area of the screen. If you don’t see an individual name, don’t worry! You still have access to our full success network.<br>If you have a name listed in your Student Portal for your success network partner, list it here:<br>[Enter Text Here] |
    | | Reach out to your success network partner to schedule a meeting with them. It might take up to 48 hours to receive a response, so try to take this step early. <br>**Your meeting does**<br>**_not_ have to occur during this course.**<br>1. Look at your calendar for the coming month or two and find a time when you can spend around 30 minutes talking with your success network partner. You will want to have a synchronous meeting so that you can ask/answer questions in real-time!<br>Navigate to your Student Portal and view the information in the top right-hand corner.<br>2. Email, call, or select Make an Appointment. Meeting with your success network partner in person is okay, too, if that’s a viable option. The meeting can be with anyone from the team, even if it’s not with your assigned success network partner. <br>_Remember, while you need to schedule this meeting for this assignment, you do not need to meet with your success network partner before you submit the assignment_. |
    | Meeting Planning | When is your meeting scheduled?<br>[Enter Text Here] |
    | Topics to Cover | While your success network partner will be your guide, this is an individual time to ask questions, make plans, and celebrate successes!<br>Make a plan that works for you. Some things you may consider asking about include:<br>Navigating your classroom<br>Reviewing your AAR and planning your upcoming courses<br>Understanding your program requirements and path to graduation<br>· Understanding areas within your Student Portal <br>To-Do list items<br>Time management strategies |
    | | List two questions or topics that you want to bring up with your success network partner when you meet with them, along with why those topics are important to you:<br>1. [Enter Text Here]<br>2. [Enter Text Here] |

    Please submit the completed template to the assignment folder by 11:59 PM Eastern on Tuesday of Unit 3.

    | | | |
    | — | — | — |
    | | | |

  • [Solved] discussion post

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Evidence-Based Practice and the Quadruple Aim

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    Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs. More recently, this approach has evolve…

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    Assignment Prompt & Instructions

    Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.

    More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.

    **To Prepare:**

    – Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
    – Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
    – Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

    **To Complete:**

    Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

    Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

    – Patient experience
    – Population health
    – Costs
    – Work life of healthcare providers

    Weekly Resources

    – Schmidt, N. A. & Brown, J. M. (2025). _Evidence-based practice for nurses: Appraisal and application of research_ (6th ed.). Jones & Bartlett Learning

    – Chapter 1, “What is Evidence-based practice?” (pp 3-31)
    – Chapter 1 will help students understand the importance of EBP, the research process, barriers to the adoption of EBP and strategies to overcome them as well as strategies to transition evidence into nursing practice.
    – Boller, J. (2017). [Nurse educators: Leading health care to the quadruple aim sweet spot.Links to an external site.](https://search.proquest.com/docview/1972281107?accountid=14872) _Journal of Nursing Education, 56_ (12), 707–708. doi:10.3928/01484834-20171120-01
    – Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). [Improving patient care through nursing engagement in evidence-based practiceLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=114436496&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 13_ (2), 172–175. doi:10.1111/wvn.12126
    – Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). [Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participantsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=118687527&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 13_ (5), 340–348. doi:10.1111/wvn.12171
    – Melnyk, B.M., Fineout-Overhold, E., Stillwell, S.B., & Williamson, K.M. (2010). [Evidence-based practice step-by-step: The seven steps of evidence-based practiceLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201001000-00030&LSLINK=80&D=ovft). _American Journal of Nursing, 110_ (1), 51-53.
    – Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). [The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104034942&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 11_ (1), 5–15. doi:10.1111/wvn.12021
    – Sikka, R., Morath, J. M., & Leape, L. (2015). [The Quadruple Aim: Care, health, cost and meaning in workLinks to an external site.](https://search.proquest.com/docview/1778837907?accountid=14872). _BMJ Quality & Safety, 24_ , 608–610. doi:10.1136/bmjqs-2015-004160
    – Walden University Library. (n.d.-a). [Databases A-Z: NursingLinks to an external site.](https://academicguides.waldenu.edu/az.php?s=19981) _._ https://academicguides.waldenu.edu/az.php?s=19981

    – a year ago

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    – a year ago **files (4)** – ## HeathPromotionpart1.docx – ## WritingAssignmentHealthProblemProposal3.docx – ResearchDevlopment1.jpg – LieratureReview1.jpg **## HeathPromotionpart1.docx** **4 pages in length (excluding title page, references, and appendices)** **Follow APA format** **Cite a minimum …

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    **files (4)**

    – ## HeathPromotionpart1.docx

    – ## WritingAssignmentHealthProblemProposal3.docx

    – ResearchDevlopment1.jpg
    – LieratureReview1.jpg

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

    **ResearchDevlopment1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304105)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg)

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

    **ResearchDevlopment1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304105)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg)

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

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