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– a year ago **files (4)** – ## HeathPromotionpart1.docx – ## HealthProblemProposal1.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 …

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Assignment Prompt & Instructions

– a year ago

**files (4)**

– ## HeathPromotionpart1.docx

– ## HealthProblemProposal1.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**

**## HealthProblemProposal1.docx**

2

**Health Problem Proposal**

Antonio Estremera

Florida National University

Health Promotion & Role Development in Adv. Nursing Practice

Dr. Nora Hernandez-Pupo

May 17, 2025

**Health Problem Proposal**

Type 2 Diabetes Mellitus (T2DM) is a chronic metabolic disorder marked by insulin resistance and the inability of the body to effectively regulate blood glucose levels. It presents a major public health challenge due to its rapidly increasing prevalence and significant impact on mortality and morbidity. T2DM typically leads to severe complications, including cardiovascular disease, kidney impairment, blindness, and peripheral neuropathy. Complications drain medical systems and reduce the quality of life for tens of millions of people worldwide. Despite the treatable nature of T2DM through lifestyle modification and timely interventions, inequality in receiving education, resources, and treatment accelerates its spread and prevalence, particularly in low-income and minority populations and the underserved. Identification and management of T2DM in global, national, and local settings are key components of sound public health planning and health equity promotion.

**Global Relevance of Type 2 Diabetes**

Globally, the prevalence of Type 2 Diabetes has reached startling proportions. According to the International Diabetes Federation (IDF), in 2021, close to 537 million adults aged 20–79 years had diabetes worldwide, and the number is estimated to increase to 643 million by 2030 and 783 million by 2045 (Yameny, 2024). This rising phenomenon is attributed to fast-paced urbanization, less active lifestyles, poor diets, and aging populations. Most of these cases are categorized as T2DM. Low- and middle-income nations have the highest burden, with close to 75% of all cases of diabetes across the world. For instance, in the Western Pacific countries of China and India, T2DM prevalence has experienced rapid rises in line with economic progress and diet and lifestyle changes (Sun et al., 2022). Additionally, diabetes takes the lives of more than 6.7 million people yearly, further emphasizing the global public health issue it poses and the demand for concerted prevention efforts and policy responses.

Aside from the human impact, T2DM has huge economic implications for global healthcare. IDF estimates global health expenditure on diabetes at USD 966 billion in 2021, representing 316% growth in the last 15 years (Recica & Naumovska, 2024). These costs stem from hospitalizations, complications management, and long-term care, often consuming significant portions of national health budgets, especially in resource-constrained settings. Thus, tackling T2DM requires international collaboration, investment in primary care infrastructure, and widespread public health campaigns focusing on prevention and lifestyle interventions.

**National Relevance in the United States**

In the United States, T2DM is one of the most prevalent chronic diseases. According to Chen et al. (2025), over 37.3 million Americans had diabetes in 2022, and about 90–95% of these cases were type 2. Additionally, around 96 million adults were identified as having prediabetes, placing them at high risk for developing T2DM. The economic impact is substantial, with total direct and indirect costs of diagnosed diabetes reaching $327 billion in 2017, a number that continues to grow (Khavjou et al., 2024). T2DM is also a leading cause of kidney failure, lower-limb amputations, and adult blindness in the United States.

The burden of T2DM is not evenly distributed across populations. Non-Hispanic Black, Hispanic, and Native American communities exhibit disproportionately higher prevalence rates due to systemic social and economic inequalities, limited access to healthcare, and cultural or behavioral risk factors. For instance, the CDC reports that American Indian and Alaska Native adults are 2.5 times more likely than white adults to have diagnosed diabetes. The disparities stem from structural determinants, which include poverty, food insecurity, and insufficient access to preventive care. The statistics demonstrate the urgent requirement for diabetes prevention and management strategies, which must be culturally appropriate to address both behavioral and social determinants of health.

**Local Relevance and Community Perspective**

The T2DM prevalence and outcomes between different communities across the nation become evident through the example of Los Angeles County. The Centers for Disease Control and Prevention (2024) reports that 10% of Los Angeles adults have diabetes, while another 30% show signs of prediabetes. The diabetes prevalence in low-income areas reaches higher levels, particularly among Latino and Black communities. The South Los Angeles area, which serves as a historically underserved community, reports a diabetes diagnosis rate of 20%, which exceeds the county average by half. The population faces multiple obstacles to healthcare access because they lack insurance coverage, experience transportation problems and language challenges, and have restricted access to nutritious food choices. The Los Angeles community health assessments reveal that diabetes patients receive insufficient disease management education while experiencing delayed medical diagnoses because they infrequently visit healthcare facilities (CDC, 2024). Public health initiatives such as mobile health clinics, culturally competent health educators, and partnerships with local organizations have been launched to address these gaps. However, these efforts remain underfunded and fragmented. To mitigate the impact of T2DM locally, consistent investment in community-based health promotion programs, early screening, and chronic disease self-management education is essential.

**Justification for Multilevel Health Promotion Strategies**

Global, national, and local data evidence indicates that Type 2 Diabetes Mellitus needs comprehensive health promotion strategies at multiple levels. Health systems worldwide must invest in early detection, universal healthcare access, and international partnerships to promote healthy lifestyles. U.S. policymakers must tackle structural inequalities and boost preventive service funding nationally, particularly for marginalized communities. Local outreach programs combined with education campaigns that respect cultural backgrounds will enable people to choose better health options, receive timely care, and effectively manage their condition. A unified response between health systems and governance levels will decrease T2DM prevalence while minimizing this disease's avoidable human and economic costs. Reducing T2DM outcome disparities is a medical necessity and a moral and social requirement to achieve health equity and quality of life for everyone.

**References**

Centers for Disease Control and Prevention. (2024).
_National Diabetes statistics report_. Diabetes. https://www.cdc.gov/diabetes/php/data-research/index.html

Chen, X., Zhang, L., & Chen, W. (2025). Global, regional, and national burdens of type 1 and type 2 diabetes mellitus in adolescents from 1990 to 2021, with forecasts to 2030: a systematic analysis of the global burden of disease study 2021.
_BMC medicine_,
_23_(1), 48.
[https://doi.org/10.1186/s12916-025-03890-w](https://doi.org/10.1186/s12916-025-03890-w)

Khavjou, O. A., Sun, M., D’Angelo, S. R., Neuwahl, S. J., Hoerger, T. J., Cho, P., … & Zhang, P. (2024). Economic Costs Attributed to Diagnosed Diabetes in Each US State and the District of Columbia: 2021.
_Diabetes Care_, dc240832.
[https://doi.org/10.2337/dc24-0832](https://doi.org/10.2337/dc24-0832)

Recica, V., & Naumovska, Z. (2024). Diabetes in the Republic of North Macedonia: epidemiology and economic burden, 2018-2021.
_Archives of Public Health_,
_16_(1).
[https://doi.org/10.3889/aph.2024.6117](https://doi.org/10.3889/aph.2024.6117)

Sun, P., Wen, H., Liu, X., Ma, Y., Jang, J., & Yu, C. (2022). Time trends in type 2 diabetes mellitus incidence across the BRICS from 1990 to 2019: an age-period-cohort analysis.
_BMC Public Health_,
_22_, 1-14.
[https://doi.org/10.1186/s12889-021-12485-y](https://doi.org/10.1186/s12889-021-12485-y)

Yameny, A. A. (2024). Diabetes Mellitus Overview 2024.
_Journal of Bioscience and Applied Research_,
_10_(3), 641-645.
[https://doi.org/10.21608/jbaar.2024.382794](https://doi.org/10.21608/jbaar.2024.382794)

**ResearchDevlopment1.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304119)

**LieratureReview1.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg-10304121)

**LieratureReview1.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg-10304121)

**## 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**

**## HealthProblemProposal1.docx**

2

**Health Problem Proposal**

Antonio Estremera

Florida National University

Health Promotion & Role Development in Adv. Nursing Practice

Dr. Nora Hernandez-Pupo

May 17, 2025

**Health Problem Proposal**

Type 2 Diabetes Mellitus (T2DM) is a chronic metabolic disorder marked by insulin resistance and the inability of the body to effectively regulate blood glucose levels. It presents a major public health challenge due to its rapidly increasing prevalence and significant impact on mortality and morbidity. T2DM typically leads to severe complications, including cardiovascular disease, kidney impairment, blindness, and peripheral neuropathy. Complications drain medical systems and reduce the quality of life for tens of millions of people worldwide. Despite the treatable nature of T2DM through lifestyle modification and timely interventions, inequality in receiving education, resources, and treatment accelerates its spread and prevalence, particularly in low-income and minority populations and the underserved. Identification and management of T2DM in global, national, and local settings are key components of sound public health planning and health equity promotion.

**Global Relevance of Type 2 Diabetes**

Globally, the prevalence of Type 2 Diabetes has reached startling proportions. According to the International Diabetes Federation (IDF), in 2021, close to 537 million adults aged 20–79 years had diabetes worldwide, and the number is estimated to increase to 643 million by 2030 and 783 million by 2045 (Yameny, 2024). This rising phenomenon is attributed to fast-paced urbanization, less active lifestyles, poor diets, and aging populations. Most of these cases are categorized as T2DM. Low- and middle-income nations have the highest burden, with close to 75% of all cases of diabetes across the world. For instance, in the Western Pacific countries of China and India, T2DM prevalence has experienced rapid rises in line with economic progress and diet and lifestyle changes (Sun et al., 2022). Additionally, diabetes takes the lives of more than 6.7 million people yearly, further emphasizing the global public health issue it poses and the demand for concerted prevention efforts and policy responses.

Aside from the human impact, T2DM has huge economic implications for global healthcare. IDF estimates global health expenditure on diabetes at USD 966 billion in 2021, representing 316% growth in the last 15 years (Recica & Naumovska, 2024). These costs stem from hospitalizations, complications management, and long-term care, often consuming significant portions of national health budgets, especially in resource-constrained settings. Thus, tackling T2DM requires international collaboration, investment in primary care infrastructure, and widespread public health campaigns focusing on prevention and lifestyle interventions.

**National Relevance in the United States**

In the United States, T2DM is one of the most prevalent chronic diseases. According to Chen et al. (2025), over 37.3 million Americans had diabetes in 2022, and about 90–95% of these cases were type 2. Additionally, around 96 million adults were identified as having prediabetes, placing them at high risk for developing T2DM. The economic impact is substantial, with total direct and indirect costs of diagnosed diabetes reaching $327 billion in 2017, a number that continues to grow (Khavjou et al., 2024). T2DM is also a leading cause of kidney failure, lower-limb amputations, and adult blindness in the United States.

The burden of T2DM is not evenly distributed across populations. Non-Hispanic Black, Hispanic, and Native American communities exhibit disproportionately higher prevalence rates due to systemic social and economic inequalities, limited access to healthcare, and cultural or behavioral risk factors. For instance, the CDC reports that American Indian and Alaska Native adults are 2.5 times more likely than white adults to have diagnosed diabetes. The disparities stem from structural determinants, which include poverty, food insecurity, and insufficient access to preventive care. The statistics demonstrate the urgent requirement for diabetes prevention and management strategies, which must be culturally appropriate to address both behavioral and social determinants of health.

**Local Relevance and Community Perspective**

The T2DM prevalence and outcomes between different communities across the nation become evident through the example of Los Angeles County. The Centers for Disease Control and Prevention (2024) reports that 10% of Los Angeles adults have diabetes, while another 30% show signs of prediabetes. The diabetes prevalence in low-income areas reaches higher levels, particularly among Latino and Black communities. The South Los Angeles area, which serves as a historically underserved community, reports a diabetes diagnosis rate of 20%, which exceeds the county average by half. The population faces multiple obstacles to healthcare access because they lack insurance coverage, experience transportation problems and language challenges, and have restricted access to nutritious food choices. The Los Angeles community health assessments reveal that diabetes patients receive insufficient disease management education while experiencing delayed medical diagnoses because they infrequently visit healthcare facilities (CDC, 2024). Public health initiatives such as mobile health clinics, culturally competent health educators, and partnerships with local organizations have been launched to address these gaps. However, these efforts remain underfunded and fragmented. To mitigate the impact of T2DM locally, consistent investment in community-based health promotion programs, early screening, and chronic disease self-management education is essential.

**Justification for Multilevel Health Promotion Strategies**

Global, national, and local data evidence indicates that Type 2 Diabetes Mellitus needs comprehensive health promotion strategies at multiple levels. Health systems worldwide must invest in early detection, universal healthcare access, and international partnerships to promote healthy lifestyles. U.S. policymakers must tackle structural inequalities and boost preventive service funding nationally, particularly for marginalized communities. Local outreach programs combined with education campaigns that respect cultural backgrounds will enable people to choose better health options, receive timely care, and effectively manage their condition. A unified response between health systems and governance levels will decrease T2DM prevalence while minimizing this disease's avoidable human and economic costs. Reducing T2DM outcome disparities is a medical necessity and a moral and social requirement to achieve health equity and quality of life for everyone.

**References**

Centers for Disease Control and Prevention. (2024).
_National Diabetes statistics report_. Diabetes. https://www.cdc.gov/diabetes/php/data-research/index.html

Chen, X., Zhang, L., & Chen, W. (2025). Global, regional, and national burdens of type 1 and type 2 diabetes mellitus in adolescents from 1990 to 2021, with forecasts to 2030: a systematic analysis of the global burden of disease study 2021.
_BMC medicine_,
_23_(1), 48.
[https://doi.org/10.1186/s12916-025-03890-w](https://doi.org/10.1186/s12916-025-03890-w)

Khavjou, O. A., Sun, M., D’Angelo, S. R., Neuwahl, S. J., Hoerger, T. J., Cho, P., … & Zhang, P. (2024). Economic Costs Attributed to Diagnosed Diabetes in Each US State and the District of Columbia: 2021.
_Diabetes Care_, dc240832.
[https://doi.org/10.2337/dc24-0832](https://doi.org/10.2337/dc24-0832)

Recica, V., & Naumovska, Z. (2024). Diabetes in the Republic of North Macedonia: epidemiology and economic burden, 2018-2021.
_Archives of Public Health_,
_16_(1).
[https://doi.org/10.3889/aph.2024.6117](https://doi.org/10.3889/aph.2024.6117)

Sun, P., Wen, H., Liu, X., Ma, Y., Jang, J., & Yu, C. (2022). Time trends in type 2 diabetes mellitus incidence across the BRICS from 1990 to 2019: an age-period-cohort analysis.
_BMC Public Health_,
_22_, 1-14.
[https://doi.org/10.1186/s12889-021-12485-y](https://doi.org/10.1186/s12889-021-12485-y)

Yameny, A. A. (2024). Diabetes Mellitus Overview 2024.
_Journal of Bioscience and Applied Research_,
_10_(3), 641-645.
[https://doi.org/10.21608/jbaar.2024.382794](https://doi.org/10.21608/jbaar.2024.382794)

**ResearchDevlopment1.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304119)

**LieratureReview1.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg-10304121)

**## 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**

**## HealthProblemProposal1.docx**

2

**Health Problem Proposal**

Antonio Estremera

Florida National University

Health Promotion & Role Development in Adv. Nursing Practice

Dr. Nora Hernandez-Pupo

May 17, 2025

**Health Problem Proposal**

Type 2 Diabetes Mellitus (T2DM) is a chronic metabolic disorder marked by insulin resistance and the inability of the body to effectively regulate blood glucose levels. It presents a major public health challenge due to its rapidly increasing prevalence and significant impact on mortality and morbidity. T2DM typically leads to severe complications, including cardiovascular disease, kidney impairment, blindness, and peripheral neuropathy. Complications drain medical systems and reduce the quality of life for tens of millions of people worldwide. Despite the treatable nature of T2DM through lifestyle modification and timely interventions, inequality in receiving education, resources, and treatment accelerates its spread and prevalence, particularly in low-income and minority populations and the underserved. Identification and management of T2DM in global, national, and local settings are key components of sound public health planning and health equity promotion.

**Global Relevance of Type 2 Diabetes**

Globally, the prevalence of Type 2 Diabetes has reached startling proportions. According to the International Diabetes Federation (IDF), in 2021, close to 537 million adults aged 20–79 years had diabetes worldwide, and the number is estimated to increase to 643 million by 2030 and 783 million by 2045 (Yameny, 2024). This rising phenomenon is attributed to fast-paced urbanization, less active lifestyles, poor diets, and aging populations. Most of these cases are categorized as T2DM. Low- and middle-income nations have the highest burden, with close to 75% of all cases of diabetes across the world. For instance, in the Western Pacific countries of China and India, T2DM prevalence has experienced rapid rises in line with economic progress and diet and lifestyle changes (Sun et al., 2022). Additionally, diabetes takes the lives of more than 6.7 million people yearly, further emphasizing the global public health issue it poses and the demand for concerted prevention efforts and policy responses.

Aside from the human impact, T2DM has huge economic implications for global healthcare. IDF estimates global health expenditure on diabetes at USD 966 billion in 2021, representing 316% growth in the last 15 years (Recica & Naumovska, 2024). These costs stem from hospitalizations, complications management, and long-term care, often consuming significant portions of national health budgets, especially in resource-constrained settings. Thus, tackling T2DM requires international collaboration, investment in primary care infrastructure, and widespread public health campaigns focusing on prevention and lifestyle interventions.

**National Relevance in the United States**

In the United States, T2DM is one of the most prevalent chronic diseases. According to Chen et al. (2025), over 37.3 million Americans had diabetes in 2022, and about 90–95% of these cases were type 2. Additionally, around 96 million adults were identified as having prediabetes, placing them at high risk for developing T2DM. The economic impact is substantial, with total direct and indirect costs of diagnosed diabetes reaching $327 billion in 2017, a number that continues to grow (Khavjou et al., 2024). T2DM is also a leading cause of kidney failure, lower-limb amputations, and adult blindness in the United States.

The burden of T2DM is not evenly distributed across populations. Non-Hispanic Black, Hispanic, and Native American communities exhibit disproportionately higher prevalence rates due to systemic social and economic inequalities, limited access to healthcare, and cultural or behavioral risk factors. For instance, the CDC reports that American Indian and Alaska Native adults are 2.5 times more likely than white adults to have diagnosed diabetes. The disparities stem from structural determinants, which include poverty, food insecurity, and insufficient access to preventive care. The statistics demonstrate the urgent requirement for diabetes prevention and management strategies, which must be culturally appropriate to address both behavioral and social determinants of health.

**Local Relevance and Community Perspective**

The T2DM prevalence and outcomes between different communities across the nation become evident through the example of Los Angeles County. The Centers for Disease Control and Prevention (2024) reports that 10% of Los Angeles adults have diabetes, while another 30% show signs of prediabetes. The diabetes prevalence in low-income areas reaches higher levels, particularly among Latino and Black communities. The South Los Angeles area, which serves as a historically underserved community, reports a diabetes diagnosis rate of 20%, which exceeds the county average by half. The population faces multiple obstacles to healthcare access because they lack insurance coverage, experience transportation problems and language challenges, and have restricted access to nutritious food choices. The Los Angeles community health assessments reveal that diabetes patients receive insufficient disease management education while experiencing delayed medical diagnoses because they infrequently visit healthcare facilities (CDC, 2024). Public health initiatives such as mobile health clinics, culturally competent health educators, and partnerships with local organizations have been launched to address these gaps. However, these efforts remain underfunded and fragmented. To mitigate the impact of T2DM locally, consistent investment in community-based health promotion programs, early screening, and chronic disease self-management education is essential.

**Justification for Multilevel Health Promotion Strategies**

Global, national, and local data evidence indicates that Type 2 Diabetes Mellitus needs comprehensive health promotion strategies at multiple levels. Health systems worldwide must invest in early detection, universal healthcare access, and international partnerships to promote healthy lifestyles. U.S. policymakers must tackle structural inequalities and boost preventive service funding nationally, particularly for marginalized communities. Local outreach programs combined with education campaigns that respect cultural backgrounds will enable people to choose better health options, receive timely care, and effectively manage their condition. A unified response between health systems and governance levels will decrease T2DM prevalence while minimizing this disease's avoidable human and economic costs. Reducing T2DM outcome disparities is a medical necessity and a moral and social requirement to achieve health equity and quality of life for everyone.

**References**

Centers for Disease Control and Prevention. (2024).
_National Diabetes statistics report_. Diabetes. https://www.cdc.gov/diabetes/php/data-research/index.html

Chen, X., Zhang, L., & Chen, W. (2025). Global, regional, and national burdens of type 1 and type 2 diabetes mellitus in adolescents from 1990 to 2021, with forecasts to 2030: a systematic analysis of the global burden of disease study 2021.
_BMC medicine_,
_23_(1), 48.
[https://doi.org/10.1186/s12916-025-03890-w](https://doi.org/10.1186/s12916-025-03890-w)

Khavjou, O. A., Sun, M., D’Angelo, S. R., Neuwahl, S. J., Hoerger, T. J., Cho, P., … & Zhang, P. (2024). Economic Costs Attributed to Diagnosed Diabetes in Each US State and the District of Columbia: 2021.
_Diabetes Care_, dc240832.
[https://doi.org/10.2337/dc24-0832](https://doi.org/10.2337/dc24-0832)

Recica, V., & Naumovska, Z. (2024). Diabetes in the Republic of North Macedonia: epidemiology and economic burden, 2018-2021.
_Archives of Public Health_,
_16_(1).
[https://doi.org/10.3889/aph.2024.6117](https://doi.org/10.3889/aph.2024.6117)

Sun, P., Wen, H., Liu, X., Ma, Y., Jang, J., & Yu, C. (2022). Time trends in type 2 diabetes mellitus incidence across the BRICS from 1990 to 2019: an age-period-cohort analysis.
_BMC Public Health_,
_22_, 1-14.
[https://doi.org/10.1186/s12889-021-12485-y](https://doi.org/10.1186/s12889-021-12485-y)

Yameny, A. A. (2024). Diabetes Mellitus Overview 2024.
_Journal of Bioscience and Applied Research_,
_10_(3), 641-645.
[https://doi.org/10.21608/jbaar.2024.382794](https://doi.org/10.21608/jbaar.2024.382794)

**ResearchDevlopment1.jpg**

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November 5, 2026
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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) **Healthcare Admin Change Ldrshp** Complete Part 1 of an in-depth analysis of the case study. Your 6-8 page analysis will focus on the problems facing the organization and the approach(es…

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Assignment Prompt & Instructions

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

**Healthcare Admin Change Ldrshp**

Complete Part 1 of an in-depth analysis of the case study. Your 6-8 page analysis will focus on the problems facing the organization and the approach(es) it used to position itself for the necessary changes.

– a year ago

November 5, 2026
[Solved] Asssigment

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (4)** – ## HeathPromotionpart1.docx – ## HealthProblemProposal.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 a…

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Assignment Prompt & Instructions

– a year ago

**files (4)**

– ## HeathPromotionpart1.docx

– ## HealthProblemProposal.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**

**## HealthProblemProposal.docx**

2

**Type 2 Diabetes Among Hispanic Populations**

Sanny Vasallo

Florida National University

Health Promotion & Role Development in Adv. Nursing Practice

Dr. Nora Hernandez-Pupo

May 17, 2025

**Type 2 Diabetes Among Hispanic Populations**

Type 2 diabetes mellitus (T2DM) is a chronic and progressive condition in which the body becomes resistant to insulin or fails to produce enough insulin, resulting in elevated blood sugar levels (Galicia-Garcia et al., 2021). It is one of the world's biggest public health crises and is widespread in the US. The illness affects all demographics, although Hispanics are disproportionately affected. Hispanics, one of the fastest-growing ethnic groups in the US, are at increased risk of T2DM and related consequences. Genetic, behavioural, social, and environmental variables, such as inadequate healthcare access, food hardship, language hurdles, and cultural illness and wellness views, cause this discrepancy. Additionally, poor nutrition, physical inactivity, and high rates of obesity increase vulnerability. Addressing T2DM in Hispanic communities is essential to eliminating health disparities and increasing population health. Local, national, and global health promotion efforts are needed to reduce this disease's prevalence and consequences in at-risk areas.

**Global Relevance of Type 2 Diabetes**

Diabetes is a global epidemic that has grown in scale over recent decades. The International Diabetes Federation (IDF, 2025) estimates that 589 million individuals worldwide have diabetes, rising to 643 million by 2030 and 783 million by 2045. Type 2 diabetes accounts for 90% of these cases. The illness increases worldwide mortality, morbidity, and healthcare costs. More than 6.7 million deaths globally were attributed to diabetes and its complications in 2021 alone. About 80% of diabetes-related fatalities occur in low- and middle-income nations, where type 2 diabetes is becoming disproportionately prevalent. Due to underfunded healthcare systems, a shortage of vital pharmaceuticals, and an insufficient public health infrastructure, many nations fail to undertake preventative initiatives.

Latin American countries, which represent the ethnic origin of many Hispanic populations in the US, face a rapidly rising prevalence of diabetes. T2DM is the second most significant cause of mortality in Mexico, affecting 15.2% of adults (Bello-Chavolla et al., 2022). Similarly, in Brazil, around 11.5% of adults are living with diabetes. Urbanization, processed food consumption, reduced physical exercise, and obesity increase these rates. The World Health Organization states that 60% of Latin American individuals are overweight or obese, a key T2DM risk factor. Cultural stigma and diabetes ignorance in these nations add to diagnostic and treatment delays. Although knowledge, resource allocation, and infrastructure limitations persist, these areas have prioritized chronic illness management in public health policies.

Globally, many efforts have been initiated to stem the tide of diabetes. The World Diabetes Foundation and PAHO fund preventive, community outreach, and health education programs, especially in Latin America. These programs promote a balanced diet, frequent exercise, checkups, and improved insulin and medication access. However, owing to the enormity of the problem, especially among Hispanic populations, culturally appropriate treatments that connect with impacted groups are needed.

**National Relevance of Type 2 Diabetes**

In the United States, Type 2 diabetes represents a growing epidemic, with serious consequences for both individual health and the healthcare system at large. As of 2024, the Centers for Disease Control and Prevention (CDC) estimated that 38.4 million Americans—approximately 11.6% of the population—have diabetes (Centers for Disease Control and Prevention, 2024). Many of the 96 million individuals with prediabetes are uninformed. The sixth greatest cause of mortality in the nation, T2DM causes heart disease, stroke, renal failure, amputations, and visual loss, which contribute to disability. The American Diabetes Association reports $327 billion in yearly expenses, including $237 billion in direct medical costs and $90 billion in lost productivity.

Within this national context, the Hispanic community is especially vulnerable. Diabetes is 66% more common among Hispanics than non-Hispanic whites, according to the Office of Minority Health (2024). Furthermore, according to Vidal et al. (2022), 12.5% of Hispanic adults in the US had diabetes, with higher prevalence among Mexican Americans (13.8%) and Puerto Ricans (14.4%). Gene susceptibility and modifiable risk factors, such as high obesity rates (over 45% among Hispanic adults), poor nutrition, restricted exercise, and institutional obstacles to treatment, contribute to this gap. Many Hispanic individuals are uninsured or underinsured, which reduces access to routine screenings, primary care visits, and diabetes management resources.

Language barriers and cultural beliefs can also influence disease outcomes. For example, Hispanic patients may rely on folk cures or postpone medical treatment owing to skepticism of the healthcare system. Regularly eating tortillas, rice, and sugary drinks contributes to diabetes development and poor management. The National Diabetes Prevention Program (NDPP) offers culturally targeted treatments to high-risk groups, especially Hispanics, to address these inequities. Continued assistance and extensive implementation are needed to minimize this public health burden.

**Local Relevance and Perspective**

The impact of Type 2 diabetes among Hispanic populations is especially pronounced in California, which is home to the largest Hispanic population in the country, comprising nearly 40% of the state's residents. According to the California Department of Public Health, approximately 2.5 million Californians have been diagnosed with diabetes, and this number continues to rise (American Diabetes Association, 2023). Hispanic adults in the state experience a 10.2% diabetes rate, compared to 7.1% for non-Hispanic whites. Even more troubling is the high percentage of untreated diabetes among Hispanic males, many of whom seldom see the doctor. Obesity, food insecurity, and inactivity are greater in low-income and immigrant areas, increasing diabetes risk.

In Los Angeles County, where Hispanics make up almost 50% of the population, diabetes is a leading cause of death and disability. The L.A. County Department of Public Health indicates that Hispanic communities had twice the diabetes mortality rate of non-Hispanic neighborhoods. Insufficient healthcare facilities and difficult socioeconomic situations exacerbate the issue in agricultural areas like the Central Valley. Diabetes testing and management services for Spanish-speaking communities are available at AltaMed Health Services, Clinica Romero, and Community Health Alliance of Pasadena (ChapCare), although demand exceeds supply.

Efforts at the local level are gaining momentum. The California Health and Human Services Agency's "Vive Bien" (Live Well) initiative promotes healthy eating, exercise, and chronic illness education in Spanish-speaking areas. School-based health programs are also being piloted to educate children and families about healthy lifestyle habits early on. Faith-based and cultural groups organize health fairs and link locals to healthcare. To promote fair health results, structural issues, including high food prices, unsafe recreational places, and immigration concerns, must be addressed together.

The growing burden of Type 2 diabetes among Hispanic populations highlights the urgent need for targeted and multi-tiered health promotion strategies. Global health organizations must work with Latin American governments to enhance access to care, decrease obesity, and create culturally appropriate education initiatives. Nationally, the US must extend Medicaid, build multilingual health workforces, and fund community-based preventative initiatives to address socioeconomic determinants of health. Improved involvement and results need culturally, linguistically, and family-centered interventions. State and local governments must work with trusted community institutions like churches, schools, and neighborhood clinics to promote diabetes prevention and self-management. Solutions such as mobile health units, nutrition classes, and support groups help improve disease control. Reducing Hispanic diabetes would enhance lives and lower the economic and social consequences of one of the nation's most urgent chronic illnesses.

**References**

American Diabetes Association. (2023).
_The burden of diabetes in california_. https://diabetes.org/sites/default/files/2023-09/ADV_2023_State_Fact_sheets_all_rev_California.pdf

Bello-Chavolla, O. Y., Antonio-Villa, N. E., Fermín-Martínez, C. A., Fernández-Chirino, L., Vargas-Vázquez, A., Ramírez-García, D., Basile-Alvarez, M. R., Hoyos-Lázaro, A. E., Carrillo-Larco, R. M., Wexler, D. J., Manne-Goehler, J., & Seiglie, J. A. (2022). Diabetes-Related Excess Mortality in Mexico: A Comparative Analysis of National Death Registries Between 2017–2019 and 2020.
_Diabetes Care_,
_45_(12), 2957–2966. https://doi.org/10.2337/dc22-0616

Centers for Disease Control and Prevention. (2024).
_National diabetes statistics report_. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/php/data-research/index.html

Galicia-Garcia, U., Benito-Vicente, A., Jebari, S., Larrea-Sebal, A., Siddiqi, H., Uribe, K. B., Ostolaza, H., & Martin, C. (2021). Pathophysiology of type 2 diabetes mellitus.
_International Journal of Molecular Sciences_,
_21_(17), 1–34. https://doi.org/10.3390/ijms21176275

International Diabetes Federation. (2025).
_Diabetes Facts & figures_. International Diabetes Federation. https://idf.org/about-diabetes/diabetes-facts-figures/

Office of Minority Health. (2024, September 25).
_Diabetes and Hispanic Americans | Office of Minority Health_. Minorityhealth.hhs.gov. https://minorityhealth.hhs.gov/diabetes-and-hispanic-americans

Vidal, T. M., Williams, C. A., Ramoutar, U. D., & Haffizulla, F. (2022). Type 2 Diabetes Mellitus in Latinx Populations in the United States: A Culturally Relevant Literature Review.
_Cureus_,
_14_(3). https://doi.org/10.7759/cureus.23173

**ResearchDevlopment1.jpg**

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**LieratureReview1.jpg**

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**LieratureReview1.jpg**

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**## 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**

**## HealthProblemProposal.docx**

2

**Type 2 Diabetes Among Hispanic Populations**

Sanny Vasallo

Florida National University

Health Promotion & Role Development in Adv. Nursing Practice

Dr. Nora Hernandez-Pupo

May 17, 2025

**Type 2 Diabetes Among Hispanic Populations**

Type 2 diabetes mellitus (T2DM) is a chronic and progressive condition in which the body becomes resistant to insulin or fails to produce enough insulin, resulting in elevated blood sugar levels (Galicia-Garcia et al., 2021). It is one of the world's biggest public health crises and is widespread in the US. The illness affects all demographics, although Hispanics are disproportionately affected. Hispanics, one of the fastest-growing ethnic groups in the US, are at increased risk of T2DM and related consequences. Genetic, behavioural, social, and environmental variables, such as inadequate healthcare access, food hardship, language hurdles, and cultural illness and wellness views, cause this discrepancy. Additionally, poor nutrition, physical inactivity, and high rates of obesity increase vulnerability. Addressing T2DM in Hispanic communities is essential to eliminating health disparities and increasing population health. Local, national, and global health promotion efforts are needed to reduce this disease's prevalence and consequences in at-risk areas.

**Global Relevance of Type 2 Diabetes**

Diabetes is a global epidemic that has grown in scale over recent decades. The International Diabetes Federation (IDF, 2025) estimates that 589 million individuals worldwide have diabetes, rising to 643 million by 2030 and 783 million by 2045. Type 2 diabetes accounts for 90% of these cases. The illness increases worldwide mortality, morbidity, and healthcare costs. More than 6.7 million deaths globally were attributed to diabetes and its complications in 2021 alone. About 80% of diabetes-related fatalities occur in low- and middle-income nations, where type 2 diabetes is becoming disproportionately prevalent. Due to underfunded healthcare systems, a shortage of vital pharmaceuticals, and an insufficient public health infrastructure, many nations fail to undertake preventative initiatives.

Latin American countries, which represent the ethnic origin of many Hispanic populations in the US, face a rapidly rising prevalence of diabetes. T2DM is the second most significant cause of mortality in Mexico, affecting 15.2% of adults (Bello-Chavolla et al., 2022). Similarly, in Brazil, around 11.5% of adults are living with diabetes. Urbanization, processed food consumption, reduced physical exercise, and obesity increase these rates. The World Health Organization states that 60% of Latin American individuals are overweight or obese, a key T2DM risk factor. Cultural stigma and diabetes ignorance in these nations add to diagnostic and treatment delays. Although knowledge, resource allocation, and infrastructure limitations persist, these areas have prioritized chronic illness management in public health policies.

Globally, many efforts have been initiated to stem the tide of diabetes. The World Diabetes Foundation and PAHO fund preventive, community outreach, and health education programs, especially in Latin America. These programs promote a balanced diet, frequent exercise, checkups, and improved insulin and medication access. However, owing to the enormity of the problem, especially among Hispanic populations, culturally appropriate treatments that connect with impacted groups are needed.

**National Relevance of Type 2 Diabetes**

In the United States, Type 2 diabetes represents a growing epidemic, with serious consequences for both individual health and the healthcare system at large. As of 2024, the Centers for Disease Control and Prevention (CDC) estimated that 38.4 million Americans—approximately 11.6% of the population—have diabetes (Centers for Disease Control and Prevention, 2024). Many of the 96 million individuals with prediabetes are uninformed. The sixth greatest cause of mortality in the nation, T2DM causes heart disease, stroke, renal failure, amputations, and visual loss, which contribute to disability. The American Diabetes Association reports $327 billion in yearly expenses, including $237 billion in direct medical costs and $90 billion in lost productivity.

Within this national context, the Hispanic community is especially vulnerable. Diabetes is 66% more common among Hispanics than non-Hispanic whites, according to the Office of Minority Health (2024). Furthermore, according to Vidal et al. (2022), 12.5% of Hispanic adults in the US had diabetes, with higher prevalence among Mexican Americans (13.8%) and Puerto Ricans (14.4%). Gene susceptibility and modifiable risk factors, such as high obesity rates (over 45% among Hispanic adults), poor nutrition, restricted exercise, and institutional obstacles to treatment, contribute to this gap. Many Hispanic individuals are uninsured or underinsured, which reduces access to routine screenings, primary care visits, and diabetes management resources.

Language barriers and cultural beliefs can also influence disease outcomes. For example, Hispanic patients may rely on folk cures or postpone medical treatment owing to skepticism of the healthcare system. Regularly eating tortillas, rice, and sugary drinks contributes to diabetes development and poor management. The National Diabetes Prevention Program (NDPP) offers culturally targeted treatments to high-risk groups, especially Hispanics, to address these inequities. Continued assistance and extensive implementation are needed to minimize this public health burden.

**Local Relevance and Perspective**

The impact of Type 2 diabetes among Hispanic populations is especially pronounced in California, which is home to the largest Hispanic population in the country, comprising nearly 40% of the state's residents. According to the California Department of Public Health, approximately 2.5 million Californians have been diagnosed with diabetes, and this number continues to rise (American Diabetes Association, 2023). Hispanic adults in the state experience a 10.2% diabetes rate, compared to 7.1% for non-Hispanic whites. Even more troubling is the high percentage of untreated diabetes among Hispanic males, many of whom seldom see the doctor. Obesity, food insecurity, and inactivity are greater in low-income and immigrant areas, increasing diabetes risk.

In Los Angeles County, where Hispanics make up almost 50% of the population, diabetes is a leading cause of death and disability. The L.A. County Department of Public Health indicates that Hispanic communities had twice the diabetes mortality rate of non-Hispanic neighborhoods. Insufficient healthcare facilities and difficult socioeconomic situations exacerbate the issue in agricultural areas like the Central Valley. Diabetes testing and management services for Spanish-speaking communities are available at AltaMed Health Services, Clinica Romero, and Community Health Alliance of Pasadena (ChapCare), although demand exceeds supply.

Efforts at the local level are gaining momentum. The California Health and Human Services Agency's "Vive Bien" (Live Well) initiative promotes healthy eating, exercise, and chronic illness education in Spanish-speaking areas. School-based health programs are also being piloted to educate children and families about healthy lifestyle habits early on. Faith-based and cultural groups organize health fairs and link locals to healthcare. To promote fair health results, structural issues, including high food prices, unsafe recreational places, and immigration concerns, must be addressed together.

The growing burden of Type 2 diabetes among Hispanic populations highlights the urgent need for targeted and multi-tiered health promotion strategies. Global health organizations must work with Latin American governments to enhance access to care, decrease obesity, and create culturally appropriate education initiatives. Nationally, the US must extend Medicaid, build multilingual health workforces, and fund community-based preventative initiatives to address socioeconomic determinants of health. Improved involvement and results need culturally, linguistically, and family-centered interventions. State and local governments must work with trusted community institutions like churches, schools, and neighborhood clinics to promote diabetes prevention and self-management. Solutions such as mobile health units, nutrition classes, and support groups help improve disease control. Reducing Hispanic diabetes would enhance lives and lower the economic and social consequences of one of the nation's most urgent chronic illnesses.

**References**

American Diabetes Association. (2023).
_The burden of diabetes in california_. https://diabetes.org/sites/default/files/2023-09/ADV_2023_State_Fact_sheets_all_rev_California.pdf

Bello-Chavolla, O. Y., Antonio-Villa, N. E., Fermín-Martínez, C. A., Fernández-Chirino, L., Vargas-Vázquez, A., Ramírez-García, D., Basile-Alvarez, M. R., Hoyos-Lázaro, A. E., Carrillo-Larco, R. M., Wexler, D. J., Manne-Goehler, J., & Seiglie, J. A. (2022). Diabetes-Related Excess Mortality in Mexico: A Comparative Analysis of National Death Registries Between 2017–2019 and 2020.
_Diabetes Care_,
_45_(12), 2957–2966. https://doi.org/10.2337/dc22-0616

Centers for Disease Control and Prevention. (2024).
_National diabetes statistics report_. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/php/data-research/index.html

Galicia-Garcia, U., Benito-Vicente, A., Jebari, S., Larrea-Sebal, A., Siddiqi, H., Uribe, K. B., Ostolaza, H., & Martin, C. (2021). Pathophysiology of type 2 diabetes mellitus.
_International Journal of Molecular Sciences_,
_21_(17), 1–34. https://doi.org/10.3390/ijms21176275

International Diabetes Federation. (2025).
_Diabetes Facts & figures_. International Diabetes Federation. https://idf.org/about-diabetes/diabetes-facts-figures/

Office of Minority Health. (2024, September 25).
_Diabetes and Hispanic Americans | Office of Minority Health_. Minorityhealth.hhs.gov. https://minorityhealth.hhs.gov/diabetes-and-hispanic-americans

Vidal, T. M., Williams, C. A., Ramoutar, U. D., & Haffizulla, F. (2022). Type 2 Diabetes Mellitus in Latinx Populations in the United States: A Culturally Relevant Literature Review.
_Cureus_,
_14_(3). https://doi.org/10.7759/cureus.23173

**ResearchDevlopment1.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304111)

**LieratureReview1.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg-10304113)

**## 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**

**## HealthProblemProposal.docx**

2

**Type 2 Diabetes Among Hispanic Populations**

Sanny Vasallo

Florida National University

Health Promotion & Role Development in Adv. Nursing Practice

Dr. Nora Hernandez-Pupo

May 17, 2025

**Type 2 Diabetes Among Hispanic Populations**

Type 2 diabetes mellitus (T2DM) is a chronic and progressive condition in which the body becomes resistant to insulin or fails to produce enough insulin, resulting in elevated blood sugar levels (Galicia-Garcia et al., 2021). It is one of the world's biggest public health crises and is widespread in the US. The illness affects all demographics, although Hispanics are disproportionately affected. Hispanics, one of the fastest-growing ethnic groups in the US, are at increased risk of T2DM and related consequences. Genetic, behavioural, social, and environmental variables, such as inadequate healthcare access, food hardship, language hurdles, and cultural illness and wellness views, cause this discrepancy. Additionally, poor nutrition, physical inactivity, and high rates of obesity increase vulnerability. Addressing T2DM in Hispanic communities is essential to eliminating health disparities and increasing population health. Local, national, and global health promotion efforts are needed to reduce this disease's prevalence and consequences in at-risk areas.

**Global Relevance of Type 2 Diabetes**

Diabetes is a global epidemic that has grown in scale over recent decades. The International Diabetes Federation (IDF, 2025) estimates that 589 million individuals worldwide have diabetes, rising to 643 million by 2030 and 783 million by 2045. Type 2 diabetes accounts for 90% of these cases. The illness increases worldwide mortality, morbidity, and healthcare costs. More than 6.7 million deaths globally were attributed to diabetes and its complications in 2021 alone. About 80% of diabetes-related fatalities occur in low- and middle-income nations, where type 2 diabetes is becoming disproportionately prevalent. Due to underfunded healthcare systems, a shortage of vital pharmaceuticals, and an insufficient public health infrastructure, many nations fail to undertake preventative initiatives.

Latin American countries, which represent the ethnic origin of many Hispanic populations in the US, face a rapidly rising prevalence of diabetes. T2DM is the second most significant cause of mortality in Mexico, affecting 15.2% of adults (Bello-Chavolla et al., 2022). Similarly, in Brazil, around 11.5% of adults are living with diabetes. Urbanization, processed food consumption, reduced physical exercise, and obesity increase these rates. The World Health Organization states that 60% of Latin American individuals are overweight or obese, a key T2DM risk factor. Cultural stigma and diabetes ignorance in these nations add to diagnostic and treatment delays. Although knowledge, resource allocation, and infrastructure limitations persist, these areas have prioritized chronic illness management in public health policies.

Globally, many efforts have been initiated to stem the tide of diabetes. The World Diabetes Foundation and PAHO fund preventive, community outreach, and health education programs, especially in Latin America. These programs promote a balanced diet, frequent exercise, checkups, and improved insulin and medication access. However, owing to the enormity of the problem, especially among Hispanic populations, culturally appropriate treatments that connect with impacted groups are needed.

**National Relevance of Type 2 Diabetes**

In the United States, Type 2 diabetes represents a growing epidemic, with serious consequences for both individual health and the healthcare system at large. As of 2024, the Centers for Disease Control and Prevention (CDC) estimated that 38.4 million Americans—approximately 11.6% of the population—have diabetes (Centers for Disease Control and Prevention, 2024). Many of the 96 million individuals with prediabetes are uninformed. The sixth greatest cause of mortality in the nation, T2DM causes heart disease, stroke, renal failure, amputations, and visual loss, which contribute to disability. The American Diabetes Association reports $327 billion in yearly expenses, including $237 billion in direct medical costs and $90 billion in lost productivity.

Within this national context, the Hispanic community is especially vulnerable. Diabetes is 66% more common among Hispanics than non-Hispanic whites, according to the Office of Minority Health (2024). Furthermore, according to Vidal et al. (2022), 12.5% of Hispanic adults in the US had diabetes, with higher prevalence among Mexican Americans (13.8%) and Puerto Ricans (14.4%). Gene susceptibility and modifiable risk factors, such as high obesity rates (over 45% among Hispanic adults), poor nutrition, restricted exercise, and institutional obstacles to treatment, contribute to this gap. Many Hispanic individuals are uninsured or underinsured, which reduces access to routine screenings, primary care visits, and diabetes management resources.

Language barriers and cultural beliefs can also influence disease outcomes. For example, Hispanic patients may rely on folk cures or postpone medical treatment owing to skepticism of the healthcare system. Regularly eating tortillas, rice, and sugary drinks contributes to diabetes development and poor management. The National Diabetes Prevention Program (NDPP) offers culturally targeted treatments to high-risk groups, especially Hispanics, to address these inequities. Continued assistance and extensive implementation are needed to minimize this public health burden.

**Local Relevance and Perspective**

The impact of Type 2 diabetes among Hispanic populations is especially pronounced in California, which is home to the largest Hispanic population in the country, comprising nearly 40% of the state's residents. According to the California Department of Public Health, approximately 2.5 million Californians have been diagnosed with diabetes, and this number continues to rise (American Diabetes Association, 2023). Hispanic adults in the state experience a 10.2% diabetes rate, compared to 7.1% for non-Hispanic whites. Even more troubling is the high percentage of untreated diabetes among Hispanic males, many of whom seldom see the doctor. Obesity, food insecurity, and inactivity are greater in low-income and immigrant areas, increasing diabetes risk.

In Los Angeles County, where Hispanics make up almost 50% of the population, diabetes is a leading cause of death and disability. The L.A. County Department of Public Health indicates that Hispanic communities had twice the diabetes mortality rate of non-Hispanic neighborhoods. Insufficient healthcare facilities and difficult socioeconomic situations exacerbate the issue in agricultural areas like the Central Valley. Diabetes testing and management services for Spanish-speaking communities are available at AltaMed Health Services, Clinica Romero, and Community Health Alliance of Pasadena (ChapCare), although demand exceeds supply.

Efforts at the local level are gaining momentum. The California Health and Human Services Agency's "Vive Bien" (Live Well) initiative promotes healthy eating, exercise, and chronic illness education in Spanish-speaking areas. School-based health programs are also being piloted to educate children and families about healthy lifestyle habits early on. Faith-based and cultural groups organize health fairs and link locals to healthcare. To promote fair health results, structural issues, including high food prices, unsafe recreational places, and immigration concerns, must be addressed together.

The growing burden of Type 2 diabetes among Hispanic populations highlights the urgent need for targeted and multi-tiered health promotion strategies. Global health organizations must work with Latin American governments to enhance access to care, decrease obesity, and create culturally appropriate education initiatives. Nationally, the US must extend Medicaid, build multilingual health workforces, and fund community-based preventative initiatives to address socioeconomic determinants of health. Improved involvement and results need culturally, linguistically, and family-centered interventions. State and local governments must work with trusted community institutions like churches, schools, and neighborhood clinics to promote diabetes prevention and self-management. Solutions such as mobile health units, nutrition classes, and support groups help improve disease control. Reducing Hispanic diabetes would enhance lives and lower the economic and social consequences of one of the nation's most urgent chronic illnesses.

**References**

American Diabetes Association. (2023).
_The burden of diabetes in california_. https://diabetes.org/sites/default/files/2023-09/ADV_2023_State_Fact_sheets_all_rev_California.pdf

Bello-Chavolla, O. Y., Antonio-Villa, N. E., Fermín-Martínez, C. A., Fernández-Chirino, L., Vargas-Vázquez, A., Ramírez-García, D., Basile-Alvarez, M. R., Hoyos-Lázaro, A. E., Carrillo-Larco, R. M., Wexler, D. J., Manne-Goehler, J., & Seiglie, J. A. (2022). Diabetes-Related Excess Mortality in Mexico: A Comparative Analysis of National Death Registries Between 2017–2019 and 2020.
_Diabetes Care_,
_45_(12), 2957–2966. https://doi.org/10.2337/dc22-0616

Centers for Disease Control and Prevention. (2024).
_National diabetes statistics report_. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/php/data-research/index.html

Galicia-Garcia, U., Benito-Vicente, A., Jebari, S., Larrea-Sebal, A., Siddiqi, H., Uribe, K. B., Ostolaza, H., & Martin, C. (2021). Pathophysiology of type 2 diabetes mellitus.
_International Journal of Molecular Sciences_,
_21_(17), 1–34. https://doi.org/10.3390/ijms21176275

International Diabetes Federation. (2025).
_Diabetes Facts & figures_. International Diabetes Federation. https://idf.org/about-diabetes/diabetes-facts-figures/

Office of Minority Health. (2024, September 25).
_Diabetes and Hispanic Americans | Office of Minority Health_. Minorityhealth.hhs.gov. https://minorityhealth.hhs.gov/diabetes-and-hispanic-americans

Vidal, T. M., Williams, C. A., Ramoutar, U. D., & Haffizulla, F. (2022). Type 2 Diabetes Mellitus in Latinx Populations in the United States: A Culturally Relevant Literature Review.
_Cureus_,
_14_(3). https://doi.org/10.7759/cureus.23173

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– a year ago

**files (3)**

– ## GraduateMentalStatusExam.docx

– ComprehensiveevaluationtemplateNUR650.docx
– Comprehensiveevaluation1Clinicals.docx

**## GraduateMentalStatusExam.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**ComprehensiveevaluationtemplateNUR650.docx**

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**Comprehensiveevaluation1Clinicals.docx**

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**Comprehensiveevaluation1Clinicals.docx**

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**## GraduateMentalStatusExam.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**ComprehensiveevaluationtemplateNUR650.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

**Comprehensiveevaluation1Clinicals.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

**## GraduateMentalStatusExam.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**ComprehensiveevaluationtemplateNUR650.docx**

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**Comprehensiveevaluation1Clinicals.docx**

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November 5, 2026
[Solved] Nursing Homework

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– a year ago **files (3)** – ## GraduateMentalStatusExam.docx – ComprehensiveevaluationtemplateNUR650.docx – Comprehensiveevaluation1Clinicals.docx **## GraduateMentalStatusExam.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, O…

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– a year ago

**files (3)**

– ## GraduateMentalStatusExam.docx

– ComprehensiveevaluationtemplateNUR650.docx
– Comprehensiveevaluation1Clinicals.docx

**## GraduateMentalStatusExam.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**ComprehensiveevaluationtemplateNUR650.docx**

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**Comprehensiveevaluation1Clinicals.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx)

**Comprehensiveevaluation1Clinicals.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx)

**## GraduateMentalStatusExam.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**ComprehensiveevaluationtemplateNUR650.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx)

**Comprehensiveevaluation1Clinicals.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx)

**## GraduateMentalStatusExam.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

**ComprehensiveevaluationtemplateNUR650.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx)

**Comprehensiveevaluation1Clinicals.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx)

November 5, 2026
[Solved] The Literature Review

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What is the importance of a literature review and what should you avoid when conducting a literature review? **Submission Instructions:** – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. – a year ago

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Assignment Prompt & Instructions

What is the importance of a literature review and what should you avoid when conducting a literature review?

**Submission Instructions:**

– Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

– a year ago

November 5, 2026
[Solved] Psychopharmacology

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## CaseStudyDiscussion1.docx **## CaseStudyDiscussion1.docx** **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!** Case Study Discussion 1 **Study Discussion Instructions** **Scenario:** A 30-year-old…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## CaseStudyDiscussion1.docx

**## CaseStudyDiscussion1.docx**

**Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

Case Study Discussion 1

**Study Discussion Instructions**

**Scenario:**
A 30-year-old female is rushed to the emergency department with signs and symptoms of a heart attack. However, an extensive medical workup is negative for any cardiac or physiological issues. She is prescribed
**Ativan 0.5 mg by mouth twice daily as needed for severe anxiety**. The patient is also given a
**potential diagnosis of Panic Disorder** and referred to your office for follow-up care.

Based on this scenario, respond to the following prompts:

1.
**Discuss the etiology** of Panic Disorder.

2.
**List the clinical manifestations** associated with this condition.

3.
**Identify the neurotransmitter(s)** that are abnormal in Panic Disorder.

4.
**Describe your approach** to establishing a diagnosis. What key information would you gather during the patient’s
**history and physical exam**?

5.
**Recommend non-pharmacological and pharmacological interventions**, including appropriate
**nursing interventions** for this patient.

**Assignment Guidelines**

·
**Format:** Your response must be written in
**APA format**.

·
**Peer Responses:** You are required to respond to at least
**two (2) classmates' original posts** to receive full credit.

·
**Grading:** A
**grading rubric** is associated with this Discussion. Please review the rubric by selecting
**"How to view the Discussion Rubric"** in the course.

·
**Feedback:** Instructor feedback will be provided within
**7–14 business days** after the assignment deadline.

**## CaseStudyDiscussion1.docx**

**Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

Case Study Discussion 1

**Study Discussion Instructions**

**Scenario:**
A 30-year-old female is rushed to the emergency department with signs and symptoms of a heart attack. However, an extensive medical workup is negative for any cardiac or physiological issues. She is prescribed
**Ativan 0.5 mg by mouth twice daily as needed for severe anxiety**. The patient is also given a
**potential diagnosis of Panic Disorder** and referred to your office for follow-up care.

Based on this scenario, respond to the following prompts:

1.
**Discuss the etiology** of Panic Disorder.

2.
**List the clinical manifestations** associated with this condition.

3.
**Identify the neurotransmitter(s)** that are abnormal in Panic Disorder.

4.
**Describe your approach** to establishing a diagnosis. What key information would you gather during the patient’s
**history and physical exam**?

5.
**Recommend non-pharmacological and pharmacological interventions**, including appropriate
**nursing interventions** for this patient.

**Assignment Guidelines**

·
**Format:** Your response must be written in
**APA format**.

·
**Peer Responses:** You are required to respond to at least
**two (2) classmates' original posts** to receive full credit.

·
**Grading:** A
**grading rubric** is associated with this Discussion. Please review the rubric by selecting
**"How to view the Discussion Rubric"** in the course.

·
**Feedback:** Instructor feedback will be provided within
**7–14 business days** after the assignment deadline.

November 5, 2026
[Solved] Sociology Principles

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Executive Solution Overview

see attachment – a year ago **files (1)** – ## SPmodule2Essey.docx **## SPmodule2Essey.docx** **Module 2:** _Essay_ After reading the course materials, follow the instructions for the assignment and its submission: **Submission Instructions:** 1. Write an essay on cultural diversity in Puerto Rico….

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Assignment Prompt & Instructions

see attachment

– a year ago

**files (1)**

– ## SPmodule2Essey.docx

**## SPmodule2Essey.docx**

**Module 2:** _Essay_

After reading the course materials, follow the instructions for the assignment and its submission:

**Submission Instructions:**

1. Write an essay on cultural diversity in Puerto Rico.

· Use a word processor, such as Word, to perform the
**Assignment.**

· Include bibliographical references in the writing.

· In the course, go to
**Important Information>> Information Resources>> Guide for the preparation of a research paper** to know the rules of the APA manual and evaluation
**rubric** that will be used for this assignment.

· SafeAssign is used for all test activity.

**Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

**## SPmodule2Essey.docx**

**Module 2:** _Essay_

After reading the course materials, follow the instructions for the assignment and its submission:

**Submission Instructions:**

1. Write an essay on cultural diversity in Puerto Rico.

· Use a word processor, such as Word, to perform the
**Assignment.**

· Include bibliographical references in the writing.

· In the course, go to
**Important Information>> Information Resources>> Guide for the preparation of a research paper** to know the rules of the APA manual and evaluation
**rubric** that will be used for this assignment.

· SafeAssign is used for all test activity.

**Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

November 5, 2026
[Solved] Sociology Principles

✓ Verified Academic Solution Available

Executive Solution Overview

see attachment – a year ago **files (1)** – ## SPModule2.PPdocx.docx **## SPModule2.PPdocx.docx** **Module 2:** _Conceptual Domain_ After reading the course materials, follow the instructions for the assignment and its submission: **Submission Instructions** **(** choose **one** of the 2 options **)…

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Assignment Prompt & Instructions

see attachment

– a year ago

**files (1)**

– ## SPModule2.PPdocx.docx

**## SPModule2.PPdocx.docx**

**Module 2:** _Conceptual Domain_

After reading the course materials, follow the instructions for the assignment and its submission:

**Submission Instructions**

**(** choose
**one** of the 2 options
**):**

1.

1. Prepare a presentation on
**Culture and its components.**

2. Describe
**material and immaterial culture** in an interactive presentation.

· Use Microsoft PowerPoint or any other program to create dynamic presentations.

· Include bibliographical references in your presentation.

· Upload the file, using the attach file button on the assignment.

· In the course, go to
**Important Information>> Information Resources>> Guide for the preparation of a research paper** to know the rules of the APA manual and
**evaluation rubric** that will be used for this assignment.

**Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

**## SPModule2.PPdocx.docx**

**Module 2:** _Conceptual Domain_

After reading the course materials, follow the instructions for the assignment and its submission:

**Submission Instructions**

**(** choose
**one** of the 2 options
**):**

1.

1. Prepare a presentation on
**Culture and its components.**

2. Describe
**material and immaterial culture** in an interactive presentation.

· Use Microsoft PowerPoint or any other program to create dynamic presentations.

· Include bibliographical references in your presentation.

· Upload the file, using the attach file button on the assignment.

· In the course, go to
**Important Information>> Information Resources>> Guide for the preparation of a research paper** to know the rules of the APA manual and
**evaluation rubric** that will be used for this assignment.

**Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

November 5, 2026
[Solved] Education Week 3 assignment

✓ Verified Academic Solution Available

Executive Solution Overview

I need someone to do no plagarism or AI no Chatgbt at all only original you must follow instructions as listed – a year ago **files (1)** – ## EDF660week3assignment.docx **## EDF660week3assignment.docx** Week 3 Read and watch the lecture resources & materials below early in the week to help you resp…

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Assignment Prompt & Instructions

I need someone to do no plagarism or AI no Chatgbt at all only original you must follow instructions as listed

– a year ago

**files (1)**

– ## EDF660week3assignment.docx

**## EDF660week3assignment.docx**

Week 3

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

**Read**

· Tozer, S., Senese, G., & Violas, P. (2021).
_School and society: Historical and contemporary perspectives_ (8th ed.). McGraw Hill.

· Chapters 3-5

· Ravitch (2020).
_Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools._

· Chapter 6

**Watch**

·
**Diane Ravitch on problems with Common Core Standards**
**KET – Kentucky Educational Television. (2014, May 22).**
**_Diane Ravitch on problems with Common Core Standards I One to One | KET_ [Video]. YouTube.** [**Diane Ravitch on Problems with Common Core Standards I One to One | KET**](https://www.youtube.com/watch?v=M0nB1Bvlofg)

·
**Diane Ravitch on expense of Common Core**
**KET – Kentucky Educational Television. (2014, May 22).**
**_Diane Ravitch on expense of Common Core |One to One | KET_ [Video]. YouTube.** [**Diane Ravitch on Expense of Common Core I One to One | KET**](https://www.youtube.com/watch?v=SRbJyDbo0eA)

![icon](https://www.sweetstudy.com/questions/education-week-3-assignment-20918009)**_Resistance in Education_**

Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools, by Diana Ravitch (2020) is a revolutionary text that exposes corporations’ attempts to eliminate public education and replace it with privatized schools. After reading the assigned chapters from the Ravitch text, all students should respond to each of the following questions with substantial responses.

1.
**Chapter Four: Meet the Resistance**

· According to Ravitch, who make up the Resistance and what are some of their beliefs?

· How are the Resisters able to fight back without much money?

· What does Ravitch have to say about the opinion that Teach for America recruits teachers and leaders whose high expectations will one day ensure that every child will have an excellent education?

2.
**Chapter Five: The Beginning of the End of Disruption**

· According to Ravitch, were Bush’s No Child Left Behind and Obama’s Race to the Top successful in closing the education gap between majority and minority students?

· According to Ravitch, did NCLB and Race to the Top help to increase standardized test scores?

3.
**Chapter Six: The Resistance to High-Stakes Standardized Testing**

· According to Ravitch, should the American public schools emulate the practices of schools in South Korea and China?

· According to Ravitch, are high-stakes standardized tests valid indicators of academic success?

· In 2012, what did the parents in Long Island do to oppose the New York assessment in their district and what was the outcome of this opposition?

**Submission Instructions:**

· Copy all the questions for the assignment, paste them into a Microsoft Word document, and respond to them all with substantial responses (approximately 125 words for each question).

· Each Assignment (not to be confused with Discussion Board Assignments) will be turned in under “Assignments”. Spelling and grammar will be factored into your grade. The instructor will provide you with feedback under “Assignments”.

· Cite one resource that disagrees with Ravitch’s views in any part of this assignment and briefly describe the author’s view.

· Give your opinion at least once per assignment after stating Ravitch’s views. This should be substantial and not simply agree or disagree.

· Students are strongly encouraged to keep up with the assignments and readings and be prepared to contribute to tutoring discussion.

· Students should be prepared to offer their opinions about what they have read and responded to in Zoom sessions.

· Students should bring textbooks to Zoom sessions.

· Please note that assignments must be submitted on time or students will lose points.

## image1.png

**## EDF660week3assignment.docx**

Week 3

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

**Read**

· Tozer, S., Senese, G., & Violas, P. (2021).
_School and society: Historical and contemporary perspectives_ (8th ed.). McGraw Hill.

· Chapters 3-5

· Ravitch (2020).
_Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools._

· Chapter 6

**Watch**

·
**Diane Ravitch on problems with Common Core Standards**
**KET – Kentucky Educational Television. (2014, May 22).**
**_Diane Ravitch on problems with Common Core Standards I One to One | KET_ [Video]. YouTube.** [**Diane Ravitch on Problems with Common Core Standards I One to One | KET**](https://www.youtube.com/watch?v=M0nB1Bvlofg)

·
**Diane Ravitch on expense of Common Core**
**KET – Kentucky Educational Television. (2014, May 22).**
**_Diane Ravitch on expense of Common Core |One to One | KET_ [Video]. YouTube.** [**Diane Ravitch on Expense of Common Core I One to One | KET**](https://www.youtube.com/watch?v=SRbJyDbo0eA)

![icon](https://www.sweetstudy.com/questions/education-week-3-assignment-20918009)**_Resistance in Education_**

Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools, by Diana Ravitch (2020) is a revolutionary text that exposes corporations’ attempts to eliminate public education and replace it with privatized schools. After reading the assigned chapters from the Ravitch text, all students should respond to each of the following questions with substantial responses.

1.
**Chapter Four: Meet the Resistance**

· According to Ravitch, who make up the Resistance and what are some of their beliefs?

· How are the Resisters able to fight back without much money?

· What does Ravitch have to say about the opinion that Teach for America recruits teachers and leaders whose high expectations will one day ensure that every child will have an excellent education?

2.
**Chapter Five: The Beginning of the End of Disruption**

· According to Ravitch, were Bush’s No Child Left Behind and Obama’s Race to the Top successful in closing the education gap between majority and minority students?

· According to Ravitch, did NCLB and Race to the Top help to increase standardized test scores?

3.
**Chapter Six: The Resistance to High-Stakes Standardized Testing**

· According to Ravitch, should the American public schools emulate the practices of schools in South Korea and China?

· According to Ravitch, are high-stakes standardized tests valid indicators of academic success?

· In 2012, what did the parents in Long Island do to oppose the New York assessment in their district and what was the outcome of this opposition?

**Submission Instructions:**

· Copy all the questions for the assignment, paste them into a Microsoft Word document, and respond to them all with substantial responses (approximately 125 words for each question).

· Each Assignment (not to be confused with Discussion Board Assignments) will be turned in under “Assignments”. Spelling and grammar will be factored into your grade. The instructor will provide you with feedback under “Assignments”.

· Cite one resource that disagrees with Ravitch’s views in any part of this assignment and briefly describe the author’s view.

· Give your opinion at least once per assignment after stating Ravitch’s views. This should be substantial and not simply agree or disagree.

· Students are strongly encouraged to keep up with the assignments and readings and be prepared to contribute to tutoring discussion.

· Students should be prepared to offer their opinions about what they have read and responded to in Zoom sessions.

· Students should bring textbooks to Zoom sessions.

· Please note that assignments must be submitted on time or students will lose points.

## image1.png

November 5, 2026