Cheap essays, research papers, dissertations.NRS 429 Topic 3 Discussion Question Two Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)
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Compare and contrast the three different levels of health promotion (primary, secondary, tertiary). Discuss how the levels of prevention help determine educational needs for a patient.
A Sample Answer For the Assignment: NRS 429 Topic 3 Discussion Question Two Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)
Title: NRS 429 Topic 3 Discussion Question Two Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)
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Throughout the stages of disease development, there is a need for clinicians to develop effective strategies to help in addressing these developmental stages to prevent the diseases from progressing to more advanced stages. This is essential in helping to reverse ill patients to an optimal level of wellness ensuring that they enjoy a good quality of life. To help in achieving this, three levels of health promotion have been developed targeting the various stages of disease development thereby helping to meet the healthcare needs of patients at these stages. The first level of health promotion is the primary level, which focuses on disease prevention strategies such as healthy eating (Kisling & Das, 2020). During the primary level of health promotion, clinicians are obligated to assess their patients for the risk factors that may contribute to the development of a particular disease and help these patients to develop strategies for addressing these factors to prevent the development of the identified disease. The next level of health promotion is the secondary level. The secondary level of health promotion follows the development of a particular disease and therefore focuses on helping clinicians in the early diagnosis and treatment of the disease to improve the quality of life of the affected patients.
The final level of health promotion is the tertiary level (Kisling & Das, 2020). During this level of health promotion, clinicians focus on linking their patients with rehabilitative services such as physical therapy to help reduce the effects of a particular disease and restore the patients to optimal levels of functioning. Notably, these levels of health promotion and disease prevention are essential in determining the educational needs of the patients (Wittink & Oosterhaven). As aforementioned, these levels target the various stages of disease development and therefore group patients into three categories to include those at risk of developing a disease, those in need of diagnostic screening and treatment, and those in need of rehabilitative services. Through these groupings, clinicians can understand the educational needs of their patients and develop strategies to facilitate effective health promotion.
References
Kisling, L. A., & Das, J. M. (2020). Prevention strategies. StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK537222/
Wittink, H., & Oosterhaven, J. (2018). Patient education and health literacy. Musculoskeletal Science and Practice, 38, 120-127. https://www.sciencedirect.com/science/article/abs/pii/S2468781218302182
A Sample Answer 2 For the Assignment: NRS 429 Topic 3 Discussion Question Two Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)
Title: NRS 429 Topic 3 Discussion Question Two Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)
Primary, secondary and tertiary levels of health promotion all focus on interventions and education to promote and maintain health. All three levels of health promotion have been researched and results have been implemented by evidence base practices. Primary health promotion focuses on interventions before health problems occur. Some examples include: vaccinations, helping create plans for poor eating habits, and tobacco sensation programs. Secondary prevention measures are focused on health screenings, such as yearly mammograms, prostate exams, or colonoscopies. Primary and secondary levels of health promotion focus on prevention measures to prevent an illness or disease from spreading in the community or individual. Tertiary prevention of health promotion is focused on disease management of a chronic illness. Education is focused on slowing or stopping progression of a disease or chronic illness. Some examples include, dialysis, diabetes, arthritis and/or chemotherapy. (Centers for Disease control and Prevention, 2023).
Primary levels of prevention help determine educational needs by focusing on needs of the community. Looking at risk in communities and contacting law makers and communities to make them aware of what needs to be done to promote healthy living and prevent disease or illness, such as communities with poor drinking water, no access to healthy food, bars where smoking is still allowed and educating about the health benefits of getting vacations (Centers for Disease control and Prevention, 2023).
In addition, primary levels of prevention help determine educational needs by focusing on education surrounding human trafficking, gun violence, suicide, ways to prevent drowning, the importance of wearing a helmet when engaging in activities where you could hit your head. All of these situations have been researched to show that providing education before tragedy occurs, does reduce the risk of trauma, illness and/or harm (Wright & Leahey, 2013).
Secondary levels of prevention help determine educational needs by focusing on preventive measures of certain illnesses and diseases where an individual might be showing symptoms and education would focus on how to slow or stop advancement. Also, by evidence based research, it has been found that screening for certain diseases from reaching full capacity such as colon or breast cancer has been effective (Centers for Disease control and Prevention, 2023).
Tertiary levels of prevention help determine educational needs by focusing on disease management education. In this stage, diseases are chronic. Knowing this, will help guide nurses to specific educational goals to help patients live out the rest of their life to the fullest degree possible. Nurses would look at evidence based research and practices to help guide the patient to the right educational goals that would work for them (Wright & Leahey, 2013).
References:
Centers for Disease Control and Prevention. (2023). Picture of America: https://www.cdc.gov/pictureofamerica/pdfs/picture_of_america_prevention.pdf
Wright, L.M., & Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention. F. A. Davis Company.
Topic 3 DQ 2
Description:
Compare and contrast the three different levels of health promotion (primary, secondary, tertiary). Discuss how the levels of prevention help determine educational needs for a patient.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Description
Objectives:
1. Discuss how the approach to health promotion has changed throughout history
NRS 429 Topic 3 Discussion Question Two Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)
2. Describe how the concept of health has evolved over time.
3. Examine strategies for family-centered health promotion.
4. Differentiate between the three levels of health promotion: primary, secondary, and tertiary.
Study Materials
Health Promotion: Health and Wellness Across the Continuum
Description:
Read Chapter 2 in Health Promotion: Health and Wellness Across the Continuum.
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Recommendations for Preventative Pediatric Health Care
Description:
Review “Recommendations for Preventative Pediatric Health Care,” by the American Academy of Pediatrics (2017).
Prevention Guidelines
Description:
Explore the resources available on the Prevention Guidelines page of the Johns Hopkins Medicine website. These materials will be useful in completing the assignment for this topic.
Steps for Better Health by Age
Description:
Explore the resources available on the Steps for Better Health by Age page of the Office on Women’s Health website. These materials will be useful in completing the assignment for this topic.
Centers for Disease Control and Prevention
Description:
Explore the search results available for “health screenings” on the Centers for Disease Control and Prevention (CDC) website. These materials will be useful in completing the assignment for this topic.
Screening Recommendations
Description:
Explore the resources available on the Screening Recommendations page of the American Academy of Pediatrics website. These materials will be useful in completing the assignment for this topic.
Grading Rubric
Performance Category 100% or highest level of performance
100%
16 points
Very good or high level of performance
88%
14 points
Acceptable level of performance
81%
13 points
Inadequate demonstration of expectations
68%
11 points
Deficient level of performance
56%
9 points
Failing level
of performance
55% or less
0 points
Total Points Possible= 50 16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics.
Presentation of information was exceptional and included all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in one of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in two of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
16 Points 14 Points 13 Points 11 Points 9 Points 0 Points
Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations
Presentation of information was exceptional and included all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements
Applies principles, knowledge and information and scholarly resources to the required topic.
Applies facts, principles or concepts learned scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
10 Points 9 Points 6 Points 0 Points
Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count)
The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)
Responses are substantive and relate to the topic.
Demonstrated all of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 3 of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 2 of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
8 Points 7 Points 6 Points 5 Points 4 Points 0 Points
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
Error is defined to be a unique APA error. Same type of error is only counted as one error.
The following was present:
0-3 errors in APA format
AND
Responses have 0-3 grammatical, spelling or punctuation errors
AND
Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:
4-6 errors in APA format.
AND/OR
Responses have 4-5 grammatical, spelling or punctuation errors
AND/OR
Writing style is somewhat focused on topic.
The following was present:
7-9 errors in APA format.
AND/OR
Responses have 6-7 grammatical, spelling or punctuation errors
AND/OR
Writing style is slightly focused on topic making discussion difficult to understand.
The following was present:
10- 12 errors in APA format
AND/OR
Responses have 8-9 grammatical, spelling and punctuation errors
AND/OR
Writing style is not focused on topic, making discussion difficult to understand.
The following was present:
13 – 15 errors in APA format
AND/OR
Responses have 8-10 grammatical, spelling or punctuation errors
AND/OR
Writing style is not focused on topic, making discussion difficult to understand.
AND/OR
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:
16 to greater errors in APA format.
AND/OR
Responses have more than 10 grammatical, spelling or punctuation errors.
AND/OR
Writing style does not facilitate communication
0 Points Deducted 5 Points Lost
Participation
Requirements
Demonstrated the following:
Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:
Initial, peer, and faculty postings were made on 3 separate days
0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:
The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
Demonstrates one or less of the following.
The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
