The Social Ecology of Health Model

The Social Ecology of Health Model:

The Social Ecology of Health Model
https://topnursingpapers.com/the-social-ecology-of-health-model/
The social ecology of health model provides a strong framework for comprehending the impact culture and behavior has on health. This Discussion explores the model with respect to the Healthy People assigned focus area assigned to you during the In the News assignment.
To prepare for this assignment:
· Review the social ecology of health model by completing the following interactive exercise. It will allow you to deepen your understanding of the model by focusing on each element in the model’s hierarchy.
http://mym.cdn.laureate-media.com/Walden/HLTH/2110/04/mm/hlth2110_seh_model.html
https://topnursingpapers.com/the-social-ecology-of-health-model/
write a comprehensive response to the following about your Healthy People assigned focus area:
· Reflect on the five hierarchical levels of influence associated with the social ecology of health model (intrapersonal, interpersonal, organizational, community, and society).
· Consider the upstream (primary and secondary prevention) and downstream (tertiary prevention) approaches to the model with your assigned Healthy People assigned focus area. (my topic is NUTRITION AND WEIGHT STUDIES .)
· How might you react to being diagnosed with the disease/condition associated with your Healthy People assigned focus area? What are some of the cultural biases to being diagnosed with this disease?
· Describe one primary and one secondary method of preventing the health problem (i.e., upstream methods). Which would you most likely choose?
· Describe two biomedical methods (tertiary prevention) of dealing with the health problem (i.e., downstream methods).
· In your own words, explain how the social ecology of health model could be used to address this health issue. Give at least one example applying terms from the model.
 
READINGS:
Required Resources
Media
 

  • Video: Laureate Education, Inc. (Executive Producer). (2009). Behavioral and cultural issues in health care: Health perspectives. Baltimore, MD: Author.Note: The approximate length of this media piece is 12 minutes.The scholars in this video, Dr. Joseph Betancourt and Dr. Angela Mickalide, provide their perspectives on culture and health. In addition, they address national efforts to solve health disparities.Note: You may view this Course Video in the streaming Media Player below or on the Course DVD, which contains the same content as that which can be viewed through the Media Player. As a reminder, additional Learning Resources for the week are listed below the Media Player. Be sure to scroll to the bottom of the web page to view the complete list of Required and Optional Resources.
  • Video: California Newsreel. (2008). Unnatural Causes… Is equality making us sick? [Documentary trailer]. Retrieved fromhttp://www.unnaturalcauses.org/video_clips_detail.php?res_id=80This is an informative 5-minute trailer from an acclaimed PBS series. It postulates that poor health is more than bad habits, poor health care, or unlucky genes. Our social circumstances can actually disrupt our physiology as much as germs and viruses.
  • Interactive Exercise: Laureate Education, Inc. (2010). The social ecology of health model. Retrieved from http://mym.cdn.laureate-media.com/Walden/HLTH/2110/04/mm/hlth2110_seh_model.htmlThis interactive exercise is a tool to integrate the concepts associated with the social ecology of health model. It requires you to drag an element of the model to its corresponding level in the hierarchy.

 

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Name:  Discussion Rubric

  Excellent
90–100
Good
80–89
Fair
70–79
Poor
0–69
Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s).
Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
No less than 75% of post has exceptional depth and breadth.
Supported by at least three current credible sources.
35 (35%) – 39 (39%)
Responds to most of the Discussion question(s).
Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of the post has exceptional depth and breadth.
Supported by at least three credible references.
31 (31%) – 34 (34%)
Responds to some of the Discussion question(s).
One to two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Cited with fewer than two credible references.
0 (0%) – 30 (30%)
Does not respond to the Discussion question(s).
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible references.
Main Posting:
Writing
6 (6%) – 6 (6%)
Written clearly and concisely.
Contains no grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
5 (5%) – 5 (5%)
Written concisely.
May contain one to two grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
4 (4%) – 4 (4%)
Written somewhat concisely.
May contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) – 3 (3%)
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Posting:
Timely and full participation
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.
Posts main Discussion by due date.
8 (8%) – 8 (8%)
Meets requirements for full participation.
Posts main Discussion by due date.
7 (7%) – 7 (7%)
Posts main Discussion by due date.
0 (0%) – 6 (6%)
Does not meet requirements for full participation.
Does not post main Discussion by due date.
First Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic and may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
First Response:
Writing
6 (6%) – 6 (6%)
is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
5 (5%) – 5 (5%)
is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
First Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic and may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
Second Response:
Writing
6 (6%) – 6 (6%)
is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
5 (5%) – 5 (5%)
is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
Second Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Total Points: 100

Name:  Discussion Rubric

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