Develop a 5–7-page proposal for a wellness education program for a specific population. Integrate aspects of culture, CAM and spirituality, and linguistics into the program. Explain how to market the program to the population, and explain the ethical, legal, and economic factors that can affect the health of the population.

Overview

Develop a 5–7-page proposal for a wellness education program for a specific population. Integrate aspects of culture, CAM and spirituality, and linguistics into the program. Explain how to market the program to the population, and explain the ethical, legal, and economic factors that can affect the health of the population.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.

SHOW LESS

Health care initiatives focus on changing demographics and emerging health problems. Among the challenges faced by health care professionals are cultural and linguistic competence and the role they play in the ability to provide effective care. Health care professionals need to develop skills in conducting gap analyses within their own communities, design effective health education and wellness programs to address those gaps, and remain mindful that effective care depends on the ability to build trust within the community being served.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations. 

. Explain how educating a population about health promotion and disease prevention benefits the health and wellness for a population. 

· Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations. 

. Integrate linguistic and cultural considerations, CAM, traditional medicine, holistic health, and spirituality into an evidence-based wellness plan for a population. 

· Competency 4: Examine the ethical, legal, and economic factors related to health disparities in diverse and vulnerable populations. 

. Describe the ethical principles that can affect preventative care and health promotion.

. Explain how local laws, federal laws, and the Affordable Health Care Act can affect preventative care and health promotion.

. Explain the economic impact of clinical prevention and health promotion related to health disparities for a population.

· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions. 

. Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.

Context

With a growing diverse population, cultural and linguistic competence should be incorporated into the planning, implementation, and evaluation of health education and promotion programs. “In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).

SHOW LESS

Given the widespread and important issues concerning ethical, legal, and economic principles related to vulnerable and diverse populations, what can be done? Ethical principles of justice and respect demand health care for all. However, to eliminate health disparities, laws and economics play a pertinent role in access to care. When looking at health care issues in vulnerable and diverse populations, one must examine the economic impact when access to preventative care is not available and compare to the inevitable results of acute and chronic conditions requiring more financial resources. The Affordable Care Act now provides options for all citizens to obtain some form of health care coverage. However, consideration must be given to how those considered vulnerable and diverse access these resources.

Reference

Pérez, M. A., & Luquis, R. R. (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

Questions to Consider

As you work to complete this assessment, you may find it helpful to consider the questions below. You are encouraged to discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community, in order to deepen your understanding of the topics.

· Why is it important to design evidence-based wellness programs?

· What do you need to consider when developing a wellness program?

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

· Thompson, C. W., Monsen, K. A., Wanamaker, K., Augustyniak, K., & Thompson, S. L. (2012). Using the Omaha System as a framework to demonstrate the value of nurse managed wellness center services for vulnerable populations. Journal of Community Health Nursing, 29(1), 1–11.

· Mendez-Luck, C. A., Bethel, J. W., Goins, R. T., Schure, M. B., & McDermott, E. (2015). Community as a source of health in three racial/ethnic communities in Oregon: A qualitative study. BMC Public Health, 15(1), 1–10.

· Waite, R., Nardi, D., & Killian, P. (2013). Context, health, and cultural competence: Nurse managed health care centers serving the community. Journal of Cultural Diversity, 20(4), 190–194.

· McCullagh, M. C., Sanon, M-A., & Foley, J. G. (2015). Cultural health practices of migrant seasonal farmworkers. Journal of Cultural Diversity, 22(2), 64–67.

· Lillie, S. E., Janz, N. K., Friese, C. R., Graff, J. J., Schwartz, K., Hamilton, A. S., … Hawley, S. T. (2014). Racial and ethnic variation in partner perspectives about the breast cancer treatment decision-making experience. Oncology Nursing Forum, 41(1), 13–20.

SHOW LESS

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4010 Health Promotion and Disease Prevention for Vulnerable and Diverse Populations Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.

· Centers for Disease Control and Prevention. (2015). CDC wonder. Retrieved from http://wonder.cdc.gov/

· U.S. Department of Health and Human Services. (n.d.). Healthy people 2020. Retrieved from http://www.healthypeople.gov/2020/default.aspx

Bookstore Resources

The resource listed below is relevant to the topics and assessments in this course and is not required. Unless noted otherwise, this resource is available from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

· Pérez, M. A., & Luquis, R. R. (Eds.). (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass. 

. Chapters 7, 10, and 11.

Assessment Instructions

Preparation

Your team has succeeded in demonstrating the need for a health promotion and disease prevention initiative for the population identified by your Windshield Survey assessment. Now you need to develop a proposal for a wellness education program that will help bridge the gaps in health care service delivery.

Use the Capella library and the Internet to find scholarly and professional resources that will help you propose a wellness education program for the health concern of your population. Find at least four resources to use in this assessment. You may also want to review the previous assessments you completed in this course.

Requirements

Based on your Windshield Survey and Organizational Evaluation assessments, complete the following:

· Design an evidence-based wellness program to address the primary health concern of the population that integrates: 

. Cultural considerations: Will you need to consult with someone from the population on how to approach the delivery of your program?

. CAM, traditional medicine, holistic health, and spirituality considerations.

. Linguistic considerations: Will you need interpreters or translators for either written or oral presentations?

. Educational considerations: What will be the best way to educate the population?

· Describe how you will market or advertise the wellness program. 

. What are the benefits the program offers the population?

. Will you need incentives to ensure participation and completion of the program?

· Explain the ethical, legal, and economic factors that impact the health and wellness of the population. For example: 

. The ethical considerations (such as justice, non-malfeasance, and duty) that can affect preventative care and health promotion.

. Local laws, federal laws, and the Affordable Health Care Act that can affect preventative care and health promotion.

. The potential economic impact of clinical prevention and health promotion related to health disparities of your population.

The format for this assessment should be a professional proposal. If possible, ask about the format used for proposals in your organization and follow that. Follow APA formatting for your in-text citations and references.

Additional Requirements

· Include a title page and reference page. The completed assessment should be 5–7 pages in length, not including a title page and a reference page.

· Reference at least four current scholarly or professional resources.

· Use current APA format for citations and references.

· Use Times New Roman font, 12 point.

· Double space.


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