NRS 429 Describe the Ethnic Minority Group Selected
Grand Canyon University NRS 429 Describe the Ethnic Minority Group Selected-Step -By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 429 Describe the Ethnic Minority Group Selected assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NRS 429 Describe the Ethnic Minority Group Selected
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429 Describe the Ethnic Minority Group Selected depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NRS 429 Describe the Ethnic Minority Group Selected
The introduction for the Grand Canyon University NRS 429 Describe the Ethnic Minority Group Selected is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for NRS 429 Describe the Ethnic Minority Group Selected
After the introduction, move into the main part of the NRS 429 Describe the Ethnic Minority Group Selected assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NRS 429 Describe the Ethnic Minority Group Selected
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NRS 429 Describe the Ethnic Minority Group Selected
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NRS 429 Describe the Ethnic Minority Group Selected Included After Question
Assessment Description
Choose an American Indian/Alaska Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander ethnic minority group that is represented in the United States. Analyze the health status of this group using data from Healthy People, the CDC, and other relevant government websites.
Compare and contrast the health status of your chosen minority group to the national average in a paper of 1,000-1,250 words. In the NRS 429 Topic 4 Health Promotion in Minority Populations Assignment, include the following:
Describe the ethnic minority group that was chosen. Describe this group’s current health status. How do race and ethnicity affect this group’s health?
What are the health disparities for this population? What nutritional challenges does this group face?
Discuss the health barriers that this group faces as a result of culture, socioeconomics, education, and sociopolitical factors.
What health promotion activities does this group frequently engage in?
Describe at least one approach that is likely to be the most effective in a care plan given the unique needs of the minority group you have chosen, using the three levels of health promotion prevention (primary, secondary, and tertiary). Explain why you believe it is the most effective option.
What cultural beliefs or practices must be taken into account when developing a care plan? What cultural theory or model would be most appropriate for supporting culturally competent health promotion in this population? Why?
To complete this assignment, you must cite at least three peer-reviewed or scholarly sources. Sources should be recent (5 years) and relevant to the assignment criteria and public health content.
Prepare this NRS 429 Topic 4 Health Promotion in Minority Populations Assignment in accordance with the APA Style Guide, which can be found in the Student Success Center.
A rubric is used for this assignment. Please review the rubric before beginning the assignment to become acquainted with the requirements for successful completion.
This assignment must be submitted to LopesWrite. If you require assistance, a link to the LopesWrite technical support articles can be found in Course Resources.
A Sample Answer For the Assignment: NRS 429 Describe the Ethnic Minority Group Selected
Title: NRS 429 Describe the Ethnic Minority Group Selected
The American healthcare system is faced with the great challenge of inequality which displays a disproportionate impact on marginalized communities, including people of color (Boyd et al., 2020). Such inequalities are the reason behind the gaps in the acquisition of health insurance coverage, leading to uneven access to care services and poor health outcomes among the minority populations. Additionally, studies show that African Americans are significantly impacted by these inequalities contributing to the high prevalence of chronic conditions such as hypertension and diabetes, in addition to the increased mortality rates among this minority population. This discussion provides an analysis of the health status of African Americans, as part of the minority population, in comparison to the national average.
Health Status of African Americans
African Americans make up approximately 13.4% of the United States population. The current health status of black Americans displays an increased prevalence of chronic conditions such as hypertension, obesity, cardiovascular diseases, sexually transmitted infections, and diabetes as compared to whites. Increased morbidity and mortality rates among African Americans have been associated with several economic and social factors. For instance, studies show that African Americans have a more likelihood of not seeing a doctor when they are sick, as a result of high healthcare costs (Yearby, 2018). Despite the significant advances in the current healthcare system in the U.S., there is still evidence reporting that racial and ethnic minorities such as black Americans still receive a lower quality of care services leading to poor health outcomes as compared to the whites. As of 2019 August, it was reported that approximately 68 million people had been covered by the Medicaid program, with black Americans accounting for 20%. Given that most black Americans have lower social and economic status, they tend to be poorer than other demographic groups, hence making it harder for them to enroll in health insurance programs like Medicaid.
Health Disparities
The death rate among African Americans has declined by about 25% over the past 17 years precisely for populations above the age of 65 years, as reported by the Centre for Disease Control and Prevention (CDC). However, studies also show that young African Americans have a higher probability of dying at an early age as a result of increased risks for stroke, heart disease, cancer, pneumonia, diabetes, and HIV/AIDs among other conditions, as compared to their white counterparts. Social factors common among this minority group contributing to the above-mentioned health disparities include unemployment, smoking, alcoholism, obesity, sedentary lifestyle, and poverty among others (Bell et al., 2020). Consequently, this group of individuals is also faced with nutritional challenges such as unfavorable nutritional environments, food deserts, food swamps, and food insecurities. For instance, black Americans are associated with poverty and a low level of education, which makes it hard for them to access quality and healthy foods as compared to the economically rich racial majorities. They end up consuming fast foods, among other unhealthy foods, which increases their risk of cardiovascular conditions and obesity.
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Barriers to Health
Various barriers to the accessibility of quality health care services have been identified for the African American population. Predominating barriers include decreased understanding of care plans, inability to pay for care services, lack of transportation to care facility, and the inability of incorporating the recommended health care plans into their routine daily living pattern. These barriers are associated with several cultural, educational, socio-political, and socioeconomic factors. For instance, cultural beliefs among African Americans promoting unhealthy eating habits and sedentary lifestyle, in addition to failure to follow up on routine screening, negatively affects their overall health and utilization of healthcare services irrespective of their social or financial status (Lewis & Dyke, 2018). Consequently, the low socio-economic status among African Americans in terms of low income, unemployment, low education level, and occupation status is also a significant inhibitory factor towards accessibility to quality healthcare services. Lastly, as part of the minorities, blacks in the U.S have limited political influence towards the development of appropriate policies such as the “Obama Care,” to promote their access to quality care services.
Health Promotion Activities
With regard to the numerous health disparities affecting African Americans, several health promotion activities have been proposed over the years to help promote the health and well-being of this minority group. The self-help initiative was introduced among African Americans to promote taking personal responsibility for their health and improving their quality of life. Self-help health promotion practices among black Americans include routine screening for predominating health conditions, physical exercise, healthy diet plans, adoption of recommended care plans, and disease prevention practices at home (Fletcher et al., 2018). Consequently, for the religious members of the community, faith-basedorganizationslike churches have promoted structural health promotion activities including education, health fairs, and smoking cessation among others.
Approach for Health Promotion and Disease Prevention
One of the most effective approaches that can be utilized by African Americans in promoting their health as part of the care plan is the adoption of Pender’s health promotion model. According to the CDC, black Americans are at high risk of chronic diseases, with cardiovascular diseases being the leading cause of death among this group of individuals. Health promotion practices focusing on lifestyle modification have displayed great significance in reducing the risks of cardiovascular diseases. Pender’s health promotion model, on the other hand, provides a foundation promoting the examination of the background influences of this minority population, in line with the health promotion practices that can lead to a healthy lifestyle (Fletcher et al., 2018). At the primary level, this model encourages regular exercise and a healthy diet to prevent chronic diseases and promote healthy living. At the secondary level, the model promotes routing screening for hypertension, diabetes, and cancer among other common diseases. Lastly, at the tertiary level, the model promotes education programs and rehabilitation among the affected individuals.
Cultural Beliefs and Practices
Other than social and economic factors, several cultural factors among black Americans must be considered when developing the most effective care plan. Some of such cultural beliefs include lack of trust in complementary medicine, misconceptions about immunization, and strong religious beliefs against organ donation among other medical procedures. With the theory of cultural humility, clinicians can now come up with flexible care plans, while still upholding the patients’ cultural values and beliefs (Boyd et al., 2020). This theory is based on the importance of preventing cultural discrimination and promoting the equal provision of care to the culturally diverse population.
Conclusion
Health promotion practices are crucial among the general population in disease prevention and improved quality of life. Minority populations such as African Americans, are faced with numerous health disparities as compared to the whites, hence the need for more health promotion activities. However, when coming up with a care plan for this minority population, it is necessary to identify and respect their cultural values and beliefs to promote positive outcome
Assessment Description
Choose an American Indian/Alaska Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander ethnic minority group that is represented in the United States. Analyze the health status of this group using data from Healthy People, the CDC, and other relevant government websites.
Compare and contrast the health status of your chosen minority group to the national average in a paper of 1,000-1,250 words. In the NRS 429 Topic 4 Health Promotion in Minority Populations Assignment, include the following:
Describe the ethnic minority group that was chosen. Describe this group’s current health status. How do race and ethnicity affect this group’s health?
What are the health disparities for this population? What nutritional challenges does this group face?
Discuss the health barriers that this group faces as a result of culture, socioeconomics, education, and sociopolitical factors.
What health promotion activities does this group frequently engage in?
Describe at least one approach that is likely to be the most effective in a care plan given the unique needs of the minority group you have chosen, using the three levels of health promotion prevention (primary, secondary, and tertiary). Explain why you believe it is the most effective option.
What cultural beliefs or practices must be taken into account when developing a care plan? What cultural theory or model would be most appropriate for supporting culturally competent health promotion in this population? Why?
To complete this assignment, you must cite at least three peer-reviewed or scholarly sources. Sources should be recent (5 years) and relevant to the assignment criteria and public health content.
Prepare this NRS 429 Topic 4 Health Promotion in Minority Populations Assignment in accordance with the APA Style Guide, which can be found in the Student Success Center.
A rubric is used for this assignment. Please review the rubric before beginning the assignment to become acquainted with the requirements for successful completion.
This assignment must be submitted to LopesWrite. If you require assistance, a link to the LopesWrite technical support articles can be found in Course Resources.
NRS 429 Describe the Ethnic Minority Group Selected
NRS 429 Topic 4 Health Promotion in Minority Populations Assignment Resources
CDC – Minority Health
Explore the resources available on the Minority Health page of the Centers for Disease Control and Prevention (CDC) website. These materi
…
CDC – Racial and Ethnic Approaches to Community Health (REACH)
Explore the resources available on the Racial and Ethnic Approaches to Community Health (REACH) page of the Centers for Disease Control a
…
SAMHSA – Racial and Ethnic Minority Populations
Explore the resources available on the Racial and Ethnic Minority Populations page of the Substance Abuse and Mental Health Services Admi
…
US Department of Health and Human Services
Explore the resources available on the Minority Health page of the U.S. Department of Health and Human Services website. These materials
…
Healthy People 2030
Explore the Healthy People 2030 website.
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 3 in Health Promotion: Health and Wellness Across the Continuum.
Health Promotion in Minority Populations – Rubric
Identification and Description of Selected Minority Group
Criteria Description
Identification and Description of Selected Minority Group
Health Disparities and Nutritional Challenges for Minority Group
Criteria Description
Health Disparities and Nutritional Challenges for Minority Group
Barriers to Health for Minority Group
Criteria Description
Barriers to Health for Minority Group
Health Promotion Activities Practiced by Minority Group
Criteria Description
Health Promotion Activities Practiced by Minority Group
Three Levels of Health Promotion Prevention
Criteria Description
Three Levels of Health Promotion Prevention
Cultural Competent Health Promotion for Ethnic Minority Population
Criteria Description
Cultural Competent Health Promotion for Ethnic Minority Population
Thesis, Position, or Purpose
Criteria Description
Communicates reason for writing and demonstrates awareness of audience.
Development, Structure, and Conclusion
Criteria Description
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
Evidence
Criteria Description
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
Mechanics of Writing
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
Format/Documentation
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
1. Unsatisfactory
0 points
Appropriate format is not used. No documentation of sources is provided.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
A Sample Answer 2 For the Assignment: NRS 429 Describe the Ethnic Minority Group Selected
Title: NRS 429 Describe the Ethnic Minority Group Selected
A minority population is a group whose members share common features of religion, culture, race, ethnicity, or language and who make up less than half of a country’s or state’s population. Minority racial/ethnic groups in the United States have specific health features and attributes that frequently place them at a social disadvantage owing to potential discriminatory activities. The goal of this study is to examine the health status of American Indians and Alaska Natives, as well as disparities in health, obstacles to health, and health promotion activities and approaches.
Ethnic Minority Community
American Indians/Alaska Natives (AI/AN) are a minority ethnic group in the United States consisting of people with origins in North, Central, and South America who maintain tribal and community ties. In 2020, the Census Bureau estimated that 9.7 million persons identified as AI/AN alone or in combination with another race (Frey, 2020). The number has climbed since 2010, when it was 5,2 million. AIANs currently constitute 2.9% of the US population. After Whites, AI/AN are the second-largest racial group in several states (Frey, 2020). Alaska (14.8 percent), New Mexico (8.9 percent), South Dakota (8.4 percent), Montana (6 percent), and North Dakota are the states with the largest AIAN population (4.8 percent ).
AI/ANs have, on average, a worse health status than the general population. According to statistics, 22.4% of persons aged 18 and over are in fair or poor health. Heart illnesses, malignancies, diabetes, stroke, and unintentional injuries are prevalent among AI/AN. AI/ANs have a high incidence of and risk factors for obesity, diabetes, mental health issues, substance abuse, suicide, unintentional accidents, sudden infant death syndrome, adolescent pregnancy, liver disease, and hepatitis, according to the U.S. Office of Minority Health (OMH). In 2020, the major causes of death for AI/AN were COVID-19 complications, cardiovascular disease, and cancer (OMH, 2021). AI/AN continue to have higher mortality rates than the general population due to a variety of disorders, including chronic lower respiratory diseases, diabetes mellitus, chronic liver disease, cirrhosis, assault/homicide, unintentional injuries, and self-harm/suicide. In 2020, there were 967.1 deaths per 100,000 people in AI/AN (OMH, 2021). The health of AI/AN is affected by race and ethnicity due to the difficulties to accessing adequate medical care posed by geographical remoteness, cultural barriers, insufficient sanitary facilities, and low income.
A health disparity is a difference in health status that disproportionately affects disadvantaged or minority populations. AI/AN have a lower life expectancy and lower quality of life. Moreover, they are disproportionately affected by a number of chronic conditions. Adakai et al. (2018) discovered that AI/AN had a significantly higher prevalence of overweight/obesity, diabetes, hypertension, physical inactivity, and sugar-sweetened beverage consumption. In the AI/AN population, chronic liver disease, diabetes, and cirrhosis are more prevalent causes of death than in the general U.S. population (Adakai et al., 2018). Additionally, chronic respiratory diseases are prevalent in the population. AI/AN had a tuberculosis rate approximately seven times that of Whites, with an incidence rate of 3.4, compared to Whites’ incidence rate of 0.5. (OMH, 2021). In addition, mental health and substance use disorders are a disparity in the AI/AN population. The leading cause of death is disorders like depression, psychological distress, alcoholism, and suicide.
As evidenced by the prevalence of nutrition-related disorders among AI/ANs, nutritional difficulties are common. This community has a high prevalence of lifestyle diseases such as overweight/obesity, diabetes, cancer, and heart disease, which has been linked to poor dietary habits. AI/ANs have a higher prevalence of obesity/overweight than the general population. Their diet is low in nutrients and high in calories (Adakai et al., 2018). This is due to limited access to healthy traditional foods, westernization, and poverty levels, which limit access to healthy food options, resulting in a high consumption of unhealthy foods.
Obstacles to Health
Cultural, socioeconomic, educational, and sociopolitical obstacles to health are prevalent among AI/AN. Cultural factors, such as the use of traditional healers, influence their health-seeking behaviors, whereas language barriers hinder their interactions with health care providers and access to health education. AI/ANs have a low socioeconomic status and poverty rates that are higher than the national average, which contributes to poorer health outcomes. High uninsured rates of 27,3 percent among adults aged 18 to 64 in the community limit their access to essential and specialized healthcare services (Cromer et al., 2019). In addition, AI/ANs have a low education level compared to the general population, with a high proportion of individuals not having completed high school. In 2019, 84.4 percent of A AI/ANs and 93.3 percent of non-Hispanic whites had completed high school. Low levels of education negatively impact their health-seeking behaviors, resulting in poor health outcomes (Cromer et al., 2019). Sociopolitical factors, such as the policies of the late 19th century that prohibited AI/AN religious practices, native language, and traditional healing practices and confiscated their land, have limited their access to health care (Mangla & Agarwal, 2021). AI/ANs have developed a mistrust of other ethnic groups and are consequently hesitant to seek health care from providers of other ethnicities.
NRS 429 Describe the Ethnic Minority Group Selected
Promotion of Health Activities
AI/ANs engage in a variety of health promotion activities to enhance their health and well-being. Traditional healing practices, including indigenous herbal remedies and allopathic medicine, are prevalent. In addition, AI/ANs utilize spiritual healing to promote overall spiritual health, which they believe is essential for promoting better physical health (Cromer et al., 2019). AI/ANs, for example, combine herbs, spiritual ceremonies, manipulative therapies, and prayer to prevent and treat various health conditions. By reinforcing positive social behaviors in children through stories and legends, the community crime rate can be reduced. Moreover, AI/ANs in Arizona have adopted daily running to improve their physical and spiritual health.
Health Promotion Strategy
Health education is the most effective strategy for implementing a care plan for AI/AN at the primary, secondary, and tertiary levels. The community has a high prevalence of lifestyle-related diseases, and health education would be essential for mitigating risk factors and preventing the diseases (Kaur et al., 2022). In addition, health education can educate the community about screening services for chronic illnesses and teach those diagnosed with these conditions how to effectively manage their condition. Health education is the most effective strategy because it modifies the health behaviors and attitudes of individuals, resulting in healthier lifestyle choices (Kaur et al., 2022). For instance, educating the community about obesity prevention can encourage the adoption of weight management practices, thereby reducing the risk of other lifestyle-related diseases.
Consider Cultural Beliefs/Practices in a Care Plan
To ensure cultural appropriateness, a community care plan should incorporate the people’s cultural beliefs and practices. The nurse must take into account cultural beliefs and practices, such as health promotion practices, dietary customs and preferences, cultural rituals, and traditional healing practices, such as the use of herbs. The nurse should incorporate the health promotion practices of the community (Purnell, 2019). In addition, when creating the nutrition plan, the nurse should consider the community’s dietary practices and include foods that are readily available in the community. Additionally, the nurse should investigate the beneficial herbs used by the community and incorporate them into the care plan, rather than discouraging their use.
Ideal for promoting culturally competent health promotion in AI/AN would be the Purnell Model. It guides multidisciplinary members of the healthcare team’s cultural competence. The model relates cultural characteristics to facilitate congruence and the delivery of conscientiously sensitive and competent patient care (Purnell, 2019). The Purnell Model supports culturally competent health promotion because it proposes that an individual’s uniqueness and cultural heritage should be respected.
Conclusion
AI/ANs have a high prevalence of lifestyle diseases such as obesity, diabetes, hypertension, cardiovascular diseases, and cancer. A high prevalence of depression, substance use disorders, and suicide also makes mental health a major concern. A lack of access to healthy foods has contributed to the prevalence of lifestyle diseases. High uninsurance rates, low education levels, high poverty rates, language barriers, and mistrust of others negatively impact their health outcomes. Health education is applicable across all three levels of health promotion.
References
M. Adakai, M. Sandoval-Rosario, F. Xu, T. Aseret-Manygoats, M. Allison, K. J. Greenlund, and K. E. Barbour authored the study (2018). Arizona, 2017: American Indian and Alaska Native health disparities 67(47), 1314 Morbidity and Mortality Weekly Report. http://dx.doi.org/10.15585/mmwr.mm6747a4
Cromer, K. J., L. Wofford, and D. K. Wyant (2019). In rural America, American Indians and Alaska Natives face barriers to healthcare access. Community Health Nursing Journal, 36(4), 165-187. https://doi.org/10.1080/07370016.2019.1665320
Frey, William H. (2020). According to new census data, the nation is diversifying more rapidly than anticipated. Brookings Institute.
Kaur, S., Kaur, M., & Kumar, R. (2022). Health promotion intervention to prevent chronic disease risk factors: protocol for a cluster randomized controlled trial among adolescents in Chandigarh school settings (India). PloS one, 17(2), e0263584. https://doi.org/10.1371/journal.pone.0263584
Mangla, A., & Agarwal, N. (2021). Clinical Practice Concerns Regarding American Indians and Alaska Natives In StatPearls [Website]. The StatPearls Publishing company.
Purnell, L. (2019). The theory and model of Purnell for culturally competent health care. 30(2) Journal of Transcultural Nursing (98-105). https://doi.org/10.1177/1043659618817587
The Minority Health Office. (2021, May 21). Native American/Alaska Native – Office of Minority Health Not Located. https://minorityhealth.hhs.gov/omh/browse.aspx?lvl=3&lvlid=62
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