Assignment Prompt & Instructions
– 2 years ago
**files (4)**
– ## ASSESSMENT.docx
– ## XP4004_Template.docx
– ## XP4001_B_Pacheco_Part1.docx
– ## XP4004_Rubric.pdf
**## ASSESSMENT.docx**
**ASSESSMENT**
Population Health Using a Community Lens
Complete the Population Health Using a Community Lens template to utilize health data and scholarly literature to support ideas concerning the health challenges in a community and chosen population.
**## XP4004_Template.docx**
5
**XP4004 Template:**
**Population Health Using a Community Lens**
Student Name Here
Program Name or Degree Name, Walden University
Course Number, Section, and
_Title_
(Example: NURS 0000 Section 01, Title of Course)
Instructor Name
Month, Day, Year
(Enter the date submitted to Instructor.)
**Population Health Using a Community Lens**
Complete the following prompts. Cite and reference in APA format.
1. Identify
**one evidence-based community intervention at the primary level**(from the literature that promotes health and prevents problems before they occur)
**for each of 3 health problems** identified in your chosen population. (3 resources)
2. Explain how those three evidence-based interventions could be
**helpful for your community and your target population**. (3 paragraphs, 1 paragraph for each intervention)
3. Describe how
**one** of those three interventions
**reflects social justice, compassion, or cultural sensitivity**. (1 paragraph)
4. Detail how
**one** of those three interventions is grounded in a
**health promotion or disease prevention theory or model**. (1 paragraph and 1 resource)
5. Consider your own community for a moment. What
**gaps in service** do you see that affect your population’s health problems? (1 paragraph)
6. Provide
**two examples of** **community resources** that could be put into place to assist your population to meet their health needs. (1 paragraph)
**References**
**## XP4001_B_Pacheco_Part1.docx**
6
**XP4001 Part 1:**
**Population Health Using a Community Lens**
Belkis Pacheco Santiago
BSN, Walden University
Population Health Nursing NURS 4212
XP4001, Managing Population Health
Dr Lisa Palucci
01, 29, 2025
**Population Health Using a Community Lens**
**Community of Interest**
Griffin is a city steeped in history and the seat of Spalding County, GA, with a population of over 23,000. Griffin’s community is African American (51%), White (43%), and other ethnicities make up the remainder (Hunter, 2022). Historically, Griffin has long found it challenging to deal with economic disparities and limited access to healthcare. Poverty (22.5% of the population living below the poverty line) and inadequate transportation infrastructure are key issues (Stanhope et al., 2022). However, Griffin is also a community for close kinship with numerous programs locally dedicated to the reclamation of its education and employment potential.
**Population at Risk**
One population of interest in Griffin is the low-income African-American families. Those who belong to this group are disproportionately affected by systemic inequities such as lack of affordable housing, healthcare services, and quality education. Moreover, many of these families live in neighborhoods with high crime rates and few resources for health, and social fulfillment might be even worse. Improving the overall well-being of the Griffin community depends on addressing the needs of this population.
**Health Problems of the Population**
Low-income African American families in Griffin face three significant health problems: diabetes, hypertension, and mental health issues. According to the CDC, the prevalence of diabetes among African Americans is 13.2%, compared to 7.5% among non-Hispanic Whites, making this a pressing concern (CDC, 2021). Another significant issue is hypertension. Stanhope & Lancaster (2020) report that Griffin's hypertension rates among African Americans follow the national statistics showing adult hypertension rates of 57.1% versus 43.6% among non-Hispanic Whites. Multiple national studies link economic instability with racial discrimination-related stress and lack of healthcare access to their rising impact on these rates. The development of hypertension is worsened through obesity and restricted physical activity, together with the Minnesota Department of Health (2019) reporting these conditions. Severe complications become frequent findings, especially in cardiovascular disease cases.
This population suffers extensively from mental health problems. The reluctance to seek mental health help exists because stigma accompanies psychiatric disorders while culturally suitable mental health services remain scarce. Structural barriers such as inadequate insurance coverage cultural stigmas and insufficient mental health service providers cause a worsening situation according to the Minnesota Department of Health (2019). Studies show that initiative-based SDOH interventions focusing on employment and education improve mental health outcomes for marginalized populations (Minnesota Department of Health, 2019).
**Comparison to National Trends**
Nationwide populations that meet similar socio-economic characteristics face identical health challenges with both adults and children. Nationwide data from the Centers for Disease Control and Prevention (CDC) shows diabetes affects 13.2% of African Americans but only 7.5% of non-Hispanic Whites. Tens of millions of adult Americans experience high blood pressure with African Americans showing 57.1% while non-Hispanic Whites have 43.6%. The prevalence of severe psychological distress among African Americans extends higher than among other racial groups at 20% according to CDC (2021). The numbers call for specific preventive strategies according to Stanhope and Lancaster (2020).
Other states with large African-American populations, like Georgia, Mississippi, and Louisiana, report similar trends. For example, the diabetes prevalence rate among African Americans in Georgia is 14.7 percent and over the national average (Stanhope et al., 2022). Approaches to address these disparities require the effort of community organizations, healthcare providers, and policymakers working together.
**Global Efforts to Address Health Problems**
Organizations such as the World Health Organization (WHO) concentrate on curtailing health differences between marginalized people worldwide. The Global Action Plan on Non-Communicable Diseases, a WHO initiative, calls primarily for reducing diabetes and hypertension through community-based programs, plus promoting healthy lifestyles. Also, the Global Mental Health Action Plan tries to widen access to mental health care in remote places. The global efforts show that the root causes of poor health outcomes (Nayna Schwerdtle et al., 2020) impact systemic inequity.
**Vulnerability and Social Determinants of Health**
Totally unprotected by society, low-income African American families located in Griffin experience many obstacles stopping them from getting access to needed services. Life marginalization and two elements like racial oppression, educational inequality, and environmental pressures combine to enhance their overall risk status. Housing stability and food security represent major factors that powerfully influence health. Tacit initiatives for local communities should establish affordable housing development while delivering nutritional literacy lessons and extending medical care facilities for effective disparity resolution. These determinants attract communities to create lasting health equity pathways.
**References**
Minnesota Department of Health. (2019).
_Public health interventions: Applications for public health nursing practice_ (2nd ed.).
Nayna Schwerdtle, P., Connell, C. J., Lee, S., Plummer, V., Russo, P. L., Endacott, R., & Kuhn, L. (2020). Nurse Expertise: A Critical Resource in the COVID-19 Pandemic Response.
_Annals of Global Health_,
_86_(1), 49.
[https://doi.org/10.5334/aogh.2898](https://doi.org/10.5334/aogh.2898)
Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). Elsevier.
Hunter, B. (2022).
_Saint Woody: The History and Fanaticism of Ohio State Football_. U of Nebraska Press.
Centers for Disease Control and Prevention. (2021). Health disparities among African Americans.
[https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/populations/black-african-american.html](https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/populations/black-african-american.html)
**## XP4004_Rubric.pdf**
© 2024 Walden University 1
XP4004: Advocacy Strategies of Population Health: Advocate for improvement in population health with use of
evidence-based practice, cultural competence, and strong community assessment and analysis.
Assessment Rubric
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
Module 1: Advocacy Strategies of Population Health
Complete the Population Health
Using a Community Lens template.
• Identified one evidence-based
community intervention at the
primary level for each of the
three problems of your chosen
population
Learning Objective 1.1: Analyze a
population using a community
assessment tool
The response
comprehensively and
clearly identifies one
intervention for each of
three problems.
The response includes
relevant, specific, and
appropriate examples
that fully support the
identification.
The response
introduces and identifies
one intervention for
each of three problems.
The response includes
relevant, specific, and
appropriate examples
that support the
identification.
The response
inaccurately and vaguely
identifies one
intervention for each of
three problems, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the
identification, or it is
missing.
• Explained three evidence-based
interventions that could be
helpful for the selected
community and target
population.
Learning Objective 1.2: Apply
evidence-based community
interventions for a target population
The response
comprehensively and
clearly explains three
evidence-based
interventions.
The response includes
relevant, specific, and
appropriate examples
that fully support the
explanation.
The response explains
three evidence-based
interventions.
The response includes
relevant, specific, and
appropriate examples
that support the
explanation.
The response
inaccurately and vaguely
explains three evidence-
based interventions, or it
is missing.
The response includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.
© 2024 Walden University 2
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Described how one of the three
interventions reflects social
justice, compassion, or cultural
sensitivity.
Learning Objective 1.3: Describe the
impact of social, compassion, and
culture sensitivity on interventions
The response
comprehensively and
clearly describes how
the selected intervention
reflects social justice,
compassion, or cultural
sensitivity.
The response includes
relevant, specific, and
appropriate examples
that fully support the
description.
The response describes
how the selected
intervention reflects
social justice,
compassion, or cultural
sensitivity.
The response includes
relevant, specific, and
appropriate examples
that support the
description.
The response
inaccurately and vaguely
describes how the
selected intervention
reflects social justice,
compassion, or cultural
sensitivity, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the description,
or it is missing.
• Describes how one of the three
interventions is grounded in
health promotion or disease
prevention theory or model.
Learning Objective 1.4: Analyze the
connection between interventions and
health promotion and/or disease
prevention theories or models
The response
comprehensively and
clearly describes how
the intervention is
grounded in health
promotion of disease
prevention theory or
model.
The response includes
relevant, specific, and
appropriate examples
that fully support the
description.
The response describes
how the intervention is
grounded in health
promotion of disease
prevention theory or
model.
The response includes
relevant, specific, and
appropriate examples
that support the
description.
The response
inaccurately and vaguely
describes how the
intervention is grounded
in health promotion of
disease prevention
theory or model, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the description,
or it is missing.
© 2024 Walden University 3
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Explained gaps in service for
your affected population’s health
problems
Learning Objective 1.5: Identify gaps
in healthcare service for a target
population
The response
comprehensively and
clearly explains gaps in
service for the affected
population’s health
problems.
The response includes
relevant, specific, and
appropriate examples
that fully support the
explanation.
The response explains
gaps in service for the
affected population’s
health problems.
The response includes
relevant, specific, and
appropriate examples
that support the
explanation.
The response
inaccurately and vaguely
explains gaps in service
for the affected
population’s health
problems, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.
• Identified two community
resource examples to help your
population meet its needs.
Learning Objective 1.6: Identify
community resources to resolve
population health needs
The response
comprehensively and
clearly identifies two
community resources to
help the population
meet its needs.
The response includes
relevant, specific, and
appropriate examples
that fully support the
identification.
The response identifies
two community
resources to help the
population meet its
needs.
The response includes
relevant, specific, and
appropriate examples
that support the
identification.
The response
inaccurately and vaguely
identifies two community
resources to help the
population meet its
needs, or it is missing.
The response includes
inaccurate and vague
examples that do not
support the
identification, or it is
missing.
Professional Writing Skills Assessment
© 2024 Walden University 4
Professional Writing
Masters Expectations Achieves Expectations Does not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Demonstrates full
awareness of writing
context, audience, and
purpose.
Content is consistently
clear, logical, and well
organized with
appropriate sentence and
paragraph structure.
Tone is highly
professional, scholarly, and
free of bias.
Style is consistently
appropriate for a
professional
setting/workplace context.
Free of spelling,
punctuation, and
grammar/syntax errors.
Demonstrates some
awareness of writing
context, audience, and
purpose.
Content is mostly clear,
logical, and well organized
with adequate sentence
and paragraph structure.
Tone is adequately
professional, scholarly,
and/or free of bias.
Style is mostly appropriate
for a professional
setting/workplace context.
Contains few spelling,
punctuation, and/or
grammar/syntax errors.
Demonstrates minimal
awareness of writing
context, audience, and
purpose.
Content lacks clarity, logic,
and/or discernible
organization and does not
use proper sentence and
paragraph structure.
Tone is not
professional/scholarly
and/or contains bias.
Style is inconsistent with
a professional
setting/workplace context.
Content contains
significant spelling,
punctuation, and/or
grammar/syntax errors.
Originality, Source Credibility,
and Attribution of Ideas
Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
© 2024 Walden University 5
Professional Writing
Masters Expectations Achieves Expectations Does not Meet
Expectations
incorporating appropriate
citations and references in
APA format.
incorporating appropriate
citations and references in
APA format.
incorporating appropriate
citations and references in
APA format.
**## XP4004_Rubric.pdf**
© 2024 Walden University 1
XP4004: Advocacy Strategies of Population Health: Advocate for improvement in population health with use of
evidence-based practice, cultural competence, and strong community assessment and analysis.
Assessment Rubric
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
Module 1: Advocacy Strategies of Population Health
Complete the Population Health
Using a Community Lens template.
• Identified one evidence-based
community intervention at the
primary level for each of the
three problems of your chosen
population
Learning Objective 1.1: Analyze a
population using a community
assessment tool
The response
comprehensively and
clearly identifies one
intervention for each of
three problems.
The response includes
relevant, specific, and
appropriate examples
that fully support the
identification.
The response
introduces and identifies
one intervention for
each of three problems.
The response includes
relevant, specific, and
appropriate examples
that support the
identification.
The response
inaccurately and vaguely
identifies one
intervention for each of
three problems, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the
identification, or it is
missing.
• Explained three evidence-based
interventions that could be
helpful for the selected
community and target
population.
Learning Objective 1.2: Apply
evidence-based community
interventions for a target population
The response
comprehensively and
clearly explains three
evidence-based
interventions.
The response includes
relevant, specific, and
appropriate examples
that fully support the
explanation.
The response explains
three evidence-based
interventions.
The response includes
relevant, specific, and
appropriate examples
that support the
explanation.
The response
inaccurately and vaguely
explains three evidence-
based interventions, or it
is missing.
The response includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.
© 2024 Walden University 2
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Described how one of the three
interventions reflects social
justice, compassion, or cultural
sensitivity.
Learning Objective 1.3: Describe the
impact of social, compassion, and
culture sensitivity on interventions
The response
comprehensively and
clearly describes how
the selected intervention
reflects social justice,
compassion, or cultural
sensitivity.
The response includes
relevant, specific, and
appropriate examples
that fully support the
description.
The response describes
how the selected
intervention reflects
social justice,
compassion, or cultural
sensitivity.
The response includes
relevant, specific, and
appropriate examples
that support the
description.
The response
inaccurately and vaguely
describes how the
selected intervention
reflects social justice,
compassion, or cultural
sensitivity, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the description,
or it is missing.
• Describes how one of the three
interventions is grounded in
health promotion or disease
prevention theory or model.
Learning Objective 1.4: Analyze the
connection between interventions and
health promotion and/or disease
prevention theories or models
The response
comprehensively and
clearly describes how
the intervention is
grounded in health
promotion of disease
prevention theory or
model.
The response includes
relevant, specific, and
appropriate examples
that fully support the
description.
The response describes
how the intervention is
grounded in health
promotion of disease
prevention theory or
model.
The response includes
relevant, specific, and
appropriate examples
that support the
description.
The response
inaccurately and vaguely
describes how the
intervention is grounded
in health promotion of
disease prevention
theory or model, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the description,
or it is missing.
© 2024 Walden University 3
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Explained gaps in service for
your affected population’s health
problems
Learning Objective 1.5: Identify gaps
in healthcare service for a target
population
The response
comprehensively and
clearly explains gaps in
service for the affected
population’s health
problems.
The response includes
relevant, specific, and
appropriate examples
that fully support the
explanation.
The response explains
gaps in service for the
affected population’s
health problems.
The response includes
relevant, specific, and
appropriate examples
that support the
explanation.
The response
inaccurately and vaguely
explains gaps in service
for the affected
population’s health
problems, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.
• Identified two community
resource examples to help your
population meet its needs.
Learning Objective 1.6: Identify
community resources to resolve
population health needs
The response
comprehensively and
clearly identifies two
community resources to
help the population
meet its needs.
The response includes
relevant, specific, and
appropriate examples
that fully support the
identification.
The response identifies
two community
resources to help the
population meet its
needs.
The response includes
relevant, specific, and
appropriate examples
that support the
identification.
The response
inaccurately and vaguely
identifies two community
resources to help the
population meet its
needs, or it is missing.
The response includes
inaccurate and vague
examples that do not
support the
identification, or it is
missing.
Professional Writing Skills Assessment
© 2024 Walden University 4
Professional Writing
Masters Expectations Achieves Expectations Does not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Demonstrates full
awareness of writing
context, audience, and
purpose.
Content is consistently
clear, logical, and well
organized with
appropriate sentence and
paragraph structure.
Tone is highly
professional, scholarly, and
free of bias.
Style is consistently
appropriate for a
professional
setting/workplace context.
Free of spelling,
punctuation, and
grammar/syntax errors.
Demonstrates some
awareness of writing
context, audience, and
purpose.
Content is mostly clear,
logical, and well organized
with adequate sentence
and paragraph structure.
Tone is adequately
professional, scholarly,
and/or free of bias.
Style is mostly appropriate
for a professional
setting/workplace context.
Contains few spelling,
punctuation, and/or
grammar/syntax errors.
Demonstrates minimal
awareness of writing
context, audience, and
purpose.
Content lacks clarity, logic,
and/or discernible
organization and does not
use proper sentence and
paragraph structure.
Tone is not
professional/scholarly
and/or contains bias.
Style is inconsistent with
a professional
setting/workplace context.
Content contains
significant spelling,
punctuation, and/or
grammar/syntax errors.
Originality, Source Credibility,
and Attribution of Ideas
Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
© 2024 Walden University 5
Professional Writing
Masters Expectations Achieves Expectations Does not Meet
Expectations
incorporating appropriate
citations and references in
APA format.
incorporating appropriate
citations and references in
APA format.
incorporating appropriate
citations and references in
APA format.
**## ASSESSMENT.docx**
**ASSESSMENT**
Population Health Using a Community Lens
Complete the Population Health Using a Community Lens template to utilize health data and scholarly literature to support ideas concerning the health challenges in a community and chosen population.
**## XP4004_Template.docx**
5
**XP4004 Template:**
**Population Health Using a Community Lens**
Student Name Here
Program Name or Degree Name, Walden University
Course Number, Section, and
_Title_
(Example: NURS 0000 Section 01, Title of Course)
Instructor Name
Month, Day, Year
(Enter the date submitted to Instructor.)
**Population Health Using a Community Lens**
Complete the following prompts. Cite and reference in APA format.
1. Identify
**one evidence-based community intervention at the primary level**(from the literature that promotes health and prevents problems before they occur)
**for each of 3 health problems** identified in your chosen population. (3 resources)
2. Explain how those three evidence-based interventions could be
**helpful for your community and your target population**. (3 paragraphs, 1 paragraph for each intervention)
3. Describe how
**one** of those three interventions
**reflects social justice, compassion, or cultural sensitivity**. (1 paragraph)
4. Detail how
**one** of those three interventions is grounded in a
**health promotion or disease prevention theory or model**. (1 paragraph and 1 resource)
5. Consider your own community for a moment. What
**gaps in service** do you see that affect your population’s health problems? (1 paragraph)
6. Provide
**two examples of** **community resources** that could be put into place to assist your population to meet their health needs. (1 paragraph)
**References**
**## XP4001_B_Pacheco_Part1.docx**
6
**XP4001 Part 1:**
**Population Health Using a Community Lens**
Belkis Pacheco Santiago
BSN, Walden University
Population Health Nursing NURS 4212
XP4001, Managing Population Health
Dr Lisa Palucci
01, 29, 2025
**Population Health Using a Community Lens**
**Community of Interest**
Griffin is a city steeped in history and the seat of Spalding County, GA, with a population of over 23,000. Griffin’s community is African American (51%), White (43%), and other ethnicities make up the remainder (Hunter, 2022). Historically, Griffin has long found it challenging to deal with economic disparities and limited access to healthcare. Poverty (22.5% of the population living below the poverty line) and inadequate transportation infrastructure are key issues (Stanhope et al., 2022). However, Griffin is also a community for close kinship with numerous programs locally dedicated to the reclamation of its education and employment potential.
**Population at Risk**
One population of interest in Griffin is the low-income African-American families. Those who belong to this group are disproportionately affected by systemic inequities such as lack of affordable housing, healthcare services, and quality education. Moreover, many of these families live in neighborhoods with high crime rates and few resources for health, and social fulfillment might be even worse. Improving the overall well-being of the Griffin community depends on addressing the needs of this population.
**Health Problems of the Population**
Low-income African American families in Griffin face three significant health problems: diabetes, hypertension, and mental health issues. According to the CDC, the prevalence of diabetes among African Americans is 13.2%, compared to 7.5% among non-Hispanic Whites, making this a pressing concern (CDC, 2021). Another significant issue is hypertension. Stanhope & Lancaster (2020) report that Griffin's hypertension rates among African Americans follow the national statistics showing adult hypertension rates of 57.1% versus 43.6% among non-Hispanic Whites. Multiple national studies link economic instability with racial discrimination-related stress and lack of healthcare access to their rising impact on these rates. The development of hypertension is worsened through obesity and restricted physical activity, together with the Minnesota Department of Health (2019) reporting these conditions. Severe complications become frequent findings, especially in cardiovascular disease cases.
This population suffers extensively from mental health problems. The reluctance to seek mental health help exists because stigma accompanies psychiatric disorders while culturally suitable mental health services remain scarce. Structural barriers such as inadequate insurance coverage cultural stigmas and insufficient mental health service providers cause a worsening situation according to the Minnesota Department of Health (2019). Studies show that initiative-based SDOH interventions focusing on employment and education improve mental health outcomes for marginalized populations (Minnesota Department of Health, 2019).
**Comparison to National Trends**
Nationwide populations that meet similar socio-economic characteristics face identical health challenges with both adults and children. Nationwide data from the Centers for Disease Control and Prevention (CDC) shows diabetes affects 13.2% of African Americans but only 7.5% of non-Hispanic Whites. Tens of millions of adult Americans experience high blood pressure with African Americans showing 57.1% while non-Hispanic Whites have 43.6%. The prevalence of severe psychological distress among African Americans extends higher than among other racial groups at 20% according to CDC (2021). The numbers call for specific preventive strategies according to Stanhope and Lancaster (2020).
Other states with large African-American populations, like Georgia, Mississippi, and Louisiana, report similar trends. For example, the diabetes prevalence rate among African Americans in Georgia is 14.7 percent and over the national average (Stanhope et al., 2022). Approaches to address these disparities require the effort of community organizations, healthcare providers, and policymakers working together.
**Global Efforts to Address Health Problems**
Organizations such as the World Health Organization (WHO) concentrate on curtailing health differences between marginalized people worldwide. The Global Action Plan on Non-Communicable Diseases, a WHO initiative, calls primarily for reducing diabetes and hypertension through community-based programs, plus promoting healthy lifestyles. Also, the Global Mental Health Action Plan tries to widen access to mental health care in remote places. The global efforts show that the root causes of poor health outcomes (Nayna Schwerdtle et al., 2020) impact systemic inequity.
**Vulnerability and Social Determinants of Health**
Totally unprotected by society, low-income African American families located in Griffin experience many obstacles stopping them from getting access to needed services. Life marginalization and two elements like racial oppression, educational inequality, and environmental pressures combine to enhance their overall risk status. Housing stability and food security represent major factors that powerfully influence health. Tacit initiatives for local communities should establish affordable housing development while delivering nutritional literacy lessons and extending medical care facilities for effective disparity resolution. These determinants attract communities to create lasting health equity pathways.
**References**
Minnesota Department of Health. (2019).
_Public health interventions: Applications for public health nursing practice_ (2nd ed.).
Nayna Schwerdtle, P., Connell, C. J., Lee, S., Plummer, V., Russo, P. L., Endacott, R., & Kuhn, L. (2020). Nurse Expertise: A Critical Resource in the COVID-19 Pandemic Response.
_Annals of Global Health_,
_86_(1), 49.
[https://doi.org/10.5334/aogh.2898](https://doi.org/10.5334/aogh.2898)
Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). Elsevier.
Hunter, B. (2022).
_Saint Woody: The History and Fanaticism of Ohio State Football_. U of Nebraska Press.
Centers for Disease Control and Prevention. (2021). Health disparities among African Americans.
[https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/populations/black-african-american.html](https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/populations/black-african-american.html)
**## XP4004_Rubric.pdf**
© 2024 Walden University 1
XP4004: Advocacy Strategies of Population Health: Advocate for improvement in population health with use of
evidence-based practice, cultural competence, and strong community assessment and analysis.
Assessment Rubric
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
Module 1: Advocacy Strategies of Population Health
Complete the Population Health
Using a Community Lens template.
• Identified one evidence-based
community intervention at the
primary level for each of the
three problems of your chosen
population
Learning Objective 1.1: Analyze a
population using a community
assessment tool
The response
comprehensively and
clearly identifies one
intervention for each of
three problems.
The response includes
relevant, specific, and
appropriate examples
that fully support the
identification.
The response
introduces and identifies
one intervention for
each of three problems.
The response includes
relevant, specific, and
appropriate examples
that support the
identification.
The response
inaccurately and vaguely
identifies one
intervention for each of
three problems, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the
identification, or it is
missing.
• Explained three evidence-based
interventions that could be
helpful for the selected
community and target
population.
Learning Objective 1.2: Apply
evidence-based community
interventions for a target population
The response
comprehensively and
clearly explains three
evidence-based
interventions.
The response includes
relevant, specific, and
appropriate examples
that fully support the
explanation.
The response explains
three evidence-based
interventions.
The response includes
relevant, specific, and
appropriate examples
that support the
explanation.
The response
inaccurately and vaguely
explains three evidence-
based interventions, or it
is missing.
The response includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.
© 2024 Walden University 2
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Described how one of the three
interventions reflects social
justice, compassion, or cultural
sensitivity.
Learning Objective 1.3: Describe the
impact of social, compassion, and
culture sensitivity on interventions
The response
comprehensively and
clearly describes how
the selected intervention
reflects social justice,
compassion, or cultural
sensitivity.
The response includes
relevant, specific, and
appropriate examples
that fully support the
description.
The response describes
how the selected
intervention reflects
social justice,
compassion, or cultural
sensitivity.
The response includes
relevant, specific, and
appropriate examples
that support the
description.
The response
inaccurately and vaguely
describes how the
selected intervention
reflects social justice,
compassion, or cultural
sensitivity, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the description,
or it is missing.
• Describes how one of the three
interventions is grounded in
health promotion or disease
prevention theory or model.
Learning Objective 1.4: Analyze the
connection between interventions and
health promotion and/or disease
prevention theories or models
The response
comprehensively and
clearly describes how
the intervention is
grounded in health
promotion of disease
prevention theory or
model.
The response includes
relevant, specific, and
appropriate examples
that fully support the
description.
The response describes
how the intervention is
grounded in health
promotion of disease
prevention theory or
model.
The response includes
relevant, specific, and
appropriate examples
that support the
description.
The response
inaccurately and vaguely
describes how the
intervention is grounded
in health promotion of
disease prevention
theory or model, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the description,
or it is missing.
© 2024 Walden University 3
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Explained gaps in service for
your affected population’s health
problems
Learning Objective 1.5: Identify gaps
in healthcare service for a target
population
The response
comprehensively and
clearly explains gaps in
service for the affected
population’s health
problems.
The response includes
relevant, specific, and
appropriate examples
that fully support the
explanation.
The response explains
gaps in service for the
affected population’s
health problems.
The response includes
relevant, specific, and
appropriate examples
that support the
explanation.
The response
inaccurately and vaguely
explains gaps in service
for the affected
population’s health
problems, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.
• Identified two community
resource examples to help your
population meet its needs.
Learning Objective 1.6: Identify
community resources to resolve
population health needs
The response
comprehensively and
clearly identifies two
community resources to
help the population
meet its needs.
The response includes
relevant, specific, and
appropriate examples
that fully support the
identification.
The response identifies
two community
resources to help the
population meet its
needs.
The response includes
relevant, specific, and
appropriate examples
that support the
identification.
The response
inaccurately and vaguely
identifies two community
resources to help the
population meet its
needs, or it is missing.
The response includes
inaccurate and vague
examples that do not
support the
identification, or it is
missing.
Professional Writing Skills Assessment
© 2024 Walden University 4
Professional Writing
Masters Expectations Achieves Expectations Does not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Demonstrates full
awareness of writing
context, audience, and
purpose.
Content is consistently
clear, logical, and well
organized with
appropriate sentence and
paragraph structure.
Tone is highly
professional, scholarly, and
free of bias.
Style is consistently
appropriate for a
professional
setting/workplace context.
Free of spelling,
punctuation, and
grammar/syntax errors.
Demonstrates some
awareness of writing
context, audience, and
purpose.
Content is mostly clear,
logical, and well organized
with adequate sentence
and paragraph structure.
Tone is adequately
professional, scholarly,
and/or free of bias.
Style is mostly appropriate
for a professional
setting/workplace context.
Contains few spelling,
punctuation, and/or
grammar/syntax errors.
Demonstrates minimal
awareness of writing
context, audience, and
purpose.
Content lacks clarity, logic,
and/or discernible
organization and does not
use proper sentence and
paragraph structure.
Tone is not
professional/scholarly
and/or contains bias.
Style is inconsistent with
a professional
setting/workplace context.
Content contains
significant spelling,
punctuation, and/or
grammar/syntax errors.
Originality, Source Credibility,
and Attribution of Ideas
Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
© 2024 Walden University 5
Professional Writing
Masters Expectations Achieves Expectations Does not Meet
Expectations
incorporating appropriate
citations and references in
APA format.
incorporating appropriate
citations and references in
APA format.
incorporating appropriate
citations and references in
APA format.
**## ASSESSMENT.docx**
**ASSESSMENT**
Population Health Using a Community Lens
Complete the Population Health Using a Community Lens template to utilize health data and scholarly literature to support ideas concerning the health challenges in a community and chosen population.
**## XP4004_Template.docx**
5
**XP4004 Template:**
**Population Health Using a Community Lens**
Student Name Here
Program Name or Degree Name, Walden University
Course Number, Section, and
_Title_
(Example: NURS 0000 Section 01, Title of Course)
Instructor Name
Month, Day, Year
(Enter the date submitted to Instructor.)
**Population Health Using a Community Lens**
Complete the following prompts. Cite and reference in APA format.
1. Identify
**one evidence-based community intervention at the primary level**(from the literature that promotes health and prevents problems before they occur)
**for each of 3 health problems** identified in your chosen population. (3 resources)
2. Explain how those three evidence-based interventions could be
**helpful for your community and your target population**. (3 paragraphs, 1 paragraph for each intervention)
3. Describe how
**one** of those three interventions
**reflects social justice, compassion, or cultural sensitivity**. (1 paragraph)
4. Detail how
**one** of those three interventions is grounded in a
**health promotion or disease prevention theory or model**. (1 paragraph and 1 resource)
5. Consider your own community for a moment. What
**gaps in service** do you see that affect your population’s health problems? (1 paragraph)
6. Provide
**two examples of** **community resources** that could be put into place to assist your population to meet their health needs. (1 paragraph)
**References**
**## XP4001_B_Pacheco_Part1.docx**
6
**XP4001 Part 1:**
**Population Health Using a Community Lens**
Belkis Pacheco Santiago
BSN, Walden University
Population Health Nursing NURS 4212
XP4001, Managing Population Health
Dr Lisa Palucci
01, 29, 2025
**Population Health Using a Community Lens**
**Community of Interest**
Griffin is a city steeped in history and the seat of Spalding County, GA, with a population of over 23,000. Griffin’s community is African American (51%), White (43%), and other ethnicities make up the remainder (Hunter, 2022). Historically, Griffin has long found it challenging to deal with economic disparities and limited access to healthcare. Poverty (22.5% of the population living below the poverty line) and inadequate transportation infrastructure are key issues (Stanhope et al., 2022). However, Griffin is also a community for close kinship with numerous programs locally dedicated to the reclamation of its education and employment potential.
**Population at Risk**
One population of interest in Griffin is the low-income African-American families. Those who belong to this group are disproportionately affected by systemic inequities such as lack of affordable housing, healthcare services, and quality education. Moreover, many of these families live in neighborhoods with high crime rates and few resources for health, and social fulfillment might be even worse. Improving the overall well-being of the Griffin community depends on addressing the needs of this population.
**Health Problems of the Population**
Low-income African American families in Griffin face three significant health problems: diabetes, hypertension, and mental health issues. According to the CDC, the prevalence of diabetes among African Americans is 13.2%, compared to 7.5% among non-Hispanic Whites, making this a pressing concern (CDC, 2021). Another significant issue is hypertension. Stanhope & Lancaster (2020) report that Griffin's hypertension rates among African Americans follow the national statistics showing adult hypertension rates of 57.1% versus 43.6% among non-Hispanic Whites. Multiple national studies link economic instability with racial discrimination-related stress and lack of healthcare access to their rising impact on these rates. The development of hypertension is worsened through obesity and restricted physical activity, together with the Minnesota Department of Health (2019) reporting these conditions. Severe complications become frequent findings, especially in cardiovascular disease cases.
This population suffers extensively from mental health problems. The reluctance to seek mental health help exists because stigma accompanies psychiatric disorders while culturally suitable mental health services remain scarce. Structural barriers such as inadequate insurance coverage cultural stigmas and insufficient mental health service providers cause a worsening situation according to the Minnesota Department of Health (2019). Studies show that initiative-based SDOH interventions focusing on employment and education improve mental health outcomes for marginalized populations (Minnesota Department of Health, 2019).
**Comparison to National Trends**
Nationwide populations that meet similar socio-economic characteristics face identical health challenges with both adults and children. Nationwide data from the Centers for Disease Control and Prevention (CDC) shows diabetes affects 13.2% of African Americans but only 7.5% of non-Hispanic Whites. Tens of millions of adult Americans experience high blood pressure with African Americans showing 57.1% while non-Hispanic Whites have 43.6%. The prevalence of severe psychological distress among African Americans extends higher than among other racial groups at 20% according to CDC (2021). The numbers call for specific preventive strategies according to Stanhope and Lancaster (2020).
Other states with large African-American populations, like Georgia, Mississippi, and Louisiana, report similar trends. For example, the diabetes prevalence rate among African Americans in Georgia is 14.7 percent and over the national average (Stanhope et al., 2022). Approaches to address these disparities require the effort of community organizations, healthcare providers, and policymakers working together.
**Global Efforts to Address Health Problems**
Organizations such as the World Health Organization (WHO) concentrate on curtailing health differences between marginalized people worldwide. The Global Action Plan on Non-Communicable Diseases, a WHO initiative, calls primarily for reducing diabetes and hypertension through community-based programs, plus promoting healthy lifestyles. Also, the Global Mental Health Action Plan tries to widen access to mental health care in remote places. The global efforts show that the root causes of poor health outcomes (Nayna Schwerdtle et al., 2020) impact systemic inequity.
**Vulnerability and Social Determinants of Health**
Totally unprotected by society, low-income African American families located in Griffin experience many obstacles stopping them from getting access to needed services. Life marginalization and two elements like racial oppression, educational inequality, and environmental pressures combine to enhance their overall risk status. Housing stability and food security represent major factors that powerfully influence health. Tacit initiatives for local communities should establish affordable housing development while delivering nutritional literacy lessons and extending medical care facilities for effective disparity resolution. These determinants attract communities to create lasting health equity pathways.
**References**
Minnesota Department of Health. (2019).
_Public health interventions: Applications for public health nursing practice_ (2nd ed.).
Nayna Schwerdtle, P., Connell, C. J., Lee, S., Plummer, V., Russo, P. L., Endacott, R., & Kuhn, L. (2020). Nurse Expertise: A Critical Resource in the COVID-19 Pandemic Response.
_Annals of Global Health_,
_86_(1), 49.
[https://doi.org/10.5334/aogh.2898](https://doi.org/10.5334/aogh.2898)
Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). Elsevier.
Hunter, B. (2022).
_Saint Woody: The History and Fanaticism of Ohio State Football_. U of Nebraska Press.
Centers for Disease Control and Prevention. (2021). Health disparities among African Americans.
[https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/populations/black-african-american.html](https://www.cdc.gov/health-disparities-hiv-std-tb-hepatitis/populations/black-african-american.html)
**## XP4004_Rubric.pdf**
© 2024 Walden University 1
XP4004: Advocacy Strategies of Population Health: Advocate for improvement in population health with use of
evidence-based practice, cultural competence, and strong community assessment and analysis.
Assessment Rubric
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
Module 1: Advocacy Strategies of Population Health
Complete the Population Health
Using a Community Lens template.
• Identified one evidence-based
community intervention at the
primary level for each of the
three problems of your chosen
population
Learning Objective 1.1: Analyze a
population using a community
assessment tool
The response
comprehensively and
clearly identifies one
intervention for each of
three problems.
The response includes
relevant, specific, and
appropriate examples
that fully support the
identification.
The response
introduces and identifies
one intervention for
each of three problems.
The response includes
relevant, specific, and
appropriate examples
that support the
identification.
The response
inaccurately and vaguely
identifies one
intervention for each of
three problems, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the
identification, or it is
missing.
• Explained three evidence-based
interventions that could be
helpful for the selected
community and target
population.
Learning Objective 1.2: Apply
evidence-based community
interventions for a target population
The response
comprehensively and
clearly explains three
evidence-based
interventions.
The response includes
relevant, specific, and
appropriate examples
that fully support the
explanation.
The response explains
three evidence-based
interventions.
The response includes
relevant, specific, and
appropriate examples
that support the
explanation.
The response
inaccurately and vaguely
explains three evidence-
based interventions, or it
is missing.
The response includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.
© 2024 Walden University 2
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Described how one of the three
interventions reflects social
justice, compassion, or cultural
sensitivity.
Learning Objective 1.3: Describe the
impact of social, compassion, and
culture sensitivity on interventions
The response
comprehensively and
clearly describes how
the selected intervention
reflects social justice,
compassion, or cultural
sensitivity.
The response includes
relevant, specific, and
appropriate examples
that fully support the
description.
The response describes
how the selected
intervention reflects
social justice,
compassion, or cultural
sensitivity.
The response includes
relevant, specific, and
appropriate examples
that support the
description.
The response
inaccurately and vaguely
describes how the
selected intervention
reflects social justice,
compassion, or cultural
sensitivity, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the description,
or it is missing.
• Describes how one of the three
interventions is grounded in
health promotion or disease
prevention theory or model.
Learning Objective 1.4: Analyze the
connection between interventions and
health promotion and/or disease
prevention theories or models
The response
comprehensively and
clearly describes how
the intervention is
grounded in health
promotion of disease
prevention theory or
model.
The response includes
relevant, specific, and
appropriate examples
that fully support the
description.
The response describes
how the intervention is
grounded in health
promotion of disease
prevention theory or
model.
The response includes
relevant, specific, and
appropriate examples
that support the
description.
The response
inaccurately and vaguely
describes how the
intervention is grounded
in health promotion of
disease prevention
theory or model, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the description,
or it is missing.
© 2024 Walden University 3
Rubric Criteria
Masters Expectations Achieves Expectations Does Not Meet
Expectations
• Explained gaps in service for
your affected population’s health
problems
Learning Objective 1.5: Identify gaps
in healthcare service for a target
population
The response
comprehensively and
clearly explains gaps in
service for the affected
population’s health
problems.
The response includes
relevant, specific, and
appropriate examples
that fully support the
explanation.
The response explains
gaps in service for the
affected population’s
health problems.
The response includes
relevant, specific, and
appropriate examples
that support the
explanation.
The response
inaccurately and vaguely
explains gaps in service
for the affected
population’s health
problems, or it is
missing.
The response includes
inaccurate and vague
examples that do not
support the explanation,
or it is missing.
• Identified two community
resource examples to help your
population meet its needs.
Learning Objective 1.6: Identify
community resources to resolve
population health needs
The response
comprehensively and
clearly identifies two
community resources to
help the population
meet its needs.
The response includes
relevant, specific, and
appropriate examples
that fully support the
identification.
The response identifies
two community
resources to help the
population meet its
needs.
The response includes
relevant, specific, and
appropriate examples
that support the
identification.
The response
inaccurately and vaguely
identifies two community
resources to help the
population meet its
needs, or it is missing.
The response includes
inaccurate and vague
examples that do not
support the
identification, or it is
missing.
Professional Writing Skills Assessment
© 2024 Walden University 4
Professional Writing
Masters Expectations Achieves Expectations Does not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Demonstrates full
awareness of writing
context, audience, and
purpose.
Content is consistently
clear, logical, and well
organized with
appropriate sentence and
paragraph structure.
Tone is highly
professional, scholarly, and
free of bias.
Style is consistently
appropriate for a
professional
setting/workplace context.
Free of spelling,
punctuation, and
grammar/syntax errors.
Demonstrates some
awareness of writing
context, audience, and
purpose.
Content is mostly clear,
logical, and well organized
with adequate sentence
and paragraph structure.
Tone is adequately
professional, scholarly,
and/or free of bias.
Style is mostly appropriate
for a professional
setting/workplace context.
Contains few spelling,
punctuation, and/or
grammar/syntax errors.
Demonstrates minimal
awareness of writing
context, audience, and
purpose.
Content lacks clarity, logic,
and/or discernible
organization and does not
use proper sentence and
paragraph structure.
Tone is not
professional/scholarly
and/or contains bias.
Style is inconsistent with
a professional
setting/workplace context.
Content contains
significant spelling,
punctuation, and/or
grammar/syntax errors.
Originality, Source Credibility,
and Attribution of Ideas
Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
© 2024 Walden University 5
Professional Writing
Masters Expectations Achieves Expectations Does not Meet
Expectations
incorporating appropriate
citations and references in
APA format.
incorporating appropriate
citations and references in
APA format.
incorporating appropriate
citations and references in
APA format.