Behavioral Theories and Models in Population Health Interventions
Behavioral Theories and Models in Population Health Interventions
For this Discussion, you will explore a set of interrelated terms: theories, models, and frameworks. For the purpose of this week, a theory is a set of statements developed through a process of continued perceptions. A theory is aimed at creating a generalized statement to explain a phenomenon. A model is a purposeful representation of reality. There are similarities in these constructs, but these terms are not synonymous. A model is based on a theory and is not the same as a theory. An entity between a model and a theory is known as a framework. A framework contains a structure or system for the fulfilment of a defined result/goal.
In public health and population health, models may be used to develop a framework for the intended audience to change behaviors. These proven frameworks assist in the development of programs relying on constructs of human behavior. In population health, health leaders use models and theories to support health promotion and disease prevention practices in program planning. They help individuals to understand and explain health behavior and to guide the identification of strategies for health promotion and disease prevention programs.
In population health, it is likely that health professionals will develop programs to address a population health issue, and models and theories will support their efforts. For this unit, four theories/models have been chosen because they are the most widely used and known in the field. The four theories or models that serve as the focus of this week are the ones most commonly cited in the field of health care. It is important that you become familiar with their constructs. To that end, you will complete an exercise in which you will demonstrate your knowledge of each.
For this Discussion:
To Prepare:
Review the week’s Resources.
Consider which theory or model might apply to Juanita in the media titled Juanita’s Story: Part 1 (Laureate Education, 2018).
Select one of the chronic diseases or conditions at a population level in the list provided:
Diabetes
Lung Cancer
Obesity
Heart Disease
Rheumatoid Arthritis
Chronic Obstructive Pulmonary Disease (COPD)
Select a health behavioral theory or model* from the following list that best applies to population health intervention efforts to address the chronic disease or condition you selected:
Health Belief Model
Transtheoretical (Stages of Change) Model
Theory of Planned Behavior
Social Cognitive Theory
By Day 3
Post an indication of the theory or model and the population level chronic disease or condition you chose. Explain why you think the health behavioral theory or model you chose best applies to your selected chronic disease or condition. Then, briefly explain how your chosen health behavioral theory or model might be applied to population health intervention efforts.
By Day 5
Respond to at least two colleagues. Respond in one or more of the following ways:
Suggest another health behavioral theory or model that might apply to your colleague’s chosen chronic disease or condition at a population level.
Suggest another way your colleague’s chosen health behavioral theory or model might apply to a chronic disease or condition at a population level.
MMHA6530 Disease Prevention and Care Management
Week 2 Discussion
The Importance of Shared Decision-Making in Evidence-Based Population Health Programs
Evidence-based programs are constructed through rigorous study of the effects or outcomes of specific interventions or model programs. They demonstrate reliable and consistently positive changes in important health-related and functional measures. Utilizing proven strategies to effect change in the behavior of a population or at-risk group can greatly increase successful outcomes. Additionally, funding is more likely secured utilizing proven programs and strategies to influence the health of the community.
Evidence-based interventions lead to more successful programs and policies, greater workforce productivity, and better use of resources. Applying evidence-based programs to a population health intervention is a best practice applied by most health organizations. There is strength in numbers and the more research and insight that is garnered from these programs, the more refined a program can be in the future. These programs have the potential to bring lasting benefits to communities and populations. However, stakeholders such as consumers and health practitioners might have different values and needs related to health programs. Even stakeholders within the same categories might have different needs and values. Coordination of evidenced-based practice is important within the evidence-based realm and may only be possible when needs and values are understood.
Evidence-based programs have implications related to costs, timelines, and other factors. How might these factors affect consumers and health practitioners? This is the focus of your Discussion.
For this Discussion:
To Prepare:
Review the Resources for this week.
Consider the views expressed in the video Assessing Community Needs (Laureate, 2014).
Consider the stakeholders who need to be engaged in decision-making for evidence-based population health practices and why.
Consider why consumer involvement is important in evidence-based population health practices.
Consider how factors such as patient age and stage of disease affect their values and needs.
Consider why providers’ needs and values might need to be considered for coordination of care.
By Day 3
Post an explanation of the importance of consumer involvement in decision-making regarding evidence-based population health practices. Explain how consumer values and needs influence their decision-making. Then, explain the benefits and limitations of shared decision-making in evidence-based practice. Provide specific examples in your response.
By Day 5
Respond to at least two colleagues. Respond in one or more of the following ways:
Based on your colleague’s post, build on how consumer values and needs might influence decision-making.
Suggest another benefit or limitation of shared decision-making in evidence-based practice.
Provide an insight related to the population mentioned in the article that might affect this population’s chronic disease or condition described.
MMHA6530 Disease Prevention and Care Management
Week 3 Discussion
Interventions at the Population Versus Individual Level
As a health practitioner, the at-risk populations for a specific disease or condition are the focus of interventions. In many cases, the knowledge gained from individual health applications may be applied to understanding human behavior and behavior change for diseases and conditions at the population level. Population health is tasked with meeting the needs of large groups; therefore, it is important that health professionals consider the best practices identified in evidence-based programs for individuals when planning the development of solid programs with proven results for groups or populations.
For this Discussion:
To Prepare:
Select a relevant chronic disease or condition at a population level.
Reflect on how interventions for this chronic disease or condition might differ between the patient and population level.
Consider which intervention level may be most appropriate to effect positive health outcomes.
By Day 3
Post a description of the population and the chronic disease or condition you selected. Explain how interventions for the chronic disease or condition might be addressed at the individual level. Explain how interventions for the chronic disease or condition might be addressed at the population level. Finally, compare individualized and population approaches to health programs in addressing the chronic diseases or condition on the population health level you selected.
By Day 5
Respond to at least two colleagues in one or more of the following ways:
Suggest another way that your colleague’s chosen chronic disease or condition might be addressed at the population level.
Suggest another way that your colleague’s chosen chronic disease or condition might be addressed at the individual level.
Respectfully support or refute your colleague’s choice of whether to address the chosen chronic disease or condition at a population or individual level.
MMHA6530 Disease Prevention and Care Management
Week 4 Discussion
Implications of Stages of Prevention to Management of Chronic Conditions
Primary prevention aims to prevent a population or individual from developing a disease or condition. This might include health promotion activities aimed at building awareness of the link between behaviors and diseases (e.g., the link between condom use and prevention of HIV/AIDs). Unfortunately, not all diseases/conditions are captured at this primary stage and are instead identified at the secondary or tertiary stages of disease.
Secondary prevention includes screenings and tests to identify disease at the earliest stages. At the primary and secondary prevention stage, the possibility of behavior change and mitigation of inherent risks is better managed.
Tertiary prevention tends to fall on complete management of the disease. This stage is important as well in managing the quality of life of the individual and the impact on the population.
At the secondary and tertiary stages, there are still ways to manage the disease and improve quality of life, but the costs begin to rise.
Classifying stages of prevention is an important aspect of developing best practices and programs to meet the needs of the population. A clear understanding of where the at-risk population is in the process enhances the ability to make interventions that are effective and reliable. Health practitioners must develop skills to identify what stage would be most effective in a given disease, population, and budget.
To Prepare:
Review the following scenario, reflected in the media for this and previous weeks, Juanita’s Story (Laureate Education, 2018):
Juanita is a 35-year-old female Mexican-American immigrant. She has recently had some symptoms consistent with diabetes.
Think about the implications of Juanita having diabetes at the primary, secondary, and tertiary levels. How might her different stages of change affect her motivations to seek treatment at the various stages?
Consider:
What would Juanita’s disease look like in the various stages of prevention? How would it affect her daily life, diet, ability to function, and so forth?
What factors would contribute to the differentiation between the stages?
What are the implications of the three stages of Juanita’s condition?
How might these implications translate to other chronic diseases and conditions at a population level?
By Day 3
Post an explanation of the implications of primary, secondary, and tertiary stages of prevention to the management of chronic diabetes. Include relevance of the stages to such aspects as health, society, finances, and impact on daily life. Be specific and provide examples.
By Day 5
Respond to at least two colleagues in one or more of the following ways:
Suggest another implication of a primary, secondary, or tertiary stage to the management of chronic diabetes.
Suggest how your colleague’s explanation of an implication of stages of prevention to chronic diabetes relates to your own chosen chronic disease or condition at a population level.
Expand on a colleague’s post by offering additional insights.
MMHA6530 Disease Prevention and Care Management
Week 6 Discussion
Motivators and Diagnostic Testing
Diabetes is a Greek word that means to siphon or pass through. The term mellitus was added later from a Latin word meaning “sweet” or “honey.” The condition was first documented in Egypt in 1552 B.C. when a physician noted patients experiencing frequent urination and emaciation (reflective of diabetes type 1). Similarly, in 150 A.D., a Greek physician named Aratreus observed “the melting down of flesh and limbs into urine.” This melting down gave the disease its name (McCoy, 2009).
Motivating an individual as well as a population to adopt new behaviors can be difficult. Health professionals must have a good understanding of the motivations and behaviors of individuals and the populations within which they are a member. Knowing what might motivate one individual to participate in diagnostic testing might not work for another, for example. This is the focus of the Discussion.
Reference
McCoy, K. (2009). The history of diabetes. Retrieved from https://www.everydayhealth.com/diabetes/understanding/diabetes-mellitus-through-time.aspx
For this Discussion:
To Prepare:
Review the Resources for this week and focus on the incidence of diabetes in different populations and underlying factors that account for these differences.
Consider why diabetes is on the rise in certain populations.
Consider population characteristics that might influence the likelihood of “at-risk” populations seeking diagnostic testing.
Reflect on behavioral and other motivators for seeking health screenings for diagnostic testing of diabetes. Review the media, Juanita’s Story: Part 4 (Laureate Education, 2018d). What are some of Juanita’s motivators at this stage? How have they changed through her interactions with her doctor?
Consider how behaviors and motivators might differ between younger (18–29 years old) and older (30 years old and over) adults.
By Day 3
Post an explanation of behavioral and other motivational factors related to why individuals in the two populations (18–29 years old and 30 years old and older) fail to seek diagnostic testing for diabetes. Then, imagine you are a leader in a health organization. How might you encourage individuals in the two populations to engage in diagnostic testing? Provide one strategy for the younger adult population and one for the older adult population. Explain how and why the strategy you proposed for the younger adult population might differ from the strategy you proposed for the older adult population. Be specific and provide examples.
By Day 5
Respond to at least two colleagues in one or more of the following ways:
Suggest another behavior or motivator that might influence a younger or older population’s likelihood of seeking diagnostic testing for diabetes.
Post with additional insights and resources.
Validate an idea with your own experience.
MMHA6530 Disease Prevention and Care Management
Week 7 Discussion
Causes and Risks of Cancer
Research has revealed that there are many risk factors associated with cancer and can vary based on the type of cancer. Some of these are outside of the control of the individual in that these factors are inherent. A person cannot change their genetics to reduce their risk category. However, there are also risk factors that can be improved or even eradicated. These include behaviors and habits such as smoking, which can be influenced to reduce the risk of cancer.
Cancer prevention is a major concern for many health care providers worldwide. It is important that health care administrators and educators understand the inherent and behavioral risk factors for each type of cancer, as well as how the relationship between inherent and behavioral risk factors differs in individuals and populations. This is the focus of your Discussion.
For this Discussion:
To Prepare:
Review the list of leading types of cancer provided in this week’s Resources.
Identify articles on cancer causes and evidence-based prevention strategies.
Select one type of cancer to explore in your Discussion post.
Identify at least two articles on this type of cancer.
By Day 3
Post an explanation of the difference between inherent versus behavioral risk factors as they relate to causing cancer, in general. Then, for the type of cancer you selected, identify one inherent and one behavioral risk factor and explain how the relationship between these risks may differ between populations. Be specific and provide examples.
By Day 5
Respond to at least two colleagues. Respond in one or more of the following ways:
Share another difference between inherent versus behavioral risk factors for cancer.
Expand on your colleague’s posting on inherent versus behavioral risk factors for cancer with additional insights and resources.
Suggest another reason why inherent versus behavioral risk might differ between populations.
MMHA6530 Disease Prevention and Care Management
Week 8 Discussion
Inherent and Genetic Risk Factors
Humans are born with genetic coding that may predispose them to certain diseases and conditions. A person may have a family history of high blood pressure, for example. Although that person cannot change the family history, they can make lifestyle choices that can reduce their risk of heart disease later in life. Taking ownership of these risk factors is a common battle waged in population health.
Evidence-based programs provide health administrators with a framework for developing interventions for the population to address risk factors. Researching risky behaviors in populations often results in information to break down barriers and meet the needs of the community. Educating the community can have a lasting effect on future rates of disease and disability. Before designing programs, however, it is important to have a deep understanding of inherent and behavioral risk factors related to the health of the populations you serve. For this Discussion, you will examine whether risk factors related to chronic diseases or conditions at a population level are inherent or whether they develop through behaviors and values or both. You will consider how behavioral changes, even small ones, might affect health in populations.
To Prepare:
Reflect on the following:
What might change or modify people’s motivations when it comes to health and health behaviors?
What role do demographics play in risk factors?
What can you change (e.g., where you live, what you eat)?
Select a chronic disease or condition at a population level with different types of risk factors.
Select a specific population that may be at risk for the selected chronic disease or condition.
By Day 3
Post an example of inherent or genetic risk factors related to the chronic disease or condition and population you selected. Also, provide an example of a behavior-driven risk factor related to the chronic disease or condition and population you selected. Then, provide a comprehensive explanation for how your chosen population’s values might influence health-related behaviors that may contribute to the risk of the chronic disease or condition you selected and explain why.
By Day 5
Respond to at least two colleagues. Respond in one or more of the following ways:
Suggest another inherent or behavioral risk factor related to your colleague’s chosen chronic disease or condition at a population level.
Propose another chronic disease or condition at a population level that might result from your colleague’s suggested risk factors.
Expand on your colleague’s posting with additional insights and resources.
MMHA6530 Disease Prevention and Care Management
Week 10 Discussion
Applying Evidence-Based Programs to Population Health to Improve Outcomes and Return on Investment
Identifying evidence-based practices is a major undertaking. Yet, when health professionals take the time to fully research a practice and note the best fit for a population and condition, it can greatly improve the results of the program as a whole. Once the best fit for a population is determined in terms of the right practices based on evidence, they may be implemented in various ways, such as in a roll out with small groups over the population or on a grand scale in which the entire population is offered the program at the same time.
To ensure that an evidence-based practice is working, it is important to evaluate the program routinely. Developing measurable and actionable goals will greatly assist in this process. Taking a step back to look at the progress of the program can be very beneficial in making modifications as needed for ongoing success. Any issues identified do not mean the program is a failure. Instead, it indicates areas that may need attention.
In Week 2, you examined the importance of evidence-based practice in general as well as the value of consumer involvement. You also explored the benefits and limitations of using evidence-based practices for chronic diseases and conditions at a population level. This week, you will apply insights on evidence-based practice to the specific chronic disease or condition at a population level that you selected for your Final Project.
For this Discussion:
To Prepare
Review the week’s Resources.
Conduct a search for evidence-based practices related to your Final Project topic.
By Day 3
Post a comprehensive explanation of how evidence-based practices might improve population health outcomes for the chronic disease or condition at the population level you selected for your Final Project. Then, explain how evidence-based practices might provide a better return on investment (ROI) for effective prevention and care management for the chronic disease or condition at the population level you selected for your Final Project. Be specific and provide examples in your post.
By Day 5
Respond to at least two colleagues. Respond in one or more of the following ways:
Suggest another reason why evidence-based practices might improve population outcomes for your colleague’s selected chronic disease or condition at the population level.
Select another reason that evidence-based practices might provide a better ROI for your colleague’s selected chronic disease or condition at the population level.
Suggest another example of improved ROI from evidence-based practices.
Expand on your colleague’s posting with additional insights and resources.
MMHA6530 Disease Prevention and Care Management
Week 11 Discussion
Personal Health Records
Personal health records (PHRs) are electronic applications used by patients to maintain and manage their health information in a private, secure, and confidential environment, and their use is becoming increasingly common. Technology companies are continually introducing new products to the market to address exercise, posture, BMI, and even diet. The PHR has helped to bridge the gap between patient and provider regarding behaviors related to health. When patients monitor their exercise and calories consumed, for example, a health care provider is better able to engage in a meaningful conversation on what can be modified to improve overall health. Technology-based PHRs have also enabled diabetics to track their blood sugar levels in a real-time capacity to avoid complications. This information is vital in the development of programs to address chronic conditions. However, if these PHRs are difficult to use or cumbersome, people will not use them over the long term.
For this Discussion, you will research PHR tools and share the information you gather with your colleagues. You will collaborate and contribute to each other’s knowledge base on technology that you might use to improve your own health.
For this Discussion:
To Prepare:
Review the week’s Resources.
Conduct an online search for PHR tools.
Select a PHR application or technology that is currently available and familiarize yourself with it
By Day 3
Include the following, if available:
Describe your selected PHR technology to your colleagues.
Cost
Ease of use
Ease of access
Pros and cons that you identified.
Explain the benefits and challenges of using this type of PHR for chronic disease management and to promote population health.
Finally, explain whether the PHR you selected would be applicable in health care settings. Why or why not?
By Day 5
Respond in the Discussion board to at least two colleagues. Respond in one or more of the following ways:
Explain another benefit of using a colleague’s personal health application or technology to benefit health.
Explain another challenge of using a colleague’s personal health application or technology to benefit health.
Support or refute your colleague’s stance on whether the personal health record application or technology is applicable in a health care setting.
MMHA6530 Disease Prevention and Care Management
Week 1 Assignment
Final Project Milestone 1
As a health administrator and health educator, throughout your career you will likely develop programs to address the needs of populations. For this course, you will complete a Final Project that will expose you to this common practice and will allow you to develop your skills in a simulation of a real-life scenario. You will choose a chronic disease or condition at a population level of your choice as well as a theory/model to support the program used to influence the behavior of your intended audience. Over the term of this course, you will develop your ability in proposing and planning population health programs.
You will complete your Final Project in a series of milestones. It is vital that all milestones be completed and submitted in a timely manner. This will allow you to gain feedback from faculty and make changes as needed. Although this project is set up with several milestones, it is highly encouraged that you work ahead and plan accordingly.
To Prepare:
Review the Final Project Instructions provided in this week’s Resources.
Choose a health behavioral theory or model to address your chosen chronic disease or condition at a population health level.
Research sources on chronic diseases and conditions at a population level as well as related health behavioral theories and models.
By Day 7
Assignment:
For this week’s Assignment, you will work on Part I of your Final Project draft as well as the first submission of some proposed references. Your submission must include:
Submit a document with the following information (2- to 3-page Word document)
Title page
Overview of your chosen chronic disease or condition at a population level
Description of your chosen population
The health behavioral theory/model that you have chosen to serve as a framework for the selected chronic disease or condition at a population level. (You do not need to go into detail here on the theory/model; you will be describing this and illustrating it more visually in the Week 3 Milestone.)
In addition, for this milestone, submit the following:
Three sources you will reference in your Final Project, including:
At least two sources supporting the chronic disease or condition you selected
At least one source supporting the behavioral theory or model to address your selected chronic disease or condition
If approved, include these references, along with all other references in your Final Submission in Week 10.
The Instructor will review and approve or suggest changes or alternatives if not appropriate. Your Instructor must approve your submitted milestone in order for you to continue on to the next milestone of the Final Project.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
Click the Week 1 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
MMHA6530 Disease Prevention and Care Management
Week 2 Assignment
Letter to the Editor
Persuasive writing is a skill developed over time. Population health is often tasked with educating the public and potentially persuading others to participate in health programs, adopt a new behavior, or even eliminate a behavior. It is often the role of the health practitioner to persuade others to participate and/or change.
For this Assignment, you will develop a Letter to the Editor of a local newspaper on evidence-based practice that includes the following:
Identify a chronic disease or condition at a population level in your community that you would like to address.
Identify a population health evidence-based practice.
Develop and advocate a stance on the use of this population health evidence-based practice related to a chronic disease or condition in your community.
Briefly describe what is meant by evidence-based practice.
Describe the chronic disease or condition in relation to prevalence, incidence, mortality, morbidity, socioeconomic status implications, race, gender, etc., of the population.
Develop a stance for or against the implementation of this evidence-based practice in your community to address the chronic disease or condition in your chosen population.
Support your work with 3–5 peer-reviewed sources.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
MMHA6530 Disease Prevention and Care Management
Week 3 Assignment
Final Project Milestone 2: Part 1 With Graphic of Theory/Model
For this assignment, you complete Milestone 2 of your Final Project. This milestone incorporates feedback from Week 1 on Milestone 1, but focuses more on the theory/model you have chosen to serve as a framework for your chronic disease or condition on a population level.
For this milestone, you explain your health theory/model in more detail. In addition, you create a visual representation of the health behavioral theory/model to help you to develop an argument for why this is the best fit for the intervention you are developing. Because presentations are visual-based exercises, it is important to be able to visually represent what the health behavioral theory/model will “look” like in the program being developed. For this exercise, you should be developing an original graphic. This means that you may use tools (e.g., software draw and shape tools) you find while doing research as the basis for creating your own graphic, but may not duplicate an image or graphic from a text or other source. The graphic you develop should be specific to your topic and should address the population you have selected for your Final Project.
To Prepare:
Review Part I of the Final Project Instructions provided in this week’s Resources.
Review the health behavioral theory or model you selected in Week 1 to address your chosen chronic disease or condition at a population level as well as the articles you researched for your Final Project.
Consider how your chosen health behavioral theory or model can be depicted visually to illustrate its application to your chosen chronic disease or condition and for the population you selected.
Assignment
Submit an original graphic representation of your chosen health behavioral theory or model as it relates to your chosen chronic disease or condition at a population level. If the health behavioral theory or model is illustrated in research, represent it in another way to ensure that your graphic representation is both original and relevant to your Final Project chronic disease or condition and population.
Address the following:
Identify your chosen health behavioral theory or model.
Identify your chosen chronic disease or condition and population.
Describe the graphic and its significance to the chronic disease or condition at a population level in more detail.
Be specific and indicate:
Key elements of the health behavioral theory or model and how they relate to your chosen chronic disease or condition at the population level including the significance of these elements and relationships between them
How this health behavioral theory or model applies to a population versus individual level
Include a key with necessary labels and terms described.
Note: This Assignment is meant to assess your ability to communicate your understanding of the concepts. It is not meant to assess your design skills. You may use graphics created by using the software available on your computer, or you may also choose to create your graphic representation with hand drawings.
In addition, incorporate any feedback into Part I of your Final Project for submission.
To review, for Part I you must include:
Part I (Includes feedback from Instructor and the graphic from this week’s Discussion)
Submit a document with the following information (2–3 pages total):
Title page
Selected chronic disease or condition at a population level
Description of population
Explanation of the health behavioral theory/model that serves as a framework for the selected chronic disease or condition at a population level
Original graphic representation of your chosen health behavioral theory or model as it relates to your chosen chronic disease or condition at a population level
Three sources you will consult for your Final Project, including:
At least two sources about the chronic disease or condition you selected
At least one source supporting the behavioral theory or model to address your selected chronic disease or condition
The Instructor will review and approve or suggest changes or alternatives if not appropriate. This milestone must be approved by the Instructor in order to continue onto the next milestone of the Final Project. If you have a question related to the feedback you have received on any milestones or other assignments, please contact the Instructor.
By Day 7
Submit your Graphic and Final Project Milestone 2.
MMHA6530 Disease Prevention and Care Management
Week 4 Assignment
Final Project Milestone 3
For your Discussion, you explored the stages of prevention as they applied to individuals. Health administrators and educators also need to consider stages of prevention in managing the care of populations, as well. Just as with individuals, as less prevention efforts are put in place and the longer populations go without proper treatments for diseases and conditions, the greater the cost in lifespan, quality of life, and health outcomes.
This week, you will incorporate implications of the stages of prevention as you write a draft of Part II of your Final Project. For this Assignment, you will incorporate all feedback from your previous milestones.* You will then include the following information as a PowerPoint or PowerPoint-type presentation.
To Prepare:
Review your Resources for your Final Project.
Review the Part II instructions on your Final Project Instructions.
Consider insights from this week’s Discussion.
Assignment:
Part II
Review comments from the Instructor on Milestones 1 and 2 and make changes as needed. Submit a 9- to 10-slide PowerPoint presentation that includes the following information:
Population information related to the selected disease or condition, including the following (4-5 slides):
Incidence
Prevalence
High-risk groups
Demographics (e.g., gender, race, age, socioeconomic status)
Health behavioral theory or model (1 slide)
Brief restatement of why you chose the theory or model for your selected chronic disease or condition at a population level.
Overview of each stage of prevention (primary, secondary, tertiary) (1 slide each).
Summarize the impact each of the stages of prevention has on the selected disease or chronic condition, including the associated costs of one of the three stages: related treatments, health costs, degree of illness, and so forth. (Note: Your proposed program should be geared toward one of the three stages. Picking the stage will help narrow the focus so you can make a case for funding a program.)
Explain how you would apply the health behavioral theory/model to the three stages of prevention.
By Day 7
Submit your Assignment.
*If you have a question related to the feedback on you have received on any milestones or other assignments, please contact the Instructor.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
MMHA6530 Disease Prevention and Care Management
Week 5 Assignment
Work–Life Balance Program Proposal
Adults in most developed countries work many hours a week but perhaps nowhere as much as in the United States. According to the Center for American Progress, the United States is one of the only developed countries that does not set a maximum number of hours for the workweek. A large majority of males (85%) and females (66%) work more than 40 hours per week (The Center for American Progress, 2018).
Regardless of the hours an individual works each week, stress is a part of life. Everyday inconveniences can add stress to already hectic lives. It is well-known that cortisol released from the brain in times of stress causes long-term health problems for the heart and other organs of the body. Identifying strategies to reduce stress levels can greatly impact long-term health for the better.
Achieving work-life balance is a struggle for many people. Many companies currently have innovative programs in place to help employees reduce stress, disconnect from work, and enjoy the other aspects of life. It is important to consider these programs and companies when developing a proposal for a work–life balance program in the workplace.
Reference
The Center for American Progress. (2018). The U.S. is the most overworked developing nation in the world. Retrieved from https://20somethingfinance.com/american-hours-worked-productivity-vacation/
To Prepare:
Review the Week 5 Assignment Instructions provided in this week’s Resources.
Research three companies or organizations in your region.
Reflect on how each company or organization approaches the promotion of work-life balance.
Assignment:
Read the following scenario:
You have noticed there is a drop in energy and enthusiasm at work. As the Health Promotion Manager, you have decided it is important to develop a program that will help you and your co-workers achieve a better work-life balance.
For this Assignment, you will develop a proposal for a work-based work-life balance program that you will present to senior leadership. Your proposal should be 3–5 pages in length and should include the following:
An explanation of the relationship between stress and overall health
A selected health behavioral theory or model to use as a framework for your proposal on work-life balance
Targeted outcomes of the program (specifically, how will this program contribute to work–life balance in the workplace and promote coping strategies for overall population health?)
Motivators that might be included in the work-life balance program to engage employees to participate
Innovative ideas from other companies you researched in preparation for this Assignment that make sense within your theoretical framework
Three to five peer-reviewed sources.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.
Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
MMHA6530 Disease Prevention and Care Management
Week 7 Assignment
Communicating the Importance of Cancer Prevention and Treatment
Consider the two individuals from the week’s introduction: Claudia and Wayne. Both are at risk of cancer, yet both most likely differ in terms of their genetics and behaviors that might contribute to their likelihood of contracting cancer. Would the same communication efforts be successful with both of them, or would health administrators and health educators need to consider individual and population factors when developing campaigns to foster their participation in cancer prevention and treatment?
Now that you have examined inherent and behavioral risk factors, it is time to consider how to persuade individuals in populations to participate in the all-important screening and diagnostic testing to detect cancer, as well as to seek treatment if they are, in fact, diagnosed with cancer. To this end, for this Assignment, you will be creating an influential communications tool related to preventing skin cancer.
To Prepare:
Identify and review articles on skin cancer causes and prevention strategies.
Consider these articles and their findings from the perspective of communication strategies to encourage screening and diagnostic testing for skin cancer.
Identify an evidence-based practice related to preventing and managing skin cancer.
Consider state, local, or other policy or regulations related to prevention of cancer, and how these regulations might affect the role of a health promotion director.
Assignment:
Imagine that you are the Health Promotion Director for a local hospital. You have developed a new program for skin cancer screening. You want to spread the word about the program and encourage people in your community to participate in your screening program. You are tasked with developing a fact sheet regarding your screening program.
The Assignment:
For this Assignment, you will develop a 1-page Fact Sheet that will:
Describe your skin cancer screening and prevention program
Identify the target audience for your skin cancer screening and prevention program
Provide statistics on the prevalence and incidence of skin cancer in your community
Describe any cost to the patient in participating in your skin cancer screening and prevention program
Detail payment options if there is a fee for participating in your skin cancer screening and prevention program
Make sure to follow the American Psychological Association (APA) Style and Walden guidelines before submitting your Assignment.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
MMHA6530 Disease Prevention and Care Management
Week 8 Assignment
Final Project Milestone 4
The Assignment (2–3 PowerPoint slides):
For this Assignment, you will complete your fourth milestone related to your Final Project – Milestone 4. These milestones reflect insights on various topics related to disease management and population health and help prepare you for your Final Project Submission in Week 10. This milestone incorporates topics from previous weeks on risks and behaviors related to diseases and chronic conditions on a population level, among others.
Please review all the comments from previous milestones and Assignments to ensure all items have been addressed.
Part III
Create 2–3 PowerPoint slides that include the following information:
Risk factors for the selected disease or chronic condition
Individual and population behaviors related to the selected disease or chronic condition
A list of at least three strategies individuals might use to cope with the selected disease or chronic condition, including but not limited to the following:
Prevention: Diagnostic testing, etc.
Treatments
Stress relief
Therapy
Alternative treatments
Note: Before you submit your Milestone 4 Assignment, make sure to address the feedback your Instructor provided on the previous milestones and related Assignments.
By Day 7
Submit your Assignment.
*If you have a question related to the feedback on you have received on any milestones or other assignments, please contact the Instructor.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK8Assgn+last name+first initial.(extension)” as the name.
Click the Week 8 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 8 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK8Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
MMHA6530 Disease Prevention and Care Management
Week 9 Assignment 1
Federally Qualified Health Centers (FQHCs)
For this Assignment, you will examine one type of health care setting established specifically for populations: Federally Qualified Health Centers (FQHCs). FQHCs are government-funded, state-run facilities designated to meet the needs of specific groups of people including low-income populations. An FQHC is a reimbursement designation from the Bureau of Primary Healthcare and the Centers for Medicare and Medicaid Services of the United States Department of Health and Human Services. This means these facilities are contracted to be the primary care providers for Medicaid and Medicare members.
FQHCs were established as a means of ensuring care for low-income populations who struggled to find primary care physicians who would take uninsured and Medicaid-eligible patients. Ideally, all settings should provide the same type and quality of care, without regard to population. FQHCs were, in fact, established to decrease disparities of care. Like any type of health care providers, however, FQHCs may differ from each other within a state and from other types of providers as to their ability to provide care that is “separate but equal” (Kelleher & Gardner, 2016).
As a health care professional, it is important that you are aware of various health care provider types and settings and what they offer to populations and individuals. For this Assignment, you will research three FQHCs and complete a template with information on relevant characteristics of the populations they serve and their ability to provide continuity of care.
Reference
Kelleher, K. J., & Gardner W. (2016). Are FQHCs the solution to care access for underserved children? Pediatrics, 138(4). doi:10.1542/peds.2016-2479
To Prepare:
Review the Week 9 Assignment 1 Instructions provided in this week’s Resources.
Consider the following:
What is an FQHC?
Who are the most likely people to visit an FQHC?
Who are the providers?
What is the providers’ background and motivation to work for an FQHC?
Conduct an online search of the FQHCs in your state or region.
For this Assignment,
Complete the provided Week 9 Assignment 1 Template using information gathered from research on FQHCs in your state or region. Be sure to include the following information:
Template
Identify three FQHCs in your state or region.
Complete all columns related to specific characteristics of the FQHC (e.g., name, location, urban/rural, specific population challenges, job titles/positions offered)
Identify any relevant characteristics, such as socioeconomic status (SES), demographics, transportation options for patients, and other information on these locations that may affect population health.
Short Answer
Explain in a few paragraphs how FQHC services affect continuity of care as it pertains to specific population health outcomes.
By Day 4
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name.
Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 9 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
MMHA6530 Disease Prevention and Care Management
Week 9 Assignment 2
Jobs and Careers in Population Health
Choosing a career as a health practitioner is a major decision. Identifying the types of people with whom you want to interact, the types of work that are of interest to you, and where your passion is in the field can help direct you to one area of health over another.
This assignment surrounds careers in population health. As you have explored in this and other courses in this area, population health practitioners work in a variety of settings, including both the public and the private sector. Some involve working with clinicians as well as positions working with data analytics professionals. With such a wide array of options, you will be presented with many opportunities for growth and change within the field. Reviewing the knowledge, skills, and abilities required for various jobs and careers in population health is a great place to start when deciding where you might best fit. Most likely, as you began this program you explored careers in the field of health; but here, consider how your initial expectations of careers and your own skills might have transformed as you became more familiar with leadership aspects in population health. It is always a good idea to reexamine your skills and gaps as you gain knowledge in your chosen field. In addition to gaining knowledge for your own purposes, this week you will also contribute to a Wiki that may serve as a resource for you and your colleagues in this course.
To Prepare:
Review the Week 9 Assignment 2 Instructions provided in this week’s Resources.
Identify three positions or careers in population health in which you might be interested.
For this Assignment,
Complete the provided Week 9 Assignment 2 template. Be sure to include the following information:
Complete all columns related to specific characteristics of the three positions (e.g., job title, location of position, skills required).
Explain your interest in the position and whether you are a good fit for it as listed.
Explain the skills you still need to attain or improve to be a good fit for the job.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK9Assgn2+last name+first initial.(extension)” as the name.
Click the Week 9 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 9 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from thisarea.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK9Assgn2+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global ReferenceDatabase.
Click on the Submit button to complete your submission.
MMHA6530 Disease Prevention and Care Management
Week 10 Assignment
Final Project: Persuasive Presentation on a Chronic Disease or Condition at the Population Level
For your Final Project, you will develop a persuasive argument that you might present to a decision committee (e.g., senior leadership, financial team) to get support for an intervention aimed at a selected chronic disease or condition at the population level. To this end, you will select a chronic disease or condition relevant to a population as well as a health behavioral theory/model that best applies to this chronic disease or condition to promote effective chronic disease management.
To Prepare:
Review the Final Project Instructions provided in this week’s Resources.
Review the comments you received from previous milestones to ensure that you have addressed all of the feedback.
Review the rubric as you finalize your Final Project to ensure all requirements are met.
The Assignment (13–15 PowerPoint slides):
For your Final Project, you will develop a persuasive argument that you might present to a decision committee (e.g., senior leadership, financial team) to get support for an intervention aimed at a selected chronic disease or condition relevant to a population. You will incorporate in your presentation a health behavioral theory/model that best applies to this chronic disease or condition to promote effective chronic disease management. As is typical of the work of health administrators and health educators, you will consider both theory and stages of prevention when proposing strategies and interventions.
Your Final Project will consist of a 2- to 3-page Word document and a PowerPoint presentation of 13–15 slides.
Before submitting this Final Project, make sure you have incorporated feedback from all four milestones you submitted throughout this course. The milestones serve as drafts of Parts I-III, which you will revise incorporating feedback from your Instructor and colleagues. Part IV is original to the Final Project.
Note: For detailed instructions, please refer to the Final Project Instructions. Please make sure that your Final Project addresses all of the Assignment criteria included in the instructions.
By Day 7
Submit your Final Project.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
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