Competency 2 Assessment
Instructions: This Competency Assessment will allow you to apply concepts of population-based practice and community as partners.
For this course Competency Assessment, you will need to conduct a community assessment using assessment and evaluation tools, identify principles of community-based participatory research, and describe data sources using mixed methods for evaluation in a particular community context.
Many of you have traveled and participated in international/global immersion experiences, or a local practice where you may be an outsider (not a member of the community for whom you are caring). Others of you may aspire to practice in international settings. Also, in this unit, you have been introduced to the idea of genetics/genomic risks.
For this assignment, submit your assignment in which you do the following:
1. State two issues that may be of concern among vulnerable populations and possible solutions to combat such issues. 
Please Note! 
My 2 Vulnerable Populations are: 
a. Children of low-income families 
b. The Mentally disabled 
Emphasis should be focused on the following topics:
· Increase school dropout.
· Use of Drugs.
· Low quality of health/Poor health outcomes/Inadequate healthcare/ poor healthcare
· Increase risk of chronic health conditions such as diabetes.
· Increase mental health needs
2. Succinctly describe the relationship between health literacy and population health outcomes. 
3. What has been your experiences understanding 1) and 2).  
4. As you process some of the ethical issues and concerns about ethical engagement highlighted in the readings and media offerings for this unit
Please identify how you will ensure your engagement is helpful rather than well intended but ineffective (or worse).
· Submit your reflection by the last day of this unit.
(min. 5 pages- not including cover page or references)

 
Studies of parenting find that low family income and maternal hardship hamper children’s cognitive and social competence. 14 Moreover, parents in poor living environments have difficulty nurturing and protecting their children, increasing the likelihood that children will gravitate into activities and peer associations leading to school dropout, premature sexual experience, use of drugs, and other deviant behavior. 15 Family deprivations also increase the probability of abuse and neglect of children, who then seek to escape the household early, associate with inappropriate peers, form tenuous sexual partnerships, have early pregnancies, and often replicate the pattern of inadequate parenting they experienced as children. 16
Recommendation
Payments to health plans and providers should promote quality health care and improved health and functional status for all patients, including vulnerable populations. Adjusting payments for differences in health or functional status is especially important for Medicare, Medicaid, and other payers that have significant enrollment of individuals with chronic illness or disability so that health plans and providers have an incentive for developing innovative models of care that best serve these individuals
Additional investment should be provided for developing, evaluating, and supporting effective health care delivery models designed to meet the specific needs of vulnerable populations. The lack of evidence of effective approaches to enhance the health and functional status of persons with chronic illness or disabilities suggests the need for significant additional investment in research and innovation for health care and rehabilitation programs serving these patients. In addition, telemedicine and similar innovations, incentives for health care professionals to practice in underserved areas, and enhanced availability of prehospital emergency services should be assessed as approaches for improving the access to care of those facing geographic barriers to appropriate care.
Please kindly use the preferred Resources Below
Preferred Resources
Required
· Beagan, B. L. (2015). Approaches to culture and diversity: A critical synthesis of occupational therapy literature. Canadian Journal of Occupational Therapy, 82(5), 272–282. doi:10.1177/0008417414567530
· The ACE Score. (n.d.). Retrieved October 30, 2018, from http://www.acestudy.org/the-ace-score.html
· Centers for Disease Control and Prevention. (2016). Adverse childhood experiences (ACEs). Retrieved fromhttp://www.cdc.gov/violenceprevention/acestudy/
· Anda, R. F., Felitti, V. J., Bremner, J. D., & Walker, J. D. (2006). The enduring effects of abuse and related adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186. doi:10.1007/s00406-005-0624-4
· California Newsreel. (n.d.). Race: The power of an illusion. Retrieved October 30, 2018, from http://www.pbs.org/race/000_General/000_00-Home.htm
· Population Health Forum. (n.d.). Retrieved October 30, 2018, from https://depts.washington.edu/eqhlth/index.htm
Another great resources which will assist is this link…. This is the heart of competency 2:
reflect on your experiences – along with writing about them in your journal entries… https://acestoohigh.com/aces-101/
 Optional
· Children’s Resilience Network. (n.d.). Resilience trumps ACEs. Retrieved October 30, 2018, fromhttp://resiliencetrumpsaces.org/
· World Health Organization. (2003). Social determinants of health: The solid facts (2nd ed.). R. Wilkinson, & M. Marmot (Eds.). Copenhagen, DK: World Health Organization. Copenhagen, DK: Author. Retrieved from http://www.euro.who.int/__data/assets/pdf_file/0005/98438/e81384.pdf
· Institute of Medicine and National Research Council. (2013a). BOX S-1: Recommendations related to research. In U.S. health in international perspective: Shorter lives, poorer health. Washington, DC: The National Academies Press. Retrieved fromhttps://www.nap.edu/read/13497/chapter/2#7
· Institute of Medicine and National Research Council. (2013b). Summary. In U.S. health in international perspective: Shorter lives, poorer health. Washington, DC: The National Academies Press. Retrieved fromhttps://www.nap.edu/read/13497/chapter/2
· DeMilto, L., & Nakashian, M. (2016). Using social determinants of health data to improve health care and health: A learning report. M. McKaughan (Ed.). Princeton, NJ: Robert Wood Johnson Foundation. Retrieved fromhttp://www.rwjf.org/en/library/research/2016/04/using-social-determinants-of-health-data-to-improve-health-care-.html
· Brainstorm Media [YouTube Movies]. (2016, July 28). Paper tigers [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=iV3wzUhJSKs
· Flemmer, N., Dekker, L., & Doutrich, D. (2014). Empathetic partnership: An interdisciplinary framework for primary care practice. The Journal for Nurse Practitioners, 10(8), 545–551. https://doi.org/10.1016/j.nurpra.2014.04.009
· Commission on Social Determinants of Health. (2007). Achieving health equity: From root causes to fair outcomes. Retrieved from http://apps.who.int/iris/bitstream/10665/69670/1/interim_statement_eng.pdf
· Issel, L. M., & Wells, R. (2017). Health program planning and evaluation: A practical, systematic approach for community health (4th ed.). Burlington, MA: Jones & Bartlett Learning.
o Chapter 3, “Community Health Assessment for Program Planning” (pp. 59–90)
o Chapter 4, “Characterizing and Defining the Health Problem” (pp. 91–120)
· Kaplan, R. M., Spittel, M. L., & David, D. H. (Eds.). (2015). Population health: Behavioral and social science insights (AHRQ Publication No. 15-0002). Rockville, MD: Agency for Healthcare Research and Quality, National Institutes of Health. Retrieved from https://www.ahrq.gov/sites/default/files/publications/files/population-health.pdf
o Introduction, “Innovations in Population Health Research: The Challenge” (pp. 1–14)
o Section 1, “Demographic and Social Epidemiological Perspectives on Population Health” (pp. 15–104)
o Section 2, “Influence of Policies Focused on Behavioral Risk Factors” (pp. 105–218)
Note: Unless otherwise specified, you will access these readings from the University of St. Augustine Library databases.
Required
Israel, B. A., Coombe, C. M., Cheezum, R. R., Schulz, A. J., McGranaghan, R. J., Lichtenstein, R., . . . Burris, A. (2010). Community-based participatory research: A capacity-building approach for policy advocacy a

Go to Section III: Cases and Discussion Questions and read the case: High Blood Pressure: A Public Health and Healthcare Success.
Answer all five questions listed below:
1. How does the history of high blood pressure demonstrate the problem description and etiology components of the P.E.R.I.E. process? What different types of studies were used to establish etiology or contributory cause?
2. How does the history of high blood pressure illustrate the evidence-based recommendations and implementations and evaluation components of the P.E.R.I.E. process?
3. Explain the justification for updating the definition of what is considered a “healthy” blood pressure level.
4. How does the history of high blood pressure demonstrate the application of the four criteria for a successful screening program? Explain.
5. Using the four quadrants of costs and effectiveness, how would you classify treatment of hypertension for the average person? For those with diabetes? Explain.
Your report should be no less than two pages, double-spaced, Times New Roman, 12 font. (500 words). Use supporting sources as necessary. Make sure to use proper in text citations.

PLEASE—-NO plagiarism- copy or paste—-Include References–Answer all questions*

What percentage of population was affected by the disease?

Have there been instances of any historical outbreaks of the disease? How was the disease handled and controlled in your community?

What were the objectives and goals of your public education plan to control this disease?

What initiatives were taken by the government departments to mitigate the impact of the disease?

What measures would you suggest in the plan to actually reduce health risks?

How would the plan allow the public to recognize pathogens are related to the cause of diseases and other health problems?

How would the plan suggest measures to prevent the outbreak of the chosen infectious disease?

Q2

Go to Section III: Cases and Discussion Questions and read the case: High Blood Pressure: A Public Health and Healthcare Success.
Answer all five questions listed below:
1. How does the history of high blood pressure demonstrate the problem description and etiology components of the P.E.R.I.E. process? What different types of studies were used to establish etiology or contributory cause?
2. How does the history of high blood pressure illustrate the evidence-based recommendations and implementations and evaluation components of the P.E.R.I.E. process?
3. Explain the justification for updating the definition of what is considered a “healthy” blood pressure level.
4. How does the history of high blood pressure demonstrate the application of the four criteria for a successful screening program? Explain.
5. Using the four quadrants of costs and effectiveness, how would you classify treatment of hypertension for the average person? For those with diabetes? Explain.
Your report should be no less than two pages, double-spaced, Times New Roman, 12 font. (500 words). Use supporting sources as necessary. Make sure to use proper in text citations.

Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook (It’s in the attached file), to create your proposal.

Include the following:

1. Provide an overview of the problem and the setting in which the problem or issue occurs.
2. Explain why a quality improvement initiative is needed in this area and the expected outcome.
3. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
4. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
5. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
6. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.

Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.

1. In 250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.

2. In 450-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and non-maleficence in James’s care?

3. In 250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?

Remember to include a strong thesis and support your responses with the topic study materials (minimum of 4 citations and references).

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.