In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:
Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.
In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:
- Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
- What are the health disparities that exist for this group? What are the nutritional challenges for this group?
- Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
- What health promotion activities are often practiced by this group?
- Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
- What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.
Prepare this assignment according to the guidelines 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.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Rubric Criteria
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Criterion |
1. Unsatisfactory |
2. Less than Satisfactory |
3. Satisfactory |
4. Good |
5. Excellent |
|---|---|---|---|---|---|
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Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development. |
0 points No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered. |
7.5 points Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose. |
7.9 points Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose. |
8.9 points The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose. |
10 points The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose. |
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Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience. |
0 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident. |
7.5 points The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience. |
7.9 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience. |
8.9 points The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated. |
10 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience. |
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Health Promotion Activities Practiced by Minority Group Health Promotion Activities Practiced by Minority Group |
0 points Health promotion activities practiced by minority groups are not presented. |
15 points Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements. |
15.8 points Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements. |
17.8 points Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements. |
20 points Health promotion activities practiced by minority groups are accurately identified and described in detail. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements. |
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Three Levels of Health Promotion Prevention Three Levels of Health Promotion Prevention |
0 points A care plan, with at least one approach using the three levels of health promotion prevention, is not presented. |
22.5 points A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies. |
23.7 points A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed. |
26.7 points A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed. |
30 points A care plan, with at least one approach using the three levels of health promotion prevention, is thoroughly described. A well-supported explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. The discussion demonstrates a clear understanding of the three levels of health promotion prevention and their application to a unique group. |
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Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives. |
0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer. |
7.5 points Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect. |
7.9 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present. |
8.9 points Relevant evidence that includes other perspectives is used. |
10 points Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered. |
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Cultural Competent Health Promotion for Ethnic Minority Population Cultural Competent Health Promotion for Ethnic Minority Population |
0 points Cultural beliefs, practices, and relevant cultural theory significant to supporting a culturally competent health promotion for this population are not presented. |
22.5 points Cultural beliefs and practices to be considered are presented but are incomplete or inaccurate. The cultural theory or model proposed is partially presented; or, the model is not relevant. Overall, the content does not support a culturally competent health promotion for this population. There are significant inaccuracies. |
23.7 points Cultural beliefs and practices to be considered are summarized. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. There are some inaccuracies. More evidence or rationale is needed. |
26.7 points Cultural beliefs and practices to be considered are discussed. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. Some evidence or rationale is needed. |
30 points Cultural beliefs and practices to be considered are thoroughly discussed. A relevant cultural theory or model is proposed. Overall, the content strongly supports a culturally competent health promotion for this population. Strong evidence and rational are provided for support. The discussion demonstrates aptitude for understanding cultural competence and developing culturally competent health promotions. |
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Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
3 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
3.16 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted. |
3.56 points Few mechanical errors are present. Suitable language choice and sentence structure are used. |
4 points No mechanical errors are present. Appropriate language choice and sentence structure are used throughout. |
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Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline. |
0 points Appropriate format is not used. No documentation of sources is provided. |
4.5 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident. |
4.74 points Appropriate format and documentation are used, although there are some obvious errors. |
5.34 points Appropriate format and documentation are used with only minor errors. |
6 points No errors in formatting or documentation are present. |
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Health Disparities and Nutritional Challenges for Minority Group Health Disparities and Nutritional Challenges for Minority Group |
0 points Health disparities and nutritional challenges for this group are not presented. |
22.5 points A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements. |
23.7 points A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements. |
26.7 points A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity. |
30 points A thorough discussion of the health disparities and nutritional challenges for this group is clearly presented. All relevant findings related to the ethnic minority group have been included. A well-developed comparison for how the ethnic minority group compares to the national average is presented. |
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Barriers to Health for Minority Group Barriers to Health for Minority Group |
0 points Barriers to health for ethnic minority group are not presented. |
22.5 points Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements. |
23.7 points Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements. |
26.7 points Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements. |
30 points Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are thoroughly discussed. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements. |
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Identification and Description of Selected Minority Group Identification and Description of Selected Minority Group |
0 points Description and health status for ethnic minority group is not presented. |
15 points Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group. |
15.8 points Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented. |
17.8 points Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented. |
20 points A detailed description of ethnic minority group is partially presented. Health status for this group is thoroughly discussed. Explanation of how race and ethnicity influence health for this group is clearly presented. A well-developed comparison for how the ethnic minority group compares to the national average is presented. |
Expert Answer and Explanation
The Hispanic/Latino population living in the US comprises of American citizens from different Spanish descents including but not limited to Cuban, Mexican, and Puerto Rican origin. According to the U.S. Census Bureau in 2019, the population estimate of Hispanic/Latino adds up to 60.5 million (Ard, Fisher-Garibay, & Bonner, 2021). The group represents 18.4 percent of the US population with Mexicans ranking largest in the group adding up to 61.4% of the Hispanic/Latino (Ard, Fisher-Garibay, & Bonner, 2021).
About 30.8 percent of Hispanic Americans comprises of individuals under 18 years in comparison to the Non-Hispanic Whites adding up to 18.6 percent, showing a high birth rate among the Hispanic population compared to their Non-Hispanic White counterparts (Ard, Fisher-Garibay, & Bonner, 2021). The health status of the Hispanic Population varies from Non-Hispanic Whites on basis of cultural background, socioeconomic status, level of education and sociopolitical factors (Green & Hamilton, 2019). The essay aims to analyze the health status of the Hispanic/Latino living in the US and to compare it with the national average health status represented by the Non-Hispanic whites.
Description of the Current Health Status of Hispanic/Latino Americans
According to the Census Bureau Projections in 2020, the life expectancy of Hispanics at birth was 82.1 years with 84.2 years for Hispanic Women and 79.9 years for men while that of Non-Hispanic Whites was 80.6 years with 82.7 years for women and 78.4 years for men (Grech, 2018). The high life expectancy rate at birth among Hispanics is mainly attributed to the positive health behaviors such as good diet, social behaviors such as relatively lower rates of smoking and alcohol consumption.
However, their overall health status is influenced by factors such as cultural barriers, racial barriers and ethnic influences leading to limited access to insurance cover and poor preventive care. In 2019, 50.1% of Hispanics had health insurance cover and access to preventive care compared to 74.7 percent of the Non-Hispanic Whites (Bacon, Riosmena & Rogers, 2017). Low access to insurance cover and preventive care program among Hispanics has increased cases of heart diseases, HIV/AIDS, Cancer and diabetes among other health conditions associated with lifestyle.
Health disparities and Nutritional Challenges existing among Hispanic/Latinos
The number of Americans of Hispanic origin is rapidly increasing in the US due to high immigration rates leading to increased unemployment among the group. Unemployment and low-income levels have translated to low access to insurance covers, preventive care and health education leading to health disparities. The population also lacks access to healthy diet in the US compared to their Non-Hispanic White population who have lower unemployment rates and higher education levels (Chen et al., 2021).
Poor diet among the Hispanics increases their likelihood towards developing conditions such as diabetes, obesity and controlled blood pressure compared to their Non-Hispanic White counterparts. Availability of quality healthcare facilities among Non-Hispanic White counterparts allows them to live quality lives and control certain health conditions including but not limited to cancer compared to the Hispanic group in the US. For instance, HIV/AIDS and Suicide brought about by poor mental health is rampant among Hispanic/Latino due to limited access to healthcare facilities compared to Non-Hispanic Whites in the US.
Barriers to Health among the Group
Barriers to quality healthcare among Hispanics in the US results from social culture, level of education, socioeconomic gaps and sociopolitical barriers. Political policies put in place in the US limit illegal Hispanics immigrants who lack proper legal documentation yet they make up a large population of the existing Hispanic population. Without legal membership documents, they are unable to access quality healthcare services. In addition, low levels of education among Hispanics makes it difficult for them to maneuver the complex healthcare delivery systems for access to insurance covers and preventive care.
An educational survey carried out by Census Bureau in 2019 showed that 70.5 percent of Hispanic attained a high-school diploma and above compared to 93.3 percent of Non-Hispanic Whites (Ard, Fisher-Garibay, & Bonner, 2021). Limited education among the Hispanics compared to the national average also translates to low-income levels among the population making it difficult for them to access quality health care services through comprehensive medical insurances.
Health Promotion Activities carried out by Hispanic/Latino
The health promotion activities carried out by Hispanics revolve around removing barriers that limit their access to quality healthcare services. These activities include provision of knowledge about the complex health care system including but not limited to insurance covers to both the literate and the illiterate among the Hispanics and offering health education to the group. Secondly, Hispanic immigrants are encouraged to apply for legal membership so that they are eligible for the healthcare services limited to US citizens (Jongen, McCalman & Bainbridge, 2017). Campaigns to allow Hispanics access to quality healthcare services similar to those of Non-Hispanic Whites.
Recommended Approach using the Three-Levels of Health Promotion Prevention
The Hispanic population in the US possesses a unique set of characteristics reflecting their health status. These characteristics include low level of education, unique dietary cultural practices such as foods with low concentration of cholesterol and sugars, low-income levels among others. Thus, use of social media for health promotion prevention is recommended to meet the specific needs of the Hispanic group (Gabarron et al., 2018). The internet is becoming increasingly popular among the Hispanics as well as other ethnic communities in the US.
In contemporary era, the use of social media on a primary level acts as a reminder to individuals suffering from conditions such as HIV/AIDS about their medications and ways to live healthy without infecting others or being re-infected with a different strain of the virus. On a secondary level, social media provides a platform to campaign for frequent body checkups and body screening for diseases like cancer, diabetes among others (Hudnut-Beumler, Po’e, & Barkin, 2017). Finally, Tertiary level use of social media serves to educate Hispanics on the importance of insurance covers, preventive care, among other healthcare services even with limited sources of income.
Cultural practices to consider when creating a Care Plan for Hispanics
Given the cultural practices among Hispanics where responsibilities are shared among families, it is essential that a health care plan designed put into account such unity. For instance, the Hispanic population with insurance cover in the US is about 50.1 percent compared to 74.7 percent of the Non-Hispanic Whites. The care plan created should help increase the number of Hispanics with insurance covers by introducing insurance covers collectively contributed among families (Jongen, McCalman & Bainbridge, 2017).
The insurance cover should allow a larger number of contributors for those with incomes to cater for the low-income earners and the dependents in the society. Collective ownership of insurance covers should help the illiterate to learn about the healthcare systems and benefit wholly from the system. The unity among Hispanics living in the US is a cultural tool that may help improve health standards among the population. Unity will help eradicate illiteracy, promote use of insurance covers and other healthcare services, improve living standards and promote health education among the Hispanics.
Conclusion
The Hispanic/Latinos in the US have increased in population making up over 18 percent of the overall population. There is a fairly good health status among this population as reported by statistical organizations in the country, and this means that there is high economic growth and development brought about by the diversity. Improving their health status through promoting education, sociopolitical stability among others is essential in raising the living standards of minority populations and hence eliminate multiple sources of inequality in the country.
References
Ard, K., Fisher-Garibay, D., & Bonner, D. (2021). Particulate Matter Exposure across Latino Ethnicities. International journal of environmental research and public health, 18(10), 5186. https://doi.org/10.3390/ijerph18105186
Bacon, E., Riosmena, F., & Rogers, R. G. (2017). Does the Hispanic health advantage extend to better management of hypertension? The role of socioeconomic status, sociobehavioral factors, and health care access. Biodemography and social biology, 63(3), 262–277. https://doi.org/10.1080/19485565.2017.1353407
Chen, L., Zhang, D., Shi, L., & Kalbaugh, C. A. (2021). Disparities in Peripheral Artery Disease Hospitalizations Identified Among Understudied Race-Ethnicity Groups. Frontiers in cardiovascular medicine, 8, 692236. https://doi.org/10.3389/fcvm.2021.692236
Gabarron, E., Bradway, M., Fernandez-Luque, L., Chomutare, T., Hansen, A. H., Wynn, R., & Årsand, E. (2018). Social media for health promotion in diabetes: study protocol for a participatory public health intervention design. BMC health services research, 18(1), 414. https://doi.org/10.1186/s12913-018-3178-7
Grech, V. (2018). MATERNAL EDUCATIONAL ATTAINMENT AND SEX RATIO AT BIRTH BY RACE IN THE UNITED STATES, 2007–2015. Journal Of Biosocial Science, 51(3), 457-462. https://doi.org/10.1017/s0021932018000123
Green, T., & Hamilton, T. (2019). Maternal educational attainment and infant mortality in the United States: Does the gradient vary by race/ethnicity and nativity?. Demographic Research, 41, 713-752. https://doi.org/10.4054/demres.2019.41.25
Hudnut-Beumler, J., Po’e, E., & Barkin, S. (2017). The Use of Social Media for Health Promotion in Hispanic Populations: A Scoping Systematic Review. JMIR public health and surveillance, 2(2), e32. https://doi.org/10.2196/publichealth.5579
Jongen, C. S., McCalman, J., & Bainbridge, R. G. (2017). The Implementation and Evaluation of Health Promotion Services and Programs to Improve Cultural Competency: A Systematic Scoping Review. Frontiers in public health, 5, 24. https://doi.org/10.3389/fpubh.2017.00024
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