Assignent Solutionnurs

Abstracts are a summary of the project written in 250 words or less and with no references. Abstracts are submitted to conferences and reviewed by a blinded peer-review committee to determine if they want to invite the abstract authors to present at the conference. For this project, students will submit an abstract following a format that conferences often request. Your project’s title, abstract, and learning objectives will be viewable by your instructor and classmates.
Title: The title of the project must describe your group’s topic and be less than 200 characters with spaces.
Author’s Names: Your name and community partner’s name, along with afflications (e.g., University of Nevada, Reno-Orvis School of Nursing).
Body of the Abstract: The body of the abstract must be 250 words or less and include the following components:
Background: Statement of the project problem and purpose statement (about 2 sentences)
Method: Approach used to get the results
Results: Key finding(s) (3-5 sentences)
Conclusion: The larger implications of the findings (1-2 sentences)
Learning Objectives: You must include 2 learning objectives. The learning objective should answer, what will the audience be able to walk away knowing after they listen to your presentation. Your learning objectives must be clear and measurable. You can use this website for tips on writing a learning objective.
*Just a note. You do not include any references in a conference abstract.
A little about the project:
Topic: Diabetic prevalence within the Hispanic community
What is your health promotion program or intervention? Please describe it in details so that your peers and instructor understand the program or intervention.
My proposed intervention is implementing a diabetes knowledge questionnaire within a high functioning emergency room within the Las Vegas Valley. The questionnaire will be given primarily to patients of Hispanic origin who have a familiar history if diabetes. The questionnaire will focus of the patients knowledge of diabetes prevention as well as their knowledge of programs available to them for health promotion and diabetes prevention. Patients will then be given education by respective ED doctors and will fill out a follow up questionnaire regarding the knowledge following education. Subsequent steps may include collaboration with primary care providers within the same healthcare system to give a similar questionnaire at pt. visits to determine if an increase of diabetic knowledge has been achieved.
How did the National Health Interview Survey, peer-reviewed literature, and conversation with your partner contribute to you choosing the health promotion program or intervention?
Diabetes has a higher incidence within the Hispanic community. A study by Aguayo-Mazzucato et al. (2019) suggests reasons for this have been studied and range from sociocultural factors to a genetic susceptibility to obesity and higher insulin resistance. My community partner also sees this pattern within his patients and feels additional education plays a key role in prevention. In addition, being of Hispanic decent, I have a personal connect ion to this as many family members have been diagnosed a prediabetic.
Is there evidence that a program like the one that you have described has been developed, implemented, and evaluated anywhere else? Please do a google search and search within peer-reviewed literature to answer this question. Please cite anything that you have found using APA format.
The study by Arora et al. (2011) supports the effectiveness of incorporating a Diabetes Knowledge Questionnaire (DKQ). The study suggests that additional education should focus on areas of diet, symptoms of altered blood sugar levels and wound care
References
Aguayo-Mazzucato, C., Diaque, P., Hernandez, S., Rosas, S., Kostic, A., & Caballero, A. E. (2019). Understanding the growing epidemic of type 2 diabetes in the Hispanic population living in the United States. Diabetes/metabolism research and reviews, 35(2), e3097. https://doi.org/10.1002/dmrr.3097 (Links to an external site.)
Arora, S., Marzec, K., Gates, C., & Menchine, M. (2011). Diabetes knowledge in predominantly Latino patients and family caregivers in an urban emergency department. Ethnicity & disease, 21(1), 1–6.
In what area of action will your program or intervention fall under: health public policy, supportive environments, personal skills, reorient health services, or community-based actions. Refer back to the Somerville & Kumaran chapter 34 reading to answer this question.
The survey’s action falls within Anderson, Kumaran, & Somerville’s (2016) “personal skills,” since it will determine and help educate patients in the lack of knowledge and how to improve health promotion to avoid a diabetes diagnosis by means of health promotion and available programs.
Reference
Anderson, R., Kumaran, K., & Somerville, M. (2016). Public health and epidemiology at a glance. Wiley Blackwell.
Two SMART objectives for your health promotion program or intervention.
By the end of May 2022, I will conduct at least 20 surveys within Hispanic populations seen at the chosen Emergency room with follow up surveys completed by 15 of those patients.
By the end of 2022, implementation of primary care providers collaboration has been initiated with a minimum of 10 participants.
The targeted population.
The population for the questionnaire will be the Hispanic population with familiar history of diabetes.
The setting where you would implement the health promotion program or intervention.
The setting for this project is at the chosen hospital emergency room, which is where the project will be conducted.
Two anticipated barriers to implementing the health promotion program or intervention and how you would plan to overcome these barriers.
Anticipates barriers include the emergency room staff not adequately providing questionnaires to all potential qualified patients presenting to the Emergency room. Interventions to avoid this would be proper education of emergency room staff of the health promotion project as well as more involvement f mu community partner to promote use of questionnaires.
A second barrier is that PCPs are not invested in the project and elect not to participate in the health promotion project. Intervention to avoid this would be early communication with the providers to explain purpose of study and need for the health promotion.
Please see attachment for additional material