{"id":10408,"date":"2024-02-02T01:54:47","date_gmt":"2024-02-02T01:54:47","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/evaluate-one-global-burden-of-disease-or-risk-factor-in-the-family-population-pediatric-adult-or-geriatric\/"},"modified":"2024-02-02T01:54:47","modified_gmt":"2024-02-02T01:54:47","slug":"evaluate-one-global-burden-of-disease-or-risk-factor-in-the-family-population-pediatric-adult-or-geriatric","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/evaluate-one-global-burden-of-disease-or-risk-factor-in-the-family-population-pediatric-adult-or-geriatric\/","title":{"rendered":"Evaluate one global burden of disease OR risk factor in the family population (pediatric, adult, or geriatric)"},"content":{"rendered":"

The purpose of this
\nassignment is to evaluate one global burden of disease OR risk factor in the
\nfamily population (pediatric, adult, or geriatric) and explore one current
\nevidence-based technology use that can offer improvement of outcomes and access
\nto the population chosen. <\/span><\/p>\n


<\/span><\/div>\n
****** Choose the population<\/b> that is best<\/b> for carrying out the assignment and complying with its instructions. (by writer)<\/span><\/div>\n

<\/span><\/div>\n
<\/p>\n

Signature
\nAssignment.<\/span><\/b><\/p>\n

Understanding the role
\ntechnology plays in advanced primary care to vulnerable populations is vital to
\nensure proper and timely diagnosis and treatment to improve healthcare outcomes
\nfor the patient. The purpose of this assignment is to evaluate one global
\nburden of disease OR risk factor in the family population (pediatric, adult, or
\ngeriatric) and explore one current evidence-based technology use that can offer
\nimprovement of outcomes and access to the population chosen. <\/span><\/p>\n


<\/span><\/p>\n

This
\nassignment will focus on the following course student learning outcomes (CSLO):<\/span><\/u><\/i><\/span><\/u><\/p>\n

    \n
  1. Generate knowledge from
    \n clinical practice to improve practice and patient outcomes (EOPSLO# 4, 9).<\/span><\/li>\n
  2. Leads practice inquiry,
    \n individually or in partnership with others (EOPSLO# 2, 3, 4, 7).<\/span><\/li>\n
  3. Translates research and other
    \n forms of knowledge to improve practice processes and outcomes (EOPSLO# 9).<\/span><\/li>\n
  4. Evaluate the relationships
    \n among access, cost, quality, and safety and their influence on healthcare
    \n (EOPSLO# 3, 6, 9).<\/span><\/li>\n
  5. Collaborates in planning for
    \n transitions across the continuum of care (EOPSLO# 2, 7). <\/span><\/li>\n
  6. Integrates ethical principles
    \n in decision-making (EOPSLO# 6, 9). <\/span><\/li>\n
  7. Integrates appropriate
    \n technologies for knowledge management to improve healthcare (EOPSLO# 5).<\/span><\/li>\n
  8. Evaluate the effectiveness of
    \n the plan of care for the family, as well as the individual, and implement
    \n changes (EOPSLO# 8).<\/span><\/li>\n<\/ol>\n
    \n

    Instructions:<\/span><\/u><\/b> Please choose one global burden of disease
    \nand one population (adult, pediatric, or geriatric). Once the population is
    \nchosen, find one evidence-based technology to help support the improvement of
    \noutcomes in the global burden of disease chosen. <\/span><\/p>\n


    <\/span><\/p>\n

    You are to
    \nwrite a three-to-five-page paper in APA format 7th<\/sup> edition with the
    \nfollowing sections and level 2 headings<\/i>:<\/span><\/b><\/p>\n


    <\/span><\/b><\/p>\n

    Introduction<\/span><\/b><\/p>\n

    -Brief overview of the
    \nhealth of the population chosen<\/span><\/p>\n

    -Introduce the global
    \nburden of disease OR risk factor chosen<\/span><\/p>\n

    -Importance of
    \nimproving the condition and its impact on quality of life<\/span><\/p>\n


    <\/span><\/b><\/p>\n

    Global
    \nBurden of Disease Condition\/Risk Factor<\/span><\/b><\/p>\n

    -Describe the disease
    \nOR risk factor chosen <\/span><\/p>\n

    -What signs\/symptoms
    \nare identified in the patient that can be found? <\/span><\/p>\n

    -How is it diagnosed
    \nand treated?<\/span><\/p>\n


    <\/span><\/b><\/p>\n

    Technology
    \nand Healthcare <\/span><\/b><\/p>\n

    -Describe the paradigm
    \nshift in healthcare related to technology <\/span><\/p>\n

    -Elaborate how
    \ntechnology can improve health outcomes in your population<\/span><\/p>\n


    <\/span><\/b><\/p>\n

    Chosen
    \nEvidence-Based Technology Use in Disease or Risk Factor<\/span><\/b><\/p>\n

    -Describe and
    \nsummarize the evidence-based technology identified that has been shown to
    \nimprove the condition or Risk Factor for your patient population chosen.<\/span><\/p>\n

    -Compare and contrast
    \nthe positives and negatives of using this technology use chosen.<\/span><\/p>\n


    <\/span><\/b><\/p>\n

    Conclusion<\/span><\/b><\/p>\n

    -Recap points
    \ndiscussed in the paper<\/span><\/p>\n

    -Importance of
    \nadvancements in technology<\/span><\/p>\n


    <\/span><\/u><\/b><\/p>\n

    Optional
    \nResources: <\/span><\/u><\/b><\/p>\n

    https:\/\/www.thelancet.com\/gbd\/summaries<\/span><\/a> <\/span><\/p>\n

    https:\/\/www.healthdata.org\/research-analysis\/library\/what-global-burden-disease-gbd<\/span><\/a> <\/span><\/p>\n


    <\/span><\/b><\/p>\n

    Remember<\/span><\/b><\/p>\n

    <\/p>\n

    <\/span><\/p>\n

    The
    \n<\/span><\/b>Assignment<\/span><\/b> must be free of plagiarism (0%). Do not copy-paste or
    \nuse a past students work as all files submitted in this course are registered
    \nand saved in turn it in program. Copy-paste from websites or textbooks will not
    \nbe accepted or tolerated. APA, 7th ed. must be followed. <\/span><\/b>Academic articles must include the 2020-2024 period,
    \nbibliographic reviews prior to these years are not accepted. <\/span><\/b>Please see College Handbook with reference to Academic
    \nMisconduct Statement.<\/span><\/b><\/p>\n


    <\/span><\/b><\/p>\n


    <\/span><\/b><\/p>\n

    Example. <\/span><\/b><\/p>\n

    The following example can be followed by
    \nyou to carry out your assignment<\/span><\/b><\/p>\n


    <\/b><\/p>\n

                                                                     Community Health Project<\/b><\/p>\n

    The
    \nmanagement of pediatric healthy issues demand and effective plan to set
    \nbehaviors and responsibilities. This part of the project will offer a short
    \ndescription of interest aggregate with a health concern related to adolescent
    \npediatric population. Several questions will be implemented to identify the
    \npotential areas of strength and immediate need form this affected group.   <\/span><\/p>\n


    <\/span><\/p>\n

                                                                   Selected Aggregate and Description <\/b><\/p>\n

    According to Vesco, Anderson, Laffel, Dolan, Ingerski, and Hood
    \n(2010), the management of diabetic mellitus type one in adolescent population
    \nrequires a consistent health behavior and supportive approach from family.
    \nThese behaviors are influenced by the coordination between family, health
    \ninstitution, educational institution, and community resources. Health
    \nprofessional are involve in the observation of adolescent diabetes management
    \nas well as the development of better community program to provide a reliable
    \nguidance  <\/span>according to this transitional
    \nstage. According to Leifer (2011), management of diabetes mellitus must be
    \nproportional between both parties (family and health professional), criteria
    \ndisagreement about how to perform a controlling disease task can affect the
    \nimprovement and understanding of the disease. For this reason communication
    \nskills must be provided to the family to avoid conflicts around the task
    \nmanagement. Recent research probe an increase of the prevalence of diabetes
    \ntype one in children and adolescent in the last two years. This incident is
    \nrelated with different inappropriate behaviors, such as weight management,
    \ndietary habits, physical inactivity, and no conscious behaviors about insulin
    \nmanagement. To treat such risk factors an advocacy program must be reinforced
    \nand created to decrease the incident of death and coma cases related with this
    \nissue.<\/p>\n

    <\/p>\n

                                                                               Objectives and Hypothesis<\/b><\/p>\n

    The overall objective of this study was to determine the
    \nfeasibility and effectiveness of a <\/p>\n

    systematic intervention to foster a
    \nsupportive environment to address the nutritional and life style problems faced
    \nby adolescents aged 12-19 years by making existing health services more
    \naccessible to them and providing them education that will enable and manage
    \ntheir life style and risk factors for obesity and diabetes mellitus.<\/p>\n

    <\/p>\n

    Objectives:
    \n<\/b><\/p>\n

    1.     
    \n<\/span><\/span>Improve the knowledge and altitudes, reduce the risk
    \nfactor for adolescent obesity and diabetic mellitus <\/p>\n

    2.     
    \n<\/span><\/span>Improve the knowledge and altitudes; reduce adolescent
    \nphysical inactivity as a risk factor for obesity and diabetes mellitus.<\/p>\n

    3.     
    \n<\/span><\/span>Improve the life style of adolescent by providing
    \ninformation about weight management at adolescent schools and out \u2013 of
    \nschool  <\/span><\/p>\n


    <\/b><\/p>\n

    Hypothesis
    \n<\/b><\/p>\n

    1-     
    \n<\/span><\/span>The study shows a greater improvement of the adolescent
    \nlife style management as part of the community health program.<\/p>\n

    2-     
    \n<\/span><\/span> <\/span>Study show a
    \ngreater improvement in school education base in nutritional and physical
    \ninactivity in reference to adolescent attitudes and behaviors <\/p>\n

    3-     
    \n<\/span><\/span>Study show an improvement of lack adolescent knowledge
    \nand altitudes to prevent obesity and diabetes mellitus   <\/span><\/p>\n

     <\/b><\/p>\n

    Aggregate Strength and Need Questions
    \n<\/b><\/p>\n

    One `of the question that helps us to identify a problem affecting
    \nadolescent population is: \u201cWhat does advocacy for adolescent children
    \nmean?\u201d  <\/span>Advocate provides support to
    \nnurse\u2019s decision makers, and help to find an appropriate solution to manage the
    \nhealth issue. The second question that will contribute to the conduction of the
    \nadvocacy plan will be:   <\/span>\u201cHow health care
    \nprofessionals advocate for diabetes type one adolescent?\u201d Community nurses must
    \nhave a guideline to start the advocacy plan. This guideline must provide the
    \nresources needed and knowledge to make such plan functional. The third question
    \nable to expedite the project will be:  
    \n<\/span>\u201cWhich are the factors that can impede a development of a community
    \nadvocacy plan?\u201d There are factors able to interfere with the development of the
    \nplan; nurses must identify the basic needs of target population to achieve
    \nplanned goals and outcomes. Vesco, Anderson, Laffel, Dolan, Ingerski, and Hood
    \n(2010), community program must include strategies according to the adolescent
    \ntransition stage to support the delivery of the information and implementation
    \nof advocacy plan.<\/p>\n

    <\/p>\n

    Aggregate Identification and Description<\/b><\/p>\n

    The study is conducted at Hialeah city. According to Johnson
    \n(2010), more than 15% of adolescent population suffers diabetes type one
    \nconsidering obesity as a main risk factor of such health issue. This urban area
    \ninclude:  <\/span>Hispanic restaurant, fast fatty
    \nfoods, and high schools holding more than four vending machines at the schools
    \ncontaining high risk items affecting the adolescent health behavior. A lack of
    \neducational strategies and dysfunctional guideline prevention program is also
    \nidentified as part of the aggregate on interest.<\/p>\n

     <\/b><\/p>\n

    Christoffel\u2019s Conceptual Framework<\/b><\/p>\n

    According to Stanhope and Lancaster (2010), Christoffel\u2019s
    \nconceptual framework, advocacy is related with three important stages. The
    \nfirst stage is information, this stage makes focus into gather information
    \nabout a specific health concern, identify factors that contribute to the
    \nextension of the problem, and barriers that impede an implementation of a
    \npublic health program. According to Johnson (2010), the data is collected from Hialeah
    \nFlorida statistics, which is reveals a 143028 cases thatrequire hospitalization
    \ndue to diabetes complications. Such report involves both high school seniors
    \nand adult population. The major concern is about adolescent population, which
    \nis show a more difficult adapted behavior to diabetes management. A search area
    \nshows several commercial centers and a strong marketing cultural program that
    \naffect the implementation of a diabetes prevention community health program.

    \n            <\/span><\/p>\n

    According to Stanhope and
    \nLancaster (2010), a Strategy stage focuses into use the information obtained
    \nfrom stage one and identify the most important population needs to improve a
    \ncurrent public health program. This stage will include the contribution of the
    \ncommunity, legislators, policies statement, and identified objective.  <\/span>The application of this segment of
    \nChristoffel\u2019s framework will contribute to translate research findings to
    \nhealth professionals, community school counselors and high school nurses to
    \ncreate a partnership with interest into help the affected population. According
    \nto Balcazar, Rosenthal, Brownstein, Rush, Matos, and Hernandez (2011), the
    \nhealth care workers, and the community are considered a strong workforce that
    \nwill help to improve the public health. The major goal of this task force
    \nactivity is to develop an educational program to improve disease management and
    \npreventive measures. An actual plan will be conducted to decrease the incidence
    \nof adolescent diabetes mellitus at Hialeah city. Such plan will be submitted to
    \nHialeah representative and commercial centers to gain funds to support such
    \ncampaigned. <\/p>\n

    <\/p>\n

    According to Stanhope and Lancaster (2010), in the stage three,
    \nAction, the previous identified strategies will be implemented. A volunteer
    \ncommunity program will be developed in order to change attitudes and behaviors
    \ntoward the current public situation. Brochures will be design with appropriate
    \nengagement according to target population. High schools interview and
    \nin-services will be conducted to encourage healthy eating habits and avoid
    \nphysical inactivity. Evidence-base practice findings related with diabetes
    \nmanagement and prevention will be provided to supported institution to increase
    \nthe funds that will solidify the planned public health program.<\/p>\n

    <\/p>\n

    Demographic Information<\/b><\/p>\n

    According to Hialeah
    \nUS Census Bureau. (2011)<\/span>, <\/span>Hialeah
    \nis a community that includes a total population of more than 200.000 of
    \nhabitants. From this amount of individuals a 48% are male, a 52% are females,
    \nand both genders include a 10% of total population between 20 and 40 years, and
    \n10% under twenty years. The population is very diverse but the highest
    \npercentage involve a 93% of White Caucasian (containing white Hispanic), and
    \n95% are Hispanic from different origins. It includes a larger Cuban population,
    \nseveral fast roots for transportation, and two high schools attending Hialeah
    \ncommunity. One of these educational institutions has award recognition as a
    \nbest high school, according to United States News Report. In contradiction with
    \nthis finding, the statistic reveals a 7.4% of population speaking English, and 92%
    \nof population speaking Spanish. The educational level is low, more than 75% of
    \nthe Hialeah community does not finish high school, and only 47% complete the
    \nhigh school program.<\/p>\n

    <\/p>\n

    According to Waters, Davis, and Mehmet-Radji (2007), the
    \nadolescent population health surveys may face different challenges. Adolescent
    \nshow a rebellion behavior against the established norms, which may interfere in
    \nthe progress of the survey sampling method. In this project, a survey will be
    \nconducted at both Hialeah high school center, the amount of the participant
    \nwill be according to each school grade. Example includes:  <\/span>nine grade (386 students), ten grade (349
    \nstudents), eleven grade (302 students) and 12 grade (128 students). This tool
    \nwill be developed by several multiple choice questions that will make easier
    \nthe implementation of this tool. Such survey contains questions that reveal
    \nreliable independent information variable, such as ethnicity, sex, educational
    \nlevel, and others. The survey reveals that a 92% of the students are Hispanic,
    \nincluding 45% males, 55% females, and 87% that speak Spanish and difficult
    \nEnglish comprehension. This finding will affect the educational performance of
    \nthis group, which is decrease the educational level of both institutions. <\/p>\n

    <\/p>\n

    Survey Questions<\/b><\/p>\n

    According to Waters, Davis, and Mehmet-Radji (2007), the
    \ndevelopment of this survey will measure the level of comprehension of the
    \npopulation and how much supported they feel as part of the community. Different
    \nquestions are included as part of the survey. Examples include:  <\/span>\u201cWhat does advocacy for adolescent means?\u201d
    \nTwo multiple choice statements describing the meaning of advocacy will be
    \nprovided.  <\/span>A 95% fail into answer this question
    \nproperly, which is probe the lack of knowledge of this group about public
    \nhealth community support. The second questions will be \u201cHow the health care
    \nworkers advocate by adolescent children?\u201d In this question a survey select all
    \nthat apply question format will be implemented, different methods used by
    \nnurses to conduct an advocacy plan will be mentioned, the student must choose
    \nat least two of them (including teaching). A 90% of the high school students
    \nprovide incorrect answers, which is show the poor health promotion program
    \ndeveloped by the institution. The third question is more related with the
    \nbarriers affecting the implementation of the advocacy plan. This question will
    \nbe formulated following multiple choice formats. Most of the students choose
    \nlanguage barrier and lack of knowledge affecting the understanding and the
    \napplication of such project. In order to improve the understanding of the
    \nstudents another two questions will be added to the survey. For example:  <\/span>\u201cAre you consider yourself overweight?\u201d and
    \n\u201cWhich of the following do you consider a risk factor to develop a diabetes
    \nmellitus?\u201dA 35% consider themselves overweight and a 65% have being unable to
    \nidentify diabetic risk factor. <\/p>\n

    <\/p>\n

    According to Healthy People 2020, (2012), the adolescent
    \ntransitional stage marked a significant transformation from adolescent into
    \nadults. They face many life challenges as diabetic patients. One of the
    \nchallenges is peer pressure. This factor can affect the management of the
    \ndisease and led the adolescent to suffer serious consequences. For this reason
    \nan important goals of healthy people 2020 is provide enough educational
    \nmaterial about diabetes to risk population as well as to improve the quality of
    \nphysical education at the school setting. Another important goal is to improve
    \nthe awareness of the adolescent community about the need for healthy weight,
    \nand dietary management as well as the improvement of physical activity.
    \nFollowing this goals different questions will be formulated. Examples
    \ninclude:  <\/span>\u201cDo you think that diabetes
    \neducational material will help you to prevent and manage the disease easier?\u201d
    \nand \u201cDo you consider physical activity and weigh management important to
    \nmaintain yourself healthy. <\/p>\n

    <\/p>\n

    A pre test was conducted to address the study of some dependent
    \nvariables like: identification of risk factors, knowledge, altitudes, and
    \nmanagement. The results reflex in 20% able to recognize risk factors, 38% show
    \nlack of knowledge about life style management, 15% reflects inappropriate
    \nbehaviors toward to nutritional and exercises practices, and 40% of the
    \nadolescent show dysfunctional management of diabetes mellitus risk
    \nfactors.  <\/span><\/p>\n


    <\/span><\/p>\n

    Correlational Data<\/b><\/p>\n

    The spread of educational material will help to control, and
    \nprevent the progression of the diabetes mellitus between adolescents. According
    \nto the Bureau of Chronic Disease Prevention and Health Promotion (2012), in
    \nFlorida 9.5% of the population under age of 18 years suffer diabetic mellitus;
    \nincluding a10.4% of male\u2019s gender, and 8.7% of female\u2019s gender. At Hialeah 2.5%
    \nof the Hispanic population suffer diabetic mellitus in comparison with the
    \nnational score, which is reveals a 25.8 million proportional to 8.3% of the
    \ntotal population between children and adolescent suffering diabetes mellitus.
    \nAccording to the Bureau of Chronic Disease Prevention and Health Promotion
    \n(2012),the percentage of obesity between 12 to 19 years has an increase of more
    \nthan triple in the last 30 years. The percentage of obesity in adolescent in
    \n2008 reveals a five percentage of teenagers suffering overweight, which is
    \nincrease to 18.1% on 2011 in relationship with an increase of weight above the
    \n95th<\/sup> percentile for basal metabolic index (BMI). In the city of Hialeah
    \n10% of adolescent is obese in comparison with the national score, this
    \npercentage include a weight variance above or equal 95th<\/sup> percentile
    \nfor BMI. From this 10% value a six percentage represent females and 14, 8% is
    \nmale in correlation with an overall score of 10.3%. <\/p>\n

    <\/p>\n

    According to Healthy People 2020, (2012), the major cause of this
    \nproblem is potentiating for different factors. Example includes:  <\/span>lack of knowledge and parental support into
    \nprovide a healthy diet, inadequate parents role model performance, poor school
    \nweight management program and physical inactivity. This findings support the
    \ngoals planned for healthy people 2020 in to increase the awareness of
    \nadolescent population about to assist to community programs about weight
    \nmanagement and avoidance of a sedentary life. The improvement of the physical
    \nactivity and the change of dietary behaviors will decrease the risk for
    \nobesity, and the developmental progression of diabetes type one, and diabetes
    \ntype two among adolescent. <\/p>\n

     <\/p>\n

    Diabetes mellitus is placed between the first seven causes of
    \ndeath of United States. This chronic disease produces divesting results between
    \ndifferent age groups. People with diabetic mellitus will have a life expectancy
    \nup to 15 years; they will be at risk for heart diseases by twice in comparison with
    \nothers chronic conditions and isa leadingcause of renal failure, peripheral
    \nconditions, and acute blindness. Diabetes mellitus is more frequent in
    \npubescent. There are different factors that can precipitate the onset of the
    \ndisease, such asthe stress of the school, emotional, stress, and infections.
    \nDuring poverty the sex hormones antagonist the insulin, which is may to
    \ncontribute to development of the disease. This paper will include the
    \ninterventions needed to meet project goals and outcomes as well as the
    \ninfluences needed to enact the program. Two important reasons that probe if the
    \nprogram would be or would not be cost effective will be described.<\/p>\n

    <\/p>\n

    Diabetic Adolescent Outcome Goals<\/b><\/p>\n

    The main purpose of this community project is to reduce and manage
    \nthe risk for developing diabetes mellitus among adolescent population According
    \nto Stanhope and Lancaster (2010), an effective program must be started with a
    \ngeneral program goal and then advance with the specific objective that will
    \nsupport the accomplishment of the program goal. An outcome goal from this
    \nproject will be:  <\/span>to decrease the
    \nincidence of diabetic adolescent at Hialeah by implementing a dietary
    \ncounseling program in all high schools by the year 2012. The specific objective
    \nfor this goal will be as follows:  <\/span>to
    \nopen a health fair program by providing dietary approaches to improve quality
    \nof life of adolescent who have or are at risk of diabetes mellitus in all
    \nHialeah high schools between August and December 2012. An extra outcome goal
    \nwill be more related with the prevention and control of certain risk factors
    \nassociated with diabetes. For example: increase prevention behaviors in
    \nadolescent at risk for diabetes by improving weight loss behavior by the year2012.
    \nThe specific objective to this goal will be: Increase the proportion of
    \nadolescent at high risk for diabetes who report an increase of their level of
    \nphysical activity by providing an individual health behavior change activity
    \nprogram in all Hialeah high schools between March and December 2012. <\/p>\n

    <\/p>\n

    Interventions to Meet Planned Goals<\/b><\/p>\n

    According to Valen, Narayan, and Wedeking (2012), Hispanic
    \npopulation needs new approaches to provide effective education and meet the
    \nplanned goals. This project has a special focus into reduce the risk factors
    \nthat led adolescent population to manage and prevent diabetes mellitus. The
    \nimplementation of health fair program will make more emphasis in the dietary
    \nmanagement of the disease.. This program will include different areas in
    \nresponse to the following questions, such as \u201cwhat foods will be able to
    \nincrease my weight and blood sugar?\u201d       <\/span>According
    \nto Field-Berner, and Balgopal (2011), diabetic patient and patient at risk for
    \ndiabetes are found to have lack of knowledge about management, and prevention.The
    \nanswer previous question will be provided by the explanation and distribution
    \nof approval material as brochures, and pamphlets following evidence-base
    \npractice. The information will include the foods able to turn in blood sugar
    \n(rice, fruits, and dairy products, honey, frosting foods, and others),
    \nencourage to decrease the consumption of high fat diet (chips, crackers,
    \ncheeses), and recommend the consumption of high fiber diet (whole grain,
    \nvegetables, beans). Another area will be created when the students must be
    \nweight and teach about how to calculate the body max index and what to do to
    \ncorrect the overweight issue. This area will provide choices that will help the
    \nadolescent to change unhealthy behaviors and incorporate physical activity
    \nbetween their daily priorities. The high school student will have a free
    \nscreening test for detecting high blood sugar and hypercholesterolemia
    \nsupported by local hospital institutions. <\/p>\n

    <\/p>\n

    Description of Resources to Adopt Program<\/b><\/p>\n

    According to Begley, Haddad, Christensen and Lust (2009), the
    \nhealth fair program increases the education and awareness ofaffected
    \npopulationabout inappropriate health behaviors and disease management. The
    \nimplementation of a health fair volunteer program will be needed to achieve the
    \nplanned goals. This program will include a multidisciplinary approach of
    \nseveralforces, such as community including neighborhoods, and commercial centers.
    \nHialeah commercial center will provide samples of the food recommended to
    \nadolescent to reinforce dietary healthy behavior as well as the providing of free
    \ntickets to encourage adolescent to assist to different exercise community
    \nprogram for a time of six months. This collaboration will introduce the
    \nadolescent to a social network that will reinforce change of behavior and
    \nbetter physical management. <\/p>\n

    <\/p>\n

    According to Begley, Haddad, Christensen and Lust (2009), the health
    \nfair program provides cooperating educational sessions that involve several
    \nsettings, institutions, health professionals, and the community. The
    \ncollaboration of more than three hospitals in Hialeah will support the
    \ndistribution of educational material about dietary management and physical
    \nactivity. The free diabetic screening will be implemented in coordination with
    \nlocal health institutions, schools directors, and educational nurses. The
    \nsupport of Hialeah legislator will be needed to carry out the project
    \nsuccessfully at the minimum cost. Legislator will reinforce the distribution of
    \neducational material to Hialeah adolescent community and will provide a
    \nsufficient budget to maintain this campaign for a period of two years. These
    \nfunds will cover all the equipment and items (lancets, glucometers, scales,
    \nfree designs, ect) needed to develop the plan as well as other extra expenses
    \nneeded to make effective the implementation of the project. <\/p>\n

    A post test was conducted after the campaign and 100% of the
    \nadolescent population improves the life style management in comparison with the
    \nmaximum score 120%. The 100% of the population improve the knowledge about life
    \nstyle management, 85% of the adolescent show improvement of altitudes toward to
    \nnutritional and exercises practices, and 95% of the population shoe an
    \nimprovement in possible strategies to manage diabetes mellitus  <\/span><\/p>\n

     <\/b><\/p>\n

    Two Cost Reasons<\/b><\/p>\n

    According to Begley, Haddad, Christensen and Lust (2009), the
    \nhealth fairs have a tendency to use volunteer approach. For this reason the
    \ncost will be low, and the program will have a short duration. The educational
    \nmaterial and health screening will be at little or no cost, which is support
    \nthe distribution of reliable information to the affected population at low
    \ncost. The sponsors in charge to support medical screening will not be responsible
    \nfor covering the follow-up expenses is positive results are obtained but
    \nappropriate direction will be provided it is needed. For these reasons health
    \nfairs program is considered a cost-effective method to improve community health.\n<\/p>\n

     <\/p>\n

    Conclusions<\/b><\/p>\n

    Health promotion concepts and strategies must be implemented by
    \nhealth professional and not health professional population. The help of the
    \ncommunity will play an enormous role in to prevent, protect and manage certain
    \nconditions that will raise level of public health. This part of the project
    \nplanned outcome goals to improve the quality of life of diabetic adolescent
    \ncommunity. The subject included a description of interventions needed to meet
    \nthe goals as well as the needed influences to adopt and implement the program.
    \nThe reasons explained why health fair is considered a low cost effective
    \nprogram was described as part of this matter. 
    \n<\/span><\/p>\n

     <\/p>\n

     Reference<\/span><\/p>\n

    Begley, K., Haddad, A., Christensen,
    \nC., & Lust, E. (2009). A health education program for undeserved community
    \nyouth led bt health professions students. American
    \nJournal of pharmaceutical education, 73<\/i>(6), 1-7.<\/a><\/p>\n

    Bureau of Chronic Disease Prevention
    \nand Health Promotion. (2012). Diabetic Statistics. Retrieved from http:\/\/www<\/a>.doh-state.fl-us<\/p>\n

    Feild-Berner, N., & Balgopal, M.
    \n(2011). Knowledge is Power. Journal of
    \nScience and Children, 49<\/i>(3), 32-36.<\/a><\/p>\n

    Healthy People 2020. (2012). Diabetic
    \nAdolescent Objectives. Retrieved from http:\/\/healthypeople.gov<\/a><\/p>\n

    Hialeah US
    \nCensus Bureau. (2011). People Quick Facts. Hialeah Florida Population
    \nInformation and Source. Retrieved from <\/span>    http:\/\/<\/span><\/a>www.quickfacts.census.gov<\/span><\/a><\/span><\/p>\n

    Stanhope,
    \nM., & Lancaster, J. (2010). Foundations
    \nof nursing in the community: Community-Oriented practice<\/i>. (3rd<\/sup>ed.).
    \nSt Louis, MO: Mosby\/Elsevier.<\/span><\/a><\/span><\/p>\n

    Valen, M., Narayan, S., &
    \nWedeking, L. (2012). An innovative approach to diabetes education for a Hispanic
    \npopulation utilizing community health workers. Journal of Cultural Diversity, 19<\/i>(1), 10-17.<\/a><\/p>\n

    Vesco, A., Anderson, B., Laffel, L., Dolan, L., Ingerski,
    \nL., & Hood, K. (2010). Responsibility sharing between adolescent with type
    \n1 diabetes and their caregivers: Importance of adolescent perceptions on
    \ndiabetes management and control. Journal
    \nof Pediatric Psychology, 35<\/i>(10), 1168-1177.<\/p>\n

    <\/p>\n

    <\/span><\/b><\/p>\n

    Winsett, R., Stender, S., Gower, G.,
    \n&Burghen, G. (2010). Adolescent self-efficacy and resilience in
    \nparticipants attending a diabetes camp. Journal
    \nof Pediatric Psychology, 36<\/i>(6), 293-296.<\/a><\/p>\n<\/div>\n

    <\/span><\/div>\n","protected":false},"excerpt":{"rendered":"

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