Wellness Education Program Proposal

Develop a 4–6-page proposal for a wellness education program for a specific population. Integrate aspects of culture, CAM and spirituality, and linguistics into the program. Explain how to market the program to the population, and explain the ethical, legal, and economic factors that can affect the health of the population.

Health care initiatives focus on changing demographics and emerging health problems. Among the challenges faced by health care professionals are cultural and linguistic competence and the role they play in the ability to provide effective care. Health care professionals need to develop skills in conducting gap analyses within their own communities, design effective health education and wellness programs to address those gaps, and remain mindful that effective care depends on the ability to build trust within the community being served.

By successfully completing this assessment, you will demonstrate your proficiency in the following course criteria:

    • Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
      • Explain how educating a population about health promotion and disease prevention benefits the health and wellness for a population. 
    • Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
      • Integrate linguistic and cultural considerations, CAM, traditional medicine, holistic health, and spirituality into an evidence-based wellness plan for a population. 
    • Examine the ethical, legal, and economic factors related to health disparities in diverse and vulnerable populations.
      • Describe the ethical principles that can affect preventative care and health promotion.
      • Explain how local laws, federal laws, and the Affordable Health Care Act can affect preventative care and health promotion.
      • Explain the economic impact of clinical prevention and health promotion related to health disparities for a population.
    • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
      • Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.

Context

With a growing diverse population, cultural and linguistic competence should be incorporated into the planning, implementation, and evaluation of health education and promotion programs. “In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).

Given the widespread and important issues concerning ethical, legal, and economic principles related to vulnerable and diverse populations, what can be done? Ethical principles of justice and respect demand health care for all. However, to eliminate health disparities, laws and economics play a pertinent role in access to care. When looking at health care issues in vulnerable and diverse populations, one must examine the economic impact when access to preventative care is not available and compare to the inevitable results of acute and chronic conditions requiring more financial resources. The Affordable Care Act now provides options for all citizens to obtain some form of health care coverage. However, consideration must be given to how those considered vulnerable and diverse access these resources.

Reference

Pérez, M. A., & Luquis, R. R. (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

Resources

Library Resources

    • Thompson, C. W., Monsen, K. A., Wanamaker, K., Augustyniak, K., & Thompson, S. L. (2012). Using the Omaha System as a framework to demonstrate the value of nurse managed wellness center services for vulnerable populationsJournal of Community Health Nursing, 29(1), 1–11.
    • Mendez-Luck, C. A., Bethel, J. W., Goins, R. T., Schure, M. B., & McDermott, E. (2015). Community as a source of health in three racial/ethnic communities in Oregon: A qualitative studyBMC Public Health, 15(1), 1–10.
    • Waite, R., Nardi, D., & Killian, P. (2013). Context, health, and cultural competence: Nurse managed health care centers serving the communityJournal of Cultural Diversity, 20(4), 190–194.
    • McCullagh, M. C., Sanon, M-A., & Foley, J. G. (2015). Cultural health practices of migrant seasonal farmworkersJournal of Cultural Diversity, 22(2), 64–67.
    • Lillie, S. E., Janz, N. K., Friese, C. R., Graff, J. J., Schwartz, K., Hamilton, A. S., … Hawley, S. T. (2014). Racial and ethnic variation in partner perspectives about the breast cancer treatment decision-making experienceOncology Nursing Forum, 41(1), 13–20.