Health Promotion and Disease Prevention Essay

Health Promotion and Disease Prevention Essay

Health Promotion and Disease Prevention Essay

Food allergies, diabetes, and other nutrition-related health conditions can substantially impact the school-age population’s learning community. These common complaints impact students’ physical health, emotional well-being, and academic performance, posing difficulties for the individuals affected and the greater educational environment. Nursing has interventions at different levels of prevention to deal with these common illnesses. 

Food Allergies

Primary Prevention 

Education and the creation of awareness is a crucial primary intervention in the prevention of food allergies. There is a need to have education programs for students, teachers, and parents on common food allergens and allergic symptoms and the need to avoid allergens (Tedner et al., 2021). This will prevent allergic reactions from occurring. 

Secondary Prevention 

Secondary prevention seeks to prevent the development and worsening of an allergic reaction. In the school setup, there is a need to collaborate with healthcare experts and parents to develop personalized health plans describing precise allergen avoidance techniques and emergency response processes for students with known food allergies.

Tertiary Prevention

           Tertiary prevention aims to stop end-organ damage due to an allergic reaction. This includes swift identification of any case of an allergic reaction and the signs and symptoms and, therefore, administration of epinephrine. This helps prevent vascular complications such as vasodilation and end-organ damage, which causes death. 

Diabetes

Primary Prevention 

Exercise and physical activities are major primary interventions in the prevention of the development of diabetes. Exercises help keep the body functioning well and enough insulin production to prevent diabetes. Physical activity will prevent the development of obesity, a risk factor in the development of diabetes. In this manner, this will act as a primary intervention. 

Secondary Prevention 

Secondary prevention of diabetes is concerned with preventing macrovascular complications in those already diagnosed with diabetes. This will involve strict adherence to medications and regular checkups. 

Tertiary Prevention 

           The interventions in the tertiary prevention of diabetes include regular screening of diabetic patients for microvascular complications. This includes screening for retinopathy, neuropathy, and nephropathy (Zelniker et al., 2019). This will prevent complications such as blindness, chronic wounds, or end-organ damage such as renal failure. Tertiary prevention also enables good immunity to prevent the development of opportunistic infections. 

Nutrition Health Issues

Primary Prevention

           Schools need a nutritional policy as a primary intervention to avoid nutrition-related complications. Unhealthy snacks and sugary feeds should be limited (Sanyaolu et al., 2019). Therefore, Water intake should be encouraged, which will be the primary prevention in developing poor nutritional conditions. 

Secondary Prevention 

Nutritional screening needs to be done in school-age children who show signs of undernutrition or overnutrition. This way, it is convenient to identify such children and intervene before developing any complications. 

Tertiary Prevention

Tertiary prevention is done in individuals at risk of developing life-threatening illnesses due to nutrition-related health issues. Interventions include lipid-reducing pharmacotherapies to reduce adipose levels. 

Conclusion

Schools can build a holistic approach to addressing food allergies, diabetes, and nutrition-related health disorders among the school-age population by combining primary, secondary, and tertiary preventative activities. These efforts will improve the health of individual students and contribute to a healthier and more productive learning community as a whole

References

Sanyaolu, A., Okorie, C., Qi, X., Locke, J., & Rehman, S. (2019). Childhood and adolescent obesity in the united states: A public health concern. Global Pediatric Health, 6(6). https://doi.org/10.1177/2333794×19891305

Tedner, S. G., Asarnoj, A., Thulin, H., Westman, M., Konradsen, J. R., & Nilsson, C. (2021). Food allergy and hypersensitivity reactions in children and adults—A review. Journal of Internal Medicine, 291(3), 283–302. https://doi.org/10.1111/joim.13422

Zelniker, T. A., Wiviott, S. D., Raz, I., Im, K., Goodrich, E. L., Bonaca, M. P., Mosenzon, O., Kato, E. T., Cahn, A., Furtado, R. H. M., Bhatt, D. L., Leiter, L. A., McGuire, D. K., Wilding, J. P. H., & Sabatine, M. S. (2019). SGLT2 inhibitors for primary and secondary prevention of cardiovascular and renal outcomes in type 2 diabetes: a systematic review and meta-analysis of cardiovascular outcome trials. The Lancet, 393(10166), 31–39. https://doi.org/10.1016/s0140-6736(18)32590-x

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Discussion Grading Rubric – Original Posts

Discussion Grading Rubric – Original Posts

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeCritical Thinking, Connection to Topic and Learning Community

35 to >29.0 pts
Excellent Marks

• Post is rich in context, full of thought, insight and analysis. Responds to all topic instruction details. • Extensive connection to topic in discussion questions. • Considers the needs of the community and presents creative approaches to the topic. • Reads ALL Peer Posts in your group

29 to >23.0 pts
Proficient

• Substantial information, thought, insight, and analysis has taken place. Responds to most of topic instruction details. • Clear connections to topic. • Presents relevant viewpoints for consideration to the community. • Reads 90% or more of peer posts

23 to >18.0 pts
Satisfactory

SATISFACTORY • Generally competent, but information is thin missing most of topic instruction details. • Adequate connections to topic with vague generalities • Minimally considers the needs of the group • Marginal efforts to become involved with group. • Reads 80% of peer posts

18 to >0 pts
Needs Improvement

NEEDS IMPROVEMENT • Rudimentary or no analysis or insight is displayed. Does not respond to topic instructions. • No connections are made to the topic. • Does not consider the needs of the group • Does not make effort to participate in learning. • Reads < 50% of peer posts.

35 pts

This criterion is linked to a Learning OutcomeAPA Format Syntax Evidence

3 to >2.0 pts
Excellent

• Post titled correctly: your name-team#-module#-ORIGINAL post • Few APA and grammatical errors (0-2 total) • Posts to both Assignments AND Discussions tabs • Cites 2 sources from required reading • Resources cited in-text & listed at end

2 to >1.0 pts
Proficient

• Post titled correctly • 3-4 APA and grammatical errors. • Posts to both Assignments AND Discussions tabs • Cites 2 sources from required reading • Resources cited in-text and listed at end

1 pts
Needs Improvement

• Post is not correctly titled. • Does not use APA format. • More than 5 Grammatical errors that interfere with understanding of content • Frequent direct quoting. • (PLAGIARISM results in 0 for entire post, not just this section) • No sources cited. 0 Points

1 to >0 pts
Satisfactory

• Post titled nearly correctly • 5 or more APA or format errors • Does not post to both Assignments and Discussions • Cites 1 source from required reading • Resources cited in-text and listed at end

3 pts

This criterion is linked to a Learning OutcomeLength (NOT counting references)

2 to >1.0 pts
Excellent

• 325 – 700 words

1 to >0.0 pts
Proficient

• Less than 325 words or more than 700 words

0 pts
Needs Improvement

• Under 325 words or > than 750 words

2 pts

Total Points: 40