NR 503 Week 2: Healthy People 2030 Impact Paper

Healthy People 2030 Impact Paper

Public health problems vary with people’s locations, lifestyles, health behaviors, and other factors. Type 2 diabetes mellitus is a significant public health concern requiring increased attention from healthcare providers, policymakers, governments, and health advocates. Statistics from the U.S. Centers for Disease Control and Prevention (CDC) reveal a worrying trend given that approximately 38 million Americans have diabetes, with 90%-95% among them having type 2 diabetes (CDC, 2024). Over time, the risk has increased due to lifestyle changes and dietary habits. The CDC (2024) reported that more children and young adults are developing type 2 diabetes than in the past. Understanding its complexity and the necessary epidemiological data is the foundation of effective population-based health interventions. The purpose of this paper is to explore type 2 diabetes among African Americans, relevant epidemiological and demographic data, Healthy People 2030 goals, and population-level health interventions.

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Overview, Background, and Significance of the Problem

Type 2 diabetes is experienced across populations differently depending on the causes, control measures, and impacts. Both non-modifiable and modifiable risk factors increase the incidence of type 2 diabetes, underlining the need for their in-depth understanding to enable effective control. Non-modifiable risk factors include family history, age (the disease develops more frequently after 45 years), and race/ethnicity, while modifiable risk factors include being overweight or obese and physical inactivity (American Heart Association, 2024). The risks and impact of the disease depict a public health concern, which increases the health burden among African Americans. If ineffectively controlled, type 2 diabetes increases the risk of kidney failure, heart disease, stroke, and blindness (Wadi et al., 2022). Having such conditions implies worsening life quality, high consumption of healthcare services, and increased medical costs. The healthcare system is also overwhelmed due to increased patient visits related to type 2 diabetes and its associated health complications.

Type 2 diabetes reveals a significant variance in crucial data variables, including incidence, prevalence, and mortality. National data shows that diabetes complications among young and middle-aged adults have been increasing in a population where 11.6% of people have diabetes, and more men (6.4%) than women (5.4%) are infected (CDC, 2024). From an ethnic perspective, only Alaska Native adults (13.6%) record a higher prevalence than African Americans, with 12.1%, while non-Hispanic White adults record the lowest rates at 7.4% (CDC, 2024; McLaurin et al., 2024). These variations are further manifest at the state and city levels, where mortality inequities demonstrate a public health concern with a significant difference in the health burden. As Cited by Buscemi et al. (2021), type 2 diabetes mortality is highest in El Paso (35.98) and lowest in San Francisco (13.18). Due to lifestyles, access to medical care, affordability, and other factors, African Americans continue to be more disproportionately affected than the majority of whites. Buscemi et al. (2021) reported that the U.S. mortality rate is more than double (2.21 times) higher among blacks than whites. These differences indicate the need for population-specific measures that address these glaring inequities.

Epidemiological Analysis of the Problem

Health events vary with many factors, influencing the interventions needed to ensure effective control. Descriptive epidemiology characterizes the distributions of a disease or health exposures in a population, including meaningful differences and changes over time (Fox et al., 2022). The health data is also put into historical and sociological contexts. Regarding type 2 diabetes, systemic and structural racism are key factors in the high rates among African Americans since they fuel discrimination, which is a leading social determinant of health (McLaurin et al., 2024). Quick facts from the CDC show that education and income levels, age, and access to healthcare services influence variations across race/ethnicity. For instance, type 2 diabetes is more common among populations living below the federal poverty level as the prevalence reduces among high-income groups (Hill-Briggs et al., 2021). These variations further indicate the need for problem-centered interventions that address racial, income, and educational differences.

Reduced capacity to self-manage type 2 diabetes is among the leading characteristics of at-risk populations. Healthy People 2030 data only 48.0% of diabetic adults received management education in 2022 (Office of Disease Prevention and Health Promotion, 2024). This data indicates that more than half of the at-risk population lacks self-management basics, which is integral in reducing the risk of diabetes-related health complications. Other characteristics include being uninsured and living in rural areas.

Application of HP 2030

Healthy People 2030 framework provides objectives, measures, and resources for effective type 2 diabetes control and management. The primary goal regarding diabetes is to reduce its burden and improve the quality of life of people who have or are at risk for diabetes (Office of Disease Prevention and Health Promotion, 2024). Part of the Healthy People 2030 priority strategy is health education. This approach seeks to increase the proportion of people receiving formal diabetes education to 55.2% (Office of Disease Prevention and Health Promotion, 2024). To enable such and other measures to work, early diabetes screening is essential to ensure early detection and provision of the necessary evidence-based prevention and treatment interventions. Glycated hemoglobin (HbA1c) is a highly recommended screening method for type 2 diabetes. Duan et al. (2021) described HbA1c as a high-validity tool for diabetes diagnosis since it has 68.4% sensitivity and 95.9% specificity. The American Diabetes Association (ADA) and World Health Organization (WHO) endorse the screening for use among adults and children.

Population Level Planning Interventions

Various multimodal measures have been implemented at the national and state level. Besides formal diabetes education, as Healthy People 2030 identifies, lifestyle change programs and awareness campaign partnerships are pivotal in reducing the impact of type 2 diabetes in populations. Diabetes education improves people’s skills, knowledge, and ability to manage diabetes. Educated individuals are also more likely to adhere to self-care practices, such as checking blood sugar, regular physical activity, and avoiding smoking (CDC, 2024). For better health outcomes, education on lifestyle interventions should be culturally tailored. Among African/black adults with type 2 diabetes, such tailoring includes education delivered by community members within their locations and tailored to the relevant content (Wadi et al., 2022). Healthcare providers and government-based health organizations track data on blood sugar, blood pressure, weight averages, self-care, physical activity, and other diabetes-related elements. According to Sands (2023), digital health tools, such as electronic health records, mHealth apps, and wearables, help healthcare professionals to track essential health data. Such technologies keep patients connected to care providers while improving their ability to manage and share the necessary health data.

Conclusion

Type 2 diabetes mellitus is a significant public health concern that increases the risk of heart disease, stroke, and kidney failure. Among African Americans, type 2 diabetes is highly prevalent, increasing healthcare spending and mortality rates. State-based and national measures to prevent type 2 diabetes include diabetes education, screening, and awareness campaigns. A multimodal approach is crucial due to the complex nature of type 2 diabetes, varying causes, and impacts that vary with gender, race, and income levels.

References

American Heart Association. (2024). Diabetes risk factors. https://www.heart.org/en/health-topics/diabetes/understand-your-risk-for-diabetes

Buscemi, J., Saiyed, N., Silva, A., Ghahramani, F., & Benjamins, M. R. (2021). Diabetes mortality across the 30 biggest US cities: Assessing overall trends and racial inequities. Diabetes Research and Clinical Practice, 173, 108652. https://doi.org/10.1016/j.diabres.2021.108652

CDC. (2024). Diabetes education linked to better care. https://www.cdc.gov/diabetes/data-research/research/diabetes-education.html

CDC. (2024). Health and economic benefits of diabetes interventions. https://www.cdc.gov/nccdphp/priorities/diabetes-interventions.html#:~:text=Studies%20show%20that%20the%20lifestyle,program%20available%20to%20more%20Americans.

CDC. (2024). National diabetes statistics report. https://www.cdc.gov/diabetes/php/data-research/index.html

Duan, D., Kengne, A. P., & Echouffo-Tcheugui, J. B. (2021). Screening for diabetes and prediabetes. Endocrinology and Metabolism Clinics of North America, 50(3), 369–385. https://doi.org/10.1016/j.ecl.2021.05.002

Fox, M. P., Murray, E. J., Lesko, C. R., & Sealy-Jefferson, S. (2022). On the need to revitalize descriptive epidemiology. American Journal of Epidemiology, 191(7), 1174–1179. https://doi.org/10.1093/aje/kwac056

Hill-Briggs, F., Adler, N. E., Berkowitz, S. A., Chin, M. H., Gary-Webb, T. L., Navas-Acien, A., … & Haire-Joshu, D. (2021). Social determinants of health and diabetes: a scientific review. Diabetes Care, 44(1), 258-279. https://doi.org/10.2337/dci20-0053

McLaurin, N., Tabibi, D., Wang, T., Alhalimi, T., Lehrer, H. M., Harrison Jr, L., … & Steinhardt, M. A. (2024). Coping with discrimination among African Americans with type 2 diabetes: factor structure and associations with diabetes control, mental distress, and psychosocial resources. Preventing Chronic Disease, 21. http://dx.doi.org/10.5888/pcd21.230189

Office of Disease Prevention and Health Promotion. (2024). Healthy People 2030- diabetes. https://health.gov/healthypeople/objectives-and-data/browse-objectives/diabetes

Sands, D. Z. (2023). Beyond the EHR: How digital health tools foster participatory health and self-care for patients with diabetes. American Journal of Medicine Open, 10, 100043. https://doi.org/10.1016/j.ajmo.2023.100043

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Assignment

Purpose

The concepts of epidemiology provide the framework for the study of infectious and chronic health issues/diseases, which provides a rich source of data for the analysis of trends in disease and health.This assignment will offer the learner the opportunity to explore the population health effects of a topic which will be assigned by your course faculty.

As an example, you may be asked to identify populations at risk for oral health issues or, for instance, issues related to the frail living at home, and design a population health focused educational intervention for your target population.

In addition, you will look at what outcomes will be addressed to determine if your interventions are effective. This paper should integrate HP2030 and CDC information into your paper.

Link to HP2030Links to an external site.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

CO 3: Identify appropriate outcome measures and study designs applicable to epidemiological sub-fields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics.

CO 6: Identify important sources of epidemiological data.

Due Date

Sunday by 11:59pm MT of Week 2

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

Total Points Possible

This assignment is worth 125 points.

Preparing the Assignment

Research Topic: Your course faculty will provide you with topic/s for this assignment. Please check the NR503 Course Announcements.
Identify your target population (for instance, age or other demographic, aggregate population); this must be in your city or state.
Discuss population-based health education interventions for your target population that is aimed at reducing morbidity and mortality for the problem. Be sure to review the research literature and HP2030 for interventions.
Identify how and what data for interventions is being tracked.
In a four (4) page paper, address the following. Refer to rubric for expanded details related to grading expectations.

- Identify the problem in the introduction section.
- Provide an overview of the problem in your state/national.
- Review of descriptive epidemiological and demographic data on mortality/morbidity and risk.
- HP2030: Present the goal, overview and objectives of Healthy People 2030 for the paper topic.
- Population level prevention and health promotion review. Describe population and/or primary health care focused interventions. Use of scholarly literature and HP2030 is required. There should be direct correlation to evidence for all strategies.

Best Practices in Preparing the Project

Review directions and rubric through carefully.
Follow submission requirements.
Make sure all elements on the grading rubric are included. Organize the paper using the rubric sections and appropriate headings to match the sections.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
Title page, running head, body of paper, and reference page must follow APA guidelines as found in the current edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
Ideas and information that come from scholarly literature must be cited and referenced correctly.
A minimum of three (3) scholarly literature references must be used. Not all references should be from scholarly web sites. You may use your textbook, but this will not count towards the three (3) scholarly literature references.
Length: Papers not adhering to the page length may be returned to you for editing to meet the length guidelines.
Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of your own original work for assignments.

Rubric

NR503_HP2030_MAR23

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeAssignment Content Possible Points = 100 PointsIntroduction of the Problem (no heading)

1. Problem is clearly stated.

2. General introduction to the problem supports its importance as a population health issue with data and general statement of scope of problem.

3. Focus of the paper is stated succinctly.

(3 critical elements)

5 ptsExcellent

All bullet items (content) included with depth and consistent connection, validation, by evidence.

4 ptsV. Good

All content included but limited clarity or depth OR Content is missing one critical element.

3 ptsSatisfactory

Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth

2 ptsNeeds Improvement

Content missing: 1. Two critical elements 2. Clarity 3. Problem is unsupported 4. Writing is largely unsupported

0 ptsUnsatisfactory

Section missing

5 pts

This criterion is linked to a Learning OutcomeDiscussion: Overview, Background and Significance of the Problem1. Provide background and significance of the problem.

2. This includes risks and impact of disease.

3. Data: State and National: Incidence, prevalence, mortality, breakdown by gender/race/religion as appropriately related

(3 critical elements)

25 ptsExcellent

All critical elements (content) included with depth and consistent connection, validation by evidence.

23 ptsV. Good

All content included but limited clarity or depth OR Content is missing one critical element.

21 ptsSatisfactory

Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth

12 ptsNeeds Improvement

Content missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported

0 ptsUnsatisfactory

Section missing

25 pts

This criterion is linked to a Learning OutcomeEpidemiological Analysis of the Problem1. Using descriptive epidemiology (provide description of term) analyze health problem

2. Include demographic and related epidemiological data

3. Include characteristics of at-risk population using HP2030 specified criteria

(3 critical elements)

30 ptsExcellent

All critical elements (content) included with depth and consistent connection, validation by evidence

27 ptsV. Good

All content included but limited clarity or depth OR Content is missing one critical element.

25 ptsSatisfactory

Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth

15 ptsNeeds Improvement

Content missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported

0 ptsUnsatisfactory

Section missing

30 pts

This criterion is linked to a Learning OutcomeApplication of HP 20301. Identify HP2030 goals and objectives

2. Relate HP2030 goals and objectives to health concern topic

3. Identify guidelines and a screening method related to health concern

4. Review validity (predictive power) of screening tool method to include what population the tool is applicable to use with (for instance, adult, child, culture)

(4 critical elements)

20 ptsExcellent

All critical elements (content) included with depth and consistent connection, validation by evidence

18 ptsV. Good

All content included but limited clarity or depth OR Content is missing one critical element.

17 ptsSatisfactory

Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth

10 ptsNeeds Improvement

Content missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported

0 ptsUnsatisfactory

Section missing

20 pts

This criterion is linked to a Learning OutcomePopulation Level Planning Interventions1. Investigate what is being done at the population health level related to prevention and health promotion for the health problem at the national and state level

2. Identify what and how outcomes are being tracked related to said interventions.

3. Utilize HP2030, CDC, state public health department, research, etc. as resources for interventions and data.

(3 critical elements)

20 ptsExcellent

All critical elements (content) included with depth and consistent connection, validation by evidence

18 ptsV. Good

All content included but limited clarity or depth OR Content is missing one critical element.

17 ptsSatisfactory

Content missing: 1. Two critical elements Or 2. Writing lacks clarity, depth

10 ptsNeeds Improvement

Content missing: 1. Two critical elements 2. Clarity 3. Writing is largely unsupported

0 ptsUnsatisfactory

Section missing

20 pts

This criterion is linked to a Learning OutcomeAssignment Format Possible Points = 25 PointsAPA

1. All content accurately utilizes APA format for citations and table formatting per APA current edition.

2. Reference list is formatted per APA current edition.

Cover page, running heads, font size and type, reference list and headings per APA current ed.

15 ptsExcellent

No APA errors

14 ptsV. Good

1-2 APA errors

12 ptsSatisfactory

3-4 APA errors

8 ptsNeeds Improvement

5-6 APA errors

0 ptsUnsatisfactory

7 or more APA errors

15 pts

This criterion is linked to a Learning OutcomeGrammar, Syntax, Spelling1. Grammar, writing voice, and spelling are in accordance with APA current edition.

2. Scientific prose/voice is consistent.

3. Writing has precision and clarity

4. See APA current edition, 3, Writing Clearly and Concisely

10 ptsExcellent

Written work is free of grammatical, spelling or punctuation errors.

9 ptsV. Good

Written work is largely free of grammatical, spelling or syntax errors.? (Approximately 1-2).

8 ptsSatisfactory

Written work includes some grammatical, spelling or syntax errors that distract the reader.?(Approximately 3-4).

5 ptsNeeds Improvement

Written work contains numerous grammatical, spelling or syntax errors that distract the reader (Approximately 5-6).

0 ptsUnsatisfactory

7 or more errors

10 pts

This criterion is linked to a Learning OutcomeLate Penalty DeductionsStudents are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0 ptsDeduction of points

0 pts

Total Points: 125