Develop a 5–7-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.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.

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 competencies and assessment criteria:

Competency 1: 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. 

Competency 2: 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. 

Competency 4: 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.

Competency 5: 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.

Competency Map

Your team has succeeded in demonstrating the need for a health promotion and disease prevention initiative for the population identified by your Windshield Survey assessment. Now you need to develop a proposal for a wellness education program that will help bridge the gaps in health care service delivery.

Use the library and the Internet to find scholarly and professional resources that will help you propose a wellness education program for the health concern of your population. Find at least four resources to use in this assessment. You may also want to review the previous assessments you completed in this course.

Requirements

Based on your Windshield Survey and Organizational Evaluation assessments, complete the following:

Design an evidence-based wellness program to address the primary health concern of the population that integrates:

Cultural considerations: Will you need to consult with someone from the population on how to approach the delivery of your program?

CAM, traditional medicine, holistic health, and spirituality considerations.

Linguistic considerations: Will you need interpreters or translators for either written or oral presentations?

Educational considerations: What will be the best way to educate the population?

Describe how you will market or advertise the wellness program.

What are the benefits the program offers the population?

Will you need incentives to ensure participation and completion of the program?

Explain the ethical, legal, and economic factors that impact the health and wellness of the population. For example:

The ethical considerations (such as justice, non-malfeasance, and duty) that can affect preventative care and health promotion.

Local laws, federal laws, and the Affordable Health Care Act that can affect preventative care and health promotion.

The potential economic impact of clinical prevention and health promotion related to health disparities of your population.

The format for this assessment should be a professional proposal. If possible, ask about the format used for proposals in your organization and follow that. Follow APA formatting for your in-text citations and references.

Additional Requirements

Include a title page and reference page. The completed assessment should be 5–7 pages in length, not including a title page and a reference page.

Reference at least four current scholarly or professional resources.

Use current APA format for citations and references.

Use Times New Roman font, 12 point.

 

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Part 1: Essay

Describe the financial crisis of 2007- 2009. What were the primary causes of this financial crisis? 

Part 2:  

1. Ira Schwab opens up a Schwab IRA and places $2,000 in his retirement account at the beginning of each year for 10 years. He believes the account will earn 5 percent interest per year, compounded quarterly. How much will he have in his retirement account in 10 years? 

2. The city of Glendale borrows $48 million by issuing municipal bonds to help build the Arizona Cardinals football stadium. It plans to set up a sinking fund that will repay the loan at the end of 10 years. Assume a 4 percent interest rate per year. What should the city place into the fund at the end of each year to have $48 million in the account to pay back their bondholders? 

Part 3: 

 Matthew is considering several possible compensation alternatives for services he has provided as a consultant:

Option A: Matthew could receive $8,000 today.

Option B: Matthew could receive $2,500 at the end of each of the next four years.

Option C: Matthew could receive $12,000 five years from now. 

Required:

1. Calculate the present value for each      option assuming that Matthew can earn 7 percent on any investment funds.
2. Which option results in the greatest      financial benefit to Matthew?
3. If Matthew earns 10 percent, will that      change your answer to # 2 above? Please explain. 

Part 4:  

Tom and Mary James just had a baby. They heard that the cost of providing a college education for this baby will be $100,000 in 18 years. Tom normally receives a Christmas bonus of $4,000 every year in the paycheck prior to Christmas. He read that a good stock mutual fund should pay him an average of 10 percent per year. Tom and Mary want to make sure their son has $100,000 for college. Consider each of the following questions. 

a. How much does Tom have to invest in this mutual fund at the end of each year to have $100,000 in 18 years? 

b. Tom’s father said he would provide for his grandson’s education. He puts $10,000 in a government bond that pays 3 percent interest. His dad said this should be enough. Do you agree? 

c. If Mary has a savings account worth $50,000, how much must she withdraw from savings and set aside in this mutual fund to have the $100,000 for her son’s education in 18 years?

Part 5: Essay 

Some suggest that a firm should seek to maximize the welfare of all its stakeholders, such as employees, customers and the community in which it operates. How would this objective conflict with the one of maximizing shareholder value? Do you believe such an objective is feasible? 

Part 6:

Joe Downey is currently 65 years of age. He is currently drawing $20,000 a year out of his IRA. He expects to live to 100 and wants to know what he needs now to insure himself that he will be able to draw the $20,000 at the beginning of each year for the next 35 years. He believes the account will earn 6 percent compounded annually for the next 35 years. How much money does he need in his account today? 

• Week5Problems.doc

 

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1. Why does Audi think that there is a moral imperative to keep religion and the state separate?

2. Later in the book (not in the pdf assigned) Audi argues that we should not use religious arguments to support legislation (in other words, we shouldn’t argue that God wants certain laws to be enacted in the U.S., for example). How does Wolterstorff respond to Audi? Why does Wolterstorff think that it is unfair to ask religious citizens to practice “restraint” and not use religious reasons in public debate?

 

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ACTIVE LISTENING Arguably the most important skill for effective personal communication (as a manager or otherwise) is to be able to use active listening. Based on the work of Carl Rogers, this process is seen as part of a manager’s job, but the listener must have true empathy for and trust in the speaker’s ability to self-direct, or else it is impossible to truly listen actively. Rogers and Farson (1987) indicate that active listening is “the art of listening for meaning” (p. 1) and that this requires careful listening, but even this alone is not sufficient. Active listening, according to Rogers and Farson (1987), brings about better self-understanding for the speaker who becomes “more emotionally mature, more open to their experiences, less defensive, more democratic and less authoritarian” (p. 1). The listener also benefits by obtaining more information from the speaker, developing deep positive relationships, and constructively improving attitudes. To achieve these results, the active listener must use the following techniques. •    Listen for meaning, not just content. Messages and conversations have content, but content can be surrounded by additional contextual information. For example, a colleague could tell you, “I just completed the quarterly report for the new project we’re starting,” and you would be likely to give a positive response. Suppose that colleague told you instead, “I finally got done with the quarterly report for the director’s pet project—now I can do some real work!” You would probably understand that a significantly different set of meanings was intended by your colleague. Even if you gave the same content response, such as “Congratulations!” it might be construed differently in the two situations by your colleague. In the first situation, you might find the meaning given to your word as a straightforward and supportive acknowledgment. In the second situation, however, your coworker might assume you are being ironic, which could still be seen as supportive but might be interpreted as disrespectful by the director if you were overheard. •    Respond to feelings. For active listening to take place, you must let the speaker know that you have comprehended both the content of the statement and the feelings that emerge with the content. In the same example, you could be a better listener if you replied, in the first instance, “Congratulations! That must feel good to have that finished!” and, in the second, “You sound like you’re not too happy with having to do that job. It must be a relief to move on to something else.” Neither of these responses takes much longer to say, but both indicate that you are trying to understand how your coworker feels about what has just been said. •    Note nonverbal cues. Communication happens through many channels, including voice tone, speed of talking, volume level, vocal hesitations, facial expressions, hand gestures, and another body language. To completely understand someone else’s meaning, you must decode what all these nonverbal signals mean. While the benefits of active listening are many, there are at least three reasons why people do not listen actively. Multitasking is a common behavior where we try to do something else while the speaker is talking. This frequently results in miscommunication because important nonverbal and emotional cues are not noticed. It is best to lay aside other things and focus on the speaker when you wish to listen carefully. Some people are unable to actively listen to a speaker because they are formulating their own responses to the previous statement the speaker said. They may even be lining up the reasons why the speaker is wrong instead of following along with what is being said. Remember that you are not engaging in a debate, but rather attempting to understand the other person’s viewpoint. Another barrier to active listening that frequently occurs at work is that the person speaking is of lower status than the listener. While we would all like to believe this is not true about ourselves, the facts are otherwise. Our supervisors and leaders usually receive our attention because what they say can affect our job situation positively or negatively. It is more difficult to listen attentively to someone who reports to you, particularly when you have a lot of other work to complete. It can be even worse if the person speaking is in a different department or is unknown to you. Unfortunately, we may respond to communications from clients with a lack of attention as well. Despite our best intentions, we may also harbor biases and prejudices about certain populations that get in the way of listening to them. The best way to guard against these tendencies is to stay aware of our own biases and to feel deeply that each person has inherent worth, just as Carl Rogers taught. Becoming skilled in active listening techniques will not solve every problem you encounter as a manager. You will still need to work with employees who are not performing well. Some employees may expect you to understand them using ESP, so they don’t need to explain to you what they are thinking. This is a challenge. Over time, however, using active listening will make your job easier because you will at least understand what your coworkers want to tell you. This will go a long way to making every day smoother because your colleagues will learn to trust that you will listen to them before you make decisions that affect them. Your colleagues will have seen you seeking to understand their views first before you take action. Even if they don’t agree with your final decision, they will be more likely to follow your lead because their ideas have been heard.

 

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