Social Determinants of Health – Neighborhood and Built Environment

Social Determinants of Health – Neighborhood and Built Environment

The assigned social determinant is neighborhood and built environment. The neighborhood and built environment is the environment in which people live that impacts their physical and mental health (health.gov, 2023). The neighborhood and built environment social determinant covers the physical environment, including housing and the quality of housing, safety of the environment as well as crime rates, availability and accessibility of parks and other green spaces, available means of transport, and the design of houses and neighborhoods. This social determinant significantly influences the overall health of the community as it defines exposure to factors causing ill health, such as the drainage systems within the neighborhood. Due to raw sewage, poor drainage is a risk for diseases such as cholera. It also determines how clean water is accessed and how the residents engage in physical activity and socialize (Gebauer et al., 2020). Physical activity can help manage or prevent the development of chronic diseases such as diabetes, kidney disease, heart disease, and arthritis (Anderson & Durstine, 2019).

Healthy People Objective Related to the Assigned Social Determinant

A major goal in the neighborhood and built environment is physical activity. The goal has two objectives: to “increase the proportion of adults who walk or bike to get places” and to “increase the proportion of adolescents who walk or bike to get places.”  The selected objective is to “increase the proportion of adults who walk or bike to get places.” The objective aims to improve the physical activity of the population above 18 years. It aims to improve physical activity by increasing the desire to walk or ride bikes to get from one place to another. The desired direction of this objective was to increase the people’s desire to engage in physical activity by targeting 26.8% of the population. However, the status of the objective remains at little or no detectable change.

Appropriate Questions

1. How did you get here, and how do you usually get around when you leave your home?
2. Do you engage in any physical activities? If yes, which one is your favorite, and for how long and how often do you engage in physical activity?

• Do you face any challenges when trying to engage in physical activity? If yes, can you be a bit specific?

1. In your neighborhood, do you have community spaces open to the public that people can utilize for physical activities, such as gyms, walkways, sports grounds, or a park?

Resources to Help Meet the Chosen Objective

1. The Centers for Disease Control and Prevention (CDC) is a national resource that provides various guidelines on improving and promoting physical activities for adults and adolescents. The CDC’s website has multiple resources and guidelines for improving physical activities, including resources for individual and group activities. The CDC website as a resource can also help meet the physical activity objective of Healthy People 2030 as it educates at-risk clients and families on ways to engage in physical activities, access parks, and design neighborhoods that support physical activities. An example of the resources that are used to improve and promote physical activity can be found at this CDC’s website: Strategies to Increase Physical Activity | Active People, Healthy Nation | Physical Activity | CDC (link opens to an external source).
2. The National Heart, Lung, and Blood Institute (NHLBI) website

The NHLBI is a part of the National Institutes of Health (NIH). The NHLBI website provides guidelines and downloadable resources that educate individuals, families, and communities on physical activity and its relationship to healthy weight and health. The resource is accessible from https://www.nhlbi.nih.gov/health/educational/wecan/tools-resources/physical-activity.htm (Link opens to an external source).

References

Anderson, E., & Durstine, J. L. (2019). Physical activity, exercise, and chronic diseases: A brief review. Sports Medicine and Health Science, 1(1), 3–10. https://doi.org/10.1016/J.SMHS.2019.08.006

Gebauer, S., Schootman, M., Xian, H., & Xaverius, P. (2020). Neighborhood built and social environment and meeting physical activity recommendations among mid to older adults with joint pain. Preventive Medicine Reports, 18. https://doi.org/10.1016/J.PMEDR.2020.101063

health.gov. (2023). Neighborhood and built environment. Healthy People 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives/neighborhood-and-built-environment

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

---

Discussion
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced health assessment. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Course Outcomes
This discussion enables the student to meet the following course outcomes:
• CO 1: Apply advanced practice nursing knowledge to collecting health history information and physical examination findings for various patient populations. (POs 1, 2)
• CO 4: Adapt health history and physical examination skills to the developmental, gender-related, age-specific, and special population needs of the individual patient. (POs 1, 2)
• CO 5: Conduct focused and comprehensive health histories and examinations for various patient populations. (POs 1, 2)
Total Points Possible
The total points possible for this assignment is 75.
Preparing the Discussion
Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.
This week, you will consider assessment questions and appropriate interventions related to social determinants of health. Healthy physical, social, and economic environments strengthen the potential to achieve health and well-being. The nurse practitioner (NP) must assess all facets of clients’ health during a comprehensive health history. Identify the assigned topics listed by the first letter of your first name. For example, if your first name is Gilda, then your assigned topic is education access and quality. Select an objective related to your assigned social determinant from the Healthy People website.
First Letter of Your First Name Topic
A – E
F – J
K – O
P – S Neighborhood and built environment links to an external site. (https://health.gov/healthypeople/objectives-and-data/browse-objectives/neighborhood-and-built-environment)

T – Z
Complete the following requirements:
1. Application of Course Knowledge: Answer all questions/criteria with explanations and detail.
a. Correctly identify your assigned social determinant. Briefly define the determinant and describe how it impacts healthcare outcomes.
b. Select an objective related to your assigned social determinant from the Healthy People website linked above. Identify the status of the objective and the population to whom the objective applies.
c. Provide at least three appropriate questions related to the chosen objective that the NP could incorporate into the health history and interview to assess the client and family.
d. Identify at least two online, national, or local resources and explain how the resources could help meet the chosen objective for at-risk clients or families.
2. Integration of Evidence: Integrate relevant scholarly sources as defined by program expectations.
a. Cite a scholarly source in the initial post.
b. Cite a scholarly source in one faculty response post.
c. Cite a scholarly source in one peer post.
d. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
e. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.
3. Engagement in Meaningful Dialogue: Engage peers and faculty by asking questions and offering new insights, applications, perspectives, information, or implications for practice:
a. Peer Response: Respond to at least one peer on a topic other than the initially assigned topic.
b. Faculty Response: Respond to at least one faculty post.
c. Communicate using respectful, collegial language and terminology appropriate to advanced nursing practice.
4. Professionalism in Communication: Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
5. Reference Citation: Use the current APA format to format citations and references, which is free of errors.