Geriatric Patient And Blood Pressure Control Practicum Discu ✓ Solved

Geriatric Patient And Blood Pressure Controlpracticum Discussion Post

Geriatric Patient And Blood Pressure Control Practicum Discussion: Post your final PowerPoint presentation for your group mates and Instructor to review. Please discuss the following questions in your Practicum Discussion: How does this project fulfill one arm of the mission of public health: social justice? How does it contribute to social change? Discuss your role as an advocate and health care leader in promoting positive social change as a scholar-practitioner to improve the health of vulnerable populations in your community. By Day 3 Post your response to this Discussion. Support your response with references from the professional nursing literature.

Sample Paper For Above instruction

Introduction

The management of blood pressure among geriatric patients is a critical component of public health efforts aimed at improving health outcomes and reducing disparities within vulnerable populations. This discussion evaluates how a focused project on blood pressure control for elderly individuals contributes to social justice, fosters social change, and highlights the role of healthcare professionals as advocates and leaders in promoting health equity.

Fulfilling Public Health's Mission of Social Justice

Public health’s mission emphasizes social justice—ensuring equitable access to health resources and promoting health equity across diverse populations (Braveman & Gruskin, 2003). The geriatric blood pressure control project aligns with this mission by addressing disparities in hypertension management among underserved elderly populations, often marginalized due to socioeconomic status, racial background, or geographic location (Ogedegbe, 2013). By implementing targeted interventions such as community outreach, culturally sensitive education, and accessible screening programs, the project seeks to reduce barriers to care and promote equitable health outcomes.

Furthermore, social justice is achieved when health initiatives prioritize marginalized groups’ needs, ensuring they receive adequate hypertension management education and resources (Baker et al., 2014). For example, deploying mobile health clinics in underserved neighborhoods or collaborating with community leaders can bridge gaps in healthcare access, directly advancing the core principles of social justice within public health.

Contributing to Social Change

The project contributes to social change by transforming community awareness and health behaviors regarding blood pressure management among older adults. Through education and empowerment, patients become active participants in their health, leading to improved adherence to antihypertensive regimens and lifestyle modifications (Fletcher et al., 2016). These behavioral shifts help prevent complications like stroke, heart failure, and renal disease, reducing the overall burden on healthcare systems and promoting healthier aging.

Moreover, the project exemplifies a social shift by challenging systemic barriers such as healthcare disparities and social determinants of health (Williams et al., 2014). By advocating for policy changes—like expanded Medicaid coverage for hypertension medications or funding for community health programs—the initiative influences wider societal change that benefits all vulnerable populations.

Implementing sustainable interventions that empower communities to take control of their blood pressure management creates a ripple effect, fostering a culture of health promotion and disease prevention (Nelson et al., 2012). This change extends beyond individual patients, influencing community norms and policies for improved health equity.

The Role of Healthcare Leaders as Advocates and Change Agents

As healthcare professionals, particularly nurses, scholars, and practitioners, it is imperative to act as advocates and leaders to promote social justice and equitable health outcomes. In the context of geriatric blood pressure management, the role includes advocating for policies that prioritize access to quality hypertension care, culturally competent health education, and supports for vulnerable populations (Baker et al., 2014).

Leaders in nursing must engage in community assessments to identify gaps in care, foster partnerships with community organizations, and implement evidence-based interventions tailored to specific populations’ needs (Sullivan, 2020). For instance, as a nurse leader, advocating for the integration of hypertension screening into routine home visits for elderly patients could substantially improve early detection and management, reducing disparities.

Furthermore, health care leaders serve as educators—training staff on cultural sensitivity and health literacy—to ensure that care delivery is equitable and respectful of diverse patient backgrounds (Sørensen et al., 2015). Their influence extends to shaping policies that allocate resources toward underserved communities, thereby fostering sustainable social change.

In addition, scholarly work in nursing emphasizes the importance of participatory approaches—engaging community members in program planning—to ensure interventions are culturally appropriate and effective (Green & McDowell, 2017). Nurse scholars must also contribute to research that highlights disparities and effective strategies for blood pressure control among elderly minorities, informing policy and practice.

Conclusion

The geriatric blood pressure control project embodies a commitment to social justice by reducing disparities in hypertension management among vulnerable elders. It promotes social change through education, behavioral interventions, and policy advocacy, ultimately fostering healthier aging populations. Healthcare leaders and nurses play a vital role as advocates, educators, and change agents—driving systemic improvements toward health equity. Sustainable, community-engaged initiatives are essential in transforming social and health systems to support vulnerable populations effectively.

References

• Baker, D. W., Williams, M. V., Parker, R. M., Gazmararian, J. A., Nurss, J. (2014). Development of a brief test to measure functional health literacy. Patient Education and Counseling, 27(2), 203-214.
• Braveman, P., & Gruskin, D. (2003). Defining equity in health. Journal of Epidemiology & Community Health, 57(4), 254-258.
• Fletcher, R. H., et al. (2016). Health education and hypertension management: A community-based approach. Journal of Community Health, 41(2), 278–285.
• Green, J., & McDowell, J. (2017). Community participation and health promotion. Nursing Outlook, 65(6), 747–753.
• Nelson, K., et al. (2012). Sustainable community health programs: Strategies and lessons learned. Public Health Nursing, 29(6), 518–525.
• Ogedegbe, G. (2013). Social determinants of health: Addressing disparities in hypertension control. Circulation, 128(21), 2269–2278.
• Sørensen, K., et al. (2015). Health literacy and public health: A systematic review and integration of definitions and models. BMC Public Health, 15(1), 1-13.
• Sullivan, C. (2020). Leadership in nursing: Principles and practice. Elsevier.
• Williams, D. R., et al. (2014). Racism and health: Evidence and needed research. Annual Review of Public Health, 35, 133–157.