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Social Inequities and Disparities through the Lens of COVID 19 Essay

Social Inequities and Disparities through the Lens of COVID 19 Essay

Question Description

The COVID-19 pandemic has provided opportunities for health professionals to see the outcomes of social inequities and disparities through the lens of COVID 19. These may be disparities in access to information and resources to prevent COVID-19 (such as Personal Protective Equipment, or PPE), as well as disparities in COVID-19 outcomes. Individual and community ability to successfully practice social distancing has also been identified, often based in essential services and an individual’s necessity to work during the pandemic, if an essential employee.

You will be asked to describe a specific community/cultural group in a particular place, their experience with COVID-19 disease and any health disparities that have been identified, and challenges that may be experienced by individuals and the community/cultural group in prevention efforts. After providing this analysis you will then design and describe a culturally appropriate intervention to increase COVID-19 prevention in the identified community or cultural group, or to address a related concern with the pandemic, such as social isolation among senior citizens.

You should use data to support your assertions to items 1 and 2 and identify their use with in-text citations and a reference page.

Your response should include:

  1. 1) Identification and discussion of the community or cultural group, and their location, that you are writing about including basic demographics that describe the community or cultural group. Demographics may include, among others, race/ethnicity, age, socio-economic status (SES), educational levels, insurance coverage, and occupational status.
  2. 2) Identify and describe pertinent disparities relating to COVID-19 infection and outcomes, including relevant disparities in the social determinants of health, as well as health disparities related to COVID-19 outcomes. Health disparities may include rates of infection and/or death, as well as those that compound COVID-19 infection outcomes such as obesity or diabetes rates in the community or cultural group. This section may also describe disparities related to access and availability of prevention methods, including PPE and access to COVID-19 testing. This section should end with the identification of specific areas that can be addressed in the programmatic intervention.
  3. 3) Design and describe a culturally competent programmatic intervention to address the specific areas that were identified at the end of the previous section. Examples of interventions include (but are not limited to) access to prevention information and PPE, or actions to address associated outcomes of the pandemic such as social isolation among senior citizens of the community or cultural group. The intervention must include at least two levels of the Socioecological Model of Health (covered in the first weeks of the course and the early textbook readings) with a description of how each identified level is addressed.

Grading of the final exam will be as follows:

  1. 1) Identification and description of the community or cultural group: 5 points.
    1. 4-5 points = thorough discussion utilizing multiple (2 or more), relevant data sources to provide a thorough understanding of the community or cultural group.
    2. 2-3 points = general discussion utilizing 1-2 data sources to provide a basic understanding of the community or cultural group.
    3. 0-1 points = minimal discussion of the cultural group. Minimal to no use of data to support description.
  2. 2) Identification and description of pertinent disparities relating to COVID-19 infection and outcomes, including access to PPE and testing, if appropriate, as well as other disparities related to COVID-19 infection and outcomes: 5 points.
    1. 4-5 points = Discussion utilizing multiple, relevant data sources to provide a thorough understanding of health and social disparities related to COVID-19 and the community or cultural group.
    2. 2-3 points = general discussion utilizing multiple data sources to provide a basic understanding of health and social disparities related to COVID-19 among the community or cultural group.
    3. 0-1 points = minimal discussion of disparities related to COVID 19 infection and/or outcomes among the community or cultural group. Minimal to no use of data to support description.
  3. 3) Design and describe a culturally competent programmatic intervention to address the specific areas that were identified at the end of the previous section: 5 points.
    1. 4-5 points = Proposed programmatic intervention addresses areas identified in #2, includes at least two levels of the SEM with a detailed description of the activity/activities associated with the specific level, and a thoughtful description of methods to assure cultural competence/appropriateness.
    2. 2-3 points = Proposed programmatic intervention addresses areas identified in #2, includes two levels of the SEM with a basic description of the activity/activities associated with the specific level, as well as methods to assure cultural competence/appropriateness.
    3. 0-1 points = Proposed intervention minimally addresses, or does not address, areas identified in #2, and/or provides minimal to no discussion of the activities, and/or does not discuss methods to assure cultural competence/appropriateness.
  4. 4) Use of in-text citations and a reference page: 2 points (as an end-of-semester gift I will not be grading on the specific of APA citations and references, but they should be clearly identifiable and understandable).
    1. 2 points = uses clear in-text citations and an associated references on a reference page for all data sources.
    2. 1 point = in-text citations are used but the data they are related to is not clear in the citation use, and/or associated references are not included for each citation on the reference page.

c. 0 points = does not use in-text citation nor a reference page.

5) College-level Writing: 3 points

  1. 3 points = Writing is clear, direct, professional in tone, and virtually error free
  2. 2 points = Writing is clear, in a professional tone but may contain errors in writing. Nopatterns of error identified.
  3. 1 point = Writing is somewhat clear, and/or may not be professional in tone, and/orcontains multiple errors in writing with patterns of error.
  4. 0 points = Writing is not clear, and/or is not in a professional tone, and or containsmultiple errors in writing that impede understanding.

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