2hypertension In Older Adultsmarilaura Mieresmiami Regional University ✓ Solved

2 Hypertension In Older Adults Marilaura Mieres Miami Regional University Professor Mercedes 03/26/2021 Discuss the aspects of your chosen vulnerable population Hypertension in older adults has prevalent aged between 60-79 years old and the elderly individuals aged 80 years and above. The condition is risky to these groups since it is the primary modifiable risk factor connected to cardiovascular diseases. In the research conducted by NHANES individuals categorized in this population aged between 65 years and above, 70% were the victims. The same analysis projected that the condition might continue to go if the situation will not be addressed appropriately. That is why WHO recommends Antihypertensive drug therapy for such patients since it is useful in reducing hypertension symptoms among older adults, including cardiovascular diseases.

Discuss the reason why is this group considered vulnerable Firstly, it is fundamental for older individuals to comprehend what hypertension involves, and it is the force of blood pushing against the arteries walls. The physician conducts two tests for blood pressure, one of which applies systolic blood pressure triggered by the heart contracting and pushing out blood (Bosu et al., 2019). The second testis diastolic blood pressure, began when an individual's heart relaxes and fills with blood. All the two forms of blood pressure can cab be experienced by older people. Older people are considered vulnerable to the disease because of their age and other factors discussed in this paper.

Research conducted by Bosu et al. (2019) revealed that blood vessels naturally harden with age since they lose their elasticity. Similarly, the American College of Cardiology guidelines provided a different concept for hypertension, which is now defined as 130 and above for the initial number and 80 or higher for the second number. Other contributing factors include Gende r- the make Gender have a higher risk of being hypertensive before they are 55, and for female Gender, they can get high blood pressure after menopause. Other factors include family history , which runs in several families and races, where the older people of specific races get affected more quickly than the other race. Discuss what are the most common infectious diseases in this population and why Several infectious diseases affect older adults, like Bacterial pneumonia, elderly influenza, Tuberculosis, and Mumps.

Older adults get bacteria pneumonia as affirmed by the study conducted by Bai et al. (2020) that more than 60% of the older are admitted annually for pneumonia this is due to the alterations in their lung capacity. As a result, exposing them to the risk of diseases in the community setting. It makes them be at risk for cardiovascular disorders like diabetes, among other severe diseases. They present symptoms like chills, cough, and fever, and the severe signs involve confusion and delirium. Most of them also get influenza due to exposure to cold.

Discuss barriers to healthcare and access to care for your vulnerable population The barriers linked to healthcare and access among the older has been on the rise and well-documented. One of the reasons is the Lack of health insurance for both employer-sponsored or public insurance. The factors connected with the insurance cover among the older people involve race, income, and other sociodemographic problems. These have all been the reasons why accessing quality care among these populations has been an issue (Bai et al., 2020). Nevertheless, other barriers include economic problems, stress, non-adherence to medications resulting from using traditional remedies.

Even Lack of awareness concerning the condition, or community stigma, among other critical factors. Discuss how the issues this group is facing relates to the community/public health nursing Many studies have confirmed public health nursing and the community, in general, contribute a lot to improper medical access for older people and other barriers. For the community and healthcare system. They contribute to the issue due to the Lack of educating the population concerning hypertension, its impact on their health, the symptoms, and the intervention methods. The community needs to come together and inform the people on the same, including the care providers of the patients.

They can collaborate with the healthcare system and the government for effective interventions to curb the issue. Examine evidence-based practices that improve health outcomes of the vulnerable population Evidence-based nursing practice has been one of the strategies that healthcare personnel has used to provide quality healthcare to their patients, which focuses on the needs of the individuals (Oliveros et al., 2020). This has been emphasized on improving the patient's lifestyle, which is significant in managing their condition. The disorders can be well managed with lifestyle enhancement and health promotion. So the older adults and their caregivers must comprehend the significance of consuming healthy meals and engaging in light exercises.

Use information technology to identify resources that will improve health outcomes of the vulnerable population The application of a Home BP Monitor is recommended, and these people can benefit a lot since it can be conducted in the comfort of their homes. Other studies also suggest that Home BP monitoring is integrated with antihypertensive therapies and enhances BP control. A wristwatch is technologically capable of detecting the patient blood pressure levels, making it easy for patients to seek medical attention. References Bai, T., Fang, F., Li, F., Ren, Y., Hu, J., & Cao, J. (2020). Sarcopenia is associated with hypertension in older adults: a systematic review and meta-analysis.

BMC geriatrics , 20 (1), 1-9. Bosu, W. K., Aheto, J. M. K., Zucchelli, E., & Reilly, S.

T. (2019). Determinants of systemic hypertension in older adults in Africa: a systematic review. BMC cardiovascular disorders , 19 (1), 1-24. Bosu, W. K., Reilly, S.

T., Aheto, J. M. K., & Zucchelli, E. (2019). Hypertension in older adults in Africa: a systematic review and meta-analysis. PloS one , 14 (4), e.

Oliveros, E., Patel, H., Kyung, S., Fugar, S., Goldberg, A., Madan, N., & Williams, K. A. (2020). Hypertension in older adults: Assessment, management, and challenges. Clinical cardiology , 43 (2), 99-107. Please answer the questions below.

Today’s classrooms are made up of students with diverse socioeconomic backgrounds resulting in various social and emotional needs. Describe how you would recognize and respond to such needs of your students. All applicants must respond to the essay prompt. Responses to the prompt must be a minimum of 300 words.

Paper for above instructions

Recognizing and Responding to the Social and Emotional Needs of Students

In today’s diverse classrooms, students come from various socioeconomic backgrounds, leading to a spectrum of social and emotional needs. Recognizing these needs is essential for educators to foster a supportive learning environment and promote academic success. To effectively address these needs, educators should adopt comprehensive strategies rooted in empathy, proactive engagement, and community-building.

Recognizing Social and Emotional Needs

To recognize the social and emotional needs of students, educators must remain observant and aware of non-verbal cues. Behavioral signs such as withdrawal, aggression, or lack of participation can indicate underlying issues ranging from anxiety to family problems (Hargreaves et al., 2020). Regular formative assessments, including check-ins and surveys, should be conducted to gauge students’ emotional well-being.
Establishing open lines of communication is vital. Creating a classroom atmosphere where students feel safe to express their feelings and concerns encourages them to share their struggles. Educators can achieve this through regular discussions, class meetings, and the use of confidants or trusted peers within the classroom setting (Weissberg et al., 2017). Understanding students' backgrounds—personal or cultural stories—provides context for their behaviors and reactions, which can inform how educators respond.

Responding to Diverse Needs

Once needs are identified, educators can tailor their responses to provide effective support. First and foremost, embedding Social-Emotional Learning (SEL) into the curriculum is critical. SEL teaches skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This equips students with the tools they need to navigate their emotions and interactions successfully (Durlak et al., 2011).
Differentiated instruction is another way to address diverse needs. For instance, students from lower socioeconomic backgrounds may face challenges like limited access to resources, affecting their academic performance. Implementing adaptive learning strategies that account for varied learning styles and paces can help create an inclusive environment that accommodates these differences (Tomlinson, 2014). This might include providing multimedia resources, allowing for collaborative learning, and engaging in project-based learning that takes students' interests into account.
Mentorship programs can also play a role in supporting students emotionally and socially. Pairing students with mentors—whether teachers or peers—can provide guidance, facilitate discussions, and help build their self-esteem (Rhodes et al., 2006). Regular meetings can foster a sense of belonging and motivate students to engage with their studies more positively.
Collaboration with parents and families is crucial. Regular communication with parents regarding their children's progress and needs fosters a supportive home-school connection. Educators can invite parents to participate in school activities or workshops designed to address common concerns about socio-emotional development. Creating a sense of community can help parents feel involved and valued, further benefiting students' emotional well-being (Hill & Tyson, 2009).

Creating a Supportive Environment

A classroom culture that promotes respect and empathy is vital in addressing students' social and emotional needs. Establishing clear behavioral expectations and modeling respectful communication sets the tone for interactions among peers. Encouraging cooperative learning activities helps build trust and meaningful relationships, allowing students to feel more connected.
Moreover, being culturally responsive in the approach is paramount. Understanding the cultural backgrounds of students fosters respect for diversity and validates their identities (Ladson-Billings, 1994). This can improve students’ self-esteem and comfort in the classroom, which, in turn, enhances their emotional well-being.

Conclusion

Recognizing and responding to the social and emotional needs of a diverse student population requires deliberate efforts from educators. By establishing open lines of communication, incorporating SEL into the curriculum, differentiating instruction, forging strong home-school partnerships, and fostering a respectful and inclusive classroom culture, educators can create an environment conducive to learning and emotional growth. The overarching goal is not just academic achievement but to equip students with the skills necessary to navigate life's challenges effectively.

References

1. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432.
2. Hargreaves, A., Loi, K., & Hargreaves, E. (2020). The Impact of Teachers’ Emotions on Classroom Practices: A New Perspective on Teacher Motivation. Educational Psychologist, 55(2), 104-114.
3. Hill, N. R., & Tyson, D. F. (2009). Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement. Developmental Psychology, 45(3), 740-763.
4. Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
5. Oliveros, E., Patel, H., Kyung, S., Fugar, S., Goldberg, A., Madan, N., & Williams, K. A. (2020). Hypertension in older adults: Assessment, management, and challenges. Clinical Cardiology, 43(2), 99-107.
6. Rhodes, J. E., Spencer, R., Keller, T. E., Lanza, S. T., & Martin, T. (2006). A Model for Mentoring Programs: Implications for Policy and Practice. Youth & Society, 37(1), 218-237.
7. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
8. Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and Emotional Learning: An Essential Ingredient for Success. Social and Emotional Learning in Schools, 1-12.
9. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success. Paper presented at the Collaborative for Academic, Social, and Emotional Learning (CASEL).
10. Sokol, I. (2013). Cultural Responsiveness: A Key to Improving Academic Success. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(1), 15-21.