SEE PART 1 ASSGN BELOW: DONE!!!

Introduction

When someone has a body mass index (BMI) of 30 or higher, they are considered to be obese (Centers for Disease Control and Prevention (CDC), 2016). According to the CDC (2011), obesity is the second highest health issue among adult Latinos. From the United States Census Bureau (2015), Hispanics represented 17.6% of the United States population. In 2003 to 2006, 30% of Mexican American women were more likely to be obese than non-Hispanic white women (National Hispanic Caucus of State Legislators, 2010).

In 2003, Surgeon Richard Carmona described the nation’s obesity epidemic as a national crisis (National Hispanic Caucus of State Legislators, 2010). In 2009, two in every three adults and one in every three children was obese (National Hispanic Caucus of State Legislators, 2010). This was worse for Latino communities who reported staggering proportions of obesity across the states (National Hispanic Caucus of State Legislators, 2010).

According to the CDC (2011), obesity related diseases increase death rate among Latino communities. From the reports, at least half of the deaths contributing factors in the Latino community are obesity related. Some of the morbidities associated with obesity include coronary heart disease, stroke, hypertension and certain types of cancer. These are in conjunction with other secondary medical conditions like gallbladder disorders, sleep apnea, and respiratory problems. Obesity is also affected by low self-esteem, mood disorders, and depression.

The National Hispanic Caucus of State Legislators (2010) has also documented from various research findings that the issue of obesity is affecting the economy of the country as a whole. With obesity comes discrimination, lack of employment or less productivity at workplaces. This means that the economy as a whole is affected by the drop in income generated per year by these individuals as compared to non-obese individuals. From the National Bureau of Economic Research, 17% of national medical costs are attributed to obesity in the year 2010 (National Hispanic Caucus of State Legislators, 2010). This has been on the rise over the years. The statistics also indicate that over 80% of obese people spent a lot of money on medication (National Hispanic Caucus of State Legislators, 2010).

Measures Taken

The first approach taken was to conduct bariatric surgeries such as gastric bypass procedures to the obese patients to reduce the body absorption of calories and their overall food intake. This measure enabled the obese individuals to reduce the body mass faster and reduce the obesity and overweight related health conditions. This ended up in prolonged life expectancy of most patients who were in constant monitoring by the surgeons through weight loss treatments (National Hispanic Caucus of State Legislators, 2010).

The second measure was to improve the family nutrition and recommend action on this. These efforts included improving mother’s access to prenatal care and hence promote breastfeeding to enhance the health of the children. To increase the inclusion of fruits, grains and vegetables and hence have nutritious diets are home. Also, addressing the food deserts and making the foods fresh foods through local farmer markets (National Hispanic Caucus of State Legislators, 2010).

Proposed Health Advocacy

From the study of the affected subjects, it is evident that this might also be cultural. The fact that the Hispanic community is more affected than other non-Hispanic communities means that the eating habits in this community are wanting. Their intake of high-calorie foods that include beef and other red meat products, bread and wheat products is higher than non-Hispanic American citizens. These high-calorie products that when consumed in excess quantities are stored in the body and the end cause obesity.

Objectives of the Advocacy Campaign

The objectives of the proposed campaign include:

1.    To change unhealthy cooking and feeding habits by parents.

2.    Education to young parents on the best way to take care of their families from what they feed their children to how they influence their eating behaviors.

3.    Advocate for more physical exercise for children throughout their childhood.

The proposed advocacy starts in school. According to Jones (2010), a high percentage of obese children become obese adults. The foods served to the children at school should contain fewer calories and be the healthier mix of proteins, vitamins and carbohydrates. Since this problem begins at tender ages and grows with the individual, the best place to change an unhealthy eating habit is at the tender age. If there is sensitization that the high-calorie foods are unhealthy from a tender age, the children will grow with this implanted in them.

Also, advocacy for this as training to parents at school meetings on the best way to take care of their children is to feed them with healthy meals from a tender age. If free sessions are held for kindergarten kid parents, there will be less risk of children being overfed and badly fed at home by their loving parents who feel that a fat child is a healthy child. Nurses who fully understand the condition should educate the parents on the effect of bad feeding habits. Some curriculums help participants learn how to cook healthier dishes that are inexpensive while still embracing the Latino culture (Cardenas, 2014).

The White House created the Let’s Move campaign against childhood obesity. There are four main elements in this initiative. They include healthy choices, healthy schools, physical activity and access to affordable foods (Jones, 2010). Since these items are in line with the elements in the intended advocacy campaign, the initiative would be reinforcement to what we are trying to achieve, as well.

The last section of the support is to emphasize on physical activities for the children and youth of this community. Since, it is noted that in the United States, high-calorie foods are cheaper and more readily available to the market (World Health Organization (WHO), 2003). There is a need to have physical activities implemented into the curriculum that caters for enough calorie burn to ensure that the students more healthy and fit.

This type of lifestyle is quickly adopted by the younger generation and to ensure that the number of obese children reduces, and this ripples to the older generation over time. If this starts from the family setting where the family members do sports activities together and is supported by the full school workout programs, the levels of obesity will reduce.

Conclusion

In conclusion, the three the main activities are healthier eating, more informed cooking and feeding and consistent physical activity to balance the calorie levels in the body. This will lead to a more productive population; a more stable economy and a prolonged mortally rate in general.

 

References

Cardenas, L. G. (2014). Helping Latino Families Prevent Obesity in their Children. Retrieved from https://web.csulb.edu/colleges/chhs/departments/social-work/documents/ePoster_CardenasLupita_PREVENTINGOBESITY.pdf

Centers for Diasease Control and Prevention (CDC). (2016). Defining Adult Overweight and Obesity. Retrieved from https://www.cdc.gov/obesity/adult/defining.html

Centers for Diasease Control and Prevention (CDC). (2011). National estimates and General Information of Diabetes and Prediabetes in the United States. National Diabetes Fact Sheet. Retrieved from https://www.cdc.gov/diabetes/pubs/pdf/ndfs_2011.pdf

Jones, T. (2010). Fighting Childhood Obesity. American Nurse Association. Retrieved from http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-and-Resolutions/Issue-Briefs/Childhood-Obesity.pdf.

National Hispanic Caucus of State Legislation. (2010). Hispanic Obesity: An American Crisis. Retrieved from http://www.nhcsl.org/issues/healthcare/Hispanic-Obesity-An-American-Crisis.pdf

United States Census Bureau. (2015). QuickFacts United States. Retrieved from https://www.census.gov/quickfacts/table/PST045215/00

World Health Organisation. (2003). Diet, Nutrition and the Prevention of Chronic Diseases. WHO Technical Report Series. Retrieved from http://www.who.int/dietphysicalactivity/publications/trs916/en/

 

 

PART 2 ASSIGN IS DUE ON JULY 5 AT 2300 :

 

Developing an Advocacy Campaign

The following application, Part 2, will be due in Week 7.

To prepare:

• Review Chapter 3 of Milstead, J. A. (2012). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers
• In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
• Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy. 
• Consider how you could influence legislators or other policymakers to enact the policy you propose.
• Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.

To complete:

Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following: 

• Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
• Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
• Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts. 
• Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
• MINIMUM 5 REFERENCES

RUBRIC:

 

Evaluation Criteria for Applications and Formal Papers

 

	Levels of Achievement
Criteria	Outstanding Performance	Excellent Performance	Competent Performance	Proficient Performance	Room for Improvement
QUALITY OF WORK SUBMITTED –  1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)	30 to 30 points Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics	25 to 29 points Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics	20 to 24 points Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.	16 to 19 points Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.	0 to 15 points Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)	5 to 5 points A clear and comprehensive purpose statement is provided which delineates all required criteria.	5 to 5 points A clear and comprehensive purpose statement is provided which delineates all required criteria.	4 to 4 points Purpose of the assignment is stated, yet is brief and not descriptive.	1 to 3 points Purpose of the assignment is vague.	0 to 0 points No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS  The extent to which the work reflects the student’s ability to-  1. Understand and interpret the assignment’s key concepts (0-10 Points)	10 to 10 points Demonstrates the ability to critically appraise and intellectually explore key concepts.	9 to 9 points Demonstrates the ability to critically appraise and intellectually explore key concepts.	8 to 8 points Demonstrates a clear understanding of key concepts.	5 to 7 points Shows some degree of understanding of key concepts.	0 to 4 points Shows a lack of understanding of key concepts, deviates from topics.

 

ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)	20 to 20 points Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.	15 to 19 points Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.	10 to 14 points Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.	3 to 9 points Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.	0 to 2 points Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
ASSIMILATION AND SYNTHESIS OF IDEAS 3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)	20 to 20 points Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.	18 to 19 points Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.	16 to 17 points Summarizes information gleaned from sources to support major points, but does not synthesize.	14 to 15 points Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.	0 to 13 points Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.
WRITTEN EXPRESSION AND FORMATTING 1. Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. (0-5 Points)	5 to 5 points Paragraphs and sentences follow writing standards.	5 to 5 points Paragraphs and sentences follow writing standards.	4 to 4 points Paragraphs and sentences follow writing standards 80% of the time.	3 to 3 points Paragraphs and sentences follow writing standards 70% of the time.	0 to 2 points Paragraphs and sentences follow writing standards < 70% of the time.

 

WRITTEN EXPRESSION AND FORMATTING 2. English writing standards: Correct grammar, mechanics, and proper punctuation (0-5 Points)	5 to 5 points Uses correct grammar, spelling, and punctuation with no errors.	5 to 5 points Uses correct grammar, spelling, and punctuation with no errors.	4 to 4 points Contains a few (1-2) grammar, spelling, and punctuation errors.	3 to 3 points Contains several (3-4) grammar, spelling, and punctuation errors. 3	0 to 2 points Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
WRITTEN EXPRESSION AND FORMATTING 3. The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list (0-5 Points)	5 to 5 points Uses correct APA format with no errors.	5 to 5 points Uses correct APA format with no errors.	4 to 4 points Contains a few (1-2) APA format errors.	3 to 3 points Contains several (3-4) APA format errors.	0 to 2 points Contains many (≥ 5) APA format errors.