NU 629 Week 1 Discussion 2: World Health Organization (WHO) and “Your” Definition of Health
NU 629 Week 1 Discussion 2 World Health Organization (WHO) and Your Definition of Health
NU 629 Week 1 Discussion 2: World Health Organization (WHO) and “Your” Definition of Health
The definition of health is evolving. The classic definition of health, according to the WHO, is that health is “a state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity (World Health Organization, 2005).” This definition considers several dimensions, the physical, social, role, mental, and general perceptions of health status. Looking for other definitions of health, I found that health is also defined as” a state of well-being in which the person is able to use purposeful, adaptive responses and processes physically, mentally, emotionally, spiritually, and socially” (Blais & Hayes, 2011), “realization of human potential through goal-directed behavior, competent self-care, and satisfying relationships with others” (Méndez et al., 2020), and even and a state of a person that is characterized by soundness or wholeness of developed human structures and of bodily and mental functioning (Orem, 2001).
The variety of characterizations of the word illustrates the difficulty in standardizing the conceptualization of health. To me, health is a holistic state of positive well-being that includes the internal and external equilibrium of physical, mental, social, and spiritual well-being in individuals and their surroundings. My definition of health is somehow similar to that of the WHO, in that both consider health as being multifaceted and view heath as more than just the absence of diseases.
Understanding patients’ perception of their health plays an important role in identifying health goals and realistic strategies to achieve these goals. Advanced Practice Registered Nurses (APRNs) play a significant role in health promotion for individuals and communities (York, 2021). Not only they can assist their patients in managing acute and chronic illnesses, but they can also serve the community on a larger scale by being involved in legislation and policies that promote health and wellbeing.
Blais, K., & Hayes, J. S. (2011). Professional nursing practice: Concepts and perspectives (6th ed.). Pearson.
Méndez N., Rodríguez V., Orellana A., & Valenzuela S. (2020). Nursing intervention in health promotion for people on hemodialysis, disciplinary perspective: Integrative review. Revista Cubana de Fisica, 37(1), 54–64.
Orem, D. E., Taylor, S. G., & Renpenning, K. M. L. (2001). Nursing: Concepts of practice. St. Louis: Mosby.
York, R. (2021). Perceptions and beliefs about the regulation of advanced nurse practitioners. Nursing Management – UK, 28(4), 30–35. https://doi.org/10.7748/nm.2021.e1999
Value: 100 points
Due: Initial post by Day 3, Response by Day 7.
Grading Category: Discussions
Initial Post
“Health is a state of complete physical, mental, and social well-being and not merely the absence of disease and infirmity” (World Health Organization, 2005). This 1946 historical definition of health remains pertinent to this day, and it helps to guide not only our perception of health but also that of illness. For this week’s discussion, you should review the WHO’s definition of health and do an online search to see how others perceive the concept of health, then create your own definition. Consider that there are individuals who have physical abnormalities but do not feel “ill,” and those with no physical changes who yet report feeling “less than well.” How might these two statements affect the overall balance or well-being of an individual and their outlook on their total health? What is the role of the Advanced Practice Registered Nurse (APRN) in terms of addressing the health of individuals and communities?
Include the following in your initial post:
- Discuss your own personal definition of health.
- How does your definition compare to the WHO’s definition of health?
- What do you see as the role of the APRN in addressing not only the health of individuals but that of the community?
- Include a minimum of three scholarly references.
Reply Posts
When replying to your classmates, compare your post to the content of your peers and answer the following questions. Reply to at least two of your classmates on two separate days (minimum), utilizing at least two scholarly references per peer post.
Reply 1: Using the definition of health and an individual’s perception of their own health, how can you distinguish between a vulnerable individual versus a vulnerable group?
Reply 2: Compare and contrast your personal definition of health to that of a peer. Are you satisfied with your definition? Why or why not?
Please refer to the Grading Rubric for details on how this activity will be graded.
Posting to the Discussion Forum
- Select the appropriate Thread.
- Select Reply.
- Create your post.
- Select Post to Forum.
Our bodies are magnificent machines that carry us through life. Health is so much more than just what you put into your body and expend. It is a partnership that is lifelong. It is a relationship between mind and body. To me, healthy is a balance of listening to, honoring, and respecting our bodies. According to Dr. Myron Wentz, a microbiologist and immunologist, “true health is being absolutely the best you can be with the conditions you were given and the situation in which you now live. True health is not just the absence of disease. It is empowering our bodies to perform at their optimum level” (Wagner, 2016, p. 113).
Similar to the World Health Organization’s definition of health “as a state of complete physical, mental, and social well-being and not merely the absence of disease and infirmity” (World Health Organization, 2005), I believe health is multifaceted. As healthcare professionals, our focus should be to ensure that we acknowledge and respect each and every dimension of an individual’s health. Alternatively, I also believe that health is defined by the individual patient. Personal definitions can fluctuate as health is “shaped not only by health care, but by personal behaviors, genetics, and protective and risk factors (e.g., economic status, stress response, working conditions)” (Witt et al., 2017) This definition recognizes the varying degrees of health depending on culture, environment, and social determinants.
Advanced Practicing Registered Nurses (APRN) play a significant role within primary care and have the potential to concentrate on prevention and health promotion. The Massachusetts Health Policy Commission’s 2020 Policy brief stated that “a patient survey on provider preferences found similar results regarding patient age, showing a greater openness to an NP as PCP among younger patients” (James & Auerbach, 2020). This unique relationship allows NP’s to develop long term relationships which can further influence lifestyle and health choices. Extending beyond the primary care office, APRN’s have the ability to practice at community health clinics, college campuses, urgent cares, military bases, and much more. They are a community resource for advocacy, education, and health promotion.
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Resources:
James, H., & Auerbach, D. (2020, May 6). HPC Policy Brief. Massachusetts Health Policy Commission.
Pender, N., Murdaugh, C. L., & Parsons, M. (2015). Health promotion in nursing practice (7th ed.). Pearson Education.
Wagner, H. (2016). Find Your Brave, Courage to Stand Strong When the Waves Crash In. Crown Publishing Group.
World Health Organization. (2005). Who definition of public health – public health. Public Health.
Witt, C. M., Chiaramonte, D., Berman, S., Chesney, M. A., Kaplan, G. A., Stange, K. C., Woolf, A. H., & Berman, M. B. (2017, July). Defining Health in a Comprehensive Context: A New Definition of Integrative Health. American Journal of Preventive Medicine, 53(1). DOI: 10.1016/j.amepre.2016.11.029
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Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Quality of Initial Post | Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points |
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions. Cites two references. 35 points |
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points |
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Peer Response Post | Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted. 40 points |
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points |
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points |
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Frequency of Distribution | Initial post and peer post(s) made on multiple separate days.
All instruction requirements noted. 10 points |
Initial post and peer post(s) made on multiple separate days.
8 points |
Minimum of two post options (initial and/or peer) made on separate days.
7 points |
All posts made on same day.
Submission demonstrates inadequate preparation. No post submitted. 6 points |
10 |
| Organization | Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||