Essay Sample on Cardiac Disorder

Introduction

Cardiac disorder is a class of diseases that affect the heart and blood vessels. Cardiovascular interventions are approaches mainly behavioural strategies that prevent the disease and its adverse effects. The cardiovascular condition is one of the leading cause of death worldwide (Parra-Medina et al., 2010). The disease is most common among African women especially form the United States; women experience high morbidity rates from the condition (Parra-Medina et al., 2010). Prevalence of cardiac disorders is higher among African women by forty-nine percent compared to white women who have a rate of thirty-five percent. The women are also affected by other chronic diseases such as obesity (fifty-one percent), overweight (eighty percent), and diabetes (thirteen percent, and hypertension (forty-seven percent) (Parra-Medina et al., 2010). Lifestyle is the key contributing factor to the increased prevalence of cardiac diseases. Subsequently, the socio-economic factor contributes mainly to the increased incidence of the disorders. The study indicates that cardiac disease is more common among the financially unstable women.

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Health Behaviors

Recent research indicates that the behavioural risk factors implemented in a healthcare center can steer towards the prevention and management of the disease (Parra-Medina et al., 2010). Rapid cessation of smoking is one of the interventions that can help in the prevention of the condition (Wilcox et al., 2010). Counselling on changes in diet, regular exercise, and weight loss reduction strategies are significant behavioural risk interventions. Research indicates that integration of office visit routine or the utilization of multidisciplinary models proved relevancy in providing lifestyle counselling and making early referrals to other professionals to the African American women.

Additionally, a study indicated that telephone counselling is also necessary for modifying dietary behaviours and exercise in many populations (Parra-Medina et al., 2010). However, Parra-Medina and colleagues indicated that there is a gap in the literature whether the behavioral approaches are useful for underserved populations.

Intervention Description

Following the gap in the viability of intervention, the essential human services introduced a Heart Healthy and Ethnically Relevant way of life preliminary intervention (Parra-Medina et al., 2010). The intervention is a randomized controlled introductory initially which was intended to evaluate the adequacy of a socially suitable, hypothesis based intervention to reduce the intake of saturated and Trans fat and increase physical exercise in the primary healthcare setting among the African American women who were financially unstable (Parra-Medina et al., 2010). The intervention preliminary occurred in the governmental clinical foundation offices. The National Heart, Lung and Blood Institute supported the study whereby the Institutional survey board at the South Carolina University endorsed it (Wilcox et al., 2010). The investigation took four years, and it focused on the African American women of thirty-five years who were patients at the primary care providers and would go to the facilities for their scheduled treatment. The members were from Columbia, SC, and Orangeburg SC.

The participants from the three communities qualified for inclusion in the study because their profile met the target population focused by the HHER. The survey also targeted women of thirty-five years because they were the most affected by chronic diseases (Wilcox et al., 2010). Consequently, physical activity reduces within age and it is during this era that most women have generally started experiencing menopause. The study excluded women who could not meet the functional capacity of physical activity, had high blood pressure levels of 160/95 mmHg during the investigation, myocardial infarction for the past six months. , diabetes patient on insulin treatment, or unable to complete the survey tools. The research conducted enrollment of participant within two years from May 2005 to February 2007 (Parra-Medina et al., 2010). The period was lengthened to provide the researchers to make follow up on patients within twelve months. The researchers conducted the final twelve month's assessment in 2008 and published the study in 2010.

Intervention Components

HHER staff staged participants at the baseline assessment and communicated to nursing staff about the requirements at each stage. The element mainly equipped the healthcare providers with knowledge on how to conduct the study to ensure a productive outcome. Nursing staff used the colour-coded labels to allocate participants level of changes in exercise and diet modification (Parra-Medina et al., 2010). The healthcare providers used the laminated provider counselling instruments to advise participants on the role of exercise and diet modification during routine medical treatment.

Another component included the stages. Stage 1, which the HHER marked pink, indicated that the participant was not ready for change; therefore, the healthcare providers had an obligation to counsel them to consider making changes (Parra-Medina et al., 2010). Stage 2, marked yellow, meant a start of change; the step required the healthcare providers to emphasize on the need for additional changes. Finally, level 3, labeled teal; reported success in making changes. The, healthcare provider had the responsibility of reinforce the participants' healthful habits. Nursing staff in the study played a significant role in assisting the participants in setting up a physical activity regime and observing dietary modifications (Wilcox et al., 2010). Standard care intervention was necessary for ensuring all women recruited in the HHER study received care before randomization.

Intervention Evaluation

The researchers evaluated the participants at intervals of six and twelve months. The reason behind the regular review was to gather data on the member's medicinal history (checking blood pressure) to decide whether the member stayed qualified for the examination, get education approval and survey essential results (Parra-Medina et al., 2010). At every appraisal, HHER researcher obtained participants physical dimensions (blood pressure, weight, waist circumference, and capillary blood), and directed questioner controlled instruments. The specialists gave the members an Autograph accelerometer and physical activity log and guidance for utilization.

The essential results for this investigation were minutes/seven day stretch of moderate to active physical exercise and self-reported dietary saturated and trans fat (Wilcox et al., 2010). The study used accelerometers to measure dietary fat and physical activity. The providers also used waist circumference, and total cholesterol to measure body mass index and central adiposity (Parra-Medina et al., 2010). Reliable with our hypothetical models, we estimated that changes in physical action and diet would intervene through individual viability for overcoming hindrances to physical exercise and food regime, social support for exercise and diet modification, and furthermore, decisional balance for physical activity and diet.

Responsibility for Health Educators

The first step in improving community health is by assessing community needs. Health educator has to identify critical areas that are ineffective in health as a result of inadequate health knowledge or practices. The health educator as well will need to assess the available community resources necessary for improving the community health education just as the health care providers in the study did (Martinez et al., 2011). Finally, after the assessment, the health promoter has to determine better modes of communication that are appropriate for the community. The healthcare providers collected demographic variables during the telephone screening and physiological data of the participants to identify those at risk of cardiac diseases.

Once the health educator has identified the community needs, and have found out the effective communicative ways, he/she will have to come up with a health education plan. The plan will include; budgets, stakeholders' attitude, government regulations, and general viability (Martinez et al., 2011). The study trained the providers to connect with members in stage-coordinated objective setting session which lasted for five to ten minutes (Parra-Medina et al., 2010). The health educator has the responsibility of overcoming the community existing deterrents to reach the same number of individuals as possible in the communal.

After coming up with a viable plan, the health educator has to implement the proposal in the community by providing education to the public to enhance their health and address other health-related needs (Martinez et al., 2011). In the study, the healthcare providers conducted counselling to the participants on diet modification and engaging in regular exercise(Wilcox et al., 2010). However, responsibility requires educators to develop specific skills in working with different people and apply behaviour change values.

Additionally, the health educator has the responsibility of promoting and supporting their profession to the community as well as maintain the professional standards to achieve health education and promotion goals(Parra-Medina et al., 2010). The healthcare providers in the study trial assessed the diet of the participants using DRA and questionnaire.

The health educators also ought to have excellent managerial skills that will help them accomplish administration activities, supervise staff, and function effectively with the community stakeholders (Martinez et al., 2011). The study used the nurses and other health professions who conducted counseling and other treatment activities.

Health educator has to complete evaluation of research-related programs, projects, or policies. Therefore the health educator must have basic knowledge on the evaluation methods, realistic and measurable goals (Martinez et al. 2011). The educator must be competent in using tests, survey, perception, medicinal information, and different realities and figure to carry out the successful evaluation. Finally, the health educator has to share the program evaluation results with the community. In the study after each assessment, the research staff conducted some physical tests such as blood pressure, weight circumference, and capillary blood (Wilcox et al., 2010). The health educators also performed interview administered instruments.

A health educator ought to dependably be accessible to respond to the community well-being questions and help them comprehend and address the wellbeing result (Martinez et al., 2011). The health educator, therefore, has the responsibility of being aware of the place to find the correct information, assess the appropriateness of the data for the community and find successful ways of communicating to the message to the community. The study participants for the study came from the health provider clinics.

References

Martinez, J., Ro, M., William Villa, N., Powell, W., & Knickman, J. R. (2011). Transforming the delivery of care in the post-health reform era: what role will community health workers play?. American Journal of Public Health, 101(12), e1-e5.

Parra-Medina, D., Wilcox, S., Wilson, D. K., Addy, C. L., Felton, G., & Poston, M. B. (2010). Heart Healthy and Ethnically Relevant (HHER) Lifestyle trial for improving diet and physical activity in underserved African American women. Contemporary clinical trials, 31(1), 92-104.

Wilcox, S., Parra-Medina, D., Felton, G. M., Poston, M. B., & McClain, A. (2010). Adoption and implementation of physical activity and dietary counselling by community health center providers and nurses. Jo...