course material

1. Discussion: Health Promotion and Disease Prevention
Discussion: Health Promotion and Disease PreventionORDER HERE FOR ORIGINAL,
PLAGIARISM-FREE PAPERS ON Discussion: Health Promotion and Disease
PreventionAssessment InstructionsPART ITo prepare for the first part of the assessment,
complete the following:Review the literature or use health assessments to determine health
care needs of a diverse population in your community.Explore things that could influence
success, such as cultural attitudes toward alternative forms of healing, religious beliefs, or
other individuals.Examine the impact of current health promotion and wellness initiatives
on health outcomes and health disparities.Review the literature to identify best
practices.Once you have identified a diverse population, develop an educational program,
event, or piece of literature that promotes wellness and disease prevention. If you choose an
educational program or event, be sure you outline the basic content of the program or
event, as well as how you would structure it. If you choose a piece of literature, be
deliberate in the points you highlight. Be sure that your choice is appropriate for the
population.For an educational program or event, prepare and submit an outline of the
content and structure.For a brochure or pamphlet, prepare and submit the brochure or
pamphlet using a simple Word document or a Microsoft Publisher document, if you have
that software available.PART IIExplain how you developed your educational program,
event, or piece of literature and address any barriers to disease prevention and health
promotion for the population.Complete the following:Explain why you chose the particular
educational strategy. Why is it an effective strategy for the population?Describe cultural
barriers to disease prevention and health promotion in the population. This might include
things such as CAM, language, religious beliefs, and so on.Explain how your educational
strategy can help overcome some of the barriers you described.Support your work with
valid scholarly resources.ADDITIONAL REQUIREMENTS (PART II ONLY)Format: Include a
title page and reference page. Use APA format.References: Cite at least three current
scholarly or professional resources.Font: Use double-spaced, 12-point, Times New Roman
font.You are required to submit your assessment (Part II only) to the Turnitin source
matching
tool.apa_paper_templates_format.docxhealth_promotion_and_disease.pdfUnformatted
Attachment PreviewRunning head: APA STYLE PAPER TEMPLATE 1 The instructional and
sample text in this template is informational. After reading the information, please delete it,
and use the document as a template for your own paper. To keep the correct format, edit
the running head, cover page, headings, and reference list with your own information, and

2. add your own body text. Save this template in a file for future use and information. The
running head is an abbreviated title of the paper. The running head is located at the top of
pages of a manuscript or published article to identify the article for readers. The running
head should be a maximum of 50 characters, counting letters, punctuation, and spaces
between words. The words “Running head” are on the cover page but not on the rest of the
document. The running head title is all capital letters. Page 1 begins on the cover page.The
entire document should be double-spaced, have 1-inch margins on all sides, and use 12
point Times New Roman font. Full Title of Paper Learner’s Full Name Course Title
Assignment Title Capella University Month, Year APA STYLE PAPER TEMPLATE 2 Abstract
(As this section is optional, check with your instructor.) An abstract is a brief,
comprehensive summary of the contents of a paper. It allows readers to quickly review the
key elements of a paper without having to read the entire document. This can be helpful for
readers who are searching for specific information and may be reviewing many documents.
The abstract may be one of the most important paragraphs in a paper because readers often
decide if they will read the document based on information in the abstract. An abstract may
not be required in some academic papers; however, it can still be an effective method of
gaining the reader’s attention. For example, an abstract will not be required for Capella’s
first course, PSYC3002. Discussion: Health Promotion and Disease PreventionThe following
sentences serve as an example of what could be composed as an abstract for this paper: The
basic elements of APA style will be reviewed, including formatting of an APA style paper, in-
text citations, and a reference list. Additional information will address the components of an
introduction, how to write effective paragraphs using the MEAL plan, and elements of a
summary and conclusion section of a paper. APA STYLE PAPER TEMPLATE 3 APA Style
Paper Template: A Resource for Academic Writing Please change the titles in this document
to fit your paper. APA (American Psychological Association) style is most commonly used to
cite sources within the social sciences. APA style is used when writing papers in the
psychology programs offered at Capella University. This document serves as an APA style
template for learners to use when writing their own papers, as well as a resource containing
valuable information that can be used when writing academic papers. For more information
on APA style, learners can refer to the Publication Manual of the American Psychological
Association (American Psychological Association, 2010a). The author demonstrates in the
first section of this paper how an introduction effectively introduces the reader to the topic
of the paper. In APA style, an introduction never gets a heading. For example, this section
did not begin with a heading titled “Introduction,” similar to the following section, which is
titled “Writing an Effective Introduction.” The following section will explain in greater detail
a model that can be used to effectively write an introduction in an academic paper.The
remaining sections of the paper will continue to address APA style and effective writing
concepts including section headings, organizing information, the MEAL plan, the conclusion,
and the reference list. Writing an Effective Introduction An effective introduction often
consists of four main components including (a) the position statement, thesis, or
hypothesis, which describes the author’s main position; (b) the purpose, which outlines the
objective of the paper; (c) the background, which is general information that is needed to
understand the content of the paper; and (d) the approach, which is the process or

3. methodology the author uses to achieve the purpose of the paper. This information APA
STYLE PAPER TEMPLATE 4 will help readers understand what will be discussed in the
paper. It can also serve as a tool to grab the reader’s attention. Authors may choose to
briefly reference sources that will be identified later on in the paper as in this example
(American Psychological Association, 2010a; American Psychological Association, 2010b;
Walker, 2008). In an introduction, the writer will often present something of interest to
capture the reader’s attention and introduce the issue. Adding an obvious statement of
purpose helps the reader know what to expect, while helping the writer to focus and stay on
task. Discussion: Health Promotion and Disease PreventionFor example, this paper will
address several components necessary to effectively write an academic paper including (a)
how to write an introduction, (b) how to write effective paragraphs using the MEAL plan,
and (c) how to properly use APA style. Level One Section Heading is Centered, Bold,
Uppercase and Lowercase Using section headings can be an effective method of organizing
an academic paper. The section headings should not be confused with the running head,
which is a different concept described in the cover page of this document. Section headings
are not required according to APA style; however, they can significantly improve the quality
of a paper. This is accomplished because section headings help both the reader and the
author. Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase The
heading style recommended by APA consists of five levels (American Psychological
Association, 2010a, p. 62). This document contains two levels to demonstrate how headings
are structured according to APA style. Immediately before the previous paragraph, a Level 1
heading was used.That section heading describes how a Level 1 heading should be written,
which is centered, bold, and using uppercase and lowercase letters. For another example,
see the section heading “Writing an Effective Introduction” on page 3 of this document. The
heading is APA STYLE PAPER TEMPLATE 5 centered, bold, and uses uppercase and
lowercase letters (compared to all uppercase in the running head at the top of each page). If
used properly, section headings can significantly contribute to the quality of a paper by
helping the reader who wants to understand the information in the document, and the
author who desires to effectively describe the information in the document. Section
Headings Help the Reader Section headings serve multiple purposes including (a) helping
readers understand what is being addressed in each section, (b) breaking up text to help
readers maintain an interest in the paper, and (c) helping readers choose what they want to
read. For example, if the reader of this document wants to learn more about writing an
effective introduction, the previous section heading clearly states that is where information
can be found. When subtopics are needed to explain concepts in greater detail, different
levels of headings are used according to APA style. Section Headings Help the Author
Section headings do not only help the reader, they help the author organize the document
during the writing process. Section headings can be used to arrange topics in a logical order,
and they can help an author manage the length of the paper. In addition to an effective
introduction and the use of section headings, each paragraph of an academic paper can be
written in a manner that helps the reader stay engaged. Capella University promotes the use
of the MEAL plan to serve this purpose. The MEAL Plan The MEAL plan is a model used by
Capella University to help learners effectively compose academic discussions and papers.

4. Discussion: Health Promotion and Disease PreventionEach component of the MEAL plan is
critical to writing an effective paragraph. The acronym MEAL is based on four components
of a paragraph APA STYLE PAPER TEMPLATE 6 (M = Main point, E = Evidence or Example,
A = Analysis, and L = Link). The following section includes a detailed description and
examples of each component of the MEAL plan. When writing the content sections of an
academic paper (as opposed to the introduction or conclusion sections), the MEAL plan can
be an effective model for designing each paragraph. A paragraph begins with a description
of the main point, which is represented by the letter “M” of the MEAL plan. For example, the
first sentence of this paragraph clearly states the main point is a discussion of the MEAL
plan. Once the main point has been made, evidence and examples can be provided. The
second component of a paragraph contains evidence or examples, which is represented by
the letter “E” in the MEAL plan. An example of this component of the MEAL plan is actually
(and ironically) this sentence, which provides an example of an example. Evidence can be in
the form of expert opinions from research. For example, evidence shows that plagiarism can
occur even when it is not intended if sources are not properly cited (Marsh, Landau, &
Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting why
evidence is used in a paragraph. Analysis, which is represented by the letter “A” of the MEAL
plan, should be based on the author’s interpretation of the evidence. An effective analysis
might include a discussion of the strengths and weaknesses of the arguments, as well as the
author’s interpretations of the evidence and examples. If a quote is used, the author will
likely provide an analysis of the quote and the specific point it makes for the author’s
position. Without an analysis, the reader might not understand why the author discussed
the information that the reader just read. For example, the previous sentence was an
analysis by the author of why an analysis is performed when writing paragraphs in
academic papers.APA STYLE PAPER TEMPLATE 7 Even with the first three elements of the
MEAL plan, it would not be complete without the final component. The letter “L” of the
MEAL plan refers to information that “links” the current and the subsequent paragraphs.
The link helps the reader understand what will be discussed in the next paragraph. It
summarizes the author’s reasoning and shows how the paragraph fits together and leads
(that is, links) into the next section of the paper. For example, this sentence might explain
that once the MEAL plan has been effectively used when writing the body of an academic
paper, the final section is the summary and conclusion section. Summary and Conclusion A
summary and conclusion section, which can also be the discussion section of an APA style
paper, is the final opportunity for the author to make a lasting impression on the reader.
The author can begin by restating opinions or positions and summarizing the most
important points that have been presented in the paper. For example, this paper was
written to demonstrate to readers how to effectively use APA style when writing academic
papers. Various components of an APA style paper that were discussed or displayed in the
form of examples include a running head, title page, introduction section, levels of section
headings and their use, in-text citations, the MEAL plan, a conclusion, and the reference list.
APA STYLE PAPER TEMPLATE 8 References American Psychological Association. (2010a).
Discussion: Health Promotion and Disease PreventionPublication manual of the American
Psychological Association (6th ed.). Washington, DC: Author. American Psychological

5. Association. (2010b). Ethical principles of psychologists and code of conduct. Washington,
DC: Author. Retrieved from http://www.apa.org/ethics/code/index.aspx Marsh, R. L.,
Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source monitoring to
unconscious plagiarism during idea generation. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/02787393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. Retrieved from
http://search.proquest.com/docview/213904438?accountid=27965 Always begin a
reference list on a new page. Use a hanging indent after the first line of each reference. The
reference list is in alphabetical order by first author’s last name. A reference list only
contains sources that are cited in the body of the paper, and all sources cited in the body of
the paper must be contained in the reference list. The reference list above contains an
example of how to cite a source when two documents are written in the same year by the
same author. The year is also displayed using this method for the corresponding in-text
citations as in the next sentence. The author of the first citation (American Psychological
Association, 2010a) is also the publisher, therefore, the word “Author” is used in place of the
publisher’s name. When a digital object identifier (DOI) is available for a journal article, it
should be placed at the end of the citation.If a DOI is not available, a uniform resource
locator (URL) should be used. The Marsh, Landau, and Hicks (1997) reference is an example
of how to cite a source using a DOI. The Walker (2008) reference is an example of how to
cite a source using a URL. 12/17/2018 Health Promotion and Disease Prevention Scoring
Guide Health Promotion and Disease Prevention Scoring Guide CRITERIA NON-
PERFORMANCE BASIC PROFICIENT DISTINGUISHED Develop an educational program,
event, or piece of literature to address health concerns of a diverse population. Does not
develop an educational program, event, or piece of literature to address health concerns of a
diverse population. Develops an educational program, event, or piece of literature for a
diverse population, but the program, event, or piece of literature does not address a health
concern specific to the population. Develops an educational program, event, or piece of
literature to address health concerns of a diverse population. Develops a detailed
educational program, event, or piece of literature to address the primary health concerns of
a diverse population. Explain how a specific educational approach to a health concern can
overcome identified barriers to health promotion and disease prevention for a diverse
population. Discussion: Health Promotion and Disease PreventionDoes not explain how a
specific educational approach to a health concern can overcome identified barriers to health
promotion and disease prevention for a diverse population. Describes how a specific
educational approach can overcome identified barriers to health promotion and disease
prevention but does not show a connection between a specific educational approach and a
specific diverse population. Explains how a specific educational approach to a health
concern can overcome identified barriers to health promotion and disease prevention for a
diverse population. Analyzes how a specific educational approach to a health concern can
overcome barriers to health promotion and disease prevention for a diverse population.
and considers the consequences of not overcoming barriers. Describe barriers to health
promotion and disease prevention for a diverse population. Does not describe barriers to

6. health promotion and disease prevention for a diverse population. Lists barriers to health
promotion and disease prevention for a diverse population. Describes barriers to health
promotion and disease prevention for a diverse population. Analyzes barriers to health
promotion and disease prevention for a diverse population. Use valid, scholarly research
resources relevant to the field of nursing to support information presented. Does not use
valid, scholarly research resources relevant to the field of nursing to support information
presented. Uses research resources that are not valid, scholarly, or relevant to the field of
nursing, such as Wikipedia or About.com. Uses valid, scholarly research resources relevant
to the field of nursing to support information presented. Uses valid, scholarly research
resources relevant to the field of nursing to support information presented and establishes
the credibility of the research. Write coherently to support a central idea in appropriate
APA format, with correct grammar, usage, and mechanics as expected of a nursing
professional. Writing does not support a central idea in appropriate APA format. Does not
use correct grammar,Discussion: Health Promotion and Disease Prevention