Chapter 18Men’s HealthCopyright © 2015, 2011, 2007, 2001, 19.docx

Chapter 18
Men’s Health
Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders,
an imprint of Elsevier Inc.
Longevity and Mortality in Men
Rates of longevity are increasing for both men and
women.
Gender disparity for life expectancy and mortality has
decreased, but mortality rates for men remain higher than those
for women.
Factors influencing mortality rates include race or ethnic origin,
socioeconomic status, and education.
Males continue to be at risk for death resulting from
unintentional injury and homicide.
2
.
Morbidity in Men’s Health
Men tend to perceive themselves to be in better health than do
women.
Women are more likely to be ill, whereas men are at greater risk
for death.
Incidence rate for acute and chronic conditions is higher for

women than for men; injuries are higher for men than women.
Women have higher morbidity rates than men, but men have
higher morbidity and mortality rates for conditions that are the
leading causes of death.
3
Precursors of Death Frequently NOT Addressed by the Present
Health Care System
Heart disease and stroke
Hypercholesterolemia
Hypertension
Diabetes mellitus
Obesity
Type A personality
Family history
Lack of exercise
Cigarette smoking
Cancer
Sunlight
Radiation
Occupational hazards
Water pollution
Air pollution
Dietary patterns
Alcohol
Heredity
Certain medical conditions
4

Men’s Use of Medical Care
Men do not engage in health protective behaviors at frequently
as women.
Most men do not have routine check-ups, including screenings.
Men seek ambulatory care less often than women.
care.
Men tend to have longer lengths of stay in the hospital than
women.
5
6
Male-Female Health Paradox
Females are sicker, but males die sooner?
– Verbrugge and
Wingard (1987)
Male-Female Health Paradox (Cont.)
Biological factors
Genetics, effects of sex hormones, and physiological differences

Influenced by genetics, hormones, and environment
Socialization
Men enculturate their sons to believe that risking personal
injury demonstrates masculinity.
Men are more likely to change health behaviors when supported
by female family members.
7
Orientation toward illness and prevention
Stereotypical view of men as strong and invulnerable is
incongruent with health promotion.
Men lack the somatic awareness and are less likely to interpret
symptoms as indicators of illness.
Men may have a desire to rationalize symptoms and deny their
susceptibility to disease, thus delaying treatment.
8
Data collection on health behaviors may not be accurate:
Males are less likely than females to participate in the data
collection process.
Social pressure for males to be less expressive (suppress their
emotions) may help explain gender differences in reporting

health behaviors.
9
Nurse’s Responsibilities with Men’s Health
Use gender-specific interview techniques to obtain the most
accurate health history.
Be aware of personal gender bias in data collection.
Be aware of the accuracy and interpretation of secondary
sources of information.
Help men learn how to provide support to the caregiver or to
develop a caregiver role.
10
Nurse’s Responsibilities with Men’s Health (Cont.)
Acknowledge that gender-linked behaviors increase risks:
Lifestyle factors (e.g., use of tobacco, substance abuse, poor
preventive health habits and stress, lack of emotional channels)
Men’s unwillingness to seek preventive care
Men’s unwillingness to seek health care when a symptom arises
11

Barriers to Health Care for Men
Little effort has been made to create a male-specific health care
climate
Access to care
Focused on maintaining an effective workforce
Financial support for curative—not preventive—care
Reluctance to take time off from work for care
Lack of health promotion
Disease prevention and health promotion not often reflected in a
man’s perception of health
Focus on disease cure in the present health care system
12
Men’s Health Care Needs
Permission to have concerns about health and talk openly to
others about them
Support for the consideration of gender role and lifestyle
influences on their physical and mental health
Attention from professionals regarding factors that may result
in illness or influence a man’s expression of illness, including
such things as occupational factors, leisure patterns, and
interpersonal relationships
13

Men’s Health Care Needs (Cont.)
Information about how their bodies function, what is normal,
what is abnormal, what action to take, and the role of proper
nutrition and exercise
Self-care: testicular and genital self-exams
Physical exam and history-taking that include sexual and
reproductive health and illness across the lifespan
14
Treatment for problems of couples, such as interpersonal
problems, infertility, family planning, sexual concerns, and
STDs
Help with fathering (i.e., being included as a parent in child
care)
Help with fathering as a single parent, particularly with a child
of the opposite
sex, in addressing the child’s sexual development and concerns
15
Recognition that feelings of confusion and uncertainty in a time
of rapid social change are normal and that they may mark the
onset of healthy adaptation to change

Adjustment of the health care system to men’s occupational
constraints regarding time and location of health care sources
Financial ways to obtain these goals
16
Primary Prevention Measures
Provide health education and screening in the workplace
Participate in interest groups and research focused on men’s
health
Encourage interest in physical fitness and lifestyle changes
Include the male perception of health in policy formation
17
Secondary Prevention Measures
Tailor health care clinics to men’s needs
Provide screening services for men
Dental examination: Yearly
Eye examination: Every 3 to 5 years
Blood pressure check: Every 2 years
Blood cholesterol check for men aged 53 years and older
Prostate examination: Every year after age 50; blacks every year
after age 40
Colorectal screening: Every 3 to 5 years
Tobacco use and cessation information every year

One-time screening for abdominal aortic aneurysm for men 65
years old if the male has smoked
– The U.S. Preventive Services Task Force (2004)
18
Tertiary Prevention Measures
Provide rehabilitation with sex role and lifestyle considerations
Provide counseling on lifestyle, role changes, and job
retraining.
Give men permission to express emotions.
Adapt goal setting to meet men’s needs.
Keep time away from work to a minimum.
Develop new concepts of community care
Provide specific services for men; adapt care to meet needs of
male population in the community.
19
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet

Part of your responsibility as a student in this course is to
provide quality feedback to your peers to help them improve
their writing skills. This worksheet will assist you in providing
that feedback. Submit this review as an attachment to both your
instructor within the assignment bin and into your reply to your
peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5
sentences) of the paper. This should include the stance and the
three sub-topics used to support the position within the essay.
Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay
using the Persuasive Essay: Final Draft rubric below. Determine
the level of achievement appropriate for each assignment
criteria. (Level of achievement ranges from Unsatisfactory to
Excellent and are found at the top of the rubric. Assignment
criteria are found in the left column of the rubric.). Please use
the highlighting tool to score your peer within each criteria.

Then use the right hand side of the rubric to include a rationale
with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What
evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to

clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague
explanation of the position is given. Little reference to specific
issues related to the topic is made. Position completely appeals
to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains
the position taken in a coherent way. Sound reference to
specific issues related to the topic is made. Position mostly
appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic.
Clearly explains the position taken. Sound and detailed
reference to specific issues related to the topic is made. Position
appeals mostly to reason.
Formulates a clear and precise point of view of the topic.
Comprehensively explains the position taken. Specific issues
related to the topic are fully presented in great detail. Position
appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double
the maximum.
Body of essay is more than 100 words over or under the word
count.
Body of essay is more than 50 but less than 100 words over or
under the word count.
Body of essay is over or under the word count by 50 words or
less.
Within the appropriate word count.
Argues to persuade
No real persuasive argument is made. No outside sources are
used.
Presents a vague argument relative to the topic and presents no

evidence to support the argument. Fewer than three outside
sources are used. No Peer Reviewed sources used.
Presents an argument relative to the topic and presents minimal
evidence to support the argument. Not all evidence is relevant
to the argument. At least three outside sources are used with at
least one peer-reviewed journal article.
Presents an argument relative to the topic and presents key
evidence to support the argument through a synthesis of
paraphrased and quoted material. Three sources are used. At
least two peer reviewed journal articles are used.
Presents an argument relative to the topic and presents key
evidence to support the argument through a synthesis of
paraphrased research. Identifies not only the main issues, but
also the embedded, implicit, or unspoken aspects of the topic.
At least three peer reviewed journal articles are used. Direct
quotes are minimal.
Adheres to principles of critical thinking
Manage emotions and avoid fallacies.
Logical reasoning is used within arguments
Upholds persuasive tone rather than manipulative
Acknowledge other perspectives and evaluate assumptions about
the topic.
Fails to adhere to almost all principles of critical thinking.
Adheres to few principles of critical thinking.
Adheres to some principles of critical thinking on a surface
level.
Adheres to many principles of critical thinking. Use of the
principles is clear to see.
Adheres to most of the principles of critical thinking. Attempts
to incorporate each one in a logical and fluid way
Organization and Effectiveness – 25%

Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is not stated in the conclusion.
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear. Thesis is not stated in the
conclusion.
Thesis and/or main claim are apparent and appropriate to
purpose. Thesis is not stated in the conclusion.
Thesis and/or main claim are clear and forecast the development
of the paper. It is descriptive and reflective of the arguments
and appropriate to the purpose. Thesis is stated within the
concluding paragraph
Thesis and/or main claim are comprehensive; contained within
the thesis is the essence of the paper. Thesis statement makes
the purpose of the paper clear. Thesis is clearly restated in the
conclusion.
Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and
coherence. No apparent connections between paragraphs are
established. Transitions are inappropriate to purpose and scope.
Organization is disjointed.
Some paragraphs and transitions may lack logical progression of
ideas, unity, coherence, and/or cohesiveness. Some degree of
organization is evident.
Paragraphs are generally competent, but ideas may show some
inconsistency in organization and/or in their relationships to
each other.
A logical progression of ideas between paragraphs is apparent.

Paragraphs exhibit a unity, coherence, and cohesiveness. Topic
sentences and concluding remarks are appropriate to purpose.
There is a sophisticated construction of paragraphs and
transitions. Includes topic sentences that are persuasive and
align with thesis statement. Includes details and rationale that
support the main points of each supporting paragraph. Ideas
progress and relate to each other. Paragraph and transition
construction guide the reader. Paragraph structure is seamless
with transition between paragraphs
Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, and/or word choice are present. Essay is primarily
written in first and second person
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used. Essay is written with
third person voice with some instances of first or second person.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used. Essay is mostly written with third
person voice.
Writer is clearly in command of standard, written, academic
English. Essay is written with third person voice.
Format – 5%

Paper Format (use of appropriate style for the major and
assignment)
GCU template is not used appropriately or documentation
format is rarely followed correctly.
GCU template is used, but some elements are missing or
mistaken; lack of control with formatting is apparent.
GCU template is used, and formatting is correct, although some
minor errors may be present.
GCU template is fully used; There are virtually no errors in
formatting style.
All format elements are correct.
Research Citations
(In-text citations for paraphrasing and direct quotes, and
reference page listing and formatting, as appropriate to
assignment and style)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper.
Sources are appropriately documented, although some errors
may be present.
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and citation style is
usually correct.
In-text citations and a reference page are complete and correct.
The documentation of cited sources is free of error.
Overall Feedback
Feedback to your peer should be objective and useful.

Three strengths of the paper are:
1)
2)
3)
Three things that could be improved are:
1)
2)
3)
© 2016. Grand Canyon University. All Rights Reserved.
1.
Types of Communication Table
Complete the Type of Communication Table.
GCU style is not required, but solid academic writing is
expected.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.

2.
Persuasive Essay: Peer Review Worksheet
Review the media piece "Peer Review Using Rubrics."
Follow the directions outlined in the media piece to complete
this learning activity which is designed to provide practice
using a rubric when peer reviewing a paper.
Review the first draft of the person who posted his/her response
directly below yours in the Peer Review forum. If your draft is
the last posted, review the first draft posted.
Complete the Peer Review Worksheet for the first draft you
reviewed.
Copy and paste the contents of the completed Peer Review
Worksheet to the peer review forum as a "reply" to the initial
post of your peer's first draft. Do not post the worksheet as an
attachment.
Review the criteria at the bottom of the Peer Review Worksheet
to ensure successful completion of this assignment.
Submit the completed worksheet to your instructor as well.

Literacy Toolkit
3.
Your principal recognizes your leadership role and that you
have utilized data to inform instruction and has asked that you
create a digital presentation to be used to advance professional
practice in literacy. Prepare a professional development to
highlight the literacy strategies, implemented throughout the
field experiences, which can be used as a resource to be
implemented collaboratively to present a shared vision,
supportive culture, and common goals to teachers on a district-
wide level in order to advocate for students.
Create an 8-10 slide digital presentation to highlight how you
implemented the IWY strategy during field experiences to
introduce and reinforce language and literacy concepts. This
strategy will be beneficial as a collaborative resource for
teacher’s district-wide to analyze student data based on student
performance in order to modify instruction and implement next
steps for instruction. Be sure to include a title slide, reference
slide, and presenter’s notes.
Your presentation should include a summary of each
instructional strategy implemented in the field experiences, how
it could be amended for future instruction, including the
following:
· How to evaluate language and literacy strategies and student
performance when modifying instruction and determining
appropriate interventions with at-risk and struggling readers.
· Examples of how to manage and monitor the success of the
interventions for at-risk and struggling readers.
· The ethical way to communicate student progress data, and
how to analyze the data based on performance in order to
modify instruction.
· How you will collaborate with professionals in order to
advance this professional practice.

Support your findings with two scholarly resources.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
4.
Clinical Field Experience Verification Form
Candidates must complete all programmatic requirements,
including practicum/field experiences hours defined in their
coursework. Additional information about practicum/field
experiences can be found on the Student Success Center.
To earn credit for this assignment, all required course hours
must be completed and submitted by the assignment due date.
· Access the Clinical Field Experience Verification Form in
the My Documents section in the Student Portal.
· Complete all required fields on the Clinical Field Experience
Verification Form.
· Submit by clicking “click to sign.” An email will be sent to
the classroom teacher/mentor to complete and verify the
practicum/field experiences.
· Communicate with the classroom teacher/mentor to request he
or she verify the practicum/field experience. Once verified by
the classroom teacher/mentor, an email will be sent to the
candidate’s primary email address on file with the final
completed document.
· Save a .pdf copy of the completed Clinical Field Experience
Verification Form to your computer.

· Submit the Clinical Field Experience Verification Form to
LoudCloud.
PHI-105 Types of Communication Table
In order to write a quality persuasive essay that incorporates
critical thinking, you must include a mixture of informative,
explanatory, and persuasive statements because to persuade
someone you must:
a) Inform them about the topic
b) Explain your argument
c) Persuade your audience to your point of view.
Directions:
1. Use the table below to do the following:
a) Choose a concept and write an informative statement, an
explanatory statement, and a persuasive statement for the
concept in the appropriate boxes. An example has been
completed for you in red.
b) In part b of the table, select a concept from the draft of your
persuasive essay and provide an example of one informative
statement, one explanatory statement, and one persuasive
statement based on the concept you chose.
c) As discussed in the module lecture, language is intertwined
with critical thinking. In part c of the table, in 200-250 words
explain the relationship between informative, explanatory, and
persuasive statements and critical thinking.
Concept
Informative:
(Just the facts)
Explanatory:
(Description of the facts)
Persuasive:
(Position on the facts)

Example Concept
Baseball
Baseball is a sport involving 9 players positioned in various
places on a field, who are attempting to keep the other team
from advancing bases.
There are many ways to score runs in baseball. The most
efficient way is for your team to get a series of base hits
eventually bringing runners home. In order to do this, players
must have good hitting ability, running ability, and judgment.
Quality pitchers are more important than power hitters, because
keeping runs off the board could give the pitcher’s team more
opportunity to win. Teams that have better pitchers almost
always end up being the better team.
Part A: Concept of your Choice
Part B: Concept selected from your persuasive essay
Part C: In 200-250 words explain the relationship between
informative, explanatory, and persuasive statements and critical
thinking

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