Learning Activity 1 Instructions
PART 1——-Topic: Virginia’s Health Rankings
Go to the America’s Health Rankings website and go to the EXPLORE link and select “Virginia” where it says, “Find your state”. View the full state report for Virginia. Examine the state’s health value and rank for each health Determinant and Outcome, as well as the combined rankings for these and for diabetes, obesity, and smoking. You can compare these for the 19 years that the rankings have been published as well as contrast them with other states and the nation as a whole.
Note that Virginia’s overall health ranking has remained around 20. In general, this means that 30 states are worse and 19 states better in overall health ranking. Note also that unlike many states who have improved (or worsened) their health status, Virginia has maintained its rank close to 20 for the past decade or more. There seems to be no breaking over the 19/20 barrier into healthier terrain. Why do you think that is? Select 5 Determinants that if improved, would likely lead to Virginia receiving a better health ranking in the future. Justify your answers in 200–250 words.
PART 2———Topic: Health of Virginians
In this learning activity, you will review secondary data sources for details about the health of Virginians. Target 1 Virginia county or community of interest in the following data sources; briefly scan the health assessment information to get a more detailed picture about the health status of Virginians in that specific locale or region. Then, look more closely at the health data concerning 1 of the 5 health ranking determinants you wrote about in Learning Activity 1.
- Virginia Department of Health Data & Statistics
- Community Health Status Indicators
- County Health Rankings
- SMART: BRFSS Data
Following the principles of epidemiologic inquiry, answer the following questions regarding the information you uncovered about 1 health determinant in your selected county or community. Give your response in a post of 400–500 words.
- Person:Describe the population expressing the determinant
- How many (percentage of population or rate) are described by this determinant?
- How is the determinant expressed in the population (age, gender, education, socioeconomic status, or other characteristics)?
- Compare segments of the population (who has the most/least, at greatest/least risk)?
- Place:Describe the location with regard to the determinant
- Is the determinant seen more in urban or rural regions?
- What other characteristics define the prevalence of the determinant in the region (housing, geography, topography, etc.)?
- Compare other locations with the one you selected (how does prevalence compare in neighboring counties, the state, or the nation)?
- Period:Describe the time trends of the determinant
- Over the past few years, has the prevalence rate decreased or increased or stayed about the same? (i.e., is it getting better or worse?)
- Compare the time trends of the state and the nation with those of your location. Are they better, worse, or similar?
- Conclusion:From the information you gathered about the health determinant, describe a priority population in a particular place with a precise problem to address. This will be the focus of a public health intervention you will develop across the remaining learning activities.
Rubric for both assignments
| Criteria | Levels of Achievement | |||
| Content | Advanced | Proficient | Developing | Not present |
| Question prompts: Completeness
8 points |
6 to 8 points
Correct responses to all questions and prompts according to directions and examples provided. |
4 to 5 points
Student answers most question prompts correctly |
1 to 4 points
Some questions are answered incorrectly or some elements are missing. |
0 points
Submission contains both incorrect answers to question prompts and there are required elements that a missing completely. |
| Question prompts: Critical Thinking
6 points |
5 to 6 points
Expands responses into substantive, thoughtful, and/or critical responses, fully addressing all questions or prompts. |
3 to 4 points
There is evidence of critical assessment of the content on most areas of the assignment |
1 to 2 points
There is some evidence of critical assessment but needs in improvement in major areas |
0 points
There is a lack of substantive, thoughtful and/or critical response in regard to the content of the post |
| Support of major points
4 points |
4 points
Major points are supported by all of the following: · Current week’s reading · Pertinent, conceptual or personal examples · Thoughtful analysis |
2 to 3 points
Support is missing from one of the following: · Current week’s reading · Pertinent, conceptual or personal examples · Thoughtful analysis |
1 point
Support is missing from 2 of the following: · Current week’s reading · Pertinent, conceptual or personal examples · Thoughtful analysis |
0 points
Support is missing from more than 2 of the following: · Current week’s reading · Pertinent, conceptual or personal examples · Thoughtful analysis |
| Structure | Advanced | Proficient | Developing | Not present |
| Thread: Student Expectations and Word Count
4 points |
4 points
Communication follows Student Expectations, including AMA formatting, and word count is between 400 to 500 words |
2 to 3 points
Communication follows all student expectations, including AMA formatting, but word count is less than 400 words |
1 point
Communication follows some student expectations, including AMA formatting, but not all and the word count is less than 400 words |
0 points
Communication does not follow student expectations in the majority of the post, including AMA formatting, and word count is less than 300words. |
| Mechanics
3 points |
3 points
Proper spelling AND grammar are used |
2 points
Minor spelling OR grammar errors are present |
1 point
Multiple spelling OR grammar errors are present |
0 points
There are multiple spelling AND grammar errors throughout post |
