CONTEXT :
The way that environmental influences impact on people will vary, depending on a range of factors. Vulnerable and susceptible populations are specific groups of people who may experience higher levels of exposure to an environmental health risk, or people who are more strongly affected by an environmental health risk due to either innate factors, such as genetics, or acquired factors, such as age, injury, or socio---economic status.
Although vulnerability is dependent on context and personal factors, some groups consistently found to be vulnerable include people who are elderly, are part of a minority group, have disabilities or mental illness, are women or children, are homeless, or have low socio---economic status. Vulnerability is increased where a person experiences more than one of these conditions. The key element that defines vulnerability is the increased susceptibility of subpopulations to poor health as a consequence of the risk presented.
When developing and delivering any health intervention, it is important to identify vulnerable groups so that appropriate protections and provisions can be set in place;
therefore the workplace relevance of this task lies in the value of being able to identify groups who are more vulnerable than the general population, consider the effect that the threat may have on this population, and use research and problem solving skills to
ainstorm solutions to problems that also address the aspect of vulnerability in the population. Inquiry---based learning, where the generation of questions and pursuit of knowledge is self---led, provides the opportunity to develop employability skills relevant to generating meaningful questions and engaging in independent inquiry and research.
Instructions:
To prepare for this assessment:
• Take a closer look at some of the issues that we have explored thus far, and identify the issues in which there are some groups that are more vulnerable or susceptible than others.
• Ask yourself “Who is vulnerable, and why? How is vulnerability created? What does this mean for them and their health?”
• Choose one vulnerable group. Use your research skills to find out what the causes, effects and elements influencing vulnerability are in this population, and explore the literature to find any research that has been done that focuses on the vulnerable population.
This assessment has two parts, a concept map and an essay. To complete this assessment:
1. Drawing from the research that you have done, develop a concept or ‘mind’ map that outlines the relationships between the various factors that relate to the health issue in the vulnerable population, including factors that makes this population particularly vulnerable, the influences driving the health risk, and the effects of the health risk .
Use APA style references at least eight references for part A
2. Prepare a 1500 word essay that:
• introduces the environmental health risk,
• identifies the vulnerable or susceptible group,
• outlines the factors that cause them to be defined as a vulnerable group,
• critiques the published research that explores the health risk in the vulnerable group, and
• presents recommendations for how to mitigate or manage the effect of the health threat in this population
As this is an essay, the structure should include:
• An introduction paragraph
The body of the assignment in which you discuss the environmental health risk, its effects, and existing research in the vulnerable population
• A conclusion
• A reference list (all references in APA format)
Note: Be sure to include at least eight references
Assessment criteria
1.The following factors will impact the assessment of your essay:
Knowledge, understanding and application
Clear and accurate description of the causes and effects of the health threats
Identification of ethical issues and any especially vulnerable populations
2. Critical reasoning and application
• Critical reflection on the relevant information
3. Analysis and application with synthesis of new knowledge • Development of recommendations appropriate to the problem space and the information gathered
4. Ethic-moral reasoning
• Identification of the ethical elements of the situation
• Identification of vulnerable groups
5. Academic conventions
• Is well written with appropriate sentence construction and without typing, grammar or punctuation e
ors
• Adheres to academic conventions and appropriate terminology
• Uses APA style for in---text citation and references