Gryffindor


 * __ STUDY GUIDE MODULE III Answers are located at bottom of screen. Please Scroll to bottom. __**

very nice group work, nice detail and nice effort .......Dr McCook

Module II: Nurse Theorists / Scholars / Leaders and Evidence Based Practice (EBP)

Step I: Identify the 15 nurses listed below in the brief summaries, Step II: Determine the 10 remaining nurses from the list that don't have summaries and each of you write up a brief summary of ONE nurse similar to the 15 I completed Step II: Post your 10 edited summaries with their answers on this page right below these instructions Step IV: Review the posting of the other 3 groups, I will use the summaries from your 4 groups on this weeks quiz

> My theory is the Behavior Systems Model published in 1980. This model is patient centered but nursing focused. In my theory, persons are identified as a system made up of seven subsystems (one source says eight): ingestive, eliminative, affiliative, dependency, sexual, aggressive-protective, and achievement. There are also four structural assumptions by which a client will respond when a subsystem is out of balance: drive, choice, act, and observable behaviors. Further, the client has three functional requirements: protection, nurturance and stimulation. Therefore when the client out of balance, the client will act in predictable, repetitive ways. Any imbalance in each subsystem results in disequilibrium, it is nursing role to assist the client to return to the state of equilibrium. This is accomplished through meeting the three functional requirements. **Dorothy Johnson**
 * POST your ten new summaries here with names **
 * 1) I began my exploration into the concepts of nursing; developing a concise diagram which plots nursing concepts and their relationships to practice. It all started because of an assignment inone of my very first classes, //Introduction to Nurse Theory//. The foundation of my diagram and theory was the relationship between facilitative environment as well as optimum function. My focus became the three types of comfort: relief, ease and transcendence (renewal) in correlation to the four contexts of experience in which comfort exits: the physical, psychospiritual, environmental, and the socialcultural. Today I continue to advocate a healthy process of aging. As the founder of the Comfort Theory in Nursing; Who am I? **Katherine Kolcaba**
 * 2)  I developed the Health Promotion Model that is used internationally for Research, Education, and Practice. During my active research career, I conducted research testing on the Health Promotion Model with adults and adolescents. I also developed the program “Girls on the Move” in collaboration with my research team and began intervention research into the usefulness of the model, in helping adolescents adopt physical active lifestyles; developing a number of instruments that measure components of the model. I am a recipient of the Mae Edna Doyle Teacher of the Year Award, from the University Of Michigan School Of Nursing. I am still active, even in retirement as I consult on Health Promotion research nationally and internationally. Who am I? **Nola Pender**
 * 3) After helplessly watching people jumping from the zeppelin at the //Hindenburg// disaster when I was 18, I vowed that I would learn nursing. I dedicated my life to nursing and, as a researcher and educator, helped change the profession’s focus from a disease-centered approach to a patient-centered approach with such innovations as the Patient Assessment of Care Evaluation (PACE). I served as a public health nurse for 40 years, educating Americans about the needs of the elderly, AIDS, addiction, smoking, and violence. In 1981, under US Surgeon General C. Everett Koop, I became the first nurse and the first woman to hold the position of Deputy Surgeon General of the United States. My career was further recognized in 2000 with an induction into The National Women's Hall of Fame. Who am I? **Faye Abdellah**
 * 4) I received my doctorate from Pittsburg University, and later served on the University faculty, as well as, Dean of the Duquesne University Nursing School. I am known internationally in the world of nursing as a leader, educator, researcher, mentor, scholar, and theologist. My achievements are many, but I am most known for theory of human becoming which is a nursing perspective of the quality of one’s life and the right of human dignity from the patient and family point of view. Who am I? **Rosemarie Rizzo Parse**
 * 5) I am known for the 3 C’s: CORE, CARE and CURE. **Core** is the person or patient to whom nursing care is directed and needed. The core has goals set by himself and not by any other person. **Care** is based in the natural and biological sciences, includes the intimate aspects of bodily care, and is exclusive to nursing. **Cure** is the attention given to patients by the medical professionals. My models three interrelated circles represent the medical and clinical management nurses give to patients. I received my knowledge from my psychiatry and nursing experiences in the Loeb Center the framework which I used to formulate my theory of nursing. My 3 C’s model for nursing provides a framework to encourage open communication between both patients and nurses. Who Am I ?? **Lydia E. Hall**
 * 6) In 1963, the American Journal of Nursing published my theory: The helping art of clinical nursing. I proposed that clinical nursing is composed of four elements: a philosophy, a purpose, a practice and the art. Briefly, my philosophy is founded on a reverence for life, dignity and worth of the individual. My purpose as a nurse is directed towards the good of my patient. My practice is the actions I do to meet my patient’s needs. To sum up my philosophy: I believe that my primary goal is to identify a patient’s need for help. Who am I? **Ernestine Wiedenbach**
 * 7) I was a supporter of nursing as both a science and an art. I lived 1919-1999. I believed that nursing should focus on the client rather than the disease itself. I defined nursing as “an external regulatory force which acts to preserve the organization and integration of the patients behaviors at an optimum level under those conditions in which the behaviors constitutes a threat to the physical or social health; or in which illness is found".
 * 1) I was an American nurse, researcher, theorist, and author. I graduated from the Knoxville General Hospital School of Nursing in 1936. I am is best known for developing the **Science of Unitary Human Beings** and writing a book entitled, //__An Introduction to the Theoretical Basis of Nursing.__// The theory has four basic concepts: **Energy Fields, Openness, Pattern, and Four-dimensionality.** The **Energy Fields** constitute the fundamental unit of the living and the inanimate. The energy field is indefinite and there are two types: **Human**- humans do not have energy fields, they are the energy fields, the **environment** is also an energy field and neither can be reduced any further. The theory also describes three principles of **Homeodynamics.** These principles are a way of viewing Unitary Human Beings:**Principle of Resonancy, Principle of Helicy, and Principle of Integrality.** Who Am I? **Martha Rogers**
 * 2) I developed a Human to Human Relationship model that I presented in my book //Interpersonal Aspects of Nursing//. This model was based on existential theory which believes that humans are faced with conflicts and are accountable for the choices they make in life. I believed that nursing was a way to interact with the patients to help them cope with and find meaning in the experience of illness. I believed that this was accomplished through human to human interactions that enlisted feelings of empathy, sympathy, conveyed hope, and ultimately progressed to a rapport with the patient. I completed my BSN at LSU in 1956 and my MSN at Yale in 1959. I was a psychiatric nurse, educator, and writer. I lived from 1926-1973. Who am I? **Joyce Travelbee**
 * 3) I have written a total of 9 books. I introduced the concept that expert nurses develop skills and understanding of patient care over time through a sound education base as well as a multitude of experiences. I feel that nursing skills as experience is a prerequisite for becoming an expert nurse. I am probably best known for my 5 Levels of Nursing Experience: Novice-Expert. Who am I? ** Patricia Benner ** **﻿**

Following the list of 25 nurse leaders below (most of which are considered out key nursing theorists) I have listed 15 brief summaries of the women from key facts/ concepts associated with the nurse leaders name. As a group of 10 you will work to match the names to the their corresponding synopsis. In addition you are to write a brief synopsis of the remaining 10 women not already summarized …so one summary per person for the group of 10.

Module II quiz this week will be a matching quiz. I have provided the synopsis of 15 nurses from the list your group will develop the remaining 10 and all will posted and used for the quiz. The quiz opens Thursday at noon closes Saturday June 4th at 11:59 pm.

21 Nursing Theorists followed by 4 leading public health/community care focused nurses 22. Clara Barton: nurse, humanitarian 23. Mary Carson Breckenridge: nurse midwife, role in maternal infant and frontier health 24. Jessie Sleet Scales: leader in Public Health Nursing 25. Lillian Wald: nurse, social worker
 * 1) Florence Nightingale - Environment theory
 * 2) Hildegard Peplau - Interpersonal theory
 * 3) Virginia Henderson - Need Theory
 * 4) Fay Abdella - Twenty One Nursing Problems
 * 5) Ida Jean Orlando - Nursing Process theory
 * 6) Dorothy Johnson - System model
 * 7) Martha Rogers -Unitary Human beings
 * 8) Dorothea Orem - Self-care theory
 * 9) Imogene King - Goal Attainment theory
 * 10) Betty Neuman - System model
 * 11) Sister Calista Roy - Adaptation theory
 * 12) Jean Watson - Philosophy and Caring Model
 * 13) Madeleine Leininger -Transcultural nursing
 * 14) Patricia Benner - From Novice to Expert
 * 15) Lydia E. Hall - The Core, Care and Cure
 * 16) Nola Pender’s Health Promotion Model
 * 17) [|Joyce Travelbee] - Human-To-Human Relationship Model
 * 18) [|Margaret Newman] - Health As Expanding Consciousness
 * 19) [|Katharine Kolcaba] - Comfort Theory
 * 20) [|Rosemarie Rizzo Parse] - Human Becoming Theory
 * 21) [|Ernestine Wiedenbach] - The Helping Art of Clinical Nursing

The following are 15 brief statements/summaries of nurses that have distinguished themselves in the profession and shaped the development of nursing science theory.

Fill in the blanks here as a group make sure you agree and match the name above to the matching summary below

1. Which nurse defined the role of nursing (i.e. placing their primary focus on the patient), specified the 14 functions of basic nursing care, and laid the foundation for evidence based nursing practice? They defined the role of nursing "as doing things for patients that they would do for themselves". ** Virginia Henderson ﻿ ﻿**

My Conceptual model is focused on the patients' actions to meet their own therapeutic demands. The goal of nursing is to move a patient toward responsible self-care or meet existing health care needs of those who have health care deficits. To move the patient from dependency to independence, totally or with adaptive equipment with the environment, forms an integrated, functional whole. Who am I? ** Dorothy Orem ﻿**
 * 2 **.

Transcultural nursing focuses on a comparative study and analysis of different cultures and subcultures in the world regarding their caring behavior, nursing care, health-illness values, and patterns of behavior. Nursing is a learned humanistic and scientific profession that focuses on personalized care behaviors, functions, and processes that have physical, psycho cultural and social significance or meaning. The goal of nursing is to facilitate individuals to regain or maintain health in a way that is culturally congruent, or to help people face handicaps or death. Conceptual framework is focused on cultural care and health. ** Madeleine Leininger **
 * 3 **.

Who theorized that in all settings of nursing a client's goals are met through the interaction between client and nurse in her theory of goal attainment? Who is the nursing theorist that developed a model which seeks to integrate the personal, interpersonal, and social systems that influence the patient's health? ** Imogene King﻿﻿ **
 * 4 **.

I introduced the first midwifery service in the United States and founded the Frontier Nursing Service which lowered the infant and maternal mortality rate of rural Appalachia. Eighty-five years ago my service began with "Nurses on Horseback" and has evolved to include a hospital, home health agency, rural healthcare clinics and a school of nurse midwifery and family nursing. Who am I? ** Mary Carson Breckenridge **
 * 5 **.

Who was the first African American public health nurse, hired in 1902 by the charity organization, to visit African American families infected by TB and is credited with paving the way for African American nurses in the practice of community health. ** Jessie Sleet Scales﻿﻿ **
 * 6 **.

She wrote the classic book "Nursing - Human Science & Human Care" which explores the balance between science and nursing that is the basis of the nursing profession. She draws from the works of Eastern and Western philosophers and emphasizes that the role that nursing plays in our society is based on human care. The practice of nursing is different from curing. It is a transpersonal relationship that includes, but is not limit to ten caritas factors. ** Jean Watson **
 * 7 **.

Who was the nurse responsible for establishing the first ideas and definitions of Nursing? A service to mankind intended to relieve and pain and suffering. Nursing's role is to promote or provide the proper environment for patients. The goal of nursing is to promote the reparative process by manipulating the environment. ** Florence Nightingale **
 * 8 **.

I worked as a nurse on the Lower East Side of New York City. The year was 1912. I spent my time working with immigrant families. After a bad experience, I devoted my life to teaching women about birth control. I published a pamphlet on reproductive anatomy and sexual development, becoming the first advocate for sex education. I was an American birth control activist, advocate of eugenics, and founder of the American Birth Control League. ** Margaret Sanger﻿ **
 * 9 **.

This nurse theorized that health as an expanding consciousness was stimulated by concern for those for whom health as the absence of disease or disability is not possible. This consciousness is a process of becoming more of oneself, of finding greater meaning in life, and of reaching new dimensions of connectedness with other people and the world. ** Margaret Newman **
 * 10 **.

I was a nurse, social worker, public health official, teacher, author, editor, publisher, activist for peace, women's, children's and civil rights. I was the founder of American community nursing and regarded as the founder of visiting nursing in the United States and Canada. (hint: I also started Henry Street Settlement with help from another leader) Who is credited with creating the title "public health nurse"? ** Lillian Wald **
 * 11 **.

I drew my inspiration from the resiliency of children. My model includes the adaptive system with cognator and regulator subsystems acting to maintain adaptation in 4 adaptive modes, which are as follows: 1. physiologic-physical, 2. self-concept-group identity, 3. role function and 4. interdependence. To summarize my model it is a problem solving approach for gathering data, identifying the capacities and needs of humans, selecting and implementing approaches for nursing care and evaluation of the care provided. Who am I? ** Sister Calista Roy **
 * 12 **.

This person developed a conceptual framework that views the person as a layered, multidimensional entity in constant flux and flow with the environment. The layering in the model represents various methods of coping and defense to protect the person, with a focus on stress and feedback. views nursing as a "unique profession in that it is concerned with all of the variables affecting the individual's response to stress. Major concern for the nurse is keeping the client system stable through accuracy in assessment of effects and possible effects of environmental stressors ** Betty Neuman **
 * 13 **.

This person developed the seven nursing roles, and composed the developmental stages of the nurse-client relationship. She believed that nurses could facilitate a "shared-experience" through observation, description, formulation, interpretation, validation and intervention. ** Hildegard Peplau **
 * 14 **.

Who was the woman who founded an American branch of the Red Cross in 1881 and expanded the organizational mission to include response to any great national disaster--not just humanitarian aid in war? Had it not been for the early work and philosophy of this early pioneer in healthcare, the Federal Emergency Management Agency (FEMA) may not have been established. One of her first macro level nursing services was to Cuban citizens and American military personnel during the Spanish-American war. In addition, she also started American disaster relief efforts. ** Clara Barton **
 * 15 **.

**__STUDY GUIDE MODULE III__**
JOHN- I dont know if you got my email- but everything you have I basically have in the same form.. Mine is hand written so if i need to type to post I will be more than glad to do.. The only thing I have different is the area on naming 3 areas Vandy got scored "F".... I only put three specific areas as opposed to all.. mainly bc I was handwriting:-) Thanks for posting! WHITTNEY KITE

Study Guide for Module III - Gordon Define QSEN Identify the 6 competencies defined below by QSEN Identify the 3 components necessary to continuously improve the quality and safety of the healthcare systems in which nurse’s work. The following excerpts were taken directly from the Module III website link to QSEN See CONTENT > Module > 3 > B > 3 >a for QSEN link to match terms for these definitions
 * 1. ****QSEN questions: See CONTENT > Module > 3 > B > 3 > a for QSEN link **

DEFINE QSEN The Robert Wood Johnson Foundation (RWJF) has funded the Quality and Safety Education for Nurses (QSEN) project for three phases to date. The overall goal through all phases of QSEN is to address the challenge of preparing future nurses with the knowledge, skills and attitudes (KSA) necessary to continuously improve the quality and safety of the healthcare systems in which they work.

Identify the 6 competencies defined below by QSEN

In order accomplish this goal, six competencies were defined in Phase I of the project. These competencies included five from the Institute of Medicine (IOM) **(1)-patient centered care**, **(2)teamwork and collaboration**, **(3)evidence-based practice**, **(4)quality improvement** and **(5)informatics**- as well as **(6)safety**. In addition to these definitions, sets of knowledge, skills and attitudes for each of the six competencies were created for use in nursing pre-licensure programs (Cronenwett, et. al., 2007).

__**(I reorganized this so the numbers match the correct definition) **__
 * 1) Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient's preferences, values, and needs.
 * 2) Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.
 * 3) Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.
 * 4) Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems.
 * 5) Use information and technology to communicate, manage knowledge, mitigate error, and support decision making.
 * 6) Minimizes risk of harm to patients and providers through both system effectiveness and individual performance

Identify the 3 components necessary to continuously improve the quality and safety of the healthcare systems in which nurse’s work.
 * Continue to promote innovation in the development and evaluation of methods to elicit and assess student learning of KSA of the six IOM/QSEN competencies and the widespread sharing of these competencies;
 * Develop faculty expertise necessary to assist the learning and assessment of achievement of quality and safety competencies in all types of nursing programs;
 * Create mechanisms to sustain the will to change among all programs through the content of textbooks, accreditation and certification standards, licensure exams and continued competence requirements.

<span style="font-family: 'Calibri','sans-serif';">2. **<span style="font-family: 'Calibri','sans-serif';">Incivility content: **<span style="font-family: 'Calibri','sans-serif';"> **See CONTENT > Module > 3 > B > 3 > b for civility, incivility link** <span style="font-family: 'Calibri','sans-serif';"> Recall examples of regulatory responses now in place to deal with incivility in hospitals, universities etc. Boards of nursing are beginning to sanction nursing programs for uncivil conduct among faculty and students. In one state, a nursing program was cited for incivility and required to develop a defined set of expectations, interventions, strategies and written policies “to improve the culture of academic civility.” The program was also required to produce evidence of a “respectful, confidential, positive and productive academic environment and improved student-faculty relationships and communication to ensure student success.”* In addition to boards of nursing, The Joint Commission (TJC) is also concerned about the impact of incivility on patients, staff and organizations. In July 2008, TJC issued a sentinel event alert titled “Behaviors that undermine a culture of safety//”// (The Joint Commission, 2008b). Effective 1 January 2009, The Joint Commission (2008a) promulgated a new leadership standard (LD.03.01.01) to address intimidating, disruptive and inappropriate behavior in accredited health care organizations. This sentinel alert addresses behavior that undermines a culture of safety, since it seriously threatens patient safety and employee satisfaction. According to a TJC report (2008b), uncivil, disruptive and intimidating behavior in health care can lead to medical errors, poor patient care and satisfaction, preventable adverse patient outcomes and increased costs of care. It also causes qualified clinicians, administrators and managers to seek new positions in more professional environments. The new leadership standard addresses a continuum of disruptive behavior that includes covert actions, such as withholding important information from others and failing to cooperate with colleagues, as well as overt actions, such as verbal threats and blatant acts of intimidation. Overt acts of intimidation and coercion constitute bullying and are clearly unacceptable. Nurses, physicians, administrators, nonclinical staff or other members of the organization may be instigators or targets of uncivil or bullying behavior. In some cases, this behavior becomes embedded in the organizational culture and has direct impact on employees, as well as patients entrusted to their care. As a result, TJC requires health care organizations to recognize and address behavior that threatens patient safety and performance of the health care team. While most members of health care teams are responsible professionals, some are not. Health care organizations that ignore unacceptable behavior indirectly promote it, and expose themselves to litigation from employees, patients and family members (TJC, 2008b).

<span style="font-family: 'Calibri','sans-serif';">3. **<span style="font-family: 'Calibri','sans-serif';">Certification content: **<span style="font-family: 'Calibri','sans-serif';"> **See CONTENT > Module > 3 > B > 3 > c for ANA then get certified-** Go to ANA website left side of page select third section GET CERTIFIED

<span style="background-color: #ff00ff; font-family: 'Calibri','sans-serif';">Explain why an RN would want to become certified through AACN provide an example
**Watch this:** **[]**

**Validates excellence of care** **Measurement of competency to patients and ensures good quality care** **Increased value to employer or potential employer, makes one more competitive** **Demonstrates commitment** **ANCC affiliated to ANA, certification through this source may be more prestigious** **Certification exams are well researched for validity** **ANCC claims to be the largest and most prestigious organization in the world with 25 certification exams across a spectrum of specialties** **Certification designed with the busy schedule of nurses in mind** **ANCC prepares nurses for certification through seminars** **Online materials, study groups, over 300 test sites across the country open 7 days a weeks with extended hours.** **Improves positive view of the nursing profession**

**Also consider:** **Board Certification of Nurses Makes a Difference**

Nurses who want to increase their earning potential and open up new career opportunities come to ANCC for board certification. **Magnet Recognition Program®**

The Magnet Recognition Program provides consumers with the ultimate benchmark to measure the quality of care that they can expect to receive. **The Pathway to Excellence® Program**

Pathway to Excellence® designation recognizes healthcare organizations that create ideal nursing practice work environments. **Accreditation**

Established in 1974, The Accreditation Program of the American Nurses Credentialing Center recognizes organizations (or components of organizations) that offer high quality continuing education for nurses. **ANCC Supports the APRN Consensus Model Implementation**

ANCC supports the transformative changes to the future of advanced practice nursing as a result of the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and Education

<span style="font-family: 'Calibri','sans-serif';">4. Open link for TN.gov **CONTENT > Module > 3 > B > 4** see left side in gray box find FOR STATISTICS AND REPORTS - Open the Vanderbilt Women’s report card for 2009 and

<span style="background-color: #ff00ff; font-family: 'Calibri','sans-serif';">identify 3 areas in which Tennessee received a failing grade of “F”
<span style="color: #61933d; font-family: 'Garamond-Book','serif'; font-size: 21px;">Reproductive Health 2002 2007 Grade Percentage of births that were of VERY low birth weight (<1500g) 2 African American, Non-Hispanic 3.4% 3.3% F Number of infant deaths per 1,000 live births (infant mortality rate) 2, 3

African American, Non-Hispanic 18.4 16.4 F
Percentage of women who did not receive prenatal care 2 African American, Non-Hispanic 3.5% 8.8% F <span style="color: #61933d; font-family: 'Garamond-Book','serif'; font-size: 21px;">Sexually Transmitted Infections 2002 2007 Grade Chlamydia cases per 100,000 women 4 ALL 425.4 633.0 F White, Non-Hispanic 185.6 242.7 F  African American, Non-Hispanic 851.6 2032.2 F  Hispanic 428.3 914.8 F  Early latent, primary, and secondary syphilis cases per 100,000 women 4 ALL 8.6 8.2 F White, Non-Hispanic 1.9 2.2 F  African American, Non-Hispanic 40.5 36.2 F  Gonorrhea cases per 100,000 women 4 ALL 153.8 169.5 F White, Non-Hispanic 43.5 46.1 F  African American, Non-Hispanic 433.2 691.1 F  Hispanic 29.7 62.0 F  HIV disease cases per 100,000 women age 19+ 4, 5 ALL 5.1 6.5 F African American, Non-Hispanic 30.9 43.4 F  Hispanic 5.4 11.3 F

<span style="color: #61933d; font-family: 'Garamond-Book','serif'; font-size: 21px;">Causes Of Death 2002 2007 Grade Cervical cancer deaths per 100,000 women 3 ALL 4.0 3.9 F White, Non-Hispanic 3.5 3.5 D  African American, Non-Hispanic 7.1 5.7 F  Lung cancer deaths per 100,000 women 3 White, Non-Hispanic 69.3 74.0 F Homicide deaths per 100,000 women 3 African American, Non-Hispanic 9.6 6.3 F <span style="color: #61933d; font-family: 'Garamond-Book','serif'; font-size: 21px;">Modifiable Risk Behaviors 2002 2007 Grade Percentage of women age 18+ with diabetes 8 White, Non-Hispanic 7.8% 10.3% F Percentage of women age 18+ who are obese (BMI 30.0+) 8 African American, Non-Hispanic 35.8% 38.7% F Percentage of women age 18+ who are current smokers 8 ALL 24.8% 22.9% F White, Non-Hispanic 25.3% 24.2% F  Percentage of women age 18+ with high blood pressure 8 ALL 31.1% 32.0% F White, Non-Hispanic 30.6% 30.8% F  African American, Non-Hispanic 35.5% 42.2% F  Percentage of women age 18+ with high cholesterol 8 ALL 30.5% 33.8% F White, Non-Hispanic 31.9% 36.3% F  Percentage of women age 18+ who did not engage in leisure time activity 8 African American, Non-Hispanic 43.3% 42.1% F Percentage of women age 18+ drinking 5+ drinks* on one occasion in past month 8 White, Non-Hispanic 3.9% 5.1% F Hispanic 3.3% 17.0% F <span style="color: #61933d; font-family: 'Garamond-Book','serif'; font-size: 21px;">Preventive Health Practices 2002 2007 Grade Percentage of women age 18+ who have not visited a dentist within the past 12 months (2002, 2006) 8 ALL 26.2% 33.3% F White, Non-Hispanic 25.6% 33.2% F  Hispanic 33.4% 62.0% F  Hospitalizations among women age 65+ for hip fracture per 100,000 women 8 Hispanic 101.5 1167.5 F <span style="color: #61933d; font-family: 'Garamond-Book','serif'; font-size: 21px;">Barriers To Health 2002 2007 Grade Percentage of women age 18+ with no health insurance coverage 8 Hispanic 11.8% 16.5% F Percentage of households headed by women 9 Hispanic 11.9% 16.5% F