NURS FPX 4060 Assessment
NURS-FPX4060 Assessment 1: Health Promotion Plan
Part One
Assessment 1 Instructions: Health Promotion Plan
- Develop a hypothetical health promotion plan, 4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.
- Teen Pregnancy.
- LGBTQIA + Health.
- Sudden Infant Death (SID).
- Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.). NURS-FPX4060 Assessment 1: Health Promotion Plan
As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).
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Write My Essay For MeIt is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.
What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.
What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.
References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
- Competency 1: Analyze health risks and health care needs among distinct populations.
- Analyze a community health concern that is the focus of a health promotion plan.
- Competency 2: Propose health promotion strategies to improve the health of populations.
- Explain why a health concern is important for health promotion within a specific population.
- Establish agreed-upon health goals in collaboration with participants.
- Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
- Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
- Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
Note: Assessment 1 must be completed first before you are able to submit Assessment 4.
Preparation
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).
You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).
To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.
For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues from the list provided in the instructions.
In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.
Please choose one of the topics below:
- Teen Pregnancy.
- LGBTQIA + Health.
- Sudden Infant Death (SID).
- Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
In addition, you are encouraged to:
- Complete the Vila Health: Effective Interpersonal Communications
- Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
- Review the MacLeod article, “Making SMART Goals Smarter.”
Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. NURS-FPX4060 Assessment 1: Health Promotion Plan
Instructions
Health Promotion Plan
- Choose a specific health concern as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
- Teen Pregnancy.
- LGBTQIA + Health.
- Sudden Infant Death (SID).
- Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
- Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.
- Discuss why your chosen population is predisposed to this health concern and why they can benefit from a health promotion educational plan.
- Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
- Identify their potential learning needs.
- Identify expectations for this educational session and offer suggestions for how the individual or group needs can be met.
- Health promotion goals need to be clear, measurable, and appropriate for this activity.
Document Format and Length
Your health promotion plan should be 4 pages in length.
Supporting Evidence
Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least 5 credible sources published within the past five years, using APA format.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
- Analyze the health concern that is the focus of your health promotion plan.
- Consider underlying assumptions and points of uncertainty in your analysis.
- Explain why a health concern is important for health promotion within a specific population.
- Examine current population health data.
- Consider the factors that contribute to health, health disparities, and access to services.
- Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
- Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
- Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
- Write with a specific purpose and audience in mind.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.
PLEASE READ————- SCORING GUIDE……………must MEET THESE REQUIREMENTS!!!!!!1
- Provides an in-depth analysis of a community health concern that is the focus of the health promotion plan, and articulates underlying assumptions and points of uncertainty in the analysis.
- Explains why a health concern is important for health promotion within a specific population. Conclusions are well supported by current and relevant population health data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services.
- Establishes agreed-upon health goals in collaboration with hypothetical participants. Goals are realistic, measurable, and attainable.
- Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors. NURS-FPX4060 Assessment 1: Health Promotion Plan
NURS-FPX4060 Assessment 2 Instructions: Community Resources
NURS-FPX4060 Assessment 2 Instructions: Community Resources
Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.
PROFESSIONAL CONTEXT
Many organizations work to better local and global communities’ quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization of interest.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
- Competency 1: Analyze health risks and health care needs among distinct populations.
- Explain how an organization’s work impacts the health and/or safety needs of a local community.
- Competency 2: Propose health promotion strategies to improve the health of populations.
- Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
- Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
- Assess the impact of funding sources, policy, and legislation on an organization’s provision of services.
- Competency 4: Integrate principles of social justice in community health interventions.
- Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community.
- Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
- Write clearly and concisely in a logically coherent and appropriate form and style.
Note: Complete the assessments in this course in the order in which they are presented.
PREPARATION
Assume you are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of the work of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have particular interest in one of these organizations but would like to know more about how it contributes to public health and safety improvements. In addition, you would like to report the results of your research in a scholarly paper that you could submit for publication.As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.Then, choose the organization or agency you are most interested in researching:
- American Heart Association.
- World Heart Federation.
- Peace Corps.
- American Red Cross.
- Habitat for Humanity.
- United Way.
- Doctors Without Borders.
- The Salvation Army.
- United Nations Children’s Fund (UNICEF).
- Federal Emergency Management Agency (FEMA).
- Centers for Disease Control and Prevention (CDC).
- Department of Homeland Security (DHS).
Note: Remember that you can submit all, or a portion of, your draft research paper to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
INSTRUCTIONS
Research your chosen organization and submit a report of your findings.
Document Format and Length
Format your paper using APA style.
- Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
- A title page and references page. An abstract is not required.
- A running head on all pages.
- Appropriate section headings.
- Your paper should comprise 3–5 pages of content plus title and references pages.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications that support your research findings.
Graded Requirements
The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.
- Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.
- Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.
- Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.
- Consider the effects of social, cultural, economic, and physical barriers.
- Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.
- Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
- Explain how an organization’s work impacts the health and/or safety needs of a local community.
- Consider how nurses might become involved with the organization.
- Write clearly and concisely in a logically coherent and appropriate form and style.
- Write with a specific purpose and audience in mind.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
ADDITIONAL REQUIREMENTS
Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.
nurs fpx4060 assessment 3 instructions disaster recovery plan
- Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:- Competency 1: Analyze health risks and health care needs among distinct populations.
- Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
- Competency 2: Propose health promotion strategies to improve the health of populations.
- Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
- Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
- Explain how health and governmental policy affect disaster recovery efforts.
- Competency 4: Integrate principles of social justice in community health interventions.
- Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
- Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
- Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan.Note: Complete the assessments in this course in the order in which they are presented. Preparation When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team.To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation. In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Begin thinking about:
- Community needs.
- Resources, personnel, budget, and community makeup.
- People accountable for implementation of the disaster recovery plan.
- Healthy People 2020 goals.
- A timeline for the recovery effort.You may also wish to:
- Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
- Mobilize collaborative partners.
- Assess community needs.
- Plan to lessen health disparities and improve access to services.
- Implement a plan to reach Healthy People 2020 objectives.
- Track community progress.
- Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations. Instructions Complete the following:
- Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
- Assess community needs.
- Consider resources, personnel, budget, and community makeup.
- Identify the people accountable for implementation of the plan and describe their roles.
- Focus on specific Healthy People 2020 goals.
- Include a timeline for the recovery effort.
- Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
- Mobilize collaborative partners.
- Assess community needs.
- Plan to lessen health disparities and improve access to services.
- Implement a plan to reach Healthy People 2020 objectives.
- Track community progress.
- Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team.Presentation Format and Length You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.Be sure that your slide deck includes the following slides:
- Title slide.
- Recovery plan title.
- Your name.
- Date.
- Course number and title.
- References (at the end of your presentation).Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate.The following resources will help you create and deliver an effective presentation:
- Record a Slide Show With Narration and Slide Timings.
- This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
- Microsoft Office Software.
- This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
- PowerPoint Presentations Library Guide.
- This library guide provides links to PowerPoint and other presentation software resources.
- SoNHS Professional Presentation Guidelines [PPTX].
- This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.Supporting Evidence Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your plan. Graded Requirements The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
- Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
- Consider the interrelationships among these factors.
- Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
- Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
- Explain how health and governmental policy impact disaster recovery efforts.
- Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
- Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
- Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
- Include evidence to support your strategies.
- Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan.
- Develop your presentation with a specific purpose and audience in mind.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.Additional Requirements Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.
- Competency 1: Analyze health risks and health care needs among distinct populations.
nurs fpx 4060 assessment 4 instructions health promotion plan presentation
- Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Professional Context Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:- Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
- Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
- Competency 4: Integrate principles of social justice in community health interventions.
- Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
- Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
- Present a health promotion plan to an individual or group within a community.
- Prepare a PowerPoint presentation of the health promotion plan you developed in Assessment 1, with detailed speaker’s notes that include your evaluation of session outcomes. Speaker notes should reflect what you will actually say when you conduct the face-to-face session.
- Implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your chosen participants. Collaborate with the participants in setting session goals, evaluating outcomes, and suggesting possible revisions to improve future sessions.
- Title slide:
- Health promotion plan title.
- Your name.
- Date.
- Course number and title.
- References (at the end of your presentation).
- Be sure to apply correct APA formatting to your references.
- Record a Slide Show With Narration and Slide Timings.
- This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
- Microsoft Office Software.
- This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
- PowerPoint Presentations Library Guide.
- This library guide provides links to PowerPoint and other presentation software resources.
- SoNHS Professional Presentation Guidelines [PPTX].
- This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
- Present your health promotion plan to your chosen audience.
- Tailor the presentation to the needs of your audience.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
- Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
- Which aspects of the session would you change?
- How might those changes improve future outcomes?
- Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
- What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?
- Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
NURS FPX 4060 Teen Pregnancy Prevention Plan
NURS FPX 4060 Teen Pregnancy Prevention Plan
Assessment 1 Instructions: Health Promotion Plan
- Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.
- Bullying.
- Teen Pregnancy.
- LGBTQIA + Health.
- Sudden Infant Death (SID).
- Immunization.
- Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. ORDER CUSTOM, PLAGIARISM-FREE PAPER he community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community. References Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.htmlU.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople DEMONSTRATION OF PROFICIENCY By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
- Competency 1: Analyze health risks and health care needs among distinct populations.
- Analyze a community health concern that is the focus of a health promotion plan.
- Competency 2: Propose health promotion strategies to improve the health of populations.
- Explain why a health concern is important for health promotion within a specific population.
- Establish agreed-upon health goals in collaboration with participants.
- Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
- Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
- Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.Note: Assessment 1 must be completed first before you are able to submit Assessment 4. PREPARATION The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues from the list provided in the instructions.In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.Please choose one of the topics below:
- Bullying. NURS FPX 4060 Teen Pregnancy Prevention Plan
- Teen Pregnancy.
- LGBTQIA + Health.
- Sudden Infant Death (SID).
- Immunizations.
- Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.In addition, you are encouraged to:
- Complete the Vila Health: Effective Interpersonal Communications simulation.
- Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
- Review the MacLeod article, “Making SMART Goals Smarter.”Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. INSTRUCTIONS Health Promotion Plan
- Choose a specific health concern as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
- Bullying.
- Teen Pregnancy.
- LGBTQIA + Health.
- Sudden Infant Death (SID).
- Immunizations.
- Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
- Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.
- Discuss why your chosen population is predisposed to this health concern and why they can benefit from a health promotion educational plan.
- Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
- Identify their potential learning needs.
- Identify expectations for this educational session and offer suggestions for how the individual or group needs can be met.
- Health promotion goals need to be clear, measurable, and appropriate for this activity.Document Format and Length Your health promotion plan should be 3–4 pages in length. Supporting Evidence Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format. NURS FPX 4060 Teen Pregnancy Prevention Plan Graded Requirements The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
- Analyze the health concern that is the focus of your health promotion plan.
- Consider underlying assumptions and points of uncertainty in your analysis.
- Explain why a health concern is important for health promotion within a specific population.
- Examine current population health data.
- Consider the factors that contribute to health, health disparities, and access to services.
- Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
- Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
- Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
- Write with a specific purpose and audience in mind.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan. NURS FPX 4060 Teen Pregnancy Prevention Plan
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