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. 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.).
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 ones quality of life and
their health literacy. Health literacy is related to the knowledge,
comprehension, and understanding of ones condition along with the ability to
find resources that will treat, prevent, maintain, or cure their condition.
Health literacy is impacted by the individuals learning style, reading level,
and the ability understand and retain the information being provided. The
individuals 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.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:
Bullying.
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 2448 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
34 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.
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.

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