Chat with us, powered by LiveChat NURS 4060 CU Teenage Pregnancy Health Promotion Plan Essay - Uni Pal

DescriptionAssessment 1
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.
Expand All
Introduction
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 or health need. 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).
Note: Assessment 1 must be completed first before you are able to submit Assessment
4. Complete the assessments in this course in the order in which they are presented.
Preparation
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 a various health concern or health need that
you would like to be the focus of your plan from the topic list provided, the populations
potentially affected by that concern or health need, and hypothetical individuals or
groups living in the community. Then, investigate your chosen concern or need 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 or health need 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 or need 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. (MUST address all tobacco products).
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: As you revise your writing, check out the resources listed on the Writing
Center’s Writing Support page.
Instructions
Note: Assessment 1 must be completed first before you are able to submit Assessment
4.
Health Promotion Plan

Choose a specific health concern or health need as the focus of your
hypothetical health promotion plan. Then, investigate your chosen concern or
need and best practices for health improvement, based on supporting
evidence.
o Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing
tobacco, and smoking) cessation. (MUST address all tobacco
products).
Create a scenario as if this project was being completed face-to-face.
Identify the chosen population and include demographic data (location,
lifestyle, age, race, ethnicity, gender, marital status, income, education,
employment).
Describe in detail the characteristics of your chosen hypothetical individual or
group for this activity and how they are relevant to this targeted population.
Discuss why your chosen population is predisposed to this health concern or
health need 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. Collaborate with the individual or group
on SMART goals that will be used to evaluate the educational session
(Assessment 4).
Identify the individual or group’s current behaviors and outline clear
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. Consider goals that will foster behavior changes and lead to the
desired outcomes.
o
o
o
o
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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.
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.
o Consider underlying assumptions and points of uncertainty in your
analysis.
Explain why a health concern is important for health promotion within a
specific population.
o Examine current population health data.
o 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.
o Write with a specific purpose and audience in mind.
o 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.
Context
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 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.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
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the
following course competencies and scoring guide criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.

o

Analyze a community health concern or need that is the
focus of a health promotion plan.
Competency 2: Propose health promotion strategies to improve the health of
populations.

o


Explain why a health concern or need is important for
health promotion within a specific population.
Establish agreed-upon health goals in collaboration with
hypothetical participants.
Competency 5: Apply professional, scholarly communication strategies to lead health
promotion and improve population health.

o


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.
Use the resources linked below to help complete this assessment.
Expand All
Emerging Global Health Care Issues
The following resources provide insight into emerging global health care issues. Nurses
must be cognizant of strategies to protect their own health as well as the health of
others.


Abrampah, N. M., Syed, S. B., Hirschhorn, L. R., Nambiar, B., Iqbal, U., GarciaElorrio, E. Chattu, V. K., Devnani, M., & Kelley, E. (2018). Quality improvement
and emerging global health priorities. International Journal for Quality in
Health Care, 30(Suppl 1), 5-9.
https://academic.oup.com/intqhc/article/30/suppl_1/5/4980402
Centers for Disease Control and Prevention. (n.d.). Clinician Outreach and
Communication Activity (COCA). https://emergency.cdc.gov/coca/index.asp


Centers for Disease Control and Prevention. (n.d.). Global health.
https://www.cdc.gov/globalhealth/index.html
Edmonson, C., McCarthy, C., Trent-Adams, S., McCain, C., & Marshall, J.
(2017). Emerging global health issues: A nurse’s role. Online Journal of Issues
in Nursing, 22(1), 1–13.
Health Promotion and Education
The following resources address the expanding role of the community or public health
nurse as an educator as communities become more diverse with more complex health
issues, and financial constraints grow. These resources also provide insight into why
interprofessional collaboration is even more important in achieving social justice and
equitable access to services to promote health and prevent disease in individuals,
families, and aggregates in culturally diverse communities.






Flanders, S. A. (2018). Effective patient education: Evidence and common
sense. Medsurg Nursing, 27(1), 55–58.
Loan, L. A., Parnell, T. A., Stichler, J. F., Boyle, D. K., Allen, P., VanFosson, C. A.,
& Barton, A. J. (2018). Call for action: Nurses must play a critical role to
enhance health literacy. Nursing Outlook, 66(1), 97–100.
Ritchie, U. C., Turner, S. C., & Field, C. (2017). Development and utility of a
medication self-assessment tool for community-based healthcare
services. Journal of Pharmacy Practice & Research, 47(2), 140–146.
Sanford, K. (Ed.). (2018). Advocacy for all—but especially for the most
vulnerable. Nursing Administration Quarterly, 42(2), 100–106.
Minogue, T. D., Koehler, J. W., Stefan, C. P., & Conrad, T. A. (2019). Nextgeneration sequencing for biodefense: Biothreat detection, forensics, and the
clinic. Clinical Chemistry, 65(3), 383–392.
World Health Organization. (n.d.). Health promoting
schools. https://www.who.int/health-topics/health-promoting-schools
The following resource will help you to develop SMART goals:

MacLeod, L. (2012). Making SMART goals smarter. Physician Executive, 38(2),
68–70.
The following resources may help you complete Assessment 1.
Transgender

Abramovich, A., Lam, J. S. H., & Chowdhury, M. (2020). A transgender refugee
woman experiencing posttraumatic stress disorder symptoms and
homelessness. Canadian Medical Association, 192(1), 9–11.
Disaster Triage




Bazyar, J., Farrokhi, M., & Khankeh, H. (2019). Triage systems in mass casualty
incidents and disasters: A review study with a worldwide approach. Open
Access Macedonian Journal of Medical Sciences, 7(3), 482–494.
Burkle, F. M., Jr., Potokar, T., Gosney, J. E., Jr., & Dallas, C. (2017). Justification
for a nuclear global health workforce: Multidisciplinary analysis of risk,
survivability & preparedness, with emphasis on the triage management of
thermal burns. Conflict and Health, 11(13), 1–9.
Byrne, M., Parsh, S., & Parsh, B. (2019). Human trafficking: Impact,
identification, and intervention. Nursing Management, 50(8), 18–24.
Melmer, P., Carlin, M., Castater, C. A., Koganti, D., Hurst, S. D., Tracy, B. M.,
Grant, A. A., Williams, K., Smith, R. N., Dente, C. J., & Sciarretta, J. D.
(2019). Mass casualty shootings and emergency preparedness: A
multidisciplinary approach for an unpredictable event. Journal of
Multidisciplinary Healthcare, 12, 1013–1021.
Genetics

U.S. National Library of Medicine. (n.d.). Genetics. MedlinePlus.
https://medlineplus.gov/genetics/
Violence


Cerulli, C., Inoue, S., & Cerulli, J. (2019). How to identify, assess, and refer
patients experiencing interpersonal violence across the lifespan: The role of
US pharmacists in integrated pharmacy research and practice. Integrated
Pharmacy Research and Practice, 8, 115–125.
Ford-Gilboe, M., Varcoe, C., Scott-Storey, K., Wuest, J., Case, J., Currie, L. M.,
Glass, N., Hodgins, M., MacMillan, H., Perrin, N., & Wathen, C. N. (2017). A
tailored online safety and health intervention for women experiencing
intimate partner violence: The iCAN Plan 4 Safety randomized controlled trial
protocol. BMC Public Health, 17, 1–12.
Homelessness


Fransham, M., & Dorling, D. (2018). Homelessness and public health. BMJ:
British Medical Journal, 360, 1–2.
Morton, M. H., Dworsky, A., Matjasko, J. L., Curry, S. R., Schlueter, D., Chávez,
R., & Farrell, A. F. (2018). Prevalence and correlates of youth homelessness in
the United States. Journal of Adolescent Health, 62(1), 14–21.
Correction/Prison

Hudson, H., & Wright, D. K. (2019). Towards a guiding framework for prison
palliative care nursing ethics. Advances in Nursing Science, 42(4), 341–357.
Human Trafficking

Leslie, J. (2018). Human trafficking. Journal of Trauma Nursing, 25(5), 282–
289.
Cultural Sensitivity


Alpers, L. (2019). Hospital food: When nurses’ and ethnic minority patients’
understanding of Islamic dietary needs differ. Nursing Open, 6(4), 1455–1463.
Marutani, M., Harada, N., Uebayashi, M., Anzai, Y., Takase, K., & Okuda, H.
(2019). Culturally sensitive disaster nursing focusing on Pacific Rim island
countries: First report on Japanese public health nurses. Prehospital and
Disaster Medicine, 34, s114.
Health Education









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
Love Is Respect. (n.d.). Power and
control. https://www.loveisrespect.org/healthy-relationships/power-andcontrol/
Safe Horizon. (n.d.). Safety plan for domestic violence
survivors. https://www.safehorizon.org/our-services/safety-plan/
Futures Without Violence. (n.d.). https://www.futureswithoutviolence.org/
Pennsylvania Coalition Against Domestic Violence. (n.d.).
https://www.pcadv.org/
National Domestic Violence Hotline. (n.d.). Identify
abuse. https://www.thehotline.org/identify-abuse/
RAINN. (n.d.). About sexual assault. https://www.rainn.org/about-sexualassault
HelpGuide. (n.d.). Elder abuse and
neglect. https://www.helpguide.org/articles/abuse/elder-abuse-andneglect.htm
U.S. Department of Health and Human Services, Administration for
Community Living. (n.d.). National Center for Elder
Abuse. https://ncea.acl.gov/




U.S. Department of Health and Human Services, Office of Disease Prevention
and Health Promotion. (n.d.). a
href=”https://health.gov/healthypeople/about/healthy-people-2030framework” target=”_blank”>Healthy People 2030 framework. Healthy People
2030. https://health.gov/healthypeople/about/healthy-people-2030framework
U.S. Department of Health and Human Services, Office of Disease Prevention
and Health Promotion. (n.d.). Violence prevention. Healthy People 2030.
https://health.gov/healthypeople/objectives-and-data/browseobjectives/violence-prevention
U.S. Department of Health and Human Services, Office of Disease Prevention
and Health Promotion. (n.d.). Healthy People 2030 objectives:
Populations. Healthy People 2030.
https://health.gov/healthypeople/objectives-and-data/browseobjectives#populations
U.S. Department of Health and Human Services, Office of Disease Prevention
and Health Promotion. (n.d.). Healthy People 2030 objectives: Social
determinants of health. Healthy People 2030.
https://health.gov/healthypeople/objectives-and-data/browseobjectives#social-determinants-of-health
Academic Resources
Scholarly Writing and APA Style
Use the following resources to improve your writing skills and find answers to specific
questions.



Academic Honesty & APA Style and Formatting.
APA Module.
Writing Center.
Library Research
Use the following resources to help with any required or self-directed research you do to
support your coursework.




BSN Program Library Research Guide.
Journal and Book Locator Library Guide.
Capella University Library.
Library Research and Information Literacy Skills.
ePortfolio


ePortfolio.
Online ePortfolio Guidelines [PDF].

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