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 cessation (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking).
Introduction
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
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 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.
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 (tobacco use cessation), 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.
For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need (tobacco use cessation) affecting a fictitious individual or group living in the community (teens at The Forge, youth ministry, a safe place to hang out with their friends). The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or another facility.
Please choose one of the topics below:
Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use cessation (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking). (MUST address all tobacco products).
In addition, you are encouraged to:
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.”
Instructions
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.
Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use cessation (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking). (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). (Titusville, FL. Typically underprivileged teens, all races and ethnicities, low income)
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.
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.
• 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; contain few errors in grammar/punctuation, word choice, and spelling.
• Apply 7th ed APA formatting to in-text citations and references exhibiting nearly flawless adherence to 7th ed APA format.
• Write with a specific purpose and audience in mind.
• Adhere to scholarly and disciplinary writing standards and 7th ed 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.
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.
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.
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.
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.
HelpGuide. (n.d.). Elder abuse and neglect. https://www.helpguide.org/articles/abuse/elder-abuse-and-neglect.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.). Healthy People 2030 framework. Healthy People 2030. https://health.gov/healthypeople/about/healthy-people-2030-framework
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/browse-objectives/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/browse-objectives#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/browse-objectives#social-determinants-of-health
SMART Goals
The nurse is accountable for maintaining the safety and health of the individual, group, or community daily and in the event of a disaster or disease outbreak. People who are prepared will achieve better outcomes and possibly demonstrate a better quality of life. An educational program is a great way to help achieve this.
Poorly planned programs result in a waste of time, money, and valuable services. It may even result in the death of those involved or hinder resiliency. The first step in an educational program is the development of SMART goals (Specific, Measurable, Attainable, Relevant, Timely) goals. Smart goals provide direction for educational programs. They establish criteria and standards for evaluation of the program.
SMART goals must be effective, meaningful, achievable, and collaborative in nature. Key stakeholders (such as the individual, group, or community; possibly significant others; and you, the nurse) must be taken into account.
Often the best way to identify patient-centered functional goals is simply to ask the target group, “What are your goals?” Doing this will help you to improve adherence, satisfaction, and outcomes. Consider the following when developing SMART goals:
• Specific: Goals will specify who will be responsible, what is to be achieved, where the activity is located, and why it is important or beneficial.
• Measurable: Goals must specify criteria for measuring progress against those goals. It helps you to stay on track, reach milestones, and motivate the stakeholders.
• Attainable: Setting attainable goals serves to motivate the individual or group.
• Relevant: Key stakeholders must see how a specific goal is relevant to them.
• Timely: To be most effective, goals must be structured around a specific time frame to motivate individuals to begin working on their goals.
SMART Objectives
After developing a mutually agreed upon goal, SMART objectives are developed to help guide activities. Objectives help to determine whether the goals have been achieved and if revisions need to be made for future educational sessions.
SMART objectives must be:
• Specific: Objectives need to be concrete, detailed, and well defined so that you know what exactly is going to occur and what to expect.
• Measurable: A way to determine how the objective was met or needs revision.
• Achievable: The objective must be appropriate and feasible for those involved. Ask: What’s the patient’s learning style? For example, does the patient prefer reading printed materials, viewing audiovisual materials, or watching demonstrations?
• Realistic: It must take into consideration constraints such as resources, personnel, cost, educational level, learning style, reading level, and comprehension level. What language do they speak? How much does the individual or group like to know? Ask: Can a patient read and comprehend instructions or follow directions? Do they prefer reading printed materials, viewing audiovisual materials, or demonstrations?
• Time-bound: A time frame helps to set boundaries around the objective. Ask: How long will it take to attain the objective? Objectives may be process- or outcome-oriented.
Outcome objectives can be short-term, intermediate, or long-term:
• Short-term outcome objectives can be achieved after implementing certain activities or interventions. Change may be in cognitive (knowledge), psychomotor (demonstration), and values (attitude).
• Intermediate outcome objectives provide a sense of progress toward reaching the long-term objectives. This could be behavior and policy change.
• Long-term objectives occur after the program has been implemented. It may take more than a month. These can be changes in mortality, morbidity, and quality of life.
Example of a SMART goal:
• Prepare the stakeholders in the community for a disaster.
Example of a SMART objective:
• By the end of the program, the stakeholders will verbalize at least five supplies that need to be in their family disaster kit.
Example of an evaluation of a SMART objective:
• The participants correctly verbalized five supplies that need to be in their family disaster kit.
Additional Resources
The following additional resources will help you in establishing SMART goals and objectives in collaboration with educational session participants:
• Centers for Disease Control and Prevention. (n.d.). Develop SMART objectives. https://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html
• Centers for Disease Control and Prevention. (n.d.). Resources. https://www.cdc.gov/phcommunities/resourcekit/resources.html
o This site has a template for you to use as a guide.
• MacLeod, L. (2012). Making SMART goals smarter. Physician Executive, 38(2), 6870.
