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Capella University NURS FPX 4060 Health Promotion Plan Paper and Presentation

Capella University NURS FPX 4060 Health Promotion Plan Paper and Presentation

Capella University NURS FPX 4060 Health Promotion Plan Paper and Presentation

NURS-FPX4060 Health Promotion Plan Sample Paper

Introduction

Over time the prevalence of the use of tobacco has decreased due to increased awareness creation. However, regardless of the reduction in rate of consumption, tobacco use is still regarded as one of the major preventable causes of numerous health problems such as respiratory illnesses, cancer, and premature deaths worldwide (Azmi et al., 2021). The use of tobacco leads to both mental and physical health problems. Tobacco smoke contains carcinogens and other toxic substances such as Lead that harm the respiratory tract directly.

Most smokers are aware and admit that smoking is dangerous to them. Some smokers state that smoking is not something they enjoy doing, but they still smoke to satisfy their smoking urge. According to Azmi et al. (2021), tobacco use greatly affects both active smokers and passive smokers. In this paper, the focus will be on health promotion and tobacco cessation plan concerning young adults’ population. The paper will also explain the pattern of use, prevalence, cessation and its benefits, pharmacological and social factors of maintaining healthy behavior, interventions, and goals at individual and population level.

The Population Affected

Capella University NURS FPX 4060 Health Promotion Plan Paper and Presentation

Although tobacco use varies by factors such as sociodemographic factors and geographic factors, it is still prevalent amongst young adults and adolescents globally. Recently, the prevalence of tobacco use has been 25.2%, whereby the rate is considerably higher in males than females in the U.S. (Ahmad et al., 2021). In the United States, smoking cigarettes alone causes approximately 44300 deaths in a year, and about 49000 deaths are attributed to secondhand smoking, also known as passive smoking (Ahmad et al., 2021).

E-cigarettes, a battery-operated device that delivers aerosolized nicotine, among other harmful substances to the smoker’s respiratory tract through inbreathing, are designed to appear stylish to attract attention from adolescents and young adults. However, advertisements of e-cigarettes depict them as healthy compared to other traditional cigarettes. Research conducted recently found out that e-cigarettes contain dangerous chemicals, although their levels are lower than traditional cigarettes. Given their content, e-cigarettes use can result in various cardiovascular disorders and cancers.

E-cigarettes contain nicotine, which, even on low doses is responsible for causing vasoconstriction, cancers, and other cardiovascular effects (Chandrasker, 2020).

The Healthy People initiative came up with several goals to eradicate tobacco use among adults and mostly among the young population. The initiative’s objectives were to increase the price of tobacco products and encourage smoking cessation interventions in clinical settings (Greenberg et al., 2016). The Centre for Disease Control and Prevention (CDC) aims to use the media to have anti-tobacco campaigns to correct the existing false-positive notion of smoking and, therefore, reduce tobacco products.

The Healthy People 2020 report states that since 1964, smoking has led to more than 20 million deaths, without mentioning the dangers of passive smoking. Passive smokers are at risk of cardiovascular disorders, lung cancer, and stroke. In children, passive smoking can lead to sudden infant death syndrome and respiratory infections, among others (Daube & White, 2018).

Tobacco Cessation Best Practices Analysis.

In order to avoid premature deaths and the health consequences brought about by smoking, it is essential for smoking cessation to be done before age 30. Numerous population-based interventions of tobacco cessation have been put forward. Among the cessation interventions are evidence-based tobacco treatment and educational sessions (Ostroff, 2021). The ambulatory care setting gives a stimulating environment to identify tobacco users and gives a specified approach for cessation. At cessation clinics, the tobacco cessation providers and clinical pharmacists are certified.

As mentioned earlier, there are numerous approaches to tobacco cessation, including educational sessions, medication, and lifestyle and behavioral modifications. These approaches help improve the success rate and decrease tobacco dependency. At the cessation clinics, the cessation sessions are done at individual and group levels and done in line with the Public Health service’s clinical practice guidelines. However, inadequate staff training and other implementation challenges have been identified as barriers to the delivery of evidence-based tobacco treatment (Ostroff, 2021).

Physical exercise has proved effective in helping smokers to adhere to cessation. It is evident from various literature that physical exercise reduces the urge to smoke and prevents the manifestation of symptoms in smokers abstaining temporarily. However, due to various health conditions, exercise is not recommended to everyone. Therefore, it is important to consult with a healthcare provider before deciding about the type of health intervention in tobacco cessation (Hoang, 2020).

Proposed Educational Cessations

One of the most effective approaches for cessation in young adults and adolescents is educational sessions. It can be used to warn young adults and adolescents on the thoughtless use of tobacco and its consequences. Using valid and relatable evidence to the participants will help educators deliver information on tobacco use and the consequences effectively. Educators should ensure that this information is delivered with the urgency it deserves and without a patronizing tone.

The proposed sessions will expose young adults and adolescents to how tobacco products are made appealing through advertisements, thus convincing them to use them. As Mshigeni (2021) proposes, information on nicotine should also be provided in educational sessions, preferably through peer testimonies and evidence-based research.

More so, educational sessions should aim to cultivate a relationship with the young adults and get feedback from them to identify areas of improvement in educational sessions. Building a healthy relationship with adolescents and young adults helps encourage them to continue with cessation processes, leading to success. Educational sessions should also aim at using numerical scale answers in gauging the knowledge of young adults participating in cessation interventions. This will help educators consider the participants’ awareness while designing the educational sessions (Mshigeni, 2021).

Conclusion

The use of tobacco has been identified as one of the major factors contributing to health issues among adolescents and young adults and leading to many deaths annually all over the world. Specifically, the number of young adults and adolescents using tobacco and tobacco products keeps increasing over time, putting this population at higher risk of the consequences. Young adults have been found to indulge in smoking tobacco to live in the moment and look modern among their peers. Hence, tobacco use and its risk are most prevalent among adolescents and the young adult population.

Tobacco cessation is therefore essential for healthy behavior and lifestyle. Cessation programs should therefore aim at reaching the young adults’ population. Cessation goals should be realistic and attainable, and it is important to engage the participants in designing the goals and laying out the cessation plan. 

References

AlMulla, A., Mamtani, R., Cheema, S., Maisonneuve, P., BaSuhai, J. A., Mahmoud, G., & Kouyoumjian, S. (2021). Epidemiology of tobacco use in Qatar: Prevalence and its associated factors. PloS One, 16(4), e0250065. https://doi.org/10.1371/journal.pone.0250065

Azmi, I. S. M. M., Mahdi, N. N. R. N., Abd Aziz, A., Yusop, Y. M., Aung, M. M. T., Hassan, A., … & Amin, R. M. (2021). The Prevalence of Secondhand Smoke and Its Associated Factors among Adults Residing in the Low Income Residence, Kuala Terengganu, Malaysia. Asian Journal of Medicine and Biomedicine, 5(1), 19-24. DOI: https://doi.org/10.37231/ajmb.2021.5.1.411

Chandrasekhar, V. (2020). Tobacco Toxicity in Tobacco Chewers. Medico Legal Update, 20(3), 217-220. DOI: https://doi.org/10.37506/mlu.v20i3.1399

Daube, Mike; White, Sarah L. (2018). Smoke-Free Policies. Circulation, 138(6), 567–569. doi:10.1161/CIRCULATIONAHA.118.035337

Greenberg, A. J., Serrano, K. J., Thai, C. L., Blake, K. D., Moser, R. P., Hesse, B. W., & Ahern, D. K. (2016). Public use of electronic personal health information: Measuring progress of the Healthy People 2020 objectives. Health Policy and Technology, 6(1), 33-39. doi:10.1016/j.hlpt.2016.08.003

Hoang, M. (2020). Does Pre-Cessation Physical Activity Impact Smoking Treatment Outcomes? A Longitudinal Study of Treatment-Seeking Smokers in the General Population (Doctoral dissertation). Retrieved from https://tspace.library.utoronto.ca/handle/1807/101259

Mshigeni, S. K. (2021). E-cigarettes epidemic and the need for education. International Journal of Behavioural and Healthcare Research, 7(3), 163-174. https://doi.org/10.1504/IJBHR.2021.114802

Ostroff, J. S., Bolutayo Gaffney, K. L., O’Brien, M., deLeon‐Sanchez, S. T., Whitlock, C. W., Kotsen, C. S., Carter-Harris, L., Barnerjee, S. C., & Schofield, E. (2021). Training oncology care providers in the assessment and treatment of tobacco use and dependence. ACS Journals. https://doi.org/10.1002/cncr.33545

NURS-FPX4060 Assessment 1 Instructions: Health Promotion Plan Instructions

Use the following scoring guide, along with the project information, for evaluating each learner’s work.

Hi Brenda,

A good start with this first assessment, you selected and described a very relevant public health issue – bullying in the United States with an opportunity to propose a health promotion plan focused on this health concern in your community for a hypothetical group. To plan an effective health promotion program, it is important to provide data or information on the prevalence, incidence, sociodemographic, and geographic distribution of the health concern to give a better understanding of the magnitude and who bears the burden of the select condition.

You had a good command of APA format for your citations and references, but your title page is not in the correct APA format. I look forward to reading the rest of your assessments for the course.

Keep up the good work!

Dr. Solomon

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.

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

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 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).

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:

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

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 (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.
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; 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.

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.

Health Promotion Plan Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Analyze a community health concern or need that is the focus of a health promotion plan. Does not identify a community health concern or need that is the focus of a health promotion plan. Identifies a community health concern or need that is the focus of a health promotion plan. Analyzes a community health concern or need that is the focus of a health promotion plan. Provides an in-depth analysis of a community health concern or need that is the focus of the health promotion plan, and articulates underlying assumptions and points of uncertainty in the analysis.
Explain why a health concern or need is important for health promotion within a specific population. Does not describe a health concern or need that is important for health promotion within a specific population. Describes a health concern or need that is important for health promotion within a specific population. Explains why a health concern or need is important for health promotion within a specific population. Conclusions are not supported by relevant or current health data. Explains why a health concern or need is important for health promotion within a specific population. Conclusions are well supported by current and relevant population health and demographic data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services.
Establish agreed-upon health goals in collaboration with hypothetical participants. Does not establish agreed-upon health goals in collaboration with hypothetical participants. Establishes health goals without hypothetical participant collaboration. Establishes agreed-upon health goals in collaboration with hypothetical participants. Establishes agreed-upon health goals in collaboration with hypothetical participants. Goals are realistic, measurable, and attainable.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling. Does not organize content for ideas. Lacks logical flow and smooth transitions. Organizes content with some logical flow and smooth transitions. Contains errors in grammar/ punctuation, word choice, and spelling. Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/ punctuation, word choice, and spelling. 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.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing. Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

Rubrics

Criteria 1

Analyze a community health concern or need that is the focus of a health promotion plan.

    

Comments:

Thank you for describing bullying as a health concern specific to your select population. To earn a higher performance score, you need to provide an in-depth analysis of your select community by discussing data/information on the incidence, prevalence, sociodemographic, and geographic distribution of bullying in the United States and in your select population.

Criteria 2

Explain why a health concern or need is important for health promotion within a specific population.

  
 

Comments:

You provided a partial explanation of why bullying is an important public health issue for health promotion within your specific hypothetical population. To earn a higher performance score, you need to support your conclusions with current and relevant population health data on why this health concern is important for health promotion within your hypothetical population. In addition, analyze the factors that contribute to health, health disparities, and access to services

Criteria 3

Establish agreed-upon health goals in collaboration with hypothetical participants.

    

Comments:

Good to see that you established some health goals, however, to earn a higher performance score, discuss how these goals are realistic, attainable, and measurable. Please review the following CDC link as a guide to develop SMART objectives:

https://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html

Criteria 4

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    

Comments:

Your writing was organized and logical but there were errors in grammar, punctuation, word choice, and spelling. You can do better with some supporting resources. Please use the following writing website as a resource: https://academicwriter-apa-org.library.capella.edu/

Criteria 5

Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

  
  

Comments:

The paper had a high similarity score of 43%, to avoid any academic honesty concerns and to keep your SafeAssign percentage low, I suggest that you submit your assessments to SafeAssign as a draft to determine whether your work matches existing sources published elsewhere before submitting for grading.

Otherwise, you applied APA formatting to in-text citations and references consistently, your reference sources are published within 5 years, but your title page was not in APA format. Please use the following APA format resource link to help with this: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx