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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.
References

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

This assessment builds upon Assessment 1 where you contacted and secured local individuals or group in your community who were open to a presentation about a health concern and health promotion strategies. Once again, you will assume the role of a community nurse tasked with addressing the specific health concern within your chosen community. This time, you will implement the health promotion plan that you developed in Assessment 1 as a PowerPoint presentation. This presentation must be live and face-toface. You know that you must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, obtain input on the value of the plan to the individual or group, and revise the plan, as applicable, to improve future educational sessions. To engage your audience, you decide to develop a slide presentation to communicate your plan. A copy of the slide presentation could also be given to the individual or group for future reference.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4). These assessments meet the three-hour clinical learning experience required in this course

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft 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.

Instructions

Complete the following:

  1. 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.
  2. 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.

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.

Completion of this assessment, and the course, requires that you spend a minimum of three hours face-to-face working with your identified patient who may be a community member or group. Remember that it is a requirement to log your direct clinical hours in the CORE ELMS system.

Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

  • 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.

The following resources will help you create and deliver an effective presentation:

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment 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.

  • 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?

Grading Rubric:

1.  Present a health promotion plan to an individual or aggregate within a community. 

Passing Grade: Presents a professional, evidence-based, and engaging presentation with clear audio appropriate for the participant(s). The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. Provides speaker notes.

2.  Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. 

Passing Grade:  Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Clearly explains the need for revisions to future educational sessions. 

3.  Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. 

Passing Grade:  Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2020 goals. 

Running head: HEALTH PROMOTION PLAN

HEALTH PROMOTION PLAN 1

Health Promotion Plan

Alexander Ruche

Capella University

April, 2020

Health Promotion Plan

Analysis of the community health concern that is the focus of our health promotion plan

The aim of this research paper is to come up with a health promotion plan based on depression management within a remote community of Cutler Bay. Depression is a major problem affecting approximately 13 percent of the total health problems recorded in the local community hospital of the Cutler Bay community. This paper will focus on this specific health problem with a particular interest in improving their health using supportive evidence.

According to the recent annual community health reports, it is estimated that approximately 13 percent of cases reported in the community dispensary is a result of either primary or secondary depressive symptoms. The most prevalent form of depression in the common is psychotic depression affecting mostly those coming from low socio-economic families. Apart from the common mild psychotic depressive symptoms, other psychotic illnesses recorded though in small numbers are schizophrenia and drug abuse-related depression. On close analysis, we found out that although most symptoms cause depressive (dysphoric) moods, accompanied by other symptoms like strong feelings of guilt, extreme fatigue, loss of appetite and sleep disturbance. We found three main attributes of mental depression; the social, biological and psychological factors (Green & Pope, 2020).

Proposed health promotion plan

We proposed Dahlgren and Whitehead model of 1991 since the factors influencing depression were found to be multi-dimensional, thus we needed a model that will cover the wider determinants of health. According to our research, the main factors were found to be of general cultural, socioeconomic, poor working conditions, lifestyle factors, sex, age, and environment triggered (Forsman et al., 2020).

Our health promotion plan depicts affected individuals as the main characters who are influenced by other determinants that have a big role in influencing their health status.

At the center are the individual affected members of the community while the surrounding is the various factors ranked in terms of the degree and influence they have on these individuals. In the first line, we proposed individual lifestyle factors that trigger people into using drugs that trigger psychotic thoughts and having too much stress. These lifestyle factors are followed immediately by social and community networks like peer-groups who push you into doing certain unwanted things. On the third row are other factors like poor working conditions, unemployment, living environment, housing conditions, and poor health care services. On the outermost part are the general socio-economic, environmental and cultural factors having the least impact on depression (Martin et al., 2020).

Management plan

Diagnoses plan

Hint 1: Major depressive disorders, multiple episodes

Hint 2: Major Depressive disorders, single and partial remission disorder

Hint 3: problem with family and primary support groups

Justification for change of diagnosis

In order to reflect the progress made, the primary diagnosis was changed from the common hospital plan of Major Depressive Disorder, single moderate episode to major Depressive disorder single and partial remission disorder. This change is significant to include those not showing no major symptoms but has feelings of suicidal thoughts, worthlessness, and loss of interest in basic things.

Short term goal; To reduce major episodic to partial remission within a period of 21 days.

Long term goals; to significantly reducing depressive symptoms to an extent that they will no longer interfere with the patient’s normal functioning within a period of 3 months.

Anticipated completion period: 3 months with a t score of less than 60

short term activity

period

1. Develop a no self-harm contract safety plan

2. Involve the individual in at least one extracurricular sport or activity

3. Monitor and report suicidal ideation for 21 days

4. Help the victim learn coping skills including how to regulate emotions and solve problems through therapy sessions

5. Help the victim identify his/her areas of interest, strengths, and weaknesses

Action plan

Intervention/action

Reason

Individual therapy

To help the victim learn and implement coping skills

To help the victim, identify negative feelings, process them and resolve them

Family therapy

To give the affected individual support and encouragement

Psycho-education program

Lobby for the start of a psycho-education program in the community to sensitize the community on the effects of depression and how to offer support to affected individuals

References

Forsman, A.K., Nordmyr, J., & Wahlbeck, K. (2020). Psychosocial interventions for the promotion of mental health and the prevention of depression among older adults. Health promotion international, 2(5), 85-107

Green, C.A., & Pope, C R. (2020). Depressive symptoms, health promotion and health risk behaviors. American journal of Health promotion 15(1), 29-45

Martin A., Sanderson, K., &Cocker, F. (2020). Meta-analysis of the effects of health promotion intervention in the workplace on depression and anxiety symptoms. Scandinavian journal of work, environment & health, 7-18

Participants

1. Barrack O’Neill

Email address: [email protected]

2. BHAYA therapy group

280 Madison Ave Suite 210

New York, NY 10016

[email protected]

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