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.
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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.
Professional 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
Preparation
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.
To prepare for this assessment, first select a health concern or health need from
the Assessment 01 Supplement: Health Promotion Plan [PDF] Download Assessment
01 Supplement: Health Promotion Plan [PDF]resource.
Consider 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.
In addition, you are encouraged to:
Complete the Vila Health: Effective Interpersonal Communications simulation. The
information gained from completing this activity will help you succeed with the
assessment. Completing activities is also a way to demonstrate engagement.
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: You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before
working on your Assessment 4 (Health Promotion Plan Presentation). In Assessment 4,
you will simulate a face-to-face presentation of this plan to the individual or group that
you have identified.
Instructions
To complete your hypothetical health promotion plan, please use the following outline to
guide your work:
Health Promotion Plan
To begin, first select a health issue or need that will be the focus of your assessment
from the Assessment 01 Supplement: Health Promotion Plan [PDF] Download
Assessment 01 Supplement: Health Promotion Plan [PDF]resource.
After you select a specific health concern or health need from the resource above,
next investigate the concern or need and best practices for health improvement,
based on supporting evidence.
Create a scenario as if this project were 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.
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.
Note: As you revise your writing, check out the resources listed on the Writing
Center's Writing Support page.
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.
