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.

 

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Introduction

 

Preparation

 

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.

 

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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

 

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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

 

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

 

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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

 

Competencies Measured

 

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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

 

Scoring Guide

Use the scoring guide to understand how your assessment will be

evaluated.