NURS-FPX4060 Health Promotion Plan Presentation
Assessment 4 Instructions: Health Promotion Plan Presentation
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
As you begin to prepare this assessment, you are encouraged to complete the Villa 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.
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, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness.
The health indicator framework identified in Healthy People 2020 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.
Nurses provide accurate evidence-based information and education in 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 (Healthy People 2020, 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.
- Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
- Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
- 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/
Assessment 1 before completing this assessment.
For this assessment, you will conclude the clinical learning activity you began in Assessment 1.
You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face.
You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions.
To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan. Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).
Please review the assessment scoring guide for more information.
To prepare for the assessment, you are encouraged to complete the Villa 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 Villa Health
Conducting an Effective Educational Session Complete this activity to address key issues in designing and implementing an effective health promotion plan for a selected audience.
You are visiting a local community center to support your friend and fellow nurse on his first day at work. The center is the first in the area dedicated to the homeless—primarily Latino—population in the neighborhood, who speak English as a second language. The community started a community garden to help combat food insecurity in the area. John takes you on a tour of the facility.
He is excited to have you listen to an educational session presented by June. The goal of this session is to teach the participants how to prepare healthy foods using the vegetables from the garden. A local co-op donated beef, a protein source.
As June spoke with the participants about what constitutes a balanced meal, she cleans the potatoes and carrots. She explains to them in English that the skins provide nutrients, so they should not be peeled. As she continued with her lesson, you overheard some participants saying in Spanish that “Only pigs eat vegetable skins. She is trying to feed us slop! She thinks that we are pigs. We don’t eat slop!” Many participants refused to eat the stew and left shaking their heads. A few who remained told her that they had no access to a stove, because they were living on the streets.
Answer the following questions based on this scenario:
Question 1 of 2
Which Healthy People 2020 health Indicators apply to this situation?
Choose ALL answers that apply.
a) Oral Health
Oral health impacts a person’s ability to eat. However, in this scenario, the participants are not eating the food because it is not consistent with their cultural beliefs. Try again.
Correct) Older Adults
This is a health indicator for this scenario. Older adults are at risk for food insecurity, often because they are on fixed budgets. Cheaper foods tend to be higher in calories and fat, and are less nutritious. The homeless are at an even greater risk.
c) Sexual Health
Does not apply to this scenario. Try again.
A healthy diet and obesity are related. Obese people tend to consume more calories in relation to their level of activity than other people. Fast foods and “junk” foods are cheaper and promote satiety. People who are homeless are dependent on these types of food. However, this indicator does not apply to this scenario. Try again.
Correcte) Educational and Community-Based Programs
This is a health indicator for this scenario. The presenter failed to conduct a needs assessment. She did not take into consideration the characteristics and needs of the target audience: learning needs, language barriers, cultural sensitivity, and the need to address a mutually agreed upon goal.
This is the main health indicator for this scenario. Food banks provide free food; however, in this instance, the homeless participants are unable to purchase the food, prepare it, or have a secure place to keep it from spoiling. Their main source of food is at this center. Another possible source of meals would be a soup kitchen, but they have a limited supply of meals.
g) Substance Abuse
Does not apply to this scenario. Try again.
Your answers are incorrect. The correct answers are b, e and f.