Description
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).
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.
Introduction
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
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.
Instruction
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.
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.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing
Support page.
Assessment 01 – Health Promotion Plan
For this assessment, plan a hypothetical clinical learning experience focused on health
promotion associated with a specific community health concern or health need. Completing this
assessment will strengthen your understanding of how to plan and negotiate individual or group
participation, and this assessment will also provide the foundation for the implementation of your
health promotion educational plan in Assessment 4.
Before you complete the detailed instructions in the courseroom, first review the specific
community health concerns or health needs below and select one to be the focus of your
assessment. Each of these health concerns has broad implications not only for the individuals
directly affected but also for the community at large in terms of healthcare costs, societal
wellbeing, and overall quality of life.
•
Sudden Infant Death (SID): The unexplained death, usually during sleep, of a seemingly
healthy baby less than a year old.
o Potential Health Impacts: Beyond the immediate loss, parents and families
experience profound grief and may suffer from guilt or depression.
•
Immunization: The process by which an individual’s immune system becomes fortified
against an agent through vaccines.
o Potential Health Impacts: Immunization prevents many illnesses, disabilities,
and deaths from vaccine-preventable diseases. Communities with low
immunization rates are at risk for outbreaks.
•
Tobacco Cessation: The process of discontinuing tobacco smoking and includes
vaping, e-cigarettes, hookah, chewing tobacco, and traditional smoking.
o Potential Health Impacts: Tobacco use can lead to various cancers, heart
disease, stroke, and lung diseases. Cessation reduces these risks and can
improve quality of life.
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