Create a fictitious health promotion strategy
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Create a fictitious health promotion strategy.
Create a three- to four-page hypothetical health promotion plan that addresses a specific health risk for an individual or a group of people living in the neighborhood that you picked from the topic list supplied.
Bullying.
Pregnancy in teenagers.
Health and LGBTQIA.
Sudden Infant Death Syndrome (SID).
Immunization.
Cessation of tobacco usage (including vaping, e-cigarettes, hookah, chewing tobacco, and smoking).
In terms of health promotion, illness prevention, and environmental and public safety, nurses have made major contributions to community and public health in the past. They’ve also played a key role in influencing public health policies. Community and public health nurses now play an important role in identifying and establishing care strategies to address local, national, and international health concerns. Individuals and families’ health is the purpose of community and public health nursing, which takes into account cultural, racial, and ethnic groups, communities, and populations. Taking care of a population entails recognizing the elements that jeopardize the population’s health and devising specialized solutions to address such concerns. Epidemiology is used by the community/public health nurse to tailor illness prevention and health promotion tactics to a specific group. Epidemiology is a discipline of medicine that studies the causes of various diseases in a group of people (CDC, 2012; Healthy People 2030, n.d.).The community/public health nurse’s role as an advocate and educator is critical in providing individuals, groups, and aggregates with the tools they need for illness prevention and health promotion. There is a link between one’s health literacy and one’s quality of life. Health literacy is defined as the ability to identify resources to treat, prevent, maintain, or cure one’s illness, as well as the knowledge, comprehension, and understanding of one’s condition. Individual learning styles, reading levels, and the ability to comprehend and remember knowledge all have an impact on health literacy. The ability of an individual to use technology and navigate accessible information is critical to making informed decisions and to the teaching-learning process (CDC, 2012; Healthy People 2030, n.d.).
To effectively identify health needs and assist community members in adopting health promotion, health maintenance, and disease prevention programs, it is critical to build trust and rapport with them. When discussing and constructing a tailored treatment and educational plan, cultural, socioeconomic, and educational biases must be considered. Social, economic, cultural, and lifestyle choices can all have an affect on an individual’s and a community’s health. These habits may be harmful to one’s health, but they can be reduced with lifestyle/behavioral education. The environment, living conditions, employment variables, diet, cultural views, and family/support system structure all have an impact on a person’s risk levels and subsequent health. These criteria are assessed, evaluated, and included as a foundation for developing a unique plan. In this approach, the health professional may employ a genogram or sociogram.
What is a genogram, exactly? In contrast to lineage, a genogram, which looks like a family tree, is used to collect extensive information about the quality of ties and interactions between family members over generations. A genogram contains information about gender, family relationships, emotional relationships, lifespan, and genetic propensity to particular health disorders. A genogram, for example, could reveal a pattern of marital problems stemming from rage or explain why someone has green eyes.
What is a sociogram, exactly? A sociogram allows a health practitioner to gain a better understanding of these elements by displaying inter-relationships, social links between people or other entities, as well as patterns that can be used to identify vulnerable groups and information flow throughout the community.
References
The CDC stands for the Centers for Disease Control and Prevention (2012). Introduction to epidemiology in the first lesson. Principles of Epidemiology in Public Health Practice (Principles of Epidemiology in Public Health Practice) (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/sec…Office of Disease Prevention and Health Promotion, US Department of Health and Human Services (n.d.). People in Good Health 2030. https://health.gov/healthypeople
PROFICIENCY DEMONSTRATION
You will demonstrate your proficiency in the following course competencies and evaluation criteria by successfully completing this assessment:Competency 1: Examine health hazards and care requirements in various groups.
Examine a public health issue that is the focus of a health promotion strategy.
Competency 2: Propose solutions to improve population health through health promotion.
Explain why a health risk is essential for a specific population’s health promotion.
In partnership with participants, establish mutually agreed-upon health goals.
Competency 5: Lead health promotion and promote population health through professional, academic communication tactics.
Organize information so that ideas flow logically with easy transitions; grammar/punctuation, word choice, and spelling problems are minimal.
Apply APA formatting to in-text citations and references, ensuring that they are practically flawlessly formatted.
Note that you must complete Assessment 1 before moving on to Assessment 4.PREPARATION
Planning is the first step in any successful project or professional patient contact. This exam allows you to construct a hypothetical clinical learning experience centered on health promotion in relation to a specific community health risk. Such a strategy establishes the framework for an effective clinical learning experience for the participants by defining the important factors of who, what, when, where, and why. You will get a better grasp of how to arrange and negotiate individual or group involvement after completing this assessment. This evaluation serves as the foundation for putting your health promotion educational plan into action (Assessment 4).Before you begin working on your final assessment, you must pass Assessment 1 (Health Promotion Plan) (Assessment 4).
Consider several health concerns from the topic list offered to be the focus of your plan, the populations potentially affected by that concern, and hypothetical persons or groups residing in the neighborhood as you prepare for the assessment. Then, using supporting research, look into your chosen topic and best practices for health improvement.
You are urged to complete the Vila Health: Effective Interpersonal Communications exercise as you begin to prepare this evaluation. The knowledge you get from completing this assignment will aid you in passing the exam. Completing activities is another approach to show that you’re interested in what you’re doing.
You will develop a fictional health promotion strategy to address a specific health concern impacting a fictitious individual or group residing in the community for this assessment. The hypothetical person or group of people you choose must live in the community, not in a hospital, assisted living facility, nursing home, or another facility. From the list supplied in the instructions, you may select any health concern.
You will replicate a face-to-face presentation of this strategy to the individual or group you have identified in Assessment 4.
Please select one of the following topics:
Bullying.
Pregnancy in teenagers.
Health and LGBTQIA.
Sudden Infant Death Syndrome (SID).
Immunizations.
Cessation of tobacco usage (including vaping, e-cigarettes, hookah, chewing tobacco, and smoking).
Furthermore, you are advised to:Finish the simulation Vila Health: Effective Interpersonal Communications.
Examine the health promotion plan evaluation and grading guide to make sure you understand what you’ll be doing.
Review the essay “Making SMART Goals Smarter” by MacLeod.
Note: Before submitting the final version of this assessment, you can send all or part of your draft assessment to Smarthinking Tutoring for comments. If you want to use this free service, keep in mind that you will receive feedback in 2448 hours.INSTRUCTIONS
Plan for Health Promotion
As the emphasis of your hypothetical health promotion initiative, pick a specific health condition. Then, using supporting research, look into your chosen topic and best practices for health improvement.
Bullying.
Pregnancy in teenagers.
Health and LGBTQIA.
Sudden Infant Death Syndrome (SID).
Immunizations.
Cessation of tobacco usage (including vaping, e-cigarettes, hookah, chewing tobacco, and smoking).
For this task, describe in full the qualities of the imaginary people or group you’ve picked.
Discuss why your target audience is inclined to this health issue and how a health promotion educational plan can help them.
Discuss what you would include in the building of a sociogram based on the health concern for your hypothetical individual or group. As you design your educational plan in your first evaluation, keep in mind possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health. When you design your educational plan in your fourth assessment, you will take this information into account.
Determine their possible learning requirements.
Establish expectations for this educational session and make recommendations on how to meet the individual or group’s requirements.
Clear, measurable, and acceptable health promotion goals are required for this activity.
Format and Length of Document
The length of your health promotion plan should be 34 pages.Evidence to Back It Up
Peer-reviewed literature, course study resources, and Health Resources can all help you with your health promotion plan.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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