ANSWER
Health Promotion Plan
Student’s Name
Institutional Affiliation
Course Name and Number
Instructor’s Name
Date
Health Promotion Plan
Introduction
Various individuals or groups face varying health concerns, affecting their quality of life or predisposing them to other conditions that may also impact their quality of life. Healthcare providers, through health promotion plans, can develop initiatives aimed at addressing these various health needs by addressing the factors contributing to the development of these issues and addressing them appropriately to avert the adverse impacts which such issues may have o the health outcomes and quality of life of a particular group of individuals within the community (Sharma, 2021). This paper presents a hypothetical health promotion plan within a chosen population and investigates a chosen concern or need and best practices for health improvement based on supporting evidence. The health need that forms the topic of the health promotion plan is tobacco use cessation, which incorporates all tobacco products such as vaping e-cigarettes, hookah, chewing tobacco, and smoking.
The Chosen Population, Including Demographic Data
The chosen population for this health promotion plan involves adults, both males, and females, within the 18 to 65 age bracket and those who have shown interest in quitting tobacco smoking. Tobacco use is a major health problem within this age bracket, as it is associated with nearly all non-communicable diseases, predisposing an individual to an increased likelihood of developing various health conditions. Some of these conditions include; coronary artery disease, chronic obstructive pulmonary diseases (COPD), lung and colorectal cancers, diabetes, osteoarthritis, and rheumatoid arthritis, among other conditions (WHO, 2017). All the various forms of tobacco use are harmful, and even a little exposure is unsafe. According to WHO (2019), approximately 8 million people die annually from cigarette smoking, including approximately 1.2 million individuals who die as second-hand or passive smokers. Such deaths are preventable when appropriate public awareness and health promotion are developed to address them.
The individuals are located in low-income urban centers with high incidences of tobacco use. They are of a low to moderate lifestyle, as the majority are manual laborers, have low incomes, and have higher incidences of stress. Different races and ethnicities are present, including both genders and also those of either married or single marital status. As aforementioned, they are of low income given the nature of their work and lifestyle and involve those who have completed high school diplomas and below. Some of them are employed, primarily as casual laborers, while 80% of the young are still in school.
The predisposition of the Chosen Population to the Health Needs
The chosen population consists mostly of tobacco users who understand the risks involved with long-term use. They are, however, unable to quit this habit due to various factors, the major ones being an addiction, lack of resources to support the quitting process, and influence from their peers around them, given that there is a high incidence of smoking within this location. Therefore, the predisposition to tobacco use within this population is multifactorial and could be facilitated by economic, social, and cultural factors. These include; growing up in a family where individuals smoke, hence the high likelihood of smoking; the high stress caused by low income can also contribute to cigarette use, especially as a coping mechanism during stressful times; and some cultural beliefs that cigarettes use is a way of relaxation after the labor-intensive jobs, and a way of coping with the stressful life events.
The chosen population can benefit from a health promotion education plan, as most are aware of the consequences of this habit and have shown interest and willingness to quit. However, they still find it difficult due to addiction, the prevailing life situations such as stress, and the influence of surrounding peers. They also need to understand the appropriate measures to help them ensure a successful process for quitting the habit. Therefore, a health promotion plan will be useful in enabling them to overcome these barriers and achieve better outcomes involving quitting the habit, as this will create more awareness, which will help the individuals understand the right process to take for successful quitting of the habit (WHO, 2019). According to WHO, when appropriately done, health promotion can help ensure positive behavior changes, which help in suppressing unhealthy behaviors and embracing healthy and non-risky behaviors, for instance, quitting tobacco use.
What to Include In the Development of a Sociogram
Various factors, which range from cultural, social, economic, genetic, and lifestyle behaviors, should be considered and incorporated when developing a sociogram (McKenzie et al., 2022). Some of the social factors to include are; preexisting stressful life situations, existing peer pressure, and lack of a good support system to help quit tobacco use. The cultural factors that can be considered include; the existing beliefs and perceptions about tobacco use, which precipitates its use within the population.
The economic factors which should also be considered in the sociogram are; the financial strain among the individuals and the low-income status resulting from low disposable income within the region. Genet factors are also crucial and should be incorporated into the sociogram. This primarily includes a family history of tobacco use, facilitating tobacco use in the growing child. Lastly, the lifestyle factors that must also be considered in developing a sociogram include the labor-intensive and stressful work environment, which also predisposes these individuals to be at high risk of tobacco use.
Potential Learning Needs
Given their desire and willingness to quit tobacco use, some of the potential learning needs for these individuals include; enhancing their understanding regarding the risks and complications associated with tobacco use, empowering them to be able to understand the various factors that trigger tobacco use, and some of the measures which they can implement to avoid such triggers, enhancing their understanding on the benefits associated with quitting tobacco, and enlightening them on the process for quitting tobacco, and the available support system which to facilitate the process.
Individual or Group’s Current Behaviors
The individuals within this group have been using tobacco and, despite the willingness to quit, have still not been able to due to various other factors. They regularly use tobacco, including smoking, chewing, and vaping. Some of them are unaware of the risks involved with tobacco use, while a significant proportion is aware and willing to quit. They, however, lack resources that can support them in the process of quitting tobacco.
Expectations
This education session expects to address the current behaviors, which include informing all individuals, especially those unaware of the risks involved in tobacco use. The participants are also expected to understand how to identify and avoid tobacco use triggers, the benefits of quitting tobacco and the process of quitting the habit, and the available resources to facilitate the process.
Health Promotion Goals
The different expectations form the goal of this health promotion educational session. The health promotion goals have been tailored to ensure they are specific, measurable, achievable, relevant, and time-based (SMART). Individuals must be fully aware of the various risks associated with tobacco use. Hence one of the goals is to ensure that by the end of the plan, 90% of the individuals will be fully knowledgeable about the various risks involved. Most individuals using tobacco also have raised concerns about the inability to quit the habit, despite having the will to do so. Therefore, the health promotion plan also aims to ensure that at least 70% of all individuals can develop an individualized plan to identify and avoid tobacco use triggers by the end of the program.
Lastly, the individuals have further attributed the inability to quit smoking to a lack of resources and a clear process for getting the help necessary to quit the habit. Therefore, the health promotion plan also aims to ensure that during and at the end of the process, at least 80% of the individuals can understand the process involved in quitting tobacco use and identify at least three resources to help support the process. According to WHO (2017), such goals are useful in addressing tobacco use, as they boost the individuals’ knowledge and understanding of the appropriate procedures and steps to take, the necessary support to seek in ensuring they successfully quit tobacco use, and save themselves from the various complication associated with tobacco use.
Conclusion
Identifying the various health concerns affecting a particular individual or group should also unveil the various factors contributing to this issue. A health promotion plan can be developed by identifying the factors and aiming at addressing these factors and achieving the set outcomes. Effective health promotion plans can help individuals with tobacco use to quit the habit, prevent the associated risks and live an improved quality of life.
References
McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2022). Planning, implementing, and evaluating health promotion programs. Jones & Bartlett Learning. https://books.google.com/books?hl=en&lr=&id=1hh1EAAAQBAJ&oi=fnd&pg=PP1&dq=health+promotion+goals&ots=5N2EiYXwqp&sig=1oZeeGVIuO8RqmiLnyCQJhFAHyk
Sharma, M. (2021). Theoretical foundations of health education and health promotion. Jones & Bartlett Learning. https://books.google.com/books?hl=en&lr=&id=xoAxEAAAQBAJ&oi=fnd&pg=PP1&dq=health+promotion&ots=USp–6My9C&sig=KuJw8Mty_kIvj3BL-nfunneblsI
World Health Organization. (2017). WHO report on the global tobacco epidemic, 2017: monitoring tobacco use and prevention policies. World Health Organization. https://apps.who.int/iris/bitstream/handle/10665/255874/97892415?sequence=1
World Health Organization. (2019). WHO global report on trends in the prevalence of tobacco use 2000-2025. World Health Organization. https://apps.who.int/iris/bitstream/handle/10665/330221/9789240000032-eng.pdf
QUESTION
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.
Introduction
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
Note: Assessment 1 must be completed first before you are able to submit Assessment 4.
Preparation
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).
You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).
To prepare for the assessment, consider a various health concern or health need that you would like to be the focus of your plan from the topic list provided, 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.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.
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. You may choose any health issues or need from the list provided in the instructions.
In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.
Please choose one of the topics below:
• 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).
In addition, you are encouraged to:
• Complete the Vila Health: Effective Interpersonal Communications simulation.
• 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." (ATTACHED)
Instructions
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.
o Bullying.
o Teen Pregnancy.
o LGBTQIA + Health.
o Sudden Infant Death (SID).
o Immunizations.
o 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
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.
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.
o 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.
o Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.