ANSWER
A Health Promotion Strategy to Prevent Heart Disease in an Urban Low-Income Population
Overview
Underprivileged people are disproportionately affected by heart disease, which continues to be one of the major causes of death in the US. The hypothetical population of middle-aged, low-income people living in an urban area is the subject of this health promotion strategy. By focusing on this demographic, we want to address modifiable risk factors such inadequate nutrition, sedentary lifestyles, and limited access to preventative healthcare. The strategy combines behavior change, education, and resource accessibility to enable people to lower their risk of heart disease.
Features of the target population’s demographics
Men and women between the ages of 40 and 60 who reside in an urban neighborhood with little access to recreational opportunities and wholesome food options make up the chosen group.
Lifestyle: Mostly sedentary as a result of little leisure time and work-related time constraints.
Residents are a diverse mix of races and ethnicities, including Caucasian, African American, and Hispanic.
Socioeconomic Status: Low income; many people are uninsured or dependent on public health programs.
Employment and Education: Holding low-paying, physically taxing jobs; having completed high school or less.
These elements raise the risk of heart disease and highlight the significance of a customized health promotion strategy.
The Value of Treating Heart Conditions
Both healthcare expenses and quality of life are greatly impacted by heart disease. Modifiable risk factors like smoking, obesity, and hypertension are prevalent in this group and are made worse by environmental and socioeconomic constraints. By addressing these issues, serious consequences can be avoided, healthcare inequities can be decreased, and community well-being can be enhanced.
The CDC (2023) estimates that people with lower incomes have a 1.5-fold increased risk of heart disease in comparison to those with higher incomes. Additionally, reducing these inequities requires having access to information and preventive interventions.
Creating Sociograms to Promote Health
The relationships between people, community groups, healthcare professionals, and resources will be mapped out in a sociogram for this population. Important components consist of:
Social factors include community leaders, peer pressure, and family responsibilities.
Economic factors include employment status and dependence on government support.
Cultural factors include attitudes regarding healthcare and dietary habits.
Lifestyle factors include dietary practices, physical activity levels, and the incidence of smoking.
SMART goals and learning needs
Understanding heart disease risk factors, identifying early warning symptoms, and implementing preventive measures are among the group’s learning needs. These needs inform the following SMART goals:
S: Over the course of three months, participants will cut back on their consumption of foods heavy in fat and sugar by 25%.
M: Weekly workshops will be attended by at least 80% of registrants.
A: Workshops will offer helpful advice on inexpensive, healthful diet and exercise.
R: Objectives are in line with neighborhood resources, like food banks and nearby clinics.
T: All goals will be accomplished in six months.
Components of an Educational Plan
Engaging Workshops:
Exercise, dietary changes, and heart disease risk factors are among the subjects covered.
Sessions will include inexpensive meal planning and culturally appropriate cooking demonstrations.
Local Resources:
partnership with neighborhood clinics to provide free health checks (e.g., cholesterol, blood pressure).
collaborations with food banks to supply wholesome goods.
Interventions in Behavior:
programs to help people stop smoking.
Walking clubs for groups to encourage exercise.
Objectives of Health Promotion and Anticipated Results
Behavior Change: By changing their food and activity behaviors, participants will lower their risk of obesity and high blood pressure.
Enhanced Awareness: The need of routine health screenings and lifestyle changes will be more clearly understood by the group.
Increased Health Literacy: Participants will be better able to use preventive treatments and navigate healthcare systems.
In conclusion
The social, cultural, and environmental issues that low-income urban dwellers who are at risk for heart disease encounter are addressed in this health promotion approach. The plan’s objectives are to enhance long-term results and lessen health disparities by emphasizing behavior modification, education, and resource accessibility. This program highlights the value of customized, community-based interventions and is in accordance with the national goals set forth in Healthy People 2030.
Citations
(2023) Centers for Disease Control and Prevention (CDC). facts about heart illness. taken from the website https://www.cdc.gov
(n.d.) Healthy People 2030. health-related social determinants. Department of Health and Human Services, United States. From https://health.gov/healthypeople, taken
L. MacLeod (2012). Smartening up SMART goals. 43(9), 388-389, Journal of Continuing Education in Nursing. 10.3928/00220124-20120815-11 https://doi.org
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.
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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).
Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.
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.
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
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.
Instructions
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. (down below)
· 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.
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.
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· 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.
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· 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.
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· 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.
· 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 well- being, and overall quality of life. • Heart Disease: A range of conditions that affect the heart. o Potential Health Impacts: Can lead to heart attacks, strokes, and other complications. • Mental Illness: A wide range of mental health conditions that affect mood, thinking, and behavior. o Potential Health Impacts: Can lead to decreased quality of life, relationship problems, and physical health problems. • HIV: Human Immunodeficiency Virus, which attacks the immune system and can lead to AIDS (Acquired Immunodeficiency Syndrome). o Potential Health Impacts: Without treatment, can lead to severe illnesses and death.
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