NURS-FPX4060 Assessment 1 Health Promotion Plan SOLVED

NURS-FPX4060 Assessment 1 Health Promotion Plan – Step-by-Step Guide

The first step before starting to write the NURS-FPX4060 Assessment 1 Health Promotion Plan, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX4060 Assessment 1 Health Promotion Plan

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX4060 Assessment 1 Health Promotion Plan

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX4060 Assessment 1 Health Promotion Plan

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX4060 Assessment 1 Health Promotion Plan

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX4060 Assessment 1 Health Promotion Plan

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX4060 Assessment 1 Health Promotion Plan

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX4060 Assessment 1 Health Promotion Plan Example

Health Promotion Plan Example on Bullying

Nurses are vital professionals in assessing and managing problems affecting populations. Health promotion entails empowering individuals with resources and information to assist them in making decisions regarding their lives. Bullying is the intentional act of harming, intimidating, or coercing someone perceived as vulnerable.

Bullying can occur at school, in the workplace, in the community, and online (cyberbullying). Statistics show that most bullies do not change, and the behavior persists in college and work. Individuals who are socially or economically disadvantaged are often at risk for bullying due to the actual or perceived imbalance of power. This health promotion plan aims to increase bullying awareness and its management among high school students.

Chosen Population

The target population is boys and girls aged 14-18 from Delattre High School. The population comprises teenage high school students from all ethnic groups and gender. Bullying at this age is commonplace and leads to significant physical and psychological health issues (Yoon et al., 2020). These students are at puberty and still developing, and their parents supply most of their needs. Discussing the issues of bullying with this group is an issue of interest. Some may have secured small jobs in cafes to supplement their home income or earn money for personal use.

Characteristics of the Hypothetical Group and Relevance to the Target Population

The chosen hypothetical group represents the population in high school in American High schools. The students from these high schools are between the ages of fourteen and eighteen and are either victims or perpetrators of bullying hence the significance to the target population. In this particular school, there are numerous reports of bullying based on skin color, size, and socio-economical background. Unfortunately, bullying does not end in the school and often persists in communities and online hence the need to ensure adequate protection for this population.

High-school students report being significantly bullied by others. This group represents the significant age where most bullying begins and is much more severe. Statistics show that about 70% of high schools have been bullied at some point in their education (Seldin & Yanez, 2019). The bullies are often individuals with physical or social power above them, meaning they can beat or mobilize others to beat them, or they come from a socio-economically stable home

Population Predisposition to Bullying and Benefits of a Health Promotion Plan

The teens are predisposed to the problem due to the balance of power. They are weak and vulnerable, and their oppressors can mobilize other resources to help overcome the bullying. Most of the bullied students report being bullied by physically stronger students and those of higher socio-economic status.

Being of a different race also puts them at risk, seeing that there are higher reports of bullying in African Americans and other races than whites (Silver et al., 2022). Other factors include a lack of organizational policies that prevent youths from being bullied. Gaffney et al. (2019) state that bullying prevention methods such as detention and school counseling are routinely used and are generally ineffective because the bullying behavior continues. Some communities, especially low-income neighborhoods, expose individuals to bullying.

A health promotion plan will help increase their awareness of bullying to help recognize bullying and initiate its prevention. Some kids are bullied and do not understand they are bullied. The health promotion plan will also help them develop strategies to avoid bullying at school, at home, and community. It will also help them access resources and utilize structures set by the state and local governments to mitigate bullying, such as homeless shelters and safe places. The information will also help the offenders access help because bullying is a habit that can be dropped.

Considerations in Sociogram Development

When developing a sociogram for these hypothetical groups, the content to include is social and physical power and other social determinants of health. These include race, socio-economic background, personality, and social relationships. Some genetic conditions limit individual strength and physic, exposing them to bullying, while some give them a physical advantage over others (Johansson et al., 2020).

Individuals from high-income families often enjoy privileges such as parental protection and can thus turn to bullying those from low-income families with nobody to protect them. Some personalities, such as the humble students and students brought up in families where expression is limited, often suffer bullying and fail to report it.

Potential Learning Needs and SMART Goals

The are various learning needs for this population. Some of the needs addressed in this health promotion plan will be understanding the concept of bullying, various forms of bullying, strategies to prevent bullying, and resources available to help prevent bullying. Understanding these concepts will help them participate in learning and bullying prevention efforts. The smart goals are:

1. By the end of the lesson, the students should be able to describe bullying forms and their significance to health
2. By the end of the lesson, learners should be able to explain the effects of bullying on the health of the victims
3. By the end of the lesson, learners should be able to describe community resources available for bullying and their significance.
4. By the end of the lesson, students should create strategies to aid in preventing bullying at home, community, and online

Group’s Current Behavior, Session Expected Outcomes, and Strategies to Meet These Outcomes

The current statistics show that youths who bully are also victims of bullying and have low self-esteem and thus bully to satisfy their ego. In addition, those who are bullied keep quiet, which only cultivates the behavior because of inaction targeting bullies (Herkama et al., 2022). The desire is to end bullying by increasing access to knowledge on bullying and its undesirable effects. The expectation can be met through a presentation on bullying and group discussions to help brainstorm ideas and create social bonds necessary to manage bullying. Fliers are good strategies to ensure the learners spread the information to their friends and also use it to prevent themselves from being bullied.

Conclusion

Bullying is undesirable due to its many effects on the population, including psychological and physical trauma. Teens are prone to bullying due to unfavorable school policies that fail to protect them. Other factors include physical and socio-economical power imbalance between the victim and the bully. The health promotion plan will target high school students to equip them with skills and knowledge to help avoid bullying as either victims or bullies. Bullying is a habit that can be dropped hence the significance of the health promotion plan.

NURS-FPX4060 Assessment 1 Health Promotion Plan SOLVED References

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111-133. https://doi.org/10.1016/j.jped.2019.09.005

Herkama, S., Kontio, M., Sainio, M., Turunen, T., Poskiparta, E., & Salmivalli, C. (2022). Facilitators and barriers to the sustainability of a school-based bullying prevention program. Prevention Science, 23(6), 954-968. https://doi.org/10.1007/s11121-022-01368-2

Johansson, A., Huhtamäki, A., Sainio, M., Kaljonen, A., Boivin, M., & Salmivalli, C. (2022). Heritability of bullying and victimization in children and adolescents: Moderation by the KiVa antibullying program. Journal of Clinical Child & Adolescent Psychology, 51(4), 505-514. https://doi.org/10.1080/15374416.2020.1731820

Seldin, M., & Yanez, C. (2019). Student Reports of Bullying: Results from the 2017 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2019-054. National Center for Education Statistics. https://nces.ed.gov/pubs2019/2019054.pdf

Silva, G. R. R., Lima, M. L. C. D., Acioli, R. M. L., & Barreira, A. K. (2020). Prevalence and factors associated with bullying: differences between the roles of bullies and victims of bullying. Jornal de Pediatria, 96, 693-701. https://doi.org/10.1016/j.jped.2019.09.005

Yoon, D., Shipe, S. L., Park, J., & Yoon, M. (2021). Bullying patterns and their associations with child maltreatment and adolescent psychosocial problems. Children and Youth Services Review, 129, 106178. https://doi.org/10.1016/j.childyouth.2021.106178

NURS-FPX4060 Assessment 1 Health Promotion Plan Instructions

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. Have a look at NURS-FPX4060 Assessment 2 Community Resources.

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

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• • Competency 1: Analyze health risks and health care needs among distinct populations.
    • Analyze a community health concern that is the focus of a health promotion plan.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Explain why a health concern is important for health promotion within a specific population.
    • Establish agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • 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.

Your Online ePortfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Using ePortfolio to Build Your Career

As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.

Privacy Statement

Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

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. 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 various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern 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 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 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.”

Note: Remember that you can submit all, or a portion of, your draft assessment 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

Health Promotion Plan

• • Choose a specific health concern as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
    • 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).
  • Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.
  • Discuss why your chosen population is predisposed to this health concern 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.
  • Identify 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.

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.