NURS-FPX4060 Assessment 4 Health Promotion Plan Presentation

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NURS-FPX4060 Assessment 4 Health Promotion Plan Presentation – Step-by-Step Guide

The first step before starting to write the NURS-FPX4060 Assessment 4 Health Promotion Plan Presentation, 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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation Instructions

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Introduction

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

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: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Instructions

Complete the following:

  • Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document. 
  • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
  • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

  • Title slide:
    • Health promotion plan title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).
    • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment 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.

  • Present your health promotion plan to your hypothetical audience.
    • Tailor the presentation to the needs of your hypothetical audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Competencies Measured

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

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to a hypothetical individual or a group within a community.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
    • Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

NURS-FPX4060 Assessment 4 Health Promotion Plan Presentation Example

Bullying Health Promotion Plan

Presentation Objectives

Hello everyone. My name is_. Welcome to today’s presentation. The purpose of this presentation is to discuss bullying as a public health concern and the related concepts with a group of high school students from a diverse high school that reports high bullying prevalence among racial and ethnic minority adolescents. We will also create agreed-upon goals with the health promotion participants.

The educational session will also explain the outcomes and the evaluation of the outcomes based on the agreed-upon health goals, the Healthy People 2030 objectives, and health indicators. Additionally, the evaluation of the educational session outcomes against the set goals and Healthy People 2030 objectives and indicators will be used to determine the success and effectiveness of the health. Finally, we will identify and suggest opportunities for improvement in similar future educational sessions based on the evaluation results.

Definition of Bullying

According to Galan et al. (2021), Bullying refers to the intentional, repeated aggressive behavior towards an individual, mainly associated with an imbalance of power and strength, leading to physical, verbal, or relational aggression. Bullying is a deliberate and repetitive act intended to cause humiliation and distress to the victim, making their experience difficult and often leading to long-term psychological and emotional harm. It is characterized by acts where the bully exerts dominance over the victim through physical, verbal, social, or cyber aggression. The intentional nature of bullying differentiates it from powered conflicts, as it aims to demean and exert control, making a hard time for the victim.

Understanding Bullying among Racial Ethnic Minority Adolescents

One of the groups affected by bullying is the racial-ethnic minority adolescents, who are bullied both in schools and in the community. There are various factors contributing to bullying among racial-ethnic minority adolescents, which exacerbate the effects of bullying in this population. According to Low et al. (2024), the factors contributing to bullying among adolescents from racial-ethnic minority groups include systemic racial and ethnic discrimination, language barriers, lack of a supportive school climate and policies, and community-level disparities. In addition, the Centers for Disease Control and Prevention (n.d.) note that bullying is an adverse childhood experience that is widespread in the U.S., whereby one in five students report being bullied on school property. 

Effects of Bullying

Bullying, especially in schools and community settings, is associated with various negative effects on the victims, hence the importance of creating awareness of the issue and developing interventions to address the issue. A study by Galan et al. (2021) found that bullying is associated with a wide range of long-term psychological, emotional and social consequences for the victims. Bullying is associated with an increased risk of mental health issues such as depression, anxiety, post-traumatic stress disorder, and suicidal ideations.

In addition, bullying victims have low self-esteem, loss of identity, and a sense of belonging. More so, academic issues such as poor performance and increased dropout rates are more prevalent among bullying victims, who also experience physical health problems and social isolation, affecting their emotional well-being. Bullying victims may also turn to negative coping mechanisms such as substance use, which have further negative physical health impacts. Finally, an environment where bullying is prevalent has a general atmosphere of mistrust.   

Addressing Bullying

Having understood what bullying is and its effects on the victims, it is essential to consider how it can be addressed. We all have a role to play in addressing bullying among racial and ethnic minority students, especially in school and community settings. The interventions that can be implemented to mitigate bullying include promoting culturally responsive education and driving policy changes to ensure that racial-ethnic minority groups grow in environments that promote safety, equality, and opportunity. It is important to know your rights.

If you are being bullied, you should speak up, report to school authorities, stay confident, and avoid isolation. In addition, if you witness bullying, you should stand up for the victim, support the victim, report the incident, and avoid encouraging bullying. To prevent bullying from happening in your capacity, encourage kindness, inclusivity, and respect among peers, and participate in anti-bullying programs that raise awareness about bullying.

Agreed-Upon Health Goals of the Educational Session

The agreed-upon health goals developed in collaboration with the racial-ethnic minority students are as follows: increasing the awareness and knowledge about bullying and its impact by ensuring at least 80% of the students participate in the health promotion sessions, reducing the incidence of bullying among racial-ethnic minority students by 30% within one academic year, improve bullying incident reporting and help-seeking behaviors for minority students by 20% within six months, strengthen support networks and positive social interactions for students who have experienced bullying, and improving access to culturally competent mental health support for affected students by ensuring a 25% increase in the number of racial-ethnic minority students utilizing mental health and counseling services within a year.

Educational Sessions’ Outcomes/Evaluation

At the end of the session, an evaluation was done to determine whether the educational session outcomes met the agreed-upon goals. Generally, the evaluation showed that the educational session achieved and showed a positive performance in meeting the health goals. The outcomes noted from the session include a gradual reduction in the number of bullying incidences reported in school settings and the community and an increased understanding of bullying and the associated psychological, health, and emotional consequences. Participants also identified the institutions and health services they can utilize in the community to get bullying support and mental health services. The participants also demonstrated increased utilization of the available mental health and counseling services following bullying.  

Healthy People Objectives and Health Indicators on Bullying

These Healthy People 2030 objectives and indicators on bullying emphasize the need for school-based interventions, supportive environments, and increased mental health resources to reduce bullying and its harmful effects on adolescent health. The Healthy People 2030 objectives that aim to prevent bullying among adolescents are reducing bullying among adolescents by decreasing the percentage of students who report being bullied at school and reducing bullying among adolescents by decreasing the percentage of students who report being bullied electronically. The indicators to measure progress include the percentage of students being bullied at school, the percentage of students who report experiencing cyberbullying, school policies, and interventions to prevent bullying, access to mental health support for bullying victims, and student engagement in anti-bullying programs.

Evaluation of Educational Session Against Healthy People 2030 Objectives

The educational session outcomes have partially met the Healthy People 2030 objectives. A reduction is noted in the current number of bullying incidences reported in the community and school settings through the educational session. The session also noted progress in the reduction of cyberbullying incidences reported among adolescents and an increase in the use of mental health and support services for adolescents who have been victims of bullying.

Improvement Opportunities for Future Educational Sessions

The evaluation of educational session outcomes in collaboration with the participants noted that the session had areas of improvement, and future educational sessions can be improved to include these improvements. The areas of improvement that were noted include allocating more time for the sessions since the content is extensive, and more time is needed for active interaction and asking questions. In addition, future sessions should allocate more time for an interactive session to allow the participants to share their experiences with bullying and coping strategies.

Conclusion

Bullying is one of the significant health concerns whereby healthcare providers can actively contribute to improving health and outcomes in affected populations. The education session has created awareness of bullying and its associated consequences and linked participants with available resources such as support groups, mental health support services, and counseling to assist bullying victims.

Establishing agreed-upon goals enhances active participation and builds trust between the care provider and the participants. Educational health promotion sessions should have goals agreed upon with the participants. The goals should be developed in line with Healthy People 2030 goals and objectives. The future improvement proposed above will be used to refine similar educational sessions to ensure they meet the outcomes and agreed-upon goals.

References

Centers for Disease Control and Prevention (CDC). (n.d.). Youth Violence Prevention-About Bullying. Accessed February 20, 2025, from https://www.cdc.gov/youth-violence/about/about-bullying.html

Galán, C. A., Stokes, L. R., Szoko, N., Abebe, K. Z., & Culyba, A. J. (2021). Exploration of experiences and perpetration of identity-based bullying among adolescents by race/ethnicity and other marginalized identities. JAMA Network Open, 4(7), e2116364. https://doi.org/10.1001/jamanetworkopen.2021.16364

Healthy People 2030 (n.d.). Violence Prevention: School-based Anti-bullying Interventions. Accessed February 20, 2025, from https://www.thecommunityguide.org/findings/violence-prevention-school-based-anti-bullying-interventions

Low, S., Yu, L., & Temple, J. R. (2024). Traditional and race-based bullying in racial-minority majority and racially diverse schools. Journal of Youth and Adolescence, 53(4), 772–783. https://doi.org/10.1007/s10964-024-01944-5