Health Promotion Plan and Best Practices PPT

Health Promotion Plan Presentation Scoring Guide CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED Present a health promotion plan to a hypothetical individual or a group within a community. Does not present a health promotion plan to a hypothetical individual or a group within a community. Presents a health promotion plan to a hypothetical individual or a group with a community that lacks clear purpose, coherence, or focus, or is supported by slides that add little value to the presentation, exhibit poor design, are hard to read, or include distracting slide transitions, animations, or graphics. Presents a health promotion plan to a hypothetical individual or a group within a community. Slides enhance key points and adhere to visual design best practices, but no audio and/or speaker notes. Presents a professional, evidence-based, and engaging PowerPoint presentation.Health Promotion Plan and Best Practices PPT

The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience. Evaluate educational session outcomes and the attainment of agreedupon health goals in collaboration with Does not evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Evaluates educational session outcomes and the attainment of health goals without collaborating with Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for CRITERIA NONPERFORMANCE hypothetical participants. Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. BASIC PROFICIENT DISTINGUISHED hypothetical participants. hypothetical participants. revisions to future educational sessions. Evaluates educational session outcomes unrelated to progress toward Healthy People 2020 goals and leading health indicators. Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2020 goals. Resources: Health Education: • The following resources address the expanding role of the nurse in community and public health as an educator as communities become more diverse with more complex health issues, and financial constraints grow. These resources also provide insight into why interprofessional collaboration is even more important in achieving social justice and equitable access to services to promote health and prevent disease in individuals, families, and aggregates in culturally diverse communities. • • • • • Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58. Loan, L. A., Parnell, T. A., Stichler, J. F., Boyle, D. K., Allen, P., VanFosson, C. A., & Barton, A. J. (2018), Call for action: Nurses must play a critical role to enhance health literacy. Nursing Outlook, 66(1), 97–100. Ritchie, U. C., Turner, S. C., & Field, C. (2017). Development and utility of a medication self-assessment tool for community-based healthcare services. Journal of Pharmacy Practice & Research, 47(2), 140– 146. U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/ World Health Organization. (n.d.). Health education. Retrieved from http://www.who.int/topics/health_education/en/ Academic Resources: • Presentations The following resources will help you create and deliver an effective presentation. • o o • o Conquering Death by PowerPoint: The Seven Rules of Proper Visual Design. A video primer on presentation design.Health Promotion Plan and Best Practices PPT

Approximate run time: 45:00. Creating a Presentation: A Guide to Writing and Speaking. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your • • • o • o • • presentation to view the tutorial appropriate for you at each stage. Medina, M. S., & Avant, N. D. (2015). Delivering an effective presentation. American Journal of HealthSystem Pharmacy, 72(13), 1091–1094. Microsoft. (2016). Record a Slide Show With Narration and Slide Timings. Retrieved from https://support.office.com/en-us/article/Recorda-slide-show-with-narration-and-slide-timings0b9502c6-5f6c-40ae-b1e7e47d8741161c?ui=en-US&rs;=en-001&ad;=US Microsoft Office Software. This Campus resource includes tip sheets and tutorials for Microsoft PowerPoint. PowerPoint Presentations Library Guide. This library guide provides links to PowerPoint and other presentation software resources. SoNHS Professional Presentation Guidelines [PPTX]. Schmaltz, R. M., & Enstrom, R. (2014). Death to weak PowerPoint: Strategies to create effective visual presentations. Frontiers in Psychology, 5. 1–4. Retrieved from https://www.frontiersin.org/articles/10.3389/fps yg.2014.01138/full Scholarly Writing and APA Style Use the following resources to improve your writing skills and find answers to specific questions. • • • Academic Honesty & APA Style and Formatting. APA Module. Introduction to the Writing Center. Library Research Use the following resources to help with any required or self-directed research you do to support your coursework. • • • • BSN Program Library Research Guide. Journal and Book Locator Library Guide. Capella University Library. Library Research and Information Literacy Skills. ePortfolio • • Campus ePortfolio page. Online ePortfolio Guidelines [PDF]. Running head: HEALTH PROMOTION PLAN Health Promotion Plan Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation Marievis Febles Puentes Capella University Practicing in the Community to Improve Population Health May 11, 2020 HEALTH PROMOTION PLAN 2 Analyze the health concern that is the focus of your health promotion plan and Best Practices Tobacco use remains the leading cause of avoidable morbidity and mortality in the world. In particular, tobacco use is the most significant public threat that New York City in the United States has ever faced. Research shows that tobacco use kills thousands of people in New York annually. It is estimated that about 15% of adults smoke tobacco in New York City. On the other hand, about 6% of tobacco smothers are high school students (Davis et al., 2016).Health Promotion Plan and Best Practices PPT

More than 30000 of those deaths are due to direct tobacco use, while about 10000 occur due to exposure to second-hand smoke. Exposure to second-hand smoke is a risk factor for chronic illnesses such as lung cancer, cardiovascular diseases, as well as respiratory disease. Tobacco use is a severe public health concern for New York City and the United States at large. Americans, especially the people of New York City, should know that tobacco use needs to be prevented since it accounted for over 500000 deaths and more than 10 million disabilities across the world. Therefore, the health concern that is the focus of my health promotion plan is tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation. In order for tobacco use cessation to be successful, there are a number of practices that one should adopt. As argued by Carroll et al. (2016), the best practices for a successful tobacco use cessation include brief interventions and the five A’s, nicotine replacement therapy, psychosocial interventions, medications, as well as quitlines. Other best practices for successful tobacco use cessation include support from family and friends and self-help (Chido-Amajuoyi, 2020). HEALTH PROMOTION PLAN 3 Identify populations potentially affected by this health concern. Determine what their related concerns maybe and explain why addressing this health concern is essential for health promotion within a specific population Examples of populations that have greatly been affected by this health concern include adults who are middle earners in New York City, those who are uninsured in New York, adults in public housing, LGBTQs, military veterans, those who live near tobacco-growing regions, and less educated people. Some of the health concerns of these populations are cancer, stroke, heart diseases, diabetes, lung illnesses, as well as chronic obstructive pulmonary diseases. Other possible health concerns of these populations are tuberculosis, rheumatoid arthritis, and certain eye illnesses. There is no doubt that addressing this health concern would be necessary for health promotion since it causes a number of challenges to these populations (Carroll et al., 2016). Addressing the abovementioned health concern is vital for health promotion within this population because it is a serious issue in this particular area. Research has shown that New York City, U.S., is ranked among the least safe cities by the World Health Organization when it comes to tobacco use and public exposure to second-hand smoke. Therefore, tobacco use cessation would be necessary for health promotion within this population because it is geared towards improving the health and safety of all those living in the city (Davis et al., 2016).Health Promotion Plan and Best Practices PPT

Besides, this health concern is important for health promotion because it will not help in protecting the entire community but also create safe workplaces and public places for our people going forward. Tobacco use is claiming the lives of people yearly, with recent figures indication 35000 deaths every year (Carroll et al., 2016). HEALTH PROMOTION PLAN 4 Identify a hypothetical individual or community group among the affected population who would benefit from an educational session about your chosen health concern and associated health improvement strategies. An individual who would benefit from an educational session about this health concern is RFL 59 years old male active smoker since he was nine years old. Some of the health improvement strategies that I will employ to help RFL quit tobacco smoking include encouraging him to participate in smoking-prevention counselling sessions, and motivational interviews sessions that are intended at giving him the edge to quit smoking. Identify expectations for an educational session, determining goals, and suggestions on how the individual or group needs can be met. The hypothetical audience needs to be described, and the educational plan should be outlined. One expectation for an education session is that RFL should understand why he should quit smoking. Another expectation is that the patient will adopt positive changes that would enable successful tobacco cessation. Some of the health goals in collaborating with this patient include to instill positive behavior that can help the patient quit smoking, widen the patient’s understanding of why tobacco use is harmful, and to enhance the patient’s understanding on how his behavior is affecting other people (Chido-Amajuoyi, 2020).

There are a number of ways that can be employed to meet the needs of the patient above. For the needs of the patient to be met, the session will be conducted in a language that the patient identifies with. Another way to meet the individual’s needs will be by teaching him using terms and concepts that he is familiar with. What is more, the needs of the individual can be met by ensuring that he has all that he needs during the educational session. HEALTH PROMOTION PLAN 5 Their potential learning needs and health promotion goals Some of the potential learning needs of this patient include a deficit in certain abilities and behaviors that hinder him from living a tobacco-free life and self-help activities that are required to quit smoking. One important goal of this health promotion plan is to succeed in tobacco use cessation in this region. Another goal of the health promotion plan is to help people, such as RFL quit smoking (Chido-Amajuoyi, 2020). HEALTH PROMOTION PLAN 6 References Carroll, A. J., Labarthe, D. R., Huffman, M. D., & Hitsman, B. (2016). Global tobacco prevention and control in relation to cardiovascular health promotion and disease prevention framework: A narrative review. Preventive medicine, 93, 189-197. Chido-Amajuoyi, O. G., Mantey, D., Cunningham, S., Yu, R., Kelder, S., Hawk, E., … & Shete, S. (2020). Characteristics of us adults attempting tobacco use cessation using ecigarettes. Addictive behaviors, 100, 106123. Davis, J. M., Arnett, M. R., Loewen, J., Romito, L., & Gordon, S. C. (2016). Tobacco dependence education: a survey of U.S. and Canadian dental schools. The Journal of the American Dental Association, 147(6), 405-412. ..Health Promotion Plan and Best Practices PPT