Assessment 1: Health Promotion Plan FPX 4060

Sample Answer for Assessment 1: Health Promotion Plan FPX 4060 Included After Question

Why the Concern is Important for Health Promotion

Addressing community health concerns denotes a commitment to helping affected groups and individuals live healthily and productively. The prevalence of drug and alcohol abuse among young people in the community underlines its significance as a health promotion problem. In New York, approximately 13% of teens admit to consuming marijuana in the last year, 9.5% alcohol, and 0.30% cocaine, among other substances (National Center for Drug Abuse Statistics, 2023). The problem is positively linked to social determinants of health since risk factors that predispose young people to substance abuse and protective factors have a socioeconomic dimension. According to Nawi et al. (2021), poor family structure, poverty, a lack of opportunities, and low education levels are the leading risk factors for substance abuse. Hence, they would be the focus elements when developing a sociogram for the population. Its multifaceted nature highlights the criticality of drug and alcohol abuse as a social and health problem and the need for effective control.

Drug and alcohol abuse have detrimental effects that undermine young people’s health, productivity, and relationships. One of these effects is addiction, a chronic, relapsing disorder creating compulsive drug-seeking behaviors (National Institute on Drug Abuse, 2020). Addiction further impedes normal body functioning and could be fatal if untreated. Sakai-Bizmark et al. (2021) found that approximately 25% of hospitalizations or emergency department visits among youths in New York are related to opioids or substance abuse, while more than 50% of such visits are alcohol-related. Respiratory issues, cardiovascular disease, and some cancers are also positively linked to drug and alcohol abuse. Therefore, helping young people understand its dangers and avoid it should be prioritized at the community, organizational, and family levels.

Agreed-Upon Health Goals

After interacting and interviewing selected individuals in the target population, it emerged that a better understanding of drug and alcohol abuse, support, and continuous monitoring would foster recovery and healthy living. Therefore, the health education plan’s goals include:

1. Improved knowledge of drug and alcohol abuse: at the end of the program, participants should identify five individual risk factors for drug and alcohol abuse and strategies for healthy living.
2. Connection with community resources: the program should help participants identify four community-based resources for substance abuse victims and how to benefit from them.
3. Social support: participants should identify strategies for enhancing social skills based on their needs.
4. Motivation and accountability: each participant should identify five new behaviors that will motivate them to avoid drug and alcohol abuse and be accountable for their health.

Conclusion

Communities have individuals with varying health problems based on where they live, education, family structure, and other factors. Drug and alcohol abuse is a complex health problem causing addiction and increasing vulnerability to other health concerns. Health education for positive behavior change is an effective intervention to help young people live healthier and more productive lives. However, their active participation and commitment to change are critical for the achievement of the desired outcomes.

Health Promotion Plan

Health promotion enables people to control their healthcare needs, resulting in improved overall health and well-being. Health promotion has five principles that should be fulfilled to ensure the effectiveness in enhancing one’s health. Firstly, when developing a health promotion plan, the population should be involved as the major stakeholders to ensured their preferences and feedbacks are captured to ensure a comprehensive plan. Secondly, the promotion should be based on the determinants of health, necessitating the involvement of various sectors, including those that are not health-related. This principle ensures all the determinants get identified and addressed accordingly.  

The third principle is public participation. Through this approach, it is imperative that everyone takes part of the plan formulation process to ensure that they feel part of the program, own it, embrace it and support it. Fourthly, the promotion should integrate diverse and complementary methods, such as legislation, community change, organizational change, and communication. Lastly, it should be noted that it is not a medical service but a political and social program. This essay highlights a health promotion plan for tobacco use cessation, which mainly focuses on adolescents. The target population is high school students between 17-20 years at Rodgers High School in Minnesota.

Tobacco Use

Tobacco use refers to the practice of consuming tobacco plant leaves or their products for non-medical or recreational purposes. Tobacco can be inhaled, sniffed, or chewed. Smoking has been linked to cancer, stroke, diabetes, COPD, heart diseases, and lung diseases. According to CDC, tobacco use mainly begins at the adolescence period for most consumers. As of 2022, the use of any form of tobacco among high school students in the US was 16.7%, a huge increase from that of middle school, which stood at 4.5% (Sylvestre et al., 2022).

Additionally, it documented that 9 out of 10 adults using tobacco started during adolescence (Sylvestre et al., 2022). It is, therefore, clear that health promotion for tobacco cessation among adolescents will have a huge impact on reducing the prevalence of tobacco use and the adverse health conditions it causes to active and passive consumers. Consequently, the social standard will improve, and less budget will be set for preventable diseases that occur as a result of tobacco use.

Factors that Contribute to Health and Health Disparities

Adolescents are more predisposed to tobacco use because of the following:

• Mental health- Adolescents are more predisposed to depression due to the pronounced social and biological changes and changes in brain circuits responsible for reward and anger. Smoking may be a self-medication strategy that increases dopamine release in the brain, relieves stress, reduces appetite, and relaxes muscles. The stimulation of dopamine release by smoking switches off the natural dopamine release. As a result, one will then need to constantly have a good supply of dopamine. Adults with depression are twice as likely to smoke than those without depression (Piirtola et al., 2021).
• Socioeconomic factors- individuals of lower socioeconomic status are more likely to use tobacco because of the amount of stress associated with navigating life among them (Garett et al., 2019). Due to the peer pressure among adolescents, most of them are likely to compare themselves to their friends, creating a disparity. Additionally, they are less likely to quit because of not completing pharmacological or non-pharmacological therapy, low motivation to quit, psychological differences, and inadequate social support.
• Social environment- Adolescents are intrigued with experimenting; hence, factors such as having a parent or peers who smoke or being exposed to many tobacco adverts increases the likelihood of one using tobacco.

A socio-gram would be appropriate in mapping out the above factors. It would include social environment, socioeconomic factors, and mental health and how the three factors explain the predisposition of adolescents to smoking. Modification of these factors will automatically solve the problem.

The importance of establishing health goals in collaboration is the long-lasting impact courtesy of the subjects’ involvement. It allows everyone to be aware of the adverse effects on individuals and close people. The participants are also able to highlight the areas that need more emphasis. The impact of adverse effects is not just to the family but also to the economy, hence, the need to employ the most effective methods.

The goals revolve around educating about cigarette smoking and handling the risk factors. They include the following:

• Communicating tobacco users’ risk factors, causes, and consequences to reduce the prevalence of consumption and foster informed decision-making.
• Reinforcing understanding through rewards.
• Setting up welfare programs within the school so that students who cannot handle their needs will be assisted.
• Increasing the number of professional counselors within the school.
• Having peer counselors among the students, since they are easily accessible.
• Conducting a drug education program once a semester in every high school in the state.
• Having mentorship sessions twice a semester to tackle peer pressure.

References

Garrett, B. E., Martell, B. N., Caraballo, R. S., & King, B. A. (2019). Peer reviewed: Socioeconomic differences in cigarette smoking among sociodemographic groups. Preventing Chronic Disease, 16.

Piirtola, M., Kaprio, J., Baker, T. B., Piasecki, T. M., Piper, M. E., & Korhonen, T. (2021). The associations of smoking dependence motives with depression among daily smokers. Addiction, 116(8), 2162-2174.

Sylvestre, M. P., Lauzon, B., Dugas, E. N., Mesidor, M., & O’Loughlin, J. L. (2022). Cigarette Smoking Trajectories in Adolescent Smokers: Does the Time Axis Metric Matter?. Nicotine & tobacco research : official journal of the Society for Research on Nicotine and Tobacco, 24(4), 598–605. https://doi.org/10.1093/ntr/ntab170

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.

A Sample Answer For the Assignment: Assessment 1: Health Promotion Plan FPX 4060
Title: Assessment 1: Health Promotion Plan FPX 4060

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.”

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

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.
  • 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).
• 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.
  • 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.

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.
  • 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.
  • 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.
  • 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.

Health Promotion Plan Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Analyze a community health concern or need that is the focus of a health promotion plan.	Does not identify a community health concern or need that is the focus of a health promotion plan.	Identifies a community health concern or need that is the focus of a health promotion plan.	Analyzes a community health concern or need that is the focus of a health promotion plan.	Provides an in-depth analysis of a community health concern or need that is the focus of the health promotion plan, and articulates underlying assumptions and points of uncertainty in the analysis.
Explain why a health concern or need is important for health promotion within a specific population.	Does not describe a health concern or need that is important for health promotion within a specific population.	Describes a health concern or need that is important for health promotion within a specific population.	Explains why a health concern or need is important for health promotion within a specific population. Conclusions are not supported by relevant or current health data.	Explains why a health concern or need is important for health promotion within a specific population. Conclusions are well supported by current and relevant population health and demographic data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services.
Establish agreed-upon health goals in collaboration with hypothetical participants.	Does not establish agreed-upon health goals in collaboration with hypothetical participants.	Establishes health goals without hypothetical participant collaboration.	Establishes agreed-upon health goals in collaboration with hypothetical participants.	Establishes agreed-upon health goals in collaboration with hypothetical participants. Goals are realistic, measurable, and attainable.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Does not organize content for ideas. Lacks logical flow and smooth transitions.	Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.	Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.	Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.	Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.	Applies APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.	Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.