NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

 Grand Canyon University NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project-Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

The introduction for the Grand Canyon University NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

After the introduction, move into the main part of the NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

Stuck? Let Us Help You

Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease. 

Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW. 

Sample Answer for NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project Included After Question

Assessment Description

This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.

Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

1. Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
2. Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
3. Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
4. Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
5. Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course resources if you need assistance.

A Sample Answer For the Assignment: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Title: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Families and communities often use other socio-cultural referents to define age, including family status such as being called grandparents, physical appearance, or age-related health conditions (UNHCR, n.d.).

Patients who benefit the most from the services of a geriatrician have chronic illnesses, impaired physical function, impaired memory or cognitive function, depression or anxiety, weight loss, problems with balance or recurrent falls, and/or urinary incontinence. Some of the most common medical problems you will see in elderly patients are dementia, delirium, falls, polypharmacy, coordination, confusion and agitation, and coronary heart disease (Mount Sinai Health System, n.d.).

Frequently transferring patients from one facility (nursing homes, skilled nursing facilities, home care, and other specialty clinics) to another, these transitions cause care fragmentation, which can undermine the effectiveness of treatment and allow pathogens to be transferred from one setting to another and from one person to another. The risk of contracting HAIs  increases linearly with increasing age. More specifically, HAI prevalence is 11.5% in patients aged over 85 years, while it is 7.4% in patients aged under 65 years (Cristina et al., 2021).

Pneumonia is one of the most severe respiratory tract infections. Among hospital-acquired pneumonias (HAP), ventilator-associated pneumonia (VAP) is the most clinically relevant in geriatric patients. UTIs are the second most common HAI. Catheters have been demonstrated to be a common source of infection. Gram-negative bacteria, is challenging, and may cause antibiotic treatment failures of urinary tract infections, other are predisposing factors for UTIs include neurogenic bladder, diabetes mellitus that’s poorly controlled, post-void residual urine, and incontinence (Cristina et al., 2021).

Skin and soft tissue infections are other common HAIs that can occur following the development of pressure ulcers, pressure ulcers are frequent but potentially preventable in older people with compromised functional independence requiring complete bed confinement. Existing wounds can be secondarily infected by microorganisms transferred from other patients through the hands of healthcare personnel or the environment (Cristina et al., 2021).

Environmental factors related to income, education, occupation, retirement, and wealth may have a serious impact on key determinants of health over the life course and ultimately the health and well-being of older adults.

Social factors such as individual and structural forms of discrimination and bias can shape the everyday experience of individuals from minority or vulnerable populations.

Cultural factors can have a tremendous influence on approaches for managing stress, diet and food preferences, attitudes toward physical activity, and other critical health/coping behaviors.

Behavioral factors and psychological processes represent major pathways by which environmental and social factors affect health. Optimism, pessimism, and sense of control serve as risk or resilience factors for impacting health, while chronic stress exposure can enhance vulnerability.

Biological factors that are influenced by environmental and sociocultural factors — and transduced through behavioral processes may alter the course, severity and acceleration of disease and disability.

(National Institute of Aging, 2020)

Healthy Diet: A well-balanced and nutrient-rich diet is crucial for maintaining optimal health in the elderly. Consuming a healthy diet supports optimal nutrition and strengthens the immune system.

Chronic Disease Management: Effective management of chronic conditions, such as diabetes, hypertension, and arthritis, is essential for promoting health in the elderly. Controlling comorbidities in our patients can help prevent further infections and illnesses.

Medication Management:  Older adults often take multiple medications, which can increase the risk of adverse effects and drug interactions. If a patient is not properly taking their medications it can lead to resistance which then may lead to infections such as MRSA or VRE.

Physical Activity: has numerous benefits for the elderly, including improved cardiovascular health, muscle strength, balance, and cognitive function.

Fall Prevention: Falls are a significant health concern for the elderly, leading to injuries and reduced mobility. Fall can lead to wounds which can then lead to infection (Frieson et al., 2018).

Cognitive Stimulation: Engaging in mentally stimulating activities can help maintain cognitive function and reduce the risk of cognitive decline. Evidence suggests that activities like puzzles, reading, social interactions, and learning new skills can promote brain health and delay the onset of conditions like dementia and Alzheimer’s.

(Morsch et al., 2021)

Evidence-based approaches minimize health-associated infections among the elderly

population by reducing exposure to infectious agents. Immunization reduces the risk of

contracting preventable infections such as pneumococcal and influenza viruses. Hand

hygiene practices, including showering, and regular disinfection of surfaces can help

prevent the spread of infection. Management of chronic diseases and medication optimization

reduces the risk of hospitalization where healthcare-associated infections can be contracted.

1- In the elderly population, their cognitive abilities decline and they may experience some difficulty remembering information. If this is the case then having family around for some of the learning would be a good idea so that they can remind the patient as needed about what was discussed

• 2- Is this the patient’s baseline? Or are they altered in some way because of medication or an infection they already have like a UTI? If the patient is altered, we can find a better time to do education or if they have family at bedside we can use this time to focus more on family education than patient education.
• 3- We should be sure that the information we are presenting to our patient is in their preferred language. We have translation resources to use if necessary.
• 4- In order for the patient to learn best, they need to hear and see the best that they can.
• 5- It is a good idea to ask the patient their preferred method of learning. If they do not know, that is totally fine, we can teach them in many different ways. With this population it is a good idea to use many modes of teaching anyway because the literacy skills in the older adult population is lower than other age groups. There was a study done that showed 71% of adults over the age of 60 had trouble with printed material that was a normal handout with paragraphs on it (US Department of Health and Human Services, 2009).

This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the 2020 Topics and Objectives on the Healthy People website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.

Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?

Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

A Sample Answer 2 For the Assignment: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Title: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Interdisciplinary teams play a critical role in health promotion based on different medical conditions. An interdisciplinary team comprises of different health and medical professionals with defined and related roles and responsibilities. These include registered nurses (RNs), nurse practitioners (NPs), dietician and nutritionists, and educators on different health conditions impacting individual patients, patient populations, families, and communities (Health Research & Educational Trust, 2018).

An interdisciplinary team also comprises of community leaders and social workers interacting with them to understand different issues and barriers to health promotion on management of different conditions like injury prevention among the elderly, diabetes and substance use disorders and abuse (van Rhyn & Barwick, 2019).

The interdisciplinary team will also have physicians, especially general physicians who can be at disposal to assess a host of medical conditions for better interventions. The team will also comprise of therapists; physical and occupational therapists with the aim of developing effective and evidence-based practice interventions to prevent injury among the elderly under the program.

Injury prevention among the elderly requires effective interventions based on the roles and responsibilities played by the different stakeholders. Registered nurses and nurse practitioners are the frontline care providers who will monitor patients and identify possible injuries and risks to injuries because of their health condition and status.

Dieticians and nutritionists will offer advice and recommend better diets and foods for the elderly to reduce susceptibility to injuries by increasing their energy levels and other critical aspects of body functioning (Health Research & Educational Trust, 2018). Educators will create and disseminate awareness programs and materials in collaboration with community leaders who understand the types of hazards that can hinder effective education.

Physicians play a key role of assessing and diagnosing the types of injuries that individual elderly patients may be susceptible to and developing interventions based on their situations. For instance, injuries associated with falls among the elderly are more prevalent and physicians can seek information about their frequency and possible course of action to prevent their occurrence.

Therapists are important components of injury prevention, especially falls as they perform assessments that evaluate balance, strength, endurance, and different aspects of motion and susceptibility for falls (Cancinotto et al., 2019). For instance, they look at gait steadiness and speed, and conduct tests that offer a foundation for performance.

Individual patients and their families are essential members of the team as they can share information and history about potential causes of injuries like falls (Grossman et al., 2018). Many individual patients and their families may ignore previous injuries suffered due to different events, including falls, and it would be critical to get sufficient information to mitigate future susceptibility.

The presentation demonstrates the importance of interdisciplinary team in preventing injuries among the elderly. Organizations and providers at different levels have an obligation to develop interventions through an interdisciplinary team approach that will help reduce susceptibility to injuries due to events like falls among the elderly.

The presentation shows that injury prevention strategies allow the elderly to have improved quality of life, better gait, and increased level of awareness on activities to avoid to reduce vulnerability. The interdisciplinary team involves different professionals, patients and their families, and even community leaders for effective implementation of evidence-based practice interventions to reduce possible risks of injuries in different situations among the elderly.

References

Calcinotto, A., Kohli, J., Zagato, E., Pellegrini, L., Demaria, M., & Alimonti, A.

(2019). Cellular senescence: aging, cancer, and injury. Physiological

   reviews, 99(2), 1047-1078. doi: 10.1152/physrev.00020.2018.

Grossman, D. C., Curry, S. J., Owens, D. K., Barry, M. J., Caughey, A. B.,

Davidson, K. W., … & US Preventive Services Task Force. (2018).

Interventions to prevent falls in community-dwelling older adults: US

Preventive Services Task Force recommendation statement. Jama,

319(16), 1696-1704. doi:10.1001/jama.2018.3097

Health Research & Educational Trust (June 2018). Falls with Injury Change

Package:2018 Update. Chicago, IL: Health Research & Educational Trust.

http://www.hret-hiin.org/

van Rhyn, B., & Barwick, A. (2019). Health practitioners’ perceptions of falls and fall

prevention in older people: a Metasynthesis. Qualitative health research,

29(1), 69-79. https://doi.org/10.1177/1049732318805753

A Sample Answer 3 For the Assignment: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Title: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Health education comprises consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health.

Health education is not only concerned with the communication of information, but also with fostering the motivation, skills and confidence (self-efficacy) necessary to take action to improve health. Health education includes the communication of information concerning the underlying social, economic and environmental conditions impacting on health, as well as individual risk factors and risk behaviours, and use of the health care system.

Thus, health education may involve the communication of information, and development of skills which demonstrates the political feasibility and organizational possibilities of various forms of action to address social, economic and environmental determinants of health. In the past, health education was used as a term to encompass a wider range of actions including social mobilization and advocacy. These methods are now encompassed in the term health promotion, and a more narrow definition of health education is proposed here to emphasize the distinction.

Health promotion is the process of enabling people to increase control over, and to improve their health.

Health promotion represents a comprehensive social and political process, it not only embraces actions directed at strengthening the skills and capabilities of individuals, but also action directed towards changing social, environmental and economic conditions so as to alleviate their impact on public and individual health. Health promotion is the process of enabling people to increase control over the determinants of health and thereby improve their health. Participation is essential to sustain health promotion action.

The Ottawa Charter identifies three basic strategies for health promotion. These are advocacy for health to create the essential conditions for health indicated above; enabling all people to achieve their full health potential; and mediating between the different interests in society in the pursuit of health. These strategies are supported by five priority action areas as outlined in the Ottawa Charter for health promotion:

• • Build healthy public policy
  • Create supportive environments for health
  • Strengthen community action for health
  • Develop personal skills, and
  • Re-orient health services

Source:

World Health Organization Health promotion glossary. WHO/HPR/HEP/98.1 Distr.: Limited. WHO 1998

A Sample Answer 4 For the Assignment: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Title: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Topic 5 DQ 1

Explain the role of health education in health promotion. How is the nursing process used in developing health education? Describe a contemporary issue, local or global, that a family may experience today. What steps would the nurse take to address these as part of a health education plan?

Health education plays a crucial role in health promotion by empowering individuals and communities to make informed decisions and take actions that promote their health and well-being. It involves providing knowledge, skills, and resources to enhance health literacy and enable individuals to adopt healthy behaviors, prevent diseases, and manage chronic conditions. (World Health Organization, 2017). Health education addresses a wide range of topics, including nutrition, physical activity, sexual health, tobacco and substance use, mental health, and preventive screenings.

The nursing process is a systematic framework utilized by nurses to provide individualized and holistic care to patients. It consists of five steps: assessment, diagnosis, planning, implementation, and evaluation. The nursing process can also be applied in developing health education programs to ensure that the education is tailored to the specific needs of the target population. (Falk-Brynhildsen e t al ,2017).

During the assessment phase, nurses gather information about the community or individual’s health needs, existing knowledge, cultural beliefs, and preferences. This assessment helps in identifying knowledge gaps and areas where health education is needed. The diagnosis phase involves analyzing the assessment data to identify the health education needs and priorities.

In the planning phase, nurses develop educational objectives, select appropriate teaching strategies, and determine the best methods of delivering health education to the target population. Implementation involves actually delivering the educational interventions, utilizing various teaching methods, materials, and resources. The final step, evaluation, assesses the effectiveness of the health education program and its impact on the target population’s knowledge, attitudes, and behaviors.

The nursing process ensures a systematic and evidence-based approach to developing health education that is tailored to the unique needs of individuals or communities. It promotes patient-centered care and enables nurses to address health disparities and inequalities by considering cultural, social, and environmental factors that influence health behaviors.

A contemporary health issue that families may experience globally is mental health challenges. The prevalence of mental health disorders, such as anxiety, depression, and stress-related conditions, has been increasing worldwide. Families face the impact of these conditions, which can disrupt family dynamics, strain relationships, and affect overall well-being. Factors contributing to this issue include social and economic stressors, lifestyle changes, and limited access to mental health services.

Addressing mental health concerns within families requires a comprehensive approach, including destigmatizing mental health, promoting awareness and education, providing accessible and affordable mental health services, and fostering supportive environments that prioritize mental well-being. Assess the needs: Conduct a thorough assessment of the target population to understand their specific mental health needs, cultural beliefs, and social determinants that impact mental health.

Develop educational objectives: Set clear and measurable objectives for the health education program, aligning them with the identified needs. Examples may include increasing awareness of mental health, reducing stigma, promoting self-care practices, and enhancing help-seeking behaviors.

Select appropriate teaching strategies: Choose effective teaching strategies that resonate with the target population, considering factors like literacy levels, cultural sensitivity, and accessibility. Options may include group discussions, workshops, multimedia presentations, role-playing, and interactive activities.

Create educational materials: Develop culturally appropriate educational materials, such as brochures, videos, infographics, and pamphlets, to disseminate vital information on mental health topics. Ensure that the materials are understandable, visually appealing, and available in multiple languages if necessary.

Collaborate with stakeholders: Engage with local healthcare providers, community leaders, schools, and organizations to gain their support and involvement in promoting mental health education. Collaborate to leverage existing resources and reach a wider audience.

Implement the education program: Deliver the educational interventions through various channels, such as community centers, schools, healthcare facilities, and online platforms. Adapt the delivery methods to suit the specific needs and preferences of the target population.

Evaluate the program: Assess the effectiveness of the health education program through feedback, surveys, pre- and post-tests, and qualitative assessments. Gather data on knowledge gained, attitude changes, and behavioral outcomes to identify areas for improvement.

Continuous improvement: Use the evaluation results to refine and improve the health education program continually. Seek feedback from participants and stakeholders to ensure ongoing relevance and effectiveness

References

Falk-Brynhildsen, K., & Hallberg, I. R. (2017). The nursing process: A quantitative literature review. Journal of Advanced Nursing, 45(4), 410-419.

World Health Organization. (2017). Health promotion: A discussion document on the concept and principles: Summary report. Retrieved from https://www.who.int/healthpromotion/conferences/7gchp/track1/en/index3.html

A Sample Answer 5 For the Assignment: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Title: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

As a health educator, nurses are essential in promoting health and preventing illness through providing individualized care plans and educational programs. Nurses are trained to identify the unique needs of each patient and tailor their care plans and educational programs accordingly. By taking into account a patient’s medical history, lifestyle, and other factors, nurses can create plans and programs that are customized to their specific needs.

This personalized approach to care is particularly important in the prevention of illness and the promotion of health. And so, the significance of nurses in recognizing the educational requirements of patients, creating tailored educational programs, and appraising the results cannot be overstated in guaranteeing that patients understand and utilize the knowledge gained to enhance their health (Zhang, Yang, & Wang, 2020).

The use of health literacy tools is an effective strategy that nurse educators can utilize in developing tailored care plans or educational programs. Health literacy refers to an individual’s ability to obtain, process, and comprehend basic health information and services necessary for making informed health decisions. Health literacy tools such as plain language, visuals, and teach-back methods can be utilized to enhance patient comprehension and promote such concept (Baker, 2018).

Behavioral objectives should be used when it is necessary to specify and measure intended learning outcomes. To illustrate, it is possible to anticipate a diabetic patient exhibiting the appropriate technique of insulin injection, which can be evaluated by scrutinizing the patient’s understanding of the process and observing their performance of the injection technique (Billings & Halstead, 2019).

Moreover, they are statements that describe the intended behavior changes or outcomes that are expected to result from a particular educational program or intervention. These objectives are specific, measurable, and observable, which means that they are clear and concise, can be quantified or assessed, and are easily observed.

References:

Baker, D. W. (2018). The meaning and the measure of health literacy. Journal of general internal medicine, 33(5), 721-722.

Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty. Elsevier Health Sciences.

Zhang, Y., Yang, C., & Wang, J. (2020). Exploring the role of nurse educators in health promotion and education: A qualitative study. Nurse Education in Practice, 42, 102678. https://doi.org/10.1016/j.nepr.2019.102678

A Sample Answer 6 For the Assignment: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Title: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Nursing still follows the proverb by promoting prevention and education. with the know acquired through school and the patients’ background puts them in a better position to teach the patient about life style modifications that will enable them to live a healthy lifestyle as much as possible. By providing patients with nutrition and exercise education, nurses assist them in taking care of themselves.

For instance, if you have diabetes and are having trouble controlling your blood sugar levels, it’s crucial that you know which foods to eat at any given moment to prevent having too much sugar lingering in your system at once, which might lead to diabetic coma, seizures and harm to other organs. This is accomplished through educating patients about their illness, how to appropriately care for themselves, and what they can do to stop their illness from getting worse.

The role of health education in health promotion is to give the patient more autonomy, power, and a reduction in stress and anxiety. As a health educator, you are in the position to improve your patient’s health by simply reducing their level of stress and anxiety. This is a role that can unlock the target’s true potential and enable them to take control of their health problems (Falkner, 2018).

The nursing process involves every step as in any other situation. You will assess their need for education, as well as their level of knowledge. The nurse will determine what education is needed, plan out how they will provide them with the appropriate education, teach them, and evaluate how effective the teaching was.

One contemporary health issue that is becoming more prominent is the deterioration in mental health we are seeing. More and more people are experiencing some malfunction in their ability to think coherently. This is an often misdiagnosed and ignored problem. This often leads to the more obvious and serious problem of suicide. Suicide is preventable but still causes nearly 45,000 deaths in the U.S. annually (American Foundation for Suicide Prevention, n.d.).

As a nurse the first step would be to educate the individuals on the signs and symptoms, then you would want to provide them with the appropriate resources. Mental health disease is often difficult to diagnose and difficult to detect. Giving patients the most current information is especially important. “Preventative methods include early intervention by detection of early warning signs of depression and/or suicide ideation, as well as providing crisis relief services for those affected by a recent suicide.” (Falkner, 2018)

Patient education is one of the most important nursing interventions in any healthcare setting. It is the patient’s right to be informed about their condition, prognosis, and available treatments so they can make intelligent decisions about their health and lifestyle or behavior (Edelman et al., 2021). When patients have a good understanding of their condition and the treatment plan, they feel more involved and empowered to comply with interventions. Health education helps individuals achieve optimal levels of health. It promotes self-management of acute and chronic illnesses and continuity of care after discharge, and crucial in providing safe and patient-centered care (Potter et al., 2022). Health education must be relevant to the needs, language, and literacy of the patient, or the population in a community setting. The nursing process helps provide a clinical decision-making approach so that the nurse can develop and implement an individualized plan of care for the patient. In developing health education, it is important to assess the patient’s needs, literacy levels, cultural background, and other factors that may influence their perception of health and readiness to learn. The nursing diagnosis element helps with the identification of conditions that may interfere with learning. Planning entails creating objectives for learning, including behavioral goals and an ideal method of teaching. Implementation includes involving the patient in the education process. Families may also be included if appropriate. Evaluation determines the outcomes of the health teaching method, content, and relevance (Potter et al., 2022).

An example of an issue that families may experience today is obesity, both in adults and children. This is mainly because of poor food choices and lack of exercise or physical activities. To address this issue, the nurse needs to establish trust and rapport with the family members. The nurse can then gather information from the family about their eating habits, food consumption, access to nutritious food, activities, health practices, and their knowledge about obesity. It is important to know how the family learns so that the nurse can figure out the approach or method of teaching to use and prepare the age-appropriate materials for the family. Effective communication is key to providing quality education. The health risks of the condition must be clearly explained so that the family can make better food choices and lifestyle changes. The nurse should also make referrals to appropriate interdisciplinary team members and share resources or available assistance that the family might need.

References

Edelman, C. L. & Kudzma, E. C. (2021). Health promotion throughout the lifespan (10th ed.). Elsevier.

Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2022). Fundamentals of nursing (11th ed.). Elsevier.