NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project
A Sample Answer For the Assignment: 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).
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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.
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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.
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.
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
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
World Health Organization Health promotion glossary. WHO/HPR/HEP/98.1 Distr.: Limited. WHO 1998
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
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
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.
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
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)
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