NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Objectives:

Explain the role of health education in health promotion.
Examine the role of the nurse in promoting family-centered health education.
Discuss issues of risk for families.
Identify families at risk for domestic violence, child abuse, and elder abuse.

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 5 in Health Promotion: Health and Wellness Across the Continuum.

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The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveillance System. NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Read “The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveillance System,” by Bosch, Weaver, Arnold, and Clark, from Journal of Interpersonal Violence (2017).

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Domestic Violence: The Challenge for Nursing

Read “Domestic Violence: The Challenge for Nursing,” by Draucker, from Online Journal of Issues in Nursing (2002).

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Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department. NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Read “Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department,” by Ellis, from Critical Care Nursing Quarterly (1999).

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Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts

Read “Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts,” by Callaghan, Fellin, Alexander, Mavrou, and Papathanasiou, from Psychology of Violence (2017).

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Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective, NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Read “Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective,” by Siegel, from Family Process (2013).

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Create a Presentation in PowerPoint

View the “Create a Presentation in PowerPoint” tutorial, located on the Microsoft website. Explore the sections in Lessons 1, 2, and 3.

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Violence Against Women

Read “Violence Against Women,” by the American College of Nurse-Midwives (ACNM, 2013), located on the ACNM website.

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CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence. NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Read “CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence,” by Spivak, Jenkins, VanAudenhove, Lee, Kelly, and Iskander, from Morbidity and Mortality Weekly Report (MMWR, 2014), located on the Centers for Disease Control and Prevention (CDC) website.

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The Health-Systems Response to Violence Against Women

Read “The Health-Systems Response to Violence Against Women,” by Garcia-Moreno, Hegarty, d’Oliveira, Koziol-McLain, Columbini, and Feder, from The Lancet (2015).

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Defining Nurses’ Roles During Family-Centered Rounds. NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Read “Defining Nurses’ Roles During Family-Centered Rounds,” located on the Children’s Hospital Association website (2018).

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2020 Topics and Objectives – Objectives A – Z

Examine the topics and objectives on the 2020 Topics and Objectives page of the Healthy People 2020 website. You will use this information to complete the assignment for this topic.

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CLC – Health Promotion and Community Resource Teaching Project

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 for assistance.

CLC – Health Promotion and Community Resource Teaching Project – Rubric

No of Criteria: 10 Achievement Levels: 5

Criteria

Achievement Levels

Description

Percentage

Unsatisfactory

0.00 %

Less than Satisfactory

75.00 %

Satisfactory

79.00 %

Good

89.00 %

Excellent

100.00 %

Content

100.0

Approved Topic, Associated Population and Health Disparity

10.0

Topic and associated population selected is not approved; topic and associated population are not relevant to the scope of the assignment. Topic and associated population are omitted.

Approved topic and associated population are partially presented. It is unclear how the topic adversely affects the selected population. Health disparities are partially described, or are not relevant to selected population. There are significant inaccuracies.

Approved topic and associated population are summarized. A general correlation of how the topic adversely affects the selected population is presented. Relevant health disparities are summarized. There are some inaccuracies. More evidence or rationale is needed for support. NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Approved topic and associated population are described. A correlation of how the topic adversely affects the selected population is established and discussed. Relevant health disparities are discussed. There are minor inaccuracies. Some evidence or rationale is needed for support.

Approved topic and associated population are thoroughly described. A strong correlation of how the topic adversely affects the selected population is established and discussed in detail. Relevant health disparities are clearly presented and discussed. Strong evidence and compelling rationale is offered for support.

Evidence-Based Approaches to Optimize Health for Population

10.0

Evidence-based approaches to optimize health for this population are not presented.

Evidence-based approaches to optimize health for this population are partially presented; some approaches presented are not evidence-based, or are not relevant for this population. Explanation of how these approaches minimize health disparity is incomplete, or are not relevant for the affected population. There are significant inaccuracies.

Evidence-based approaches to optimize health for this population are summarized; it is unclear how some approaches presented are relevant for this population. A general explanation of how these approaches minimize health disparity is presented. There are some inaccuracies. More evidence or rationale is needed for support.

Evidence-based approaches to optimize health for this population are discussed. Explanation of how these approaches minimize health disparity is presented. Some evidence or rationale is needed for support.

Evidence-based approaches to optimize health for this population are discussed, and approaches are accurately represented and highly relevant to the population. Explanation of how these approaches minimize health disparity is well-developed. Strong evidence and rationale are provided throughout. An understanding of the importance of evidence-based approaches in the optimization of health for an at-risk population is demonstrated.

Proposal for Health Education for Family-Centered Health Promotion

10.0

A proposal for health education for a family-centered health promotion to address the issue for the target population is omitted. The proposal is not supported by evidence-based practice.

A proposal for health education for a family-centered health promotion to address the issue for the target population is partially presented. The proposal is not entirely relevant to the target population. The proposal requires more support relevant to evidence-based practice. There are significant inaccuracies.

A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is generally supported by evidence-based practice; there are some inaccuracies, or some areas need more support using evidence-based practice. Overall, the proposal is relevant to the target population.

A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is supported by evidence-based practice and relevant to the target population. There are minor inaccuracies.

A well-developed proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is strongly supported by evidence-based practice and highly relevant to the target population. The ability to apply evidence-based practice to health education for a target population is clearly demonstrated.

Resources and Organizations for Proposed Education Plan

5.0

Resources and organizations to support the proposed education plan are omitted.

One health-related organization for the selected topic is presented. The profile is incomplete, or it is unclear how the organization is relevant to the focus topic. Two resources (national or local) are presented. It is unclear how the resources are supposed to be used, or how the resources are relevant to the focus topic.

A general profile for a health-related organization relevant to the selected topic is summarized. Two relevant resources (national or local) are presented, and there is a general explanation for how the resources are supposed to be used by the patient or provider.

A general profile for a health-related organization relevant to the selected topic is presented. Two relevant resources (national or local) are presented, and there is an explanation for how the resources are supposed to be used by the patient or provider.

A general profile for a health-related organization relevant to the selected topic is well presented. Two relevant resources (national or local) are presented, and there is a clear explanation for how the resources are supposed to be used by the patient or provider. NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Interdisciplinary Health Professional Involvement

5.0

Interdisciplinary health professionals important to the health promotion are not included.

At least one significant interdisciplinary health professional is presented. It is unclear how the professional important to the health promotion, and what the role of the professional would be. Support for the suggested member is needed.

Some significant interdisciplinary health professionals are presented. A summary of their role and importance to the health promotion is provided. Some support for the suggested members is needed.

Key interdisciplinary health professionals are presented A discussion of their role and importance to the health promotion is provided.

All significant interdisciplinary health professionals are presented. A clear discussion of their role and importance to the health promotion is provided.

Presentation of Content

40.0

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.

The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Layout

5.0

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

5.0

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

Language is appropriate to the targeted audience for the most part.

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5.0

Slide errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

Slides are largely free of mechanical errors, although a few may be present.

Writer is clearly in control of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5.0

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Percentage 100 NRS 429VN Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

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?

Re: Topic 5 DQ 1 Example Approach

Health education and health promotion work together to expand people’s awareness and assist communities in taking steps to better their health. Health promotion takes into account social determinants of wellbeing by supplying patients with the support and tools they need to take personal action and responsibility for their wellness (Faulkner, 2018).
Health education, on the other side, is any synthesis of a patient’s personal interactions that improve their understanding of health (Faulkner, 2018). The nursing method, which includes identification, diagnosis, preparation, treatments, and reviews of the interventions utilized, is applicable to all areas of family health.

Weapons protection is a problem in the United States because of the country’s penchant for firearms and gun culture. Using the clinical method, when questioning people, the nurse should inquire into lifestyle factors and safety concerns, such as if the household has guns in the house. If that is the case, it is the nurse’s responsibility to instruct the family on gun control. First and foremost, the nurse should emphasize the importance of keeping weapons away from children and locked away in a stable and protected place (Faulkner, 2018). Guns should be put up, unloaded, and stored in a place where children cannot reach them. Even if the family may not have weapons, the nurse may emphasize to the parents the value of inquiring regarding the homes of their children’s friends that they may meet (Faulkner, 2018).

Reference list: A. Faulkner (2018). Health Education, Promotion, and Current Family-Centered Health Promotion Challenge Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/5 on April 26th, 2021 Health promotion enables people to take charge of their health regimen by using treatment programs tailored to their specific needs.
Good health education obtained by different forms of learning opportunities is the starting point for promotion.

COVID-19 is a pandemic that has spread around the world. Any person/family on the planet has been infected in some way by the virus. The nursing method is critical in determining educational requirements in order to deter the transmission of the COVID-19 virus. Beginning with the evaluation point, the nurse gathers and analyzes data in relation to the patient’s risk factors in order to determine needs to deter virus infection/spread. The nurse also correlates the details gleaned from the evaluation and arrives at the conclusion that the patient is virus-free. The preparation and execution stages allow the nurse to develop a teaching/health education strategy with short and long-term objectives that incorporates a variety of learning experiences. Encourage the patient to spend as much time as possible at home and to quit only when absolutely appropriate. Encourage social isolation, use of a face mask and hand sanitizer, regular washing of surfaces, stop touching surfaces while not at home, and advising the patient how to recognize potential signs and symptoms and what to do if they have symptoms. The assessment stage helps the nurse and patient to assess the feasibility of the plan/teaching and change it if required to achieve the teaching aim of keeping symptom-free.

Falkner, A. F. (2018). CCC Web Books by AWS & CDD. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/5