NURS-FPX4060 Health promotion plan presentation

NURS-FPX4060 Health promotion plan presentation

NURS-FPX4060 Health promotion plan presentation

1.10 slides Microsoft power point. ( don’t use speaker note here) NURS-FPX4060 Health promotion plan presentation.
2. 4pages Microsoft word (=Speaker note: please, APA style) ex) Slide 1, Slide 2…. Slide 10.
3. please, don’t use books. only Journals and government site.

Assessment 4 Instructions: Health Promotion Plan Presentation

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Healthy People 2020, n.d.; Flanders, 2018).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan. NURS-FPX4060 Health promotion plan presentation.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

• • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
• Competency 4: Integrate principles of social justice in community health interventions.

• • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

• • Present a health promotion plan to an individual or group within a community.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

NURS-FPX4060 Health promotion plan presentation References

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

NURS-FPX4060 Health promotion plan presentationPreparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft plan to  for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Complete the following:

• Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be a transcript of the voice-over (please refer to the PowerPoint tutorial).
• Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
• Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

• Title slide:

• • Health promotion plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).

• • Be sure to apply correct APA formatting to your references.

The following resources will help you create and deliver an effective presentation:

• .

• • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
• .

• • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
• .

• • This library guide provides links to PowerPoint and other presentation software resources.
• .

• • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment 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.

• Present your health promotion plan to your hypothetical audience.

• • Tailor the presentation to the needs of your hypothetical audience.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
• Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.

• • Which aspects of the session would you change?
  • How might those changes improve future outcomes?
• Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.

• • What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?
• Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
• Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Health Promotion Plan Presentation Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Present a health promotion plan to a hypothetical individual or a group within a community.	Does not present a health promotion plan to a hypothetical individual or a group within a community. NURS-FPX4060 Health promotion plan presentation	Presents a health promotion plan to a hypothetical individual or a group with a community that lacks clear purpose, coherence, or focus, or is supported by slides that add little value to the presentation, exhibit poor design, are hard to read, or include distracting slide transitions, animations, or graphics.	Presents a health promotion plan to a hypothetical individual or a group within a community. Slides enhance key points and adhere to visual design best practices, but no audio and/or speaker notes.	Presents a professional, evidence-based, and engaging PowerPoint presentation. The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.	Does not evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.	Evaluates educational session outcomes and the attainment of health goals without collaborating with hypothetical participants.NURS-FPX4060 Health promotion plan presentation	Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.	Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for revisions to future educational sessions.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.	Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.	Evaluates educational session outcomes unrelated to progress toward Healthy People 2020 goals and leading health indicators.	Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.	Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2020 goals.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).	Does not organize content with clear purpose/goals. Power point slides do not support main points, assertions, arguments, conclusions, or recommendations. Sources are not relevant and/or evidence-based (published within 5 years).	Organizes content with clear purpose/goals. Power point slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).	Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).	Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.	Slides are difficult to read with multiple editing errors. No audio and/or speaker notes provided.	Slides are easy to read and error free. Audio is not clear, difficult to hear, or not professionally presented. Speaker notes are sufficient support for the slides. NURS-FPX4060 Health promotion plan presentation	Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.	Slides are easy to read and clutter free. Slide background is “visually” pleasing with a contrasting color for the text and may utilize graphics. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Villa Health

Conducting an Effective Educational Session

Complete this activity to address key issues in designing and implementing an effective health promotion plan for a selected audience.

You are visiting a local community center to support your friend and fellow nurse on his first day at work. The center is the first in the area dedicated to the homeless—primarily Latino—population in the neighborhood, who speak English as a second language. The community started a community garden to help combat food insecurity in the area.

John takes you on a tour of the facility. He is excited to have you listen to an educational session presented by June. The goal of this session is to teach the participants how to prepare healthy foods using the vegetables from the garden. A local co-op donated beef, a protein source.

As June spoke with the participants about what constitutes a balanced meal, she cleans the potatoes and carrots. She explains to them in English that the skins provide nutrients, so they should not be peeled. As she continued with her lesson, you overheard some participants saying in Spanish that “Only pigs eat vegetable skins. She is trying to feed us slop! She thinks that we are pigs. We don’t eat slop!” Many participants refused to eat the stew and left shaking their heads. A few who remained told her that they had no access to a stove, because they were living on the streets. NURS-FPX4060 Health promotion plan presentation

Answer the following questions based on this scenario:

Question 1 of 2

Which Healthy People 2020 health Indicators apply to this situation?

Choose ALL answers that apply.

1. a) Oral Health

Oral health impacts a person’s ability to eat. However, in this scenario, the participants are not eating the food because it is not consistent with their cultural beliefs. Try again.

Correctb) Older Adults

This is a health indicator for this scenario. Older adults are at risk for food insecurity, often because they are on fixed budgets. Cheaper foods tend to be higher in calories and fat, and are less nutritious. The homeless are at an even greater risk.

1. c) Sexual Health

Does not apply to this scenario. Try again.

1. d) Obesity

A healthy diet and obesity are related. Obese people tend to consume more calories in relation to their level of activity than other people. Fast foods and “junk” foods are cheaper and promote satiety. People who are homeless are dependent on these types of food. However, this indicator does not apply to this scenario. Try again.

Correcte) Educational and Community-Based Programs

This is a health indicator for this scenario. The presenter failed to conduct a needs assessment. She did not take into consideration the characteristics and needs of the target audience: learning needs, language barriers, cultural sensitivity, and the need to address a mutually agreed upon goal.

Correctf) Nutrition

This in the main health indicator for this scenario. Food banks provide free food; however, in this instance, the homeless participants are unable to purchase the food, prepare it, or have a secure place to keep it from spoiling. Their main source of food is at this center. Another possible source of meal would be a soup kitchen, but they have a limited supply of meals.

1. g) Substance Abuse

Does not apply to this scenario. Try again.

Your answers are incorrect. The correct answers are b, e and f.

Feedback

Some potential ways to improve this session would have been to:

• Interview participants to determine learning needs and establish mutual goals.
• Avoid assuming that the participants could afford to purchase and prepare the meals. Homeless individuals may have access to the community garden, but may have no access to protein sources or a place to prepare a meal in the way modeled during the session.
• Learn as much as possible about the local Latino population and culture by consulting appropriate resources and by talking with participants at the center.
• Interview participants to identify cultural norms and beliefs.
• Provide the assistance of a Spanish-speaking interpreter.
• NURS-FPX4060 Health promotion plan presentation

Resources:

The following resources address the expanding role of the nurse in community and public health as an educator as communities become more diverse with more complex health issues, and financial constraints grow. These resources also provide insight into why interprofessional collaboration is even more important in achieving social justice and equitable access to services to promote health and prevent disease in individuals, families, and aggregates in culturally diverse communities.

• Flanders, S. A. (2018). . Medsurg Nursing, 27(1), 55–58.
• Loan, L. A., Parnell, T. A., Stichler, J. F., Boyle, D. K., Allen, P., VanFosson, C. A., & Barton, A. J. (2018), . Nursing Outlook, 66(1), 97–100.
• Ritchie, U. C., Turner, S. C., & Field, C. (2017). . Journal of Pharmacy Practice & Research, 47(2), 140–146.
• U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). . Retrieved from https://www.healthypeople.gov/
• World Health Organization. (n.d.). . Retrieved from http://www.who.int/topics/health_education/en/ NURS-FPX4060 Health promotion plan presentation