Description
Addressing a specific health concern. Please see the attached document with detailed requirements.
Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health
concern for an individual or a group living in the community that you identified from the topic
list provided.
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Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunization.
Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking)
cessation.
It is essential to develop trust and rapport with community members to accurately identify health
needs and help them adopt health promotion, health maintenance, and disease prevention
strategies. Cultural, socio-economical, and educational biases need to be taken into consideration
when communicating and developing an individualized treatment and educational plan. Social,
economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the
health of a community. These behaviors may pose health risks, which may be mitigated through
lifestyle/behaviorally-based education. The environment, housing conditions, employment
factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels
of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a
basis for the development of an individualized plan. The health professional may use a genogram
or sociogram in this process.
What is a genogram? A genogram, similar to a family tree, is used to gather detailed information
about the quality of relationships and interactions between family members over generations as
opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic
predisposition to certain health conditions are components of a genogram. A genogram, for
instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person
has green eyes.
What is a sociogram? A sociogram helps the health professional to develop a greater
understanding of these factors by seeing inter-relationships, social links between people or other
entities, as well as patterns to identify vulnerable populations and the flow of information within
the community.
References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to
epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.).
https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html
HealthPeople.gov. (n.d.). https://health.gov/healthypeople
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the
following course competencies and assessment criteria:
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Competency 1: Analyze health risks and health care needs among distinct populations.
o Analyze a community health concern that is the focus of a health promotion plan.
Competency 2: Propose health promotion strategies to improve the health of populations.
o Explain why a health concern is important for health promotion within a specific
population.
o Establish agreed-upon health goals in collaboration with participants.
Competency 5: Apply professional, scholarly communication strategies to lead health
promotion and improve population health.
o Organize content so ideas flow logically with smooth transitions; contains few
errors in grammar/punctuation, word choice, and spelling.
o Apply APA formatting to in-text citations and references exhibiting nearly
flawless adherence to APA format.
Note: Assessment 1 must be completed first before you are able to submit Assessment 4.
Preparation
The first step in any effective project or clinical patient encounter is planning. This assessment
provides an opportunity for you to plan a hypothetical clinical learning experience focused
on health promotion associated with a specific community health concern. Such a plan
defines the critical elements of who, what, when, where, and why that establish the foundation
for an effective clinical learning experience for the participants. Completing this assessment
will strengthen your understanding of how to plan and negotiate individual or group
participation. This assessment is the foundation for the implementation of your health promotion
educational plan (Assessment 4).
To prepare for the assessment, consider various health concerns that you would like to be the
focus of your plan from the topic list provided, the populations potentially affected by that
concern, and hypothetical individuals or groups living in the community. Then, investigate your
chosen concern and best practices for health improvement, based on supporting evidence.
For this assessment, you will propose a hypothetical health promotion plan addressing a
particular health concern affecting a fictitious individual or group living in the community. The
hypothetical individual or group of your choice must be living in the community, not in a
hospital, assistant living, nursing home, or other facility. You may choose any health issues from
the list provided in the instructions.
In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or
group that you have identified.
Please choose one of the topics below:
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Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking)
cessation.
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Review the MacLeod article, “Making SMART Goals Smarter.”
Instructions
Health Promotion Plan
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Choose a specific health concern as the focus of your hypothetical health promotion plan.
Then, investigate your chosen concern and best practices for health improvement, based
on supporting evidence.
o Bullying.
o Teen Pregnancy.
o LGBTQIA + Health.
o Sudden Infant Death (SID).
o Immunizations.
o Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and
smoking) cessation.
Describe in detail the characteristics of your chosen hypothetical individual or group for
this activity.
Discuss why your chosen population is predisposed to this health concern and why they
can benefit from a health promotion educational plan.
Based on the health concern for your hypothetical individual or group, discuss what you
would include in the development of a sociogram. Take into consideration possible
social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on
health as you develop your educational plan in your first assessment. You will take this
information into consideration when you develop your educational plan in your fourth
assessment.
Identify their potential learning needs.
Identify expectations for this educational session and offer suggestions for how the
individual or group needs can be met.
Health promotion goals need to be clear, measurable, and appropriate for this activity.
Document Format and Length
Your health promotion plan should be 3–4 pages in length.
Supporting Evidence
Support your health promotion plan with peer-reviewed articles, course study resources, and
Healthy People 2020 resources. Cite at least three credible sources published within the past
five years, using APA format.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be
sure to address each point. Read the performance-level descriptions for each criterion to see how
your work will be assessed.
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Analyze the health concern that is the focus of your health promotion plan.
o Consider underlying assumptions and points of uncertainty in your analysis.
Explain why a health concern is important for health promotion within a specific
population.
o Examine current population health data.
o Consider the factors that contribute to health, health disparities, and access to
services.
Explain the importance of establishing agreed-upon health goals in collaboration with
hypothetical participants.
Organize content so ideas flow logically with smooth transitions; contains few errors in
grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless
adherence to APA format.
o Write with a specific purpose and audience in mind.
o Adhere to scholarly and disciplinary writing standards and APA formatting
requirements.
Health Promotion Plan Scoring Guide
Criteria
Nonperformanc
e
Basic
Does not
identify a
community Identifies a
Analyze a community
health
community health
health concern that is
concern that concern that is the
the focus of a health
is the focus focus of a health
promotion plan.
of a health promotion plan.
promotion
plan.
Proficient
Analyzes a
community health
concern that is the
focus of a health
promotion plan.
Distinguished
Provides an in-depth
analysis of a
community health
concern that is the
focus of the health
promotion plan, and
articulates underlying
assumptions and
Criteria
Nonperformanc
e
Basic
Proficient
Distinguished
points of uncertainty
in the analysis.
Explains why a health
concern is important
Does not
for health promotion
describe
Explains why a health within a specific
health
concern is important population.
Explain why a health concerns
Describes health
for health promotion Conclusions are well
concern is important that are
concerns that are
within a specific
supported by current
for health promotion important important for health population.
and relevant
within a specific for health promotion within a Conclusions are not population health
population.
promotion specific population. supported by relevant data and based on a
within a
or current health
perceptive analysis of
specific
data.
the factors that
population.
contribute to health,
health disparities, and
access to services.
Does not
establish
Establish agreed-upon agreed-upon Establishes health
health goals in
health goals goals without
collaboration with in
hypothetical
hypothetical
collaboratio participant
participants.
n with
collaboration.
hypothetical
participants.
Establishes agreedupon health goals in
Establishes agreedcollaboration with
upon health goals in
hypothetical
collaboration with
participants. Goals
hypothetical
are realistic,
participants.
measurable, and
attainable.
Organize content so
Does not
ideas flow logically
organize
with smooth
content for
transitions; contains
ideas. Lacks
few errors in
logical flow
grammar/punctuation
and smooth
, word choice, and
transitions.
spelling.
Organizes content
Organizes content
Organizes content so with a clear purpose.
with some logical flow ideas flow logically
Content flows
and smooth
with smooth
logically with smooth
transitions. Contains transitions; contains transitions using
errors in
few errors in
coherent paragraphs,
grammar/punctuation grammar/punctuation correct
, word choice, and
, word choice, and
grammar/punctuation
spelling.
spelling.
, word choice, and
free of spelling errors.
Apply APA formatting Does not
to in-text citations apply APA
Applies APA
Applies APA
Exhibits strict and
formatting to in-text formatting to in-text flawless adherence to
Criteria
Nonperformanc
e
and references
formatting
exhibiting nearly to headings,
flawless adherence to in-text
APA format.
citations,
and
references.
Does not
use quotes
or
paraphrase
correctly.
Basic
Proficient
citations, headings
and references
incorrectly and/or
inconsistently,
detracting noticeably
from the content.
Inconsistently uses
headings, quotes,
and/or paraphrasing.
citations and
references exhibiting
nearly flawless
adherence to APA
format.
Distinguished
APA formatting of
headings, in-text
citations, and
references. Quotes
and paraphrases
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