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Social Psychology Stress and Health

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Social Psychology Stress and Health

topic :Social Psychology Stress and Health

To prepare for this discussion, please read Chapter 13: Social Psychology, Stress, and Health of your textbook and read the Stress, Health and Illness: Four Challenges For the Future and the Life Stress (Links to an external site.) and the Life Stress and Health: A Review of Conceptual Issues and Recent Findings (Links to an external site.) articles. Also, watch the Achieving a State of Optimal Health: Stress and the Health Realization Model—American Academy of Pediatrics: Reaching Teens (Links to an external site.)video.
In this discussion, you will consider social psychological variables that affect health. Note that you must utilize at least one relevant scholarly source in addition to your textbook for this discussion.
• Interpret the relevance of one or more social variables that influence health (e.g., social support, hope, choice, etc.) in your own life.
Also, in your discussion,
• Examine situational factors that play a role on health.
• Discuss social and cultural variables that may influence health.
• Appraise relevant theory and research to support your analysis.
To fully demonstrate content knowledge and critical thinking,
• Interpret course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
• Be thorough and specific, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
• Use personal examples to illustrate as appropriate, but do be sure to provide an objective analysis too, referencing required materials and using additional sources as needed to support your insight.
• Use your own Academic Voice (Links to an external site.) and apply in-text citations appropriately throughout your post.
o Review APA: Citing Within Your Paper (Links to an external site.) for more information.
• Your original post should be a minimum of 300 words.
Peer Responses: Review several of your classmates’ posts. Provide a substantive response to at least three of your peers in a minimum of 300 words (each reply), by Day 7 (Monday).
• Provide alternative advice to your peer for managing his/her health.
• Identify concepts from previous chapters that might be relevant for changing your peer’s unhealthy behavior or mental processes.

 

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Health Promotion And Health

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Health Promotion And Health

topic : Health Promotion And Health

APA format

1) Minimum 5 full pages (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page

Part 1: minimum 1 page

Part 2: minimum 1 page

Part 3: minimum 2 pages

Part 4: minimum 1 page

Submit 1 document per part

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraph

Bulleted responses are not accepted

Don’t write in the first person

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering:

Example:

Part 1.doc

Part 2.doc

__________________________________________________________________________________

Part 1: Health Care Informatics

1. How knowledge and wisdom are used in decision making cognitive informatics?

2. How social media is impacting healthcare’s ethics?

Part 2: Health Promotion

Healthy People is an initiative of the Office of Disease Prevention and Health Promotion (ODPHP) that addresses health challenges and set projections every 10 years, with the main purpose of improving health indicators nationwide.

Topic: Hypertension

1. Describe the topic.

2. Why is the selected topic important?

3. Would this lead to secondary conditions or complications?

4. What criteria are used to understand risk of developing such conditions or complications

Part 3: Health Promotion

Topic: Description of health problem at global, national and local level

Health Problem: Breast cancer in menopausal patients

1. Introduce the problem with concise overview about its health impact. (1 paragraph)

2. Describe the global relevance of the problem. ( 1 paragraph).

3. Describe the national relevance of the problem.(2 paragraph).

4. Describe the local relevance and perspective of the problem. (1 paragraph).

5. Conclude the idea justifying the development of promotion strategies at different levels. (1 paragraph)

Part 4: Health, Epidemiology & Statistical Principles

1. What are the determinants of a population’s health status

2. what is the role of health promotion and disease management?

 

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PUBLIC COMMUNITY HEALTH

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PUBLIC COMMUNITY HEALTH

topic : PUBLIC COMMUNITY HEALTH

Task 6
[insert Task 6 to be completed out of class]

Read and review WHO handbook on Healthcare Levels of Interaction

Levels of Interaction – Practical Example

Study case depicted in the picture of a young Hawaiian boy who does not take his insulin and manage his diabetes. Note the different levels on which health actions/interactions occur. (a larger picture is in the Important Documents).

Become familiar with different health models.

The Health Belief Model (in Important Documents)
Watch video on

Theory of Planned Behavior and Theory of Reasoned Action

Using the example above with Johnny, the Hawaiian boy. Select one of the behavioral theories or models explored and write a short summary (1 page) on how this model could be potentially used as a framework for helping patients manage diabetes better.

LESSON 6

Lesson 6
Assignment: Analyzing a Community Problem

Discuss what a community problem is, why it should be addressed, how you will collect information about the problem, and how to analyze the problem in order to prepare to develop a plan of action. Use the guideline for analyzing a community problem below, and use this to analyze a problem in the community you chose for your project.

The problem occurs too frequently (frequency)
The problem has lasted for a while (duration)
The problem affects many people (scope, or range)
The problem is disrupting to personal or community life, and possibly intense (severity)
The problem deprives people of legal or moral rights (equity)
The issue is perceived as a problem (perception)
Write up the analysis and submit to the dropbox.

Enlightening assignments are the elementary merit of students to achieve the specified task with immense ability. Worldwide educational teachers give assignments to students to put into effect. These online services do not let you just sit back and relax because these websites are a valuable tool to overcome their weaknesses. In this fast world, people with strong personalities, alert and thoughtful minds are valued.

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Margaret Newman’s Theory of Health

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Margaret Newman’s Theory of Health

topic : Margaret Newman’s Theory of Health

APA Format

1) Minimum 5 full pages (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraph

Bulleted responses are not accepted

Don’t write in the first person

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 6 references (APA format) per part not older than 5 years (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

__________________________________________________________________________________

Topic: Margaret Newman’s Theory of Health

1. Introduction ( 1/2 page)

a. Identification of theorist

b. Make a brief background of the theorist (accomplishments, career, accolades, research efforts)

2. Analysis of basic components/concepts and major relationships in the theory. (1 page)

3. Discuss the theory’s core concepts and their apply in nursing today (1 /2 page)

4. Relevance to healthcare and the client discussed. Also, (1/2 page)

a. Connect the theory to healthcare today

5. Application to research and/or practice provided. Also, (1 page)

a. Connect the theory to current research/practice

6. Describe two peer-reviewed/research articles that detail the nursing theory being applied in clinical practice/research. Also, (1 page)

a. Summarize key findings of both articles

b. Summarize results

c. Summarize implications for future practice.

7. Summary: Include theory strengths and limitation in the summary ( 1/2 page)

 

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Factors surrounding women’s men’s health

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Factors surrounding women’s men’s health

topic : Factors surrounding women’s men’s health

The Week 10 Module 7 case study analysis assignment is based on the following scenario:

An understanding of the factors surrounding women’s and men’s health, infections, and hematologic disorders can be critically important to disease diagnosis and treatment in these areas. This importance is magnified by the fact that some diseases and disorders manifest differently based on the sex of the patient.

Effective disease analysis often requires an understanding that goes beyond the human systems involved. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact..

An understanding of the symptoms of alterations in systems based on these characteristics is a critical step in diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

case study scenario for this Case Study Assignment. 67-year-old female presents with chief complaint of shortness of breath, fatigue, weakness, unintentional weight loss, and mild numbness in her feet. She states she feels unsteady when she walks. PMH includes hypothyroidism well controlled on Synthroid 100 mcg/day. No hx of HTN or CHF.

Vital signs: Temp 98.7 F, pulse 118, Respirations 22, BP 108/64, PaO2 95% on room air.

Physical exam revealed pale, anxious female appearing older than stated years.

HEENT- pale conjunctiva of eyes and pale palate. Tongue beefy red and slightly swollen with loss of normal rugae. Turbinates pale but no swelling. Thyroid palpable but no nodules felt. No lymph nodes palpated.

Cardiac-regular rate and rhythm with soft II/VI systolic murmur. Respiratory- lungs clear with no adventitious breath sounds. Abdomen-soft, non-tender with positive bowel sounds. Liver edge palpated two finger breadths below right costal margin. Lab data- hgb, hct, reticulocyte count, serum B12 levels low, mean corpuscle volume, plasma iron, and ferritin levels high, folate, TIBC are normal.

Assignment ( 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following as it applies to the scenario you were provided (not all may apply to each scenario):

The factors that affect fertility (STDs).

Why inflammatory markers rise in STD/PID.

Why prostatitis and infection happens. Also explain the causes of systemic reaction.

Why a patient would need a splenectomy after a diagnosis of ITP.

Anemia and the different kinds of anemia (i.e., micro and macrocytic).

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HEALTH INFORMATION MANAGEMENT

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HEALTH INFORMATION MANAGEMENT

Topic: HEALTH INFORMATION MANAGEMENT

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  A (4) B (3) C (2) D/F (1/0)
Focus: Purpose Purpose is clear Shows awareness of purpose Shows limited awareness of purpose No awareness
Main idea Clearly presents a There is a main idea Vague sense of a No main idea
  main idea and supported throughout main idea, weakly  
  supports it most of the paper. supported  
  throughout the   throughout the  
  paper.   paper.  
Organization: Well-planned and Good overall There is a sense of No sense of
Overall well-thought out. organization, includes organization, organization
  Includes title, the main although some of the  
  introduction, organizational tools. organizational tools  
  statement of main   are used weakly or  
  idea, transitions and   missing  
  conclusion.      
Organization: All paragraphs have Most paragraphs have Some paragraphs Para. lack clear ideas
Paragraphs clear ideas, are clear ideas, are have clear ideas,  
  supported with supported with some support from  
  examples and have examples and have examples may be  
  smooth transitions. transitions. missing and  
      transitions are weak.  
Content Exceptionally well- Well-presented and Content is sound and Content is not sound
  presented and argued; ideas are solid; ideas are  
  argued; ideas are detailed, developed present but not  
  detailed, well- and supported with particularly  
  developed, evidence and details, developed or  
  supported with mostly specific. supported; some  
  specific evidence &   evidence, but  
  facts, as well as   usually of a  
  examples and   generalized nature.  
  specific details.      
Research (if Sources are Sources are well Sources support The paper does not
assignment exceptionally well- integrated and some claims made in use adequate
includes a integrated and they support the paper’s the paper, but might research or if it does,
research support claims claims. There may be not be integrated the sources are not
component) argued in the paper occasional errors, but well within the integrated well.
  very effectively. the sources and paper’s argument. They are not cited
  Quotations and Works Cited conform There may be a few correctly according
  Works Cited to MLA style sheet. errors in MLA to MLA style, nor
  conform to MLA   style.. listed correctly on
  style sheet.     the Works Cited
        page.
Style: Sentence Sentences are clear Sentences are clear Sentences are Sentences aren’t
structure and varied in but may lack generally clear but clear
  pattern, from simple variation; a few may may have awkward  
  to complex, with be awkward and there structure or unclear  
  excellent use of may be a few content; there may  
  punctuation. punctuation errors. be patterns of  

discuss what is meant by the claim that job security now resides in flexibility, adaptability, and performance? Assess the impact of organizational change. The following article link also discuss the same concept. https://dynamicbusiness.com.au/featured/lets-talk-flexibility-in-the-workplace.html

HEALTH INFORMATION MANAGEMENT

 
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Hypothetical health promotion plan

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Hypothetical health promotion plan

topic : Hypothetical health promotion plan

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.

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunization.
Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).

As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).

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

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. 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:

Competency 1: Analyze health risks and health care needs among distinct populations.
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.
Explain why a health concern is important for health promotion within a specific population.
Establish agreed-upon health goals in collaboration with participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
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.
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).

You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (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.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

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:

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.

Instructions
Health Promotion Plan
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.
Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
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 2030 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.

Analyze the health concern that is the focus of your health promotion plan.
Consider underlying assumptions and points of uncertainty in your analysis.
Explain why a health concern is important for health promotion within a specific population.
Examine current population health data.
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.
Write with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

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HEALTH PROMOTION PRESENTATION

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HEALTH PROMOTION PRESENTATION

topic : HEALTH PROMOTION PRESENTATION

Description:

The purpose of this project is to provide the student an opportunity to practice health promotion education within a group setting. The student will be able to incorporate knowledge from class and clinical lab to formulate a teaching plan and tool to be presented to the class.

Objectives:

1. Identify a patient/family learning need to promote health.

2. Develop a teaching plan utilizing teaching/learning concepts.

3. Develop a teaching tool to emphasize the health promotion content.

4. Apply the teaching plan and tool to provide education to a group.

5. Discuss potential ethical issues that may interfere with health education and promotion.

Enlightening assignments are the elementary merit of students to achieve the specified task with immense ability. Worldwide educational teachers give assignments to students to put into effect. These online services do not let you just sit back and relax because these websites are a valuable tool to overcome their weaknesses. In this fast world, people with strong personalities, alert and thoughtful minds are valued.

Assignments Proficient is a website where students from across the globe come under one roof to gain purposeful assignments. Globally, the education is still in its young stage where taking help by any means outside the educational institutes is infrequent. So we have separate forums to examine the variety of subject areas. Within each forum, there is ranking allotted to the person who is most efficient to do the assignment in the best possible way. If you are a student in Dubai or travelling here for your education, then we are the pillars of strength, whom you can trust and ladder of support, for any assistance in your assignment.

 

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PRESENTATION RUBRIC FOR HEALTH PROMOTION PRESENTATION

 

Students select a topic related to health promotion.   Utilize the www.healthypeople2020.gov website for topic selection.
Develop a teaching plan.

 

/20
Prepare a teaching tool for presentation with teaching plan.

 

/20
Teaching plan and description of teaching tool submitted to instructor on the due date .

 

/15
Explain why this health promotion topic is important and relevant.

 

/10
Content was organized, specific and presentation covered approximately 8 minutes of class time.

 

/15
Identify a potential ethical issue that may result in health care disparities.

 

/5
Post-presentation discussion Q&A was conducted for approximately 3 minutes.

 

/15

 

 
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Hypothetical health promotion plan

/in /by

Hypothetical health promotion plan

topic : Hypothetical health promotion plan

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 2030 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 (Flanders, 2018;
Healthy People 2030, n.d.).

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

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 2030 objectives 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.

References for Hypothetical health promotion plan assignment

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

U.S. Department of Health and Human
Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy
People 2030. https://health.gov/healthypeople

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

Preparation

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 Smarthinking Tutoring 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:

Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording
slide shows in different versions of PowerPoint, including steps for
Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for
Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and
other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
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 2030 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 2030 objectives and leading health
indicators.
What changes would you recommend to better align the
session with Healthy People 2030 objectives 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.

Additional
Requirements

Before submitting your assessment,
proofread your presentation slides and speaker’s notes to minimize errors that
could distract readers and make it difficult for them to focus on the substance
of your presentation.

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The global health issue

/in /by

The global health issue

topic: The global health issue

Purpose of the The global health issue Assessment:

The purpose of the critical reaction papers assessment is to encourage students to continue thinking critically and reflexively about the specific global health issues that are raised during class or in assigned reading materials. Students should focus on writing about those global health issues that they find especially complex and intriguing.

Task Description:

Students will write a 1,500 word (about 4 pages, 1.5 spacing) paper that outlines their plans for how to apply the lessons learned during this class to their pursuit of becoming an “educated global citizen” who, directly and/or indirectly, contributes to improvements in individual and population health across the world. Check out http://www.ideas-forum.org.uk/about-us/global-citizenship (Links to an external site.) for more information on what defines a global citizen.

Each student is required to provide direct critical commentary on one of the class sessions that you explored between Weeks 1 and 6 of the semester. You have the freedom to write about whichever class activity, content topic, video, or exercise you like. For example, if a particular video or discussion board topic sparked your interest and spoke to you on a personal level.

You should:

Provide a brief synopsis (i.e. summary) of the class session (i.e. lecture, activity, video, content topic, or activity) about which you are writing.
Identify the main ideas and arguments presented and discussed during that session or activity.
Analyze and evaluate these ideas and arguments. Your paper should follow an essay format. In writing your critique, questions to consider may include:
Why did the instructor select this class material for her students to explore? That is to say, what is the relevance of the issue to global health?
Was there anything that was covered in the class session that provoked a heightened emotional response from you and/or others?
Are there additional arguments or perspectives related to the topic at hand that the content to highlight and discuss? If so, why do you think these arguments were left out?
What does the literature say about this topic/issue? In other words, link the topic to class readings or discussions. For example, a talk on rural health might be linked to Skolnik’s discussion on health determinants. Be sure to make this link and note Skolnik (or other sources) appropriately – e.g., (Skolnik, 2016, p. X) or Allotey, etc.
What is your personal perspective on the ideas and arguments presented and discussed in the class session? Do you agree or disagree? Explain…
Were any moral or ethical dilemmas presented during class? If so, what were they and how would/could you respond to them?
4. Provide an informed opinion on “where to from here”? That is to say, discuss what further ideas arguments you think need to be considered to fully deconstruct this topic; what information would you need to gather so as to develop a comprehensive understanding of the problem; what actions could/should be taken by global health practitioners or researchers to address the issue; and so on.

5. Lastly, how has this class session influenced you in your future as a global health citizen?

***Remember, this is a reflective paper that is meant to illustrate how you have grown through your studies***

Assessment Criteria:

The following criteria and weightings will be used in the allocation of film review paper grades:

Synopsis and identification of main ideas/arguments presented in selected class session is informative, yet concise – 25% of critical reaction paper grade (max. 25 points)
Analysis and evaluation of the global health issue demonstrates well-developed critical thinking skills; “where to from here” ideas are considered and insightful – 50% of critical reaction paper grade (max. 50 points)
Paper includes at least one direct connection to previously covered course material (other than the exact session you are building your paper on)– 15% of critical reaction paper grade (max. 15 points)
Presentation, style of writing and APA citations, including intext citations are suitable/accurate – 10% of critical reaction paper grade (max. 10 points)

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