Assessment 1 Instructions: Health Promotion Plan

• PRINT

• 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

• 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.

Your Online ePortfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one
to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes:
1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can
be documented, and ePortfolios contribute to lifelong learning and growth through reflection and
sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that
demonstrate your accomplishments at Capella.

Using ePortfolio to Build Your Career

As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to
demonstrate the knowledge and competencies you have gained through your program in
professional conversations, performance reviews, and interviews. To do that, reflect on the
knowledge and skills you have gained from your courses and the elements you have put in your
portfolio, along with how you have already applied these things to your professional life or how you
might apply them in the future. Next, create your story or talking points to tell your professional
story.

Privacy Statement

Capella complies with privacy laws designed to protect the privacy of personal information. While
you may voluntarily share your own information publicly, you are obligated to protect the personal
information of others that may be associated with your academic or professional development.
Before sharing information and material in any ePortfolio that is set up to be shared externally to
your program at Capella, please consider privacy obligations in relation to protected populations
who may be included or referenced in your academic or clinical work. Refer to the Family
Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and
Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

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. (MUST address all tobacco products).
In addition, you are encouraged to:

• Complete the Vila Health: Effective Interpersonal Communications simulation.

• Review the health promotion plan assessment and scoring guide to ensure that you
understand the work you will be asked to complete.

• Review the MacLeod article, “Making SMART Goals Smarter.”

Note: Remember that you can submit all, or a portion of, your draft assessment 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

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).

• Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking)
cessation. (MUST address all tobacco products).

• 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

• 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.

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.