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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 or health need. 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 a various health concern or health need that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community. then, investigate your chosen concern or need 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 or health need 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 or need 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:

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).

health promotion plan
choose a specific health concern or health need as the focus of your hypothetical health promotion plan. then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
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).

create a scenario as if this project was being completed face-to-face.

identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).

describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.

discuss why your chosen population is predisposed to this health concern or health need 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. collaborate with the individual or group on smart goals that will be used to evaluate the educational session (assessment 4).

identify the individual or group’s current behaviors and outline clear 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. consider goals that will foster behavior changes and lead to the desired outcomes.

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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Additional Requirements:



Requested writer:

Importent Note: use the resources linked below to help complete this assessment.

emerging global health care issues
the following resources provide insight into emerging global health care issues. nurses must be cognizant of strategies to protect their own health as well as the health of others.

abrampah, n. m., syed, s. b., hirschhorn, l. r., nambiar, b., iqbal, u., garcia-elorrio, e. chattu, v. k., devnani, m., & kelley, e. (2018). quality improvement and emerging global health priorities. international journal for quality in health care, 30(suppl 1), 5-9. https://academic.oup.com/intqhc/article/30/suppl_1/5/[removed]
centers for disease control and prevention. (n.d.). clinician outreach and communication activity (coca). https://emergency.cdc.gov/coca/index.asp
centers for disease control and prevention. (n.d.). global health. https://www.cdc.gov/globalhealth/index.html
edmonson, c., mccarthy, c., trent-adams, s., mccain, c., & marshall, j. (2017). emerging global health issues: a nurse’s role. online journal of issues in nursing, 22(1), 1–13.
health promotion and education
the following resources address the expanding role of the community or public health nurse 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). effective patient education: evidence and common sense. 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). call for action: nurses must play a critical role to enhance health literacy. nursing outlook, 66(1), 97–100.
ritchie, u. c., turner, s. c., & field, c. (2017). development and utility of a medication self-assessment tool for community-based healthcare services. journal of pharmacy practice & research, 47(2), 140–146.
sanford, k. (ed.). (2018). advocacy for all—but especially for the most vulnerable. nursing administration quarterly, 42(2), 100–106.
minogue, t. d., koehler, j. w., stefan, c. p., & conrad, t. a. (2019). next-generation sequencing for biodefense: biothreat detection, forensics, and the clinic. clinical chemistry, 65(3), 383–392.
world health organization. (n.d.). health promoting schools. https://www.who.int/health-topics/health-promoting-schools
the following resource will help you to develop smart goals:

macleod, l. (2012). making smart goals smarter. physician executive, 38(2), 68–70.
the following resources may help you complete assessment 1.

abramovich, a., lam, j. s. h., & chowdhury, m. (2020). a transgender refugee woman experiencing posttraumatic stress disorder symptoms and homelessness. canadian medical association, 192(1), 9–11.
disaster triage
bazyar, j., farrokhi, m., & khankeh, h. (2019). triage systems in mass casualty incidents and disasters: a review study with a worldwide approach. open access macedonian journal of medical sciences, 7(3), 482–494.
burkle, f. m., jr., potokar, t., gosney, j. e., jr., & dallas, c. (2017). justification for a nuclear global health workforce: multidisciplinary analysis of risk, survivability & preparedness, with emphasis on the triage management of thermal burns. conflict and health, 11(13), 1–9.
byrne, m., parsh, s., & parsh, b. (2019). human trafficking: impact, identification, and intervention. nursing management, 50(8), 18–24.
melmer, p., carlin, m., castater, c. a., koganti, d., hurst, s. d., tracy, b. m., grant, a. a., williams, k., smith, r. n., dente, c. j., & sciarretta, j. d. (2019). mass casualty shootings and emergency preparedness: a multidisciplinary approach for an unpredictable event. journal of multidisciplinary healthcare, 12, 1013–1021.
u.s. national library of medicine. (n.d.). genetics. medlineplus. https://medlineplus.gov/genetics/
cerulli, c., inoue, s., & cerulli, j. (2019). how to identify, assess, and refer patients experiencing interpersonal violence across the lifespan: the role of us pharmacists in integrated pharmacy research and practice. integrated pharmacy research and practice, 8, 115–125.
ford-gilboe, m., varcoe, c., scott-storey, k., wuest, j., case, j., currie, l. m., glass, n., hodgins, m., macmillan, h., perrin, n., & wathen, c. n. (2017). a tailored online safety and health intervention for women experiencing intimate partner violence: the ican plan 4 safety randomized controlled trial protocol. bmc public health, 17, 1–12.
fransham, m., & dorling, d. (2018). homelessness and public health. bmj: british medical journal, 360, 1–2.
morton, m. h., dworsky, a., matjasko, j. l., curry, s. r., schlueter, d., chávez, r., & farrell, a. f. (2018). prevalence and correlates of youth homelessness in the united states. journal of adolescent health, 62(1), 14–21.
hudson, h., & wright, d. k. (2019). towards a guiding framework for prison palliative care nursing ethics. advances in nursing science, 42(4), 341–357.
human trafficking
leslie, j. (2018). human trafficking. journal of trauma nursing, 25(5), 282–289.
cultural sensitivity
alpers, l. (2019). hospital food: when nurses’ and ethnic minority patients’ understanding of islamic dietary needs differ. nursing open, 6(4), 1455–1463.
marutani, m., harada, n., uebayashi, m., anzai, y., takase, k., & okuda, h. (2019). culturally sensitive disaster nursing focusing on pacific rim island countries: first report on japanese public health nurses. prehospital and disaster medicine, 34, s114.
health education
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
love is respect. (n.d.). power and control. https://www.loveisrespect.org/healthy-relationships/power-and-control/
safe horizon. (n.d.). safety plan for domestic violence survivors. https://www.safehorizon.org/our-services/safety-plan/
futures without violence. (n.d.). https://www.futureswithoutviolence.org/
pennsylvania coalition against domestic violence. (n.d.). https://www.pcadv.org/
national domestic violence hotline. (n.d.). identify abuse. https://www.thehotline.org/identify-abuse/
rainn. (n.d.). about sexual assault. https://www.rainn.org/about-sexual-assault
helpguide. (n.d.). elder abuse and neglect. https://www.helpguide.org/articles/abuse/elder-abuse-and-neglect.htm
u.s. department of health and human services, administration for community living. (n.d.). national center for elder abuse. https://ncea.acl.gov/
u.s. department of health and human services, office of disease prevention and health promotion. (n.d.). a href=”https://health.gov/healthypeople/about/healthy-people-2030-framework” target=”_blank”>healthy people 2030 framework. healthy people 2030. https://health.gov/healthypeople/about/healthy-people-2030-framework
u.s. department of health and human services, office of disease prevention and health promotion. (n.d.). violence prevention. healthy people 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives/violence-prevention
u.s. department of health and human services, office of disease prevention and health promotion. (n.d.). healthy people 2030 objectives: populations. healthy people 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives#populations
u.s. department of health and human services, office of disease prevention and health promotion. (n.d.). healthy people 2030 objectives: social determinants of health. healthy people 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives#social-determinants-of-health
academic resources
scholarly writing and apa style
use the following resources to improve your writing skills and find answers to specific questions.

academic honesty & apa style and formatting.
apa module.
writing center.
library research
use the following resources to help with any required or self-directed research you do to support your coursework.

bsn program library research guide.
journal and book locator library guide.
capella university library.
library research and information literacy skills.
online eportfolio guidelines [pdf].
smart goals in community health
smart goals
the nurse is accountable for maintaining the safety and health of the individual, group, or community daily and in the event of a disaster or disease outbreak. people who are prepared will achieve better outcomes and possibly demonstrate a better quality of life. an educational program is a great way to help achieve this.

poorly planned programs result in a waste of time, money, and valuable services. it may even result in the death of those involved or hinder resiliency. the first step in an educational program is the development of smart goals (specific, measurable, attainable, relevant, timely) goals. smart goals provide direction for educational programs. they establish criteria and standards for evaluation of the program.

smart goals must be effective, meaningful, achievable, and collaborative in nature. key stakeholders (such as the individual, group, or community; possibly significant others; and you, the nurse) must be taken into account.

often the best way to identify patient-centered functional goals is simply to ask the target group, “what are your goals?” doing this will help you to improve adherence, satisfaction, and outcomes. consider the following when developing smart goals:

specific: goals will specify who will be responsible, what is to be achieved, where the activity is located, and why it is important or beneficial.
measurable: goals must specify criteria for measuring progress against those goals. it helps you to stay on track, reach milestones, and motivate the stakeholders.
attainable: setting attainable goals serves to motivate the individual or group.
relevant: key stakeholders must see how a specific goal is relevant to them.
timely: to be most effective, goals must be structured around a specific time frame to motivate individuals to begin working on their goals.
smart objectives
after developing a mutually agreed upon goal, smart objectives are developed to help guide activities. objectives help to determine whether the goals have been achieved and if revisions need to be made for future educational sessions.

smart objectives must be:

specific: objectives need to be concrete, detailed, and well defined so that you know what exactly is going to occur and what to expect.
measurable: a way to determine how the objective was met or needs revision.
achievable: the objective must be appropriate and feasible for those involved. ask: what’s the patient’s learning style? for example, does the patient prefer reading printed materials, viewing audiovisual materials, or watching demonstrations?
realistic: it must take into consideration constraints such as resources, personnel, cost, educational level, learning style, reading level, and comprehension level. what language do they speak? how much does the individual or group like to know? ask: can a patient read and comprehend instructions or follow directions? do they prefer reading printed materials, viewing audiovisual materials, or demonstrations?
time-bound: a time frame helps to set boundaries around the objective. ask: how long will it take to attain the objective? objectives may be process- or outcome-oriented.
outcome objectives can be short-term, intermediate, or long-term:

short-term outcome objectives can be achieved after implementing certain activities or interventions. change may be in cognitive (knowledge), psychomotor (demonstration), and values (attitude).
intermediate outcome objectives provide a sense of progress toward reaching the long-term objectives. this could be behavior and policy change.
long-term objectives occur after the program has been implemented. it may take more than a month. these can be changes in mortality, morbidity, and quality of life.
example of a smart goal:

prepare the stakeholders in the community for a disaster.
example of a smart objective:

by the end of the program, the stakeholders will verbalize at least five supplies that need to be in their family disaster kit.
example of an evaluation of a smart objective:

the participants correctly verbalized five supplies that need to be in their family disaster kit.
additional resources
the following additional resources will help you in establishing smart goals and objectives in collaboration with educational session participants:

centers for disease control and prevention. (n.d.). develop smart objectives. https://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html
centers for disease control and prevention. (n.d.). resources. https://www.cdc.gov/phcommunities/resourcekit/resources.html
this site has a template for you to use as a guide.
macleod, l. (2012). making smart goals smarter. physician executive, 38(2), 68-70.