Health promotion plan,

Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual (a person of your choice) or group in an educational session about that health concern and associated health improvement strategies.

For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community.

Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a 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 MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement.

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.

Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to:

Bullying.
Medication reconciliation to prevent readmission.
Individual or family disaster preparedness.
Medication safety.
Home safety.
Depression management.
Fall prevention.
Pain management.
Immunizations.
Heart disease prevention (high blood pressure, stroke, heart failure).
Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

Please be sure to include the following in the paper:
1. Provide a perceptive analysis of a community health concern, and articulates underlying assumptions and points of uncertainty in the analysis.

2. Explain why a health concern is important for health promotion within a specific population. Conclusions are well supported by current and relevant population health data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services.

3. Establish agreed-upon health goals in collaboration with participants. Goals are realistic, measurable, and attainable.

Please see attached document and below are some helpful resources for this paper:

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. . . . Kelley, E. (2018). Quality improvement and emerging global health priorities. International Journal for Quality in Health Care, 30(Suppl 1), 5–9. Retrieved from https://academic.oup.com/intqhc/article/30/suppl_1/5/4980402
Centers for Disease Control and Prevention (CDC). (2018). Clinician outreach and communication activity (COCA). Retrieved from https://emergency.cdc.gov/coca/index.asp
Centers for Disease Control and Prevention (CDC). (2018). Global health. Retrieved from 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.

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.

Clark, C. C., & Paraska, K. K. (2014). Health promotion for nurses: A practical guide. Burlington, MA: Jones & Bartlett.
Chapter 10: “Health Promotion Programs: Developing, Facilitating, Measuring, and Evaluating,” pages 415–444.
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.
Smith, K. M. (2016). Using technology in biosurveillance and epidemic management. CIN: Computers, Informatics, Nursing, 34(11), 485–489.
World Health Organization. (n.d.). Health education. Retrieved from http://www.who.int/topics/health_education/en/
The following resource will help you to develop SMART goals:

MacLeod, L. (2012). Making SMART goals smarter. Physician Executive, 38(2), 68–70.