CU Develop a Hypothetical Health Promotion Plan Paper
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.
Smoking Cessation Discussion Responses
I have attached my own discussion post too,all you need to do is write a response to each of the discussions down below following these guidelines.
Find an example of a 95% confidence interval in a research article (include the link to the article). Give an interpretation of the confidence interval. What question is the confidence interval answering? Give a description of the sample that is used in the research. Be thorough in both your reporting of the confidence interval and your description of the sample and give a citation for the article. You can search for research articles using Google Scholar.
Read the posts of other learners and respond to at least 2 other learners. Your responses are expected to be substantive in nature and reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. In your response, do at least one of the following:
DISCUSSION 1:
Article: Age at smoking onset and it’s effect on smoking cessation
https://www.sciencedirect.com/science/article/pii/S0306460398001130 (Links to an external site.)
The researchers used a probability sample to obtain a sample of 1710 males who lived in Philadelphia between 1985-1987. This means that n=1710 for the sample studied. For this study, the research hypothesis was that the age when a person starts smoking has an effect on whether or not they successfully quit smoking later. The null hypothesis would be that age does not have an effect on successful smoking cessation.
The article stated that “Men who started smoking before 16 years of age had an odds ratio of 2.1 (95% confidence interval: 1.4–3.0) for not quitting smoking compared to those who started at a later age” This means that the researchers could state with a 95% certainty that the odds ratio for men who started smoking before age 16 falls between 1.4 and 3.0.
DISCUSSION 2:
The sample of the study is a group of 436 mothers with occurrent cases of neural tube defects (NTD) and 2165 mothers with other major malformations. The objective of the study, is to see if women who take 4 mg of folic acid before and in early pregnancy will help reduce the risk of recurrent NTDs. By taking this vitamin the goal is to reduce the risks by 76%. The folic acid dose of 0.4 mg is contained in most over the counter multivitamins. By taking the most common dose of 0.4 mg the relative risk estimate was 0.3 (95% confidence interval, 0.1 to 0.6). The interpretation of this confidence interval is that we are 95% confident that the proportion of women, who take 0.4mg before and in early stages of pregnancy in the population is between 0.1 to 0.6. The outcome of the study proposes that if you take 0.4 mg of folic acid it will reduce the risk of occurrent NTDs by roughly 60%.
Werler MM, Shapiro S, Mitchell AA. Periconceptional Folic Acid Exposure and Risk of Occurrent Neural Tube Defects. JAMA. 1993;269(10):1257–1261. doi:10.1001/jama.1993.03500100055027
Link to Article: https://jamanetwork.com/journals/jama/article-abstract/404155
Capella Doctors Without Border Organization and Its Role in Public Health Analysis
Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.Professional ContextMany organizations work to better local and global communities’ quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization.Demonstration of ProficiencyBy 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.Explain how an organization’s work impacts the health and/or safety needs of a local community.Competency 2: Propose health promotion strategies to improve the health of populations.Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.Assess the impact of funding sources, policy, and legislation on an organization’s provision of services.Competency 4: Integrate principles of social justice in community health interventions.Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community.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.PreparationYou are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have particular interest in one of these organizations but would like to know more about its contributions to public health and safety improvements. You would like to report the results of your research in a scholarly paper that you could submit for publication.Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.Choose the organization or agency you are most interested in researching:American Red Cross.Habitat for Humanity.United Way.Doctors Without Borders.The Salvation Army.United Nations Children’s Fund (UNICEF).Federal Emergency Management Agency (FEMA).Centers for Disease Control and Prevention (CDC).National Center for Transgender Equality.National Resource Center on LGBT Aging.Advocacy & Services for LGBT Elders.Equal Justice Initiative.National Alliance to End Homelessness.Urban Triage.World Health Organization.The Arc: For People With Intellectual and Developmental Disabilities.Alliance for Retired Americans.Futures Without Violence.Blue Campaign: What Is Human Trafficking?Covenant House.Cultural Survival.Note: Remember that you can submit all, or a portion of, your draft research paper 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.InstructionsResearch a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. After completing this activity, choose an organization or agency from the list that you are most interested in researching.Document Format and LengthFormat your paper using APA style.Refer to the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your paper. Be sure to include:A title page and references page. An abstract is not required.Appropriate section headings.Your paper should comprise 3-5 pages of content plus title and references pages.Supporting EvidenceCite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.Graded RequirementsThe research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.Consider the effects of social, cultural, economic, and physical barriers.Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.Explain how an organization’s work impacts the health and/or safety needs of a local community.Consider how nurses might become involved with the organization.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.
Georgia Christian University Type 1 Diabetes SLP Literature Review
Assignment Directions:
For this assignment, you are asked to complete a short literature review on the public health topic and target population that was assigned to you (type one diabetes for people ages 20-30) You are asked to locate at least 3 peer-reviewed journal articles on your topic and write a 1-2 pages literature review on the articles you’ve selected. The paper should be typed, using 11-12 point font, 1” margins, and 1.5 line spacing. The paper should be formatted per APA 7th Edition guidelines (Title page, in-text citations, and reference list).
A target population (who is most affected, at risk, etc.),
What attempts have been made to address the topic/issue/problem,
What is needed and/or what could be done to help eliminate and eradicate the problem
You will need to include:
Title Page
Literature review
oIntroduction
oContext of literature
oConclusion
Reference list
You will not need:
Running header
Page numbers
Steps to complete your literature review:
1.Formulate an inquiry question that specifically describes what would like to know about your Public Health topic.
2.Go to the library (in person or via MyUNG) to search for and locate journals that include your topic’s information.
3.Find articles, read the abstracts and skim the articles to determine if they correspond well to your topic AND inquiry question.
4.Select at least 5 journal articles (you do this so that you can eliminate those that are not relevant – you will need at least 3 for your review).
5.Read your articles and begin to sort and classify them according to their findings.
6.Organize your articles by sorting and classifying their findings in a meaningful way, always considering your original topic and inquiry question.
7.Write an outline for your literature review.
8.Write your review.
9.Revise your review.
A literature review is a survey of scholarly sources on a specific topic. Thus, writing a literature review involves finding relevant publications (such as books and journal articles), critically analyzing them, and explaining what you found. There are five key steps:
A good literature review doesn’t just summarize sources – it analyzes, synthesizes, and critically evaluates to give a clear picture of the state of knowledge on the subject.
You will develop a central question to direct your search. Unlike a thesis/dissertation research question, this question has to be answerable without collecting and/or analyzing data. You should be able to answer it based only on a review of existing publications.
The literature review should be structured as follows:
Introduction
You will give some background on the topic and its importance, discuss the scope of the literature you will review (for example, the time period of your sources), and state your objective. What new insight will you draw from the literature?
Body
As you write, you can follow these tips:
Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
Analyze and interpret: don’t just paraphrase other researchers—add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
§Copy and pasting portions of the articles is not acceptable
§Using only direct quotes or paraphrasing without interpretation will not be viewed as sufficient
Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts
Conclusion
You can discuss the overall implications of the literature
NR 506 CCN WK 4 Healthcare Policy and Poisoning in Children Presentation
In the Week Four assignment area, you will see the overview. Be researching healthcare issues that have been identified in your local community. Included, we have included many examples. They are, well, imagine yourself as a family nurse practitioner, primary care practice. You’ll notice a trending healthcare issue in your local community. You think to yourself, somebody has to do something about it. And in fact, that is you as an NP leader mirror community. Choosing a health care issue common in your local area gets you involved in the health of your community, something you will be doing as a practicing nurse practitioner. This assignment is not a patient treatment plan by the health policy analysis about that particular healthcare issue. This is very important. It’ll be structuring and health policy analysis presentation that addresses the following topics, particular to your health problem. Referring to title bomb techs chapter 14 is essential. And on page 279 of that text, it goes through each parts of the health policy analysis, including the problem statement, background, landscape, options, and recommendations. So let’s start by some definitions. And again, health policy analysis. He’s not a patient plan of care. So again, definitions, definition of a policy analysis. It’s an analysis that provides informed advice to a client that relates to a public policy decision. A decision included that in the course of action or inaction is framed by the clients powers and values. Let’s talk about power for a moment. The power is, does your client actually had the power to do it in value is why is it meaningful to the client? So again, on page 279 of the title, mom texts this brief definitions of all the components of a policy analysis. But now let’s take a look at a more in depth. Beginning, of course, with a problem statement and it defines the problem being addressed in the analysis, typically written in question format and maybe one or two sentences. The title bom, bom tax has multiple examples. The problem statement can be broad or narrow, but for the purposes of this assignment, statement should be much more narrow. Broad problem statements. Take a look at the big picture. Your goal for this assignment assist, help start by solving a health care issue in your local community and you will be saving the world another day. So again, I’m more of a narrow focus. It isn’t tasting to include recommendations in the problem statement, but this should be avoided. So for instance, a problem statement says, drug abuse can be solved by doing these things. You’re operating recommendations and that should be avoided. So now let’s take a look at some problem statements from students that have had in the past. So you have a better a better understanding for nurse practitioners. Decreased, rising drug abuse in the local community and promote recovery. How can mental help access achieved them? Self-score community? What action should you can take to reduce occurences of opioid abuse? What actions will help decrease the incidence of bad lesson tobacco use including beeps. And how can NPS helped to reduce opioid overdose in Camden, New Jersey? So as you read these, you’re seeing, you’re seeing this is not a treatment, but this is prevention. This is primary care prevention. As a family nurse practitioner working in an outpatient family practice, this is exactly what you will be doing, is you’ll be preventing, is it’s, it’s a much law plus expensive and certainly a lot better for your patients to prevent the problems from occurring as opposed to having happened to treat them. Then next is background, and this section provides information not an analysis of the problem, is use layout future options section is factual information that shows a complete picture of the health care issue. It also shows why the issue is important and must be addressed immediately. This section is not partisan or argumentative, that only lays out the facts. Oftentimes with statistics from reliable sources. And I wrote on the next slide, I’ve included some examples. These are very statistical. Come, they come from reliable sources within text references. You can, counties located in Michigan provides the population they are in a particular year. 1993 to 90 to 2014, obesity nutrition rates increased from 11.7%. I’ll read one more is 2628.6% of the valves and can founding world BCE. So again, this is statistical information that used to help to understand the breadth and depth of a health care issue in a local community. Now let’s talk about landscape. Landscape is often tied into the background, in, into the background. But as I’ve stated the background section, the factual information model landscape shows contexts. Contacts is shown by identifying key stakeholders and key factors that must be considered for your health care problem. Stakeholders. As you read, research your healthcare problem, you’ll start to understand who the key stakeholders are. And at some point we’ll have an exhaustive list. There is no required number of stakeholders. You will then outline their correlation to the problem. Let’s take a look at the title mom texts page to A13. And if we look at 283 at the top left, here are some examples of some key stakeholders. Perhaps a politician or are your state’s legislature or and governors. Pharmaceutical industry, health insurance industry, AARP and other elder rights groups, advocacy groups with sable, pharmacists lobby or on pharmaceutical companies and internet based pharmaceutical companies. Key stakeholders and may have a positive or negative impact on the health care issue. Let’s take a look at age 284, box 14, dash one. And you can see possible factors to include in a lanky key that faction is include political factors, social factors, economic factors, legal factors, and practical factors. Well, that’s a good area to start to understand. Once you’ve identified your problem statement, you can start taking a look at these factors and help you develop your landscape through your presentation. Once you’ve completed that, it’s time to look at the options. Now based upon the facts from the background in contexts, from the landscape, it is time to develop options. Page to 85 of the title bomb plaque shows places May 1 look for possible options. The bottom left might be for media, scholarly articles, interest group recommendations. Then take experts in the field, congressional testimony, legislation, whether it’s pastor pending and propose an agency reports. Again, the options talks about the power of the client and the value of the choir. A little bit more about that before we go on for the purpose of this assignment, Scarlatti, outside sources are especially peer-reviewed. Journal articles are required. The options that you will discuss are typically three to five, gives the client some choice of what to do about the health care problem. In this case, a client may most likely will include many of the stakeholders that you’ve discussed. Depending upon that healthcare 100 thousand and pay 286 and title bomb techs provides examples of auction criteria. We look, they’re able 14 dash two. You’ll see some sense sample option criterion. Again, it’s again going to be very particular to your healthcare issue. Now onto recommendations. Finally, this time to choose recommendations based upon the data you presented thus far. The title mom texts states to choose one. However, since you will be discussing a specific health care problem, for the purpose of the purposes of this assignment, multiple recommendations may be chosen and discuss. Again, depending upon the healthcare issue, providing pro and con lists may be appropriate, or perhaps a list of recommendations that may hae a priority bless pursued this and then this after evaluating the effects of the first intervention.
Capella University The Vila Health Scenario Disaster Recovery Plan Presentation
I’m working on a nursing project and need support to help me learn.
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team. As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Note: Complete the assessments in this course in the order in which they are presented.
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.
To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.
In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Begin thinking about:
You may also wish to:
Note: Remember that you can submit all, or a portion of, your draft recovery 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.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
Los Angeles Valley College Social Media Best Practices in Healthcare Analysis
LAVC Valley City Disaster Recovery Plan Presentation
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Note: Complete the assessments in this course in the order in which they are presented.
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.
To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.
In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Begin thinking about:
You may also wish to:
Note: Remember that you can submit all, or a portion of, your draft recovery 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.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.
Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.
Complete the following:
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
Be sure that your slide deck includes the following slides:
Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voice-over. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes.
The following resources will help you create and deliver an effective presentation:
Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
FPX 4060 CU Use of Tobacco Health Promotion Plan Presentation
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.
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.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
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.
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.
Complete the following:
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.
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:
The following resources will help you create and deliver an effective presentation:
