NSG 6002 W5 Assignment 2: Health Promotion Proposal

Sample Answer for NSG 6002 W5 Assignment 2: Health Promotion Proposal Included After Question

Health promotion/disease prevention Problem and Specific Population

Clearly describes the health promotion/disease prevention problem specific to the target population.

Analyzes and supports the significance of the specific prevention problem with research and data. Please see my comments in the body of your paper.

Relationship to Individual Advanced Role

Explain how the selected problem applies to advanced practice in the student’s role option.

Critical Analysis of Relevant Literature

Critically analyze the current literature related to interventions that address the problem related to communities from nursing, the sciences, and humanities. Please see my comments in the body of your paper

Theoretical/Conceptual Framework

Select an appropriate health promotion/disease prevention theoretical framework that applies to the problem. Please see my comments in the body of your paper.

Incorporate the theoretical model into the design of your Intervention Plan.

Intervention Plan

Design an intervention to address the problem in the selected population/setting using appropriate epidemiological, social, and environmental assessments

Discuss alternative interventions that consider specific subsets of the population (underserved), for example: seniors, homebound individuals, disabled, homeless, uninsured, etc.

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Evaluation Plan

Design an evaluation plan to measure efficacy of the proposed intervention

Identify potential barriers that may be encountered during the evaluation process

APA Style/Format

Free of grammatical, spelling or punctuation errors. Citations and references are written in correct APA Style.

Disease prevention differs from health promotion because it focuses on specific efforts aimed at reducing the development and severity of chronic diseases and other morbidities.

Wellness is related to health promotion and disease prevention. Wellness is described as the attitudes and active decisions made by an individual that contribute to positive health behaviors and outcomes.

Health promotion and disease prevention programs often address social determinants of health, which influence modifiable risk behaviors. Social determinants of health are the economic, social, cultural, and political conditions in which people are born, grow, and live that affect health status. Modifiable risk behaviors include, for example, tobacco use, poor eating habits, and lack of physical activity, which contribute to the development of chronic disease.

A Sample Answer For the Assignment: NSG 6002 W5 Assignment 2: Health Promotion Proposal

Title: NSG 6002 W5 Assignment 2: Health Promotion Proposal

Introduction

Recommendations from the community health proposal focused on promoting behavioral as well as a lifestyle change for the population in Aspen Hill Community. Several adjustments were reported including improvement of summer park activities to improve physical activity among the population in a bid to prevent risk of developing chronic illnesses such as obesity (Healthy People 2020, 2009). Objectives that support active physical exercise were recommended to include expansion of transportation choices, improvement in people’s connectedness with nature as well as development of workable communities. Adjustments to healthy eating, early screening together with effective management of chronic conditions also formed part of the recommended items (Jimenez & Bregenzer, 2018). Nonetheless, it was recommended for the adoption of a healthcare model that would reduce the overall cost for populations seeking care for mental health issues.

Implementation Process

The implementation process was key to the community health plan as it led to the practice of recommended changes for the population at risk. Prior to the implementation, a performance matrix was broken down into timelines to guide in the selection of actions based on their priority.

Timeline for Implementation

The intervention was expected to take about six months in a bid to monitor and adjust health intervention program accordingly. The work plan was structured as follows:

Implementation Steps	Estimated Duration
Initial Planning Stages	Week 1 of the 1^st month
Feasibility Assessment of the recommended change initiatives	2 weeks
Identification of a multidisciplinary team to oversee implementation	2 weeks
Introduction of physical activity programs and dissemination of information on healthy lifestyle changes	2 weeks
Review of Reports on Compliance with practice changes	1 week
Complete Assessment of Compliance	2 weeks
Formulation of a pilot report with adequate data	3^rd Month
Validation of data received	3^rd Month
Accept to implement change strategies	3^rd Month
Create Report Strategies	4^th Month
Ensure implementation of recommended strategies	5^th Month
Monitor Implementation and Case Documentation	5^th Month
Evaluation of the strategy	As required
Sustain the physical activity plans and positive lifestyle habits Time for quick feedback Encourage involvement of all members of the team	6^th Month

Resources Needed to Implement

The success of the recommended change strategies will require inputs of human and financial resources to ensure the operation of each step. As concerning human resources, the intervention program will require the services of physicians, nurses, and physiotherapists (Clendon & Munns, 2018). The program will also depend on the services of nutrition experts to guide in the adoption of healthy lifestyle changes in addition to monitoring the weight of the patients. Financial resources, on the other hand, will be needed to pay the health workers and procure essential medical supplies required for the implementation of the program. The success of the intervention will also depend on support from Faith-based organizations and external donors which are yet to be determined (Vespa, Armstrong & Medina, 2018). The intervention program will take place at the selected facility where patients on review will monitor their weights weekly and receive care education regarding the state of their health.

Delivery of the Plan

The delivery of the plan on the implementation program will be undertaken by hospital management in collaboration agency leaders from faith-based organizations or other sponsors in the program. The focus will be on the need to adjust physical activity schedules and adoption of a positive lifestyle as a remedy to chronic illnesses (Jimenez & Bregenzer, 2018). Health education will be administered to the target audience to encourage them to embrace positive changes in their feeding pattern.

Evaluation Process

Data Description

Data collection approach will focus on physical activity patterns of the community. Information will be generated by conducting interviews with the selected population regarding their walk schedules and their enrolment in physical activity programs. A body mass index (BMI) chart and calculator will be used to examine their body composition to recommend a change in weight loss programs (Clendon & Munns, 2018). The information collected will, therefore, be stored in a Microsoft Excel spreadsheet for further analysis after which it will be availed to the key stakeholders of the program.

Resources Needed

Implementation of the program will entirely depend on the staff from the Outpatient Recovery Center who will provide a plan of action to guide in the implementation of the program (Vespa, Armstrong & Medina, 2018). The facility will as well avail financial resources and other medical supplies deemed appropriate for the program. The facility will also partner with the U.S Department of Health and Human Services to obtained standards on physical activity guidelines to recommend for the target population (Healthy People 2020, 2009).

Summary/Conclusion

The health promotion plan focused on physical activity patterns and the adoption of a positive lifestyle to reduce the instances of chronic infections for the target population. The success of the implementation program cannot be achieved without the formulation of an evaluation plan to monitor the performance matrix. As such, timely monitoring and evaluation should be undertaken by the stakeholders to ensure adjustments are made accordingly in order to achieve success in the program.

References

Clendon, J., & Munns, A. (2018). Community Health and Wellness: Principles of primary health care. Elsevier Health Sciences.

Healthy People 2020. (2009). The determinant of Health. Retrieved from https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health

Jimenez, P., & Bregenzer, A. (2018). Integration of eHealth tools in the process of workplace health promotion: proposal for design and implementation. Journal of medical Internet research, 20(2), e65. https://www.jmir.org/2018/2/e65/

Vespa, J., Armstrong, D. M., & Medina, L. (2018). Demographic turning points for the United States: Population projections for 2020 to 2060. Washington, DC: US Department of Commerce, Economics and Statistics Administration, US Census Bureau.

Typical activities

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.