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NURS FPX 4060 Health Promotion Plan Assignment Capella University

NURS FPX 4060 Health Promotion Plan Assignment Capella University

Nurses are critical in promoting children’s mental health and well-being. Nurses fight for the establishment of circumstances that foster the mental health and well-being of school-aged children, both in and out of the classroom. However, the existence of vices such as bullying impairs the achievement of intended mental health and wellbeing goals among school-aged children in their communities and at school. Bullying, data indicates, continues to be a troubling and pervasive phenomena both in and out of schools, affecting not only school-aged children but also other stakeholders such as healthcare providers and parents. As such, this document is a health promotion plan that will be implemented to combat bullying among school-aged children. The study discusses bullying, its prevalence, and the agreed-upon health goals for addressing it.

An Examination of a Public Health Issue

Bullying has been selected as a community health risk for analysis in this research. Bullying is a prevalent health problem among school-aged children. Bullying, as defined by Menesini and Salmivalli (2017), is the systematic misuse of power by school-aged children or peers. Bullying is frequently associated with deliberate, recurrent, and unbalanced power. The power disparity is due to a variety of reasons, including social position, group size, physical strength, and the vulnerability of the bullied. Bullying among school-aged children can occur both within and outside of the classroom (de Wet & Jacobs, 2021). Bullying takes many forms, including physical, verbal, relational, and social assault, as well as cyberbullying. According to statistics, approximately 4-9 percent of adolescents in developed nations engage in bullying activities, whereas 9-25 percent of school-aged children are bullied (Menesini & Salmivalli, 2017). However, the accuracy of statistics on bullying prevalence cannot be guaranteed in the majority of communities due to variance in the operationalization and assessment of the bullying construct. FPX4060 FPX4060 FPX4060 FPX4060 FPX4060 FPX40

A number of factors predispose school going children to bullying. According to Muijs (2017), bullying among school-going children may be attributed to school factors such as schools with negative atmosphere, teacher-student relationships, policies, and esteem issues among students. There is also the influence of factors beyond those related to the school environment on bullying among school going children. The factors include externalizing behaviors, poor psycho-social adjustment, lack of self-esteem, inadequate or lack of parental support and social competence issues (Fisher et al., 2017). Nurses therefore have a role of examining the school and non-school related factors that predispose children to bullying to enable the development of responsive interventions to address the problem. NURS FPX4060 Health Promotion Plan Assignment

NURS FPX 4060 Health Promotion Plan Assignment Capella University

NURS FPX 4060 Health Promotion Plan Assignment Capella University

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Why the Health Concern is Important for Health Promotion within a Group

Bullying among school going children is an important issue for health promotion due to the health effects that it has on the victims.

According to evidence, bullying has been shown to have adverse health effects on the victims in any society or social setting. According to a research conducted by Tanga and Hendricks (2019), bullying was found to have a negative effect of the academic progress and psychological functioning of the learners. The study obtained from 40 participants showed that bullying impaired the cognition and emotions of the learners. The consequences of cognition and emotional impairment were found to be increased levels of depression and anxiety, which affect the academic performance of the learners (Tanga & Hendricks , 2019). Bullying is also associated with significant short as well as long-term physical damage to the bullies and the victims. The physical damages are largely attributed to the harm caused by the physical forms of aggression towards the victims and bullies (Fisher et al., 2017). Prolonged exposure of bullying to school aged children has also been shown to predispose them to sleep disturbances, low self-esteem, and increased risk of suicide. The persistent exposure to bullying experience affects the socio-cognitive functioning of the children, which impairs their ability to function optimally in their social activities (Prino et al., 2019). The effects of bullying in childhood has been shown to extend to adulthood. For example, adults aged between 18 and 50 years who were bullied in their childhood have been found to be highly at a risk of developing mental health problems such as depression, anxiety, suicidal ideations, attempts and successful suicides. The adults also report difficulties in forming and maintaining relationships alongside poor general health (Fisher et al., 2017).

A number of factors influence the health of school going children who are subjected to bullying. One of them is the availability of social support. Children who are victims of bullying require social, emotional and physical support from peers, parents, teachers, and healthcare providers. A lack of adequate social support predisposes them to the health effects of bullying that include depression, anxiety and low self-esteem. The other determinant of health of children who are bullied is access to their needed healthcare services. As noted initially, bullying has social, emotional and physical health effects. The cumulative effects of bullying may require children to be provided care by healthcare givers (Nickerson, 2019). Issues such as limited access to care by the children due to the influence of factors such as socioeconomic status, affordability and availability of care may affect adversely the health outcomes of children who are victims of bullying. Health disparities due to the influence of factors such as race, ethnicity, employment status, and health insurance coverage may also affect the access of the affected children to the care that they need (Brewer, 2017; Njelesani et al., 2020). Therefore, nurses should play a proactive role in ensuring that the factors that determine the health of school going children affected by bullying are addressed to promote their mental health and overall wellbeing. NURS FPX4060 Health Promotion Plan Assignment

Agreed-upon Health Goals

In a bid to address the above health concern, a meeting was convened among teachers, parents, guardians, and nurses to examine the interventions that should be adopted to minimize and prevent bullying. The following goals were agreed upon during the meeting:

  1. Health education to be provided to the students within the next one month to raise their level of awareness about bullying, its effects and prevention
  2. School to implement policies against bullying among students within the next one month to lower the current rate of student bullying from 9.8% to 3% by the end of the year
  3. School to adopt interventions that create safe environment for the students within the next one month to lower the current rate of bullying among students from 9.8% to 3% by the end of the year
  4. Parents and guardians to advocate and empower their children to stand against any behaviors that contribute to bullying in and outside the school environment

Conclusion

Overall, bullying among school going children has negative health consequences. Bullying predisposes school going children to depression, anxiety, sleep disturbances, low self-esteem, poor academic performance. Factors within and outside school environment influence the predisposition of the school going children to bullying. Therefore, nurses and other educational stakeholders should work together in exploring effective interventions that can be adopted to address the issue.

References

Brewer, Jr., Steven L. (2017). Addressing Youth Bullying through the Whole Child Model. Education, 138(1), 41–46.

de Wet, C., & Jacobs, L. (2021). Workplace Bullying, Emotional Abuse and Harassment in Schools. In P. D’Cruz, E. Noronha, L. Keashly, & S. Tye-Williams (Eds.), Special Topics and Particular Occupations, Professions and Sectors (pp. 187–219). Springer. https://doi.org/10.1007/978-981-10-5308-5_11

Fisher, K., Cassidy, B., & Mitchell, A. M. (2017). Bullying: Effects on School-Aged Children, Screening Tools, and Referral Sources. Journal of Community Health Nursing, 34(4), 171–179. https://doi.org/10.1080/07370016.2017.1369801

Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22(sup1), 240–253. https://doi.org/10.1080/13548506.2017.1279740

Muijs, D. (2017). Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours. British Journal of Educational Psychology, 87(2), 255–272. https://doi.org/10.1111/bjep.12148

Nickerson, A. B. (2019). Preventing and Intervening with Bullying in Schools: A Framework for Evidence-Based Practice. School Mental Health, 11(1), 15–28. https://doi.org/10.1007/s12310-017-9221-8

Njelesani, J., Attard, K., Duimstra, A., & Zenderman, N. (2020). Addressing School Bullying with a Multi-tiered System of Support Approach. Journal of Occupational Therapy, Schools, & Early Intervention, 0(0), 1–16. https://doi.org/10.1080/19411243.2020.1852466

Prino, L. E., Longobardi, C., Fabris, M. A., Parada, R. H., & Settanni, M. (2019). Effects of Bullying Victimization on Internalizing and Externalizing Symptoms: The Mediating Role of Alexithymia. Journal of Child and Family Studies, 28(9), 2586–2593. https://doi.org/10.1007/s10826-019-01484-8

Tanga Pius T., & Hendricks Eleanor A. (2019). Effects of bullying on the psychological functioning of victims. Southern African Journal of Social Work and Social Development, 31(1), 1–17. https://doi.org/10.25159/2415-5829/3939

Name:  Assignment Rubric

  Excellent Good Fair Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. 32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. 45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name:  Assignment Rubric

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