Health Promotion Plan- Tobacco Use Vaping E-Cigarettes Hookah Chewing Tobacco and Smoking Cessation

Health Promotion Plan- Tobacco Use Vaping E-Cigarettes Hookah Chewing Tobacco and Smoking Cessation

Tobacco smoking, according to the World Health Organization (WHO), is one of the leading issues and threats to public health that are of concern at a global level (WHO, 2022). Tobacco is used in various forms, such as vaping e-cigarettes, hookah, chewing tobacco, and smoking. However, regardless of the method of use, it remains harmful. This makes it important to develop health promotion programs targeted toward tobacco use cessation. This paper presents a health promotion plan for tobacco use cessation among teenagers and youth in the US and agreed-upon SMART goals with the target population and the importance of such goals.

Tobacco Use among Teenagers and the Youth

For the longest time, tobacco has been viewed as an issue revolving around people above the age of 50 years. Nevertheless, this has been one of the most inaccurate assumptions towards tobacco use across the US. Recent reports show a growing number of teenagers and youth are becoming the leading population groups in tobacco usage. A report compiled by the CDC (Centers for Disease Control and Prevention) (2022) noted that usage of tobacco products is established at quite a young age during adolescence. The report further notes that close to 90 percent of daily tobacco users, especially smokers, had their first taste of tobacco by their 18^th birthday while 99 percent engage in smoking by the age of 26 years (CDC (Centers for Disease Control and Prevention), 2022).

Various factors contribute to the rise of tobacco use among teenagers and the youth in the US today. Marketing strategies for cigarettes make smoking appear as if it is “cool” . Tobacco use in various forms has also been a theme in movies and other media, such as in games and music videos, making tobacco use more appealing to teenagers and the youth. Recent developments in e-cigarettes, vapers, hookah, nicotine pouches, and chewing gums have increased tobacco usage among teenagers and the youth. Other factors contributing to the rise in tobacco use among the youth are the lack of services targeted at reducing tobacco use, parental absence during early development, poor performance in school, and low self-esteem due to social pressures (Gentzke et al., 2022).

Significance of Teen and Youth Tobacco Use and Need for Health Promotion

Many teenagers and youth today use tobacco in one form or another and are developing nicotine dependency. An estimated 4.47 million youth were using one type of tobacco product in 2020 (CDC (Centers for Disease Control and Prevention), 2022). In a 2021 survey of tobacco use among the youth, an estimated 4 percent of middle school and 14.6 percent of youth in high school were reported to have tried one or two types of tobacco products (Gentzke et al., 2022). Further, 1.5 percent and 5 percent of middle and high school students were reported to be currently using two or more tobacco products in several ways (Gentzke et al., 2022).

Cigarette smoking significantly negatively impacts the lives of the youth and future US generations. An estimate eight million annual deaths are linked to tobacco use (WHO, 2022). Of concern is that tobacco use does harm not only the users but also the people around them. The WHO (2022) estimates that over 1.2 million deaths related to tobacco use are non-smokers exposed to second-hand smoking. The current trends of tobacco use, including e-cigarettes and vapers, are linked to subsequent use of tobacco cigarette smoking,s identified by data showing that an estimated 25 percent of new smokers graduate from e-cigs and vapers (Berry et al., 2019). Tobacco use, especially smoking and vaping among the youth, is also associated with the development of lung complications and has been identified as a leading risk factor for the development of COVID-19 (Gaiha et al., 2020). Tobacco use is associated with cancer, especially the development of lung cancer (Parascandola & Xiao, 2019).

Furthermore, tobacco use is expected to become prevalent among US youths as more are exposed to tobacco products from a young age. However, access to support and care services due to racial, ethnic, and socioeconomic disparities is expected to hinder cessation efforts as well as further contribute to health disparities among the US youth. Consequently, this makes it important to develop health promotion programs to create awareness among users to reduce tobacco use and further support cessation efforts.

Development and Importance of Establishing Agreed Upon SMART Goals for Tobacco Use Cessation Among Teenagers and the Youth

Promoting cessation of tobacco use among youths aligns with the Healthy People 2030 goal of reducing illness, disability, and death related to tobacco use and second-hand smoke. Developing agreed-upon goals with the youth is important as it helps identify the knowledge gaps on tobacco use and what needs to be done to improve population knowledge and support use cessation. After consulting with the youth, these four goals have been agreed upon:

Identification of specific contributing factors to tobacco use among youth

Development of a 6-month cessation period

Identification of barriers to quitting and triggers to tobacco use

Engagement in community-wide awareness drive against tobacco use

Conclusion

The prevalence of tobacco use among US youth is expected to rise in the coming years, further creating pressure on the public health systems. Health promotion plans with agreed-upon goals with the youth can be an evidence-based intervention to provide education on the dangers of tobacco use and support and promote tobacco use cessation across the US.

References

Berry, K. M., Fetterman, J. L., Benjamin, E. J., Bhatnagar, A., Barrington-Trimis, J. L., Leventhal, A. M., & Stokes, A. (2019). Association of Electronic Cigarette Use with Subsequent Initiation of Tobacco Cigarettes in US Youths. JAMA Network Open, 2(2), e187794–e187794. https://doi.org/10.1001/JAMANETWORKOPEN.2018.7794

CDC (Centers for Disease Control and Prevention). (2022). Youth and Tobacco Use | Smoking and Tobacco Use. https://www.cdc.gov/tobacco/data_statistics/fact_sheets/youth_data/tobacco_use/index.htm

Gaiha, S. M., Cheng, J., & Halpern-Felsher, B. (2020). Association between Youth Smoking, Electronic Cigarette Use, and COVID-19. Journal of Adolescent Health, 67(4), 519–523. https://doi.org/10.1016/J.JADOHEALTH.2020.07.002

Gentzke, A. S., Wang, T. W., Cornelius, M., Park-Lee, E., Ren, C., Sawdey, M. D., Cullen, K. A., Loretan, C., Jamal, A., & Homa, D. M. (2022). Tobacco Product Use and Associated Factors among Middle and High School Students — National Youth Tobacco Survey, United States, 2021. MMWR. Surveillance Summaries, 71(5), 1–29. https://doi.org/10.15585/MMWR.SS7105A1

Parascandola, M., & Xiao, L. (2019). Tobacco and the lung cancer epidemic in China. Translational Lung Cancer Research, 8(Suppl 1), S21. https://doi.org/10.21037/TLCR.2019.03.12

WHO. (2022). Tobacco. https://www.who.int/news-room/fact-sheets/detail/tobacco

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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.

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunization.
Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
Introduction
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates the causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).

As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and ability to understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching-learning process (CDC, 2012; Healthy People 2030, n.d.).

It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.

What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.

What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.

References
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

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: Assessment 1 must be completed first before you are able to submit Assessment 4.

Preparation
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:

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
In addition, you are encouraged to:

Complete the Vila Health: Effective Interpersonal Communications simulation.
Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
Review the MacLeod article, “Making SMART Goals Smarter.”
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Instructions
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.
Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (including 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 outline clear expectations for this educational session, and offer suggestions for how the individual or group’s 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; contain 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.

Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Analyze health risks and health care needs among distinct populations.
Analyze a community health concern or need that is the focus of a health promotion plan.
Competency 2: Propose health promotion strategies to improve the health of populations.
Explain why a health concern or need is important for health promotion within a specific population.
Establish agreed-upon health goals in collaboration with hypothetical participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Organize content so ideas flow logically with smooth transitions; contain 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.

Scenario
Nancy Smith is a community nurse who has been assigned to the community where Vila Heath is located. She decided to conduct a community assessment survey and speak to some of the people who live in the community to gain insight into its health and safety needs. She realizes that first impressions mean everything when working with people. She remembers that professional dress is important, so she makes sure that her scrubs are clean and wrinkle-free. She combs her hair and sprays her favorite cologne. She gives herself just one more look in the mirror before she leaves her home for the day. Nancy wants her breath to be minty fresh, so starts to chew some spearmint gum and keeps doing so throughout the community assessment.

As you walk through the neighborhood, you encounter the following people who are having a conversation:

Abe Horowitz, an eighty-year-old African American male, widower
Mable Green, a 60-year-old Caucasian female, widowed

Nancy approaches them to introduce herself…
Nancy Smith: “Good morning, everyone. I’m Nancy Smith, the new community nurse. I’d like to ask you a few questions.”

Abe & Mable look at one another and wonder what she wants to ask them but agree to speak with her.

Nancy Smith: She turns to Abe, the older gentleman, and says: “Pops, do you feel safe living here? I heard that there were gangs in the area.”

Abe replied: “I’m Abe, please call me this. Why do you want to know? I never saw any. I’ve lived in the Vila borough with my wife for over 60 years. She passed away last month. While the community is not what it used to be, I plan on staying here for the rest of my life. So I do not want to cause any trouble.”

Mable Chimes in “Me too! I…”

Nancy Smith: Cuts Mable off in mid-sentence and tells her- “I was speaking to Abe”. Nancy rolls her eyes in disbelief.

Mable walks away

Nancy Smith: She continues her conversation with Abe. She listens attentively to Abe’s responses to each of the following open-ended questions: “Please tell me more about how the community has changed.” “What do you see as issues that need to be addressed.” “How may I help you?”

At the end of the conversation…

Nancy Smith: “Thank you Abe for taking time to share this with me. Here is my business card with my contact number on it if you want to share anything else. I work at the Vila Health system community nurse center.” She shakes his hand and says “good bye.”