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Essay, Nursing, Pages: 3

Health Promotion Plan for Hypertension Prevention

Health Promotion Plan for Hypertension Prevention

This health promotion plan aims to address hypertension among middle-aged adults living in a low-income urban community. Nurses are involved in health care in communities through disease prevention, promotion of good health, and reducing health inequalities. High blood pressure or hypertension is a medical condition where the force of the blood against the walls of arteries is consistently too high and has risks that include heart disease, stroke, and kidney disease. Since hypertension is asymptomatic, people may not know that they are at risk of developing the disease until the end-stage complications have caught up with them. This plan will be a competent blueprint for how the research proposes to educate the target group on hypertension and adopt strategies of treatment that can help reduce these risks among the target clients and enhance other aspects of their health.

Analysis of the Health Concern: Hypertension

Hypertension, commonly referred to as high blood pressure, is a chronic condition where the force of blood against the artery walls is elevated. If left untreated, hypertension can lead to severe health complications, including heart disease, stroke, and kidney failure. The condition often remains undiagnosed because it typically presents with no symptoms, earning it the moniker “the silent killer.” The CDC reports that nearly half of all adults in the United States suffer from hypertension, especially African American people and those with low incomes, standing at 45 percent. Some of the assumptions on which this analysis has been based include the understanding that socio-demographic factors such as poor economy and limited access to health facilities contribute to the high rate of hypertension. However, there are still questions about the spread of behavior change interventions among under-represented populations because of factors like health literacy, culture, and distrust of the healthcare system. These socio-economic factors also contribute to the fact that in such populations, the prevention and management of hypertension appear much more difficult.

Epidemiological Data and Population Health

In the United States, hypertension is most prevalent among older adults, racial minorities, and individuals with low socioeconomic status. For instance, the African American population develops hypertension at a younger age and has more severe consequences in the case of hypertension than other races. According to the research, 57% of the black grown-up population suffers from high blood pressure, a disease that affects 44% of the white population (Sells et al., 2023). Also, hypertension is seen in people who have less education, exercise, and economic access to healthy foods. According to the CDC 2019 report, of the seventy-five percent of the American population suffering from high blood pressure, many of them require medication to manage the condition (Singh et al., 2022). Still, there is low compliance in low-income neighborhoods because of factors like the high price of drugs, lack of means of transport, and no access to the hospital. In addition, there is a low understanding of hypertension and its complications that lead to poor health status among those in these categories; therefore, targeted health promotional efforts are very crucial in the prevention and control of hypertension.

Importance of Hypertension for Health Promotion within the Target Population

Addressing hypertension through health promotion is crucial for improving the overall health and well-being of the target population. Hypertension is of particular significance to middle-aged, low-income, urban dwellers because these people are most likely to be affected by healthcare inequalities that may worsen hypertension (Iqbal et al., 2021). Some factors include health check-ups, which are hard to access, instability of economic situations leading to stress, poor diet, and lack of physical activities because of insecurity. This population tends to work more than one job, so they do not have the time or resources to adopt healthy behaviors. Further, the populations in low-income areas are less likely to pursue preventive healthcare because of the daily challenges they face regarding survival. This health promotion plan aims to break down these barriers by providing causal factors of diseases through effective, culturally sensitive, and individual-controlled interventions (Gherasim et al., 2020). By tackling these factors in the context of a wide-ranging health promotion program, much can be achieved both in the near-term and the long-term health results. Employment of facilities, doctors, and other forms of services could be limited, and existing education and income inequalities in the population contribute to deteriorating health situations among hypertensive patients.

Establishing Agreed-Upon Health Goals with Hypothetical Participants

Collaborating with participants to establish clear and realistic health goals is essential for ensuring the success of any health promotion initiative. For this plan, the following SMART goals (Specific, Measurable, Attainable, Relevant, and Timely) were developed in consultation with the hypothetical target population:

  • Goal 1: “Reduce the average systolic blood pressure by 10 mmHg within six months through lifestyle changes and adherence to antihypertensive medications.”
    • Evaluation: Assessment will be done monthly through a blood pressure check at the community health centers and through home blood pressure monitoring. Participants will also receive self-care and motivational interviewing learning aids on how to control their blood pressure through changes in diet, exercise, and strictly sticking to the medication prescription (Angell et al., 2020).
  • Goal 2: “Increase the percentage of participants who engage in at least 150 minutes of moderate-intensity physical activity per week to 70% within four months.”
    • Evaluation: Participants will compare their activity level through self-report or a fitness app and will check in once a month. The future workshops will emphasize the correct approach to controlling blood pressure through physical activity and will motivate patients to incorporate easy exercises such as walking into their daily schedule.
  • Goal 3: “Achieve a 25% reduction in daily consumption of high-sodium foods within three months.”
    • Evaluation: Food records for assessment of diet will be made while structured teaching/ counseling will be centered around sodium reduction and substituent healthier foods. Each participant will be provided with a nutrition consultation based on the group’s specific health concerns, illness, and restrictions.

These goals are set to be realistic and relevant to the population and adjusted in regard to their needs and environment. The promotion plan ensures sustainable behavioral change since the goals are focused on the population’s lifestyle and health status. In enhancing health literacy, the plan also makes sure that the participants are able to understand the changes that are going to take place and how such changes are going to affect their health, and most importantly, equip them with the right knowledge and tools needed for the change process.

Conclusion

The health promotion plan focuses on addressing the major concern of high hypertension prevalence in a low-income urban population. In order to achieve the youth-targeted SMART goals together with a combination of education and early interventions, the plan will work towards decreasing the hypertension rates among vulnerable groups and enhancing the general health of the whole population. Nurses, since they are critical members of the community, will be major front-liners in implementing this plan for the participants who will need such help in order to achieve the proposed behavioral change. In doing so, the social determinants of health act as the fundamental cause of health inequality, and when people are educated and receive adequate care, this plan will enhance health equity. The implementation phase will mandate the identification of the success of the strategies mentioned above as well as the modification of the interventions based on the feedback from the participants and the latter’s improved health status.

References

Angell, S. Y., McConnell, M. V., Anderson, C. A. M., Domingo, K. B., Boyle, D. S., Capewell, S., Ezzati, M., de Ferranti, S., Gaskin, D. J., Goetzel, R. Z., Huffman, M. D., Jones, M., Khan, Y. M., Kim, S., Kumanyika, S. K., McCray, A. T., Merritt, R. K., Milstein, B., Mozaffarian, D., & Norris, T. (2020). The american heart association 2030 impact goal: A presidential advisory from the american heart association. Circulation, 141(9). https://doi.org/10.1161/cir.0000000000000758

Gherasim, A., Arhire, L. I., Niță, O., Popa, A. D., Graur, M., & Mihalache, L. (2020). The relationship between lifestyle components and dietary patterns. Proceedings of the Nutrition Society, 79(3), 311–323. https://doi.org/10.1017/s0029665120006898

Iqbal, A., Ahsan, K. Z., Jamil, K., Haider, M. M., Khan, S. H., Chakraborty, N., & Streatfield, P. K. (2021). Demographic, socioeconomic, and biological correlates of hypertension in an adult population: evidence from the Bangladesh demographic and health survey 2017–18. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-11234-5

Pronk, N. P., Kleinman, D. V., & Richmond, T. S. (2021). Healthy People 2030: Moving toward equitable health and well-being in the United States. EClinicalMedicine, 33, 100777. https://doi.org/10.1016/j.eclinm.2021.100777

Sells, M., Blum, E., Perry, G. S., Eke, P. I., & Presley-Cantrell, L. (2023). Excess Burden of Poverty and Hypertension, by Race and Ethnicity, on the Prevalence of Cardiovascular Disease. Preventing Chronic Disease, 20(20). https://doi.org/10.5888/pcd20.230065

Singh, H., Fulton, J., Mirzazada, S., Saragosa, M., Uleryk, E. M., & Nelson, M. L. A. (2022). Community-Based Culturally Tailored Education Programs for Black Communities with Cardiovascular Disease, Diabetes, Hypertension, and Stroke: Systematic Review Findings. Journal of Racial and Ethnic Health Disparities, 10(78). https://doi.org/10.1007/s40615-022-01474-5

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Question 

Assessment 1 Health Promotion Plan

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.

Introduction
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).

Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.

Professional Context
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 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 the ability 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

Preparation
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.

To prepare for this assessment, first select a health concern or health need from the Assessment 01 Supplement: Health Promotion Plan [PDF] resource.

Consider 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.
In addition, you are encouraged to:

  • Complete the Vila Health: Effective Interpersonal Communications simulation. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.
  • 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: You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your Assessment 4 (Health Promotion Plan Presentation). In Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.

Instructions
To complete your hypothetical health promotion plan, please use the following outline to guide your work:

Health Promotion Plan

  • To begin, first select a health issue or need that will be the focus of your assessment from the Assessment 01 Supplement: Health Promotion Plan [PDF] resource.
  • After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.
  • Create a scenario as if this project were 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 and outline clear expectations for this educational session and offer suggestions for how the individual or group 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.

    Health Promotion Plan for Hypertension Prevention

    Health Promotion Plan for Hypertension Prevention

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; 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.

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.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

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; 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.