Health Promotion Plan Presentation Script
Hello, and welcome to this PowerPoint presentation. This presentation will outline a health promotion plan for teenage smoking. The presentation will also outline the effectiveness of the health promotion plan in attaining the Healthy People 2030 objectives.
Introduction
Tobacco use among teenagers remains a global health concern. Ma et al. (2021) report that tobacco use among teenagers is slowly becoming prominent across American societies; close to 90% of active smokers today have quit smoking before their eighteenth birthday. Tobacco use has negative consequences for teens’ lives. Approximately 5.6 million teenagers will die younger as a result of tobacco smoking. This reinforces the need for intensifying health promotional campaigns against teen smoking. In this regard, health promotion campaigns on teen smoking focus on reducing tobacco use among teenagers. These interventions maintain effectiveness in lowering tobacco use incidences and subsequently averting the health risks of tobacco use.
Health Promotion Plan: Goals and Objectives
This health promotion plan seeks to lower the proportion of teenagers who actively smoke any form of tobacco. Its objective is to equip teenagers with educative information on smoking and the health risks of smoking to enable them to make an informed decision on tobacco use. Through this approach, the plan aims to increase the number of successful attempts at quitting smoking and reduce the proportion of teenagers who have their first smoke in their teenage years. This plan is also targeted at increasing the number of teenagers who are screened for tobacco use. It will utilize an educational approach targeting various care institutions and learning institutions to reach a larger audience. The effectiveness of the educational approach in health promotion underpins its utility in this plan.
Health Promotion Plan: Outline
This plan utilizes several strategies to meet its goal of reducing teenage smoking. These strategies include public education on the harmful effects of tobacco use, anti-smoking messaging in various levels of care, school-based cessation programs, community-based education on smoking targeting parents, guardians, and caretakers, and other community resources, as well as utilizing promotional interviewing. These interventions will utilize an educational approach to pass anti-smoking messaging and rally teenagers against smoking.
Public Education
Public education maintains significance in lowering the prevalence of tobacco use among teens. This strategy is pivotal in creating awareness of the harmful effects of tobacco use (Owens et al., 2020). Public education in communities targets teenagers outside of learning institutions. It can be implemented through mass media, print media, and community outreach campaigns on smoking prevention and cessation and anti-smoking movements. The goal is often to create awareness of the harmful effects of smoking and sensitize them to the beneficial effects of quitting on their health and wellness. This effort requires concerted efforts by caregivers and communities to ensure its success.
Community-Based Structured Education Programs
Structured educational programs on tobacco use and smoking cessation can also be implemented at the community level. At this level, these educational programs target adolescents, their parents, guardians, caretakers, and other individuals influencing teen smoking, such as cigarette vendors. These programs educate these individuals on the significance of minimizing teen exposure to all forms of tobacco. The significance of this approach is the role parents and guardians play in the child. Parents and guardians should take greater responsibility in guiding their children and advising them against using tobacco. They are also responsible for minimizing their children’s exposure to tobacco products by not using them in their presence.
School-Based Smoking Cessation Programs
Schools provide a platform for organizing and implementing smoking cessation programs. This is because schools contain a large concentration of teenagers. Golechha (2019) asserts that school-based cessation programs maintain effectiveness in lowering adolescent smoking and are thus warranted in health promotional campaigns targeting teen smoking. School-based cessation programs utilize teenage-tailored language to lessen adolescent influences towards smoking, such as peer pressure and curiosity. The CDC’s recommendations for smoking prevention and cessation are reinforced during these programs. Learners should also be informed about the long-term consequences of tobacco use on their social and physiological well-being. Also significant in these programs is educating administrators and teachers on the importance of no-smoking policies within their school jurisdictions.
Promotional Interviewing
Promotional interviewing also maintains significance in health promotion. It provides a patient-centred directive counselling style that aims at achieving behavioural changes. It is particularly beneficial to active smokers to whom other generalized interventions, such as school-based cessation programs, have not been effective. This strategy utilizes behavioural interventions and theories to help individuals quit smoking. Teenagers at high risk of initiating tobacco smoking can also benefit from these strategies. The goal is often to allow these individuals to eliminate negative influences that drive them to smoke while encouraging those that drive them away from smoking.
Anti-Smoking Messaging in Care Centers
Care centres also provide a platform for caregivers to interact directly with teenagers. Teenagers presenting for care can be educated on the harmful effects of tobacco use whenever they visit these clinical centres. This can be attained through one-on-one counselling between caregivers and teenagers or through print media such as leaflets, graphics, and brochures displaying anti-smoking messages. This can be particularly beneficial in helping teenagers understand the harmful effects of tobacco use. Screening programs in these care centres can also provide a mechanism to elucidate high-risk teens or teens who are actively smoking. This can enable the establishment of patient-centred tailored interventions to help these teenagers quit smoking.
Importance of the Health Promotional Plan
The health promotion plan outlined addresses teen smoking, a health concern in many global societies. It maintains significance in reducing tobacco use among teens. Zhang et al. (2021) report the effectiveness of the educational approach in health promotion in lowering the prevalence of tobacco use among these communities. By utilizing teen-tailored language and targeting educational and care institutions, this plan guarantees a higher uptake for its provisions by the teen population. Upon its implementation, this plan will reduce the prevalence of tobacco use among teenagers, thereby lessening the long-term health consequences of smoking. This plan also targets parents, guardians, and school administrators. This enables individuals in this group to be better accountable in taking care of teenagers and advising them to embrace a healthier lifestyle devoid of tobacco use.
Evaluation of the Plan
This plan will be evaluated based on the stated goals and objectives. Its effectiveness in meeting the stated goals and objectives will depend on how well teenagers are conversant with the facts about tobacco use, including its long-term consequences on their health, the number of successful attempts at quitting smoking among teenagers, and the overall prevalence of tobacco smoking among teenagers. An increase in tobacco screening across care centres and the subsequent initiation of address interventions will also indicate a successful campaign.
Progress Towards Healthy People 2030 Objectives
The Healthy People 2030 outlines specific objectives on tobacco use targeted at creating and maintaining healthier communities. The overall goal of Healthy People 2030 on tobacco use is to reduce morbidities, disabilities, and mortalities arising from first-hand and second-hand exposure to smoke. The specific objectives outlined in this regard include increasing quitting attempts, increasing successful quitting, lowering the proportion of teenagers who actively smoke, increasing the number of persons who get screened and advised against smoking, and reducing the consumption of various forms of tobacco. This plan makes tremendous progress toward achieving the Healthy People 2030 objectives. It proposes interventions addressing the growing prevalence of tobacco use among adolescents, screening for tobacco use among teenagers, and enhancing teenagers’ knowledge of tobacco smoking. These interventions will be valuable in lowering teenage smoking prevalence, increasing the number of teenagers who get advised to quit smoking, and increasing smoking cessation counselling per the requirement of Healthy People 2030.
Summary
In conclusion, teen smoking remains a concern in the U.S. and across other global societies. The harmful health consequences of teenage smoking warrant sustained health promotion efforts to avert these risks. Health promotion utilizing educational approaches maintains significance in creating awareness of teenage smoking. These interventions can be implemented in schools, care institutions, and communities to lower the prevalence of teenage smoking. The effectiveness of these promotion efforts will be evidenced by the lowered prevalence of teenage smoking as per the provision of the Healthy People 2030 objectives on tobacco use. Concerted efforts are thus required by care organizations, caregivers, communities, and governments to promote smoking reduction and cessation as a health promotion and preservation measure.
References
Golechha, M. (2019). Health Promotion Methods for Smoking Prevention and Cessation: A comprehensive review of effectiveness and the way forward. International Journal of Preventive Medicine, 7(1), 7. https://doi.org/10.4103/2008-7802.173797
Ma, C., Xi, B., Li, Z., Wu, H., Zhao, M., Liang, Y., & Bovet, P. (2021). Prevalence and trends in tobacco use among adolescents aged 13–15 years in 143 countries, 1999–2018: Findings from the Global Youth Tobacco Surveys. The Lancet Child & Adolescent Health, 5(4), 245–255. https://doi.org/10.1016/s2352-4642(20)30390-4
Meza, R., Jimenez-Mendoza, E., & Levy, D. T. (2020). Trends in tobacco use among adolescents by grade, sex, and race, 1991-2019. JAMA Network Open, 3(12). https://doi.org/10.1001/jamanetworkopen.2020.27465
Owens, D. K., Davidson, K. W., Krist, A. H., Barry, M. J., Cabana, M., Caughey, A. B., Curry, S. J., Donahue, K., Doubeni, C. A., Epling, J. W., Kubik, M., Ogedegbe, G., Robert, L., Silverstein, M., Simon, M. A., Tseng, C.-W., & Wong, J. B. (2020). Primary care interventions for prevention and cessation of tobacco use in children and adolescents. JAMA, 323(16), 1590. https://doi.org/10.1001/jama.2020.4679
Zhang, L., Huang, X., Luo, T., Jiang, L., Jiang, M., & Chen, H. (2021). Impact of tobacco cessation education on behaviours of nursing undergraduates in helping smokers to quit smoking. Tobacco Induced Diseases, 19(July), 1–10. https://doi.org/10.18332/tid/139024
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Question 
Assessment 4 Instructions: Health Promotion Plan Presentation
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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 concerns 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?
Health Promotion Plan Presentation Script
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.
Introduction
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.
References
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.
Preparation
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 improvements 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.
To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Instructions
Complete the following:
Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
Simulate the hypothetical face-to-face educational session addressing the health concerns and health goals of your selected community individual or group.
Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting 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.
PRESENTATION FORMAT AND LENGTH
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 the nature and scope of your health promotion plan. Be sure to include title and reference slides per the following:
Title slide:
Health promotion plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Be sure to apply correct APA formatting to your references.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
SUPPORTING EVIDENCE
Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.
GRADED REQUIREMENTS
The requirements outlined below correspond to the grading criteria in the assessment 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.
Present your health promotion plan to your hypothetical audience.
Tailor the presentation to the needs of your hypothetical audience.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Which aspects of the session would you change?
How might those changes improve future outcomes?
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error-free. Detailed audio and speaker notes are provided. The audio is clear, organized, and professionally presented.
Additional Requirements
Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 3: Evaluate health policies based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a health promotion plan to a hypothetical individual or a group within a community.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. The audio is clear, organized, and professionally presented.