Health Promotion Plan Presentation Transcript

Health Promotion Plan Presentation Transcript

Health Promotion Plan Presentation Transcript

Hello, and welcome to today’s presentation on the health promotion plan. This presentation is specially tailored to address the problem of teen pregnancy. Additionally, it will evaluate the established SMART goals to determine the effectiveness of the educational session.

Presentation Outline

Here is an outline of the presentation. We will begin by identifying the health concern and reviewing the data regarding this issue. We will then identify and describe the hypothetical target population. After that, we shall describe the potential needs of the hypothetical population. Subsequently, that will allow us to describe the scope of the health promotion plan. Next, we will evaluate the educational session outcomes and the fulfillment of the established goals. Finally, we will evaluate how the educational session outcomes fulfill the objectives of Healthy People 2030.

The Health Concern

Teen pregnancy is the health concern for this presentation. Findings demonstrate that most cases of teen pregnancies are reported in developing countries and among marginalized and low-income communities (Williams-Breault, 2020). Additionally, most cases have been reported among girls aged between 15 and 19 (Williams-Breault, 2020). Teen pregnancies harm the well-being of teenage girls. It increases the risk of pregnancy-related complications such as preeclampsia, anemia, stillbirths, preterm births, and low birth weight (Lugo-Gil et al., 2018). Findings demonstrate that teen pregnancy is associated with higher rates of psychological complications such as anxiety and depression (Lugo-Gil et al., 2018). CDC (n.d.) reports that school dropout rates among teenage mothers are approximately 50 percent compared with 10 percent among non-pregnant teenagers.

The Health Concern Data

An evaluation of the current population health data reveals that approximately 12 million teen pregnancies are reported annually across the globe (Williams-Breault, 2020). In the USA, approximately 17 teen pregnancies are recorded out of every 1000 females (CDC, n.d.). The highest number of cases are reported among the American-Indians, whereas non-Hispanic whites report the lowest cases. In addition, 29.2%, 25.7%, 25.4, and 11% of cases have been reported among American Indians, non-Hispanic blacks, Hispanics, and non-Hispanic whites, respectively (CDC, n.d.).

The Target Population

The target population mainly comprises high school females (Kantor et al., 2020). Various factors predispose high school females to teen pregnancy. Inadequate sexual education increases the risk of teen pregnancy because the target population remains ignorant about risky sexual behaviors (Kantor et al., 2020). The unavailability of reproductive health services such as family planning and counseling for teenagers increases the risk of teen pregnancy (Lugo-Gil et al., 2018). Inadequate parenting entails the lack of monitoring of children’s romantic relationships and not providing basic sexual education. Therefore, parents should educate their children on the impact of unprotected sexual intercourse and the impact of teen pregnancy (Lugo-Gil et al., 2018). Additionally, social determinants of health, such as low educational and economic status, increase the likelihood of teen pregnancy (Lugo-Gil et al., 2018).

Potential Needs of the Target Population

The target population is at high risk of teen pregnancy. This is caused by factors such as laxity among parents, inadequate sexual education, and lack of reproductive services (Lugo-Gil et al., 2018). The learning needs should aim at equipping the target population with relevant information regarding teen pregnancy. These learning needs include understanding the risk factors for teen pregnancy, the impact of teen pregnancy, strategies to mitigate teen pregnancy, and identifying available reproductive health services and community resources. Accordingly, a health promotion plan that addresses these needs in its entirety will help to reduce the cases of teen pregnancies.

The Health Promotion Plan

The health promotion plan is based on the needs assessment and formulated sociogram. Contandriopoulos et al. (2018) report that a sociogram establishes interpersonal relationships among people. Key stakeholders in the health promotion plan include parents, instructors, healthcare providers, and teenage females. Parents are key stakeholders because proper parenting involving close follow-up of children can help avert teen pregnancy. Instructors are relevant because they are actively involved in the provision of sexual education. They should cooperate with administrators to develop a comprehensive sexual education curriculum. Similarly, healthcare providers should work in concert with school administrators to provide reproductive health services to the target population.

Scope of the Plan

All stakeholders should aim at fulfilling and addressing the scope of the health promotion plan. Demographics should include the global and local incidences of teen pregnancy. Approximately 12 million cases are reported annually across the globe, whereas 500,000 cases are reported in the USA annually (American Pregnancy Association, n.d.; Williams-Breault, 2020). Additionally, the prevalence rate is about 17 cases out of every 1000 females (CDC, n.d.). The cases are common among high school females. The risk factors for teen pregnancy include involvement in risky sexual practices such as sexual intercourse under the influence of drugs, unprotected sexual intercourse, peer pressure, laxity among parents, and the absence of a comprehensive sexual education curriculum (Kantor et al., 2020).

Teen pregnancy has negative impacts, such as the increased risk of school dropouts and pregnancy-associated complications. Findings reveal that about 50% of teenage mothers drop out of school (Kantor et al., 2020). Common pregnancy-associated complications include intrauterine fetal growth retardation, preeclampsia, stillbirths, and preterm births (Lugo-Gil et al., 2018). Essentially, introducing a comprehensive sexual education curriculum can help reduce teen pregnancy incidences (Kantor et al., 2020). This will be achieved by equipping teenage females with sufficient knowledge regarding teen pregnancy. Besides, reproductive sexual education services can help to mitigate the problem of teen pregnancy. This involves various family planning methods, ranging from using condoms, hormonal contraceptives, and non-hormonal contraceptives (American Pregnancy Association, n.d.). The American Pregnancy Association is an example of a community resource for pregnant teenagers. It provides information on the options for unplanned pregnancy, contraceptive methods, and the manifestations of pregnancy (American Pregnancy Association, n.d.).

Educational Session Outcomes

The educational session aims to equip teenage females with relevant facts about teen pregnancy and reduce teen pregnancy incidences. SMART goals will be used to evaluate the success of the educational session. SMART goals are characterized by specificity, measurability, achievability, relevance, and timeliness (Carlson, 2018). Four SMART goals are applicable in this context. The first goal: 90% of learners will be able to describe at least four teen pregnancy risk factors after two months of the educational session. The second goal: All learners will be able to explain the impact of teen pregnancy after three months of the educational session. The third goal: 95% of learners will be able to describe at least four strategies for mitigating teen pregnancy after three months of the educational session. The fourth goal: all learners will be able to identify at least two community and reproductive health services after three months of the educational session. Modifications should be made to embrace cultural congruence. Subsequently, cultural congruence will promote respect for the beliefs of all stakeholders involved in the educational session.

Educational Session Outcomes and Healthy People 2030

Healthy People 2030 has three objectives regarding teen pregnancy. They include minimizing pregnancies in adolescents, increasing the proportion of adolescent females who use effective family planning methods, and increasing the percentage of adolescents who use effective contraceptive methods the first time they engage in sexual intercourse (Healthy People 2030, n.d.). The educational session outcomes are harmonious with the objectives of Healthy People 2030. For instance, an example of the session’s outcome is for all learners to identify at least two community and reproductive health services after three months of the educational session. Reproductive health services emphasize effective family planning methods to be adopted by teenage females. Changes that can help to align the session with the objectives of Healthy People 2030 include the incorporation of programs proposed by the U.S. Department of Health and Human Services. Notably, these programs aim at reducing teen pregnancies and sexually transmitted diseases (Healthy People 2030, n.d.).

References

American Pregnancy Association. (n.d.). Pregnant Teen. https://americanpregnancy.org/unplanned-pregnancy/pregnant-teen/#:~:text=Our%20toll%2Dfree%20teen%20pregnancy,talk%20about%20your%20pregnancy%20options.

Carlson, D. (2018). Setting goals for success: Writing down Goals and Using SMART Goals Ups the Chances of Keeping Them. Optometry Times, 10(5), 8-10. https://link.gale.com/apps/doc/A541439473/AONE?u=anon~f3e36cea&;sid=googleScholar&xid=8fb23b49

Centers for Disease Control and Prevention. (n.d.). About Teen Pregnancy. https://www.cdc.gov/teenpregnancy/about/index.htm#:~:text=The%20US%20teen%20birth%20rate,decrease%20of%204%25%20from%202018.

Contandriopoulos, D., Larouche, C., Breton, M., & Brousselle, A. (2018). A Sociogram is Worth a Thousand Words: Proposing a Method for the Visual Analysis of Narrative Data. Qualitative Research, 18(1), 70–87. https://doi.org/10.1177/1468794116682823

Kantor, L., Levitz, N., & Holstrom, A. (2020). Support for Sex Education and Teenage Pregnancy Prevention Programmes in the USA: Results From a National Survey of Likely Voters. Sex Education, 20(3), 239–251. https://doi.org/10.1080/14681811.2019.1652807

Lugo-Gil, J., Lee, A., Vohra, D., Harding, J., Ochoa, L., & Goesling, B. (2018). Updated findings from the HHS Teen Pregnancy Prevention Evidence Review: August 2015 through October 2016. U.S. Department of Health and Human Services August 2015, 1–32. https://tppevidencereview.aspe.hhs.gov

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople/search?query=teen%20pregnancy&f%5B0%5D=content_type%3Ahealthy_people_topic

Williams-Breault, B. D. (2020). Teen Pregnancy: United States vs. Europe. International Journal of Arts Humanities and Social Sciences Studies 5(6), 46–54. http://www.ijahss.com/Paper/05062020/1179451174.pdf

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Hello this is my last assessment on course “Practicing in the Community to Improve Population Health” . You will have to use the assessment from assessment one to complete this last assignment. Order number for assignment one is 46047. Please help me follow all direction and rubric . Once you get the presentation ready and a separate transcript, i will then record the presentation while reading from the transcript. Thank you

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 concern 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?

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.

Professional Context

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.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment 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 participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a health promotion plan to an individual or 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 and speaker notes are provided. Audio is clear, organized, and professionally presented.
References
Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 5558.

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 improvement 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: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

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 concern 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 nature and scope of your health promotion plan. Be sure to include title and references 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. 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.