Health Promotion Plan – Teen Pregnancy

Health Promotion Plan – Teen Pregnancy

Different populations can benefit from health promotion. Health promotion seeks to empower a population and allow it to control its health. Health promotion should be tailored to fulfill the unique needs of the target population. Ruralhealthinfo.org (n.d.) reports that health promotion eradicates health concerns by addressing the root causes rather than focusing on managing or treating the problem. This paper discusses teen pregnancy and explains the relevance of health promotion for this problem.

The Health Concern

Teen pregnancy impacts various countries globally. UNICEF.org (2022) reports that pregnancies are recorded in approximately fourteen percent of teenage girls annually. The prevalence of teen pregnancy is dependent on the country, location, and socioeconomic status. According to UNICEF.org (2022), teen pregnancies are reported in ten percent of the South Asian population. Teen pregnancies are recorded in 25 percent of the population in southern and eastern Africa, whereas central and western Africa records a prevalence of about 27 percent. UNICEF.org (2022) reports that two births per one thousand girls aged ten to fourteen years were recorded in 2021 globally. The prevalence among girls aged 15 to 19 years was about 43 births per one thousand girls (UNICEF.org, 2022). The birth rates are highest in sub-Saharan Africa and lowest in Central Asia, Europe, and North America (UNICEF.org, 2022).

According to CDC.gov (2021), the birth rate among girls aged 15 to 19 years declined from 17.4 in 2018 to about 16.6 per 1000 girls in 2019. Birthrates declined by about seven percent in girls aged 15 to 17 years and by four percent in those aged between 18 and 19 years. Also, CDC.gov (2021) indicates the existence of disparities in teen pregnancies and birth rates. For instance, about 29.2 cases, 26.2 cases, 25.8 cases, and 25.3 birthrates were recorded among American Indians, Native Hawaiian, African Americans, and Hispanics, respectively. The lowest birth rates have been reported among non-Hispanic Asians and non-Hispanic whites.

Different risk factors increase the likelihood of teen pregnancy. As earlier stated, CDC.gov (2021) identifies an ethnic predilection in teen pregnancies. For instance, teen birth rates in the USA are highest among American Indians, Native Hawaiian, and African Americans and lowest among non-Hispanic Asians (CDC.gov, 2021). Also, Plan-international.org (n.d.) reports that scarcity of reproductive health and sexual education predisposes the population to teen pregnancies. Furthermore, cultural practices such as forced marriages have been linked to teen pregnancy. The other factor is the lack of strong social support systems. For instance, females in foster care have a more than twofold increased risk of pregnancy compared to the general population (CDC.gov, 2021). Kantor et al. (2020) report that laxity among parents and close relatives is another social factor that increases the risk of teen pregnancy.

Importance of the Health Concern

Teen pregnancy is a significant global concern that necessitates health promotion. To begin with, health promotion should aim to minimize the prevalence of teen pregnancy. Annual estimates from low and moderate-income countries reveal that 21 million pregnancies are recorded among girls aged 15 to 19 years (WHO, 2022). As already mentioned, ten percent of South Asians have teenage pregnancies (UNICEF.org, 2022). Teen pregnancies affect approximately 25 percent of females in South and East Africa and approximately 27 percent of females in Central and West Africa (UNICEF.org, 2022). In 2019, the birth rate among girls aged 15 to 19 years was approximately 16.6 per 1000 girls in the USA (CDC.gov, 2021). Health promotion will allow the public and teenage girls to learn the strategies for mitigating teen pregnancy. By so doing, teen pregnancies and birth rates will decrease.

Health promotion will help to minimize the impact of teen pregnancy. For example, teenage girls are predisposed to medical conditions such as obstetric fistula, stillbirths, eclampsia, miscarriages, and puerperal endometritis (Kantor et al., 2020). These complications increase the mortality rates of teenage mothers. In addition, teenage pregnancy impacts education and increases the likelihood of school dropout (CDC.gov, 2021). The risk of dropping out of school is increased by twofold in pregnant teenage girls compared to the general population (CDC.gov, 2021). The annual cost of teen pregnancy in the USA is at least $11 billion (Youth.gov, n.d.). Therefore, health promotion should be embraced to avert the impact of teen pregnancy on healthcare, education, and the economy.

Various factors impact the health and access to healthcare of pregnant teenagers. CDC.gov (201) reports that social determinants of health impact teen pregnancies. For example, birth rates are higher among teens from low-income families. These low-income families will likely fail to provide affordable, quality antenatal and postnatal care. Furthermore, due to stigma, pregnant teenagers are likely to make minimum contact with healthcare facilities. Notably, UNICEF.org (2022) reports that 84 percent of pregnant teenagers (aged 15 to 19 years) received antenatal care compared to 88 percent of the adult population. In additiona, pregnant teens from low and middle-income countries are likely to have limited access to quality healthcare compared to those from high-income countries.

The Importance of Establishing Health Goals

The health goals should aim to increase the knowledge base of the participants and decrease the prevalence of teen pregnancies. The goals should address various thematic areas that reflect the learning needs of the participants. Firstly, comprehensive information related to sexual and reproductive health should be provided. Secondly, participants should be educated about available community resources for pregnant teenagers. Thirdly, the participants should be educated about the epidemiology, causes, and impact of teen pregnancy.

The participants should be involved in the formulation of goals. Their involvement will promote accountability because they will acknowledge that they are important stakeholders in mitigating teen pregnancies. Furthermore, their involvement will promote inclusivity and the formulation of culturally congruent goals. This is beneficial because it will allow the participants to remain committed to fulfilling the goals. The goals should be specific, measurable, achievable, relevant, and time-bound (SMART). SMART goals are relevant because they enable the participants to adhere to the stipulated timeframe to fulfill their goals. Also, SMART goals are relevant because they provide a roadmap for achieving goals.

The SMART goals will be consistent with the needs of the participants. Examples of SMART goals for the participants include 1) After two months of teaching, 80% of the learners will be able to identify and explain the epidemiology, causes, and impact of teen pregnancy; 2) All learners will identify at least two community resources for pregnant teenagers within two months of the learning session; 3) All learners will explain their role in the mitigation of teen pregnancy within one month of the learning session; and 4) After two months of the learning session, 95% of the learners will be able to identify and describe the available contraceptive methods and how to access them.

References

CDC.gov. (2021). About Teen Pregnancy. https://www.cdc.gov/teenpregnancy/about/index.htm

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

Plan-international.org. (n.d.). Teenage Pregnancy. https://plan-international.org/srhr/teenage-pregnancy/

Ruralhealthinfo.org. (n.d.). Defining Health Promotion and Disease Prevention. https://www.ruralhealthinfo.org/toolkits/health-promotion/1/definition

UNICEF.org. (2022). Early childbearing. https://data.unicef.org/topic/child-health/adolescent-health/

WHO. (2022). Adolescent pregnancy. https://www.who.int/news-room/fact- sheets/detail/adolescent- pregnancy#:~:text=Adolescent%20pregnancy%20is%20a%20global,levels%20between%2 0and%20within%20countries.

Youth.gov. (n.d.). The Adverse Effects of Teen Pregnancy. https://youth.gov/youth- topics/pregnancy-prevention/adverse-effects-teen-pregnancy

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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 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
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 (include 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 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.