Hypothetical Health Promotion Plan Immunisation Specific Health Concern Essay

Hypothetical Health Promotion Plan Immunisation Specific Health Concern Essay

Despite the advances in medicine and research focused on improving children’s health, most children around the world are becoming more susceptible to a number of preventable diseases. Children are becoming more vulnerable to infections from both communicable and non-communicable diseases that are both preventable and treatable. The World Health Organization (2020) notes that the lives of children aged from 0 to 18 years are becoming more threatened by these diseases. This is due to changes in the climate, increased environmental pollution, compromised and harmful marketing of foods, sedentary living, poor eating habits, increased risk of injury and experiencing conflict and violence, and inequalities in governance and health care systems. Childhood immunization can help manage these diseases that are threatening the lives of several children in the United States. However, the current immunization efforts face various barriers, such as misinformation on vaccines and concerns over the safety of child-targeted vaccines. Through health promotion and education, the issues of misinformation and other concerns related to vaccines can be addressed, and trust in vaccines is restored. This paper addresses childhood immunization and why it is a healthcare issue of concern and important for health promotion among U.S. parents. It will also provide a summary of agreed-upon goals with the health promotion plan participants.

Childhood Immunization and Vaccination

Immunization through the use of vaccines has proved to be one of the greatest successful developments in medicine and health care that has had the greatest impacts on human life and the survival of humanity. Vaccines targeted toward infectious diseases have been developed for use in both adult and childcare settings which have greatly helped save lives and provide other health-related benefits to society (Piot et al., 2019). According to the World Health Organization (WHO) (n.d.), vaccines improve the ability of natural immunity to provide protection against diseases and infections. Vaccines currently help prevent the loss of up to five million lives a year. Based on the benefits of vaccines on how the body responds to infections, achieving full childhood immunization can ensure that children in the U.S. can live better and healthier lives and reach adulthood.

Children are expected to complete most of their designated vaccines by the end of their 6^th year from birth. However, many children in the U.S. are not receiving the recommended number of vaccines or a not getting any vaccinations. The rate of unvaccinated children has quadrupled between 2001 and 2017, further growing by three percent (Hill et al., 2019). Evidence shows that the growth rate of unvaccinated children in the U.S. is due to uninformed parent choices, lack of health coverage, misappropriation of vaccination drives, and system discrimination (Hill et al., 2019).

Need for Health Promotion for Childhood Immunization

Immunization, especially for children, as earlier noted, is important for children’s healthy development and their ability to overcome infectious diseases. Failure to have children vaccinated has major negative health consequences. Failure to vaccinate a child can lead to the child getting seriously ill, having a lowered quality of life, poor physical and mental development, as well becoming a risk factor for causing disease outbreaks within the family and the community (UNICEF Indonesia, n.d.). Additionally, failure to fully vaccinate the children can further lead to a lowered community life expectancy and increased costs of child care and upbringing due to costs related to disease complications.

The current increase in the rate of unvaccinated children and the level of vaccine hysteria due to false vaccine risks make childhood immunization and vaccination an important healthcare issue that requires a health promotion plan. There are numerous conspiracies related to the safety of vaccines for children. Although children may indeed have adverse reactions after vaccination, the benefits of vaccines in developing acquired immunity outweigh the risks of vaccination (Nakayama, 2019). Misinformation on the safety of vaccines during the COVID-19 pandemic has proved the extent to which lack of vaccine information, misinformation, and other social-economic factors interact to determine vaccine acceptance (Malik et al., 2020). A health promotion plan will create awareness and provide health education related to the need for childhood vaccination as well counter the misinformation about vaccine safety and other community concerns.

Agreed Upon SMART Goals for Childhood Immunization

Increasing the rate of vaccination is among the major behavioral objectives of Healthy People 2030. In collaboration with key community representatives, setting SMART (specific, measurable, achievable, realistic, and time-bound) goals is important for promoting childhood immunization. The SMART goals were developed to provide clarity on what we needed to achieve, the deadline of the goals, and to guide the operations of the health promotion plan. The SMART goals were also used as motivation for the team to achieve the goals. The agreed-upon SMART goals include the following:

Identify the current gaps in childhood immunization,

Identify and address community-level concerns over childhood immunization,

Identify barriers to childhood immunization in the U.S and develop barrier-specific solutions applicable in 12 months,

Identify community-level resources to support immunization awareness and childhood immunization drive.

Conclusion

Immunization can protect children from major infectious diseases. Generally, immunization is a healthcare development that guarantees national and global health security. Many parents may keep their children from vaccination to vaccine safety concerns, disinformation, and misinformation. As such, a childhood-focused health promotion plan can help address the identified concerns on childhood immunization.

References

Hill, H. A., Elam-Evans, L. D., Yankey, D., Singleton, J. A., & Kang, Y. (2019). Vaccination Coverage Among Children Aged 19–35 Months — United States, 2017. MMWR. Morbidity and Mortality Weekly Report, 67(40), 1123–1128. https://doi.org/10.15585/MMWR.MM6740A4

Malik, A. A., McFadden, S. A. M., Elharake, J., & Omer, S. B. (2020). Determinants of COVID-19 vaccine acceptance in the U.S. EClinicalMedicine, 26, 100495. https://doi.org/10.1016/J.ECLINM.2020.100495

Nakayama, T. (2019). Causal relationship between immunological responses and adverse reactions following vaccination. Vaccine, 37(2), 366–371. https://doi.org/10.1016/J.VACCINE.2018.11.045

Piot, P., Larson, H. J., O’Brien, K. L., N’kengasong, J., Ng, E., Sow, S., & Kampmann, B. (2019). Immunization: vital progress, unfinished agenda. Nature, 575(7781), 119–129. https://doi.org/10.1038/s41586-019-1656-7

UNICEF Indonesia. (n.d.). 7 consequences and risks of not getting your child routinely vaccinated. Retrieved December 14, 2022, from https://www.unicef.org/indonesia/stories/7-consequences-and-risks-not-getting-your-child-routinely-vaccinated

World Health Organization (WHO). (n.d.). Vaccines and immunization. Retrieved December 14, 2022, from https://www.who.int/health-topics/vaccines-and-immunization#tab=tab_1

World Health Organization. (2020). Children: new threats to health. https://www.who.int/news-room/fact-sheets/detail/children-new-threats-to-health.

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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.https://media.capella.edu/CourseMedia/nurs-fpx4060element16838/wrapper.asp
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.” https://www-proquest-com.library.capella.edu/docview/1284082621?accountid=27965

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.

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.

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.