Hypothetical Health Promotion Plan
Chronic disorders remain a concern to the global healthcare system. Notably, these disorders are a leading cause of morbidity and mortality. They are complex in presentation and fetch significant healthcare considerations. Nonetheless, care coordination approaches provide a framework for the effective management of chronic disorders. These coordinative approaches draw multiple healthcare professionals and tailor them towards care optimization and the enhancement of patient experiences. This caring approach has been lauded for its effectiveness in ensuring the provision of quality and safe care that realizes better clinical outcomes and patient experiences. This paper details a comprehensive care coordination plan for hypertension.
Designing Patient-Centered Health Interventions and Timelines for a Selected Healthcare Problem
Patient-centered and comprehensive approaches in the management of hypertension target specific issues that contribute to health promotion and preservation efforts that have long been targeted to the American public. These are interventions to increase hypertensive awareness, treatment, and optimal control.
Health Issues
Creating awareness of hypertension remains a health promotion strategy targeted at lowering the prevalence of the disease. It remains one of the most population-based strategies to prevent hypertension. Hypertension awareness targets populations at high risk for developing the disease. During this community awareness program, the public should be educated on the modifiable risk factors for the disease, such as consumption of tobacco, excessive use of alcohol, physical inactivity, high dietary salt intake, and overweight/obesity.
Treatment of hypertension is another issue in hypertensive control. Aggressive hypertensive control to the optimal clinical level is the target for pharmacotherapy. Early detection and subsequent initiation of anti-hypertensive medications are critical in the prevention of life-threatening hypertensive complications. Many societies, especially impoverished communities of ethnic minority groups, still lag. This is mainly due to poor access to care that traditionally affects these societies.
Optimal control of hypertension is another issue in the comprehensive management of the disease. Due to its chronic nature, patients with hypertension often require lifelong pharmacotherapy with anti-hypertensives. This is, however, challenging. Burnier & Egan (2019) report that suboptimal adherence to hypertension pharmacotherapy is a recognized contributory factor to poor hypertension control. Consequently, patients with poor hypertension control develop fatal complications such as cerebrovascular accidents and myocardial ischemia.
Interventions for the Issues
Hypertensive awareness can be conducted through community outreach programs, structured school educative programs, and at primary healthcare levels. Bosu & Bosu (2021) note that community awareness of modifiable risk factors for hypertension effectively encourages at-risk populations to adopt positive behaviors that reduce their risk of developing the disease. In the era of communication technologies and social media, community awareness can also be conducted through social media spaces. Social media offers a cheap yet expansive platform for sharing information on hypertension.
Communities should be encouraged to undertake hypertension screening regularly to ensure early detection and subsequent initiation of anti-hypertensive pharmacotherapy. All persons presenting to primary healthcare should have their blood pressures checked and be advised appropriately if found high. Access to care should also be enhanced in communities with poor access. Encouraging these communities to obtain insurance coverage may improve their health-seeking behavior and consequently facilitate early detection of the disease.
Medication compliance is essential in the optimal control of hypertension. It is the responsibility of healthcare providers and patients to ensure medication compliance. Healthcare providers should offer appropriate drug education on the importance of compliance with anti-hypertensive medication to their patients. They should also monitor their patients to ascertain their compliance level and to encourage them to continue taking their medications. The patients should also take it as a personal initiative to comply as a measure to preserve their lives.
Community Resources
Several community resources are valuable in creating hypertensive awareness. The American Society of Hypertension (ASH) is one such group. This is a non-profit organization that educates the American public on the disease. This organization is devoted to creating awareness of hypertension through structured education programs and community outreach programs. Other community resources that play similar roles include the Inter-American Society of Hypertension and the American Heart Association. The CDC, ASH, and the International Society for Hypertension are front liners in ensuring hypertensive patients adhere to their treatment. The American Heart Association, the CDC, and the Inter-American Society for Hypertension are also involved in ensuring optimal control of hypertension.
Ethical Decisions in Designing Patient-Centered Health Interventions
The patient-centered model in hypertension management remains valuable in optimizing care for hypertensives. This model takes into consideration patients’ values, beliefs, and preferences when designing care plans for them. Designing patient-centered health interventions requires ethical decision-making by the professionals involved in the inter-professional healthcare teams. The ethical principles of beneficence, justice, and non-maleficence remain valuable in the ethical decision-making process during the design of patient-centered approaches.
When initiating a pharmacotherapy treatment option for hypertensive patients, it is important to take into consideration their values and beliefs on the approaches utilized to better their future compliance with the medications. Beneficence requires that the caregiver promotes the welfare of the patients, while non-maleficence requires them to do no harm. By tailoring caring processes to the preferences of their patients, healthcare providers uphold beneficence, and by ensuring that their patients adhere to their medications and consequently prevent complications, they uphold non-maleficence. An ethical question that may arise revolves around whether the selected treatment plan is in concert with the patient’s preferences, beliefs, or values.
Relevant Health Policy Implications for the Coordination and Continuum of Care
Access to anti-hypertensive medications and healthcare resources necessary for monitoring and controlling hypertension remains challenging for some Americans. Impoverished communities, especially ethnic minority groups, traditionally affected by poor access to healthcare and health disparities, may find it difficult to access hypertension screening and medications. The Affordable Care Act (ACA) reforms of 2010 saw the expansion of insurance coverage to Americans of low incomes. Additionally, this legislative reform implored insurers to provide free health screenings to their customers. These reforms in preventive health have proved advantageous to communities that would have otherwise not accessed these programs. Besides, Nguyen et al. (2021) report that the screening for cardiovascular disorders such as hypertension increased considerably after the enactment of the ACA. This act enhanced access to preventive measures such as screening and increased insurance coverage for millions of Americans. The overall effect was observed in enhanced health-seeking behavior for many low-income Americans and increased community and health resource utilization.
Priorities When Discussing the Plan with a Patient and Family Member, Making Changes Based Upon Evidence-Based Practice
Care coordinators are tasked with communicating changes to other team members, patients, and the patients’ families. Healthcare interventions for the patients may sometimes require change processes for the patients and the caregivers. Cigarette smoking and excessive alcohol use are modifiable risk factors for hypertension. Nagao et al. (2021) posit that cigarette cessation and minimization of alcohol intake considerably lower the risks of developing hypertension. Coordinating care among cigarette smokers and heavy alcohol consumers may require a health coordinator to encourage behavior change among these individuals. Priorities to consider include understanding the demographic of the population and adopting effective communication skills. Understanding the population demographics will help the coordinators tailor their communication approach, while effective communication skills will help them communicate effectively with these population groups.
Literature versus Healthy People 2030
Healthy People 2030 aims to create healthy communities with minimal health threats from hypertension. In this regard, it continues to emphasize community screening for hypertension to help in the early detection of the disease. It also aims at increasing blood pressure control among adults by rational use of anti-hypertensive medications. These provisions of Healthy People 2030 on hypertension control are in concert with literature findings on the same. Both aim at attaining blood pressure control by rational use of medications. Early detection through community screening programs is also a priority for both. The Healthy People 2030 is more elaborate in total coverage. It details specific contributory factors to hypertension and outlines key objectives for addressing them. The learning sessions will integrate specific objectives of Healthy People 2030, including those that emphasize secondary causes of hypertension.
Conclusion
Cardiovascular disorders remain a challenging health issue concern to many healthcare systems. The complexities in their presentation and the care demand they fetch make them challenging to the caregivers. Nevertheless, care coordination provides the groundwork for the effective management of these disorders. Hypertension, just like other cardiovascular disorders, presents specific health issues. Patient-centered approaches can adequately resolve these issues. Ethical decision-making, however, maintains significance in these decision-making processes. Observing the ethical principles that govern medical practice may help caregivers navigate these challenges.
References
Bosu, W., & Bosu, D. (2021). Prevalence, awareness, and control of hypertension in Ghana: A systematic review and meta-analysis. PLOS ONE, 16(3), e0248137. https://doi.org/10.1371/journal.pone.0248137
Burnier, M., & Egan, B. (2019). Adherence in Hypertension. Circulation Research, 124(7), 1124-1140. https://doi.org/10.1161/circresaha.118.313220
Nagao, T., Nogawa, K., Sakata, K., Morimoto, H., Morita, K., Watanabe, Y., & Suwazono, Y. (2021). Effects of Alcohol Consumption and Smoking on the Onset of Hypertension in a Long-Term Longitudinal Study in a Male Workers’ Cohort. International Journal of Environmental Research and Public Health, 18(22), 11781. https://doi.org/10.3390/ijerph182211781
Nguyen, T., Barefield, A., & Nguyen, G. (2021). Social Determinants of Health Associated with the Use of Screenings for Hypertension, Hypercholesterolemia, and Hyperglycemia among American Adults. Medical Sciences, 9(1), 19. https://doi.org/10.3390/medsci9010019
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Question 
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.
Hypothetical Health Promotion Plan
Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunization.
Tobacco use (including 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, and 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 the 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 ability to 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 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 needs 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, assisted living facility, nursing home, or other facility. You may choose any health issues or needs from the list provided in the instructions.
In 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.
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.