NURS-FPX4055 Optimizing Population Health through Community Practice
NURS-FPX4055 Assessment 1 Instructions: Health Promotion Research
Instructions
Conduct the windshield survey worksheets and research for the health promotion research assessment.
Introduction
This first assessment is the research and background information for the presentation you will give in your last assessment. Consider this the nursing process for your chosen community (assessment, diagnostics, planning, interventions, and evaluation). The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a learning experience focused on health promotion associated with the specific community health concern you selected from the provided document. 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. The two windshield survey worksheets will be critical steps in completing this assessment. This assessment is the foundation for the implementation of Assessment 4, Health Promotion Plan Presentation.
Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.
Preparation
Be sure you’ve completed the Windshield Survey Worksheet 1: Assess Your Community and Windshield Survey Worksheet 2: Tour Your Community activities. Then complete this assessment as if within a neighborhood or community of your choice. Your community, which will become the focus of your health promotion plan, could be something like the elderly housing center, high school, or your own neighborhood. It could even be a subset of or an individual within that community, for instance, one of the students at the high school or a resident at the elderly housing center.
Instructions
Complete the following:
- Assess your chosen community to include socioeconomic and demographic data such as location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)
- Choose a specific health concern or health need from the Assessment 1 Supplement: Health Promotion Research [PDF]as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you’ve chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.
- Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you’ve learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.
- Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.
- Based on the health concern for your 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 this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.
- Identify your chosen individual’s or group’s potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).
- Identify the individual or group’s current behaviors, 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 and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.
Be sure to 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.
Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.
Additional Requirements
Your assessment should also meet the following requirements:
- Document format and length: Your health promotion plan should be 4–6 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 5 years using APA format.
- 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 healthcare needs among distinct populations.
- Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
- Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.
- 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 community and population, supporting conclusions with relevant population health and demographic data.
- Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.
- 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.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
Criterion 1
Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
Distinguished
Provides an in-depth analysis of a population within the chosen community with a specific health concern or need that is the focus of the health promotion plan, and articulates underlying assumptions and points of uncertainty in the analysis.
Proficient
Analyzes a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
Basic
Identifies a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
Non Performance
Does not analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
Criterion 2
Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.
Distinguished
Describes in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community, providing appropriate examples.
Proficient
Describes in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.
Basic
Identifies demographic data of a chosen community.
Non Performance
Does not describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.
Criterion 3
Explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.
Distinguished
Explains why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services.
Proficient
Explains why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.
Basic
Describes a health concern or need that is important for health promotion within a community and population.
Non Performance
Does not explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.
Criterion 4
Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.
Distinguished
Establishes health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable and anticipates potential input from the audience to develop goals that would be more likely to be adopted.
Proficient
Establishes health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.
Basic
Establishes health goals, though it’s unclear how realistic, measurable, and attainable they are given the chosen individual or group of participants.
Non Performance
Does not establish establishes health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.
Criterion 5
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Distinguished
Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Proficient
Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Basic
Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.
Non Performance
Does not organize content for ideas. Lacks logical flow and smooth transitions.
Criterion 6
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Distinguished
Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.
Proficient
Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Basic
Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.
Non Performance
Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.
NURS-FPX4055 Assessment 2 Instructions: Community Resources
Instructions
Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.
Introduction
Many organizations work to better local and global communities’ quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.
This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community or public health resources organization from the list provided.
Preparation
As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.
After completing this activity, select one of the local, national, or global nonprofit organizations or government agencies presented in the Assessment 2 Supplement: Community Resources [PDF].
You may find the organization’s website in the Community Organizations reading list or in the Assessment 2 Supplement: Community Resources [PDF].
Scenario
You are interested in expanding your role as a nurse and are considering working in an area where you can promote equal opportunity and improve the quality of life in your local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You are particularly interested in one of these organizations but would like to know more about its contribution to public health and safety improvement. You would also like to report the results of your research in a scholarly paper that you could submit for publication.
Instructions
Research a selected local, national, or global nonprofit organization or government agency from the document provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.
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 in the scoring guide for each criterion to see how your work will be assessed.
- Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
- Provide examples of ways a local and/or global initiative supports the mission and vision and promotes public health and safety.
- Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.
- Consider the effects of social, cultural, economic, and physical barriers.
- Be sure to go beyond simply describing what the organization does in these areas but evaluating the impact.
- Assess the impact of funding sources, policy, and legislation on an organization’s service delivery.
- Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
- Remember to actually include the policies, legislation, and funding avenues for your chosen organization.
- Explain how an organization’s work impacts the health and/or safety needs of a local community.
- Consider how nurses might become involved with the organization.
- How are nurses involved within this organization?
- 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.
Related; Applied Final Project: Positive Psychology in Action Proposal
Additional Requirements
Document Format and Length
Format your research article using current APA style.
- Refer to the APA Style Paper Tutorial [DOCX]to help you in writing and formatting your paper. Be sure to include:
- A title page and references page. An abstract is not required.
- Appropriate section headings.
- Your paper should comprise 3–5 pages of content plus title and references pages.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.
Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.
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 healthcare needs among distinct populations.
- Explain how an organization’s work impacts the health and/or safety needs of a local community.
- Competency 2: Propose health promotion strategies to improve the health of populations.
- Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
- Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
- Assess the impact of funding sources, policy, and legislation on an organization’s service delivery.
- Competency 4: Integrate principles of social justice in community health interventions.
- Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.
- 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.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
Collapse All
Criterion 1
Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
Distinguished
Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements. Draws well-reasoned, logical conclusions about the organization’s work and provides a specific, relevant example of how a local or global initiative supports the organization’s mission and vision and promotes public health and safety.
Proficient
Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements.
Basic
Describes an organization’s mission and vision, though it’s not clear how these enable it to contribute to public health and safety improvements.
Non Performance
Does not explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.
Criterion 2
Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.
Distinguished
Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community, with regard to the effects of social, cultural, economic, and physical barriers and their implications for the organization and community.
Proficient
Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community.
Basic
Describes how an organization promotes equal opportunity and improves the quality of life in a community without evaluating the organization’s impact or ability.
Non Performance
Does not evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.
Criterion 3
Assess the impact of funding sources, policy, and legislation on an organization’s service delivery.
Distinguished
Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery. Provides clear insight into the potential implications of funding decisions, policy, and legislation for community members.
Proficient
Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery.
Basic
Identifies funding sources, policy, and legislation related to an organization’s service delivery.
Non Performance
Does not assess funding sources, policy, and legislation related to on an organization’s service delivery.
Criterion 4
Explain how an organization’s work impacts the health and/or safety needs of a local community.
Distinguished
Explain how an organization’s work impacts the health and/or safety needs of a local community, and offers creative or insightful ideas about how nurses might become involved with the organization.
Proficient
Explains how an organization’s work impacts the health and/or safety needs of a local community.
Basic
Describes an organization’s work in community health and safety.
Non Performance
Does not explain how an organization’s work impacts the health and/or safety needs of a local community.
Criterion 5
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Distinguished
Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Proficient
Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Basic
Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.
Non Performance
Does not organize content for ideas. Lacks logical flow and smooth transitions.
Criterion 6
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Distinguished
Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.
Proficient
Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Basic
Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.
Non Performance
Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.
NURS-FPX4055 Assessment 3 Instructions: Disaster Recovery Plan
Instructions
Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop a brochure, storyboard, or poster communicating the plan for the local system, city officials, and the disaster relief team.
Introduction
Nurses perform a variety of roles and their responsibilities as healthcare providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
A comprehensive
recovery plan, guided by the Crisis and Emergency Risk Communication (CERC) framework and the National Incident Management System approach is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster.
Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, quality of the communication, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you are a community task force member who is responsible for developing a disaster recovery plan for the community you have focused on in earlier assessments using the CERC for your crisis communication plan, which you will present to city officials and the disaster relief team. You will use the community from your windshield survey OR you may select a community from the document provided in this assessment.
Note: Complete the assessments in this course in the order in which they are presented.
Preparation
For this assessment, you will use the community from your windshield survey OR you may select a community from the Assessment 3 Supplement: Disaster Recovery Plan [PDF]. You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.
Instructions
Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.
- Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.
- Assess community needs.
- Consider resources, personnel, budget, and community makeup.
- Identify the people accountable for implementation of the plan and describe their roles.
- Focus on specific Healthy People 2030 objectives.
- Include a timeline for the recovery effort.
- Focus on the following areas in your crisis communication plan:
- Information gathering.
- This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.
- Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
- Information dissemination.
- This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.
- Operation support.
- This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.
-
- They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.
- Provide support for your position.
- Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
- Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the Brochure Design Templatesweb page, storyboard, or poster templates.
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 in the scoring guide to see how your work will be assessed.
- Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.
- Consider the interrelationships among these factors.
- Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
- Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.
- Explain how health and governmental policy impacts disaster recovery efforts in a community.
- Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).
- Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the Contact Tracingreading list for more information about contact trace-mapping.)
- Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.
- Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.
- Identify evidence that supports your strategies.
- Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
- Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.
- Develop your assessment with a specific purpose and audience in mind.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Supporting Evidence
- Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.
- Include data from the CDC, United States Census Bureau, and other government agencies.
Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.
Related; COUC 515 Topic Selection: Final Topic Selection Assignment Instructions
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 healthcare needs among distinct populations.
- Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
- Competency 2: Propose health promotion strategies to improve the health of populations.
- Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
- Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
- Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.
- Competency 4: Integrate principles of social justice in community health interventions.
- Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
- 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.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
Collapse All
Criterion 1
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Distinguished
Describes determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Clearly describes the interrelationships among these factors.
Proficient
Describes determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Basic
Identifies determinants of health that impact safety, health, and disaster recovery efforts in a community without regard to cultural, social, and economic barriers.
Non Performance
Does not describe determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Criterion 2
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Distinguished
Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Provides clear insight into how principles of social justice and cultural sensitivity help to ensure health equity for individuals, families, and aggregates within the community.
Proficient
Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Basic
Explains how a proposed disaster recovery plan will lessen health disparities and improve access to community services, without regard to the needs of the entire community.
Non Performance
Does not explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Criterion 3
Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.
Distinguished
Explains how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework. Articulates the logical policy implications for community members linked to specific policy provisions.
Proficient
Explains how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework.
Basic
Explains how health and governmental policy impacts disaster recovery efforts without regard to the needs of the entire community or using the CERC framework.
Non Performance
Does not explain how health and governmental policy impacts disaster recovery efforts in a community using the CERC framework.
Criterion 4
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Distinguished
Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts that are well supported with relevant and credible evidence. Articulates implications and potential consequences of proposed strategies.
Proficient
Presents specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Basic
Presents strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts, without regard to the needs of the entire community.
Non Performance
Does not present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Criterion 5
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Distinguished
Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
Proficient
Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Basic
Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.
Non Performance
Does not organize content for ideas. Lacks logical flow and smooth transitions.
Criterion 6
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Distinguished
Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.
Proficient
Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Basic
Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes, and/or paraphrasing.
Non Performance
Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.
NURS-FPX4055 Assessment 4 Instructions: Health Promotion Plan Presentation
Instructions
Create a slide presentation of the health promotion plan you developed in Assessment 1.
Introduction
Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their 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 that are 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. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).
This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.
Note: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.
References
Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.
Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople
World Health Organization. (n.d.). Health promoting schools. https://www.who.int/health-topics/health-promoting-schools
Scenario
In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for 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, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, 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, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.
Instructions
Complete the following:
- Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.
- Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.
- Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
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 in the scoring guide to see how your work will be assessed.
- Present a health promotion plan tailored for an individual or group within a community.
- Tailor the presentation to the needs of your chosen community audience.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
- Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
- How do you think participants would react to the session?
- 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 (LHIs).
- What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?
Additional Requirements
Presentation Format and Length
You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:
- Title slide.
- Health promotion plan title.
- Your name.
- Course number and title.
- References (at the end of your presentation). Be sure to apply correct APA formatting to your references.
- Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.
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.
Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment 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 2: Propose health promotion strategies to improve the health of populations.
- Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
- 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 LHIs.
- Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
- Present a health promotion plan tailored for an 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. Audio is clear, organized, and professionally presented.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
Criterion 1
Present a health promotion plan tailored for an individual or a group within a community.
Distinguished
Presents a health promotion plan tailored for an individual or a group within a community. The presentation is professional, evidence-based, and based on specific, identified health needs and goals.
Proficient
Presents a health promotion plan tailored for an individual or a group within a community.
Basic
Presents a health promotion plan, though it isn’t tailored for a specific individual or group within a community.
Non Performance
Does not present a health promotion plan tailored for an individual or a group within a community.
Criterion 2
Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
Distinguished
Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants. Clearly explains the need for revisions to future educational sessions.
Proficient
Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
Basic
Describes educational session outcomes and the attainment of health goals without evaluating them or considering how participants might react to the session.
Non Performance
Does not evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
Criterion 3
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
Distinguished
Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.
Proficient
Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
Basic
Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and LHIs.
Non Performance
Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
Criterion 4
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Distinguished
Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).
Proficient
Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Basic
Organizes content with clear purpose/goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).
Non Performance
Does not organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Criterion 5
Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
Distinguished
Slides are easy to read and clutter-free. Slides enhance key points, adhere to visual best practices and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
Proficient
Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
Basic
Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.
Non Performance
Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.
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