10pp
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
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Introduction
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.
Preparation
As you begin to prepare this assessment, you are encouraged to complete the
Vila Health: Conducting an Effective Educational Session
activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
For this assessment, you will conclude the clinical learning activity you began in Assessment 1.
You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.
Remember that your first assessment (Assessment 1)
MUST be satisfactorily completed to initiate this assessment (Assessment 4).
Please review the assessment scoring guide for more information.
To prepare for the assessment, you may wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.
Note: As you revise your writing, check out the resources listed on the Writing Center’s
Writing Support
page.
Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.
Instructions
Complete the following:
· Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1
*SEE DOWN BELOW* . The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
· Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
· Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:
· Title slide:
· Health promotion plan title.
· Your name.
· Date.
· Course number and title.
· References (at the end of your presentation).
· Be sure to apply correct APA formatting to your references.
The following resources will help you create and deliver an effective presentation:
·
Record a Slide Show With Narration and Slide Timings
.
· This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
· This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
·
PowerPoint Presentations Library Guide
.
· This library guide provides links to PowerPoint and other presentation software resources.
·
SoNHS Professional Presentation Guidelines [PPTX]
.
· This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
· Present your health promotion plan to your hypothetical audience.
· Tailor the presentation to the needs of your hypothetical audience.
· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
· Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
· Which aspects of the session would you change?
· How might those changes improve future outcomes?
· Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
· What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
· Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
· Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Additional Requirements
Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
Context
Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.
Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).
References
Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
Medsurg Nursing, 27(1), 55–58.
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.).
Healthy People 2030.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
· Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
· Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
· Competency 4: Integrate principles of social justice in community health interventions.
· Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
· Present a health promotion plan to a hypothetical 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.
· Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
· Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
· Follow APA style and formatting guidelines for citations and references.
ASSESSMENT 1:
Addressing Mental Health in Young Urban Professionals
Population Analysis and Demographics
Young working-class adults living in downtown Minneapolis are among the cohort that is experiencing more mental health issues, specifically anxiety and depression. The target population includes 25-35-year-olds, college-educated, high-stress corporate worker bees. More than half of this group is women, and only one-half is men; the ethnic distribution includes Caucasian 65%, Asian American 15%, African American 12%, and Hispanic 8%. The average salary of the workers is $60,000 to $90,000 per year; most employees have academic degrees that are not lower than a bachelor’s degree. Most are single or shared accommodation in metropolitan cities and employed in the IT, finance, and consulting industries – the demographic group that would most benefit from addressing mental health issues.
Understanding the analyzed healthcare concern and its importance
Mental health disorders such as; anxiety and depression have grown to be shared among the young and working population within urban areas. This population is predisposed to mental health challenges due to several factors: unsafe workplace pressure, social media trends, lack of time control, and less actual interpersonal communication. The Minnesota Department of Health provides population health data, which shows that 25% of young professionals experience anxiety and depression, but only 40% are seeking help (CDC, 2012). The time spent at work, the competitiveness of the work environment, and the culture of people regarding health issues have negative impacts on the health of this population. Through research, the present findings show that young executives with untreated mental illnesses have low productivity levels; they are prone to increased substance dependence and have poor physical health. The nominal economic effect for the healthcare sector is vast since mental health-related absences in the workplace cost employers millions of dollars. People have no easy access to mental health services due to long waits for an appointment, high costs even with insurance, and the threat of job repercussions.
Sociogram Considerations and Behavioral Analysis
A constructed sociogram of this population shows the correlations between different social and occupational factors affecting the mental health state. The analysis considers several key relationships and influences: Organizational relationships (supervisor, co-workers, HR), individuals in everyday life (immediate families, friends, intimate partners), professional associates (mentors, peers in one’s field) as well as primary care physicians and therapists (EAPs). The sociogram reveals the shared perceptions of the effects of culture, social media use, and professional gatherings on mental health and seeking help. Concerning the target population, the current behaviors exhibited include working many hours, lack of appropriate diet, lack of adequate rest, little or no exercise, and the use of alcohol or other substances as stress relievers. In this position, we observed organizations where many people exhibit elements of perfectionism and problems with separating one’s work from one’s home life. The sociogram also zooms into various issues concerning organizational structures, such as work-from-home policies and digital communication patterns for social support networks and mental health, which form part of the necessary knowledge to inform interventions.
SMART Goals and Learning Needs
The following SMART goals have been developed from the interaction with the target group to address the presented mental health concerns, aligning with Healthy People 2030 mental health objectives (U.S. Department of Health and Human Services, n.d.). Participants will practice daily stress reduction strategies for 15 minutes daily, monitor mood and anxiety levels using an app, participate in at least one mental health support group session per month, and set boundaries between work and personal life by setting work hours and other realistic objectives (Wasil et al., 2022). These must be accomplished within three months. A learning needs assessment is done and identified as follows: Participants would benefit from learning interventions on symptoms of anxiety and depression, realistic stress coping mechanisms, resources plus their availability, effective professional boundaries, and ways of communicating mental illnesses. These goals and learning needs have been chosen to optimize the chance of being realistic and achievable and, simultaneously, have the potential to make a substantial difference in mental health.
Expected Outcomes and Evaluation Methods
Therefore, the plan of action for health promotion has been developed so that the impact would be measurable in terms of increased mental health literacy, reduced mental health-related stigma, and increased propensity for seeking help among the participants. The outcome assessment will be based on pre-and post-intervention surveys of participants’ knowledge of the availability of mental health resources or change in stigma and self-efficacy on stress management. They will also complete weekly diaries with respect to stress management exercises and work-life balance accomplishments. The plan also tracks the progress made in implementation and the need to make some changes occasionally. In this way, the organization of the mental health promotion and prevention component of the plan includes both personal and contextual risk factors of mental health problems in young working people in cities. The practical skills, resources, and stigma components make a cornerstone for enhancing mental health among this group since it provides the basic principles of measurement and modification in case of ineffective implementation.
References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.).
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030.
Wasil, A. R., Palermo, E. H., Lorenzo-Luaces, L., & DeRubeis, R. J. (2022). Is there an app for that? A review of popular apps for depression, anxiety, and well-being.
Cognitive and Behavioral Practice,
29(4), 883-901.
