Assessment 1 Instructions: Health Promotion Plan

• Develop a hypothetical health promotion plan, 2–3 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. A hypothetical nonprofit group is highly recommended.
  • Bullying.
  • Home safety.
  • Fall prevention.
  • Immunizations.
  • Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.
  • All assignments in the course are based upon hypothetical individuals or groups.
    For this assignment, you will plan for and enlist the participation of a hypothetical individual or group in a clinical learning activity based on a health promotion plan, addressing a particular health concern affecting these members of your community.
    Professional Context
    The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. 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.
    Demonstration of Proficiency
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 1: Analyze health risks and health care needs among distinct populations. 
    • Analyze a community health concern 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 is important for health promotion within a specific population.
    • Establish agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. 
    • Write clearly and concisely in a logically coherent and appropriate form and style.
  • 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. 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.
    You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assignment (Assessment 4).
    To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern 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.
    Please choose one of the topics below:
  • Bullying.
  • Home safety.
  • Fall prevention.
  • Immunizations.
  • Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.
  • 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: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
    Instructions
    Health Promotion Plan
  • Choose a one of these specific health concern as the focus of your health promotion plan. 
    • Bullying.
    • Home safety.
    • Fall prevention.
    • Immunizations.
    • Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.
  • Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
  • Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion.
  • Identify a hypothetical individual or community group among the affected population who would benefit from an educational session about your chosen health concern and associated health improvement strategies.
  • Identify expectations for an educational session, determining goals, and suggestions on how the individual or group needs can be met. The hypothetical audience needs to be described and the educational plan should be outlined. Health goals need to be clear, measurable, and appropriate for this activity.
  • Then, research and document their potential learning needs and health promotion goals.
  • Document Format and Length
    Your health promotion plan should be 2–3 pages in length.
    Supporting Evidence
    Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 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.
  • Write clearly and concisely in a logically coherent and appropriate form and style. 
    • 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.
    Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.