Nursing
·
· Develop a hypothetical health promotion plan, 4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.
· Bullying.
· Teen Pregnancy.
· LGBTQIA + Health.
· Sudden Infant Death (SID).
· Immunization.
· Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).
As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).
It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.
What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.
What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.
References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople
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.
7. 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.
8
. Explain why a health concern is important for health promotion within a specific population.
8. Establish agreed-upon health goals in collaboration with participants.
. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
9
. Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
9
. Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
Your Online ePortfolio
Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.
Using ePortfolio to Build Your Career
As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.
Privacy Statement
Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.
Note: Assessment 1 must be completed first before you are able to submit Assessment 4.
Preparation
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).
You will need to satisfactorily pass Assessment 1 (
Health Promotion Plan
) before working on your last assessment (Assessment 4).
To prepare for the assessment, consider a various health concern or health need that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.
For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues or need from the list provided in the instructions.
In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.
Please choose one of the topics below:
. Bullying.
. Teen Pregnancy.
. LGBTQIA + Health.
. Sudden Infant Death (SID).
. Immunizations.
. Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
In addition, you are encouraged to:
. Complete the
Vila Health: Effective Interpersonal Communications
simulation.
. 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 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.
19. Bullying.
19. Teen Pregnancy.
19. LGBTQIA + Health.
19. Sudden Infant Death (SID).
19. Immunizations.
19. 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 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.
28. Consider underlying assumptions and points of uncertainty in your analysis.
. Explain why a health concern is important for health promotion within a specific population.
29. Examine current population health data.
29. 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.
32. Write with a specific purpose and audience in mind.
32. 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.
·
Resources: Emerging Global Health Care Issues
The following resources provide insight into emerging global health care issues. Nurses must be cognizant of strategies to protect their own health as well as the health of others.
· Abrampah, N. M., Syed, S. B., Hirschhorn, L. R., Nambiar, B., Iqbal, U., Garcia-Elorrio, E. Chattu, V. K., Devnani, M., & Kelley, E. (2018).
Quality improvement and emerging global health priorities
. International Journal for Quality in Health Care, 30(Suppl 1), 59. https://academic.oup.com/intqhc/article/30/suppl_1/5/4980402
· Centers for Disease Control and Prevention. (n.d.).
Clinician Outreach and Communication Activity (COCA)
. https://emergency.cdc.gov/coca/index.asp
· Centers for Disease Control and Prevention. (n.d.).
Global health
. https://www.cdc.gov/globalhealth/index.html
· Edmonson, C., McCarthy, C., Trent-Adams, S., McCain, C., & Marshall, J. (2017).
Emerging global health issues: A nurse’s role
. Online Journal of Issues in Nursing, 22(1), 113.
Resources: Health Promotion and Education
The following resources address the expanding role of the community or public health nurse as an educator as communities become more diverse with more complex health issues, and financial constraints grow. These resources also provide insight into why interprofessional collaboration is even more important in achieving social justice and equitable access to services to promote health and prevent disease in individuals, families, and aggregates in culturally diverse communities.
· Flanders, S. A. (2018).
Effective patient education: Evidence and common sense
. Medsurg Nursing, 27(1), 55-58.
· Loan, L. A., Parnell, T. A., Stichler, J. F., Boyle, D. K., Allen, P., VanFosson, C. A., & Barton, A. J. (2018).
Call for action: Nurses must play a critical role to enhance health literacy
. Nursing Outlook, 66(1), 97-100.
· Ritchie, U. C., Turner, S. C., & Field, C. (2017).
Development and utility of a medication self-assessment tool for community-based healthcare services
. Journal of Pharmacy Practice & Research, 47(2), 140-146.
· Sanford, K. (Ed.). (2018).
Advocacy for all—but especially for the most vulnerable
. Nursing Administration Quarterly, 42(2), 100-106.
· Minogue, T. D., Koehler, J. W., Stefan, C. P., & Conrad, T. A. (2019).
Next-generation sequencing for biodefense: Biothreat detection, forensics, and the clinic.
Clinical Chemistry, 65(3), 383-392.
· World Health Organization. (n.d.).
Health promoting schools.
https://www.who.int/health-topics/health-promoting-schools
The following resource will help you to develop SMART goals:
· MacLeod, L. (2012).
Making SMART goals smarter.
Physician Executive, 38(2), 68-70.
The following resources may help you complete Assessment 1.
Transgender
· Abramovich, A., Lam, J. S. H., & Chowdhury, M. (2020).
A transgender refugee woman experiencing posttraumatic stress disorder symptoms and homelessness.
Canadian Medical Association, 192(1), 9-11.
Disaster Triage
· Bazyar, J., Farrokhi, M., & Khankeh, H. (2019).
Triage systems in mass casualty incidents and disasters: A review study with a worldwide approach.
Open Access Macedonian Journal of Medical Sciences, 7(3), 482-494.
· Burkle, F. M., Jr., Potokar, T., Gosney, J. E., Jr., & Dallas, C. (2017).
Justification for a nuclear global health workforce: Multidisciplinary analysis of risk, survivability & preparedness, with emphasis on the triage management of thermal burns.
Conflict and Health, 11(13), 1-9.
· Byrne, M., Parsh, S., & Parsh, B. (2019).
Human trafficking: Impact, identification, and intervention.
Nursing Management, 50(8), 18-24.
· Melmer, P., Carlin, M., Castater, C. A., Koganti, D., Hurst, S. D., Tracy, B. M., Grant, A. A., Williams, K., Smith, R. N., Dente, C. J., & Sciarretta, J. D. (2019).
Mass casualty shootings and emergency preparedness: A multidisciplinary approach for an unpredictable event.
Journal of Multidisciplinary Healthcare, 12, 1013-1021.
Genetics
· U.S. National Library of Medicine. (n.d.).
Genetics.
MedlinePlus. https://medlineplus.gov/genetics/
Violence
· Cerulli, C., Inoue, S., & Cerulli, J. (2019).
How to identify, assess, and refer patients experiencing interpersonal violence across the lifespan: The role of US pharmacists in integrated pharmacy research and practice
. Integrated Pharmacy Research and Practice, 8, 115-125.
· Ford-Gilboe, M., Varcoe, C., Scott-Storey, K., Wuest, J., Case, J., Currie, L. M., Glass, N., Hodgins, M., MacMillan, H., Perrin, N., & Wathen, C. N. (2017).
A tailored online safety and health intervention for women experiencing intimate partner violence: The iCAN Plan 4 Safety randomized controlled trial protocol.
BMC Public Health, 17, 1-12.
Homelessness
· Fransham, M., & Dorling, D. (2018).
Homelessness and public health.
BMJ: British Medical Journal, 360, 1-2.
· Morton, M. H., Dworsky, A., Matjasko, J. L., Curry, S. R., Schlueter, D., Chávez, R., & Farrell, A. F. (2018).
Prevalence and correlates of youth homelessness in the United States.
Journal of Adolescent Health, 62(1), 14-21.
Correction/Prison
· Hudson, H., & Wright, D. K. (2019).
Towards a guiding framework for prison palliative care nursing ethics.
Advances in Nursing Science, 42(4), 341-357.
Human Trafficking
· Leslie, J. (2018).
Human trafficking.
Journal of Trauma Nursing, 25(5), 282-289.
Cultural Sensitivity
· Alpers, L. (2019).
Hospital food: When nurses’ and ethnic minority patients’ understanding of Islamic dietary needs differ.
Nursing Open, 6(4), 1455-1463.
· Marutani, M., Harada, N., Uebayashi, M., Anzai, Y., Takase, K., & Okuda, H. (2019).
Culturally sensitive disaster nursing focusing on Pacific Rim island countries: First report on Japanese public health nurses
. Prehospital and Disaster Medicine, 34, s114.
Health Education
· 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
· Love Is Respect. (n.d.).
Power and control.
https://www.loveisrespect.org/healthy-relationships/power-and-control/
· Safe Horizon. (n.d.).
Safety plan for domestic violence survivors.
https://www.safehorizon.org/our-services/safety-plan/
·
Futures Without Violence.
(n.d.). https://www.futureswithoutviolence.org/
·
Pennsylvania Coalition Against Domestic Violence.
(n.d.). https://www.pcadv.org/
· National Domestic Violence Hotline. (n.d.).
Identify abuse.
https://www.thehotline.org/identify-abuse/
· RAINN. (n.d.).
About sexual assault.
https://www.rainn.org/about-sexual-assault
· HelpGuide. (n.d.).
Elder abuse and neglect.
https://www.helpguide.org/articles/abuse/elder-abuse-and-neglect.htm
· U.S. Department of Health and Human Services, Administration for Community Living. (n.d.).
National Center for Elder Abuse.
https://ncea.acl.gov/
· U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.).
Healthy People 2030 framework.
Healthy People 2030. https://health.gov/healthypeople/about/healthy-people-2030-framework
· U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.).
Violence prevention.
Healthy People 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives/violence-prevention
· U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.).
Healthy People 2030 objectives: Populations.
Healthy People 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives#populations
· U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.).
Healthy People 2030 objectives: Social determinants of health.
Healthy People 2030. https://health.gov/healthypeople/objectives-and-data/browse-objectives#social-determinants-of-health
Please read comments:
Thank you for your submission. Did you know that there is a sample of assignment 1 posted under the announcement tab? This is to help you understand the requirements for the first assignment. To give you a little background, this course was originally a clinical course. Learners were required to go out into the community and meet with an individual or group whose needs aligned with their chosen health concerned. For example, if a student chose teen pregnancy, they would find a pregnant teen or a group of teens who is at risk, meet with them, and collaborate on what they would want to learn about teen pregnancy prevention. They would also collaborate on a place and time for this session. After the session, as the community health nurse, the learner (you) would deliver the educational session, evaluate it, and submit a revised plan for future sessions. The goals that were set would also be analyzed to ensure that they aligned with Healthy People 2030. A revision on the goals were also submitted.
Fast forward to now…. Instead of going out and meet with anyone, you will write up the scenario as if you were completing this a clinical project in your chosen community. For example, if you chose teen pregnancy, create a fictional character who is a teen or a group of teens who is at risk. Hypothetically meet with them and collaborate on what they would want to learn about teen pregnancy prevention. In Assignment 4, you will deliver the educational session. In this assignment, you will simply create the fictional plan. After the session, as the community health nurse, the learner (you) would deliver the educational session, evaluate it, and submit a revised plan for future sessions. The goals that were set would also be analyzed to ensure that they aligned with Healthy People 2030. A revision on the goals were also submitted. The mistake that most learner make is writing a generalized health promotion paper as if they are telling a community nurse what to do. This is assignment is asking YOU as the community health nurse to intervene and disseminate knowledge to improve the population’s health. When creating the scenario, include yourself in it and pick goals that aligns with evaluating the education session instead of goals that are not realistic like ending bullying, stop bullying, and reduce teen pregnancy. It is going to take a lot more than an educational session to accomplish those goals. Instead, pick simple goals that measure knowledge gained. Below is an example of a good SMART goals.
1. Met with 16 year old Jane Doe and together we decided that by the end of the educational session, she will be able to demonstrate how to apply a condom
Welcome to your first assignment. As part of completing this course you will be participating in learning experience in the form of a Hypothetical Health Promotion Plan addressing a health concern affecting members of your community.
Your first assignment provides an opportunity for you to develop a hypothetical PowerPoint presentation with a voice over and speaker notes to complete the final assignment (Assignment 4). This 3-5 page assignment needs to be completed prior to initiating Assignment 4 in this course.
The first step in any effective project or clinical patient encounter is planning. This assignment provides an opportunity for you to plan a hypothetical learning experience focused on health promotion associated with a specific hypothetical community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective learning experience for the participants. Completing this assignment will strengthen your understanding of how to plan and negotiate individual or group participation.
This assignment MUST be satisfactorily completed to initiate Assignment 4 (hypothetical presentation of the plan).
To start this process, you will choose a health concern based on one of the following topics: Bullying, teen pregnancy, Sudden Infant Death Syndrome (SID), LGBTQIA+, immunizations, or Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation for a HYPOTHETICAL individual or group in your community (NOT IN A FACILITY). No other topic will be approved for this assignment.
You will describe the hypothetical population, establish expectations, and goals of the plan. These goals should focus on what will be evaluated in assignment 4, the education session and the collaborative goals. Remember that goals must be realistic, measurable, and attainable for the participant(s).
Here is an example on how to combine these goals: By the end of the education session, (Time-bound), patients will identify 3 (measurable) strategies they can use to (specific) decrease their tobacco consumption.
Please review the assignment scoring guide for more information.
Based on the health concern for your hypothetical individual or group, discuss what you would include in the development 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 assignment. You will take this information into consideration when you develop your educational plan in your fourth assignment. Please make sure to carefully review the assignment criteria and grading rubric for further detail.
This assignment needs to be submitted to SafeAssign as a draft to determine whether you work matches existing sources published elsewhere. You will be provided an opportunity to review these matches and correct them so to avoid plagiarism concerns. A good rule of thumb is to review the highlighted areas and ask yourself if you cited correctly. If most of your sentence is highlighted, ask yourself if you need to use direct quotes, or paraphrase it. Once you determine that you are okay, submit the final draft to the assignment link for grading. You may submit your assignment to the draft area as many times as you wish for revisions, but only once to the assignment link for grading. Directions to SafeAssign are in your course.
Please feel free to contact me if you have any questions.
Health Promotion Plan
Jane Doe
Capella University
NURS-FPX4060: Practicing in the Community to Improve Population Health
Professor John Doe
October 2021
Introduction to Community Health Concern
Teen pregnancy, defined as pregnancy occurring before the parent is twenty years old,
can result in reduced health outcomes for both mothers and their babies compared to pregnancies
occurring in adulthood. Babies born to teen mothers are more likely to be born prematurely, have
low birth weight, and die before the age of one (Healthy People 2030, n.d). Mothers who
experience pregnancy as teenagers are also at risk of health complications. Teen parents, and
teen mothers especially, are also less likely to get the same educational and professional
opportunities, resulting in lower socioeconomic status (Van Lieshout et al., 2020).
The underlying assumption in studies of teen pregnancy is that the age of the mother is
the primary driver for health disparities among babies born to teen mothers. However, a recent
study indicated that children born to teen mothers were no less healthy than their peers born to
adult parents. Disparities instead may be due to being born into a household with lower social
and economic capital or receiving less health care (Basu and Gorry, 2021). The causes of higher
rates of negative health outcomes for children born to teen mothers is a point of uncertainty.
However, it is certain that there are negative social and economic consequences for teen parents.
According to Healthy People 2030, there are 43.4 teen pregnancies per every 1000
female teenagers in the United States. Although the rate of teen pregnancy in the U.S. has
decreased, 43.4/1000 is a higher rate of teen pregnancy than most industrialized countries have.
Healthy People 2030 has set the goal of reducing this number to 31.4/1000 by 2030.
Demographics of Target Population
Teen pregnancy is more common among teens experiencing social vulnerability. Social
vulnerability is measured using factors that are associated with marginalization or
disadvantaging certain populations, such as income, language, minority status, and household
composition. The connection between teen pregnancy and social vulnerability is so strong that a
one quartile increase in Social Vulnerability Index score resulted in 11.5 more teen pregnancies
per 1000 teen females. The CDC’s Social Vulnerability Index is an additive index examining
many features of vulnerability. Most predictive of teen pregnancy were socioeconomic factors
like low income and low education, household composition factors like single-parent homes and
homes with a disabled parent or child, and minority and language factors (Yee et al., 2019).
For this reason, a health intervention should specifically target teens and families with
teens in areas with high social vulnerability. These areas can be found using the CDC’s
interactive Social Vulnerability Index.
Best Practices for Reducing Rates of Teen Pregnancy
Evidence-based best practices to reduce teen pregnancies include culturally competent
educational outreach to teens and their families regarding contraceptives. Evidence-based best
practices also include norming the perception that pregnancy is a serious and consequential
endeavor, and educating on the reasons that teens should avoid an early pregnancy. A final best-
practice is to improve access to contraception for teenagers. Even well educated teenagers may
become pregnant if contraceptives are difficult to access (Brown, 2020).
Access and education regarding long-acting reversible contraceptives may be especially
effective at reducing teen pregnancy. Long-acting and reversible contraceptives, such as implants
and intra uterine devices, are twenty times more affective than other methods of contraception
(Carper et al., 2018). They are also particularly well suited to teens and young adults because,
once in place, they do not require altered behavior (i.e. taking a daily pill or putting on a
condom).
SMARTER Goals
SMARTER stands for Specific, Achievable, Measurable, Relevant, Timebound,
Engaging, and Rewarding. Les McLeod propositioned using SMARTER objectives rather than
SMART goals to improve executive organization. Following the SMARTER objectives
framework, I have developed a set of objectives to reduce teen pregnancy in collaboration with
the Santa Barbara County School district, teens, parents, and educators. The Objectives are as
follows:
1. The county school district will hold annual, multilingual trainings on long-acting
reversible contraceptives for teens and families at each public high school in Santa
Barbara County.
2. The county school district will permanently hire a bilingual (English and Spanish)
public health RN to discuss family planning and the consequences of teen pregnancy,
as well as contraceptive options with individual students throughout the county as
needed.
Conclusion
In conclusion, teen pregnancy can have adverse socioeconomic and health effects for the teen
parents, particularly the mother, and the babies. Teen pregnancy is more prevalent in areas with
high social vulnerability, specifically areas with lower income, lower levels of education, higher
minority populations, lower levels of English proficiency, and higher rates of single-parent
households on average. Best practices to reduce teen pregnancy include culturally competent
outreach that educates teens and their families about long acting and reversible contraceptives, as
well as improving access to contraceptives.
References
Basu, S., & Gorry, D. (2021). Consequences of teenage childbearing on child health.Economics
and Human Biology, 42, 101019-101019. https://doi.org/10.1016/j.ehb.2021.101019
Brown, S. S. (2020). What will it take to further reduce teen pregnancy in the U.S.?Journal of
Adolescent Health, 66(5), 522-523. https://doi.org/10.1016/j.jadohealth.2020.02.009
Carper, S. T. R., Kane, A., & Sawhill, I. (2018). Following the evidence to reduce unplanned
pregnancy and improve the lives of children and families. The Annals of the American
Academy of Political and Social Science, 678(1), 199-
205. https://doi.org/10.1177/0002716218770684
Van Lieshout, R. J., Savoy, C. D., Boyle, M. H., Georgiades, K., Jack, S. M., Niccols, A.,
Whitty, H., & Lipman, E. L. (2020). The mental health of young canadian
mothers.Journal of Adolescent Health, 66(4), 464-
469. https://doi.org/10.1016/j.jadohealth.2019.10.024
Yee, C. W., Cunningham, S. D., & Ickovics, J. R. (2019). Application of the social vulnerability
index for identifying teen pregnancy intervention need in the united states. Maternal and
Child Health Journal, 23(11), 1516-1524. https://doi.org/10.1007/s10995-019-02792-7
https://doi.org/10.1016/j.ehb.2021.101019
https://doi.org/10.1016/j.jadohealth.2020.02.009
https://doi.org/10.1177/0002716218770684
https://doi.org/10.1016/j.jadohealth.2019.10.024
https://doi.org/10.1007/s10995-019-02792-7
1
Tobacco Cessation Plan
John Doe
Capella University
NURS4060
Some Month, 2020
2
Tobacco Cessation Plan
This paper will outline a comprehensive plan for a tobacco cessation plan for the 55 to
76-year-old population. Evidence has proven the use of tobacco and tobacco related products
have both negative and even detrimental effects to one’s health. Over the years laws for the
usage of cigarettes has heightened along with policies and laws surrounding the use of tobacco
products in public.
The Data
According to Golechha (2016) tobacco smoking is one of the greatest causes of mortality
in the world and while tobacco smoking accounts for over five million preventable deaths each
year surprisingly, nearly one billion people are still smoking and the number grows each year.
The relationship between tobacco smoking and vascular disease is well known. Golecha (2016)
advises smoking causing health problems to include vascular diseases like coronary heart
disease, artery hardening, and stroke as well as respiratory diseases such as pneumonia, chronic
obstructive pulmonary disease, and even cancer. Other problems like high blood pressure, oral
and esophageal concerns, as well has gastrointestinal malfunctions also develop secondary due to
smoking.
A campaign strategy or plan for health promotion is crucial to help combat the degree of
mortality that still exists around the world due to smoking and second hand smoking. Second-
hand smoke is the byproduct from a smokers lungs upon exhale and is believed to carry as much
toxic particles as the initial inhale of a cigarette. Public awareness is the first step in enhancing
knowledge and providing education and useful resources to prevent the smoking habit from
forming as well as encouraging smoking cessation. It’s evident that the same amount of energy
should be used for smoking prevention as it is spent on smoking cessation. As hard of a task as
3
both may seem a movement in general is needed towards preventing conditions before they are
developed and before health problems or comorbidities worsen.
Health Promotion Plan for Smokers
Health promotion initiatives and effective policies have been placed to help eliminate
tobacco usage. According to Golechha (2016) health promotion methods to include the taxation
of smoking, mass advertising campaigns in the media, peer education programs, community
mobilization, motivational interviewing, health warnings on tobacco products, marketing
restrictions, and banning smoking in public places are efforts to combat tobacco users and
manufactures. Bright and Burdett (2019) highlight the unawareness patients previously
possessed early on because they were not aware of the future detrimental effects smoking would
have on their health.
According to Park et al. (2015) lung cancer is the leading cause of cancer death in the
U.S. and cigarette smoking is the culprit for 87% of lung cancer deaths. Park et al. (2015)
correlates the 30 pack-year smoking history to an estimated 8.6 million adults whose age ranges
from 55 to 76 years old. The patient’s 55 or older most likely grew up breathing cigarette smoke
and most likely started smoking because they were influenced by a family member or friend.
The specific population’s age range is between 55 and 76 years old and is dedicated tobacco
smokers. This population was chosen because of the strict reinforce and awareness that is
needed regarding the destructive effects of smoking. Since this age group grew up either
smoking or around people that did lung compliance and frequent physical exams are vital for
preventative health.
The smokers between the age of 55 and 76 years old have a different knowledge base that
new younger smokers that have recently picked up the habit today. The 55 to 76 year old
4
generation grew up seeing ashtrays in restaurants even before there was a “smoking or non-
smoking” side. Cigarette and tobacco users existed as the majority versus the minority because
of a vast lack of knowledge, minimal federal regulations on cigarettes and the ingredients within,
as well as the convenience of it being accepted or “the normal” out in public. According to
Joseph et al. (2018) some studies report smokers in older ages may suggest resistance to smoker
intervention while other data reports that patients undergoing lung cancer screening are
interested in quitting with evidence of successful treatment. Joseph et al. (2018) compares
younger smokers to older smokers and advises that older smokers are known to hold unique
beliefs regarding the harms of smoking, their personal ability to quit successfully, and the
benefits of quitting.
Smoking cessation treatment can be offered through material, medication, support
groups, and contact information to quit lines. According to Park et al. (2015) the US Public
Health Service established guidelines recommending that advice to quit and brief counseling be
offered at all, or nearly all, office visits to their primary care provider. Although these guidelines
are set in place it is rare many physicians press the importance of smoking cessation or offer
guidance on how to make lifestyle changes. Park et al. (2015) advises that brief screenings
should be attempted by the primary clinician and should include the “5As”: ask, advise, assess,
assist, and arrange follow-up and although 1 in 5 smokers are willing to make a serious attempt
to quit smoking the help of treatment that incorporates evidence-based counseling and some
pharmacologic intervention is rarely offered.
Health Disparities and Barriers
Disparities exist for people that are trying to quit. According to Chandler (2020) people
with lower education levels, those with lower incomes, racial and ethnic minorities, older adults,
5
and rural populations are less likely than other to try and quit smoking each year. Efforts are
focused on meeting the needs of these groups through the increase to access to health insurance
coverage for cessation treatment with reduced copayments. Chandler (2020) reports to better
reach the disparities of the group health care coverage limits have been eliminated for smokers,
text messages and the internet is used to enhance the engagement of smokers in cessation
treatment while embedding interventions into a variety of health care environments. Some
patients might not have access to text messages or the internet therefore, community health
centers and behavioral health treatment facilities might be a better option.
It’s Time to Quit
John Smith is a 67-year old male that has been smoking since he was 17. He typically
smokes a half of pack of cigarettes a day and buys them by the carton because he has limited
access to transportation. He tried to quit smoking once before after his heart attack at the age of
57 but got discouraged and started feeling depressed so he picked the habit back up again. He
admits that he would like to attempt to quit smoking again because he has a new great grand
child that he wants to see grow up.
Mr. Smith has limited access to transportation but lives close to a bus stop so community
resources are identified to help with a support group for tobacco cessation. Pharmaceutical
options exist in the form of help with an anti-depressant and medicine to reverse the dependency
on smoking by decreasing the amount of use each day. His first goal is to create a plan of action
that outlines a day to cease from smoking and what avenues he will visit versus smoking a
cigarette. Each day he will decrease his cigarette use by one. Habits usually exist for smokers
like when and where they chose to smoke. Instead of waking up and going straight for a
cigarette he will drink a glass of water, read some of his motivational quitting materials, prepare
6
breakfast, refrain from smoking a cigarette as long as possible. Nicotine gum and patches can be
used to help combat the urge. Mr. Smith has a cell phone that receives text messages and alerts
will be sent to remind him of the plan he has chosen and advice on how to stay tobacco free. He
will attend at least two meetings a week that are hosted by a non-profit organization and both are
free of charge to him. Since he started having symptoms of depression a follow-up appointment
with his physician will be made after the first week of smoking cessation. The follow-up will
address current needs of Mr. Smith and will allow time to evaluate his plan and make
adjustments.
Conclusion
It’s important that our patients are ready to quit smoking. This information can be
discovered during his assessment. Evaluating what Mr. Smith knows about smoking as well as
what his limitations are, and what resources he needs will help establish his goals so that they are
attainable. The focus and treatment should be tailored to his preference and worked at a pace
that he is comfortable with. Reversing his habits that he has acquired is difficult, that is why we
have to work hard to replace those habits with things that are healthy and beneficial to his health.
7
References
Bright, T., & Burdett, T. (2019). Smoking cessation and the health promotion role of community
nurses. Journal of Community Nursing, 33(4), 56-60. Retrieved from:
https://search-proquest-com.library.capella.edu/docview/2272758222?pq-
origsite=summon
Chandler, A. (2020, February 4). Re: https://sph.washington.edu/news-events/news/us-smoking-
rate-dropping-disparities-cessation-reinforce-need-public-health-action
Golechha, M. (2016). Health promotion methods for smoking prevention and cessation: A
comprehensive review of effectiveness and the way forward.International Journal of
Preventive Medicine, 7(1), 7-7. doi:10.4103/2008-7802.173797
Joseph, A. M., Rothman, A. J., Almirall, D., Begnaud, A., Chiles, C., Cinciripini, P. M., . . .
Vock, D. M. (2018). Lung cancer screening and smoking cessation clinical trials. SCALE
(smoking cessation within the context of lung cancer screening) collaboration.American
Journal of Respiratory and Critical Care Medicine, 197(2), 172-182.
doi:10.1164/rccm.201705-0909CI
Park, E. R., Gareen, I. F., Japuntich, S., Lennes, I., Hyland, K., DeMello, S., . . . Rigotti, N. A.
(2015). Primary care provider-delivered smoking cessation interventions and smoking
cessation among participants in the national lung screening trial. JAMA Internal
Medicine, 175(9), 1509-1516. doi:10.1001/jamainternmed.2015.2391
https://search-proquest-com.library.capella.edu/docview/2272758222?pq-
https://sph.washington.edu/news-events/news/us-smoking-
1
Tobacco Cessation Plan
John Doe
Capella University
NURS4060
Some Month, 2020
2
Tobacco Cessation Plan
This paper will outline a comprehensive plan for a tobacco cessation plan for the 55 to
76-year-old population. Evidence has proven the use of tobacco and tobacco related products
have both negative and even detrimental effects to one’s health. Over the years laws for the
usage of cigarettes has heightened along with policies and laws surrounding the use of tobacco
products in public.
The Data
According to Golechha (2016) tobacco smoking is one of the greatest causes of mortality
in the world and while tobacco smoking accounts for over five million preventable deaths each
year surprisingly, nearly one billion people are still smoking and the number grows each year.
The relationship between tobacco smoking and vascular disease is well known. Golecha (2016)
advises smoking causing health problems to include vascular diseases like coronary heart
disease, artery hardening, and stroke as well as respiratory diseases such as pneumonia, chronic
obstructive pulmonary disease, and even cancer. Other problems like high blood pressure, oral
and esophageal concerns, as well has gastrointestinal malfunctions also develop secondary due to
smoking.
A campaign strategy or plan for health promotion is crucial to help combat the degree of
mortality that still exists around the world due to smoking and second hand smoking. Second-
hand smoke is the byproduct from a smokers lungs upon exhale and is believed to carry as much
toxic particles as the initial inhale of a cigarette. Public awareness is the first step in enhancing
knowledge and providing education and useful resources to prevent the smoking habit from
forming as well as encouraging smoking cessation. It’s evident that the same amount of energy
should be used for smoking prevention as it is spent on smoking cessation. As hard of a task as
3
both may seem a movement in general is needed towards preventing conditions before they are
developed and before health problems or comorbidities worsen.
Health Promotion Plan for Smokers
Health promotion initiatives and effective policies have been placed to help eliminate
tobacco usage. According to Golechha (2016) health promotion methods to include the taxation
of smoking, mass advertising campaigns in the media, peer education programs, community
mobilization, motivational interviewing, health warnings on tobacco products, marketing
restrictions, and banning smoking in public places are efforts to combat tobacco users and
manufactures. Bright and Burdett (2019) highlight the unawareness patients previously
possessed early on because they were not aware of the future detrimental effects smoking would
have on their health.
According to Park et al. (2015) lung cancer is the leading cause of cancer death in the
U.S. and cigarette smoking is the culprit for 87% of lung cancer deaths. Park et al. (2015)
correlates the 30 pack-year smoking history to an estimated 8.6 million adults whose age ranges
from 55 to 76 years old. The patient’s 55 or older most likely grew up breathing cigarette smoke
and most likely started smoking because they were influenced by a family member or friend.
The specific population’s age range is between 55 and 76 years old and is dedicated tobacco
smokers. This population was chosen because of the strict reinforce and awareness that is
needed regarding the destructive effects of smoking. Since this age group grew up either
smoking or around people that did lung compliance and frequent physical exams are vital for
preventative health.
The smokers between the age of 55 and 76 years old have a different knowledge base that
new younger smokers that have recently picked up the habit today. The 55 to 76 year old
4
generation grew up seeing ashtrays in restaurants even before there was a “smoking or non-
smoking” side. Cigarette and tobacco users existed as the majority versus the minority because
of a vast lack of knowledge, minimal federal regulations on cigarettes and the ingredients within,
as well as the convenience of it being accepted or “the normal” out in public. According to
Joseph et al. (2018) some studies report smokers in older ages may suggest resistance to smoker
intervention while other data reports that patients undergoing lung cancer screening are
interested in quitting with evidence of successful treatment. Joseph et al. (2018) compares
younger smokers to older smokers and advises that older smokers are known to hold unique
beliefs regarding the harms of smoking, their personal ability to quit successfully, and the
benefits of quitting.
Smoking cessation treatment can be offered through material, medication, support
groups, and contact information to quit lines. According to Park et al. (2015) the US Public
Health Service established guidelines recommending that advice to quit and brief counseling be
offered at all, or nearly all, office visits to their primary care provider. Although these guidelines
are set in place it is rare many physicians press the importance of smoking cessation or offer
guidance on how to make lifestyle changes. Park et al. (2015) advises that brief screenings
should be attempted by the primary clinician and should include the “5As”: ask, advise, assess,
assist, and arrange follow-up and although 1 in 5 smokers are willing to make a serious attempt
to quit smoking the help of treatment that incorporates evidence-based counseling and some
pharmacologic intervention is rarely offered.
Health Disparities and Barriers
Disparities exist for people that are trying to quit. According to Chandler (2020) people
with lower education levels, those with lower incomes, racial and ethnic minorities, older adults,
5
and rural populations are less likely than other to try and quit smoking each year. Efforts are
focused on meeting the needs of these groups through the increase to access to health insurance
coverage for cessation treatment with reduced copayments. Chandler (2020) reports to better
reach the disparities of the group health care coverage limits have been eliminated for smokers,
text messages and the internet is used to enhance the engagement of smokers in cessation
treatment while embedding interventions into a variety of health care environments. Some
patients might not have access to text messages or the internet therefore, community health
centers and behavioral health treatment facilities might be a better option.
It’s Time to Quit
John Smith is a 67-year old male that has been smoking since he was 17. He typically
smokes a half of pack of cigarettes a day and buys them by the carton because he has limited
access to transportation. He tried to quit smoking once before after his heart attack at the age of
57 but got discouraged and started feeling depressed so he picked the habit back up again. He
admits that he would like to attempt to quit smoking again because he has a new great grand
child that he wants to see grow up.
Mr. Smith has limited access to transportation but lives close to a bus stop so community
resources are identified to help with a support group for tobacco cessation. Pharmaceutical
options exist in the form of help with an anti-depressant and medicine to reverse the dependency
on smoking by decreasing the amount of use each day. His first goal is to create a plan of action
that outlines a day to cease from smoking and what avenues he will visit versus smoking a
cigarette. Each day he will decrease his cigarette use by one. Habits usually exist for smokers
like when and where they chose to smoke. Instead of waking up and going straight for a
cigarette he will drink a glass of water, read some of his motivational quitting materials, prepare
6
breakfast, refrain from smoking a cigarette as long as possible. Nicotine gum and patches can be
used to help combat the urge. Mr. Smith has a cell phone that receives text messages and alerts
will be sent to remind him of the plan he has chosen and advice on how to stay tobacco free. He
will attend at least two meetings a week that are hosted by a non-profit organization and both are
free of charge to him. Since he started having symptoms of depression a follow-up appointment
with his physician will be made after the first week of smoking cessation. The follow-up will
address current needs of Mr. Smith and will allow time to evaluate his plan and make
adjustments.
Conclusion
It’s important that our patients are ready to quit smoking. This information can be
discovered during his assessment. Evaluating what Mr. Smith knows about smoking as well as
what his limitations are, and what resources he needs will help establish his goals so that they are
attainable. The focus and treatment should be tailored to his preference and worked at a pace
that he is comfortable with. Reversing his habits that he has acquired is difficult, that is why we
have to work hard to replace those habits with things that are healthy and beneficial to his health.
7
References
Bright, T., & Burdett, T. (2019). Smoking cessation and the health promotion role of community
nurses. Journal of Community Nursing, 33(4), 56-60. Retrieved from:
https://search-proquest-com.library.capella.edu/docview/2272758222?pq-
origsite=summon
Chandler, A. (2020, February 4). Re: https://sph.washington.edu/news-events/news/us-smoking-
rate-dropping-disparities-cessation-reinforce-need-public-health-action
Golechha, M. (2016). Health promotion methods for smoking prevention and cessation: A
comprehensive review of effectiveness and the way forward.International Journal of
Preventive Medicine, 7(1), 7-7. doi:10.4103/2008-7802.173797
Joseph, A. M., Rothman, A. J., Almirall, D., Begnaud, A., Chiles, C., Cinciripini, P. M., . . .
Vock, D. M. (2018). Lung cancer screening and smoking cessation clinical trials. SCALE
(smoking cessation within the context of lung cancer screening) collaboration.American
Journal of Respiratory and Critical Care Medicine, 197(2), 172-182.
doi:10.1164/rccm.201705-0909CI
Park, E. R., Gareen, I. F., Japuntich, S., Lennes, I., Hyland, K., DeMello, S., . . . Rigotti, N. A.
(2015). Primary care provider-delivered smoking cessation interventions and smoking
cessation among participants in the national lung screening trial. JAMA Internal
Medicine, 175(9), 1509-1516. doi:10.1001/jamainternmed.2015.2391
https://search-proquest-com.library.capella.edu/docview/2272758222?pq-
https://sph.washington.edu/news-events/news/us-smoking-
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