Nurses often engage with heterogeneous groups exhibiting various health requirements. An essential aspect of the nurse’s responsibility is to investigate the patient’s requirements and develop a treatment plan that is focused on the patient’s well-being. Health promotion aims to enhance individuals’ capacity to have more influence over their own health and make choices that enhance their well-being (Sakai-Bizmark et al., 2021). Within the community, many people and groups contend with a range of health concerns that might serve as the primary focus of health promotion efforts. The objective of this presentation is to provide a health promotion strategy aimed at tackling the issue of drug and alcohol abuse among youths residing in the community.

Young adulthood, which is commonly defined as the age range of 18 to 25 years, is characterized by a period of significant change and transition. This phase is commonly associated with the exploration of one’s identity, self-centeredness, enhanced autonomy, and the emergence of new options and opportunities. It also involves changes in living arrangements, employment or education, and romantic partnerships. During this period, there is a notable rise in the initiation or escalation of alcohol and substance use, including tobacco, nicotine, and marijuana (Jones et al., 2020). Interventions are necessary for individuals who exhibit excessive drinking, frequent binge drinking, regular nicotine consumption, or early initiation of substance use. These interventions aim to prevent severe consequences associated with problematic substance use and redirect the trajectory towards substance use disorder (SUD). These interventions encompass strategies that have been demonstrated to delay the initiation of substance use among adolescents and mitigate substance misuse and its related consequences during young adulthood.

The goals of the health education plan encompass:

• The primary aim of the program is to enhance participants’ understanding of drug and alcohol abuse. By the end of the program, participants should be able to recognize five personal risk factors associated with drug and alcohol abuse as well as develop strategies for maintaining a healthy lifestyle (Nawi et al., 2021).
• ii. Community resource connection: The program should assist participants in identifying four community-based resources for individuals affected by substance abuse and provide guidance on how to access and utilize these resources effectively.
• iii. Participants are encouraged to identify strategies for improving their social skills based on their individual needs.
• Participants should identify five new behaviors that will motivate them to abstain from drug and alcohol abuse and take responsibility for their overall health.

Assessment 4: Health Promotion Plan Presentation

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?

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.

Introduction

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.).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

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. https://health.gov/healthypeople

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

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 are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also 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.

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. 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.
• Microsoft Office Software.
  • 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.

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.