Assignment: Health Promotion and Community Resource Teaching Project

The role of health education is to provide literacy and create awareness of health promotion practices and this an important part of nursing practice. It provides information that empowers and influences individual’s attitude about their health. Nurses give health education to patients and communities with the purpose of helping them improve and promote their health conditions.

The nursing process provides a method of comprehensive care. Using the nursing process, the nurse conduct assessment, diagnosis, planning, implementation, and evaluation. During the assessment and diagnosis stage, the nurse tries to identify the health trends in the community and the associated health risk behaviors.  Look for individual factors like income and financial stability, food security, access to healthcare, and the educational needs of the community. Assess the environment they live in, their cultural beliefs, and how other social determinants of health impact the community.

Next step after assessment and diagnosis is planning, implementation, and evaluation. The planning stage is when the nurse chooses the specific strategy that targets the identified needs. Nursing goals will depend on the identified need. For instance, if there is high incidence of obesity, the education plan will be focused on health promotion activities that prevent and control obesity. The nurse educates the community in a simple language that they understand.

A contemporary issue that is of a global significance is ageing. “The world’s population is aging, and the number of older persons, those aged 60 years or over, has increased substantially in recent years in most countries and regions, and that growth is projected to accelerate in the coming decades” (United Nations. n.d.). “Successful aging is affected by physical activity, nutrition, social interactions, active participation in social activities and interacting with people and society, general heath status, cognitive function and good mental health” (Estebsari, et. el., (2014). Steps to health education for the ageing population, is to focus on the identified health problems or risk behaviors and provide resources for health promotion

Assignment: Health Promotion and Community Resource Teaching Project

Assignment: Health Promotion and Community Resource Teaching Project

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Question Description
I need an explanation for this Nursing question to help me study.

MY GROUP PICKED A TOPIC DIABETES. EVERY ONE IS WORKING ON THIS PROJECT SINCE THIS IS GRUOP PROJECT I HAVE TO COMPLETE PART 2 .SO JUST NEED PART 2 DONE.

LET ME KNOW IF YOU HAVE ANY QUESTIONS…..This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the 2020 Topics and Objectives on the Healthy People website. Choose a topic of interest that you would like to

address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.

Create a 15-20-slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

NRS 429V Week 5 Discussion 1

Mrs. Jones, a widow, is no longer able to live independently and is requiring more and more help with her self-care. Her daughter, Susie, who is married with three school-aged children, agrees to let her mother move in with her. Susie is concerned with balancing the demands of her career and the needs of her family, especially now that her elderly and chronically ill mother will need assistance. She is also unsure about how she feels with the reversal of roles, having to now be the primary caregiver of her mother. How can the nurse, caring for this family, assist with the changes they are about to undergo? How can both the family structural theory and the family developmental theory be applied to this scenario? How can health education enhance health promotion for this family?

NRS 429V Week 5 Discussion 2

How could you use the family structural theory to determine if a family is dysfunctional or not? Provide evidence to support your answer.

Center.

Course Code Class Code Assignment Title Total Points
NRS-429VN NRS-429VN-O502 CLC – Health Promotion and Community Resource Teaching Project 160.0

Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 100.0%
Approved Topic, Associated Population and Health Disparity 10.0% Topic and associated population selected is not approved; topic and associated population are not relevant to the scope of the assignment. Topic and associated population are omitted. Approved topic and associated population are partially presented. It is unclear how the topic adversely affects the selected population. Health disparities are partially described, or are not relevant to selected population. There are significant inaccuracies. Approved topic and associated population are summarized. A general correlation of how the topic adversely affects the selected population is presented. Relevant health disparities are summarized. There are some inaccuracies. More evidence or rationale is needed for support. Approved topic and associated population are described. A correlation of how the topic adversely affects the selected population is established and discussed. Relevant health disparities are discussed. There are minor inaccuracies. Some evidence or rationale is needed for support. Approved topic and associated population are thoroughly described. A strong correlation of how the topic adversely affects the selected population is established and discussed in detail. Relevant health disparities are clearly presented and discussed. Strong evidence and compelling rationale is offered for support.

Evidence-Based Approaches to Optimize Health for Population 10.0% Evidence-based approaches to optimize health for this population are not presented. Evidence-based approaches to optimize health for this population are partially presented; some approaches presented are not evidence-based, or are not relevant for this population. Explanation of how these approaches minimize health disparity is incomplete, or are not relevant for the affected population. There are significant inaccuracies. Evidence-based approaches to optimize health for this population are summarized; it is unclear how some approaches presented are relevant for this population. A general explanation of how these approaches minimize health disparity is presented. There are some inaccuracies. More evidence or rationale is needed for support. Evidence-based approaches to optimize health for this population are discussed. Explanation of how these approaches minimize health disparity is presented. Some evidence or rationale is needed for support. Evidence-based approaches to optimize health for this population are discussed, and approaches are accurately represented and highly relevant to the population. Explanation of how these approaches minimize health disparity is well-developed. Strong evidence and rationale are provided throughout. An understanding of the importance of evidence-based approaches in the optimization of health for an at-risk population is demonstrated.

Proposal for Health Education for Family-Centered Health Promotion 10.0% A proposal for health education for a family-centered health promotion to address the issue for the target population is omitted. The proposal is not supported by evidence-based practice. A proposal for health education for a family-centered health promotion to address the issue for the target population is partially presented. The proposal is not entirely relevant to the target population. The proposal requires more support relevant to evidence-based practice. There are significant inaccuracies. A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is generally supported by evidence-based practice; there are some inaccuracies, or some areas need more support using evidence-based practice. Overall, the proposal is relevant to the target population. A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is supported by evidence-based practice and relevant to the target population. There are minor inaccuracies. A well-developed proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is strongly supported by evidence-based practice and highly relevant to the target population. The ability to apply evidence-based practice to health education for a target population is clearly demonstrated.

Resources and Organizations for Proposed Education Plan 5.0% Resources and organizations to support the proposed education plan are omitted. One health-related organization for the selected topic is presented. The profile is incomplete, or it is unclear how the organization is relevant to the focus topic. Two resources (national or local) are presented. It is unclear how the resources are supposed to be used, or how the resources are relevant to the focus topic. A general profile for a health-related organization relevant to the selected topic is summarized. Two relevant resources (national or local) are presented, and there is a general explanation for how the resources are supposed to be used by the patient or provider. A general profile for a health-related organization relevant to the selected topic is presented. Two relevant resources (national or local) are presented, and there is an explanation for how the resources are supposed to be used by the patient or provider. A general profile for a health-related organization relevant to the selected topic is well presented. Two relevant resources (national or local) are presented, and there is a clear explanation for how the resources are supposed to be used by the patient or provider.

Interdisciplinary Health Professional Involvement 5.0% Interdisciplinary health professionals important to the health promotion are not included. At least one significant interdisciplinary health professional is presented. It is unclear how the professional important to the health promotion, and what the role of the professional would be. Support for the suggested member is needed. Some significant interdisciplinary health professionals are presented. A summary of their role and importance to the health promotion is provided. Some support for the suggested members is needed. Key interdisciplinary health professionals are presented A discussion of their role and importance to the health promotion is provided. All significant interdisciplinary health professionals are presented. A clear discussion of their role and importance to the health promotion is provided.

Presentation of Content 40.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

apa_6th_edition_style_g

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Interdisciplinary teams play a critical role in health promotion based on different medical conditions. An interdisciplinary team comprises of different health and medical professionals with defined and related roles and responsibilities. These include registered nurses (RNs), nurse practitioners (NPs), dietician and nutritionists, and educators on different health conditions impacting individual patients, patient populations, families, and communities (Health Research & Educational Trust, 2018). An interdisciplinary team also comprises of community leaders and social workers interacting with them to understand different issues and barriers to health promotion on management of different conditions like injury prevention among the elderly, diabetes and substance use disorders and abuse (van Rhyn & Barwick, 2019). The interdisciplinary team will also have physicians, especially general physicians who can be at disposal to assess a host of medical conditions for better interventions. The team will also comprise of therapists; physical and occupational therapists with the aim of developing effective and evidence-based practice interventions to prevent injury among the elderly under the program.

Injury prevention among the elderly requires effective interventions based on the roles and responsibilities played by the different stakeholders. Registered nurses and nurse practitioners are the frontline care providers who will monitor patients and identify possible injuries and risks to injuries because of their health condition and status. Dieticians and nutritionists will offer advice and recommend better diets and foods for the elderly to reduce susceptibility to injuries by increasing their energy levels and other critical aspects of body functioning (Health Research & Educational Trust, 2018). Educators will create and disseminate awareness programs and materials in collaboration with community leaders who understand the types of hazards that can hinder effective education.

Physicians play a key role of assessing and diagnosing the types of injuries that individual elderly patients may be susceptible to and developing interventions based on their situations. For instance, injuries associated with falls among the elderly are more prevalent and physicians can seek information about their frequency and possible course of action to prevent their occurrence. Therapists are important components of injury prevention, especially falls as they perform assessments that evaluate balance, strength, endurance, and different aspects of motion and susceptibility for falls (Cancinotto et al., 2019). For instance, they look at gait steadiness and speed, and conduct tests that offer a foundation for performance. Individual patients and their families are essential members of the team as they can share information and history about potential causes of injuries like falls (Grossman et al., 2018). Many individual patients and their families may ignore previous injuries suffered due to different events, including falls, and it would be critical to get sufficient information to mitigate future susceptibility.

The presentation demonstrates the importance of interdisciplinary team in preventing injuries among the elderly. Organizations and providers at different levels have an obligation to develop interventions through an interdisciplinary team approach that will help reduce susceptibility to injuries due to events like falls among the elderly. The presentation shows that injury prevention strategies allow the elderly to have improved quality of life, better gait, and increased level of awareness on activities to avoid to reduce vulnerability. The interdisciplinary team involves different professionals, patients and their families, and even community leaders for effective implementation of evidence-based practice interventions to reduce possible risks of injuries in different situations among the elderly.

References

Calcinotto, A., Kohli, J., Zagato, E., Pellegrini, L., Demaria, M., & Alimonti, A.

(2019). Cellular senescence: aging, cancer, and injury. Physiological

   reviews, 99(2), 1047-1078. doi: 10.1152/physrev.00020.2018.

Grossman, D. C., Curry, S. J., Owens, D. K., Barry, M. J., Caughey, A. B.,

Davidson, K. W., … & US Preventive Services Task Force. (2018).

Interventions to prevent falls in community-dwelling older adults: US

Preventive Services Task Force recommendation statement. Jama,

319(16), 1696-1704. doi:10.1001/jama.2018.3097

Health Research & Educational Trust (June 2018). Falls with Injury Change

Package:2018 Update. Chicago, IL: Health Research & Educational Trust.

http://www.hret-hiin.org/

van Rhyn, B., & Barwick, A. (2019). He