Discuss the nurse roles in providing community-based health promotion and disease prevention education for your chosen topic and choose a minimum of three that may apply to your topic. Support your writing with research and references.

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Gordon’s Functional Health Patterns

  1. Identify the emerging population (Black/African Americans), along with the Healthy People 2030 topic (Health Conditions/Cancer) and objective (Reduce overall cancer death rates among) which was chosen for your Concept Map in Module 3. Provide a short background of your population and why the topic and objective were chosen. Support your writing with research and references.

Gordon’s Functional Health Patterns

  1. Choose 2 of Gordon’s Functional Health Patterns which are influenced by this population as related to this health topic
  2. Explain each pattern and how it specifically effects this specific population
  3. Support your writing with research and references.

Nurse Roles

  1. Discuss the nurse roles in providing community-based health promotion and disease prevention education for your chosen topic and choose a minimum of three that may apply to your topic. Support your writing with research and references.

Levels Of Prevention

  1. For each of the three levels of prevention (primary, secondary, tertiary) give one example of an evidence-based nursing education intervention that could be implemented to address this emerging health issue. Support your writing with research and references.

Conclusion

  1. Include a closing paragraph or two which briefly highlights key points made and brings the paper to a smooth closure.

 

Discuss the entities that are currently mandating knowledge-based healthcare delivery. Describe why these organizations have influence on healthcare.

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Healthcare delivery

Discuss the entities that are currently mandating knowledge-based healthcare delivery. Describe why these organizations have influence on healthcare.

Ensuring Mandated Care is Delivered- Develop a 15 slide PowerPoint presentation. Be thorough and include rational and references for your recommendations.

 

 

Choose two at-risk health issues that regular physical exercise and activity can help prevent and manage. Discuss the prevalence of each of these health problems in society today.

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At-risk health issues

For the middle-aged adult, exercise can reduce the risk of various health problems.

Choose two at-risk health issues that regular physical exercise and activity can help prevent and manage.

Discuss the prevalence of each of these health problems in society today.

Describe measures that you would take as a nurse to assist patients with health promotion measures to incorporate exercise and physical activity into their lives. Include the kind of activities you would recommend, the amount of exercise, and the approach you would use to gain cooperation from the patient. Support your response with evidence-based literature.

 

Based on what you have learned in this course, create a Pre-licensure Curriculum Plan. Include development, implementation, and evaluation. Review the course learning objectives to ensure you incorporate the fundamentals of curriculum development.

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Assignment Description:

Signature Assignment – Pre-licensure Thematic Curriculum Plan

Based on what you have learned in this course, create a Pre-licensure Curriculum Plan. Include development, implementation, and evaluation. Review the course learning objectives to ensure you incorporate the fundamentals of curriculum development.

 

Compare and contrast the quantitative and qualitative research article that you choose for the EBP topic What technology did you use to locate the articles? Databases? Search terms? What are the philosophical, theoretical, and methodological perspectives in the research articles that were chosen?

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EBP

Choose an EBP topic and two scholarly peer-reviewed journal articles

Compare the difference between theory, research, and practice in nursing

Choose a theory that best correlates with the EBP practice change that you would like to make

Compare and contrast the quantitative and qualitative research article that you choose for the EBP topic

What technology did you use to locate the articles? Databases? Search terms?

What are the philosophical, theoretical, and methodological perspectives in the research articles that were chosen?

What are the ethical and scientific integrity issues related to the research?

How did your nursing knowledge advance through the utilization of research?

Provide three example questions, one for each category, that can be defined as a structured, semi-structured, or unstructured interview question. Provide a short justification for each choice.

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PowerPoint presentation

Based on what you have learned so far this week, create a PowerPoint presentation with detailed notes for each slide that addresses each of the following points/questions.

part 1: Provide three example questions, one for each category, that can be defined as a structured, semi-structured, or unstructured interview question. Provide a short justification for each choice. (Part 1 of the assignment should be addressed using at least 3 slides).

Part 2: What are some issues you are likely to encounter with a study that focuses on childhood disease and illness? For example, what ethical and legal issues must you consider, and how can you cope with such issues as retention? (Part 2 should be answered using at least 3 slides)

Part 3: Describe three techniques, methods, or recommendations you can use to promote retention in a study. Include any additional personal examples of promoting retention you can lend that might not already be in the course materials. (Part 3 of the assignment should be addressed using at least 3 slides)

 

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.

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Health Promotion Plan

Develop a hypothetical health promotion plan, 3-4 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.

Introduction:

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.

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.

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.

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.\

  • 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).

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.

Describe in detail the characteristics of your chosen hypothetical individual or group for this activity. Discuss why your chosen population is predisposed to this health concern and why they can benefit from a health promotion educational plan.

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Hypothetical health promotion plan

Develop a hypothetical health promotion plan, 3-4 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.

Instructions:

Health Promotion Plan:

Choose a specific health concern as the focus of your hypothetical health promotion plan. (See above list) Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.

Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.
Discuss why your chosen population is predisposed to this health concern 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.
Identify 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.

Identify potential sources of food-borne illness for each of the meals the girls ate over the weekend. Based on their symptoms, a suspected food source(s), and the time of onset, analyze which microorganism(s) were most likely to have been responsible for their illness.

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Food-borne illness

Step 1: Using the following scenario, complete the case study.

During Spring Break, Angela, Bridgette, and Laura went to a small Mexican town near the Gulf of Mexico. On Friday night, the girls went to a restaurant. Angela and Bridgette shared a pizza with ground beef, refried beans, cheese, and some vegetable toppings. Laura ate a large portion of chicken fajitas. After dinner, Laura brought her leftover chicken fajitas back to the hotel and stored them in the room’s refrigerator. Saturday morning, the girls ate bagels and fresh fruit. For lunch, the girls stopped at a deli. Angela had a spinach salad with fresh strawberries, blueberries, and poppy seed dressing. Bridgette had a shrimp salad sandwich on a toasted multigrain roll. Laura had a bowl of seafood gumbo soup. The young women were having so much fun that evening, they didn’t have time for a sit-down dinner, so they each ate a hot dog from a street vendor. When they returned to the hotel later that evening, they were a little bit hungry, so they shared Laura’s chicken fajita leftovers after reheating them in a microwave. Between 3:00 and 5:00 a.m. on Sunday morning, Angela and Bridgette each woke up feeling nauseous and bloated. They spent most of Sunday sick with vomiting and diarrhea. Angela also had a very bad headache and chills. Laura felt fine, but she was stuck in the hotel room taking care of her sick friends all day.

Step 2: In a 1-2 page paper, discuss the following:

  • Determine what food(s) you think could have potentially been the source of Angela and Bridgette’s food-borne illness. Explain your reasoning.
  • Identify potential sources of food-borne illness for each of the meals the girls ate over the weekend.
  • Based on their symptoms, a suspected food source(s), and the time of onset, analyze which microorganism(s) were most likely to have been responsible for their illness. Use references to support your claims.
  • Discuss any precautions that Bridgette and Angela could have done differently to prevent developing a food-borne illness. Explain your answer.

 

Write a paragraph describing the issue that they selected. In the next paragraph, detail at least 3 nursing activities that will improve the indicator. Describe how clinical indicator data has been used to improve patient outcomes in your clinical experiences.

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NDNQI Group Clinical Assignment

  • Review the attached article about the ANA’s National Database of Nursing Quality Indicators (NDNQI)
  • Only choose one from the nursing sensitive indicators from the below list.
    • Patient falls
    • Hospital Acquired Pressure Ulcers
    • Restraints
    • Urinary catheter-associated urinary tract infection (CAUTI)
    • Central line catheter associated blood stream infection (CLABSI)
    • Ventilator-associated pneumonia (VAP)

:

    • Write a paragraph describing the issue that they selected.
    • In the next paragraph, detail at least 3 nursing activities that will improve the indicator.
    • Describe how clinical indicator data has been used to improve patient outcomes in your clinical experiences.