Fluent Essays

Social Media Campaign Note:  The “CDCynergy” web link provided in the web links section below may be useful in completing your social media campaign. The use of this web link is optional, i.e., not required. B.  Write your community health nursing diagnosis statement. 1.  Explain how the health concern from your community health nursing diagnostic statement is linked to a health inequity or health disparity within the target population. a.  Discuss the primary community resources and primary prevention resources currently in place to address the health concern. b.  Discuss the underlying causes of the health concern. 2.  Discuss the evidence-based practice associated with the Field Experience topic. a.  Identify data about the selected Field Experience topic from the local (e.g., county), state, and/or national level. C.  Develop a community health nursing social media campaign strategy that will convey your health message and address the Field Experience topic by doing the following: 1.  Describe your social media campaign objective. 2.  Recommend two population-focused social marketing interventions and justify how eachwould improve the health message related to your selected Field Experience topic. 3.  Describe a social media platform you would use that is appropriate for communicating with the target population. a.  Discuss the benefits of the selected social media platform in supporting preventative healthcare. 4.  Discuss how the target population will benefit from your health message. D.  Describe best practices for implementing social media tools for health marketing. E.  Create a social media campaign implementation plan by doing the following: 1.  Describe stakeholder roles and responsibilities in implementing the plan. 2.  Discuss potential public and private partnerships that could be formed to aid in the implementation of your campaign. 3.  Create a specific timeline for implementing your campaign. 4.  Explain how you will evaluate the effectiveness of the campaign. 5.  Discuss the costs of implementing your campaign. F.  Reflect on how social media marketing supports the community health nurse’s efforts to promote healthier populations. 1.  Reflect on how your social media campaign could apply to your future nursing practice. G.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. H.  Demonstrate professional communication in the content and presentation of your submission. File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC  .B:COMMUNITY HEALTH NURSING DIAGNOSTIC STATEMENT NOT EVIDENT A community health nursing diagnosis statement is not provided. APPROACHING COMPETENCE The community health nursing diagnostic statement does not identify a health concern or risk, does not identify the affected group or community, does not suggest a cause, or does not logically discuss the evidence and/or support for the diagnosis. COMPETENT The community health nursing diagnostic statement identifies a health concern or risk, identifies the affected group or community, suggests a cause, and logically discusses the evidence and/or support for the diagnosis. B1:HEALTH INEQUITY OR DISPARITY NOT EVIDENT An explanation of how a health concern is linked to a health inequity or health disparity is not provided. APPROACHING COMPETENCE The explanation does not accurately identify a health inequity or health disparity within the target population, or the explanation does not logically discuss how the identified health inequity or disparity is linked to the health concern identified in part B. COMPETENT The explanation accurately identifies a health inequity or health disparity within the target population and logically discusses how the identified health inequity or disparity is linked to the health concern identified in part B. B1A:PRIMARY COMMUNITY AND PREVENTION RESOURCES NOT EVIDENT A discussion of the primary community and prevention resources is not provided. APPROACHING COMPETENCE The discussion is missing key details about the primary community resources and the primary prevention resources, or the discussion is not appropriately related to the identified health concern. COMPETENT The discussion appropriately details the primary community resources and the primary prevention resources relevant to the identified health concern. B1B:UNDERLYING CAUSES NOT EVIDENT A discussion of the underlying causes of the health concern is not provided. APPROACHING COMPETENCE The discussion does not accurately identify potential contributing factors for the health concern, or the discussion does not logically propose the underlying causes for the health concern based on potential contributing factors for the health concern. COMPETENT The discussion accurately identifies potential contributing factors for the health concern and logically proposes the underlying causes for the health concern based on the identified potential contributing factors. B2:EVIDENCE-BASED PRACTICE NOT EVIDENT A discussion of evidence-based practice associated with the selected Field Experience topic is not provided. APPROACHING COMPETENCE The discussion is not well supported with evidence-based practice associated with the selected Field Experience topic. Or the discussion is missing key details relevant to the selected Field Experience topic. COMPETENT The discussion is logical and appropriately includes the evidence-based practice relevant to the selected Field Experience topic. B2A:IDENTIFICATION OF DATA NOT EVIDENT Data about the selected Field Experience topic is not identified. APPROACHING COMPETENCE The submission does not logically identify data that relates to the selected Field Experience topic from the local, state, and/or national level. COMPETENT The submission logically identifies data that relates to the selected Field Experience topic from the local, state, and/or national level. C1:SOCIAL MEDIA CAMPAIGN OBJECTIVE NOT EVIDENT A description of a social media campaign objective is not provided. APPROACHING COMPETENCE The description presents an objective for the social media campaign that would not feasibly convey the health message or address the Field Experience topic. COMPETENT The description presents an objective for the social media campaign that can feasibly convey the health message and address the Field Experience topic. C2:SOCIAL MARKETING INTERVENTIONS NOT EVIDENT A recommendation and justification of 2 social marketing interventions are not provided. APPROACHING COMPETENCE The justification of 2 recommended social marketing interventions does not describe how each social marketing intervention is population focused, or the justification of 2 recommended social marketing interventions does not logically explain how each social marketing intervention would improve the health message related to the selected Field Experience topic. COMPETENT The justification of 2 recommended social marketing interventions describes how each social marketing intervention is population focused and logically explains how each social marketing intervention would improve the health message related to the selected Field Experience topic. C3:SOCIAL MEDIA PLATFORMS NOT EVIDENT A description of the social media platform that would be used is not provided. APPROACHING COMPETENCE The description of the social media platform that would be used does not include logical rationale for why the selected social media platform is appropriate for communicating with the target population. COMPETENT The description identifies a social media platform that would be used and includes logical rationale for why the selected social media platform is appropriate for communicating with the target population. C3A:BENEFITS OF SOCIAL MEDIA PLATFORM NOT EVIDENT A discussion of the benefits of the selected social media platform is not provided. APPROACHING COMPETENCE The discussion does not logically outline the benefits of the selected social media platform for supporting preventative healthcare, or the discussion does not logically describe how each benefit applies to supporting preventative healthcare. COMPETENT The discussion logically outlines the benefits of the selected social media platform for supporting preventative healthcare and logically describes how each benefit applies to supporting preventative healthcare. C4:BENEFIT TO TARGET POPULATION NOT EVIDENT A discussion of how the target population will benefit from the health message is not provided. APPROACHING COMPETENCE The discussion does not logically outline the benefit(s) of the health message for the target population, or the discussion does not logically describe how the benefit(s) of the health message apply to the target population. COMPETENT The discussion logically outlines the benefit(s) of the health message for the target population and logically describes how the benefit(s) of the health message apply to the target population. D:BEST PRACTICES FOR SOCIAL MEDIA NOT EVIDENT A description of best practices for implementing social media tools for health marketing is not provided. APPROACHING COMPETENCE The description of best practices includes one or more practices that are inappropriate for or not specific to the implementation of social media tools for health marketing. COMPETENT The description identifies best practices that are appropriate and specific for implementing social media tools for health marketing. E1:STAKEHOLDER ROLES AND RESPONSIBILITIES NOT EVIDENT A description of stakeholder roles and responsibilities is not provided. APPROACHING COMPETENCE The description of stakeholder roles and responsibilities includes one or more roles or responsibilities that are nonspecific or inappropriate for the implementation of the social media campaign plan. COMPETENT The description identifies specific stakeholder roles and responsibilities that are appropriate for the implementation of the social media campaign plan. E2:POTENTIAL PARTNERSHIPS NOT EVIDENT A discussion of potential public and private partnerships is not provided. APPROACHING COMPETENCE The discussion does not identify both public and private partnership that could be formed, or the discussion does not logically describe how each potential partnership identified would aid the implementation of the social media campaign plan. COMPETENT The discussion identifies potential public and private partnerships that could be formed and logically describes how each potential partnership would aid the implementation of the social media campaign plan. E3:IMPLEMENTATION TIMELINE NOT EVIDENT A timeline for implementing the campaign is not provided. APPROACHING COMPETENCE The timeline for implementing the campaign is unrealistic or is missing key details related to the implementation of the campaign. COMPETENT The timeline for implementing the campaign is realistic and includes specific details related to the implementation of the campaign. E4:HOW TO EVALUATE EFFECTIVENESS NOT EVIDENT An explanation of how the effectiveness of the campaign will be evaluated is not provided. APPROACHING COMPETENCE The explanation does not identify the tools that are necessary for the evaluation of the campaign, does not logically describe the criteria for campaign effectiveness, or does not logically discuss how evaluation tools will be used in the determination of campaign effectiveness. COMPETENT The explanation identifies the tools that are necessary for the evaluation of the campaign, logically describes the criteria for campaign effectiveness, and logically discusses how evaluation tools will be used in the determination of campaign effectiveness. E5:COST OF IMPLEMENTATION NOT EVIDENT A discussion of the costs to implement the social media campaign is not provided. APPROACHING COMPETENCE The discussion does not identify specific elements of the social media campaign that would require financial support to implement, or the discussion does not logically describe the potential cost of implementing each of these elements. COMPETENT The discussion identifies the specific elements of the social media campaign that would require financial support to implement and logically describes the potential cost of implementing each of these elements. F:REFLECTION ON SOCIAL MEDIA MARKETING NOT EVIDENT A reflection of how social media marketing supports the community health nurse’s efforts is not provided. APPROACHING COMPETENCE The reflection does not logically discuss the benefit(s) of using social media marketing for the community health nurse, or the discussion includes one or more nonspecific or illogical examples of how social media marketing supports the community health nurse’s efforts to promote healthier populations. COMPETENT The reflection logically discusses the benefit(s) of using social media marketing for the community health nurse and logically describes one or more specific examples of how social media marketing supports the community health nurse’s efforts to promote healthier populations. F1:REFLECTION ON FUTURE NURSING PRACTICE NOT EVIDENT A reflection of how the provided social media campaign can apply to the candidate’s future nursing practice is not provided. APPROACHING COMPETENCE The reflection includes one or more nonspecific or illogical examples of how the social media campaign could apply to the candidate’s future nursing practice. COMPETENT The reflection logically discusses one or more examples of how the social media campaign could apply to the candidate’s future nursing practice. G:SOURCES NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized, and a reference list; however, the citations and/or reference list is incomplete or inaccurate. COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. H:PROFESSIONAL COMMUNICATION NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. 1 TASK 1 2 Before you Begin You will upload your time log with your paper (separately) Be sure to acknowledge sources, use in-text citations and references for content that is quoted, paraphrased, or summarized You will demonstrate APA professional communication in the content and presentation of your submission You can receive assistance with APA, professional communication, or citations/references through the writing center. If you would like to schedule an individual appointment, please plan ahead and allow time for scheduling: [email protected]; https://my.wgu.edu/success-centers/writing-center Grammarly can help with professional communication. Please see this information from the writing center: https://cm.wgu.edu/t5/Writing-Center-Blog/Using-Grammarly-to-Help-With-Proofreading/ba-p/5498 Task 1 Your Name Western Governors University Date (A)Time Log Tips · First column: Include the date of when each activity took place · Second column: Type of activity · Third column: For each activity documented on the time log include: · the full name and title of the contact person (no initials) · a working phone number or email address · a full physical address and location *The contact person should be able to validate your participation in the activity · Fourth column: Include the number of hours spent on each activity (this should not include drive/preparation time). · Fifth column: Discuss what you did for the time spent in this activity and how the activity was relevant to your topic Record a total of 90 hours that meet each of the following requirements: · 25 assigned simulation activity hours from C228 (this will prepopulate on the timelog). · 65 student planned activity hours based on the topic found in the “Field Experience Topic List:” Discuss these with your Course Instructor · Student should add 5 hours for a windshield survey completed in their community Social Media Campaign (B) Community Health Nursing Diagnosis Statement Format: Increased risk of (identification of health problem or risk) among (affected aggregate or community) related to (etiological to causal statement) as demonstrated by (evidence or support for diagnosis). Example: Community Health Nursing Diagnosis: Social Isolation of the Elderly: Increased risk of social isolation among the elderly population of xyz county (your county or city) related to lack of social activities due to the current pandemic as demonstrated by above average depression rates among the elderly.             This statement clearly identifies the population of interest and the problem, but also gives clues to potential experience activities: Would more interactive activities available on social media be a solution? Or are there safe methods for the elderly to attend activities in the community? Is there adequate bus or transportation for the elderly? Refer to: · Section 2.1 in your course material for assessment of the primary prevention topic. (B1) Health Inequity/Disparity For the section on Health Inequities, you will identify imbalances of service within your community and provide data to support these imbalances or inequities.  Think about your general population and populations at risk related to your health concern.   For example, from your Field Experience did you identify any vulnerable populations of the community who were at a disadvantage for services?  Was insurance, access to services, income, location, lack of understanding contributes to some individuals not receiving higher levels of resources?  You will back up your findings with data from your community.  The data can include statistics supporting poverty levels, transportation services, insurance or lack of insurance, organizations available to community members, etc.…… Refer to: (for information on health disparity) · https://www.cdc.gov/nchs/ppt/nchs2010/41_klein.pdf · National Health Initiatives, Strategies, and Action Plans (Link found in 2.1 in Course Material) · Clark textbook, page 148 - Health disparity definition Explore HP2020 · Defining and measuring inequities/disparities · Social Determinants of Health (B1a) Primary community and Prevention Resources  In this section you will discuss the significant resources you found in your community during the field experience to support prevention/promotion of the health concern. Refer to: · Lesson 2.4 in Course Material · Stanhope & Lancaster textbook, Chapter 12  (B1b) Underlying Causes Accurately and logically discuss the underlying causes that contribute to the selected primary health concern. (This may be similar from the information you included in section B1). Refer to: · Clark textbook, page 244 (B2) Evidence-Based Practice Logically and appropriately include evidence-based practice article(s) relevant to the selected primary prevention field experience topic. Look for 1 or more articles that provide evidence for strategies, best practices, or guidelines that have been used to improve the problem within communities Refer to: · Resources to help to complete this section can be found in Lesson 4.1 in Course Material. · Healthy People, click on your topic under Topics & Objectives, then click on Tools & Resources. · WGU library for peer-reviewed scholarly article(s) concerning your primary prevention topic, (see Stanhope and Lancaster textbook Chapter 10, and Clark textbook Chapter 5) This is not a section to discuss the reason for the problem in your community. Instead you should discuss the best practices (EBP) for prevention/promotion of the health concern. Discuss and in-text cite and reference scholarly journal article(s) to support the practices for the primary prevention topic. (B2a) Identification of Data In this section include relevant data relating to selected field experience topic at the local, state, or national level and discuss your findings. This should include supportive data that your prevention topic is a true problem in your community. *Prior to developing your social media campaign, we recommend reviewing lesson 5.2 in course material, the CDC Social Media Toolkit, CDCynergy (found in the task overview tab of the assessment page, look at the bottom of task directions) and (Introduction to Program Evaluation for Public Health Programs: A self-Study Guide, lesson 6.2). Refer to: · Lesson 2.1 in Course Material for data resources (C1) Social Media Campaign Objective The description presents a measurable objective of what you hope to accomplish to improve the health concern for your population using the social media campaign. Refer to the SMART tool in the CDC intervention section: CDCynergy . Components of the social media campaign objective should include · improving what, · for whom (target population) · by what percent · in what time frame. *Information on professional guidelines for using social media in health care can be found in Lesson 5 in Course Material Refer to: · Clark textbook, Chapter 11 · CDC Social Media Toolkit · Stanhope & Lancaster textbook, Chapter 12 (video link found on page 12 in course material) (C2) Social Marketing Interventions Provide 2 specific population focused social marketing interventions to aid in meeting your objective in section C1. Describe how each intervention would improve the health message related to the selected field experience topic. Refer to: · Stanhope & Lancaster textbook · CDCynergy Lite · Lesson 5.2 in Course Material · Clark textbook, page 276 (C3) Description of Social Media Platform Describe applications you will use to implement your interventions (e.g. Facebook, Twitter, YouTube, Blogs, Snapchat, Instagram and others) that enable users to create and share content or to participate in social networking (electronic dissemination of ideas). Refer to: · Lesson 5 in the Course Material · CDC Social Media Toolkit. (C3a) Benefits of Social Media Platform Discuss how each platform will support preventative healthcare in your target population for your identified health problem. Refer to: · Lesson 5.2 in your Course Material · CDC Social Media Toolkit. · Clark textbook, Chapter 11 (C4) Benefit to Target Population You will Discuss how your target population will benefit from the social media campaign. Discuss how your target population would benefit from using social media to receive the health care message. Refer to: · CDC Social Media Toolkit. · CDCynergy Lite · Clark textbook, page 354 (D) Best Practices for Social Media Discuss the general principles for best practice in implementing all types of social media tools for healthcare marketing. Look at the key concepts from 5.1 and 5.2 in your course material and refer to the CDC social media toolkit. Review these resources before beginning the E sections of the task · Stanhope & Lancaster textbook, page 242 · Clark textbook, Chapter page 15 · CDCynergy Lite · Lesson 5.2 in Course Material for the link to the Social Media Toolkit (E1) Stakeholder Roles and Responsibilities A stakeholder is someone who has an interest in the health problem and whose support is required for the social media campaign to be successful. Stakeholders have a special connection to you and your involvement in the prevention of the health problem Identify the role and responsibilities for each stakeholder · They are or could be affected by the social media campaign · They are interested in how the social media campaign will impact them · They may know what you need to know for the campaign to be successful · Points of view from community perspective · Communicates your message (e.g. Advertises your campaign) Refer to: · Clark textbook · and/or https://www.cdc.gov/eval/guide/index.htm (E2) Potential Public and Private Partnerships Partners have a working relationship to you and collaborate in an official capacity on the social media campaign. Discuss potential public partnerships relative to implementing your campaign (Public partners are comprised of organizations that are owned and operated by the government and exist to provide services for a community (e.g. law enforcement, healthcare agencies, emergency medical service (EMS), schools). Discuss potential private partnerships relative to implementing your campaign (Private partners is usually composed of organization that are privately owned and not part of the government (e.g. businesses, independently owned institutions, grocery stores). Partners: · are interested in fulfilling their role in the campaign and staying informed · they work together with you to benefit everyone involved · help to solve problems by seizing opportunity or sharing resources Refer to: · Stanhope & Lancaster textbook, Chapter 11 · Clark textbook, Chapter 15, page 357 (E3) Timeline Discuss in detail the timeline with dates (week 1, week 2, etc.) for implementing the campaign. Consider benchmarks (time points) from the planning phase to the evaluation phase. Refer to: · CDCynergy Lite (E4) Evaluation Explain how you will evaluate the effectiveness of meeting your measurable objective for the social media campaign. Include a measurement tool. Refer to: · Lesson 6.2 in Course Material · CDCynergy Lite · Stanhope & Lancaster textbook, page 270 (E5) Cost of Implementing the Campaign Discuss the estimated direct/indirect costs of planning, implementing, and evaluating your campaign. Refer to: · CDCynergy LITE (F) Reflection on Social Media Marketing Reflect on how the community health nurse can use social media marketing to promote healthier populations (provide one or more examples). Refer to: · lesson 5.2, examples can be found using the American Public Health: Social Media Website. · Clark textbook, Chapter 11 (F1) Reflection on Future Nursing Practice Reflect on how you can apply a social media campaign to your future nursing practice (provide one or more examples). Refer to: · lesson 5.2 (video found on page 18 in the course material). · Clark textbook, Chapter 11 References Centers for Disease Control and Prevention. (2020, Dec. 17). Things to Know about the Covid-19 Pandemic. https://www.cdc.gov/coronavirus/2019-ncov/your-health/need-to-know.html Checklist: (see below in red) Did you upload your time log with your paper (separately)? Did you acknowledge sources, use in-text citations and references for content that is quoted, paraphrased, or summarized? Did you demonstrate APA professional communication in the content and presentation of your submission? If you need assistance with APA or citations/references please check out the writing center: [email protected]; https://my.wgu.edu/success-centers/writing-center Grammarly can help with professional communication. Please see this information from the writing center: https://cm.wgu.edu/t5/Writing-Center-Blog/Using-Grammarly-to-Help-With-Proofreading/ba-p/5498 Revised 12/17/2020 Revised 12/17/2020