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Build a slide presentation (PowerPoint preferred) of the 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 community nonprofit support 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.Although study materials in this course refer to face-to-face communication and meetings with individuals and groups, all assignments in the course are based upon hypothetical individuals or groups.Professional Context 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, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.Nurses provide accurate evidence-based information and education in various 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 (ODPHP, n.d.; Flanders, 2018).This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment 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 2020 goals 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 participants. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.  Present a health promotion plan to an individual or group within a community. References U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.Preparation This assessment builds upon Assessment 1 where you contacted and secured a hypothetical individual or group who were open to a presentation about concern and health promotion strategies. Once again, you will assume the role of a nurse tasked with addressing the specific community health concern identified in the first assessment. This time, you will implement the health promotion plan that you developed in Assessment 1 as a PowerPoint presentation complete with audio-recorded voice over and speaker notes. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, solicit input on the value of the plan to its audience, and consider how you might revise the plan as applicable to improve future educational sessions. To engage your hypothetical audience, you decide to develop a slide presentation to communicate your plan. Note: you are not presenting to an actual individual or group. This is a hypothetical presentation.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: Remember that you can submit all, or a portion of, your draft plan 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 Complete the following: Hypothesize what a face-to-face educational session would consist of, addressing the health concern and health goals of your selected community member, friend, family member, 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. Prepare a PowerPoint presentation, which should include audio-recorded voice over, of the health promotion plan you developed in Assessment 1, with detailed speakers notes that include your evaluation of session outcomes. Speaker notes should reflect what you would actually say were you to conduct the presentation with an actual audience. 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 2020 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 2020 goals and leading health indicators.  What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators? Additional Requirements Before submitting your assessment, proofread your presentation slides and speakers notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course. SCORING GUIDE Use the scoring guide to understand how your assessment will be evaluated. scoring_guide_and_resources_4.docx nurs_fpx4060_feblespuentesmarievis_assessment1_4.docx Unformatted Attachment Preview Health Promotion Plan Presentation Scoring Guide CRITERIA NONPERFORMANCE BASIC PROFICIENT DISTINGUISHED Present a health promotion plan to a hypothetical individual or a group within a community. Does not present a health promotion plan to a hypothetical individual or a group within a community. Presents a health promotion plan to a hypothetical individual or a group with a community that lacks clear purpose, coherence, or focus, or is supported by slides that add little value to the presentation, exhibit poor design, are hard to read, or include distracting slide transitions, animations, or graphics. Presents a health promotion plan to a hypothetical individual or a group within a community. Slides enhance key points and adhere to visual design best practices, but no audio and/or speaker notes. Presents a professional, evidence-based, and engaging PowerPoint presentation. The plan is based on specific, identified health needs and goals, and is well supported by error-free slides that enhance key points and adhere to visual design best practices. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience. Evaluate educational session outcomes and the attainment of agreedupon health goals in collaboration with Does not evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Evaluates educational session outcomes and the attainment of health goals without collaborating with Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for CRITERIA NONPERFORMANCE hypothetical participants. Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. BASIC PROFICIENT DISTINGUISHED hypothetical participants. hypothetical participants. revisions to future educational sessions. Evaluates educational session outcomes unrelated to progress toward Healthy People 2020 goals and leading health indicators. Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Evaluates educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2020 goals. Resources: Health Education: • The following resources address the expanding role of the nurse in community and public health 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. U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/ World Health Organization. (n.d.). Health education. Retrieved from http://www.who.int/topics/health_education/en/ Academic Resources: • Presentations The following resources will help you create and deliver an effective presentation. • o o • o Conquering Death by PowerPoint: The Seven Rules of Proper Visual Design. A video primer on presentation design. Approximate run time: 45:00. Creating a Presentation: A Guide to Writing and Speaking. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your • • • o • o • • presentation to view the tutorial appropriate for you at each stage. Medina, M. S., & Avant, N. D. (2015). Delivering an effective presentation. American Journal of HealthSystem Pharmacy, 72(13), 1091–1094. Microsoft. (2016). Record a Slide Show With Narration and Slide Timings. Retrieved from https://support.office.com/en-us/article/Recorda-slide-show-with-narration-and-slide-timings0b9502c6-5f6c-40ae-b1e7e47d8741161c?ui=en-US&rs=en-001&ad=US Microsoft Office Software. This Campus resource 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]. Schmaltz, R. M., & Enstrom, R. (2014). Death to weak PowerPoint: Strategies to create effective visual presentations. Frontiers in Psychology, 5. 1–4. Retrieved from https://www.frontiersin.org/articles/10.3389/fps yg.2014.01138/full Scholarly Writing and APA Style Use the following resources to improve your writing skills and find answers to specific questions. • • • Academic Honesty & APA Style and Formatting. APA Module. Introduction to the Writing Center. Library Research Use the following resources to help with any required or self-directed research you do to support your coursework. • • • • BSN Program Library Research Guide. Journal and Book Locator Library Guide. Capella University Library. Library Research and Information Literacy Skills. ePortfolio • • Campus ePortfolio page. Online ePortfolio Guidelines [PDF]. Running head: HEALTH PROMOTION PLAN Health Promotion Plan Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation Marievis Febles Puentes Capella University Practicing in the Community to Improve Population Health May 11, 2020 HEALTH PROMOTION PLAN 2 Analyze the health concern that is the focus of your health promotion plan and Best Practices Tobacco use remains the leading cause of avoidable morbidity and mortality in the world. In particular, tobacco use is the most significant public threat that New York City in the United States has ever faced. Research shows that tobacco use kills thousands of people in New York annually. It is estimated that about 15\% of adults smoke tobacco in New York City. On the other hand, about 6\% of tobacco smothers are high school students (Davis et al., 2016). More than 30000 of those deaths are due to direct tobacco use, while about 10000 occur due to exposure to second-hand smoke. Exposure to second-hand smoke is a risk factor for chronic illnesses such as lung cancer, cardiovascular diseases, as well as respiratory disease. Tobacco use is a severe public health concern for New York City and the United States at large. Americans, especially the people of New York City, should know that tobacco use needs to be prevented since it accounted for over 500000 deaths and more than 10 million disabilities across the world. Therefore, the health concern that is the focus of my health promotion plan is tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation. In order for tobacco use cessation to be successful, there are a number of practices that one should adopt. As argued by Carroll et al. (2016), the best practices for a successful tobacco use cessation include brief interventions and the five As, nicotine replacement therapy, psychosocial interventions, medications, as well as quitlines. Other best practices for successful tobacco use cessation include support from family and friends and self-help (Chido-Amajuoyi, 2020). HEALTH PROMOTION PLAN 3 Identify populations potentially affected by this health concern. Determine what their related concerns maybe and explain why addressing this health concern is essential for health promotion within a specific population Examples of populations that have greatly been affected by this health concern include adults who are middle earners in New York City, those who are uninsured in New York, adults in public housing, LGBTQs, military veterans, those who live near tobacco-growing regions, and less educated people. Some of the health concerns of these populations are cancer, stroke, heart diseases, diabetes, lung illnesses, as well as chronic obstructive pulmonary diseases. Other possible health concerns of these populations are tuberculosis, rheumatoid arthritis, and certain eye illnesses. There is no doubt that addressing this health concern would be necessary for health promotion since it causes a number of challenges to these populations (Carroll et al., 2016). Addressing the abovementioned health concern is vital for health promotion within this population because it is a serious issue in this particular area. Research has shown that New York City, U.S., is ranked among the least safe cities by the World Health Organization when it comes to tobacco use and public exposure to second-hand smoke. Therefore, tobacco use cessation would be necessary for health promotion within this population because it is geared towards improving the health and safety of all those living in the city (Davis et al., 2016). Besides, this health concern is important for health promotion because it will not help in protecting the entire community but also create safe workplaces and public places for our people going forward. Tobacco use is claiming the lives of people yearly, with recent figures indication 35000 deaths every year (Carroll et al., 2016). HEALTH PROMOTION PLAN 4 Identify a hypothetical individual or community group among the affected population who would benefit from an educational session about your chosen health concern and associated health improvement strategies. An individual who would benefit from an educational session about this health concern is RFL 59 years old male active smoker since he was nine years old. Some of the health improvement strategies that I will employ to help RFL quit tobacco smoking include encouraging him to participate in smoking-prevention counselling sessions, and motivational interviews sessions that are intended at giving him the edge to quit smoking. Identify expectations for an educational session, determining goals, and suggestions on how the individual or group needs can be met. The hypothetical audience needs to be described, and the educational plan should be outlined. One expectation for an education session is that RFL should understand why he should quit smoking. Another expectation is that the patient will adopt positive changes that would enable successful tobacco cessation. Some of the health goals in collaborating with this patient include to instill positive behavior that can help the patient quit smoking, widen the patients understanding of why tobacco use is harmful, and to enhance the patients understanding on how his behavior is affecting other people (Chido-Amajuoyi, 2020). There are a number of ways that can be employed to meet the needs of the patient above. For the needs of the patient to be met, the session will be conducted in a language that the patient identifies with. Another way to meet the individuals needs will be by teaching him using terms and concepts that he is familiar with. What is more, the needs of the individual can be met by ensuring that he has all that he needs during the educational session. HEALTH PROMOTION PLAN 5 Their potential learning needs and health promotion goals Some of the potential learning needs of this patient include a deficit in certain abilities and behaviors that hinder him from living a tobacco-free life and self-help activities that are required to quit smoking. One important goal of this health promotion plan is to succeed in tobacco use cessation in this region. Another goal of the health promotion plan is to help people, such as RFL quit smoking (Chido-Amajuoyi, 2020). HEALTH PROMOTION PLAN 6 References Carroll, A. J., Labarthe, D. R., Huffman, M. D., & Hitsman, B. (2016). Global tobacco prevention and control in relation to cardiovascular health promotion and disease prevention framework: A narrative review. Preventive medicine, 93, 189-197. Chido-Amajuoyi, O. G., Mantey, D., Cunningham, S., Yu, R., Kelder, S., Hawk, E., ... & Shete, S. (2020). Characteristics of us adults attempting tobacco use cessation using ecigarettes. Addictive behaviors, 100, 106123. Davis, J. M., Arnett, M. R., Loewen, J., Romito, L., & Gordon, S. C. (2016). Tobacco dependence education: a survey of U.S. and Canadian dental schools. The Journal of the American Dental Association, 147(6), 405-412. ... Purchase answer to see full attachment