3 pages with strong reference Page

Develop a hypothetical health promotion plan, 2–3 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. A hypothetical nonprofit group is highly recommended.

• Bullying.


• Home safety.


• Fall prevention.


• Immunizations.


• Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

All assignments in the course are based upon hypothetical individuals or groups.

For this assignment, you will plan for and enlist the participation of a hypothetical individual or group in a clinical learning activity based on a health promotion plan, addressing a particular health concern affecting these members of your community.

Professional Context

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze health risks and health care needs among distinct populations.
  
  
  
  • Analyze a community health concern that is the focus of a health promotion plan.
  
  
  
  


• Competency 2: Propose health promotion strategies to improve the health of populations.
  
  
  
  • Explain why a health concern is important for health promotion within a specific population.
  
  
  • Establish agreed-upon health goals in collaboration with participants.
  
  
  
  


• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  
  
  
  • Write clearly and concisely in a logically coherent and appropriate form and style.
  
  
  
  

Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.

You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assignment (Assessment 4).

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

Please choose one of the topics below:

• Bullying.


• Home safety.


• Fall prevention.


• Immunizations.


• Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

In addition, you are encouraged to:

• Complete the Vila Health: Effective Interpersonal Communications simulation.


• Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.


• Review the MacLeod article, "Making SMART Goals Smarter."