• Review primary, secondary and tertiary prevention using Healthy People 2030 as a guide for current initiatives related to the health of women and infants.
• Relate the three levels of prevention to the health of infants and at-risk women in your community.
• Describe how a prevention program could positively impact specific risk factors for the health of women and infants in your community.

Health Promotion Proposal, Part 1 Content

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Health Promotion Proposal, Part 1

 

For this assignment you will submit 
Part One of your proposal, detailing a health problem that is

prevalent within 
your selected group and demonstrating your 
research of health promotion strategies for

addressing this specific health problem. At this point you already developed in your discussions the core ideas of the topic contained on this assignment. You will use the same information, but it won’t be a copy and paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluation. 

 

Directions

1. Introduction. Describe the health problem. Don't type “Introduction”.  (1 paragraph).

Using data and statistics, support your claim that the issue you selected is a problem.

What specifically will you address in your proposed health promotion program?

Be sure your proposed outcome is realistic and measurable.

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2. Describe the vulnerable population.  (1-2 paragraph).

What are the risk factors that make this a vulnerable population?

Use evidence to support the risk factors you have identified.

3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraph, one for each article).

After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (1-2 paragraph).

4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (1-2 paragraph).

For this assignment a conclusion paragraph is not required.

 

Writing Assignment Requirements

Three to five pages in length (excluding title page, references, and appendices)

Follow APA format

Cite a minimum of five research articles

Please review rubric prior to submission.

Sample APA paper for your reference:

Introduction

This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.

NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.

Preparation

You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of 

Healthy People 2030
.

Instructions

Note: You are required to complete Assessment 1 before this assessment.

For this assessment:

· Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.

Document Format and Length

Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.

Supporting Evidence

Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan 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.

· Design patient-centered health interventions and timelines for a selected health care problem.

· Address three health care issues.

· Design an intervention for each health issue.

· Identify three community resources for each health intervention.

· Consider ethical decisions in designing patient-centered health interventions.

· Consider the practical effects of specific decisions.

· Include the ethical questions that generate uncertainty about the decisions you have made.

· Identify relevant health policy implications for the coordination and continuum of care.

· Cite specific health policy provisions.

· Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

· Clearly explain the need for changes to the plan.

· Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

· Use the literature on evaluation as guide to compare learning session content with best practices.

· Align teaching sessions to the Healthy People 2030 document.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Additional Requirements

Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.

Portfolio Prompt: Save your presentation to your 
ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

Context

Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.

Autobiographical Developmental Essay Assignment Guide

Prompt:

The Autobiographical Developmental Essay is designed to assist you with identifying, integrating, and applying key concepts from developmental psychology to your own experience as a human. This assignment may also help spark ideas and/or prepare you for the Theory Essay assignment and/or Research Paper assignment later in this course. Please read through this document in its entirety before beginning your work on this assignment. Your Autobiographical Developmental Essay should be approximately 500 words double-spaced, using 12-point font and 1-inch margins. If you are using external research to support your claims, you must cite your
sources with APA citations and an APA reference page.

Preparation:

Read Chapter 1 (Santrock) and reflect on key periods of development, theories of development, and methods for conducting developmental research.

To complete this assignment, you will:

Step 1: Select a developmental period of interest and consider the associated set of prompting questions (see Choosing an experience for your essay, below). You may wish to read through the entire list of developmental periods and consider all questions before choosing. You may also benefit from letting your mind float to different periods of your life, honing in on the developmental periods to which your curiosity and attention are drawn.

Step 2: Decide if you would like to focus on yourself as the subject, someone you know (or knew) well, or a public figure about whom you’ve read a biography or autobiography. If you choose yourself, you may disclose that you are writing about your own experiences and write from a first-person narrative perspective, or you may give yourself a pseudonym and discuss your experiences from a third-person perspective. If you choose someone you know/knew well, please give them a pseudonym. If you choose a public figure, you may disclose who you are writing about and please include the full reference of the biography or autobiography you read.

*Note: Steps 1 and 2 may be iterative, in that you may need to consider both the developmental period and subject (you or someone else) in tandem before choosing a focus for your paper.

Step 3: Write about an event from your life or someone else’s life that occurred during one of these developmental periods. Provide enough information and detail for the reader to understand the event in developmental context. (approximately 1 page)

Step 4: Discuss each of the 3 key developmental issues below (see Chapter 1, Santrock) as each relates to the event you described in Step 3. You should briefly (1-2 sentences) define each developmental issue before discussing how each issue is related to the event. (approximately 1 paragraph each, for a total of approximately 1 page)

Nature and nurture

Stability and change

Continuity and discontinuity

*Note: To complete this step thoroughly, you may need to briefly bring in information from other developmental periods (e.g., when discussing stability and change regarding an event that occurred in early childhood, you may reference the person’s experiences later in adolescence).

Step 5: Choose one of the developmental theories below (as discussed in your text; see Chapter 1, Santrock). Briefly describe the key components of the theory, and discuss in detail how the theory applies to the event you discussed in Step 3. (approximately 1 page)

Psychoanalytic theories (Freud, Erikson)

Cognitive theory (Piaget, Vygotsky, Information-processing theory)

Behavioral theory (Skinner)

Social cognitive theory (Bandura)

Ethological theory (Bowlby)

Ecological theory (Bronfenbrenner)

Choosing an experience for your essay:

Remember: Although a key component of this assignment involves you reflecting on your own experiences throughout your development thus far, you may tailor your response to this assignment to ensure you are both in control of and comfortable with the information you share about your experiences. Thus, you may discuss your personal experiences, your experiences of someone you know well (e.g., friend, relative), or a public figure you’ve read about in a biography or autobiography.

BIOLOGICAL BEGINNINGS (prenatal development/family structures):

Was this person raised by biological or adoptive parents? Is this person a twin? Do they have siblings? What traits appear to “run” in the family (or not)?

INFANCY (approximate ages 0-2):

What do you know about this person’s birth and first year of life (e.g., complicated birth, low birth rate, a stay in the NICU)? Any interesting or unusual circumstances in or around their infancy (early or late to walk/talk)?

EARLY CHILDHOOD (approximate ages 2-6):

What was early family life like for this person? Who lived in the home, and how were they related to one another? Did they attend daycare or were they cared for in the home? What was this person’s earliest memory? What was special in their life at this time?

MIDDLE AND LATE CHILDHOOD (approximate ages 6-11):

What was it like for this person to begin school? How did they get along with other children? What kinds of activities, foods, games, did they enjoy? What did they want to be when they grew up? Any type of pretend play that they especially enjoyed?

ADOLESCENCE (approximate ages 12-18):

What was the transition to adolescence like? Did this person change schools? Were they involved in activities? What did their friendship group look like, and did they have a best friend, a romantic partner? How did friendships change at adolescence, as compared to childhood? How did this person feel about themselves, others, and the world around them?

EARLY ADULTHOOD (approximate ages 18-40):

What course did this person’s life take after reaching the age of majority (18)? Did this person need or have to work? Did they pursue additional training or education? What did their friendships look like as they entered into early adulthood? Any patterns in their romantic relationships? At what age did they begin to take on traditional adult roles (career worker, partner, parent), if at all?

MIDDLE ADULTHOOD (approximate ages 40-65):

Were there any “big” mid-life events that characterized this person’s middle adulthood? How did this person balance responsibilities they may have had (child-raising, taking care of aging parents)? How did physical changes impact their quality of life? What accomplishments did they achieve? Any setbacks or challenges?

LATE ADULTHOOD (approximate ages 66+):

Describe this person’s experiences with aging (cognitively, emotionally, relationally, physically). Were they connected to others? Lonely? If the person worked previously, when did they stop? How did they see themselves with regard to their identity (or various identities) at this stage? What meaning did they make about life and living?

END OF LIFE (any age):

What were the circumstances of this person’s end of life / death? Were there any decisions to be made? How did culture impact the way this person and those around them approached death and dying, or the aftermath?

 Reply to at least two classmates’ posts. Your response to your  classmate’s discussion should be around 50 words (each) and add to the  discussion (i.e. reflecting on their response, asking questions, etc.). 

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