Assignment Prompt & Instructions
– ## c7-ass4-NURS-FPX4055.docx
**## c7-ass4-NURS-FPX4055.docx**
**Assessment 4**
**Health Promotion Plan Presentation**
[**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-4-instructions?module_item_id=2467673&content_id=884967) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-4-resources?module_item_id=2467713&content_id=884967) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467719) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49183/pages/assessment-4-attempts?module_item_id=2467739&content_id=884967&attempt_no=1)Attempt 2Attempt 3
InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3
Create a slide presentation of the health promotion plan you developed in Assessment 1.
Collapse All
**Introduction**
Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.
Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are 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. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).
This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.
**Note**: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.
**References**
Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
_Medsurg Nursing, 27_(1), 55–58.
Office of Disease Prevention and Health Promotion. (n.d.).
_Healthy People 2030_. https://health.gov/healthypeople
World Health Organization. (n.d.).
_Health promoting schools_. https://www.who.int/health-topics/health-promoting-schools
**Scenario**
In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.
You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.
**Instructions**
Complete the following:
· Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.
· Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.
· Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.
· Present a health promotion plan tailored for an individual or group within a community.
· Tailor the presentation to the needs of your chosen community audience.
· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
· Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
· How do you think participants would react to the session?
· 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 2030 objectives and leading health indicators (LHIs).
· What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?
**Additional Requirements**
**Presentation Format and Length**
You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:
· 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.
· Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.
**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 2030 resources.
Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
**Competencies Measured**
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
· Competency 2: Propose health promotion strategies to improve the health of populations.
· Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
· 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 2030 objectives and LHIs.
· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
· Present a health promotion plan tailored for an individual or a group within a community.
· Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
· Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
**Scoring Guide**
Use the scoring guide to understand how your assessment will be evaluated.
Collapse All
**Criterion 1**
**Present a health promotion plan tailored for an individual or a group within a community.**
**Distinguished**
Presents a health promotion plan tailored for an individual or a group within a community. The presentation is professional, evidence-based, and based on specific, identified health needs and goals.
**Proficient**
Presents a health promotion plan tailored for an individual or a group within a community.
**Basic**
Presents a health promotion plan, though it isn't tailored for a specific individual or group within a community.
**Non Performance**
Does not present a health promotion plan tailored for an individual or a group within a community.
**Criterion 2**
**Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.**
**Distinguished**
Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants. Clearly explains the need for revisions to future educational sessions.
**Proficient**
Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
**Basic**
Describes educational session outcomes and the attainment of health goals without evaluating them or considering how participants might react to the session.
**Non Performance**
Does not evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
**Criterion 3**
**Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.**
**Distinguished**
Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.
**Proficient**
Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
**Basic**
Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and LHIs.
**Non Performance**
Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
**Criterion 4**
**Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).**
**Distinguished**
Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).
**Proficient**
Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
**Basic**
Organizes content with clear purpose/goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).
**Non Performance**
Does not organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
**Criterion 5**
**Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.**
**Distinguished**
Slides are easy to read and clutter-free. Slides enhance key points, adhere to visual best practices and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
**Proficient**
Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
**Basic**
Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.
**Non Performance**
Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.
**## c7-ass4-NURS-FPX4055.docx**
**Assessment 4**
**Health Promotion Plan Presentation**
[**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-4-instructions?module_item_id=2467673&content_id=884967) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-4-resources?module_item_id=2467713&content_id=884967) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467719) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49183/pages/assessment-4-attempts?module_item_id=2467739&content_id=884967&attempt_no=1)Attempt 2Attempt 3
InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3
Create a slide presentation of the health promotion plan you developed in Assessment 1.
Collapse All
**Introduction**
Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.
Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are 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. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).
This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.
**Note**: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.
**References**
Flanders, S. A. (2018). Effective patient education: Evidence and common sense.
_Medsurg Nursing, 27_(1), 55–58.
Office of Disease Prevention and Health Promotion. (n.d.).
_Healthy People 2030_. https://health.gov/healthypeople
World Health Organization. (n.d.).
_Health promoting schools_. https://www.who.int/health-topics/health-promoting-schools
**Scenario**
In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.
You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.
**Instructions**
Complete the following:
· Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.
· Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.
· Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.
· Present a health promotion plan tailored for an individual or group within a community.
· Tailor the presentation to the needs of your chosen community audience.
· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
· Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
· How do you think participants would react to the session?
· 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 2030 objectives and leading health indicators (LHIs).
· What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?
**Additional Requirements**
**Presentation Format and Length**
You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:
· 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.
· Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.
**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 2030 resources.
Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
**Competencies Measured**
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
· Competency 2: Propose health promotion strategies to improve the health of populations.
· Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
· 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 2030 objectives and LHIs.
· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
· Present a health promotion plan tailored for an individual or a group within a community.
· Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
· Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
**Scoring Guide**
Use the scoring guide to understand how your assessment will be evaluated.
Collapse All
**Criterion 1**
**Present a health promotion plan tailored for an individual or a group within a community.**
**Distinguished**
Presents a health promotion plan tailored for an individual or a group within a community. The presentation is professional, evidence-based, and based on specific, identified health needs and goals.
**Proficient**
Presents a health promotion plan tailored for an individual or a group within a community.
**Basic**
Presents a health promotion plan, though it isn't tailored for a specific individual or group within a community.
**Non Performance**
Does not present a health promotion plan tailored for an individual or a group within a community.
**Criterion 2**
**Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.**
**Distinguished**
Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants. Clearly explains the need for revisions to future educational sessions.
**Proficient**
Evaluates educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
**Basic**
Describes educational session outcomes and the attainment of health goals without evaluating them or considering how participants might react to the session.
**Non Performance**
Does not evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
**Criterion 3**
**Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.**
**Distinguished**
Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives.
**Proficient**
Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
**Basic**
Evaluates educational session outcomes unrelated to progress toward Healthy People 2030 objectives and LHIs.
**Non Performance**
Does not evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
**Criterion 4**
**Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).**
**Distinguished**
Organizes content with clear purpose/goals. Power point slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources (published within 5 years).
**Proficient**
Organizes content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
**Basic**
Organizes content with clear purpose/goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, and/or recommendations with relevant and evidence-based sources (published within 5 years).
**Non Performance**
Does not organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
**Criterion 5**
**Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.**
**Distinguished**
Slides are easy to read and clutter-free. Slides enhance key points, adhere to visual best practices and may utilize graphics. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
**Proficient**
Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
**Basic**
Slides are easy to read and error free. No audio or audio is not clear, difficult to hear, or not professionally presented. Transcript and speaker notes are sufficient support for the slides.
**Non Performance**
Slides are difficult to read with multiple editing errors. No audio, transcript, and/or speaker notes provided.