Health Promotion

Health Promotion Plan Essay Assignment Paper

Health Promotion Plan

Tracy Floyd
Capella University
NURS-FPX 4060 Practicing in the Community to Improve Population Health
Antonia Robinson
September 2021

Health Promotion Plan
Improved child survival rates have been associated with the rise in average lifespan that has occurred during the last century. Due to vaccinations, there has been a reduction in infectious illness fatalities, which has resulted in improved overall survival. Around five years ago, 85 percent of children around the globe were immunized against pertussis, polio, tetanus, and measles. Today, that figure is closer to 90 percent. Such infectious illnesses, on the other hand, continue to be the leading drivers of sickness, impairment, and mortality worldwide. As recommended by the World Health Organization, vaccination should protect against a minimum of 17 vaccine-preventable diseases throughout the course of an individual’s lifetime. These vaccinations are easily accessible in a number of different areas of the globe. Their obstacles, on the other hand, have an impact on the frequency at which children get vaccinated, as seen in the chart. It is clear that these obstacles exist. They are associated with culture and physical region. These communities are also in remote areas with minimal healthcare coverage and inadequate funds for vaccinations, which makes them more vulnerable. It would be critical to enlighten parents about the importance of immunization, particularly in terms of extending their children’s lives. This paper seeks to develop a hypothetical health promotion plan, addressing immunization in Montana State. The paper will identify health risks and health care needs in this population and propose health promotion strategies to improve its health.

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Population of Focus
When it comes to vaccination, children from low-income families face a significant risk of being under-immunized. Medical professionals currently deliver very low-quality services, such as ineffective immunization regimens for the most disadvantaged in society (Rodrigues & Plotkin, 2020. When it comes to flu vaccination, for instance, it is only accessible in private medical institutions, and only 60 percent of the population in a particular region has access to it (Jalloh et al., 2020). In the state of Montana, it is projected that just 64 percent of children aged 19 to 35 months have received required doses of DTaP, polio, MMR, Hib, hepatitis B, varicella and PCV vaccinations (Statista, 2021). This statistic shows the states with the lowest proportion of children getting recommended vaccinations in the U.S. as of 2020. To guarantee that the vaccination rate continues to rise, enhancements must be made. Furthermore, cultural beliefs prevent the majority of parents from low-income areas from bringing their children to vaccine visits (Ventola et al., 2016). As a result, the health promotion plan will be implemented in 10 sites located within low-income communities. The plan will be critical since it will help to increase the number of people fully immunized and decrease the number of people who die as a result of infectious illnesses.
Immunization Concerns in the Community
The expense of vaccinations is a significant source of worry for the general public when it comes to access to them. One of the possible obstacles to childhood immunization is the expense of the vaccines themselves. Because of the development of new vaccinations to be featured in the subsequent schedule, their prices have risen significantly in recent years. It used to cost $37 to purchase a full set of vaccines back in the day (Mathur et al., 2020). In the public service, the whole series, from infancy to maturity, now costs over $1450 per individual (Mathur et al., 2020). Aside from financial concerns, the majority of parents in the community express dissatisfaction with regard to missed chances. A widely recognized reason for inadequate immunization in the Montana is a result of missed vaccination chances. Inadequate vaccination happens when a child who is entitled to vaccination does not get the vaccination at a doctor’s appointment. Whenever a clinician fails to vaccinate a kid, or whenever there are inconsistencies, or with a minor illness, missed chances are common. This was the case in 2020 when 17.1 million infants did not receive an initial dose of DTP vaccine (World Health Organization, 2020). Furthermore, those practitioners are frequently apprehensive about administering several injections in a single appointment. Other issues to consider include vaccination reluctance on the part of certain parents, as well as socioeconomic obstacles, such as poverty, competing family needs, and education (Pollard et al., 2021).
Health Goals
It is essential to inspire and urge families via educational programs that are focused on their well-being as well as the health of their children. In cooperation with the participants, one of the agreed-upon health goals is to offer people incentives and to solicit their views via a short survey in attempt to comprehend the input about vaccination. Other goals may include raising awareness to the Montana Community on the advantages of vaccines and assisting people without healthcare coverage in obtaining the assistance they require to be immunized. The health promotion strategy for vaccinations may be implemented by offering modest rewards to those who choose to safeguard their children’s health and well-being (Olson, Young & Schultz, 2016)..The provision of incentives would significantly lower healthcare expenses, since the prices of vaccines would gradually increase if they were not available. The health goals are in line with Healthy People 2030 immunization goals, which is to increase vaccination rates.

Best Practices for Health Promotion
Quality standards that will improve the proportion of children who are immunized will be focused on overcoming the obstacles and issues that exist. The health promotion plan is primarily intended to encourage a healthier childhood life. It also seeks to decrease the number of people who die as a result of infectious diseases. Some obstacles need to be removed in order to accomplish these objectives. First and foremost, the community must devise a more effective strategy for overcoming its financial difficulties. Simply lowering their out-of-pocket expenses will be a straightforward solution. According to Sabnis and Conway (2016), families with inadequate funds should register their children for vaccine coverage or state-sponsored health coverage. There are programs that have come forth to help low-income families and children get immunization. Vaccines for Children Program (VFC) is one of such programs that provides vaccines at no cost for eligible children via VFC-enrolled physicians (Walsh et al., 2016). It is also necessary to increase the capacity of vaccination information systems. To make it simpler to obtain services, a large number of immunization centers should be set up. The education of parents on the significance of vaccination in extending the life of their children ought to be a priority. To persuade reluctant parents to have their children immunized, education and effective communication are essential. In order to effectively communicate with these parents, the practitioner will need to grasp their immunization fears as well as the factors that are contributing to their misconceptions (Sabnis & Conway, 2016).
Conclusion
It is critical that vaccination issues are addressed in the entire healthcare system. This is due to the fact that their ultimate aim is to improve health and enhance the quality of life. Identifying and removing obstacles can help to guarantee that health immunization initiatives continue for the foreseeable future. Furthermore, children are the future, and when they are in good health, they will get the opportunity to develop into great leaders. Immunization obstacles should be reduced to the greatest extent possible through collaboration between the government and the local community. Conclusively, the paper has developed a hypothetical health promotion plan for Montana Community by identifying health risks and health care needs in this population and proposing health promotion strategies to improve its health.

References
Jalloh, M. F., Wilhelm, E., Abad, N., & Prybylski, D. (2020). Mobilize to vaccinate: lessons learned from social mobilization for immunization in low and middle-income countries. Human Vaccines & Immunotherapeutics, 16(5), 1208-1214.
Mathur, M., Mathur, N., Khan, N., Kumar, D., & Verma, A. (2020). Predictors of ‘Out-of-Pocket Expenditure’on Routine Immunization of Under-Five Children: A Regression Analysis. Cureus, 12(12).
Olson, K., Young, R. A., & Schultz, I. Z. (2016). Handbook of qualitative health research for evidence-based practice. New York: Springer.
Pollard, A. J., & Bijker, E. M. (2021). A guide to vaccinology: from basic principles to new developments. Nature Reviews Immunology, 21(2), 83-100.
Rodrigues, C., & Plotkin, S. A. (2020). Impact of vaccines; health, economic and social perspectives. Frontiers in Microbiology, 11, 1526.
Sabnis, S. S., & Conway, J. H. (2016). Overcoming challenges to childhood immunizations status. Pediatric Clinics, 62(5), 1093-1109.
Statista. (2021, March 5). States with least children vaccinated U.S. 2020. https://www.statista.com/statistics/666732/states-with-lowest-percent-of-children-getting-immunizations-in-us/
Veerasingam, P., Grant, C. C., Chelimo, C., Philipson, K., Gilchrist, C. A., Berry, S., … & Morton, S. (2017). Vaccine education during pregnancy and timeliness of infant immunization. Pediatrics, 140(3).
Ventola, C. L. (2016). Immunization in the United States: recommendations, barriers, and measures to improve compliance: part 1: childhood vaccinations. Pharmacy and Therapeutics, 41(7), 426.
Walsh, B., Doherty, E., & O’Neill, C. (2016). Since the start of the vaccines for children program, uptake has increased, and most disparities have decreased. Health Affairs, 35(2), 356-364.
World Health Organization. (2020, July 15). Immunization coverage. WHO | World Health Organization. https://www.who.int/news-room/fact-sheets/detail/immunization-coverage.

Question
Develop a hypothetical health promotion plan, 3-4 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.

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunization.
Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).

As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).

It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.

What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.

What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.

References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

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.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
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. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).

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

For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues from the list provided in the instructions.

In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.

Please choose one of the topics below:

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
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.”
nstructions

Health Promotion Plan
Choose a specific health concern as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.
Discuss why your chosen population is predisposed to this health concern and why they can benefit from a health promotion educational plan.
Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
Identify their potential learning needs.
Identify expectations for this educational session and offer suggestions for how the individual or group needs can be met.
Health promotion goals need to be clear, measurable, and appropriate for this activity.
Document Format and Length
Your health promotion plan should be 3-4 pages in length.

Supporting Evidence
Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.

Graded Requirements
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 to see how your work will be assessed.

Analyze the health concern that is the focus of your health promotion plan.
Consider underlying assumptions and points of uncertainty in your analysis.
Explain why a health concern is important for health promotion within a specific population.
Examine current population health data.
Consider the factors that contribute to health, health disparities, and access to services.
Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
Write with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements

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