Description
Build a slide presentation (PowerPoint preferred) of the hypothetical 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 group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
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Introduction
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.
Preparation
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.
For this assessment, you will conclude the clinical learning activity you began in 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, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, 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, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.
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 may wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.
Instructions
Complete the following:
Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual 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.
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 2030 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 2030 objectives and leading health indicators.
What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
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 and speaker notes are provided. Audio is clear, organized, and professionally presented.
Additional Requirements
Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
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, 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 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 (Flanders, 2018; Healthy People 2030, n.d.).
REFERENCES
Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.
U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide 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 2030 objectives 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 hypothetical participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a health promotion plan to a hypothetical 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.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
Follow APA style and formatting guidelines for citations and references.
Intervention Presentation and Capstone Video Reflection Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life. Does not assess the contribution of an intervention to patient, family, or group satisfaction and quality of life. Attempts to assess the contribution of an intervention to patient, family, or group satisfaction and quality of life based on unfounded assumptions. Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life. Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life. The assessment is fair, unbiased, and supported by feedback from the patient, family, or group.
Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Does not describe one’s planning and implementation of a capstone project. Attempts to describe one’s planning and implementation of a capstone project. Describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Succinctly describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Project planning and implementation clearly reflect the influence of evidence-based practice.
Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Does not describe how one used health care technology in a capstone project. Attempts to describe how one used health care technology in a capstone project. Assesses the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Presents an articulate assessment of the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Offers keen insight into prospective improvements in health care technology use.
Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development. Does not describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development. Attempts to describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development. Explains how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development. Presents an articulate assessment of how health policy influenced the planning and implementation of one’s capstone project, as well as on any contributions the project made to policy development. Offers keen insight into the baccalaureate-prepared nurse’s role in policy implementation and development.
Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time. Does not describe capstone project outcomes and does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form. Attempts to describe capstone project outcomes and/or does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form. Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time. Provides an articulate and perceptive explanation of whether capstone project outcomes matched one’s initial predictions. Exhibits clear insight into the generalizability and best-practice potential of the intervention. Documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time.
Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Does not summarize one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Summarizes one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Objectively assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Provides a comprehensive and detailed retrospective of one’s overall performance and growth.
Communicate professionally in a clear and well-organized video. Does not communicate in a video. Communicates in a video. Content delivery is hesitant, unclear, or read from a script. Communicates professionally in a clear and well-organized video. Communicates professionally in a clear and well-organized video. Content delivery is focused, smooth, and well-rehearsed. Information sources are credited appropriately.
Overall CommentsYoussef, Thank you for the assessment #5 submission. However, I do not see your video upload that is required for this last assessment using via Kaltura. Please click onto the assessment #5 and read the instructions and requirements in each section of the rubric. Without the video discussion from the last assessment then I am not able to grade your assessment #5. I also checked your clinical hrs which I see no clinical hrs are documented at all. Please note that it is required for this course in order to pass the course. Please contact IT staff members to further assist you with any technical issues. I look forward to see your video. Dr Swanson-Tracey SwansonScoring GuideCompetency 2Make clinical and operational decisions based upon the best available evidence.CriterionDescribe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.Your Result:NON_PERFORMANCEDoes not describe one’s planning and implementation of a capstone project.Faculty Comments:Please read my comments below.Show all Performance RatingsCompetency 3Transform processes to improve quality, enhance patient safety, and reduce the cost of care.CriterionExplain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time.Your Result:NON_PERFORMANCEDoes not describe capstone project outcomes and does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form.Faculty Comments:Please read my comments below.Show all Performance RatingsCompetency 4Apply health information and patient care technology to improve patient and systems outcomes.CriterionAssess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.Your Result:NON_PERFORMANCEDoes not describe how one used health care technology in a capstone project.Faculty Comments:Please read my comments below.Show all Performance RatingsCompetency 5Analyze the impact of health policy on quality and cost of care.CriterionExplain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.Your Result:NON_PERFORMANCEDoes not describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development.Faculty Comments:Please read my comments below.Show all Performance RatingsCompetency 7Implement patient-centered care to improve quality of care and the patient experience.CriterionAssess the contribution of an intervention to patient, family, or group satisfaction and quality of life.Your Result:NON_PERFORMANCEDoes not assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.Faculty Comments:Please read my comments below.Show all Performance RatingsCompetency 8Integrate professional standards and values into practice.CriterionAssess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.Your Result:NON_PERFORMANCEDoes not summarize one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.Faculty Comments:Please read my comments below.Show all Performance RatingsCriterionCommunicate professionally in a clear and well-organized video.Your Result:NON_PERFORMANCEDoes not communicate in a video.Faculty Comments:Please read my comments below.
Unformatted Attachment Preview
Health Promotion Plan
Name:
Date:
Course
Introduction
• Immunization is a crucial aspect of everyone’s life (D’Heilly et al., 2019).
• It involves introducing vaccines into the body to prevent illnesses.
• Immunized individuals against various diseases like measles and polio have
improved immunity.
• This education session seeks to enlighten perinatal mothers on the issues
surrounding immunization.
Educational Session Goals
• This education session has two main goals expressing the magnitude of the
educational intervention.
• The goals include;
1. Increasing awareness of the significance of immunization and types of
immunizations provided to infants
2. Improving participants’ willingness to get their children vaccinated
Immunization Benefits and Consequences of
Failing to Get Immunized
• Immunization minimizes a person’s susceptibility to diseases while improving their
body’s immunity.
• It prevents individuals from experiencing comorbidities (D’Heilly et
• 2019).
• Effective vaccine programs help in reducing morbidity and mortality (Rodrigues &
Plotkin, 2020).
• Failing to get immunized causes a high risk of death, illnesses, and disease
susceptibility.
• It also causes reduced body immunity (Laupèze et al., 2021).
Immunization Types and Periods
• Children receive immunizations at birth, 0-2, 2-4, 4-6, and 6-12 months
• The vaccines are administered at different periods depending on the infant’s
age.
• Some of the vaccines administered include Influenza vaccines, Rotavirus,
DTaP, pneumococcal, and pneumococcal.
Intervention’s Contributions
• This intervention will help the mothers understand the importance of vaccinations
to their children.
• It will inform them about their infants’ expected immunizations and periods of
immunization.
• It will help eradicate their susceptibility, myths, and doubts about getting the
children immunized.
• Therefore, the number of children to be immunized will increase
• Also, the immunization of infants in large numbers will help eliminate and reduce
incidences of vaccine-preventable diseases.
Intervention Session Outcomes and
Contributions Toward Healthy People 2030
Objectives
• The intervention outcomes include increased awareness of immunization
significance, types, and duration.
• The intervention will prompt many mothers to allow their children to receive
vaccination, leading to an increased immunization rate.
• Once the immunization rate increases, vaccine-preventable diseases will
reduce, contributing to Healthy 2030 Objectives (Pindyck et al., 2019).
• Also, the intervention outcomes contribute to the objectives by increasing
the annual percentage of immunized children.
Planning and Implementation of the Project
• The Capstone project was effectively planned using peer-reviewed literature and
evidence from reputable sources.
• For instance, several databases helped to locate literature about immunizations,
including Frontiers and PubMed.
• The literature cited in the education session about immunization was retrieved from
the database.
• The Centers for Disease Control and Prevention also provided crucial information
and statistics regarding the types of infant vaccinations and stipulated periods.
Use of Health Technology in the Project
• Health technology tools were leveraged in the project to improve
communication with the audience.
• The participants received an electronic program through their emails
detailing the intervention’s goals before engaging in the education session.
• This provided insight into the topic of discussion, leading to easy
communication and discussion.
How Policy Influenced Project Planning and
Implementation
• The policy for free vaccination linked to the Vaccines for Children (VFC) Program
highly influenced the project.
• According to CDC (2023), eligible children for the VFC program receive
immunizations at no cost.
• It helps the children receive recommended vaccinations on time.
• Healthcare costs are skyrocketing, and it is a challenge for parents to pay for
children’s vaccinations.
• The provision of vaccination freely is a motivating factor for mothers to allow their
children to receive immunizations.
Matching Project Outcomes to Initial
Predictions or Goals
• The project outcomes were evaluated by asking several questions to the mothers to
assess their awareness of the significance, types, and durations of immunization.
• Self-reports can also be applied to measure the mothers’ willingness to have their
children vaccinated.
• The initial predictions matched the project outcomes because the mothers showed a
high understanding of immunization concepts.
• Also, the mothers’ doubts regarding vaccination safety were cleared, and they
promised to ensure that their children were vaccinated.
Practicum Hours Spend
• The first 30 minutes were spent on introduction and familiarizing with each other.
• The Next three and half hours were used to discuss the crucial concepts of
immunization, including the significance of immunization and types of
immunization.
• A one-hour break was introduced.
• A two-hour question and answer section was introduced, which was accompanied
by thorough discussions to test the participants’ understanding and awareness level.
• One hour was allocated to obtaining self-reports from the participants.
• The last hour was used to review the project’s outcomes and success.
References
• Center for Disease Control and Prevention (CDC). (2023). VFC Information for Parents. Retrieved from;
https://www.cdc.gov/vaccines/programs/vfc/parents/index.html
• CDC. (2018). Recommended Immunization Schedule for Children and Adolescents Aged 18 Years or
Younger. Retrieved from; https://www.cdc.gov/vaccines/schedules/downloads/past/2018-child.pdf
• Rodrigues, C. M., & Plotkin, S. A. (2020). Impact of vaccines; health, economic and social
perspectives. Frontiers in microbiology, 11, 1526.
• Laupèze, B., Del Giudice, G., Doherty, M. T., & Van der Most, R. (2021). Vaccination as a preventative
measure contributing to immune fitness. npj Vaccines, 6(1), 93.
• D’Heilly, C., Switzer, C., & Macina, D. (2019). Safety of maternal immunization against pertussis: a
systematic review. Infectious diseases and therapy, 8, 543-568.
• Pindyck, T., Tate, J. E., & Parashar, U. D. (2018). A decade of experience with rotavirus vaccination in the
United States–vaccine uptake, effectiveness, and impact. Expert review of vaccines, 17(7), 593-606.
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