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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

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 3: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

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.

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.

 

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.

 

MUST ANSWER THESES QUESTIONS<
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.

Sample Solution

address the weaknesses of the first interviews, I worked on the improvement of both questions and interviewing style. To tackle the dilemma of too general questions and the resulting obscure answers on the central topic, I followed Weiss’s (1994) guidance on how to obtain more detailed responses. In the topic of family contacting habits, I focused more on asking for the explanation of specific incidents, like “Could you walk me through the last time you contacted your family, just what happened?” rather than asking for generalised descriptions, which work better for the topics which are not in the centre of the study, such as introduction or ‘cooling down’ questions (Weiss, 1994). I was also interested in revealing the emotional dimension of communication. Weiss’s (1994) points on helping the interviewees develop information on internal events contributed to my success in this mission. Asking about the feelings in certain situations, like “And how do you feel when you video chat them?” allowed me to gain entry to this dimension. Thus, applying these ideas not only strengthened the quality of the responses but also developed my interviewing style. Furthermore, during my third and fourth interviews, I paid particular attention to wait for full responses and to avoid self-reporting as much as possible. While preparing for these interviews, I memorized the most relevant questions. This strategy enabled me to concentrate more on the interviewee during the interview and be more flexible on the questions.

Even though the development of the second-round interviews is notable, I acknowledged further skills to improve as a researcher. To help capture the emerging themes earlier, next time I should write down my impression right after the interview – what surprised me, what made me worried or upset, what were the circumstances. Luker (2008) argues that this technique considerably shapes the research and facilitates the analytical procedure.

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