NURS FPX 4060 Assessment 4 HEALTH PROMOTION PLAN PRESENTATION JJ

NURS FPX 4060 Assessment 4 HEALTH PROMOTION PLAN PRESENTATION JJ

Health Promotional Plan

Hello My name is Julian Nkem and I am here to discuss about Health Promotional Plan. As a community nurse, a specific health concern was discussed in the first assessment that relates to reduction of tobacco use in two lung cancer patients in Vila Health Hospital. This is an educational outreach presentation presented to the medical and students visiting Vila Hospital. 

  The objectives of this plan are to evaluate the effectiveness of educational session and whether it contributed to the achievement of specified goals to achieve the patient care outcomes (Agbedahin, 2019)

The presentation will also provide information about any revision in the educational plan suggested due to not meeting learners’ goals. This will ensure future improvements in the educational session presented to the staff again and allow nurses to conduct more meaningful sessions in the future to raise knowledge. 

Health promotional Plan Explained

In Vila health hospital, the tobacco use case scenario was discussed in the health promotion plan. The two male patients had been suffering from lung cancer due to severe tobacco use due to social, cultural, financial, and family stress factors. These patients required major lifestyle changes and interventions in order to regain health and relive their lives purposefully. The patients were losing weight and having influenza. 

The healthcare promotion plan was vital to discuss to address the community health concern and find ways to solve these issues to ensure safe health of community members. Within the chosen patient population, this plan was crucial to create by nurses to avoid further health harm to patients (Choudaha, 2018). 

Nurses considered cultural, socio-economical, and educational biases of those patients because their lifestyle defines their smoking habits. Also the knowledge of patients was supposed to be raised in this matter to help them understand the disease and take the treatment process positively (Curtis, 2018). 

The Population and Patient Demographics

Patient demographics showed that both male patients belonged to age group of 40 to 45. Both people belonged to White community with Morgan being 41 and Dirk 45. 

Both patients had no higher education degree or professional certification; their socioeconomic condition was hampering due to their psychological issues and conflicting relationships with spouses (Döbler, 2018). 

NURS FPX 4060 Assessment 4 HEALTH PROMOTION PLAN PRESENTATION JJ

The patients utilized more than 20 cigarettes per day for the last ten years. The situational analysis showed that they both suffered from anxiety and depression. Patients lacked family or spouse support to quit smoking in a healthy and successful manner. 

SMART Health Goals Determined Related to the Case

The SMART goals that is realistic, measurable, and attainable. The nurses have designed a pre-determined qualitative questionnaire to measure patient’s perception of educational information (Evans, 2017)

The nurses will collaborate with lung cancer patients using the following smart goals: 

  • Acquiring key addiction factors through questionnaire and collaboration 
  • Identifying key treatment options for quitting smoking 
  • Individualized motivational plan for smoking cessation 
  • Identifying replace challenges 
  • Successful interventions with physical medication 
  • Identification of roadblocks to success of interventions 

These goals will lead to desired patient health promotion outcomes if implemented wisely and regularly. These SMART goals will surely allow nurses to identify vital issues related to adverse behavior patterns of patients to think of the intervention to treat them well (Howells, 2018).

Evaluation of Educational Session Outcomes 

A successful educational session involves robust learning and uses effective teaching techniques to generate the desired outcomes. The health promotional plan was presented to the participant nursing students interested in learning. The following key metrics were used to evaluate the educational session in terms of effectiveness and goal achievement. 

The key focus of the presentation was clearly defined to the participants. There were multiple areas or topics to discuss regarding the health plan. The presenter made sure that each part is divided into clusters. Hence, the aims of session were stated clearly. 

The learners’ motivation was developed using the techniques of engagement and questioning. However, some of the learners were less interested in listening carefully than the others. This shows that 70% of the learners were actively participating in the educational session and looked more motivated in listening to the content than the other 30%. 

NURS FPX 4060 Assessment 4 HEALTH PROMOTION PLAN PRESENTATION JJ

According to several scholars, the effectiveness of an educational session is measured by taking feedback of the participants. This method adds to the reliability of lecture delivery and provides new information and insights to presenting nurses to achieve the desired learning outcomes. Moreover, in addition to the internal students or stakeholders, external people and hospital staff were also invited to attend the session to make it more meaningful (Patel, 2020). The metrics used provides a strategy to improve learning outcomes. 

Using these metrics is vital to create an educational plan can help the nursing educators to determine interventions and strategies to enhance the level of delivery next time.  The method of evaluation of educational session used by the nurse is a pre-determined question is that helped to seek the feedback from the learners. The speech delivery was unbiased and was focused on presenting the holistic health promotional plan. The method of evaluation of educational session used by the nurse is a pre-determined question is that helped to seek the feedback from the learners. 

Areas of improvement and Revision 

The complex process of measuring the quality of educational outcomes requires looking inside the session and explores the extent to which the learning outcomes have been achieved. Evaluation can be done through personal observation that should not be biased. The nurse presenting the educational session is responsible for managing the quality of the session delivery to ensure quality of educational provision. 

The shortcoming was that the question are presented to the learners was not taken seriously by 30% of the participants. This shows a little bit of a poor response rate and doubts the achievement of goals that must be achieved through session delivery (Ryder, 2018). Since it is a good action to seek the feedback of all the participants in the educational session, help must be provided by the senior medical staff and DNP nurses to pre-plan the lecture delivery and feedback question are to include the valid and to-the-point questions. The length of the question are should be determined again by senior scholar nurses in the Vila Hospital to get more free responses. 

Finally, the time allocated to the presentation or the lecture delivery was shorter than expected. The nurse should plan the time with senior nurses who can guide her about the appropriate length of the session to achieve the desired outcomes. Since 10 participants attended the session, three of them felt the lecture delivery was fast due to lack of time. The time should be extended to maximum two hours instead of 45 minutes. 

The responses from the question are showed that 7 out of 10 participants strongly agree that they gained new knowledge and enhanced their skills after attending this educational setting. This shows that not all the participants felt they learned something valuable during the session. This implies delivering more knowledge in limited time available for the future educational sessions. The lack of time means that time allowed for the session was insufficient and should be increased to at least 2 hours from 45 minutes. 

NURS FPX 4060 Assessment 4 HEALTH PROMOTION PLAN PRESENTATION JJ

  Evaluation of Outcomes in Healthy People 2030 Perspective

According to the challenging world, today’s nurses need to develop curiosity, competence, and resilience. Better care outcomes are obtained through 2030 goals that is the OECD’s framework for learning and growth. For example, Education 2030 is the vision or a shared goal that suggests every professional or nursing individual to shape a shared future based on wellbeing of the whole planet. 

Education 2030 also suggests plans and works to enhance the quality of outcomes for learning with peer learning and knowledge sharing (). This shows that nurses are advocates of knowledge and have a role in peer learning to develop the professional staff (Sun, 2021).

Learning environments should provide space where networking for planning and knowledge sharing is maximum. The design of learning environment should be based on core learning outcomes. Therefore, Leading Education 2030 means education is necessary for sustainable development of human beings as well as organizations. It also means that leading health indicators should be met that requires collaboration of nurses and peers to contribute to patients health with knowledge.

Revisions and Improvements

In the light of 2030 goals, the biggest revision requires is to form a strategy for education that helps participants develop critical thinking skills. This means that collaboration and sharing knowledge with others will help to create new knowledge and promote open-mindedness. 

Dealing with diversity of learners from different races, cultures, and ethnic backgrounds is also vital. This suggests a sense of intelligence and morality to deliver the best knowledge to others in the educational session. The strategies to improve diversity issues can be improved by helping nurses learn multiple languages such as French and Spanish (Agbedahin, 2019). A French speaking interpreter would be a good solution for the future due to Canadian and French nurses.

NURS FPX 4060 Assessment 4 HEALTH PROMOTION PLAN PRESENTATION JJ

If nurses can learn more than one language, then non-English speakers can listen to them with greater interest and zeal. This shows that nurses care more about knowledge sharing to create a learning culture. 

 The strategies to improve diversity issues can be improved by helping nurses learn multiple languages such as French and Spanish (Agbedahin, 2019). A French speaking interpreter would be a good solution for the future due to Canadian and French nurses. 

References 

Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development27(4), 669-680.

Albert, N. M. (2018). Operationalizing a nursing innovation center within a health care system. Nursing administration quarterly, 42(1), 43-53.

Choudaha, R., & Van Rest, E. (2018). Envisioning Pathways to 2030: Megatrends Shaping the Future of Global Higher Education and International Student Mobility. Online Submission.

Curtis, J., Zhang, C., McGuigan, B., Pavel-Wood, E., Morell, R., Ward, P. B., … & Lappin, J. (2018). y-QUIT: smoking prevalence, engagement, and effectiveness of an individualized smoking cessation intervention in youth with severe mental illness. Frontiers in psychiatry9, 683.

Döbler, A., Herbeck Belnap, B., Pollmann, H., Farin, E., Raspe, H., & Mittag, O. (2018). Telephone-delivered lifestyle support with action planning and motivational interviewing techniques to improve rehabilitation outcomes. Rehabilitation psychology63(2), 170.

Evans, D., Coutsaftiki, D., & Fathers, C. P. (2017). Health promotion and public health for nursing students. Learning Matters.

Howells, K. (2018). The future of education and skills: education 2030: the future we want. 

Iacoviello, B. M., Steinerman, J. R., Klein, D. B., Silver, T. L., Berger, A. G., Luo, S. X., & Schork, N. J. (2017). Clickotine, a personalized smartphone app for smoking cessation: initial evaluation. JMIR mHealth and uHealth5(4), e56.

Patel, K., Deshpande, A., Jain, A., Shah, Y., & Kalyan, P. (2020). Tobacco cessation effects on oral health by group and individualized motivational therapy in 12 to 18 years old boys–A randomized controlled study. Journal of Indian Society of Pedodontics and Preventive Dentistry38(3), 280.

NURS FPX 4060 Assessment 4 HEALTH PROMOTION PLAN PRESENTATION JJ

Ryder, M. I., Couch, E. T., & Chaffee, B. W. (2018). Personalized periodontal treatment for the tobacco‐and alcohol‐using patient. Periodontology 200078(1), 30-46. 

Mokhtar, L., Babaei, R., & POURZEINALI, B. S. (2018). THE EFFECT OF EVIDENCE-BASED NURSING TRAINING ON NURSING STUDENTS’ABILITY IN EXECUTIVE SKILLS OF NURSING PROCESS 

Lozupone, V. (2017). Disaster recovery plan for medical records company. International Journal of Information Management37(6), 622-626. 

Marceron, J. E., & Rohrbeck, C. A. (2019). Disability and disasters: the role of self-efficacy in emergency preparedness. Psychology, health & medicine24(1), 83-93.

Mohammadian, M., & Yamin, M. (2017). Intelligent decision making and analysis using fuzzy cognitive maps for disaster recovery planning. International Journal of Information Technology9(3), 225-238. 

Naser, W. N., Ingrassia, P. L., Aladhrae, S., & Abdulraheem, W. A. (2018). A study of hospital disaster preparedness in South Yemen. Prehospital and disaster medicine33(2), 133-138. 

Ortiz-Barrios, M., Gul, M., López-Meza, P., Yucesan, M., & Navarro-Jiménez, E. (2020). Evaluation of hospital disaster preparedness by a multi-criteria decision making approach: The case of Turkish hospitals. International journal of disaster risk reduction49, 101748.

Van Meter, J., Lauderdale, J., & Rohde, J. P. (2021). Unique factors to the implementation of a disaster preparedness plan at Georgetown Public Hospital in Guyana. The Nurse Practitioner46(4), 41-49.

Wallace, M., & Webber, L. (2017). The disaster recovery handbook: A step-by-step plan to ensure business continuity and protect vital operations, facilities, and assets. Amacom. 

Leave a Reply

Get Unlimited Access to all Papers

You get full access to all sample papers.