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NURS-FPX-4060 – Practicing in the Community to Improve Population Health: Advancing Public Health Through Community Nursing
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NURS-FPX-4060 – Practicing in the Community to Improve Population Health: Advancing Public Health Through Community Nursing

Published: 2025-10-10

Modified: 2025-10-10

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Introduction

NURS-FPX-4060 – Practicing in the Community to Improve Population Health focuses on community engagement, disease prevention, and health promotion to enhance population wellness. The course emphasizes collaboration, assessment, and advocacy in public health settings. For expert help with community health projects or population assessment assignments, visit Owlisdom’s Nursing Coursework Help.

NURS-FPX 4060 Assessment One: Health Promotion Plan

Instructions for NURS-FPX 4060 Assessment One: Health Promotion Plan

Health Promotion Plan

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.

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Introduction

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 or health need. 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).

Note: Assessment 1 must be completed first before you can submit Assessment 4. Complete the assessments in this course in the order in which they are presented.

Professional Context

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, and 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 abilityto understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential components 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-economic, 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 marital 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

Preparation

For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need 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, assisted living, nursing home, or other facility.

To prepare for this assessment, first select a health concern or health need from the Assessment 01 Supplement: Health Promotion Plan [PDF] Download Assessment 01 Supplement: Health Promotion Plan [PDF]resource.

  • Consider the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community.
  • Then investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.

In addition, you are encouraged to:

  • Complete the Vila Health: Effective Interpersonal Communications simulation. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.
  • 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.”

Note: You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your Assessment 4 (Health Promotion Plan Presentation). In Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.

Instructions

To complete your hypothetical health promotion plan, please use the following outline to guide your work:

Health Promotion Plan

  • To begin, first select a health issue or need that will be the focus of your assessment from the Assessment 01 Supplement: Health Promotion Plan [PDF]  Download Assessment 01 Supplement: Health Promotion Plan [PDF]resource.
  • After you select a specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence.
  • Create a scenario as if this project were being completed face-to-face.
  • Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).
  • Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.
  • Discuss why your chosen population is predisposed to this health concern or health need 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 consider this information when you develop your educational plan in your fourth assessment.
  • Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).
  • Identify the individual or group’s current behaviors and outline clear expectations for this educational session, and offer suggestions for how the individual or group's needs can be met.
  • Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.

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.

Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Competencies Measured

By completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Analyze health risks and health care needs among distinct populations.

  • Analyze a community health concern or need 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 or need is important for health promotion within a specific population.
  • Establish agreed-upon health goals in collaboration with hypothetical 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.

Resources

Use the resources linked below to help complete this assessment.

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Emerging Global Health Care Issues

The following resources provide insight into emerging global health care issues. Nurses must be cognizant of strategies to protect their own health as well as the health of others.

Health Promotion and Education

The following resources address the expanding role of the community or public health nurse as an educator as communities become more diverse with more complex health issues, and financial constraints grow. These resources also provide insight into why interprofessional collaboration is even more important in achieving social justice and equitable access to services to promote health and prevent disease in individuals, families, and aggregates in culturally diverse communities.

The following resource will help you to develop SMART goals:

The following resources may help you complete Assessment 1.

Transgender

Disaster Triage

Genetics

  • U.S. National Library of Medicine. (n.d.). Genetics. MedlinePlus. https://medlineplus.gov/genetics/

Violence

Homelessness

Correction/Prison

Human Trafficking

Cultural Sensitivity

Health Education

Academic Resources

Scholarly Writing and APA Style

Use the following resources to improve your writing skills and find answers to specific questions.

Library Research

Use the following resources to help with any required or self-directed research you do to support your coursework.

ePortfolio

Smart Goals in Community Health

SMART Goals

The nurse is accountable for maintaining the safety and health of the individual, group, or community daily and in the event of a disaster or disease outbreak. People who are prepared will achieve better outcomes and possibly demonstrate a better quality of life. An educational program is a great way to help achieve this.

Poorly planned programs result in a waste of time, money, and valuable services. It may even result in the death of those involved or hinder resiliency. The first step in an educational program is the development of SMART goals (Specific, Measurable, Attainable, Relevant, Timely). Smart goals provide direction for educational programs. They establish criteria and standards for evaluation of the program.

SMART goals must be effective, meaningful, achievable, and collaborative in nature. Key stakeholders (such as the individual, group, or community; possibly significant others; and you, the nurse) must be taken into account.

Often the best way to identify patient-centered functional goals is simply to ask the target group, “What are your goals?” Doing this will help you to improve adherence, satisfaction, and outcomes. Consider the following when developing SMART goals:

  • Specific: Goals will specify who will be responsible, what is to be achieved, where the activity is located, and why it is important or beneficial.
  • Measurable: Goals must specify criteria for measuring progress against those goals. It helps you to stay on track, reach milestones, and motivate the stakeholders.
  • Attainable: Setting attainable goals serves to motivate the individual or group.
  • Relevant: Key stakeholders must see how a specific goal is relevant to them.
  • Timely: To be most effective, goals must be structured around a specific time frame to motivate individuals to begin working on their goals.

SMART Objectives

After developing a mutually agreed-upon goal, SMART objectives are developed to help guide activities. Objectives help to determine whether the goals have been achieved and if revisions need to be made for future educational sessions.

SMART objectives must be:

  • Specific: Objectives need to be concrete, detailed, and well defined so that you know what exactly is going to occur and what to expect.
  • Measurable: A way to determine how the objective was met or needs revision.
  • Achievable: The objective must be appropriate and feasible for those involved. Ask: What’s the patient’s learning style? For example, does the patient prefer reading printed materials, viewing audiovisual materials, or watching demonstrations?
  • Realistic: It must take into consideration constraints such as resources, personnel, cost, educational level, learning style, reading level, and comprehension level. What language do they speak? How much does the individual or group like to know? Ask: Can a patient read and comprehend instructions or follow directions? Do they prefer reading printed materials, viewing audiovisual materials, or demonstrations?
  • Time-bound: A time frame helps to set boundaries around the objective. Ask: How long will it take to attain the objective? Objectives may be process- or outcome-oriented.

Outcome objectives can be short-term, intermediate, or long-term:

  • Short-term outcome objectives can be achieved after implementing certain activities or interventions. Change may be in cognitive (knowledge), psychomotor (demonstration), and values (attitude).
  • Intermediate outcome objectives provide a sense of progress toward reaching the long-term objectives. This could be a behavior and policy change.
  • Long-term objectives occur after the program has been implemented. It may take more than a month. These can be changes in mortality, morbidity, and quality of life.

Example of a SMART goal:

  • Prepare the stakeholders in the community for a disaster.

Example of a SMART objective:

  • By the end of the program, the stakeholders will verbalize at least five supplies that need to be in their family disaster kit.

Example of an evaluation of a SMART objective:

  • The participants correctly verbalized five supplies that need to be in their family disaster kit.

Additional Resources

The following additional resources will help you in establishing SMART goals and objectives in collaboration with educational session participants:

Activity

Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health scenarios, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career.

The community nurse must engage directly with community members to gain as much data as possible to provide the appropriate services and referrals.

First impressions are often long-lasting and determine the rapport that you will develop with others. It takes five seconds for someone to develop a first impression. The nurse should consider such factors as etiquette, professional appearance, body language, cultural norms and practices, and the immediate environment. The environment must be conducive to privacy and comfort. In addition, the nurse must be considerate of the timing and length of the interaction to demonstrate respect for the other person.

Complete this activity to gain insight into communication best practices when engaging with individuals or groups within the community.

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Introduction to NURS-FPX 4060 Assessment One: Health Promotion Plan

The NURS 4060 First Assessment involves developing a hypothetical health promotion plan to address a specific health concern for an individual or a group within a community. This How-To Guide aims to create a detailed and evidence-based plan outlining the chosen population’s health needs, educational strategies, and desired health outcomes.

NOTE: For this NURS-FPX 4060 ASSESSMENT ONE: Health Promotion Plan, I am choosing Health Issue: Mental illnesses.

First, select a health issue or need that will be the focus of your assessment from the Assessment 01 Supplement.

Investigation and Evidence Gathering

To start the NURS-FPX 4060 ASSESSMENT ONE: Health Promotion Plan, we will investigate and gather evidence related to our chosen topic.

  • Conduct thorough research on the chosen health concern. 
  • Utilize credible sources such as academic journals, government reports, and reputable health organizations to gather supporting evidence and best practices for health improvement.
  • Imagine this project being implemented in a real-world, face-to-face setting. 
  • Consider the practical aspects of interaction, communication, and educational delivery.
Example

The Substance Abuse and Mental Health Services Administration (SAMHSA, 2023) reports that about 21% of African Americans experience mental health issues, with only 39% accessing mental health services, compared to 52% of whites. In 2020, suicide was the third leading cause of death among African Americans, with a suicide rate 60% lower than that of whites (SAMHSA, 2023). Additionally, African Americans report higher levels of feelings of worthlessness, hopelessness, and sadness compared to non-Hispanic whites.

After selecting a specific health concern or need from the resource above, investigate the concern or need and best practices for health improvement based on supporting evidence. Create a scenario as if this project were being completed face-to-face. Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment)

Population Identification and Demographic Data in NURS-FPX 4060 ASSESSMENT ONE: Health Promotion Plan

Here, we will identify a population and collect demographic data in NURS-FPX 4060 ASSESSMENT ONE: Health Promotion Plan, related to it.

  • Define the population you are targeting. 
  • Collect demographic information, including location, lifestyle, age, race, ethnicity, gender, marital status, income, education, and employment status. 
  • Create a detailed profile of your hypothetical individual or group. 
  • Explain how their characteristics relate to the targeted population and health concerns.
Example

African Americans face numerous socioeconomic challenges that heighten the risk of mental health issues. For instance, the high poverty rates among African Americans limit access to resources for diagnosis and treatment of mental health problems (CDC, 2023). Poverty results in insufficient funds for primary care and early screening interventions (SAMHSA, 2023). Moreover, unemployment and low income contribute significantly to mental distress within the African American community. Racial biases and discrimination further exacerbate mental health problems among African Americans (Fadus et al., 2019). Stigma also prevents many from seeking mental health services, worsening their conditions.

Adverse Health Outcomes of Mental Health Problems

Unmanaged mental illnesses lead to detrimental effects on mental, physical, and behavioral health. SAMHSA (2023) highlights that mental health issues can cause legal and financial problems, poverty, and homelessness due to decreased productivity. Mental illnesses also result in relationship difficulties, increasing the risk of isolation, criminal activities, and substance abuse (Fadus et al., 2023). Untreated mental illnesses can lead to family conflicts and self-harm, including suicide. Consequently, intervention is crucial for improving physical, psychological, and behavioral health (CDC, 2023). Effective treatment and management can enhance physical health, relationships, and socioeconomic success (SAMHSA, 2023). Managing mental health issues also reduces self-harm and fosters positive social relations and family stability, leading to better employment opportunities and higher socioeconomic status (Fadus et al., 2023).

Please describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population. Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.

Discussion on Predisposition to Health Concerns

Next, we will discuss the predisposition to health concerns.

  • Analyze why your chosen population is predisposed to the selected health concern. 
  • Discuss socio-economic, cultural, genetic, or lifestyle factors that contribute to this predisposition and highlight the benefits of a health promotion educational plan for them.
Example

Taylor and Chatters (2020) note that socioeconomic disparities, stigma, and discrimination impede African Americans’ access to mental health resources and quality care (Fadus et al., 2019). Effective practices involve community and individual-based approaches to address specific needs and concerns (Alang, 2019). Enhancing community resources and healthcare services is essential for successful interventions (Healthy People 2020, 2023). Cultural competency and awareness are vital for understanding and respecting individuals’ values and needs (Jackson, 2020). Additionally, promoting mental health education and awareness within the community is crucial for improving health literacy and encouraging timely healthcare-seeking.

Mental illness among African Americans has multiple risk factors, where health promotion and education plans play a vital role in coping mechanisms and preventing or managing adverse mental health outcomes. Systemic inequalities are a significant risk factor (Taylor & Chatters, 2020). For instance, low educational attainment leads to unstable employment, low income, and limited access to quality healthcare services for mental health issues (Jackson, 2020). Furthermore, the working conditions and financial struggles among African Americans due to high rates of low income and unemployment contribute to various mental illnesses.

Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Consider possible social, economic, cultural, genetic, and lifestyle behaviors that may impact health as you develop your educational plan in your first assessment. You will consider this information when you develop your educational plan in your fourth assessment.

Sociogram Development

For this section, we will discuss sociogram development.

  • Develop a sociogram that considers the social, economic, cultural, genetic, and lifestyle behaviors that impact health. 
  • This will help visualize the social network and influence around the individual or group.
Example

In John’s case, the sociogram encompasses various social factors, from family to community. John’s lifestyle involves interactions with family, community resources, and colleagues. We established collective learning needs and goals by enhancing effective communication and collaboration. I assessed the needs of John and the African American population, identifying the need to understand major mental illnesses like depression and stress, their symptoms, treatment, management, personal management, and coping strategies. Additionally, learning needs included accessing support and resources to address systemic inequalities and subsequent mental illnesses (Fadus et al., 2019).

Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).

Identification of Learning Needs and SMART Goals

Here, we will identify learning needs and SMART goals.

  • Identify the individual or group’s specific learning needs. 
  • Collaborate with them to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals that will be used to evaluate the educational session.
Example
  • We aim to attend training and education sessions on various coping mechanisms twice a month.
  • Doing physical and relaxation activities twice weekly, such as yoga and meditation.
  • Enhancing accessibility to community resources for diverse social and financial support.

Identify the individual or group’s current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group’s needs can be met.

Current Behaviors and Expectations of NURS-FPX 4060 ASSESSMENT ONE: Health Promotion Plan

For this segment of NURS-FPX 4060 ASSESSMENT ONE: Health Promotion Plan, we will go through the current behaviors and expectations.

  • Assess the individual or group’s current health behaviors. 
  • Outline clear expectations for the educational session and suggest how to meet their needs effectively.
Example

John and other African Americans prioritize providing for their families despite challenging working conditions and low wages, often neglecting their mental health and well-being. Alang (2019) notes that this population endures financial struggles and long working hours, leading to exposure to stressors that result in mental illnesses. Therefore, the education and awareness sessions focus on training individuals on the importance of mental health and well-being (Fadus et al., 2019). Additionally, assisting John and the population in accessing resources to address their mental health needs through individual and community support is part of the program (Taylor & Chatters, 2020). Practical recommendations include training on coping mechanisms, understanding symptoms of mental illnesses, and facilitating access to community resources to address these issues.

Health promotion goals must be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.

Health Promotion Goals

Here, we will discuss the health promotion goals.

  • Develop clear, measurable, and appropriate health promotion goals. 
  • These should be designed to foster behavior change and achieve the desired health outcomes.
Example

I collaborated with the individual and group to implement goals that promote behavior change and achieve desired outcomes. We agreed on multiple goals critical to improving health and well-being, including providing necessary training and education. Increasing public awareness of mental health aspects, such as risk factors, symptoms, coping, and management strategies, is essential to foster behavior changes and focus on health and well-being (Alang, 2019). Developing and training in coping skills and assisting individuals and groups in accessing mental health resources are vital for achieving the objective of reducing and mitigating mental illness among African Americans.

Demonstration of Proficiency

  • Competency 1: Analyze Health Risks and Health Care Needs
  • Competency 2: Propose Health Promotion Strategies
  • Competency 5: Apply Professional, Scholarly Communication

Closing

Completing the NURS-FPX 4060 ASSESSMENT ONE: Health Promotion Plan One will equip you with skills in developing comprehensive health promotion plans tailored to specific populations. The key takeaways include the importance of evidence-based strategies, collaboration in goal setting, and effective communication. By following this How-To Guide, you can create a meaningful and impactful health promotion plan that addresses the unique needs of your chosen community.

References

Alang S. M. (2019). Mental health care among blacks in America: Confronting racism and constructing solutions. Health services research, 54(2), 346–355. https://doi.org/10.1111/1475-6773.13115

CDC. (2023, July 11). Prioritizing minority mental health. Centers for Disease Control and Prevention. https://www.cdc.gov/healthequity/features/minority-mentalhealth/index.html

Fadus, M. C., Ginsburg, K. R., Sobowale, K., Halliday-Boykins, C. A., Bryant, B. E., Gray, K. M., & Squeglia, L. M. (2019). Unconscious bias and the diagnosis of disruptive behavior disorders and ADHD in African American and Hispanic youth. Academic Psychiatry, 44(1), 95-102. https://doi.org/10.1007/s40596-019-01127-6

Healthy People 2020. (2023, March 5). Mental health and mental disorders. Home of the Office of Disease Prevention and Health Promotion – health.gov. https://health.gov/healthypeople/objectives-and-data/browse-objectives/mentalhealth-and-mental-disorders

Jackson, S. (2020). African-American mental health community: Information needs, barriers, and gaps. School of Information Student Research Journal, 10(1). https://doi.org/10.31979/2575-2499.100103

SAMHSA. (2023, June 15). Black/African American. SAMHSA – Substance Abuse and Mental Health Services Administration. https://www.samhsa.gov/behavioral-healthequity/black-africanamerican

Taylor, R. J., & Chatters, L. M. (2020). Psychiatric Disorders Among Older Black Americans: Within- and Between-Group Differences. Innovation in Aging, 4(3), igaa007. https://doi.org/10.1093/geroni/igaa007

NURS-FPX 4060 Assessment Two: Community Resources

Instructions for NURS-FPX 4060 Assessment Two: Community Resources

Community Resources

Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

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Introduction

Many organizations work to better local and global communities quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and a source of referral.

This assessment provides an opportunity for you to gain insight into the mission, vision, and operations of a community services organization.

Preparation

You are interested in expanding your role as a nurse and are considering working in an area where you can help promote equal opportunity and improve the quality of life within the local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have a particular interest in one of these organizations but would like to know more about its contributions to public health and safety improvements. You would like to report the results of your research in a scholarly paper that you could submit for publication.

Research a local, national, or global nonprofit organization or government agency selected from the Assessment 02 Supplement: Community Resources [PDF]  Download Assessment 02 Supplement: Community Resources [PDF]resource. Determine how the selected organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Instructions

First, select one of the local, national, or global nonprofit organizations or government agencies presented in the Assessment 02 Supplement: Community Resources [PDF]. Download Assessment 02 Supplement: Community Resources [PDF]resource.

Then, research the nonprofit organization or government agency that you selected. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report structured according to the following specifications:

Document Format and Length

Format your paper using APA style.

  • Refer to the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your paper. Be sure to include:
    • A title page and a references page. An abstract is not required.
    • Appropriate section headings.
  • Your paper should comprise 3–5 pages of content, plus title and reference pages.

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past five years that support your research findings.

Graded Requirements

The research requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.

  • Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.
    • Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.
  • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.
    • Consider the effects of social, cultural, economic, and physical barriers.
  • Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.
    • Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.
  • Explain how an organization’s work impacts the health and/or safety needs of a local community.
    • Consider how nurses might become involved with the organization.
  • Organize content so ideas flow logically with smooth transitions; contain 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.

Additional Requirements

Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

Competencies Measured

By completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Analyze health risks and health care needs among distinct populations.





      • Explain how an organization’s work impacts the health and/or safety needs of a local community.

Competency 2: Propose health promotion strategies to improve the health of populations.





      • Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

Competency 3: Evaluate health policies based on their ability to achieve desired outcomes.





      • Assess the impact of funding sources, policy, and legislation on an organization’s service delivery.

Competency 4: Integrate principles of social justice in community health interventions.





      • Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.





      • Organize content so ideas flow logically with smooth transitions; contain 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.

Resources

Use the resources linked below to help complete this assessment.

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Population Health

The following resources offer insight into, and useful context for, the public health aspects of health care, special populations for whom nurses advocate for equitable access to services, and high-priority health issues.

Academic Resources

Scholarly Writing and APA Style

Use the following resources to improve your writing skills and find answers to specific questions.

Library Research

Use the following resources to help with any required or self-directed research you do to support your coursework.

ePortfolio

Activity

Nurses are the gatekeepers for equitable quality care and resource referrals for community individuals, groups, and aggregates. Nurses must consider the health, social, physical, and emotional needs of the community. They work closely with the internal and external stakeholders, such as community members and government officials. At times, cuts in local, state, and federal funding make it challenging to meet these needs for resources and services.

Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community.

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Load [u02v1] Assessment 2 Activity: Nonprofit Organizations and Community Health in a new window

Introduction to NURS 4060 Assessment Two

The NURS-FPX 4060 Assessment Two: Community Resource involves researching a selected local, national, or global nonprofit organization or government agency to determine its contributions to public health and safety improvements, promotion of equal opportunity, and enhancement of community quality of life. You will compile your findings into a 3–5-page scholarly report. As public health advocates, nurses must be familiar with these organizations to assist and refer specific populations better. This Owlisdom How-To Guide will provide a structured approach to effectively completing this assignment.

Selecting a Nonprofit Organization or Government Agency

To start the NURS-FPX 4060 Assessment Two: Community Resource, we will select a nonprofit organization or government agency.

For this assessment, I am choosing The Covenant House.

  • Choose an organization that aligns with your interests in promoting public health and safety. Ensure it has a clear mission and vision related to community improvement.
  • Investigate the organization’s official statements about its mission and vision. Look for documentation on its website or in its published materials that explains its goals and objectives.
Example

This assessment examines Covenant House, a key organization that offers accommodation and support to homeless youth. The organization aims to combat the complex issue of youth homelessness, highlighting its significant role in promoting public health and safety. In this context, youth homelessness emerges as a critical public health issue. Covenant House’s efforts to support this vulnerable population contribute to the broader goals of public health and community well-being.

Please explain how the organization’s mission and vision enable it to contribute to public health and safety improvements. Include examples of ways a local and global initiative supports organizational mission and vision and promotes public health and safety.

Analyzing Public Health and Safety Contributions

Next, in NURS-FPX 4060 Assessment Two: Community Resource. We will analyze the public health and safety contributions of the selected organization.

  • Identify initiatives that the organization supports locally and globally. Look for specific programs or projects that illustrate their commitment to public health and safety.
  • Provide concrete examples of how these initiatives align with the organization’s mission and vision. Discuss specific activities or outcomes that demonstrate this alignment.
Example

Covenant House operates with the mission to provide homeless youth with shelter, food, and urgent care during crises. Additionally, Covenant House offers a range of supportive services. Their vision extends beyond providing shelter, encompassing a holistic approach to helping homeless individuals achieve stable, self-sustaining independence (Covenant et al.). This mission and vision drive their efforts to significantly improve health and safety at both local and global levels.

For example, Covenant House integrates mental health services, educational programs, and job training into its approach, preparing homeless youth with the necessary skills for personal development and social integration (Kahan et al., 2020). These programs address both the mental and physical effects of homelessness among youth, aiming to reduce public health risks such as infectious diseases, cognitive disorders, and substance abuse.

The impact of these efforts is significant. Covenant House’s programs effectively reduce health and safety issues among the youth they support, as evidenced by lower rates of substance abuse, fewer encounters with violence, and improved mental health.

Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.

Consider the effects of social, cultural, economic, and physical barriers.

Evaluating Equal Opportunity and Quality of Life Improvements

Here, in NURS-FPX 4060 Assessment Two: Community Resource. We will discuss whether the selected organization provides equal opportunities and improves the quality of life.

  • Consider social, cultural, economic, and physical barriers that may impact the organization’s ability to promote equal opportunity and improve quality of life. Research relevant literature or case studies to identify these barriers.
  • Analyze the organization’s strategies for addressing and overcoming these barriers. Based on your research, evaluate the effectiveness of these strategies and suggest potential improvements.
Example

Homeless youth face numerous barriers to achieving equal opportunities, including social stigmas, cultural misconceptions, economic deprivation, and physical barriers, such as a lack of stable housing and access to medical services (Gomes, 2020). Covenant House addresses these challenges by offering targeted programs to level the playing field for these young people.

Their support includes educational programs, life skills training, and legal advocacy, which are crucial in overcoming the obstacles homeless youth often face. For instance, their educational initiatives provide an alternative education system that is typically unavailable to homeless youth (Gomes, 2020). Life skills training provides practical information and tools for independent living, making societal integration more attainable.

Evaluations of these programs indicate significant progress in ensuring equal opportunity. Participants in these initiatives often achieve better educational outcomes and improved job prospects, demonstrating Covenant House’s success in fostering equality and enhancing social mobility for homeless youth.

Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.

Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.

Assessing Funding, Policy, and Legislation Impact

For this section of NURS-FPX 4060 Assessment Two: Community Resource, we will assess the funding, policy, and legislative impact of the selected organization.

  • Research the organization’s various funding sources. Consider how these sources influence the organization’s operations and ability to provide services.
  • Examine relevant policies and legislation that impact the organization’s work. Discuss the potential implications of these factors for the community and the organization’s service delivery.
Example

The sustainability of Covenant House’s operations relies on a diverse range of funding sources, including government grants, private donations, and fundraising events. This variety of funding is crucial for maintaining the range of services and ensuring long-term sustainability (Ray, 2023). However, the variability of donation amounts and the potential for inconsistent governmental support pose challenges to the reliability and stability of funding.

Policy and legislative frameworks significantly influence the organization’s ability to meet the needs of homeless youth. Policies that enhance homeless services or youth welfare can provide additional resources and support (Ray, 2023). Conversely, restrictions or reductions in funding can impede the organization’s capacity to deliver comprehensive services. For example, amendments to housing and healthcare policies can help Covenant House achieve its goals more effectively.

Explain how an organization’s work impacts the health and safety needs of a local community.

Consider how nurses might become involved with the organization.

Exploring Organizational Impact on Community Health and Safety

For this section of the NURS-FPX 4060 Assessment Two: Community Resource, we will explore organizational impact on community health and safety.

  • Identify specific health and safety needs within the community that the organization addresses. Discuss how their programs or services meet these needs.
  • Explore how nurses can get involved with the organization. Consider volunteer opportunities, advocacy roles, or collaborative efforts to support the organization’s mission.
Example

Covenant House directly impacts the health and safety of local communities by offering immediate and long-term services to homeless youth. These services include medical check-ups, mental health counseling, and substance abuse treatment, which are essential in addressing the health challenges faced by homeless individuals (Davies et al., 2020). Additionally, Covenant House protects homeless youth from the dangers of sleeping on the streets, such as violence and abuse.

Nurses play a critical role in Covenant House’s medical intervention plan. Their clinical skills and healthcare knowledge are invaluable in assessing the youth’s health status and providing appropriate interventions. Nurses also contribute to developing healthcare policies and programs within the organization, ensuring that the youth receive the most relevant health services.

Demonstration of Proficiency

  • Competency 1: Analyzing Health Risks
  • Competency 2: Proposing Health Promotion Strategies
  • Competency 3: Evaluating Health Policies
  • Competency 4: Integrating Social Justice Principles
  • Competency 5: Applying Scholarly Communication Strategies

Closing

In NURS-FPX 4060 Assessment Two: Community Resource, you will gain a deeper understanding of how nonprofit organizations and government agencies contribute to public health and safety, promote equal opportunity, and enhance the quality of life within communities. Following this How-To Guide, you will develop skills in analyzing health risks, proposing health promotion strategies, evaluating health policies, and integrating social justice principles. These competencies are essential for advancing your role as a nurse and making meaningful contributions to community health. The upcoming NURS 4060 Assessment Three revolves around the Disaster Recovery Plan.

NURS-FPX 4060 Assessment Three: Disaster Recovery Plan

Instructions for NURS-FPX 4060 Assessment Three

Disaster Recovery Plan

Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then, develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.

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Professional Context

Nurses perform a variety of roles, and their responsibilities as healthcare providers extend to the community. The daily decisions and crises often involve balancing human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are accountable for promoting equitable services and quality care for the diverse community.

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis, allocate equitable resources, and provide treatment. During infectious disease outbreaks, triage does not replace routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

An example of such a disaster is the COVID-19 pandemic of 2020. People who had contact with someone who was in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient healthcare facilities that would be receiving or preparing to receive suspected or confirmed COVID-19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithms/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

Preparation

When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be met to reduce health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you will assume the role of the senior nurse at a regional hospital who has been assigned to develop a disaster recovery plan for the community using MAP-IT and trace mapping, which you will present to city officials and the disaster relief team.

Review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recovery Plan [PDF]. Download Assessment 03 Supplement: Disaster Recovery Plan [PDF]resource.

You are also encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about:

  • Community needs.
  • Resources, personnel, budget, and community makeup.
  • People are accountable for the implementation of the disaster recovery plan.
  • Healthy People 2020 goals and 2030 objectives.
  • A timeline for the recovery effort.

You may also wish to:

  • Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
    • Mobilize collaborative partners.
    • Assess community needs.
    • Plan to lessen health disparities and improve access to services.
    • Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
    • Track community progress.
  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

Note: Every ten years, the U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next ten years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there is historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Note: Complete the assessments in this course in the order in which they are presented.

Instructions

First, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recovery Plan [PDF]. Download Assessment 03 Supplement: Disaster Recovery Plan [PDF]resource.

Then complete the following:

  1. Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.
  • Assess community needs.
  • Consider resources, personnel, budget, and community makeup.
  • Identify the people accountable for the implementation of the plan and describe their roles.
  • Focus on specific Healthy People 2020 goals and 2030 objectives.
  • Include a timeline for the recovery effort.

Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:

  • Mobilize collaborative partners.
  • Assess community needs.
    • Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider the physical, emotional, cultural, and financial needs of the entire community.
    • Include in your plan the equitable allocation of services for the diverse community.
    • Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
    • Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
  • Plan to reduce health disparities and improve access to services.
  • Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
  • Track and trace the community progress.

Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recovery Plan [PDF]. Download Assessment 03 Supplement: Disaster Recovery Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.

Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

  • Title slide.
    • Recovery plan title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).

Your slide deck should consist of 10–12 content slides plus title and reference slides. Use the speaker’s notes section of each slide to develop your speaker’s points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.

The following resources will help you create and deliver an effective presentation:

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past five years to support your plan.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:

  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
    • Consider the interrelationships among these factors.
  • Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
    • Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
  • Explain how health and governmental policy impact disaster recovery efforts.
    • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
    • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
    • Include evidence to support your strategies.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within five years).
  • Slides are easy to read and error-free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
    • Develop your presentation with a specific purpose and audience in mind.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Additional Requirements

Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Competencies Measured

By completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Analyze health risks and health care needs among distinct populations.

  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

Competency 2: Propose health promotion strategies to improve the health of populations.

  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

Competency 3: Evaluate health policies based on their ability to achieve desired outcomes.

  • Explain how health and governmental policy impact disaster recovery efforts.

Competency 4: Integrate principles of social justice in community health interventions.

  • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within five years).
  • Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

Resources

Use the resources linked below to help complete this assessment.

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Disaster Preparedness and Management

Review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recovery Plan [PDF] resource.

The following articles will help you better understand public health assessment and surveillance, as well as the nurse’s role in disaster preparedness and management in the hospital’s workplace and community.

The following resources will help in developing a disaster recovery plan.

  • U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople
  • U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Program planning. Healthy People 2020. https://www.healthypeople.gov/2020/tools-and-resources/Program-Planning
    • Information on MAP-IT, a guide to using Healthy People 2020 in your community.

Multimedia Recording and Academic Resources

Presentations

The following resources will help you create and deliver an effective presentation.

Scholarly Writing and APA Style

Use the following resources to improve your writing skills and find answers to specific questions.

Library Research

Use the following resources to help with any required or self-directed research you do to support your coursework.

ePortfolio

Activity

Vila Health is a virtual environment that simulates a real-world healthcare system. In the various Vila Health scenarios, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career.

In the event of a disaster in the community or workplace, nurses must be prepared to respond. Complete this activity to practice thinking through key issues in disaster preparedness and management in the community or workplace.

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Introduction to NURS 4060 Assessment Three

The NURS-FPX 4060 Assessment Three: Disaster Recovery Plan involves developing a disaster recovery plan aimed at reducing health disparities and improving access to community services after a disaster. You will create a comprehensive plan, apply the MAP-IT framework, and present your findings through a 10-12 slide presentation with audio and speaker notes. This Owlisdom How-To guide provides step-by-step instructions to help you complete each part of the assignment.

Developing a Disaster Recovery Plan

To start the NURS-FPX 4060 Assessment Three: Disaster Recovery Plan, we will develop a disaster recovery plan.

NOTE: We are required to create a PowerPoint presentation for this assessment. I will provide brief guidelines about the topic of the presentation, and a separate solved sample PPT file is available.

  • Conduct a thorough assessment to understand the community’s specific needs after a disaster. Gather data on demographics, health disparities, and vulnerable populations.
  • Identify available resources and personnel. Develop a realistic budget and consider the community’s demographic makeup to ensure the plan is inclusive.
  • Determine who will be responsible for implementing different aspects of the plan. Clearly define roles and responsibilities.
  • Align your plan with specific goals and objectives from Healthy People 2020 and 2030. This will ensure that your efforts are directed towards established health priorities.
  • Develop a timeline outlining the steps and milestones for the recovery process. Ensure it is realistic and considers both short-term and long-term goals.

Applying the MAP-IT Framework

For this section of the NURS-FPX 4060 Assessment Three: Disaster Recovery Plan, we will explore and apply the MAP-IT Framework.

  • Engage local organizations, stakeholders, and community leaders. Collaboration is key to successful implementation.
  • Use demographic data and disaster specifics to identify physical, emotional, cultural, and financial needs and ensure equitable service allocation.
  • Develop strategies to address health disparities and enhance access to services for all community members.
  • Put your plan into action, focusing on achieving the Healthy People 2020 and 2030 goals.
  • Monitor progress using trace-mapping techniques. Utilize CDC’s Contact Tracing Resources to develop a robust contact tracing plan.

Demonstration of Proficiency

  • Competency 1: Analyze Health Risks and Health Care Needs
  • Competency 2: Propose Health Promotion Strategies
  • Competency 3: Evaluate Health Policies
  • Competency 4: Integrate Principles of Social Justice
  • Competency 5: Apply Professional, Scholarly Communication

Closing 

The NURS-FPX 4060 Assessment Three: Disaster Recovery Plan provides an opportunity to develop a comprehensive disaster recovery plan that addresses health disparities and improves access to services. By following the outlined steps and applying the MAP-IT framework, you will create a robust plan that promotes equitable care for your community. Focus on collaboration, detailed assessment, and strategic implementation to ensure your plan is effective and sustainable. In the next module of NURS-FPX 4060, we will explore Assessment Four: Health Promotion Plan.

NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation

Instructions for NURS-FPX 4060 Assessment Four

Health Promotion Plan Presentation

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 concerns 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 concerns 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 were 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 improvements 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 reflect your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker's 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 concerns 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 the nature and scope of your health promotion plan. Be sure to include the title and reference 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:

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 five 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 promote health and disease prevention activities and 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 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 five 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 the 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.

Resources

Use the resources linked below to help complete this assessment.

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Health Education

The following resources address the expanding role of the nurse in community and public health as an educator as communities become more diverse with more complex health issues and financial constraints grow. These resources also provide insight into why interprofessional collaboration is even more important in achieving social justice and equitable access to services to promote health and prevent disease in individuals, families, and aggregates in culturally diverse communities.

Academic Resources

Presentations

The following resources will help you create and deliver an effective presentation.

Scholarly Writing and APA Style

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Introduction To NURS 4060 Assessment Four

This Owlisdom How-To Guide aims to assist students in creating and delivering a health promotion plan presentation. The NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation involves building a PowerPoint presentation of your hypothetical health promotion plan, conducting a face-to-face educational session, setting goals, evaluating outcomes, and suggesting revisions for future sessions. The goal is to apply teaching and learning concepts to promote health effectively.

NOTE: 

Presenting Your Health Promotion Plan

We are required to present the health promotion plan we developed clearly to start the NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation.

  • Summarize the main points of your plan.
  • Use visuals to enhance understanding.
  • Include an introduction, main content, and conclusion in your presentation.

Tailoring the Presentation to Your Audience

Next in NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation. We will adapt your presentation to meet the needs of your hypothetical audience.

Identify the specific characteristics and needs of your audience.

Use language and examples that resonate with them.

Ensure the content is relevant and engaging.

Evaluating Educational Session Outcomes

For this section of NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation, we will assess the effectiveness of our educational session.

  • Set measurable goals for the session.
  • Collect feedback from participants.
  • Analyze whether the health goals were met.

Making Changes to Improve Future Outcomes

Identify areas for improvement in your session.

  • Reflect on the feedback and outcomes.
  • Pinpoint what worked well and what didn’t.
  • Suggest specific changes to enhance future sessions.

Aligning with Healthy People 2030 Objectives

Here, in NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation. We will explore the national health objectives.

  • Review the Healthy People 2030 objectives and leading health indicators.
  • Compare your session outcomes with these objectives.
  • Recommend changes to align your session with these goals better.

Creating Effective and Error-Free Slides

We will develop visually appealing and error-free slides for this NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation.

  • Use clear and concise language.
  • Ensure all slides are free from grammatical and spelling errors.
  • Make sure the slides are easy to read and well-organized.

Providing Detailed Audio and Speaker Notes

In this section of NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation. We will discuss the topic here, including comprehensive audio and speaker notes.

  • Record clear and professional audio for each slide.
  • Write detailed speaker notes to guide your presentation.
  • Ensure the audio and notes are well-organized and enhance the content.

Demonstration of Proficiency

Competency 3: Evaluate health policies based on their ability to achieve desired outcomes.

Competency 4: Integrate principles of social justice in community health interventions.

Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

Competency 6: Apply professional, scholarly communication to facilitate the use of health information and patient care technologies.

Closing

Creating a health promotion plan presentation requires careful planning, audience consideration, adherence to academic standards, and ongoing evaluation. By following this How-To Guide of NURS-FPX 4060 Assessment Four: Health Promotion Plan Presentation, students can develop a comprehensive and compelling presentation that meets the assignment criteria and contributes to their understanding and skills in community improvement and population health. Key takeaways include the importance of tailoring content to the audience, using evidence-based sources, and continually refining the approach to align with broader health objectives. You can also read NURS-FPX 4060 complete modules to ace the course!

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