Health Promotion Plan Develop a health promotion plan

Health Promotion Plan Develop a health promotion plan Health Promotion Plan Develop a health promotion plan ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS .I chose the candidate , it will be my daughter .She does suffer from pain management & some depression & we can use some resources in her area if that is ok with you. She does suffer from pain & some depression d/t a broken leg a year ago & some back issues. All instructions attached , see Rubrics Scoring guide. Shooting for distinguished column pls.. See details for proficiency. DOMINIQUE JONES: 586 S.Digo pl. Gary, In. [email protected] GMAIL.COM (219) 801-2696 assessment_1_instructions__health_promotion_plan_____.._.pdf features_marchapril.indd.pdf health_promotion_plan_scoring_guide.pdf Unformatted Attachment Preview 4/9/2020 Assessment 1 Instructions: Health Promotion Plan – … Course Navigation ? Candace McAlester Tutorials Support Log Out ? FACULTY 26 NEW Jamie Holub Roslyn Ellis 33 ? COACH Assessment 1 Instructions: Health Promotion Plan Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies. For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community. Professional Context The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations. Analyze a community health concern that is the focus of a health promotion plan. Competency 2: Propose health promotion strategies to improve the health of populations. Explain why a health concern is important for health promotion within a specific population. Establish agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Write clearly and concisely in a logically coherent and appropriate form and style. Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Preparation The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.Health Promotion Plan Develop a health promotion plan 1/3 4/9/2020 Assessment 1 Instructions: Health Promotion Plan – … To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement. As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement. Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to: Bullying. Medication reconciliation to prevent readmission. Individual or family disaster preparedness. Medication safety. Home safety. Depression management. Fall prevention. Pain management. Immunizations. Heart disease prevention (high blood pressure, stroke, heart failure). Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation. In addition, you are encouraged to: Complete the Vila Health: Effective Interpersonal Communications simulation. Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete. Review the MacLeod article, “Making SMART Goals Smarter.” Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Complete this assessment in two parts. Part 1: Health Promotion Plan Choose a specific health concern as the focus of your health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence. Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion. Part 2: Individual or Group Activity Participant Recruitment Identify an individual or group among the affected population who may be willing to participate in an educational session about your chosen health concern and associated health improvement strategies. Then, research and document their potential learning needs and health promotion goals. Participants may include individuals, groups, or other community members. Contact the selected individual or group and secure their agreement to participate in the educational session. Meet with the individual or group to describe the session and collaborate in setting expectations for session outcomes, establishing agreed-upon goals, and suggesting possible revisions to the plan. 2/3 4/9/2020 Assessment 1 Instructions: Health Promotion Plan – … Confirm, with the individual or group, a date and time for the educational session and document the Document Format name and and Length contact information (e-mail or phone) of the individual or group representative. Your health promotion plan should be 2–3 pages in length. In a separate section of the plan, identify any participants and be sure to include their contact information. Supporting Evidence Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources. 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.Health Promotion Plan Develop a health promotion plan 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. Establish agreed-upon health goals in collaboration with participants. Write clearly and concisely in a logically coherent and appropriate form and style. 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. CORE ELMS Important Note: The time you spend securing individual or group participation (Assessment 1) and the time you spend presenting your final health promotion plan to the selected individual or group (Assessment 4) must total three hours, or more. Be sure to log your time in the CORE ELMS system. The CORE ELMS link is located in the lefthand navigation pane. Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course. SCORING GUIDE Use the scoring guide to understand how your assessment will be evaluated. VIEW SCORING GUIDE ? 3/3 Goal-setting Making SMART Goals Smarter By Les MacLeod, EdD, MPH, LFACHE In this article… Study the differences between goals and objectives and get some valuable insights on how to use SMART goals in a health care organization. A critical role of leadership is goal setting.1 As our health care system continues to evolve, physician executives will be called upon to play increasingly proactive roles in formulating appropriate goals for their respective health care organizations (HCOs). With what looks like a major perspective shift from provider-driven volume to consumer-driven value, 2-4 physician leaders will be entrusted with the responsibility of ensuring high standards of care throughout the extended process of resource realignment. How well they are able to formulate effective goals will have, no doubt, a major influence on the future success of their respective HCOs. In times of system turbulence, goal initiation is usually a far better alternative than goal response. It should be noted initially that, as popular as the concept of SMART goals has become in recent years, it is also somewhat of a misnomer. The terms goals, sub-goals, and objectives are often used interchangeably, which has often been the source of unnecessary confusion, and as goal-setting theory continues to develop as a useful body of knowledge, related application benefits can be markedly improved when their differences are more clearly understood. Together with an HCO’s mission, vision, strategies and tactics, goals and objectives serve as the foundation elements for most major programmatic initiatives. An organization’s mission is basically its reason for being. Its vision describes where it wants to be in the future, and its values are a statement of the principles that form its moral foundation.5 Collectively, they are the basis for devising the supporting goals and objectives that assists 68 the organization in fulfilling its mission and realizing its vision. Goals Goals are the somewhat general ends toward which much more specific sub-goals or objectives are directed. This is where much of the confusion usually occurs. Goals and objectives are very different concepts, whereas subgoals and objectives are basically the same things. The popularized term, SMART goals, actually refers more to sub-goals and objectives than it does to the much broader term, goals. In the outline that follows, the term objectives is used because of its close association with Peter Drucker’s well-known practice of management by objectives (MBO),6 and because of its more practical use as a basic management skill. Some of the commonly recognized distinctions between goals and objectives include the following: An HCO’s mission, vision, goals and objectives are inextricably related. Health Promotion Plan Develop a health promotion plan They comprise the fundamental “what” Difference Between Goals & Objectives Goals Objectives Broad in scope Narrower in scope General Specific Intangible Tangible Qualitative Quantitative Abstract Concrete End result Required steps Hard to validate Easy to validate Longer-term Shorter-term PEJ MARCH•APRIL/2012 Features_MarchApril.indd 68 3/16/12 8:37 AM of present and future organizational pursuits. Coupled with the “how” of strategies and tactics, they form the blueprint for the allocation of scarce economic resources. Each element is important; however objectives are the principal means through which they ultimately become operationalized. The careful design and strategic use of operational objectives are important leadership skills. Goal theory SMART goals have become a widely used management tool in many of today’s HCOs. Part of this popularity stems from the development of goal-setting theory during the latter part of the last century, part of it from the increasingly competitive need for greater intentionality, and part of it, no doubt, stems from the often cited findings of the 1953 Yale Goal Study as well as the 1979 Harvard Written Goal Study. Earlier goal theory research by Latham and Locke7 involved extensive laboratory and field studies that clearly indicated that participants who were given specific, In order to reach a single goal, several enabling or supporting objectives usually have to be met. In health care settings, this involves the time and talents of trained professionals who function more on a collegial basis than in the superior-subordinate relationships. challenging goals consistently outperformed those who were given vague, less challenging goals. The Yale Goal Study surveyed 1953 Yale graduates, asking how many of them had specific written goals for their future. It was determined that three percent of them had such goals. A 20-year follow-up survey indicated that the three percent of students with specific written goals had accumulated more personal financial wealth than the other 97 percent of the class combined. The Harvard study followed the 1979 Business School graduates and similarly found that only three percent of the graduates had specific written financial goals, but ended up making 10 times as much income as did the other 97 percent of the graduating MBAs. The results of both the Yale and Harvard studies have been frequently referenced in management texts as well as in presentations by a host of performance improvement consultants. Unfortunately, a successful goal setting process is not quite as simple as these examples might at first indicate. In the earlier development of goal theory, the terms goals and objectives were not always clearly distinguished and, as mentioned earlier, they are still used synonymously, which often presents problems. As for the results of the Yale and Harvard studies, it has become increasingly clear that they are more likely the products of urban myth than of validated research. 8 Nonetheless, there now exists a substantial body of research that supports a strong positive relationship between setting specific goals and achieving better outcomes.9 General vs. specific Goals tend to be somewhat general, whereas objectives are much ACPE.ORG Features_MarchApril.indd 69 69 3/16/12 8:37 AM Motivational studies have demonstrated that rewards are essential factors in bringing about desired behavior. more specific. Goal statements are typically formulated at higher, more strategic organizational levels, while objectives are geared more toward tangible, operational targets. In order to reach a single goal, several enabling or supporting objectives usually have to be met. In health care settings, this involves the time and talents of trained professionals who function more on a collegial basis than in the superior-subordinate relationships around which the MBO and SMART goal processes were originally developed. The following SMARTER objectives criteria take this important difference into account along with the substitution of the term objectives, which more accurately reflects the operational level of focus. The first step in making SMART goals SMARTER is to refer to them as SMARTER objectives. Subsequent steps include the following: Specific: Making objectives specific is an essential first step. It brings a much needed practical reality to distinguishing effort from results. Effort, while indeed admirable, only amounts to a wheel spinning exercise if intended results do not follow.Health Promotion Plan Develop a health promotion plan In the process, valuable time and resources are wasted. Committing objectives to writing in plain language leaves no doubt about exactly what needs to be accomplished. Measurable: There is a long-standing saying in management circles that, “You can’t manage what you don’t measure.” Objectives should be quantified so that the degree of accomplishment can be accurately measured. Specific measurement criteria will eliminate the possibility of future 70 disagreements. Also implicit in the measurement criteria is the important concept of accountability. It is much more difficult to avoid accountability when measurement criteria are clear and not subject to interpretation. Achievable: If the established objectives are not reasonably achievable with respect to available time, talent and resources, frustration is sure to follow. It is up to the physician executive to set objectives that are realistic. This can be best accomplished through a process of negotiation and consensus. Comparative benchmarks from other similar organizations can also be helpful. The use of “reach” objectives, which are a bit more ambitious, can be used as well, with the understanding that they exceed normal expectations and will require exceptional levels of effort and commitment. Relevant: Few things are more frustrating to organizational leadership than to observe busy professionals using up scarce resources without a clear direction. Too much time is spent “doing the wrong things right” or “being in the thick of some very thin issues.” It is natural for staff to focus on those things that they find interesting and enjoyable. Unfortunately those things might make only marginal contributions toward the more important, overarching goals. This can easily occur when goal relevance has not been made explicit. There is rationalized justification based mostly on the exertion of effort without sufficient validation that what is being done is, in fact, relevant. A similar problem occurs when there is an absence of prioritization. When this occurs, efforts get focused on objectives that, although reasonably relevant, are decidedly lower in terms of overall priorities. Lower priority objectives are pursued at the expense of addressing the higher, more important ones. The most straightforward way to ensure that objectives are relevant is through prior validation of the relationship of expected outcomes with the intended goals and then to list each objective in writing in their order of priority. Time bound: Some versions of SMART goals list “timely” as the attribute represented by the letter T. In the outline presented here, T indicates “time bound” which is considered to be more appropriate than “timely” in as much as timeliness is implied in the preceding “relevant” attribute (if an objective is truly relevant it is sine qua non, timely), and “time bound,” further makes it clear that the objectives are to be accomplished by an agreed-upon point in time. As soon as possible is simply not an acceptable timeframe. Without a predetermined deadline, there is only a general notion about due dates, which in turn generates a less than rigorous pursuit of closure. Where there is only a loose expectation of closure, prioritizations and associated time management requirements are more apt to lack needed discipline. Engaging: Adding engagement to the SMARTER objectives criteria is particularly relevant for the physician executive. Few things are more valuable to busy clinicians than their time. Waste it once and second chances will be much harder to come by. Merely laying out a pre-established objective is not about to excite busy clinicians, nor will it promote a sense of participation. Change theorists would be quick to point out that where there is “T ne PEJ MARCH•APRIL/2012 Features_MarchApril.indd 70 3/16/12 8:37 AM PIM – W no “ownership” of an objective, mea … Purchase answer to see full attachment Student has agreed that all tutoring, explanations, and answers provided by the tutor will be used to help in the learning process and in accordance with Studypool’s honor code & terms of service . Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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