NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

Assessment 4 Health Promotion Plan Presentation

Name

Capella university

NURS-FPX 4060 Practicing in the Community to Improve Population Health

Prof. Name

Date

Health Promotion Plan Presentation

Greetings everyone, I’m [Your Name], and today we delve into the critical health issue of adolescent pregnancy, outlining our assessment of the problem, objectives, achievements, and strategies to mitigate it. Adolescent pregnancy poses substantial public health challenges, encompassing social, economic, and health-related ramifications for both teenagers and their offspring. It is imperative to tackle this issue through evidence-based health promotion approaches tailored to the unique needs of this demographic.

Assessment and Objectives

Our health promotion initiative aims to curtail adolescent pregnancy rates, with a particular focus on low-income urban youths aged 15-19. Our objectives entail heightening awareness regarding the risks associated with adolescent pregnancy, facilitating access to contraception and reproductive health services, and advocating for comprehensive sexual education within educational institutions and community hubs. These objectives resonate with the targets set by Healthy People 2030 for reducing adolescent pregnancy rates. Recent research underscores the efficacy of comprehensive sexual education programs and accessible contraception in mitigating adolescent pregnancy rates. Studies have shown that tailored community interventions are pivotal in addressing adolescent pregnancy, particularly when they align with the cultural nuances of the target population. Additionally, the presence of school-based health centers has proven instrumental in providing reproductive health services, leading to diminished adolescent pregnancy rates.

Educational Session Outcomes

Our educational sessions, meticulously structured and conducted in collaboration with local clinics, have yielded promising outcomes. Pre- and post-session surveys indicate a substantial surge in awareness and contraceptive utilization among participating teenagers. Moreover, there has been a positive shift in attitudes toward sexual health education, signaling the effectiveness of our engagement strategies. Research corroborates the efficacy of educational interventions in augmenting contraceptive knowledge and uptake among adolescents. Furthermore, fostering positive attitudes toward sexual health education correlates with improved sexual health outcomes.

Enhancements for Future Sessions

Feedback from participants, stakeholders, and facilitators has unveiled areas for improvement in forthcoming educational sessions:

• Expanding the target audience to include younger adolescents and parents.
• Integrating culturally sensitive and age-appropriate educational materials.
• Providing comprehensive support to expectant and parenting adolescents.
• Strengthening collaboration with local organizations and institutions.

Recent studies emphasize tailoring interventions to specific age groups and cultural backgrounds, along with providing support to pregnant and parenting adolescents.

Evaluation and Alignment with Healthy People 2030 Objectives

Initial evaluations of our educational sessions demonstrate positive progress toward Healthy People 2030 objectives. Nevertheless, continual data collection and analysis are imperative to gauge the long-term impact of our interventions. Ongoing monitoring and evaluation are essential for refining strategies and ensuring effectiveness.

Revisions for Future Alignment

To better align with Healthy People 2030 objectives, we propose:

• Consistent outcome tracking and evaluation.
• Updating program content to address emerging health issues.
• Strengthening collaboration with local stakeholders.
• Exploring innovative delivery methods and technologies.

Incorporating these revisions will bolster our efforts to reduce adolescent pregnancy rates and enhance sexual health outcomes.

Conclusion

In conclusion, by refining our educational sessions and aligning them with Healthy People 2030 objectives, we can make significant strides in mitigating adolescent pregnancy and improving sexual health outcomes. Continuous evaluation, adaptation of content, collaboration with stakeholders, and embracing innovative approaches are crucial for sustaining our progress. Together, we can achieve healthier and more informed adolescents.

References

Chandra-Mouli, V., & Akwara, E. (2020). Improving access to and use of contraception by adolescents: What progress has been made, what lessons have been learned, and what are the implications for action? Best Practice & Research Clinical Obstetrics & Gynaecology, 66. https://doi.org/10.1016/j.bpobgyn.2020.04.003 Dornan, L., Pinyopornpanish, K., Jiraporncharoen, W., Hashmi, A., Dejkriengkraikul, N., & Angkurawaranon, C. (2019, July 8). Utilisation of electronic health records for public health in asia: a review of success factors and potential challenges. BioMed Research International. https://www.hindawi.com/journals/bmri/2019/7341841/ Fisher, R., Danza, P., McCarthy, J., & Tiezzi, L. (2019). Provision of contraception in new york city school‐based health centers: impact on teenage pregnancy and avoided costs, 2008–2017. Perspectives on Sexual and Reproductive Health, 51(4), 201–209. https://doi.org/10.1363/psrh.12126 Heels, S. (2019). the impact of abstinence-only sex education programs in the united states on adolescent sexual outcomes. Perspectives, 11(1). https://scholars.unh.edu/perspectives/vol11/iss1/3/

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

Jackson, D. N., Sehgal, N., & Baur, C. (2020). How african american and hispanic adults perceive the benefits of mhealth co-design: multi-method participatory research for a health information app (Preprint). JMIR Formative Research. https://doi.org/10.2196/26764 Leston, J., Crisp, C., Lee, C., & Rink, E. (2019). An interview project with native American people: a community-based study to identify actionable steps to reduce health disparities. Public Health, 176, 82–91. https://doi.org/10.1016/j.puhe.2018.12.002 Medicine, N. A. of S., Engineering, and, Division, H. and M., Practice, B. on P. H. and P. H., & People 2030, C. on I. the S. of L. H. I. for H. (2020). Criteria for selecting the leading health indicators for Healthy People 2030. In Google Books. National Academies Press. https://books.google.com/books?hl=en&lr=&id=Dt3FDwAAQBAJ&oi=fnd&pg=PR1&dq=Revisions+to+Better+Align+Future+Sessions+with+Healthy+People+2030+Objectives&ots=RRHXUxkgV1&sig=O_eqVfCX1gXSC1IK57_HGN0vBLA Munshi, I., Ishaq, J. K., Liebhardt, B., & Goncy, E. A. (2022). Maternal communication about sexual content and ease of access to contraceptives. Archives of Sexual Behavior. https://doi.org/10.1007/s10508-022-02476-4 Pavarini, G., Smith, L. M., Shaughnessy, N., Mankee‐Williams, A., Thirumalai, J. K., Russell, N., & Bhui, K. (2021). Ethical issues in participatory arts methods for young people with adverse childhood experiences. Health Expectations, 24(5), 1557–1569. https://doi.org/10.1111/hex.13314

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

Rouse, H. L., Hurt, T. R., Melby, J. N., Bartel, M., McCurdy, B., McKnight, E., Zhao, F., Behrer, C., & Weems, C. F. (2020). Pregnancy and parenting among youth transitioning from foster care: A mixed methods study. Child & Youth Care Forum. https://doi.org/10.1007/s10566-020-09567-0 Sanz-Remacha, M., García-González, L., Sevil Serrano, J., & Aibar Solana, A. (2022). A qualitative evaluation of a community-based intervention on health-related behaviors in disadvantaged women. Research Quarterly for Exercise and Sport, 1–11. https://doi.org/10.1080/02701367.2021.1971149 So, M., Rojo, A. I., Robinson, L. R., Hartwig, S. A., Heggs, A. R., Beasley, L. O., Silovsky, J. F., Amanda Sheffield Morris, Kelly Stiller Titchener, & Martha Isabel Zapata. (2020). Parent engagement in an original and culturally adapted evidence‐based parenting program, Legacy for ChildrenTM. Infant Mental Health Journal. https://doi.org/10.1002/imhj.21853 Usonwu, I., Ahmad, R., & Curtis-Tyler, K. (2021). Parent–adolescent communication on adolescent sexual and reproductive health in sub-Saharan Africa: A qualitative review and thematic synthesis. Reproductive Health, 18(1). https://doi.org/10.1186/s12978-021-01246-0

ADDITIONAL INSTRUCTIONS FOR THE CLASS –

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Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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