Health Promotion Plan Essay

Care professionals play a significant role in assessing communities for health concerns and plan and address the health concerns in their capacity. They are also skilled un understanding the health needs of a community and therefore advocate and educate the community on addressing the need through strategies such as health promotion and disease prevention. Health promotion enables individuals, groups, or communities to increase control over their health and improve their health and well-being. This assessment focuses on a health promotion plan for teen pregnancy health concerns. The health promotion plan will entail an analysis of the health concern in the community, the plan’s rationale within a specific health population, and the agreed-upon goals of the plan.

Teen Pregnancy Analysis, Underlying Assumptions, and Areas of Uncertainty

Teen pregnancy, also known as adolescent pregnancy, is defined as pregnancy in adolescents or young adult females below the age of 20. It mainly includes pregnancy among girls between ages 15-19, but also girls below 15 and girls aged 20. Teen pregnancy is a global health phenomenon that potentially puts the girl at high risk for serious health, economic, and social consequences. According to the World Health Organization (WHO, 2022), the global teen pregnancy rate has decreased considerably in the last two decades, despite the variations across countries. According to Worku et al. (2021), the rate is high among adolescents with less education and low socioeconomic backgrounds.

Additionally, teen pregnancy poses various health risks and dangers to adolescents. Firstly, approximately 50% of teen pregnancies end up in unsafe abortions, which may lead to death and other complications. Secondly, adolescent mothers are at a higher risk for puerperal endometriosis, eclampsia, and systemic infections than older mothers (Wong et al., 2020). Their babies are also at a higher risk for severe neonatal conditions, low birth weight, and preterm births since the adolescents’ bodies have not fully developed for a safe pregnancy. Adolescents also form the highest mortality and morbidity statistics in pregnancy (Ochen, Chi & Lawoko, 2019).

The analysis above is based on the assumption that the experiences associated with being disadvantaged before pregnancy are considered, thus being fair when putting girls from vulnerable and disadvantaged populations at the same. Teens from poor socioeconomic backgrounds are disadvantaged and more likely to get pregnant early. One of the major areas of uncertainty in teen pregnancy is that the data for teen pregnancies in girls below the age of 15 is insufficient following underreporting. Additionally, most girls who get pregnant at this age end up aborting the pregnancy; thus, not all cases are brought to light.

Importance of Teen Pregnancy Health Promotion Among High School Girls

According to the WHO report (2022), about 21 million girls are recorded to have unintended pregnancies every year, resulting in approximately 12 million adolescent births. More so, about 55% of adolescents with unintended pregnancies end up with abortions, most of which are unsafe abortions. While adolescent birth rates have declined over the years, the current global rate is still high and requires attention.

Health promotion on teen pregnancy among high school girls is essential since this is the age when most girls start being sexually active. Additionally, some girls begin exploring various things in adolescence, including sexual activities. Some also engage in sexual activities due to peer pressure, ignorance, and curiosity. However, some girls get unintended pregnancies following child abuse. Therefore, health promotion education programs are essential for this health population. The health promotion will help create awareness of teen pregnancy and its health, socioeconomic and life dangers. It will also create awareness of the various contraceptive options available that can be accessed by adolescents who are already sexually active.

Current Population Health Data/ Factors contributing to Health, Health Disparities, and Access to services

According to the Centers for Disease Control and Prevention (CDC), the US teen birth rate is currently at 16.7 per 1000 females. The rate has declined significantly over the past few years, with a 7% decrease for females aged 15-17 and 4% for females aged 18 and 19 (CDC.gov,2021). The US has the highest teen pregnancy rate compared to other Western industrialized nations. The rapid decrease in teen pregnancy rates can be attributed to the abstinence of adolescent girls from sexual activities and the accessibility of contraceptives for those who are sexually active.

There are evident racial, ethnic, and geographic disparities in teen pregnancy and birth rates. A CDC report in 2021 shows that teen pregnancies are relatively higher among Hispanic and non-Hispanic black teens than non-Hispanic white teens. The teen birth rate was highest among American Indian/Alaska Native teens (CDC.gov, 2021). Social determinants of health like low education levels and low income are major contributors to high teen pregnancy and birth rates. Also, teens in foster care settings are at high risk for teen pregnancy.

Importance of Establishing Agreed-upon Health Goals with Participants

Establishing agreed-upon health goals in collaboration with the participants is essential in the health promotion program. Setting the goals will help brainstorm, outline, and propose the various topics the participants would like to be taught. More so, it is vital to enhance participant participation since they feel that they are part of the program and that the program is not just imposed on them. It will also assist in evaluating the progress and performance of the program since the participants and the facilitator will be working on the same page. More so, establishing agreed-upon goals will help participants to cooperate and encourage other adolescents to join the program. By the end of the program, the adolescents will understand teen pregnancy, its negative effects, and the various ways of preventing it.

Conclusion

Teen pregnancy is a serious health concern that requires attention. There are various health disparities existing in teen pregnancy and birth rates. Health promotion among adolescent girls, especially in high schools, is necessary since it is where most teens start exploring sexual activities. Health promotion programs in teen pregnancy should focus on prevention and awareness creation about available contraceptives. Setting health goals with the participants is crucial in enhancing cooperation and participation.

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References

Ochen, A. M., Chi, P. C., & Lawoko, S. (2019). Predictors of teenage pregnancy among girls aged 13–19 in Uganda: a community-based case-control study. BMC Pregnancy And Childbirth, 19(1), 1-14. https://doi.org/10.1186/s12884-019-2347-y

The Centers for Disease Control and Prevention. (2021). About Teen Pregnancy. https://www.cdc.gov/teenpregnancy/about/index.htm

The World Health Organization. (2022). Adolescent Pregnancy. https://www.who.int/news-room/fact-sheets/detail/adolescent-pregnancy

Wong, S. P., Twynstra, J., Gilliland, J. A., Cook, J. L., & Seabrook, J. A. (2020). Risk factors and birth outcomes associated with teenage pregnancy: a Canadian sample. Journal of Pediatric And Adolescent Gynecology, 33(2), 153-159. https://doi.org/10.1016/j.jpag.2019.10.006

Worku, M. G., Tessema, Z. T., Teshale, A. B., Tesema, G. A., & Yeshaw, Y. (2021). Prevalence and associated factors of adolescent pregnancy (15–19 years) in East Africa: a multilevel analysis. BMC Pregnancy and Childbirth, 21(1), 1-8. https://doi.org/10.1186/s12884-021-03713-9

 

 

Assessment 1 Instructions: 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 that you identified from the topic list provided.

• Teen
• LGBTQIA +
• Sudden Infant Death (SID).
• Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking)

 

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, 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 ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component 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-economical, 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 martial 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 Peo|ofe 2030. https://health.gov/healthypeople

Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

 

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).

You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).

To prepare for the assessment, consider a various health concern or health need that you would like to be the focus of your plan from the topic list provided, 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.

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.

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, assistant living, nursing home, or other facility. You may choose any health issues or need from the list provided in the instructions.

In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.

Please choose one of the topics below:

• Teen
• LGBTQIA —

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• Sudden Infant Death (SID).
• Tobacco use (include all: vaping e-cigarettes, hookah, Chewing tobacco, and smoking) cessation. (MUST address all tobacco products).

In addition, you are encouraged to:

 

• Complete the Vila Health: Effective Interpersonal Communications
• Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to
• Review the MacLeod article, “Making SMART Goals Smarter.”

 

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

 

Health Promotion Plan

• Choose a specific health concern or health need as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.

Bullying.

• Teen
• LGBTQIA – –
• Sudden Infant Death (SID).
• |
• Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).

• Create a scenario as if this project was being completed face-to-
• 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 take this information into consideration 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 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
  • Consider underlying assumptions and points of uncertainty in your
• Explain why a health concern is important for health promotion within a specific
  • Examine current population health

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
  • Write with a specific purpose and audience in
  • Adhere to scholarly and disciplinary writing standards and APA formatting

 

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.

 

By successfully 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
  • Analyze a community health concern or need that is the focus of a health promotion
• Competency 2: Propose health promotion strategies to improve the health of

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

• 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.

 

SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.