Health Promotion Plan: Teenage Pregnancy Essay

Health Promotion Plan: Teenage Pregnancy Essay

The teenage population is a significant yet vulnerable segment of the world population. As the world’s fastest-growing demographic, adolescents face huge challenges in health, education, and other areas. In terms of health, a recurring worry is adolescent females who are at risk of teenage pregnancy, which has significant health, social, and psychological consequences. Adolescent pregnancy refers to pregnancy in a teenage girl under the age of 20 years, much as adolescence refers to ages 10 to 19 (WHO, 2022). Due to the economic and health consequences, great attention has been placed on health preventive and promotion initiatives to combat the teenage problem. As such, this paper aims to examine a community health problem (teenage pregnancy), explain why it will benefit from a health promotion plan, and emphasize the agreed-upon health goals targeted at alleviating the hardship of the afflicted population.

Analysis of the Community Health Concern

            The adolescent population is the demographic of interest on which the following discussion is centered. According to the United Nations Population Fund (2022), the teenage population is the fastest rising, with adolescent females aged 10-24 accounting for around 25% of the world’s population. This demographic has several hurdles, one of which is that, despite their early age, they are often deemed eligible for marriage and ready for parenthood, which destroys their school and employment goals and jeopardizes their health.

Teenage pregnancy brings considerable health risks, in addition to economical and psychological risks, to the lives of those affected. According to the WHO (2022), pregnancy and childbirth complications are among the major causes of mortality among teenage females aged 15 to 19 years worldwide. Every year, an estimated 21 million females aged 15 to 19 in developing nations get pregnant, with around 12 million giving birth (WHO, 2022). While the predicted teenage birthing rate has decreased over time, the actual number of adolescent births remains high. To support this claim, the teenage birth rate in 2000 was 64.5 births per 1000 women, whereas it was 42.5 births per 1000 women in 202; however, the rates of change are varied among geographical areas (WHO, 2022).

Sub-Saharan Africa (SSA) and Latin America and the Caribbean (LAC) had the highest rates of teenage birth rates in the world, with 101 and 53.2 births per 1000 women, respectively, in 2021 (WHO, 2022). The startling statistics, as well as the significant impact of adolescent pregnancy on health, such as the risk of preeclampsia and child mortality, socioeconomic consequences, such as a negative effect on future earning potential and the risk of lifelong poverty, impact on education (cutting short the educational journey), and the stigma associated with it, necessitate a health promotion plan to combat the global health crisis.

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Why the Population is Predisposed to the Health Concern and why the Health Concern is Important for Health Promotion

            Several factors contribute to adolescent pregnancies and births. First, some cultures place pressure on young girls to marry and have children. UNICEF (2021) presented stunning statistics on child marriage, estimating that there were 650 million child brides worldwide in 2021. Due to their incapacity to make autonomous choices about when to have their subsequent pregnancy and which contraception to take, adolescent girls in marriage are at an increased risk of pregnancy. In addition, young girls with poor socioeconomic positions are in danger of pregnancy because older, financially secure males use them as prey to fulfill their sexual profligacy. Child sexual abuse also increases the risk of unwanted adolescent pregnancies. According to a WHO (2020) estimate, around 120 million females under the age of 20 have had some type of forced sexual intercourse. Furthermore, low educational attainment and financial hurdles may be a barrier to acquiring and utilizing contraception, increasing the likelihood of unwanted pregnancies and births among adolescent girls.

To lessen the burden of adolescent pregnancy on affected girls and the community as a whole, it is critical to engage in health promotion strategies. Adolescents experience significant gaps in access to services such as health and education. Because they are still under the legal age of informed decision-making, they are unable to make autonomous viable judgments, putting their health at risk. Furthermore, since child marriage may destroy young girls’ educational and financial goals, they become dependent on the assistance of their older or adolescent spouses, who may not fully support their access to different resources (Salam & Aktar, 2020). These gaps are exacerbated by racial prejudice and gender stereotypes that portray women as inferior. Because the reasons for adolescent pregnancy are recognized, it is simple to establish health promotion strategies centered on each of the risk factors to reduce teenage pregnancy. Furthermore, given the disparity and inequities in access to critical services among adolescent pregnant females, health promotion strategies are the greatest tools to alleviate their suffering.

Established Agreed-Upon Health Goals in Collaboration with Hypothetical Patients

            Collaboration with multiple healthcare practitioners across different contexts is critical to reducing adolescent pregnancies. Preventing teenage pregnancy and childbearing, as well as child marriage, is one of the SDGs with specialized indicators that serve as the foundation for the agreed-upon health objectives. The health objectives are as follows: lower adolescent birth rates (aged 10-14 years), lower adolescent birth rates (aged 15-19 years), and lower the proportion of women aged 20-24 years who marry before the age of 18. It is critical to enhancing access to sexual and reproductive healthcare services, including family planning, education, and information, and the integration of reproductive health into national plans and programs, to attain the aforementioned objectives.

To achieve the objectives, a bold collaboration between healthcare practitioners and affected adolescent persons is required. In this scenario, the adolescent girls would explain the barriers they have in obtaining health care and other services from other sectors, as well as what they see as perfect service delivery and the steps they are prepared to take to attain the objectives. Healthcare practitioners, on the other hand, will examine the needs of teenage girls and plan on how to satisfy those needs using the available resources.


            Adolescent pregnancy and childbirth complications are among the leading causes of death among teenage females worldwide. Teenage pregnancy is caused by a variety of factors, the most prominent of which include child marriage, child sexual abuse, poor socioeconomic and low educational level. Since these factors are recognized, it is simple to develop health promotion initiatives focusing on each risk factor for teenage pregnancy. In the process of designing health promotion programs to minimize teenage pregnancies, healthcare workers must collaborate with adolescent girls to identify health goals and methods for achieving them.



Salam, S., & Aktar, B. (2020). Child marriage in rural Bangladesh and its consequences on reproductive and maternal health: An empirical study. European Journal of Medical and Health Sciences, 74–85.

UNICEF. (2021, October 13). Towards ending child marriage. UNICEF DATA.

World Health Organization. (2020, June 18). Global status report on preventing violence against children 2020.; World Health Organization.

World Health Organization. (2022). Adolescent pregnancy.


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




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.


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.


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 Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).



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.
Teen Pregnancy.
LGBTQIA + Health.
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-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 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 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.

Competencies Measured
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 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.

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