Therapeutic communication is important to ensure patients are part of treatment planning. Provide discussion (250-350 words) of the following:

1. How would you evaluate a patient’s ability to understand your instruction and their current knowledge base about their problem? What characteristics of the patient would be helpful?
2. How would you be certain that the patient understands your medication instruction?
3. What methods of therapeutic communication would be useful in advanced practice?

instructions: length of 1 page to 1/2 is long enough. APA style. Has to have 3 references.

Introduction

In your health care career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with a real-world problem.

Instructions

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.

1. Describe the health care problem or issue you selected for use in Assessment 2 (from the 

Assessment Topic Areas
 media piece) and provide details about it.

· Explore your chosen topic. For this, you should use the first four steps of the 

Socratic Problem-Solving Approach
 to aid your critical thinking. This approach was introduced in Assessment 2.

· Identify possible causes for the problem or issue.

2. Use scholarly information to describe and explain the health care problem or issue and identify possible causes for it.

· Identify at least three scholarly or academic peer-reviewed journal articles about the topic.

· You may find the 

How Do I Find Peer-Reviewed Articles?
 library guide helpful in locating appropriate references.

· You may use articles you found while working on Assessment 2 or you may search the Capella library for other articles.

· You may find the applicable Undergraduate Library Research Guide helpful in your search.

· Review the 

Think Critically About Source Quality
 to help you complete the following:

· Assess the credibility of the information sources.

· Assess the relevance of the information sources.

3. Analyze the health care problem or issue.

· Describe the setting or context for the problem or issue.

· Describe why the problem or issue is important to you.

· Identify groups of people affected by the problem or issue.

· Provide examples that support your analysis of the problem or issue.

4. Discuss potential solutions for the health care problem or issue.

· Describe what would be required to implement a solution.

· Describe potential consequences of ignoring the problem or issue.

· Provide the pros and cons for one of the solutions you are proposing.

5. Explain the ethical principles (Beneficence, Nonmaleficence, Autonomy, and Justice) if potential solution was implemented.

· Describe what would be necessary to implement the proposed solution.

· Explain the ethical principles that need to be considered (Beneficence, Nonmaleficence, Autonomy, and Justice) if the potential solution was implemented.

· Provide examples from the literature to support the points you are making.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

·

Assessment 4 Example [PDF]


 Download Assessment 4 Example [PDF]
.

Additional Requirements

Your assessment should also meet the following requirements:

·
Length: 4–6 typed, double-spaced pages, not including the title page and reference page.

·
Font and font size: Times New Roman, 12 point.

·
APA tutorial: Use the 

APA Style Paper Tutorial [DOCX]
 for guidance.

·
Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

·
Using outside sources: Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

·
References: Integrate information from outside sources to include at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper.

·
APA format: Follow current APA guidelines for in-text citations of outside sources in the body of your paper and also on the reference page.

Organize your paper using the following structure and headings:

·
Title page. A separate page.

·
Introduction. A brief one-paragraph statement about the purpose of the paper.

·
Elements of the problem/issue. Identify the elements of the problem or issue or question.

·
Analysis. Analyze, define, and frame the problem or issue.

·
Considering options. Consider solutions, responses, or answers.

·
Solution. Choose a solution, response, or answer.

·
Ethical implications. Ethical implications of implementing the solution.

·
Implementation. Implementation of the potential solution.

·
Conclusion. One paragraph.

 At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work. 

Assessment 1

Health Promotion Plan

INSTRUCTIONS- 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.

· Bullying.

· Teen Pregnancy.

· LGBTQIA + Health.

· Sudden Infant Death (SID).

· Immunization.

· Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.

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 are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.

Preparation- 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:

· Bullying.

· Teen Pregnancy.

· LGBTQIA + Health.

· Sudden Infant Death (SID).

· Immunizations.

· 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
 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: As you revise your writing, check out the resources listed on the Writing Center's 

Writing Support
 page.

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

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 Pregnancy.

· LGBTQIA + Health.

· Sudden Infant Death (SID).

· Immunizations.

· 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.

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, 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 People 2030. https://health.gov/healthypeople

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.

Scoring Guide

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

Health Promotion Plan Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Analyze a community health concern or need that is the focus of a health promotion plan.

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.

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.

 PLEASE RESPOND TO THE FOLLOWING IN 50 WORDS OR MORE:

BARRIER #9: VARYING EDUCATION LEVELS AMONG NURSES

Nurses play an important role in transforming health care; therefore, effective nurse leadership is required. Rising medical costs, increased competition among medical institutions and high demand for quality medical services are particularly calling for the efficient management of medical institutions, subsequently increasing the demand for nurses with management and leadership skills. Within nursing contexts, leadership creates an environment that both influences nurses to improve the quality of nursing care and motivates and empowers them through a clear vision. Effective leadership from management inspires positive behaviors in staff, such as organizational citizenship behaviors, further job satisfaction and organizational commitment. So, education is necessary to continuously improve nursing leadership abilities. Moreover, nurses can effectively incorporate their leadership education into their nursing practices and enhance nursing organizations’ performance, while advancing the profession by providing leadership opportunities. The role of the nurse is changing with the transformation of healthcare, but unfortunately, the level of education typically remains the same, as evidenced by the small percentage of nurses who pursue higher levels of education. Baccalaureate education with its broader, more scientific base provides the sound foundation for the variety of nursing positions and for entry to advanced nursing education and practice. The barriers include a lack of specific education that is focused on clinical leadership and health team management, feeling devalued by the system, and a lack of a structural pathway of learning and development for the registered nurses. Although, all nurses cannot financially support themselves to achieve baccalaureate education requirements.

Nursing leaders’ perception of nursing leadership was extended to nurses, organizations and nursing professions. Competency, capability, innate personality and traits are required nursing abilities that are acquired through education. Nursing leaders view nursing leadership as a broad, multidimensional concept and are keenly aware of the importance of education in its improvement over the long term. 

Reference:

Kim, H. O., Lee, I., & Lee, B. S. (2022). Nursing leaders’ perceptions of the state of nursing leadership and the need for nursing leadership education reform: A qualitative content analysis from South Korea. Journal of nursing management, 30(7), 2216–2226. https://doi.org/10.1111/jonm.13596