NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

NURS FPX 4060
Capella University
Practice in Community Improvement Population Health
Prof.
February, 2024

NURS FPX 4060 Health Promotion Plan Presentation


Greetings and a warm welcome to everyone! My name is Clara Tyson. Today, I am excited to introduce a customized health promotion strategy to help Luke quit tobacco. This plan is specifically tailored to his needs and aims to support him in his journey towards tobacco cessation. The strategy includes a comprehensive approach to quitting various forms of tobacco use, including vaping, e-cigarettes, chewing tobacco, and traditional smoking. I understand that tobacco use is a leading cause of severe health issues such as various cancers, heart diseases, stroke, and lung diseases (McCuistian et al., 2022). Therefore, my strategy is focused on reducing these health risks and improving Luke’s quality of life.


Scenario and Context: Tobacco Use and Cessation in Young Adults


Today’s presentation focuses on Luke, a 20-year-old urban college student struggling with tobacco use. I’ll discuss a bespoke strategy to help him quit smoking and align with Healthy People 2030 initiative goals to reduce tobacco use among young adults. This approach includes instructional sessions with SMART goals, educating Luke on the health impacts of tobacco and ways to achieve cessation. I will also emphasize the crucial role of healthcare professionals in guiding young adults on their cessation journey and ensuring access to necessary resources and support. I aim to develop successful health promotion plans that encourage positive change, protecting and enhancing public health on a broader scale.


Evaluation and Improvement of Tobacco Cessation Educational Sessions


As I assist Luke in his tobacco cessation journey, the effectiveness of educational sessions is of utmost importance. This evaluation focuses on measuring the outcomes of these sessions and the attainment of health goals I set together with our hypothetical participants, including Luke. I will also discuss revisions for future educational sessions to enhance their effectiveness. The educational plan was meticulously designed to address Luke’s specific tobacco cessation needs and goals (Rigotti et al., 2022).


The Tobacco Cessation Plan: Specific, Identified Health Needs and Goal


Our tobacco cessation plan is tailored to Luke’s specific needs and goals.


● Specific: I will provide information that is relevant to his circumstances, focusing on the health risks of various tobacco products and the benefits of quitting. I will also address any misconceptions or concerns he has about tobacco cessation. My method of measuring success is based on Luke’s understanding and attitude change.
● Measurable: I will use interactive quizzes and discussions to assess his progress. I will ensure that he can articulate the risks of tobacco use and the benefits of cessation.
● Attainable: I will present the educational materials in an engaging and easy-to-understand manner, considering Luke’s current knowledge and perceptions about tobacco use.
● Realistic: I will utilize real-life examples and personal stories to make the information relatable and emphasize the practical importance of quitting tobacco.
● Time-bound: The plan will be implemented over eight weeks, with structured weekly sessions focusing on gradual understanding and motivation for tobacco cessation. I will also provide regular follow-ups to track Luke’s progress.
Healthcare providers, including nurses, play a crucial role in this educational process. They are responsible for conveying accurate information about tobacco’s health risks and guiding the participants through the cessation process (Hasbrouck, 2021). Their empathetic support and expert guidance are essential to successfully successfully implementing Luke’s health promotion plan.


Future Revisions for Educational Sessions


Based on the outcomes and feedback from these sessions, future revisions might include:


● Incorporating more interactive elements such as workshops or group discussions to increase participant engagement.
● Offering personalized support sessions for participants needing additional help.
● Updating educational materials to include the latest research and strategies in tobacco cessation.
● Increasing the frequency or duration of follow-up sessions to provide continued support and monitor progress more closely.
● By continuously evaluating and improving these educational sessions, I can better meet the needs of our participants, like Luke, and enhance the effectiveness of our tobacco cessation initiatives (Pronk et al., 2021).


In urban areas, factors such as healthcare accessibility, public awareness, and socioeconomic conditions can influence tobacco use. To address this, I’ve developed a plan for Luke, a young adult struggling with tobacco use. Our plan has five goals:
● Enhancing Luke’s understanding of the health risks of tobacco and the benefits of quitting.
● Tailoring educational content to Luke’s needs.
● Simplifying complex medical information.
● Present realistic and relatable information to Luke
● Create a structured, time-bound plan for Luke’s education and counselling.
As Luke’s nurse, I will comprehensively assess his health, tailor an educational plan for him, provide support and counselling to build his trust and confidence and educate him about the long-term benefits of tobacco cessation (Hasbrouck, 2021). Regular follow-ups are vital for managing and supporting Luke’s journey towards a tobacco-free life.


Slide 6


Educational Outcomes and the Attainment of Agreed-Upon Health Goals in Tobacco Cessation


Educational outcomes are crucial for patients like Luke who are trying to quit tobacco. They help patients comprehend their health conditions, get motivated, and actively participate in managing their health. Luke’s success will be determined by his ability to apply this knowledge through actions such as adhering to a cessation program or encouraging tobacco-free lifestyles among peers (Chang et al., 2021). Education often includes teaching specific skills essential for health management. In Luke’s case, this might involve learning strategies to manage cravings, understanding the process of quitting tobacco or identifying credible health information sources.


Education can change beliefs. For example, Luke might develop a positive attitude towards quitting tobacco and stronger trust in support systems. Education helps patients achieve health goals like quitting tobacco and reducing health risks. It equips them with knowledge to make informed decisions, stay informed about tobacco cessation strategies, and maintain proactive well-being. Patient feedback is essential to tailor educational strategies to their needs and level of understanding (Hatsukami & Carroll, 2020). For Luke, this could mean adjusting the content or approach based on his responses and progress. Effective educational outcomes are crucial for successful health promotion plans, especially tobacco cessation. They help improve health management skills and contribute to achieving health goals, as demonstrated in Luke’s journey towards a tobacco-free life.


Over a two-month period, Luke engaged in various activities as part of his tobacco cessation program. Here’s a brief overview:


● Weekly Educational Sessions were crucial in helping Luke understand the risks associated with tobacco use and the benefits of quitting. He gained comprehensive knowledge about tobacco cessation strategies, health impacts, and the importance of staying committed to quitting.
● Luke adopted various health practices to support his journey, including a balanced diet, regular exercise, and ensuring adequate sleep. These habits are vital for overall well-being and particularly beneficial when quitting tobacco.
● Luke’s participation in family gatherings and the support he received from his family were instrumental in his journey. Their encouragement and understanding provided him with the necessary motivation and comfort to persist with his tobacco cessation plan.
● Weekly Counseling Sessions offered Luke emotional support and guidance, addressing any concerns or apprehensions he had about quitting tobacco.
Luke’s dynamic approach improves health outcomes and participant knowledge through inclusivity (Kaplan & Hays, 2022).


For Luke’s future tobacco cessation educational sessions, certain revisions can be made to enhance their effectiveness. Drawing inspiration from the Healthy People 2030 goals, we can identify key areas for improvement:


● Future sessions should incorporate content that aligns with the latest health goals and priorities, ensuring that the information provided is current and relevant to ongoing health trends, particularly those related to tobacco cessation.
● It is crucial to provide a balanced view of tobacco cessation, including not only the benefits but also addressing potential challenges and withdrawal symptoms.
● Incorporating interactive elements such as question-and-answer sessions encourages active participation and deeper understanding.
● Tailoring the educational sessions to Luke’s specific needs and concerns will enhance the relevance and impact of the information.
● Establishing a mechanism for consistent feedback and evaluation allows for ongoing improvement of both content and delivery methods.
● Leveraging digital tools and platforms can provide Luke with easier access to information and additional resources.
Luke’s approach is transformative. By being dynamic, inclusive, and comprehensive, he ensures that health outcomes are improved and participants are well-informed (Marquez et al., 2021).


Healthy People 2030 aims to reduce the impact of harmful health behaviours, including tobacco use, by promoting healthier lifestyles, increasing access to cessation resources, and improving public awareness about the risks of tobacco.


Key Initiatives under Healthy People 2030 for Tobacco Cessation
● Increase the proportion of tobacco users who quit.
● Decrease the prevalence of tobacco use in various demographics.
● Enhance public understanding and awareness of the risks.
● Ensure equitable access to tobacco cessation resources across all populations.
Evaluating Educational Session Outcomes
The effectiveness of these sessions includes aligning with Healthy People Plan 2023 and evaluating changes in participants’ knowledge and attitudes. Our program aligns with Healthy People 2030 objectives, focusing on impactful education. I continuously evaluate our approach using health data, research, and feedback to promote tobacco cessation.


Healthy People 2030 Agenda: Influencing Educational Sessions for Tobacco Cessation


Healthy People 2030 aims to improve public health by reducing harmful behaviours like tobacco use in urban areas (Callaghan et al., 2023). This guides our approach to tobacco cessation education. I’ll examine if his participation in the sessions enhances his understanding and attitude toward quitting tobacco. Personalized educational content tailored to individual requirements is crucial. Luke’s feedback can help refine future programs, aligning with Healthy People 2030 goals.


I have come up with some key revisions to better align our educational sessions with the Healthy People 2030 agenda and make them more effective, especially in the context of Luke’s experience with tobacco cessation. Tailoring educational content to meet participants’ diverse needs and backgrounds is extremely important. Using real-life examples, such as Luke’s journey in tobacco cessation, provides practical context and helps participants understand and navigate their health challenges more effectively. Expanding health education to cover mental health, nutrition, physical activity, and preventive care aligns with Healthy People 2030’s comprehensive approach. Establishing a regular feedback system is crucial for continuous improvement. Incorporating digital tools and interactive educational methods can also make the sessions more engaging for participants. We improved our educational sessions to meet individual needs, like Luke’s, and promote community health literacy and preventive behaviours.

Conclusion


Our educational sessions for Luke’s tobacco cessation program have shown promising outcomes, but there is always room for improvement. To enhance our approach, we aim to align our efforts with Healthy People 2030 objectives, customize content, broaden topics, implement feedback mechanisms, and incorporate technology. Refining our approach based on participant feedback can promote health literacy and proactive health behaviours. Our goal is to support individuals like Luke and contribute to public health.

References


Callaghan, T., Kassabian, M., Johnson, N., Shrestha, A., Helduser, J., Horel, S., Bolin, J. N., & Ferdinand, A. O. (2023). Rural healthy people 2030: New decade, new challenges. Preventive Medicine Reports, 33, 102176. https://doi.org/10.1016/j.pmedr.2023.102176
Chang, J. T., Anic, G. M., Rostron, B. L., Tanwar, M., & Chang, C. M. (2021). Cigarette smoking reduction and health risks: A systematic review and meta-analysis. nicotine & tobacco research: Society for Research on Nicotine and Tobacco, 23(4), 635–642. https://doi.org/10.1093/ntr/ntaa156
Hasbrouck L. (2021). Healthy people 2030: An improved framework. health education & behavior: The Official Publication of the Society for Public Health Education, 48(2), 113–114. https://doi.org/10.1177/1090198121997812
Hatsukami, D. K., & Carroll, D. M. (2020). Tobacco harm reduction: Past history, current controversies and a proposed approach for the future. Preventive Medicine, 140, 106099. https://doi.org/10.1016/j.ypmed.2020.106099
Kaplan, R. M., & Hays, R. D. (2022). Health-related quality of life measurement in public health. Annual Review of Public Health, 43, 355–373. https://doi.org/10.1146/annurev-publhealth-052120-012811
Marquez, D. X., Aguiñaga, S., Vásquez, P. M., Conroy, D. E., Erickson, K. I., Hillman, C., Stillman, C. M., Ballard, R. M., Sheppard, B. B., Petruzzello, S. J., King, A. C., & Powell, K. E. (2020). A systematic review of physical activity and quality of life and well-being. Translational Behavioral Medicine, 10(5), 1098–1109. https://doi.org/10.1093/tbm/ibz198
McCuistian, C., Kapiteni, K., Le, T., Safier, J., Delucchi, K., & Guydish, J. (2022). Reducing tobacco use in substance use treatment: An intervention to promote tobacco-free grounds. Journal of Substance Abuse Treatment, 135, 108640. https://doi.org/10.1016/j.jsat.2021.108640
Pronk, N. P., Kleinman, D. V., & Richmond, T. S. (2021). Healthy People 2030: Moving toward equitable health and well-being in the United States. EClinicalMedicine, 33, 100777. https://doi.org/10.1016/j.eclinm.2021.100777
Rigotti, N. A., Kruse, G. R., Livingstone-Banks, J., & Hartmann-Boyce, J. (2022). Treatment of tobacco smoking: A review. JAMA, 327(6), 566–577. https://doi.org/10.1001/jama.2022.0395

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