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Discuss common pathophysiological mechanisms in relation to health assessment, health promotion, and disease prevention

One of the final projects for this course is the creation of a health promotion teaching proposal paper.

For this project, you will identify a health risk within a patient population (ideally within your workplace). You will focus on this identified health risk and develop a teaching tool that would promote healthy (or safe) behaviors to decrease the health risk or that would promote a higher quality of life for this target population. Use your clinical expertise and apply your creativity. Types of projects could include the creation of a health-related website, data collection and analysis, a bulletin, flyer, a PowerPoint presentation, a poster session, an educational brochure, or another project that would be useful in your workplace or target setting. You might consider consulting with your nurse manager for verification. Your instructor must approve the potential project. One reason for this step is to ensure that your proposal will meet course requirements without becoming an overwhelming project. As you consider a teaching topic, remember to have a framework of health promotion and not of medical treatment teaching. Even though discharge teaching of the medical treatment is a part of our nursing scope of practice, the objective of this assignment focuses on health promotion. This project will be saved to your portfolio. A written proposal paper is the final graded component of the project.

It is strongly recommended that you follow these guidelines in order to stay on track for this project:

• In Module Four, identify your target population, setting, project outcomes, and needs assessment (Sections I and II).
• In Module Six, complete an implementation plan outline (Section III) to assist in writing your final proposal.

The project is divided into two milestones, which will be completed at various points throughout the course to scaffold learning and ensure a quality final submission. These milestones will be submitted in Modules Three and Five. Your final paper will be submitted in Module Seven.

In this assignment, you will demonstrate your mastery of the following course outcomes:

• Discuss common pathophysiological mechanisms in relation to health assessment, health promotion, and disease prevention
• Apply principles of learning and teaching to health promotion/education activities utilizing best practice in health literacy
• Discuss the nurse’s patient advocacy role within the interprofessional healthcare team
Prompt
This project involves the identification of a health risk within a patient population—ideally, within your workplace. You will focus on this identified health risk and develop a teaching tool that would promote healthy (or safe) behaviors to decrease the health risk or that would promote a higher quality of life for this target population. The body of the proposal paper should include the following:

1. An introduction. Identify the purpose or intent of the paper. Introduce the project (e.g., that it is a proposal for the development of a teaching tool) with a description of the target population, setting, and projected outcome (thesis statement). Remember that there is no heading title “Introduction.” This page should begin with the section divider that repeats the title of the paper on the first line of the page. The first paragraph is understood to be the introduction, according to APA style.
2. A needs assessment (rationale) backed by evidence in the literature.
3. A description of how the tool was developed, what it looks like, references used, and so on.
4. Applicability to your workplace or setting where the tool will be used.
5. A health literacy analysis. The teaching tool itself should be analyzed, not the paper about the proposal. Give results and the interpretation or analysis of those results.
6. A plan for implementation (approval process, financial considerations, distribution, and so on).
7. Conclusions and recommendations about the project.

Specifically, the following critical elements must be addressed:

I. Health Promotion Teaching Tool and Proposal
1. Introduce your health promotion teaching tool and proposal, including the brief description of the target population, setting, and projected outcome.

II. Needs Assessment
1. Describe the need for the specified health promotion teaching tool using a needs assessment supported by evidence from the literature.

III. Health Promotion Teaching Tool
1. Describe how the tool was developed, what it looks like, references used, and so on.
2. Explain the applicability of the teaching tool to your workplace or setting where the tool will be used.

IIII. Analysis of the Teaching Tool
1. Conduct a health literacy analysis of your health promotion teaching tool concerning the readability using Flesch-Kincaid readability testing.
2. Identify and interpret the results of the Flesch-Kincaid readability testing for your health promotion teaching tool.

V. Implementation of the Teaching Tool
1. Describe how you plan to implement the health promotion teaching tool, including the approval process, financial considerations, distribution, and so on.

VI. Conclusion
1. Provide recommendations for your project, using evidence to support these recommendations.
2. Offer a clear conclusion of your project and identify goals and objectives.

Milestones
Milestone One: Project Topic
In Module Three, you will submit health promotion teaching ideas for review by your instructor and peers. Post your planned topic for your health promotion project based on the Healthy People 2020 initiatives. Your instructor will provide feedback about your planned topic so that you can start focusing on your project proposal. This discussion will allow you to see the projects your peers are considering. This milestone will be graded with the Discussion Rubric.
Milestone Two: Health Promotion Teaching Tool
In Module Five, you will finalize your plans for the health promotion teaching tool (e.g., a brochure, poster, flyer, webpage, or PowerPoint presentation) that you will develop for your health promotion project. Prepare a final copy of the content for your teaching tool and run it through a readability (literacy) test. Adjust the teaching tool as needed. This milestone will be graded with the Teaching Tool Rubric.

Final Submission: Health Promotion Teaching Proposal Paper
In Module Seven, you will submit your final health promotion teaching proposal paper. It should be a complete, polished artifact containing all of the critical elements of the final project. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Health Promotion Project Rubric.
Health Promotion Project Rubric

Guidelines for Submission: Your submission must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and APA formatting. The paper should be four to six pages in length (in addition to title page and references).
Critical Elements
Exemplary (100%)
Proficient (85%)
Needs Improvement (55%)
Not Evident (0%)
Value
Health Promotion Teaching Tool and Proposal
Meets “Proficient” and uses multiple outside sources in identifying and describing the tool, target population, setting, and projected outcome
Identifies the tool and describestarget population, setting, and projected outcome
Identifies the tool and describes only one or two of the following: target population, setting, and projected outcomes
Identifies the tool but does not describe target population, setting, or projected outcome
10
Needs Assessment
Meets “Proficient” and comprehensively describes the need for a specific health promotion tool with evidence from multiple sources to support the choice
Describes the need for a specific health promotion tool with evidence from references to support the choice
Describes the need for a specific health promotion tool but does not provide evidence from references to support the choice
Does not describe the need for a specific health promotion tool
10
Health PromotionTeaching Tool: Description
Meets “Proficient” and describes the cost, relating it to the target audience and health literacy
Describes the following elements: type of tool, how it was developed, resources needed to construct and carry out the teaching situation
Describes the tool but lacks two of the elements
Describes the tool but lacks all other elements
10
Health Promotion Teaching Tool: Applicability
Meets “Proficient” and the topic can be clearly implemented in a variety of settings
The tool is appropriate for a workplace or the target setting and will help decrease a risk behavior or promote a higher quality of life
The tool is minimally appropriate for a workplace or the target setting, and/or its usefulness in helping decrease a risk behavior or promote a higher quality of life is unclear
The tool is not appropriate for a workplace or target setting
10
Analysis of the Teaching Tool: Health Literacy Analysis
Meets “Proficient” and comprehensive description of the process of analysis using Flesch-Kincaid readability and theliteracy level of the project
Adequately describes of the process of analysis using Flesch-Kincaid readability and the literacy level of the project
Description of analysis of the process of analysis using Flesch-Kincaid readability and the literacy level of the project is lacking in detail
Health literacy analysis is not completed
10
Analysis of the Teaching Tool: Flesch-Kincaid Readability Testing
Meets “Proficient” and interpretation is comprehensive and supported by specific details
Identifies and interprets the results,evaluating the relationships between the literacy level and target population using the Flesch-Kincaid readability testing
Interpretation of the results of the Flesch-Kincaid readability testing is insufficient
Does not identify or interpret the results of the Flesch-Kincaid readability testing
10
Implementation of the Teaching Tool
Meets “Proficient” and comprehensively describes the plan to implement the teaching tool in the described setting,including considerations of who, what, where, when, and how factors and implications for the organization
Adequately describes the plan to implement the teaching tool in the described setting, including considerations of who, what, where, when, and how factors and implications for the organization
Describes a plan with needed steps to implement the teaching plan in the described setting, but not all steps are fully explained; includes considerations of who, what, where, when, and how factors and implications for the organization
Does not describe a plan or consider who, what, where, when, and howfactors and implications for the organization
10
Conclusion: Recommendations
Meets “Proficient” and information is taken from source(s) with critical interpretation/evaluation to develop comprehensive analysis and synthesis using viewpoints of experts
Provides recommendations for the project with evidence for support
Provides recommendations, but they are not substantiated
Does not provide recommendations
10
Conclusion: Goals and Objectives
Meets “Proficient” and provides detailed rationale behind the established goals and objectives
Provides a clear conclusion of the project and identifies goals and objectives
Identifies goals and objectives but does not provide a conclusion for the project
Goals and objectives are not evident
10
Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy to read format
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas


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