NSG/486 V3 Wellness Teaching Project

NSG/486 v3 Wellness Teaching Project NSG/486 v3 Teaching Project: Phase A1 Proposed Population Group for Interaction

For this alternative online assignment, you will practice the phases of population group assessment and primary prevention education. You need to research and identify three groups of people from the community who might be interested in learning about one topic on wellness. For each group, answer the following questions: what is your main concern for your health? How do you best like to learn? Complete the table with the participant group, their main concern, and preferred learning style. Then, complete additional sections involving group identification, data appraisal, needs assessment, creating health promotion topics, selecting appropriate interventions at levels of prevention, evaluating brochures, developing lesson plans, and planning follow-up sessions, as outlined in the detailed assignment instructions.

Paper For Above instruction

This wellness teaching project requires a comprehensive approach to community health education, starting from identifying target groups to evaluating teaching materials and planning educational interventions. The initial step involves selecting three community groups potentially interested in wellness education and understanding their primary health concerns and preferred learning styles. This foundational information guides tailored health promotion strategies that resonate with each group's unique needs and communication preferences.

Subsequently, you will delve into detailed group identification, including estimating participation size, defining the population in public health terms, identifying the developmental stage based on Erikson's theory, and analyzing available regional and national health data. This data evaluation helps pinpoint health disparities and areas needing improvement, aligning with the group's self-identified concerns.

The next phase involves a thorough data appraisal to determine common health issues for the selected population, referencing authoritative health resources like Let’s Get Healthy California and Healthy People 2030. Based on this appraisal, three health promotion topics are chosen, each aligned with relevant goals, specific objectives, and measurable targets from reputable sources such as Healthy People 2030 or regional studies. These topics provide a focused framework for intervention planning.

Further, you will perform a needs assessment using tools like surveys or community assessments, and analyze the group’s readiness to change health behaviors using the Situational Sense of Coherence (SSOC) scoring. A well-defined nursing diagnosis frames the intervention, specifying risks related to identified health concerns.

The development of a culturally appropriate health brochure follows, requiring evaluation of educational materials through the Patient Education Materials Assessment Tool (PEMAT) to ensure understandability and actionability. Selection of suitable brochures involves consideration of format and content appropriateness for the community.

In the instructional phase, you construct a lesson plan with clear learning objectives, incorporating adult learning principles and theories of wellness. This plan includes pretests, teaching methods, materials, and strategies to enhance engagement and understanding during the session. Post-teaching, a follow-up session is scheduled with an agenda designed to reinforce learning, evaluate progress, and plan ongoing support.

Throughout this process, collaboration with experts, selection of evidence-based materials, and evaluation of teaching effectiveness are emphasized. Final documentation includes APA-formatted references, integrating peer-reviewed research and reputable health information sources.

References

• Healthy People 2030. (2019). Increase the proportion of high school students who get enough sleep — SH-04. U.S. Department of Health and Human Services.
• Let’s Get Healthy California. (2023). Community health data and concerns. California Department of Public Health.
• Community/Public Health Nursing: Promoting the Health of Populations. (Latest edition).
• Agency for Healthcare Research and Quality. (n.d.). Patient Education Materials Assessment Tool (PEMAT) and User’s Guide.
• Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Routledge.
• Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.
• Centers for Disease Control and Prevention (CDC). (2023). Health education resources and brochures.
• World Health Organization. (2023). Global health issues and data analysis reports.
• American Public Health Association. (2022). Principles of community health assessment and planning.
• Health literacy and community health education. (2020). Journal articles on health literacy strategies and outcomes.