NSG/486 V3 Wellness Teaching Project 730549

NSG/486 V3 Wellness Teaching Project

Research and identify 3 groups from the community interested in learning about one wellness topic. For each group, answer the following questions: main health concern and preferred learning style. Complete group details including size, population, developmental stage, available regional and national data, and areas for improvement. Assess the aggregate using available data, reviewing relevant chapters in Nies & McEwen, and identify three health promotion topics with goals, objectives, and targets from reputable sources (Healthy People, Let’s Get Healthy California).

Perform needs assessment using appropriate tools or approaches from Nies & McEwen or online public health websites, describing how the assessment will be conducted. Create a population nursing diagnosis based on collected data, noting increased risks related to the community’s health concerns. Evaluate the community’s readiness to change using the Situational Sense of Coherence (SSOC) scoring system.

Select and evaluate educational materials, including brochures, by applying the Patient Education Materials Assessment Tool (PEMAT). Decide whether to use or adapt these materials based on understandability and actionability scores. Explore other educational materials as needed.

Develop a comprehensive lesson plan, including steps common to all education sessions, pretests to gauge prior knowledge, supply and material preparations, and a detailed teaching outline covering introduction, assessment, engagement, and reinforcement. Create SMART behavioral learning objectives for impact and outcome, guided by a wellness theory or model from Nies & McEwen.

Design a 10-15 minute lesson structured with engaging topics, questions, and a call to action, including a post-lesson review. Also, develop a follow-up virtual meeting plan, including agenda topics, time allocations, and teaching methods. Generate a brief follow-up session outline to reinforce learning and encourage ongoing behavior change, including greetings, review, reinforcement, and final Q&A.

Paper For Above instruction

The comprehensive approach to community health promotion involves meticulous planning, community engagement, and evidence-based educational strategies. This teaching project emphasizes the importance of understanding specific community groups, assessing their health concerns, and designing tailored interventions grounded in current data and health promotion theories.

The first phase involves selecting three community groups based on demographic, developmental, and regional health data. For example, a group of adolescents, middle-aged adults, and seniors could be chosen to address prevalent health concerns such as sleep health, cardiovascular risk, and chronic disease management. These selections are informed by regional health statistics and national data, which highlight areas where improvements are needed, such as high rates of hypertension, obesity, or sleep disturbances (CDC, 2023).

Following data collection, the second phase entails reviewing relevant chapters in Nies & McEwen to identify key health concerns. For example, chapters on adolescent health, adult chronic disease, and senior health provide frameworks for understanding common issues. Based on this information, three health promotion topics are selected, each with precise goals, objectives, and targets aligned with sources like Healthy People 2030 and California’s health initiatives. For instance, a goal to increase sleep duration among teens from HP2030 could be set, with specific objectives to measure improvements in sleep hygiene behaviors.

The needs assessment phase uses tools such as surveys, interviews, or online questionnaires to evaluate community readiness and identify specific needs. This process allows community members’ perceptions, resources, and behaviors to be incorporated into the planning phase. A community nursing diagnosis then formalizes the health risk, for example: "Increased risk of cardiovascular disease among middle-aged adults related to sedentary lifestyles and poor diet as demonstrated in hypertension and obesity prevalence data."

Assessing community readiness involves scoring the group’s Situational Sense of Coherence (SSOC), which gauges their knowledge, motivation, and resources for health behavior change. A high score indicates strong motivation and resources, facilitating tailored interventions, while a low score suggests the need for motivational interviewing and resource-building strategies.

Educational material selection includes reviewing brochures and resources via PEMAT to ensure clarity and actionability. Materials that score highly are preferred, but adaptations such as translating content or converting into visual media may be considered to enhance engagement and comprehension.

The development of a well-structured lesson plan is essential. It includes introductory activities, pretests to assess baseline knowledge, engaging teaching methods—such as Q&A, demonstrations, or group discussions—and reinforcing activities. The lesson emphasizes practical calls to action, encouraging community members to implement new health behaviors over the coming weeks.

The planning extends to follow-up strategies, with virtual meetings designed to review progress, address barriers, and motivate sustained behavior change. Sessions include greetings, review of key points, reinforcement, and opportunities for community members to share successes and challenges.

To maximize the effectiveness of education, SMART objectives are crafted, specifying measurable, achievable, relevant, and time-bound behaviors. For example, “By 12/31/2024, middle-aged adults will reduce sedentary behavior by engaging in at least 150 minutes of moderate physical activity weekly,” aligning with behavioral theories such as the Health Belief Model or Social Cognitive Theory, which inform how individuals perceive health risks and develop self-efficacy.

In summary, this community-based wellness teaching project integrates data analysis, theoretical frameworks, educational material appraisal, and interactive planning to foster sustainable health behaviors. This comprehensive process ensures culturally appropriate, evidence-based interventions that can positively impact community health outcomes over time.

References

  • Centers for Disease Control and Prevention (CDC). (2023). Health Data & Statistics. https://www.cdc.gov
  • Nies, M. A., & McEwen, M. (2019). Community/Public Health Nursing: Promoting the Health of Populations (8th ed.). Elsevier.
  • Healthy People 2030. (2020). U.S. Department of Health & Human Services. https://healthypeople.gov
  • Let’s Get Healthy California. (2021). California Department of Public Health. https://lapublichealth.org
  • West, K. (2012). Using the Artinian Intersystem Model (AIM) of professional nursing to guide community assessment and wellness promotion. Conference of the American Public Health Association.
  • Agency for Healthcare Research and Quality. (2022). Patient Education Materials Assessment Tool (PEMAT). https://www.ahrq.gov
  • U.S. Department of Health & Human Services. (2020). Healthy People 2030 Objectives. https://healthypeople.gov
  • Health Literacy, Nies & McEwen, (2019). Nursing in Community/Public Health (8th ed.), Chapters 8 & 16-19.
  • California Department of Public Health. (2022). Regional and State Health Data. https://www.cdph.ca.gov
  • CDC. (2021). Sleep Health Initiative. https://www.cdc.gov/sleep

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