• Print
• Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
  As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
  Professional Context
  Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.
  Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).
  This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
  Demonstration of Proficiency
  By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.
  • References
    U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/
    Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.
    Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.
    Preparation
    This assessment builds upon Assessment 1 where you contacted and secured local individuals or group in your community who were open to a presentation about a health concern and health promotion strategies. Once again, you will assume the role of a community nurse tasked with addressing the specific health concern within your chosen community. This time, you will implement the health promotion plan that you developed in Assessment 1 as a PowerPoint presentation. This presentation must be live and face-toface. You know that you must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, obtain input on the value of the plan to the individual or group, and revise the plan, as applicable, to improve future educational sessions. To engage your audience, you decide to develop a slide presentation to communicate your plan. A copy of the slide presentation could also be given to the individual or group for future reference.
    Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4). These assessments meet the three-hour clinical learning experience required in this course
    Please review the assessment scoring guide for more information.
    To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.
    Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
    Instructions
    Complete the following:
  1. Prepare a PowerPoint presentation of the health promotion plan you developed in Assessment 1, with detailed speaker’s notes that include your evaluation of session outcomes. Speaker notes should reflect what you will actually say when you conduct the face-to-face session.
  2. Implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your chosen participants. Collaborate with the participants in setting session goals, evaluating outcomes, and suggesting possible revisions to improve future sessions.
  3. As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
     Completion of this assessment, and the course, requires that you spend a minimum of three hours face-to-face working with your identified patient who may be a community member or group. Remember that it is a requirement to log your direct clinical hours in the CORE ELMS system.
     Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.
     Presentation Format and Length
     You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
     The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:
  • Title slide:
    • Health promotion plan title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).
    • Be sure to apply correct APA formatting to your references.
  • The following resources will help you create and deliver an effective presentation:
  • Record a Slide Show With Narration and Slide Timings.
    • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
  • Microsoft Office Software.
    • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
  • PowerPoint Presentations Library Guide.
    • This library guide provides links to PowerPoint and other presentation software resources.
  • SoNHS Professional Presentation Guidelines [PPTX].
    • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
  • Supporting Evidence
    Support your plan with at least three professional or scholarly references, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.
    Graded Requirements
    The requirements outlined below correspond to the grading criteria in the assessment 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.
  • Present your health promotion plan to your chosen audience.
    • Tailor the presentation to the needs of your audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?
  • Additional Requirements
    Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
    Reminder: It is required that you log the face-to-face time in the CORE ELMS system. The time you spent securing individual or group participation in Assessment 1 and the time you spend presenting your final health promotion plan to the selected individual or group in Assessment 4 counts as direct clinical contact and must total at least three hours. The CORE ELMS link is located in the left-hand navigation pane.
    Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Watch the following videos, then complete the required assignment. Review the document in Course Resources for instructions on accessing the videos.

Lab 1

OSCE Clinical Skills

Sore throat15:08

Upon completion of watching the video write up the scenario into a SOAP format. Is there anything you would do differently on your plan?

Lab 2

OSCE Clinical Skills

Cough 16:29

Upon completion of watching the video write up the scenario into a SOAP format. Is there anything you would do differently on your plan?

After reading the Brittany Maynard case, create an original post that compares your professional and personal positions on the case. What are the code of ethics, professional regulations, and policies that support your professional position? Explain how to work through ideas when your professional and personal positions come into conflict.

In your responses to at least two peers, suggest codes of ethics, professional regulations, or policies that contradict the position proposed in their post.

Brittany Manyard Case Link

https://time.com/3678199/brittany-maynard-death-with-dignity-legislation-california/

This video contains a news story about 29-year-old Brittany Maynard and physician-assisted suicide.

Acute care.

Prepare an 8- to 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes that discusses the health care service provider selected.

Include the following in your presentation:

• Identify the selected health care service provider selected.
• Identify two additional services and products he or she provides.
• Identify the roles of various stakeholders and emerging roles within the health care service provider selected.
• Explain how the services and products are financed or paid for.
• Identify current and future trends that may have an impact on this provider of health care services.

Cite at least 3 peer-reviewed or scholarly references and your textbook to support your presentation.

Format your presentation according to APA guidelines. Your presentation must include an introduction slide, conclusion slide, and a reference slide.

Assignment : Assessing Clients With Addictive Disorders

Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families. For this Assignment, as you examine the Levy Family video in this week’s Learning Resources, consider how you might assess and treat clients presenting with addiction.

Learning Objectives

Students will:

· Assess clients presenting with addictive disorders

· Analyze therapeutic approaches for treating clients with addictive disorders

· Evaluate outcomes for clients with addictive disorders

To prepare:

· Review this week’s Learning Resources and consider the insights they provide.

· Review the Levy Family video Episodes 1 through 5

The Assignment

In a 2- to 3-page paper, address the following:

· After watching Episode 1, describe:

o What is Mr. Levy’s perception of the problem?

o What is Mrs. Levy’s perception of the problem?

o What can be some of the implications of the problem on the family as a whole?

· After watching Episode 2, describe:

o What did you think of Mr. Levy’s social worker’s ideas?

o What were your thoughts of her supervisor’s questions about her suggested therapies and his advice to Mr. Levy’s supervisor?

· After watching Episode 3, discuss the following:

o What were your thoughts about the way Mr. Levy’s therapist responded to what Mr. Levy had to say?

o What were your impressions of how the therapist worked with Mr. Levy? What did you think about the therapy session as a whole?

o Informed by your knowledge of pathophysiology, explain the physiology of deep breathing (a common technique that we use in helping clients to manage anxiety). Explain how changing breathing mechanics can alter blood chemistry.

o Describe the therapeutic approach his therapist selected. Would you use exposure therapy with Mr. Levy? Why or why not? What evidence exists to support the use of exposure therapy (or the therapeutic approach you would consider if you disagree with exposure therapy)?

· In Episode 4, Mr. Levy tells a very difficult story about Kurt, his platoon officer.

o Discuss how you would have responded to this revelation.

o Describe how this information would inform your therapeutic approach. What would you say/do next?

· In Episode 5, Mr. Levy’s therapist is having issues with his story.

o Imagine that you were providing supervision to this therapist, how would you respond to her concerns?

· Support your approach with evidence-based literature.

Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. 

Required Readings ( Need 3+ reference)

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter 7, “Motivational      Interviewing” (pp. 299–312)
• Chapter 16, “Psychotherapeutic Approaches for      Addictions and Related Disorders” (pp. 565–596)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Albrecht, U., Kirschner, N. E., & Grusser, S. M. (2007). Diagnostic instruments for behavioral addiction: An overview. German Medical Science Psycho-Social-Medicine, 4, 1–11. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/

Fisher, M. A. (2016a). The ethical ABCs of conditional confidentiality. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002

Required Media

Laureate Education (Producer). (2013c). Levy family: Episodes 1 [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Laureate Education (Producer). (2013c). Levy family: Episodes 2 [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Laureate Education (Producer). (2013c). Levy family: Episodes 3 [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 6 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Laureate Education (Producer). (2013c). Levy family: Episodes 4 [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 5 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Laureate Education (Producer). (2013c). Levy family: Episodes 5 [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Laureate Education (Producer). (2012c). In their own words [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 23 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

Dronen, S. O. (2012). New research about Facebook addiction. Retrieved from http://www.uib.no/en/news/36380/new-research-about-facebook-addiction 

Substance Abuse and Mental Health Services Administration. (2005). Substance abuse treatment for adults in the criminal justice system. Treatment Improvement Protocol (TIP) Series 44. Rockville, MD: Author. Retrieved from https://store.samhsa.gov/system/files/sma13-4056.pdf

 

Substance Abuse and Mental Health Services Administration. (2013). Substance abuse treatment for persons with co-occurring disorders: A treatment improvement protocol. Treatment Improvement Protocol (TIP) Series 42. Rockville, MD: Author. Retrieved from https://store.samhsa.gov/system/files/sma13-3992.pdf