Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual

Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies. For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of , , , , and that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Assessment 1 must be completed first before you are able to submit Assessment 4. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course. To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement. As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will you succeed with the assessment. Completing activities is also a way to demonstrate engagement. Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to: In addition, you are encouraged to: Remember that you can submit all, or a portion of, your draft assessment to 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. Complete this assessment in two parts. Your health promotion plan should be 2–3 pages in length. In a separate section of the plan, identify any participants and be sure to include their contact information. Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources. The requirements outlined below correspond to the grading criteria in the 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. Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan. Grading Rubric: 1) Passing Grade:  Provides a perceptive analysis of a community health concern, and articulates underlying assumptions and points of uncertainty in the analysis. 2) Passing Grade:   Explains why a health concern is important for health promotion within a specific population. Conclusions are well supported by current and relevant population health data and based on a perceptive analysis of the factors that contribute to health, health disparities, and access to services. 3) Passing Grade:   Establishes agreed-upon health goals in collaboration with participants. Goals are realistic, measurable, and attainable. 4) Passing Grade:   Writes clearly and concisely in a logically coherent and appropriate form and style. Main points, ideas, arguments, or propositions are well-developed and engaging. Adheres to all applicable disciplinary and scholarly writing standards.

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