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 hypothetical face-to-face educational session addressing the health concern and health goals of your selected community nonprofit support group. How would you set goals for the session, evaluate session outcomes, and suggest 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.

Although study materials in this course refer to face-to-face communication and meetings with individuals and groups, all assignments in the course are based upon hypothetical individuals or groups.

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 a hypothetical individual or group who were open to a presentation about concern and health promotion strategies. Once again, you will assume the role of a nurse tasked with addressing the specific community health concern identified in the first assessment. This time, you will implement the health promotion plan that you developed in Assessment 1 as a PowerPoint presentation complete with audio-recorded voice over and speaker notes. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, solicit input on the value of the plan to its audience, and consider how you might revise the plan as applicable to improve future educational sessions. To engage your hypothetical audience, you decide to develop a slide presentation to communicate your plan. Note: you are not presenting to an actual individual or group. This is a hypothetical presentation.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

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. Hypothesize what a face-to-face educational session would consist of, addressing the health concern and health goals of your selected community member, friend, family member, or group. Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
2. Prepare a PowerPoint presentation, which should include audio-recorded voice over, 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 would actually say were you to conduct the presentation with an actual audience.

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.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. 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, published within the last 5 years, 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 hypothetical audience.
  • Tailor the presentation to the needs of your hypothetical 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.

Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

 week 4

Informatics in the Clinical Setting

Conduct an interview with someone in an informatics role in a clinical setting. Then, compose a 4-5 pages paper discussing the following components:

• Role description and education level required for the role.
• Describe their views on how their role impacts patient safety and improves the quality of patient care.
• Describe the Human Factors faced in the role and other challenges.
• Express insights gained from the interview.
• Research and discuss the impact of the Agency for Healthcare Research and Quality (AHRQ) Patient Safety Indicators and The Joint Commission Patient Safety Goals in your clinical setting. Describe how these governing agencies impact delivery of direct patient care.
• Research, discuss, and identify the Technology Informatics Guiding Education Reform (TIGER) utilized in your clinical setting. Be sure to get the perspective of your selected informatics professional during your interview.
• On a separate page, cite all sources using APA format.

Read Chapters 2 & 3 

1.Discuss the differences between a leader and a manager.

2. Which is more important, working for an effective leader or an effective manager? Explain your answer.

3. Observe the nurse manager in a unit to which students have been assigned. What management style is displayed? How does the staff respond to this style

4. What qualities do you think are most important to be a good nurse manager?

1. Interview the nurse manager on your assignment unit. What interpersonal, decisional, and informational activities does he or she complete on a daily basis?

2. You are the nurse manager on your unit. One of the most experienced staffers has been out on sick leave, and another just had a baby. The rest of the staff are working very hard to pick up the slack to avoid using agency personnel. What tangible and intangible rewards might you use to thank the staff?

3. PART 1: Begin by writing a 50-word description of the ideal nurse manger, someone you would like to work for. Describe a real-life nurse manager whom you have encountered in one of your clinical rotations. What qualities of this person meet your ideal? In what ways does this individual not meet your ideal? (Reminder: nobody’s perfect.)

PART 2: Think about becoming an ideal manager yourself. What qualities of an ideal manager do you already possess? What qualities do you still need to develop? How will you accomplish this?

1. Find your own state’s requirements for informed consent. Do elective procedures and emergency situations use the same standard?

2. Obtain a copy of your state’s Nurse Practice Act. Does the act give adequate guidance for nurses to know if an action is within the scope of nursing practice?

1. Explain how the Nurse Practice Act in your state provides for consumer protection and for professional nursing progress.

2. What are your thoughts on multistate licensure? How does it strengthen and weaken professional nursing?

3. As a new nurse, how can you ensure confidentiality in clinical settings?

4. How can nurses safeguard the confidentiality of medical information when sending it by fax or e-mail?

5. Explain the role of the nurse in obtaining informed consent. Do you believe that this is within the scope of nursing practice? Explain your answer.

6. Should nurses carry malpractice insurance? Explain your answer.

7. Should all patients have advance directives? Explain your answer.

8. Should employers be permitted to require nurses to work overtime if there is a shortage of registered nursing staff on a unit? Support your answer with evidence from the literature.

0 

You have been working on a busy orthopedic unit for 6 months. The average patient length of stay in the unit is 4 to 7 days. The program from which you have graduated has subsequently graduated a new class, and three of the new graduates are coming to work on your unit. The nurse manager has told you that she is counting on you to “demonstrate leadership and assist these new nurses to adapt to the work environment.”

Based on the behaviors of an effective leader found in this chapter, how will you assist your new colleagues?

1. What are the differences between leadership and followership? 

2. Explain the necessity for developing self as an effective follower.

 3. Describe a situation in which a person acted as a leader. Explain how you concluded that the person was a leader. 

4. Review the different leadership theories discussed in this chapter. Which ones appeal to you as a guide for your future leadership development, and why? Which ones might be more difficult to apply in your life, and why?  

5. Have the students identify three goals for the next year that will assist you in becoming a more effective follower. 

6. Review with the class the qualities of effective leaders discussed in this chapter. 7. Develop a 1- to 2-year leadership plan applying the qualities of effective leaders. 

8. Identify these qualities in leaders that you known. What specific situations have you observed where these leaders have been effective and why? a) -Identify specific situations.

9- You have been working on a busy orthopedic unit for 6 months. The average patient length of stay in the unit is 4–7 days. The program from which you have graduated has subsequently graduated a new class, and three of the new graduates are coming to work on your unit. The nurse manager has told you that she is counting on you to “demonstrate leadership and assist these new nurses to adapt to the work environment.”  Based on the behaviors of an effective leader found in this chapter, how will you assist your new colleagues?

PD: Use chapter #1 from Essentials of Nursing Leadership & Management. Edition 6

Sally A. Weiss  MSN, EdD, RN, CNE, ANEF

Ruth M. Tappen  EdD, RN, FAAN

ISBN-13: 978-0-8036-3663-7