After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale. The assignment will be used to develop a written implementation plan. APA style is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin.

  

As a Registered Nurse since 1998, I have seen many changes among patient populations. They are getting older, sicker, and resistant pathogens have become more common, extensive, and profound. Not just restricted to heavy use of antibiotics, but environmental pollution with extensive biocides and heavy metals also created resistant pathogens (Singer, 2019). 

Environmental pollution poses many dangers to human health, which my potential future role as a nurse practitioner (NP) would serve to research trends, educate, and treat public maladies. Healthcare has become more technological and economically challenging, with the unfortunate complication of making primary care too expensive and unobtainable among populations, including the working poor and working middle class. Medications have become very complex; life-sustaining drugs are subsequently exorbitantly expensive. For example, insulin underuse leading to serious disease complications was one in four, especially in urban areas due to lack of affordability (Bhatia, Chang, & Bilal, 2019). Human populations with such profound needs, including issues with resistant organisms, can be potentially met as an Adult-Gerontology Primary Care Nurse (GPCN) with research, education, and affordable medical management; credentialing is essential to get issues across for underserved and ignored populations. Walden University School of Nursing (SON) integrates the nursing process with cost-effective treatment strategies (2019a). 

Networking and accessing resources are essential for the GPCN role. This personal mission and vision are in alliance with Walden University’s goal and values, including student-centeredness, quality, and integrity; such opportunities would enable me to achieve such credentialing as GPCN, providing convenient educational opportunities accommodating my work schedule (Walden University, 2019). Walden University further enriches the spirit of evidence-based research, discovery, and critical thinking, effecting social changes improving living conditions for individuals, communities, and society (2019). Walden University’s SON has similar objectives, lending opportunities for specialist nurse practice enabling social change (2019a). As a GPCN, we are professionals that utilize the nursing process integrating assessment, diagnosis, planning, implementing, and evaluation of healthcare strategies enabling access to healthcare to even the socioeconomic disadvantaged (Walden University, 2019a). For example, there are approximately 12 million undocumented immigrants (Beck, Le, Henry-Ikafor, & Shah, 2019). Consider the spread of tuberculosis among the impoverished, being a disease of poverty, the undocumented encounter barriers such as fear of deportation and cost in which the GPCN can bring access to these populations, thereby preventing the spread of disease, and delivering treatment to the afflicted by fostering trust (Beck et al., 2019). Making medical access more affordable for underserved communities would include technology such as mastering telehealth, which is another avenue for the GPCN, but there is legal baggage with this as well (Balestra, 2018). 

Treating a single individual would also address population health; what affects one would affect others. 

After reviewing The Invisible Patients documentary, define/describe in detail an ethical dilemma that was experienced by the NP. Please note, there are several ethical issues, so there should be diversity in the responses.  Explain how you would have handled the situation.

• How is the NP in the documentary a Disruptive Innovator?
• Discuss if there is a relationship between your personal beliefs and values and this ethical dilemma/barrier.
• Describe at least one mechanism to overcome the barrier discussed.
• Examine the potential cost and benefits to this barrier.

Remember there is no right or wrong answer for this ethical question. Suggested reference Look at the Nuremburg Code (US Department of Health & Human Services, 2005; Washington, 2012) as it was the major start of ethics in research and that can carry over to nursing practice.

US Department of Health & Human Services. (2005). The Nuremberg code.

 Retrieved from http://www.hhs.gov/ohrp/archive/nurcode.html

Attached is the pdf transcript of the invisible patient video.

 

• Type of paperResearch Paper
• SubjectNursing
• Number of pages5
• Format of citationAPA
• Number of cited resources4
• Type of serviceWriting

The community is Tenafly, New Jersey and the Health Care needs is diabetes type 2 and the teaching is dietary Follow the Rubric which will be sent and all sections should be answered completely

 

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.

Professional Context

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.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze health risks and health care needs among distinct populations.
  • Analyze a community health concern that is the focus of a health promotion plan.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Explain why a health concern is important for health promotion within a specific population.
  • Establish agreed-upon health goals in collaboration with participants.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Write clearly and concisely in a logically coherent and appropriate form and style.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

Preparation

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 MUST 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 help 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:

• Bullying.
• Medication reconciliation to prevent readmission.
• Individual or family disaster preparedness.
• Medication safety.
• Home safety.
• Depression management.
• Fall prevention.
• Pain management.
• Immunizations.
• Heart disease prevention (high blood pressure, stroke, heart failure).
• Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

In addition, you are encouraged to:

• Complete the Vila Health: Effective Interpersonal Communications simulation.
• Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
• Review the MacLeod article, “Making SMART Goals Smarter.”

Note: Remember that you can submit all, or a portion of, your draft assessment 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 this assessment in two parts.

Part 1: Health Promotion Plan

• Choose a specific health concern as the focus of your health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
• Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion.

Part 2: Individual or Group Activity Participant Recruitment

• Identify an individual or group among the affected population who may be willing to participate in an educational session about your chosen health concern and associated health improvement strategies. Then, research and document their potential learning needs and health promotion goals. Participants may include individuals, groups, or other community members.
• Contact the selected individual or group and secure their agreement to participate in the educational session.
  • Meet with the individual or group to describe the session and collaborate in setting expectations for session outcomes, establishing agreed-upon goals, and suggesting possible revisions to the plan.
  • Confirm, with the individual or group, a date and time for the educational session and document the name and contact information (e-mail or phone) of the individual or group representative.

Document Format and Length

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.

Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Graded Requirements

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.

• Analyze the health concern that is the focus of your health promotion plan.
  • Consider underlying assumptions and points of uncertainty in your analysis.
• Explain why a health concern is important for health promotion within a specific population.
  • Examine current population health data.
  • Consider the factors that contribute to health, health disparities, and access to services.
• Establish agreed-upon health goals in collaboration with participants.
• Write clearly and concisely in a logically coherent and appropriate form and style.
  • Write with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

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)  Analyze a community health concern that is the focus of a health promotion plan. 

Passing Grade:  Provides a perceptive analysis of a community health concern, and articulates underlying assumptions and points of uncertainty in the analysis. 

2)   Explain why a health concern is important for health promotion within a specific population. 

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)  Establish agreed-upon health goals in collaboration with participants. 

Passing Grade:   Establishes agreed-upon health goals in collaboration with participants. Goals are realistic, measurable, and attainable. 

4)   Write clearly and concisely in a logically coherent and appropriate form and style. 

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.