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This Collaborative Learning Community (CLC) assignment focuses on the role of nursing in health promotion and disease prevention. We will explore topics from the Healthy People 2030 website and choose a subject of interest along with a population at risk. Our goal is to create a PowerPoint presentation that addresses the chosen topic, its impact on the population, evidence-based approaches to improve health, and a proposal for health education. Additionally, we will identify relevant health-related organizations, resources, and interdisciplinary health professionals involved in health promotion.
Topic Selection and Population:
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We have selected the topic of “Tobacco Use and Cessation” and the population at risk is “Adolescents and Young Adults.” Tobacco use is a significant concern for this group due to its adverse health effects and the potential for long-term addiction. Health disparities related to tobacco use can lead to lifelong health issues.
Impact and Health Disparity:
Tobacco use adversely affects adolescents and young adults by increasing the risk of various health problems, including respiratory issues, cardiovascular diseases, and cancer. Health disparities are evident as marginalized populations often lack access to resources for smoking cessation and may face higher tobacco use rates.
Evidence-Based Approaches:
Evidence-based approaches for tobacco cessation among adolescents and young adults include school-based programs, counseling, and pharmacological interventions. These approaches aim to minimize health disparities by providing tailored support and resources for smoking cessation.
Health Education Proposal:
Our proposal for health education involves implementing a school-based tobacco cessation program. This evidence-based practice will include interactive workshops, counseling sessions, and access to nicotine replacement therapy. It will empower adolescents and young adults to quit smoking and lead healthier lives.
Health-Related Organization:
We will introduce the American Lung Association, a prominent health-related organization dedicated to combating tobacco use and promoting lung health. They offer valuable resources and programs to support smoking cessation.
Local Resources:
Two local resources for our education plan are the “QuitNow” hotline and the “Youth Smoking Prevention Program” offered by our county health department. These resources will provide immediate support and guidance to adolescents and young adults seeking to quit smoking.
Interdisciplinary Health Professionals:
Interdisciplinary health professionals crucial for our health promotion include school nurses, counselors, pediatricians, and community health educators. Their roles range from providing medical advice and counseling to delivering educational content and support. Their involvement is significant because it ensures a holistic approach to tobacco cessation.
Conclusion:
Our CLC project focuses on addressing tobacco use and cessation among adolescents and young adults. By implementing evidence-based practices, involving health-related organizations, and collaborating with interdisciplinary professionals, we aim to reduce health disparities and improve the overall health of this at-risk population.
| Course Code | Class Code | Assignment Title | Total Points | |||
| NRS-429VN | NRS-429VN-O502 | CLC – Health Promotion and Community Resource Teaching Project | 160.0 | |||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) |
| Content | 100.0% | |||||
| Approved Topic, Associated Population and Health Disparity | 10.0% | Topic and associated population selected is not approved; topic and associated population are not relevant to the scope of the assignment. Topic and associated population are omitted. | Approved topic and associated population are partially presented. It is unclear how the topic adversely affects the selected population. Health disparities are partially described, or are not relevant to selected population. There are significant inaccuracies. | Approved topic and associated population are summarized. A general correlation of how the topic adversely affects the selected population is presented. Relevant health disparities are summarized. There are some inaccuracies. More evidence or rationale is needed for support. | Approved topic and associated population are described. A correlation of how the topic adversely affects the selected population is established and discussed. Relevant health disparities are discussed. There are minor inaccuracies. Some evidence or rationale is needed for support. | Approved topic and associated population are thoroughly described. A strong correlation of how the topic adversely affects the selected population is established and discussed in detail. Relevant health disparities are clearly presented and discussed. Strong evidence and compelling rationale is offered for support. |
| Evidence-Based Approaches to Optimize Health for Population | 10.0% | Evidence-based approaches to optimize health for this population are not presented. | Evidence-based approaches to optimize health for this population are partially presented; some approaches presented are not evidence-based, or are not relevant for this population. Explanation of how these approaches minimize health disparity is incomplete, or are not relevant for the affected population. There are significant inaccuracies. | Evidence-based approaches to optimize health for this population are summarized; it is unclear how some approaches presented are relevant for this population. A general explanation of how these approaches minimize health disparity is presented. There are some inaccuracies. More evidence or rationale is needed for support. | Evidence-based approaches to optimize health for this population are discussed. Explanation of how these approaches minimize health disparity is presented. Some evidence or rationale is needed for support. | Evidence-based approaches to optimize health for this population are discussed, and approaches are accurately represented and highly relevant to the population. Explanation of how these approaches minimize health disparity is well-developed. Strong evidence and rationale are provided throughout. An understanding of the importance of evidence-based approaches in the optimization of health for an at-risk population is demonstrated. |
| Proposal for Health Education for Family-Centered Health Promotion CLC – Health Promotion and Community Resource Teaching Project | 10.0% | A proposal for health education for a family-centered health promotion to address the issue for the target population is omitted. The proposal is not supported by evidence-based practice. | A proposal for health education for a family-centered health promotion to address the issue for the target population is partially presented. The proposal is not entirely relevant to the target population. The proposal requires more support relevant to evidence-based practice. There are significant inaccuracies. | A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is generally supported by evidence-based practice; there are some inaccuracies, or some areas need more support using evidence-based practice. Overall, the proposal is relevant to the target population. | A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is supported by evidence-based practice and relevant to the target population. There are minor inaccuracies. | A well-developed proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is strongly supported by evidence-based practice and highly relevant to the target population. The ability to apply evidence-based practice to health education for a target population is clearly demonstrated. |
| Resources and Organizations for Proposed Education Plan | 5.0% | Resources and organizations to support the proposed education plan are omitted. | One health-related organization for the selected topic is presented. The profile is incomplete, or it is unclear how the organization is relevant to the focus topic. Two resources (national or local) are presented. It is unclear how the resources are supposed to be used, or how the resources are relevant to the focus topic. | A general profile for a health-related organization relevant to the selected topic is summarized. Two relevant resources (national or local) are presented, and there is a general explanation for how the resources are supposed to be used by the patient or provider. | A general profile for a health-related organization relevant to the selected topic is presented. Two relevant resources (national or local) are presented, and there is an explanation for how the resources are supposed to be used by the patient or provider. | A general profile for a health-related organization relevant to the selected topic is well presented. Two relevant resources (national or local) are presented, and there is a clear explanation for how the resources are supposed to be used by the patient or provider. |
| Interdisciplinary Health Professional Involvement | 5.0% | Interdisciplinary health professionals important to the health promotion are not included. | At least one significant interdisciplinary health professional is presented. It is unclear how the professional important to the health promotion, and what the role of the professional would be. Support for the suggested member is needed. | Some significant interdisciplinary health professionals are presented. A summary of their role and importance to the health promotion is provided. Some support for the suggested members is needed. | Key interdisciplinary health professionals are presented A discussion of their role and importance to the health promotion is provided. | All significant interdisciplinary health professionals are presented. A clear discussion of their role and importance to the health promotion is provided. |
| Presentation of Content | 40.0% | The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. |
| Layout | 5.0% | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 5.0% | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Slide errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% | |||||
| CLC – Health Promotion and Community Resource Teaching Project |