NURS4060 Assessment 1: Health Promotion Plan

NURS4060 Assessment 1: Health Promotion Plan

Health Concern: Adolescent Tobacco Use

Tobacco Use among Adolescents

Tobacco use is a significant preventable risk factor for a variety of illnesses worldwide, including cardiovascular disease, cancer, and respiratory ailments. The adolescent population, defined as everyone aged 10 to 19 years (WHO, 2022), is the most vulnerable to smoking since most adult smokers take their first puff during their teen years. It is estimated that every day, around 1600 adolescents aged 12 to 17 smoke their first cigarette and that nine out of every ten adult smokers smoked their first cigarette by the age of 18 (CDC, 2022; USPSTF et al., 2020), highlighting the public health significance of this age group. As a result, to design measures to decrease the smoking prevalence and halt smoking initiation, interventions must be customized to the vulnerable teenage group. The purpose of this paper is to explore a health concern (tobacco use) of a specific demographic (adolescent population), address the group’s characteristics, explain why they are predisposed to the health problem, and emphasize their possible learning needs and health promotion goals.

Demographic Data of the Chosen Population

When developing healthcare programs, the teenage population must be given specific consideration. According to the Office of Population Affairs (2020), there were about 42 million adolescents aged 10-19 years in the United States (US) in 2019, accounting for 12.8% of the population, with females making up the majority, slightly more than half of the population. With over half of the population identifying as a racial or ethnic minority, the population contributes to the increasingly diverse US population. Over half (51%) of the US teenage population is White, while the remaining 49% are Hispanic, with subgroups including Of any race (25%), Black (14%), Asian (5%), two or more races (5%), American Indian Alaska Native (1%), and Native Hawaiian Pacific Islander (1%) (Office of Population Affairs, 2020).

In terms of socioeconomic status, 40% of adolescents in low-income households lived in poverty in 2019 (Office of Population Affairs, 2020), which is an important element to consider when developing strategies to reduce teenage smoking. The adolescent population is dispersed throughout the nation, with many sections of the country seeing a reduction in the population under the age of 18, while others, such as Alaska, North and South Dakota, and Hawaii and Florida, are experiencing a rise (Office of Population Affairs, 2020). The characteristics of the teenage population are important determinants of decision-making when creating health promotion initiatives.

Relevance of the Chosen Population and the Health Promotion Plan

            The available data depict smoking in the teenage population as a burden on both the group and the public healthcare system. There is widespread concern that if adolescent smoking rates remain unchanged, 5.6 million people under the age of 18 will die from smoking-related illnesses in the United States, or one in every 13 Americans aged 17 and under (CDC, 2022). In terms of smoking cessation initiatives, the adolescent population is a target for many health promotion programs since many people start smoking at this age, with CDC (2022) statistics indicating that nine out of ten adult smokers who smoke daily tried their first cigarette by the age of 18, that approximately 1600 youth smoke their first cigarette every day, and that nearly 200 youth start smoking daily (CDC, 2022). Data from 143 countries on the prevalence and trends in tobacco use among adolescents aged 13 to 15 were pooled from 1999 to 2018, and the worldwide prevalence of cigarette smoking was 11.3% in boys and 6.1% in girls, based on cigarette smoking at least one day in the previous 30 days (Ma et al., 2021). While the gender discrepancy in cigarette smoking is not generally unknown, one contributing element might be widespread societal and cultural disapproval of female smoking.

Tobacco products vary in terms of their propensity for smoking or consumption. E-cigarettes, for example, are the most often used tobacco products among teenagers, with 1 out of every 35 middle school students (2.8%) and 1 out of every 9 high school students (11.3%) using them in the previous 30 days (CDC, 2022). Furthermore, one in every 100 middle school students (1.0%) and two in every hundred high school students (1.9%) use the smoking variant, one in every 100 middle school students (0.4%) and one in every hundred high school students (1.1%) use hookah, one in every 100 middle school students (0.3%) and one in every hundred high school students (1.1%) use nicotine pouches, the chewed variant (CDC, 2022). The stark statistics depicting smoking as a large burden among the school-aged population provide sufficient urgency to address the public health risk early on by establishing adolescent-targeted health promotion programs.

Why the Adolescent Population is predisposed to Smoking and why they can benefit from a Health Promotion Educational Plan

            Adolescents experience robust growth and development in physical, cognitive, and social spheres. They grow more interested as part of their cognitive development and changes and are more prone to try new things, including partaking in health-risk activities such as smoking (Khalil et al., 2018). Furthermore, teenage social and physical environments have an important role in predisposing them to smoke. Adolescent smoking is caused by social and environmental factors, such as the media portraying smoking as a normal habit and parents and friends who smoke. Furthermore, biological and genetic factors play a role, with Khouja et al. (2021) indicating that adolescents are more sensitive to nicotine and get addicted to it sooner than adults. Other variables that may predispose teenagers to smoke include the belief that smoking alleviates anxiety and despair, a lack of social support from parents, a lack of understanding of how to say no, and a lower socioeconomic position (CDC, 2022). Because the predisposing factors for adolescent smoking are established, adolescents may benefit tremendously from preventive health initiatives centered on each risk factor.

Agreed-Upon Goals in Collaboration with Hypothetical Patients

To reduce the burden of teenage smoking, healthcare personnel must form a strong alliance with the adolescent population to work toward and attain mutually agreed-upon objectives. The alliance’s three key goals are to (1) decrease the number of teenagers who are current cigarette smokers, (2) lower the number of adolescents who smoked cigarettes in the previous 30 days, and (3) minimize the number of adolescents exposed to secondhand smoke. Achieving the three key objectives necessitates interventions that evolve around each of the adolescent smoking predisposing factors and may include reducing the amount of time spent on television, replacing television time with healthy activities such as exercises, and participating in educational programs aimed at reducing the burden among the targeted population. Having identical objectives puts the target audience and healthcare staff in the same frame of mind for action and holds them accountable for their actions. The partnership instills in the teenage population a feeling that they are important players in the global economy and that their health is a priority that must be safeguarded at all costs.

Conclusion

            Tobacco use among adolescents is one of the most pressing worldwide health issues. Adolescents are particularly prone to tobacco smoking due to their natural curiosity, an important aspect of cognitive development, and their social and physical surroundings. The aforementioned statistics demonstrate how smoking is a significant burden on the teenage population and the overall healthcare system; nevertheless, the good news is that various health promotion measures are available to reduce its impact. Health promotion strategies to minimize smoking among teenagers may be derived from any of the risk factors, making collaboration between healthcare practitioners and the target population a critical driver of intervention effectiveness. Despite worldwide attempts to decrease adolescent smoking, considerable progress has yet to be made, necessitating coordinated work in policy areas as well as reinforcing individual and community initiatives.

References

CDC. (2022, August 22). Youth and tobacco use. Centers for Disease Control and Prevention. https://www.cdc.gov/tobacco/data_statistics/fact_sheets/youth_data/tobacco_use/index.htm

Khalil, G. E., Calabro, K. S., & Prokhorov, A. V. (2018). Development and initial testing of the brief adolescent smoking curiosity scale (ASCOS). Addictive Behaviors, 78, 67–73. https://doi.org/10.1016/j.addbeh.2017.11.008

Khouja, J. N., Wootton, R. E., Taylor, A. E., Davey Smith, G., & Munafò, M. R. (2021). Association of genetic liability to smoking initiation with e-cigarette use in young adults: A cohort study. PLoS Medicine, 18(3), e1003555. https://doi.org/10.1371/journal.pmed.1003555

Ma, C., Xi, B., Li, Z., Wu, H., Zhao, M., Liang, Y., & Bovet, P. (2021). Prevalence and trends in tobacco use among adolescents aged 13-15 years in 143 countries, 1999-2018: findings from the Global Youth Tobacco Surveys. The Lancet. Child & Adolescent Health, 5(4), 245–255. https://doi.org/10.1016/S2352-4642(20)30390-4

Office of Population Affairs. (2020). America’s diverse adolescents. Hhs.gov. https://opa.hhs.gov/adolescent-health/adolescent-health-facts/americas-diverse-adolescents

US Preventive Services Task Force, Owens, D. K., Davidson, K. W., Krist, A. H., Barry, M. J., Cabana, M., Caughey, A. B., Curry, S. J., Donahue, K., Doubeni, C. A., Epling, J. W., Jr, Kubik, M., Ogedegbe, G., Pbert, L., Silverstein, M., Simon, M. A., Tseng, C.-W., & Wong, J. B. (2020). Primary care interventions for prevention and cessation of tobacco use in children and adolescents: US preventive services task force recommendation statement: US preventive services task force recommendation statement. JAMA: The Journal of the American Medical Association, 323(16), 1590–1598. https://doi.org/10.1001/jama.2020.4679

World Health Organization. (2022). Adolescent health. Who.int. https://www.who.int/health-topics/adolescent-health

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Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunization.
Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
Introduction
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population\’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).

As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).

It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual\’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person\’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.

What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.

What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.

References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

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 hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. 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 is the foundation for the implementation of your health promotion educational plan (Assessment 4).

You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).

To prepare for the assessment, consider a various health concern or health need that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.

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.

For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues or need from the list provided in the instructions.

In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.

Please choose one of the topics below:

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
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: As you revise your writing, check out the resources listed on the Writing Center\’s Writing Support page.

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Instructions
Health Promotion Plan
Choose a specific health concern or health need as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern or need and best practices for health improvement, based on supporting evidence.
Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
Create a scenario as if this project was being completed face-to-face.
Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment).
Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population.
Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan.
Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4).
Identify the individual or group\’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met.
Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes.
Document Format and Length
Your health promotion plan should be 3–4 pages in length.

Supporting Evidence
Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.

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.
Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
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.

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

Competency 1: Analyze health risks and health care needs among distinct populations.
Analyze a community health concern or need 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 or need is important for health promotion within a specific population.
Establish agreed-upon health goals in collaboration with hypothetical participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.