CLC Health Promotion and Community Resource Teaching Project: NRS 429V

CLC Health Promotion and Community Resource Teaching Project: NRS 429V

CLC Health Promotion and Community Resource Teaching Project: NRS 429V

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Diabetes self-care is an essential aspect of disease management for individuals with the condition. CLC Health Promotion and Community Resource Teaching Project: NRS 429V  because family members can play an important role in a patient’s disease management, involving them in self-care interventions can positively impact a patient’s diabetes outcomes. The self-care model is an evidenced-based family focused intervention for individuals with diabetes that encourages patients to understand the different aspects of their conditions. According to the Centers for Diseases Control and Prevention (CDC), diabetes self-management education and support (DSMEs) services assist individuals with the condition to learn the best way to take care of themselves. CLC Health Promotion and Community Resource Teaching Project: NRS 429V Through the DSME, a patient will learn different components of what is required to attain optimal outcomes based on their condition. therefore, DSME is an aspect of self-care with emphasis on a patient’s learning different ways of taking care of themselves based on health education received and with the support of their family. Under the DSME, a patient access health care teams that can teach them on ways to stay healthy and understand how to incorporate what they have learned into a regular part of their life.

Details:

This is a Collaborative Learning Community (CLC) assignment.

It is important to promote the professional role of the nurse to provide health promotion and disease preventive care. CLC Health Promotion and Community Resource Teaching Project: NRS 429V Collaborating with other health care professionals and consumer groups in the community in redesigning health care can help meet the goals for Healthy People 2020.

Refer to http://www.healthypeple.gov/ to open the Healthy People 2020 home page.

• 1. Select the”Topics & Objectives” tab to access the 2020 Topics & Objectives – Objectives A-Z page.
• 2. Select one of the Healthy People “Topic Areas” for improving health.
• 3. Submit the proposed area to the instructor for approval. No group may work on the same focus area as another group.

Develop a PowerPoint presentation (15-20 slides) with accompanying speaker’s notes and citations.

For help designing PowerPoint slides, refer to the “Create Your First Presentation” PowerPoint tutorial, located on the Microsoft website:

https://support.office.cm/en-us/article/Create-your-first-presentation-ac88d138-a7a0-402c-b5a5-812641e59c8e?ui=en-US&rs=en-US&ad=US

In the presentation, address the following: CLC Health Promotion and Community Resource Teaching Project: NRS 429V

• 1. State the objective of the presentation.
• 2. State the Healthy People 2020 focus area your group has selected and the rationale for selection of the specific focus area.
• 3. Explain how the focus area relates to the individual, the family, and the community, as well as to all age groups throughout the life span.

• 

  4. Identify ways to enhance or optimize health in the selected focus area using evidence-based research. A minimum of three peer-reviewed articles must be utilized.

• 5. Address the health disparity among different segments of the population for the selected focus area.
• 6. Provide a brief description of at least two community resources and at least two website resources for professionals and clients.
• 7. Provide a brief profile of at least one health-related organization for the selected focus area.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment ON CLC Health Promotion and Community Resource Teaching Project uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment ON CLC Health Promotion and Community Resource Teaching Project to Turnitin.

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Mrs. Jones, a widow, is no longer able to live independently and is requiring more and more help with her self-care. Her daughter, Susie, who is married with three school-aged children, agrees to let her mother move in with her. Susie is concerned with balancing the demands of her career and the needs of her family, especially now that her elderly and chronically ill mother will need assistance. She is also unsure about how she feels with the reversal of roles, having to now be the primary caregiver of her mother. How can the nurse, caring for this family, assist with the changes they are about to undergo? How can both the family structural theory and the family developmental theory be applied to this scenario? How can health education enhance health promotion for this family?

NRS 429V Week 5 Discussion 2

How could you use the family structural theory to determine if a family is dysfunctional or not? Provide evidence to support your answer.

CLC Health Promotion and Community Resource Teaching Project

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. CLC Health Promotion and Community Resource Teaching Project: NRS 429V  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 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. CLC Health Promotion and Community Resource Teaching Project: NRS 429V The proposal is not entirely relevant to the target population.  CLC Health Promotion and Community Resource Teaching Project: NRS 429V 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. CLC Health Promotion and Community Resource Teaching Project: NRS 429VA 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. CLC Health Promotion and Community Resource Teaching Project: NRS 429VOverall 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. CLC Health Promotion and Community Resource Teaching Project: NRS 429V

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. CLC Health Promotion and Community Resource Teaching Project: NRS 429V 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. CLC Health Promotion and Community Resource Teaching Project: NRS 429V

Approved Topic, Associated Population and Health Disparity

16 points

Evidence-Based Approaches to Optimize Health for Population

16 points

Proposal for Health Education for Family-Centered Health Promotion

16 points

Resources and Organizations for Proposed Education Plan

8 points

Interdisciplinary Health Professional Involvement

8 points

Presentation of Content

64 points

Layout

8 points

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

8 points

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

8 points

Documentation of Sources

8 points