NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation NR

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation NR

Health Promotional Plan

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation NR

 Hello fellows and Professor, I am Navinthran Ramasamy. Let me introduce the goal of this presentation. As a community nurse, I have been actively involved in specific educational endeavors for the selected patient demographic. This presentation addresses a concern of health we faced related to bettering patient healthcare outcomes in reducing tobacco use that leads to lung cancer in two chosen patients. 

This session will provide outreach to the medical students visiting Vila Hospital. It will address how to evaluate the session’s effectiveness in achieving specified goals and quality care outcomes. This presentation will also shed more light on any revisions or suggested educational interventions and plans to improve the results of future sessions. Nurses feel significantly keen to improve future meaningful sessions.

Health Promotional Plan for Vila Hospital

Tobacco addiction was discussed due to increasing the increasing number due to teenage patients who had tobacco addiction in Vila health hospital; it included Derick, one male patient who had severe issues due to lung deterioration and have been suffering lately due to many issues such as cultural, financial, and relationship. It was recommended that Derick should change their lifestyle in addition to interventions.

The discussion of this healthcare promotional plan was important for the future of patients as well as for Vila Hospital because it helps to address and reduce the lung cancer issues and breathing and psychological problems in teenage smoking addict patients.

The professionals had to choose and consider several factors such as cultural, socio-economic, and educational biases. The lifestyle of Derick has to improve due to their severe tobacco consumption; this education will enhance understanding of the disease to take positive measures.

The Patient Demographics

The analysis of patient demographics show that Derick was an African American male patient who had smoking addiction since the early age in his school days. His lifestyle was adverse and he had behavioral issues in addition to relationship problems with this family members and friends (Blevins, 2018). The demographics showed that the patient had a lot of family issues and that led him to smoking addiction at the first place. Moreover, the patient showed no interest in showing willpower through quitting smoking. He has a formal college education and still suffering from psychological and depression issues. The analysis showed the chosen patient with severe breathing and psychological issues has been consuming more than 15 and close to 20 cigarettes and also been consuming hookah at certain times that contributed to more problems and depression issues

SMART Health Goals Determined Related to the Case and Evaluation

The following SMART goals were created which were at the same time realistic, measurable, and attainable.  The survey was designed carefully by the nurses that included a questionnaire to measure patient’s perception of the current session. The goals included: 

  • Identifying the core factors leading to addiction for patients. 

The goal was achieved by determining the level of low income earned by the patient. Moreover, the nicotine exposure per day was also determined. In addition, financial stress of the patient was due to their tense relationships with family members; their anxiety and depression were core factors for turning to addiction. 

  • Identifying the best options for treatments.

Nurses identified the tobacco cessation treatments such as behavioral treatments such as cognitive behavioral therapy CBT, Motivational Interviewing (MI), and Mindfulness techniques. The CBT is good for relapse prevention to help the patient avoid smoking and change behavior. The MI technique used counseling to resolve quitting smoking issue and showing optimism towards goal achievement. Similarly, mindfulness involved helping the patient tolerating the negative emotions. 

  • Making a tailored intervention plan for smoking quitting. 

The nurses used technology such as the Internet and mobile phones to offer smoking cessation interventions by breaking geographical barriers during lockdown days. Moreover, medication interventions were also used such as Nicotine Replacement Therapy NRT to use Lozenges instead of cigarettes. 

  • Researching any challenges and obstacles related to medication and interventions. 

Nurses researched the issues related to nicotine withdrawal such as patient not wanting to use spray or gum and only liked the taste of Lozenges to promote smoking outcomes. 

  • Motivate the patient demographic to follow a personalized health plan 

Motivating the patient required making a plan and making changes to his routine. The patient was ready to exercise more and smoke less. The patient was also encouraged to take daily walk of 1 km in the park. 

  • Make questionnaires to find the key addiction determinants

The qualitative questionnaire containing 30 questions was created to find the key addiction determinants. This helped the patient to seek more support and knowledge about his addiction behaviors and he also shared his progress with the nurses. This question is was helpful in terms of diving deep into the need and effect of smoking cessation (Gutiérrez-Puertas, 2020). 

  • Use physical medicine effectively to treat the patient in addition to psychological interventions 

The best medicine nurses observed was Nicotine Replacement Therapy that provided the patient nicotine in the form of a gum without any harmful chemicals. This was the best methodology to help the patient focus on his psychological aspects of quitting cigarettes. 

Evaluation of Educational Session Outcomes

Preparing before an educational session is a good strategy for nurses to ensure better outcomes when it comes to learning of new students and nurses. Effectively taught lessons can help to explain the health promotional plan more effectively. Hence vital metrics used were educational biases, listening skills, and using multicultural strategies. In addition, nurses must also define their audiences clearly (Gutiérrez-Puertas, 2020).

The motivation of students and participants in educational sessions can be enhanced by using the engagement and questioning techniques. The observation was that some students were not mentally present and not listening carefully; almost 70% of the learners were keen to listen and learn about the health plan while 30% failed to develop much interest. 

Many researchers believe that the effectiveness of an educational session in healthcare sector depends mostly on the skills of nurses to engage participants. This includes taking their feedback and providing new information and insights in an entertaining manner. This shows that well-defined metrics can help nurses to evaluate their sessions. 

Nurses can use the previously-defined metrics and determine interventions and strategies to further boost the effectiveness of their sessions in the future. Using a pre-determined questionnaire again is a good strategy by seeking students’ feedback. However, the delivery must be bias-free and holistic. The session was successful in terms that it described and helped the participants to understand the goals achieved related to Derick’s improvement according to SMART goals set in the health promotional plan. For example, nurses were able to successfully identify all factors related to his addictive behavior. This helped them to suggest the right medications in addition to behavioral therapies to change his addictive behavior. The psychological treatment was cognitive behavioral therapy (CBT) that impacted the lifestyle of the smoker. Moreover, in the educational session, the motivational plan created for improving patient’s morale was also discussed successfully which included mental tricks to avoid smoking and engage in healthy behaviors in five months. Moreover, the session was also beneficial since it helped learners to know the techniques taught to Derick to save his money and not to spend on cigarettes. The challenge of the smoker to spend more time with non-smokers was discussed effectively that improved participations’ learning. This strategy allowed Derick to reach out to new and healthy friends with positive intentions. 

Areas of improvement and Revision

For future and current successful educational sessions, using effective teaching techniques is vital to get the outcomes nurse’s desire. This can only happen when the current outcomes are compared with the desired outcomes to find weaknesses in the session.  Nurses tried their best to focus on their presentation delivery, however, the parts of the lecture were not divided into chunks that lowered motivation of some students (Kable et al., 2018). 

 

Aspects of changes Desired 

Scholars also believe that feedback of nurses is a great tool that helps to improve the reliability of lecture delivery. That includes offering better insights to customers and plan achieving the desired learning outcomes. Nurses observed that the presence of other stakeholders was crucial and with their feedback, nurses can devise holistic measures next time. Therefore, the key areas of revision included personal observation that suggested reducing the length of questions in the feedback survey. 

More changes for improvement include the trainer nurse to focus more on Derick’s progress and how he followed their guidelines to reach his new level of health and fitness within few weeks. The need for restating the SMART goals is important to help the participants know more about the original health promotional plan and its expected outcomes. Moreover, another aspect of improvement that can enhance the quality of session in the future is practicing more before delivering the sessions to participants to strengthen the demonstration. Good teaching methodologies like “teach back” can help to improve learning of participants. This includes determining the learning style of participants and stimulating their interests by raising their enthusiasm. 

Moreover, if possible, including and inviting the family members of participants is also beneficial. Considering the limitation and physical and mental strengths of learners is also beneficial for presenting nurses to help them digest the right information. For example, if a learner feels exhausted after nine hours of duty, nurses should make them feel comfortable to feel better. 

Moreover, the educational session was not planned according to timely manner to allocate enough time to students. The DNP nurses explored that good time period like three hours is vital for improving the learning of participants instead of one hour. In order to enhance the attention and interest of participants, nurses should devise strategies to let participants ask more questions and express their views. A great tool or weapon nurses can use as DNP lecturers as humor incorporation into their speeches and educational trainings. Humor helps people to engage more into the conversation and feel relaxed. These changes in the future educational sessions will empower nurses to gain more confidence in their training skills and help them to deliver the best knowledge to participants. The educational session was a success with the exception of a few minor revisions required to improve the participant engagement and quality of delivery in the future.

  Evaluation of Outcomes in Healthy People 2030 Perspective

The researchers believe that today’s learners can be difficult to tackle if nurses fail to develop strategies to hit their curiosities and improve their motivation. This means that resilient lecture delivery can result in better care outcomes through the incorporation of 2030 goals of the OECD’s framework. These goals suggest every nurse to shape a shared future to enhance the wellbeing of all people. Moreover, Education 2030 goals also enhance the learning of nurses to enhance knowledge sharing with other peers ((Slatyer, 2018).  

There is a great need to incorporate healthy people 2030 goals in the achievement of health and addiction-free behavior for Derick. Since HP 2030 goals strictly focus on adopting lifestyle changes to reduce smoking behaviors and advise nurses to improve the knowledge of patients regarding smoking cessation, As advocates of learning and wellbeing, nurse’s ought to offer a good space for networking for planning knowledge. The organization should plan learning delivery in the light of their core objectives. This means that sustainable development of learners and patients is possible through incorporation of People 2030 goals. 

For example, Healthy People 2030 focuses on preventing people from using tobacco products and helping them quit smoking to reduce deaths. The objective according to HP 2030 is to reduce current cigarette smoking in teenagers and increase their past years’ attempts to quit smoking. This goal was aligned in two of our SMART goals for Derick; identifying the core factors leading to addiction, and making a tailored intervention plan for smoking quitting. By identifying the causes and factors involved in Derick’s decision to smoke, we were able to create a custom plan to address his socioeconomic factors leading to his behavior. This will increase Derick’s successful quitting attempts and promote the goal of creating cigarette-free families. 

This information will inform future educational sessions to be better aligned with Healthy People 2030 goals for smoking cessation in teenagers with minor revisions to the current educational session on a case-by-case basis. This means that the outcomes of this educational session will impact the strength of the future health promotional plan and will allow nurses to better align it with HP 2030 considerations for giving special importance of strategies for reducing smoking behaviors. This session was helpful in terms of discussing how the patients succeeded this year with more understanding to reduce current smoking patterns. The knowledge from this educational session will help nurses to make better progress towards the achievement of Healthy People 2030 goals in the future. Therefore, a subtle change is required in the session to align it with HP 2030 considerations and objectives set for the particular patient. Hence, all the health indicators and goals must be focused in the educational sessions with elaborations and how the patient followed those interventions.  

Revisions and Improvements

The benefit of the 2030 goals for this session is that it helps nurses to revise their current strategies and focuses on helping learners develop critical thinking skills. This is a viable strategy that helps more sharing of knowledge and dissemination of new information to enhance open-mindedness. 

Moreover, nurses must take into consideration the multicultural aspects of their audiences because some Spanish and French speaking students had lost their interest in the learning. People from various races and cultures should be made to feel important; this calls for the incorporation of diversity elements such as learning more languages and being able to communicate clearly with diverse participants.  Nurses can also take help from language interpreters in the future sessions (Younas, 2019)

References

Alkhawaldeh, J. F. M. A., Soh, K. L., Mukhtar, F. B. M., Peng, O. C., & Anshasi, H. A. (2020). Stress management interventions for intensive and critical care nurses: A systematic review. Nursing in Critical Care25(2), 84-92.

Blevins, C. S., & DeGennaro, R. (2018). Educational intervention to improve delirium recognition by nurses. American Journal of Critical Care27(4), 270-278.

Bonkowski, S. L., Gagne, J. C. D., Cade, M. B., & Bulla, S. A. (2018). Evaluation of a pain management education program and operational guideline on nursing practice, attitudes, and pain management. The Journal of Continuing Education in Nursing49(4), 178-185.

Gutiérrez-Puertas, L., Márquez-Hernández, V. V., Gutiérrez-Puertas, V., Granados-Gámez, G., & Aguilera-Manrique, G. (2020). Educational interventions for nursing students to develop communication skills with patients: a systematic review. International journal of environmental research and public health17(7), 2241.

Kable, A. K., Levett-Jones, T. L., Arthur, C., Reid-Searl, K., Humphreys, M., Morris, S., … & Witton, N. J. (2018). A cross-national study to objectively evaluate the quality of diverse simulation approaches for undergraduate nursing students. Nurse education in practice28, 248-256.

Slatyer, S., Craigie, M., Heritage, B., Davis, S., & Rees, C. (2018). Evaluating the effectiveness of a brief mindful self-care and resiliency (MSCR) intervention for nurses: A controlled trial. Mindfulness9(2), 534-546.

Younas, A., & Quennell, S. (2019). Usefulness of nursing theory‐guided practice: An integrative review. Scandinavian journal of caring sciences33(3), 540-555.

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