BSN-FP4010 Assessment Wellness Education Education program
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BSN-FP4010 Assessment Wellness Education Program
Develop a 5–7-page proposal for a wellness education program for a
specific population. Integrate aspects of culture, CAM and spirituality,
and linguistics into the program. Explain how to market the program to
the population, and explain the ethical, legal, and economic factors
that can affect the health of the population.
Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
SHOW LESSHealth care initiatives focus on changing demographics and
emerging health problems. Among the challenges faced by health care
professionals are cultural and linguistic competence and the role they
play in the ability to provide effective care. Health care professionals
need to develop skills in conducting gap analyses within their own
communities, design effective health education and wellness programs to
address those gaps, and remain mindful that effective care depends on
the ability to build trust within the community being served.
By successfully completing this assessment, you will demonstrate your
proficiency in the following course competencies and assessment
criteria:
Competency 1: Explain the principles and concepts of disease prevention
and health promotion for diverse and vulnerable populations.Explain
strategies for educating a population about health promotion and disease
prevention.Explain the benefits of a health and wellness plan for a
population.Competency 2: Develop evidence-based health promotion and
disease prevention initiatives for diverse and vulnerable
populations.Integrate cultural considerations into an evidence-based
wellness plan for a population.Integrate CAM, traditional medicine,
holistic health, and spirituality into an evidence-based wellness plan
for a population.Integrate linguistic considerations into an
evidence-based wellness plan for a population.Competency 4: Examine the
ethical, legal, and economic factors related to health disparities in
diverse and vulnerable populations.Describe the ethical principles that
can affect preventative care and health promotion.Explain how local
laws, federal laws, and the Affordable Health Care Act can affect
preventative care and health promotion.Explain the economic impact of
clinical prevention and health promotion related to health disparities
for a population.Competency 5: Communicate in a manner that is
scholarly, professional, and consistent with expectations for members of
the health care professions.Write content clearly and logically, with
correct use of grammar, punctuation, and mechanics.Correctly format
paper, citations, and references using APA style.Competency MapCHECK
YOUR PROGRESSUse this online tool to track your performance and progress
through your course.Toggle DrawerContextWith a growing diverse
population, cultural and linguistic competence should be incorporated
into the planning, implementation, and evaluation of health education
and promotion programs. “In this process, it is essential to employ
theoretical models that describe and explain culture and related
concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to
be applied to all health education, promotion, and prevention
interventions targeting diverse communities (Pérez & Luquis, 2014).
Given the widespread and important issues concerning ethical, legal, and
economic principles related to vulnerable and diverse populations, what
can be done? Ethical principles of justice and respect demand health
care for all. However, to eliminate health disparities, laws and
economics play a pertinent role in access to care. When looking at
health care issues in vulnerable and diverse populations, one must
examine the economic impact when access to preventative care is not
available and compare to the inevitable results of acute and chronic
conditions requiring more financial resources. The Affordable Care Act
now provides options for all citizens to obtain some form of health care
coverage. However, consideration must be given to how those considered
vulnerable and diverse access these resources.
ReferencePérez, M. A., & Luquis, R. R. (2014). Cultural competence
in health education and health promotion (2nd ed.). San Francisco, CA:
Jossey-Bass.
Toggle DrawerQuestions to ConsiderAs you work to complete this
assessment, you may find it helpful to consider the questions below. You
are encouraged to discuss them with a fellow learner, a work associate,
an interested friend, or a member of the business community, in order
to deepen your understanding of the topics.
Why is it important to design evidence-based wellness programs?What do
you need to consider when developing a wellness program?Toggle
DrawerResourcesSuggested ResourcesThe following optional resources are
provided to support you in completing the assessment or to provide a
helpful context. For additional resources, refer to the Research
Resources and Supplemental Resources in the left navigation menu of your
courseroom.
Library ResourcesThe following e-books or articles from the Capella University Library are linked directly in this course:
Thompson, C. W., Monsen, K. A., Wanamaker, K., Augustyniak, K., &
Thompson, S. L. (2012). Using the Omaha System as a framework to
demonstrate the value of nurse managed wellness center services for
vulnerable populations. Journal of Community Health Nursing, 29(1),
1–11.Mendez-Luck, C. A., Bethel, J. W., Goins, R. T., Schure, M. B.,
& McDermott, E. (2015). Community as a source of health in three
racial/ethnic communities in Oregon: A qualitative study. BMC Public
Health, 15(1), 1–10.Waite, R., Nardi, D., & Killian, P. (2013).
Context, health, and cultural competence: Nurse managed health care
centers serving the community. Journal of Cultural Diversity, 20(4),
190–194.Bailey, D. N., & Dougherty, A. (2014). A nurse-led wellness
program for migrant backstretch workers. Nursing Forum, 49(1),
30–38.Butler, K. M., Rayens, M. K., Adkins, S., Record, R., Langley, R.,
Derifield, S., … Hahn, E. J. (2014). Culturally-specific smoking
cessation outreach in a rural community. Public Health Nursing, 31(1),
44–54.Lillie, S. E., Janz, N. K., Friese, C. R., Graff, J. J., Schwartz,
K., Hamilton, A. S., … Hawley, S. T. (2014). Racial and ethnic
variation in partner perspectives about the breast cancer treatment
decision-making experience. Oncology Nursing Forum, 41(1), 13–20.SHOW
LESSCourse Library GuideA Capella University library guide has been
created specifically for your use in this course. You are encouraged to
refer to the resources in the BSN-FP4010 Health Promotion and Disease
Prevention for Vulnerable and Diverse Populations Library Guide to help
direct your research.
Internet ResourcesAccess the following resources by clicking the links
provided. Please note that URLs change frequently. Permissions for the
following links have either been granted or deemed appropriate for
educational use at the time of course publication.
Centers for Disease Control and Prevention. (2015). CDC wonder.
Retrieved from http://wonder.cdc.gov/U.S. Department of Health and Human
Services. (n.d.). Healthy people 2020. Retrieved from
http://www.healthypeople.gov/2020/default.aspxBookstore ResourcesThe
resource listed below is relevant to the topics and assessments in this
course and is not required. Unless noted otherwise, this resource is
available from the Capella University Bookstore. When searching the
bookstore, be sure to look for the Course ID with the specific –FP
(FlexPath) course designation.
Pérez, M. A., & Luquis, R. R. (Eds.). (2014). Cultural competence in
health education and health promotion (2nd ed.). San Francisco, CA:
Jossey-Bass.Chapters 7, 10, and 11.Assessment
InstructionsPreparationYour team has succeeded in demonstrating the need
for a health promotion and disease prevention initiative for the
population identified by your Windshield Survey assessment. Now you need
to develop a proposal for a wellness education program that will help
bridge the gaps in health care service delivery.
Use the Capella library and the Internet to find scholarly and
professional resources that will help you propose a wellness education
program for the health concern of your population. Find at least four
resources to use in this assessment. You may also want to review the
previous assessments you completed in this course.
RequirementsBased on your Windshield Survey and Organizational Evaluation assessments, complete the following:
Design an evidence-based wellness program to address the primary health
concern of the population that integrates:Cultural considerations: Will
you need to consult with someone from the population on how to approach
the delivery of your program?CAM, traditional medicine, holistic health,
and spirituality considerations.Linguistic considerations: Will you
need interpreters or translators for either written or oral
presentations?Educational considerations: What will be the best way to
educate the population?Describe how you will market or advertise the
wellness program.What are the benefits the program offers the
population?Will you need incentives to ensure participation and
completion of the program?Explain the ethical, legal, and economic
factors that impact the health and wellness of the population. For
example:The ethical considerations (such as justice, non-malfeasance,
and duty) that can affect preventative care and health promotion.Local
laws, federal laws, and the Affordable Health Care Act that can affect
preventative care and health promotion.The potential economic impact of
clinical prevention and health promotion related to health disparities
of your population.The format for this assessment should be a
professional proposal. If possible, ask about the format used for
proposals in your organization and follow that. Follow APA formatting
for your in-text citations and references.
Additional RequirementsInclude a title page and reference page. The
completed assessment should be 5–7 pages in length, not including a
title page and a reference page.Reference at least four current
scholarly or professional resources.Use current APA format for citations
and references.Use Times New Roman font, 12 point.Double space.Wellness
Education Program Proposal Scoring Guide
Use the scoring guide to enhance your learning.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHEDIntegrates
cultural considerations into an evidence-based wellness plan for a
population, and shows a clear relationship between the considerations
and the population.
Integrates CAM, traditional medicine, holistic health, and spirituality
into an evidence-based wellness plan for a population, and explains how
it will promote positive outcomes.
Integrates linguistic considerations into an evidence-based wellness
plan for a population, and shows how errors in communication can
negatively impact the health of a population.
Explains strategies for educating a population about health promotion
and disease prevention, and identifies ways to market an education plan
to the population.
Explains the long-term and short-term benefits of a health and wellness plan for a population.
Describes the ethical principles that can affect preventative care and
health promotion in both positive and negative ways for the organization
and the population.
Explains how local laws, federal laws, and the Affordable Health Care Act can affect preventative care and health promotion
Correctly formats citations and references using APA style. Citations are free from all errors.
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