This assessment requires you to plan and design
Mar 13,23Question:
Background:
This assessment requires you to plan and design a health promotion project plan.
Purpose of the assessment
As you progress through your nursing career you will identify areas where more education or health promotion is required to change behaviours. This assignment provides you with knowledge of the skills and processes used in preparing health education or health promotion resources. Importantly it encourages you to identify that any form of health education or promotion should be designed to meet the needs of the target group and involve some form of community consultation to ascertain the need and acceptance of the health promotion. This assessment provides opportunity to develop your own health promotion project.
Learning outcomes that align to this task
LO1 Analyse the scope of community nursing (acute, non-acute, chronic and palliative care) and interprofessional practice in Australia.
LO2 Appraise advances in and limitations of Primary Health Care (PHC) in Australia and globally.
LO4 Demonstrate knowledge and skills in the assessment, planning, implementation and evaluation of care of patients, families or communities within community settings.
LO5 Analyse issues related to health outcomes, compliance and chronic disease management.
LO7 Integrate the principles of occupational health and safety, risk assessment and nursing practice within community settings.
LENGTH
2000 words including in-text and excluding end-text referencing (10% leniency either way)
DUE DATE
Week 3, 1159 pm Sunday
DETAILS
- Focus areas
- Type 2 Diabetes
- Prepare a detailed and innovativehealth promotion project plan for your chosen focus area/National Health Priority and Health issue in an Australian community (Indigenous or non-Indigenous).
- Make sure you follow the outlined 8 assessment criteria below.
- The health promotion project plan should be in the form of one of the following:
- Education on risk factors awareness and/or prevention
- Education on health management (such as how to manage hypertension to prevent stroke)
Preparation:
- Visit the AIHW web site – https://www.aihw.gov.au/search?%7B%22SearchText%22:%22copd%22%7D
- Conduct further research using library resources and review other websites and journal articles.
Presentation:
- Use 11 or 12pt font either calibri or arial ONLY.
- Ensure you have a footer with page numbers and your student name/number
- Reference list at end of document using APA style 7th ed, with at least 12-15 references used including research articles no older than 10 years (reference does not contribute to word count).
- Use third person (no I or me) in academic writing and write as if this is something you intend to do (i.e.: The health promotion aims to….)
“ASSESSMENT CRITERIA”
Your health promotion plan should address the following criteria:
- A description of your specific target group and community (for example: adult males indigenous and/or non-indigenous who are aged 40 years with a diagnosis of COPD or middle-aged and older people 45 or older, have a family history of diabetes, or are overweight or obese). This contributes to making your health promotion innovative and focussed.
- A detailed outline of why this health promotion is beneficial for your target group. For example, how you anticipate it will improve health outcomes for the chosen target group/community. Include health data/statistics to back up this as a health concern, such as burden of disease.
- A description of what your goals/ aims for your health promotion are and what the health promotion project is aiming to achieve (review the SMART mnemonic on page 215 of the set text Fleming & Parker, 2015 Introduction to Public Health, 3E).
- You should identify which of the Health Promotion Management Perspectives this falls into and briefly outline why it falls into this category (Health Promotion Management Perspectives are classified as primary, secondary or tertiary- to find out more about this refer to the attached (page 316 of the set text Fleming & Parker, 2015 Introduction to Public Health, 3E)
- Identify who the additional stakeholders will be for the project, and what community consultation will take place. Include specific information on who this health promotion project will need to include and why.
- Present a specific and original health message/ logo that you have developed to suit your health promotion (for example: Your smoking harms others). Make sure this would be appropriate for your target group.
- Provide a detailed outline of what the health promotion activity will entail and how you will promote this to the target group. Look at other health promotion activities for ideas such as the Breast Cancer Mother’s Day Classic Fun Run or the posters you see around the community. Consider what sort of resources will work to get the message out to your target group such as newspapers, sports event, school visit, radio- what will work for your target audience)
- An outline of how you plan to evaluate the success of your health promotion. Evaluation is an important step, research to find the best way to assess if your health promotion would be successful in achieving its aims/goals.
**This is not medical surgical nursing- it is health promotion aimed at the community level- so please do not focus on pathophysiology.
Any health statistics used for your assignment can be based on the overall Australian population (you may not find data for a specific suburb or target group).
| Criteria | Full marks | High Distinction (80-100%) | Distinction (70-79%) | Credit (60-69%) | Pass (50-59%) | Not satisfactory (0-49%) | Criterion Score |
| Presents an original community focussed public health promotion prevention or management plan. Demonstrates sound interpretation and addressment of project criteria 1-8 with consideration of the target group’s involvement. | 50 points | 45 points
Insightful, well-structured and original health promotion project presented. Addresses project criteria with excellent consideration of the target group. Very innovative and original project plan. (40-49.5 marks) |
37.5 points
Skilled comprehension of health promotion project development demonstrating very good connections across the project criteria. Very good consideration of the target group in relation to the health promotion project. Originality of ideas demonstrated. (35-39.5 marks) |
32.5 points
Developing comprehension of developing a public health promotion project. Demonstrates good consideration of the target group and project criteria. Not all ideas very original or innovative. (30-34.5 marks) |
27.5 points
Limited evidence of comprehension of development & relevance of public health promotion projects. Limited connections across selected target group and project criteria. Idea not very original or similar to a previous health promotion (25-29.5 marks) |
12.5 points
Very poor presentation and consideration of the public health promotion project in relation to the application of the project criteria. Idea not considered original (0-24.5 marks) |
/50 |
| Presents an original, relevant and specific health message. | 5 points | 4.5 points
Excellent original health message developed. Succinct and in line with the health promotion & target group (4-5 marks) |
3.8 points
Health message is original and relates well to the health promotion and target group (3.5- 4.0 marks) |
3.3 points
Health message is present and relates to the health promotion and target group. Not very original (3-3.5 marks) |
2.8 points
Health message is present but poorly relates to the health promotion and/or target group or not an original idea (2.5- 3 marks) |
1.3 points
No specific health promotion message identified in the assignment (0-2.5 marks) |
/5 |
| Researching & utilising the literature effectively. Ability to search for & select material appropriate to topic. Integrates ideas, information from appropriate resources; makes connections across sources that address the assignment. Effective paraphrasing | 25 points | 22.5 points
Insightful, well considered comprehension of texts, resources and readings which align with and support the health promotion project. Insightful connections across selected resources and the listed assignment task. (20-24.8 marks) |
18.8 points
Proficient comprehension of texts, resources and readings with well-chosen connections across selected resources and the listed assignment task. Demonstrated competence in paraphrasing. (17.5-19.8 marks) |
16.3 points
Developing comprehension of texts, resources and readings and how these can support the health promotion project. Some sound connections across selected resources and the listed criteria in relation to the assignment task. Evidence of paraphrasing. (15-17.3 marks) |
13.8 points
Limited evidence of comprehension of texts, resources and readings. Limited connections across selected resources and the listed criteria. Reliance on quotations rather than interpreting meaning through paraphrasing (12.5-14.8 marks) |
6.3 points
Poor or no engagement with texts, resources and readings to support the health promotion project. Sources not relevant or pertinent to the topic and the listed criteria. Overuse of quotations or plagiarism (0-12.3 marks) |
/25 |
| Referencing Attention to referencing and acknowledgement of sources, both in-text and in the reference list. | 10 points | 9 points
Exemplary referencing and citation. All conventions followed. (8-9.9 marks) |
7.5 points
Referencing conventions and citations usually correct and consistent. Few errors. (7-7.9 marks) |
6.5 points
General referencing, including citation conventions are followed. (6 – 6.9 marks) |
5.5 points
Limited attention paid to referencing, including citation. (5-5.9 marks) |
2.5 points
Poor attention to referencing & citation conventions overall. Evidence of plagiarism (0-4.9 marks) |
/10 |
| Written Expression, Structure, logical sequencing & flow of information Clear direction for the reader through a clearly identifiable introduction, body and conclusion; use of effective paragraphing in alignment with the project plan | 10 points | 9 points
Provides excellent direction for the reader with logical sequencing and flow of information. Writing is eloquent with excellence demonstrated in expression. Excellent attention to correct spelling, grammar, punctuation and syntax. (8-9.9 marks) |
7.5 points
Provides clear direction for the reader with logical sequencing and flow of information. Clear written expression Consistent attention to correct spelling, grammar, punctuation, and syntax. (7-7.9 marks) |
6.5 points
Generally satisfactory direction for the reader with attention to logical sequencing and flow of information. Written expression and clarity is generally satisfactory. Spelling, grammar, punctuation and syntax need more consistency. (6 – 6.9 marks) |
5.5 points
Limited direction for the reader. Limited logical sequencing and flow of information. Awkward written expression with limited ability to express clearly. Insufficient attention to correct spelling, grammar, punctuation and syntax. (5-5.9 marks) |
2.5 points
Little to no direction provided, poor attention to logical sequencing and flow of information Poor written expression that lacks clarity. Frequently incorrect spelling, grammar, punctuation and syntax. (0-4.9 marks) |
/10 |
Answer:
Introduction
Health Promotion Plan for Prevention of Type 2 Diabetes in Australia
Introduction
Type 2 diabetes is a severe epidemic in Australia and other parts of the world that has affected many people’s quality of lives. The most interesting part, however, is that it is not very difficult to prevent and manage type 2 diabetes as it is intricately linked with lifestyle factors such as diet and physical activity along with a hereditary component. Therefore, by implementing lifestyle modifications before the onset of diabetes, the diagnosis of this condition can be effectively prevented or delayed (Al-Saeed et al., 2016). This paper presents a health promotion project plan for raising awareness and educating those people who have a family history of diabetes. By doing so, people who are genetically susceptible to type 2 diabetes will be able to modify environmental influences in order to prevent the dignosis of diabetes or ensure that the severity of the condition is significantly reduced.
Target Community
Type 2 diabetes is a genetic disorder that mostly occurs in adults who are 40 years or older; however, in recent times, it has been diagnosed in adolescents and young adults as well. People with a family history of type 2 diabetes are more prone to developing this condition during their lifetime. Despite having a strong hereditary component, the influence of environmental and lifestyle factors is also significant in the development of type 2 diabetes (Ali, 2015). Therefore, the target community for health promotion for type 2 diabetes will be people in the age group of 15 to 40 years, both male and female, who have a family history of type 2 diabetes. The rationale for this is that if people who have a strong susceptibility to developing type 2 diabetes modify their lifestyle before the onset of the condition, they may be able to delay and/or prevent the development of diabetes.
Reason for Choosing this Target Community
The prevalence of type 2 diabetes in Australia has significantly increased over the past decade and the Australian Health Survey (AHS) conducted in 2012 found that around 4.2% of adults over the age of 18 years were diagnosed with type 2 diabetes (Australian Bureau of Statistics, 2013). However, data from surveys conducted in the subsequent years have shown that this number may be closer to 5.0% considering younger age groups, inaccessible populations, and inadequate reporting in Australia. In terms of actual numbers, this percentage amounts to 1.1 million Australians who are currently diagnosed with type 2 diabetes (Davis et al., 2018). According to the Australian Type 2 Diabetes Risk Assessment Tool (AUSDRISK) developed by Baker IDI Heart and Diabetes Institute, the risk of a person acquiring type 2 diabetes with a family history of this condition is three times higher as compared to a person without a family history of diabetes (Department of Health and Ageing, 2010).
Providing education and awareness to this target community might potentially bring down the numbers of people who are susceptible to developing this condition at a later age. Type 2 diabetes is largely influenced by lifestyle factors and therefore, early adoption of a healthy diet and regular exercise can lower the risk and/or severity of diabetes in people who have a family history of the condition. People in this group who are diagnosed with pre-diabetes can also take appropriate medication, which can help them reduce the risk of developing diabetes by 60% and save a lifetime amount of $1087 (Baker IDI Heart and Diabetes Institute, 2012).
Aims and Objectives of the Health Promotion Project
The primary aim of this health promotion project is to spread awareness about people’s risk of developing type 2 diabetes especially if they have a family history of the condition. If people in the target community are made aware of their increased risk and offered strategies to reduce this risk, the overall prevalence of the disease can decrease thereby decreasing the financial burden of diabetes in the nation.
The objectives of the health promotion project are as follows:
- To reduce the prevalence and financial burden of type 2 diabetes in Australia by making susceptible individuals aware of their risk and implementing strategies to reduce this risk
- To conduct health promotion programmes for people with a family history of type 2 diabetes and provide them with information about a healthy diet and exercise regime
- To perform diabetes testing on people with a family history of diabetes, identify individuals who have pre-diabetes or diabetes, and start them on appropriate medication so that the severity of the condition can be reduced
Classification as per Health Promotion Management Perspectives
In general, health promotion and management actions are classified as primary, secondary, and tertiary depending on the stage of the disease in which the health plan is implemented. Primary preventive measures include those that aim to prevent the onset of a disease in a healthy population. Secondary measures are those that aim to detect a condition at its early stages and immediately implement protective actions to limit progression of the disease. Tertiary measures help people manage their condition by modifying lifestyle factors and/or changing treatment strategies (Fleming and Parker, 2015).
The type 2 diabetes health promotion project plan falls under both primary and secondary preventive measures. At the primary level, it aims to identify individuals in the age group of 15 to 40 years with a family history of type 2 diabetes and make them aware of their risk so that they may take appropriate preventive measures to prevent or delay the onset of diabetes. At the secondary level, it aims to invite participants in the mentioned age range to take a diabetes test and check for a possible diagnosis of pre-diabetes or early-stage diabetes. If this is detected, the individuals may immediately modify their lifestyle and start taking medications to prevent the disease from exacerbating beyond control.
Stakeholders for the Health Promotion Project
For this project, the most important stakeholders are the individuals with a family history of type 2 diabetes as they stand a chance to delay or prevent a diagnosis of this condition saving themselves a significant amount of money and living a healthy diabetes-free life. Additionally, by implementing a healthy diet and regular exercise in their daily routine to prevent the onset of diabetes, these individuals also acquire protection against other chronic conditions such as hypertension and cardiovascular diseases making this a win-win opportunity for them. Apart from vulnerable individuals, the other stakeholders include healthcare providers and diabetologists who cater to the healthcare requirements of diabetics and their families on a daily basis. This health promotion project will make patients more open to treatment options and lifestyle modification to protect themselves and their families from further damage due to diabetes (Kwan et al., 2017).
At the community level, the stakeholders for the health promotion project are non-profit organizations, health workers, diabetes educators, and diabetes-specific organizations such as the Australian Diabetes Society, Australian Diabetes Educators Association, Baker IDI Heart and Diabetes Institute, and different state and territory diabetes organizations. Finally, the Australian government is also a stakeholder for this health promotion project as a decrease in the prevalence of diabetes will reduce the financial burden of the disease in the nation (Department of Health, 2020).
Specific Health Message for Target Community
Given that the target community includes those people with a family history of type 2 diabetes, a specific health message that would be appropriate to make them aware of their risks and take preventive measures would be:
“Learn from your parents’ mistakes! You WILL live long enough to get all the diseases your parents have!”
This message will be used on all marketing collaterals for the education program to raise awareness of the risk factors for type 2 diabetes and to encourage testing for susceptible individuals.
Promotion of Health Project in the Target Community
As the target community entails individuals with a family history of type 2 diabetes, the best locations to promote the health project will be healthcare facilities, health clinics, and hospitals. These places experience regular visits by diabetic patients and their family members and placing appropriate advertisements for the health program at these locations will get a good number of participants belonging to the target community. Additionally, as the target community includes a younger age group, placing banners at schools and colleges will also be helpful in recruiting participants who have diabetic members in their families. Pamphlets will also be distributed at these locations to encourage maximum participation from the target community (Golden et al., 2017).
Specific Programs in the Health Project
Firstly, the health program will aim to promote awareness about the risk factors, symptoms, and adverse health conditions of diabetes and its long-term implications. This will be achieved by conducting diabetes education camps at different locations to educate the target community about their risk of developing diabetes. As healthcare practitioners are the first and primary contact for people with diabetes, they will be provided with the necessary material and training to educate the family members of diabetic patients and direct them to one of these camps. These education camps will aim to provide information regarding susceptibility to diabetes and the steps that can be implemented to prevent or delay the onset of diabetes. These steps will include dietary and lifestyle changes such as including exercise in their daily routine and reducing sugar consumption (Somannavar et al., 2008).
Secondly, opportunistic screening will be performed for all participants from the target community who attend these camps by means of capillary blood glucose screening using a handheld glucose monitor. All participants who are diagnosed with either pre-diabetes or early stage diabetes will be referred to another targeted educational program that will enable them to use a combination of anti-diabetic medication and lifestyle modification to manage their condition. All participants will be provided with specific instructions as to how they can include yoga or walking or aerobic exercises in their daily routine and specific foods they can include or avoid for better health outcomes (Shewade et al., 2015).
Evaluation of Health Promotion Project
Regardless of the diagnosis, all participants will be instructed to alter their lifestyle habits and a recheck of blood glucose will be performed after 6 months. At this point, the number of people who did not previously have a diagnosis of diabetes but developed the condition over the past 6 months will be noted. This procedure will be repeated every 6 months and at each timepoint, the number of people newly diagnosed with diabetes will be noted. At each point, the percentage of people who have developed diabetes will be compared with the previous percentage. This will help determine if the educational programs and lifestyle modifications are having an effect in decreasing the number of people who develop diabetes.
If a decreased number of diagnoses are observed, it will mean that the educational programs are proving successful and they can be continued on a larger scale. However, if there is no change in the percentage or there is an increase in the number of new diabetes cases in the target community, it can either mean that the participants are not implementing lifestyle modifications correctly or that the educational program is not strong enough to encourage people to change. Based on the results of these 6-monthly checks, appropriate modifications will be made to the educational programs and materials in order to influence change in the target community.
Conclusion
One of the most important ways by which a disease can be prevented is to identify risk factors of the disease and eliminate those in the population. Considering this approach, one of the key risk factors of type 2 diabetes is family history, and therefore, the health promotion project plan aimed to target those individuals with a family history of diabetes and provide them with the necessary information to protect them from the disease. By conducting blood glucose checks every 6 months, the degree of success of the health promotion project can be effectively evaluated.
References
Al-Saeed, A. H., Constantino, M. I., Molyneaux, L., D’Souza, M., Limacher-Gisler, F., Luo, C., . . . Wong, J. (2016). An Inverse Relationship Between Age of Type 2 Diabetes Onset and Complication Risk and Mortality: The Impact of Youth-Onset Type 2 Diabetes. Diabetes Care,39(5), 823-829. doi:10.2337/dc15-0991
Ali, O. (2013). Genetics of type 2 diabetes. World Journal of Diabetes,4(4), 114. doi:10.4239/wjd.v4.i4.114
Australian Bureau of Statistics. (2013). Australian Health Survey: Biomedical Results for Chronic Diseases, 2011-12 (Rep. No. 4364.0.55.005). Canberra.
Baker IDI Heart and Disease Institute. (2012). Diabetes: The silent pandemic and its impact on Australia (Rep.).
Davis, W. A., Peters, K. E., Makepeace, A., Griffiths, S., Bundell, C., Grant, S. F., . . . Davis, T. M. (2018). Prevalence of diabetes in Australia: Insights from the Fremantle Diabetes Study Phase II. Internal Medicine Journal,48(7), 803-809. doi:10.1111/imj.13792
Department of Health. (2020). Australian National Diabetes Strategy 2016–2020 (Rep. No. 11229). Canberra: Commonwealth of Australia.
Department of Health and Ageing. (2010). The Australian Type 2 Diabetes Risk Assessment Tool (AUSDRISK) (Rep.).
Fleming, M. L., & Parker, E. A. (2015). Introduction to public health (3rd ed.). Chatswood, NSW: Elsevier Australia.
Golden, S. H., Maruthur, N., Mathioudakis, N., Spanakis, E., Rubin, D., Zilbermint, M., & Hill-Briggs, F. (2017). The Case for Diabetes Population Health Improvement: Evidence-Based Programming for Population Outcomes in Diabetes. Current Diabetes Reports,17(7). doi:10.1007/s11892-017-0875-2
Kwan, B. M., Jortberg, B., Warman, M. K., Kane, I., Wearner, R., Koren, R., . . . Nease, D. E. (2017). Stakeholder engagement in diabetes self-management: Patient preference for peer support and other insights. Family Practice,34(3), 358-363. doi:10.1093/fampra/cmw127
Shewade, H., Palanivel, C., Balamurugesan, K., Vinayagamoorthi, R., Sunderamurthy, B., Vasudevan, K., . . . Rajagopalan, N. (2015). Feasibility of opportunistic screening for type 2 diabetes mellitus: Need for interventions to improve follow up. Journal of Social Health and Diabetes,03(01), 043-047. doi:10.4103/2321-0656.140889
Somannavar, S., Lanthorn, H., Pradeepa, R., Narayanan, V., Rema, M., & Mohan, V. (2008). Prevention Awareness Counselling and Evaluation (PACE) Diabetes Project: A Mega Multi-pronged Program for Diabetes Awareness and Prevention in South India (PACE – 5). JAPI,56, 429-435.
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