Sample Answer for NURS FPX 4060 Patient, Family, or Population Health Problem Solution Included After Question
Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies.
For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community.
The first step in any effective project or clinical patient encounter is planning. This assessment
provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. 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.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
- Competency 1: Analyze health risks and health care needs among distinct populations.
- Analyze a community health concern 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 is important for health promotion within a specific population.
- Establish agreed-upon health goals in collaboration with participants.
- Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
- Write clearly and concisely in a logically coherent and appropriate form and style.
Note: Assessment 1 must be completed first before you are able to submit Assessment 4.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. 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 MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.
To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement.
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.
Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to:
- Medication reconciliation to prevent readmission.
- Individual or family disaster preparedness.
- Medication safety.
- Home safety.
- Depression management.
- Fall prevention.
- Pain management.
- Heart disease prevention (high blood pressure, stroke, heart failure).
- Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.
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.”
Complete this assessment in two parts.
Part 1: Health Promotion Plan
- Choose a specific health concern as the focus of your health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
- Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion.
Part 2: Individual or Group Activity Participant Recruitment
- Identify an individual or group among the affected population who may be willing to participate in an educational session about your chosen health concern and associated health improvement strategies. Then, research and document their potential learning needs and health promotion goals. Participants may include individuals, groups, or other community members.
- Contact the selected individual or group and secure their agreement to participate in the educational session.
- Meet with the individual or group to describe the session and collaborate in setting expectations for session outcomes, establishing agreed-upon goals, and suggesting possible revisions to the plan.
- Confirm, with the individual or group, a date and time for the educational session and document the name and contact information (e-mail or phone) of the individual or group representative.
A Sample Answer For the Assignment: NURS FPX 4060 Patient, Family, or Population Health Problem Solution
Title: NURS FPX 4060 Patient, Family, or Population Health Problem Solution
The issue of focus in my project is diabetes. The individual I interacted to understand the problem better is Jason, my husband, who has been caring for his father. Jason’s father is diabetic. Therefore, I propose a solution to the challenges experienced by the family in managing his diabetes.
The proposed solution to improve outcomes in diabetes management in my project is Telehealth for the delivery of self-management interventions. Telehealth is a technology that enables virtual delivery of healthcare to patients suffering from chronic conditions such as diabetes.
Incorporation of Relevant Aspects
Effective leadership strategies are essential when using telehealth for diabetes self-management. Nurses and other healthcare providers should embrace strategies such as teamwork, open communication, delegation of roles, and empowering team members for optimum outcomes in diabetes management (Stenov et al., 2019).
Patient, family, and healthcare providers should be actively involved in diabetes self-management using telehealth. Active collaboration should be fostered to enhance care outcomes that include patient satisfaction, empowerment, and sustainable outcomes in the disease management process (Adu et al., 2019). The collaboration should prioritize patient’s values and preferences that affect the treatment outcomes.
Effective communication approaches are essential for the effective management of diabetes using telehealth interventions. Some of the communication strategies that should be considered in addressing patient’s needs include open communication, feedback provision, and following up the patient and the family to determine their needs.
Diabetes self-management using telehealth delivered interventions is a change initiative. Interventions such as open communication, active involvement, and stakeholder training should be adopted to improve diabetes management outcomes.
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Healthcare policies affect technology use in diabetes self-management. nurses and other healthcare providers should be aware of government, organizational, and state board nursing practice standards that guide technology use in healthcare.
Quality of Care
Self-management interventions for diabetes should aim at achieving quality outcomes. They include patient satisfaction, empowerment, reduction in healthcare costs, and optimum glycemic control with the adopted telehealth interventions.
The proposed intervention should prioritize patient safety. The adopted telehealth interventions should minimize harm while optimizing benefits such as glycemic control and cost reduction. Patient safety will be achieved through the adoption of evidence-based technologies for delivering virtual care for the patient (Cappon et al., 2019).
Costs to the System and Individual
The proposed intervention reduces costs to the system and patient. It eliminates unnecessary costs incurred in hospital visits and hospitalizations due to poor glycemic control. It also eliminates the costs that the hospital could have incurred in managing complications and unnecessary workload due to diabetes crises (So & Chung, 2018).
The proposed intervention seeks to use technology in diabetes self-management. Technologies such as telehealth reduce costs to patients and healthcare systems. They also strengthen patient-centeredness and care continuity for optimum outcomes in glycemic control (Sharma et al., 2022).
Telehealth for diabetes self-management enhances care coordination. Interprofessional teams can collaborate with ease in the delivery of care interventions such as patient assessment, planning, implementation, monitoring, and evaluation remotely (So & Chung, 2018).
Community resources such as social support are essential in enhancing outcomes in diabetes self-management. Religious institutions also provide patients the social and emotional support they need in managing chronic conditions effectively (Hill-Briggs et al., 2020). Community resources will be mobilized to enhance patient’s coping with the disease demands.
In conclusion, the proposed solution entails telehealth use for diabetes self-management. Telehealth will enhance care outcomes such as costs, safety, and efficiency in diabetes management. Interventions such as the utilization of community resources, care coordination, effective communication, and change management will be explored to enhance care outcomes in diabetes self-management.
Adu, M. D., Malabu, U. H., Malau-Aduli, A. E. O., & Malau-Aduli, B. S. (2019). Enablers and barriers to effective diabetes self-management: A multi-national investigation. PLOS ONE, 14(6), e0217771. https://doi.org/10.1371/journal.pone.0217771
Cappon, G., Vettoretti, M., Sparacino, G., & Facchinetti, A. (2019). Continuous Glucose Monitoring Sensors for Diabetes Management: A Review of Technologies and Applications. Diabetes & Metabolism Journal, 43(4), 383–397. https://doi.org/10.4093/dmj.2019.0121
Hill-Briggs, F., Adler, N. E., Berkowitz, S. A., Chin, M. H., Gary-Webb, T. L., Navas-Acien, A., Thornton, P. L., & Haire-Joshu, D. (2020). Social Determinants of Health and Diabetes: A Scientific Review. Diabetes Care, 44(1), 258–279. https://doi.org/10.2337/dci20-0053
Sharma, V., Feldman, M., & Sharma, R. (2022). Telehealth Technologies in Diabetes Self-management and Education. Journal of Diabetes Science and Technology, 19322968221093080. https://doi.org/10.1177/19322968221093078
So, C. F., & Chung, J. W. (2018). Telehealth for diabetes self-management in primary healthcare: A systematic review and meta-analysis. Journal of Telemedicine and Telecare, 24(5), 356–364. https://doi.org/10.1177/1357633X17700552
Stenov, V., Wind, G., Vallis, M., Reventlow, S., & Hempler, N. F. (2019). Group-based, person-centered diabetes self-management education: Healthcare professionals’ implementation of new approaches. BMC Health Services Research, 19(1), 368. https://doi.org/10.1186/s12913-019-4183-1