NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

Name

Capella university

NURS-FPX 4060 Practicing in the Community to Improve Population Health

Prof. Name

Date

Health Promotion Plan Presentation

Hi, I am _____, a registered nurse. Today, we highlight mental health challenges, a significant issue within the White (non-Hispanic) community in West Virginia (WV). We aim to develop and enhance a health promotion plan to address this critical issue. Our focus will be on Jane, a 29-year-old married woman from Logan County, WV, who has been struggling with anxiety and depression for the past few years.

This plan will focus on providing accessible resources and support networks to address mental health of Jane. It is critical to comprehend the prevalence and impact of this issue within the community to implement practical actions.Mental health concerns refer to various conditions affecting an individual’s emotional, cognitive, and psychological well-being. These encompass disorders such as anxiety, depression, eating disorders, and substance abuse.

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

These conditions vary in severity and can significantly influence daily life, relationships, and overall quality of life. The outcomes of impacting physical and mental well-being include psychological distress, decreased productivity, and social withdrawal (Westberg et al., 2022). In the National Health Interview Survey, within the age group of 19 to 45, individuals assigned female at birth exhibited a higher likelihood of having undergone mental health treatment. The proportion of adults in this age range who had sought mental health treatment rose among non-Hispanic White individuals (from 24.1% to 31.6%) and non-Hispanic Asian individuals (from 7.0% to 11.2%) (CDC, 2022). 

Understanding the multifaceted nature of mental health challenges is crucial for effective community intervention. Various factors, including economic, social, and environmental aspects, contribute to these issues. They range from family history to stressful events and employment-related stressors and vary in severity widely (Westberg et al., 2022). It is crucial to adopt a holistic approach when addressing mental health concerns within the White (non-Hispanic) community. This involves integrating education campaigns with customized support programs to meet the community’s needs effectively.

Evidence-Based Health Promotion Plan

Jane, a 29-year-old married woman residing in Logan County, WV, belongs to a White (non-Hispanic) community dealing with anxiety and depression. Despite holding a bachelor’s degree and maintaining full-time employment, she encounters difficulties in her daily life and strained relationships. Nurses serve as frontline supporters of mental health, conduct thorough evaluations, offer empathetic support, and implement evidence-based interventions.

They manage crises and educate on coping skills such as mindfulness, journaling, and seeking social support. These techniques help individuals manage stress, regulate emotions, and promote well-being (La Torre et al., 2020). Therapeutic communication techniques establish understanding and utilize cognitive-behavioral therapy strategies to help patients manage symptoms. Moreover, nurses are crucial in fostering mental health awareness and reducing stigma through community outreach and education initiatives (La Torre et al., 2020). Jane’s case underscores the pressing need for intervention in mental health issues within the community.

SMART Goal Plan for Specific Need

Jane’s mental health challenges have driven the establishment of SMART goals to address her depression and anxiety issues. These goals align with the SMART framework, ensuring they are Specific, Measurable, Attainable, Realistic, and Time-bound. This approach targets specific mental health needs and makes them measurable through defined time elements (Borgen et al., 2022). Here are the established goals for the mental health of the targeted population aged 20-40 in Logan County, WV:

The first goal for Jane was achieved by the end of the four-month educational session. Her understanding of mental health conditions and resources increased by 65%. This was assessed through pre-and post-assessments, which evaluated her knowledge of mental health conditions, treatment options, and available support services. During the monthly educational workshops, Jane learned to recognize symptoms of anxiety and depression, such as persistent sadness and disturbing thoughts. She acquired coping strategies and journaling to manage her emotional distress. Jane explored online forums and pamphlets to access local mental health resources, finding support groups and therapy options that suited her needs. This achievement empowered her to seek timely support, reduce stigma, and prompt early intervention (Borgen et al., 2022).

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

After completing three months of sessions, Jane successfully enhanced her coping skills and stress management techniques by 75%. This included mindfulness meditation, breathing exercises, and Progressive Muscle Relaxation (PMR). The effectiveness of these techniques was measured through behavioral assessments and feedback from Jane, focusing on coping mechanisms, stress levels, and emotional regulation (Groß & Kohlmann, 2021). Bi-weekly mindfulness and stress management workshops provided practical tools for managing daily stressors and enhancing resilience. Jane’s enhanced coping skills empowered her to navigate challenges effectively, improving her mental well-being and reducing the risk of mental health crises. This achievement reflected a 25% enhancement in coping skills within the three-month workshop period (Tortella et al., 2021). 

At the end of the four-month educational session, Jane improved her social connections and community engagement. This involved fostering support networks and community connections for mental health, achieving a 50% participation rate. Participation rates in peer support groups, community events, and online forums focused on mental health were followed. Monthly peer support group meetings, online platforms for sharing experiences, and collaboration with local organizations contributed to achieving this goal. This effort effectively mitigated social isolation and boosted social interaction (Shepherd et al., 2021).

Outcomes of Educational Sessions

Different criteria are used to evaluate the outcomes of educational sessions, and feedback is one of them. Jane’s feedback on educational sessions underscores the significant advantages of tailored mental health interventions, emphasizing profound benefits. Jane’s systematic feedback underscores the importance of recognizing the adverse effects of mental health issues. Jane accomplished her initial objective throughout the four-month educational session, boosting self-assurance and decreasing anxiety (Teixeira et al., 2022). Further, assessments conducted before and after the program significantly improved her understanding of mental health conditions, treatment alternatives, and support services.

Through monthly workshops, Jane learned various tools and confidence to navigate her mental health journey. She expressed her improved understanding of coping strategies such as mindfulness meditation and journaling, attributing her enhanced knowledge (Teixeira et al., 2022).Jane experienced a notable transformation in her coping skills and stress management techniques following the completion of three months of sessions. By incorporating mindfulness meditation, breathing exercises, and PMR, she acquired practical tools to navigate daily stressors and enhance her resilience.

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

These techniques enabled Jane to develop a deeper awareness of her emotions and responses to stress, empowering her to implement healthier coping strategies. Jane gained new skills and cultivated greater self-awareness and emotional regulation throughout the workshop. She learned to recognize the signs of stress and anxiety in herself, allowing her to intervene proactively before these feelings escalated into crises. By practicing mindfulness meditation, Jane discovered the power of being present in the moment and observing her thoughts without judgment, which helped her maintain a calmer and more centered mindset during challenging situations (Groß & Kohlmann, 2021).

After attending the educational session, Jane experienced significant personal growth and empowerment. She developed crucial support networks and connections through active involvement, significantly boosting her social bonds. Jane gained a deeper understanding of the importance of social connectedness in promoting mental well-being. She learned to navigate social challenges through monthly peer support group meetings and collaboration with local organizations. She stated that she alleviated feelings of social isolation and fostered a secure and supportive environment for herself and others to share experiences and receive support (Chen & Xu, 2021).

Need for Revision for Future Sessions

The educational sessions encountered several limitations in addressing mental health, such as a lack of personalized attention, insufficient time to cover all scenarios, and varying levels of patient engagement. The broad content frequently overlooked particular cultural considerations, and the absence of subsequent assistance and resources impeded its lasting impact. For Jane, personalized strategies and continuous support were crucial for success. The sessions also faced language barriers and insufficient consideration of racial factors, impacting the relevance and inclusivity of the content (Mirza et al., 2020).

These issues were especially significant in diverse settings, where patients’ varied backgrounds required more tailored and culturally sensitive approaches. New interventions in mental health education could include interactive activities to enhance engagement, address stigma through accurate information, and increase accessibility for marginalized communities (non-Hispanic). Incorporating self-care practices can provide valuable insights and empower individuals. Collaboration with mental health professionals and regular evaluation of effectiveness ensures that sessions meet participants’ needs and achieve desired outcomes, fostering a supportive community approach to mental health awareness (Mirza et al., 2020).

Healthy People 2030 Objectives and Leading Health Indicators

Education on mental health issues is crucial for enhancing awareness of specific conditions. Healthy People 2030 (HP2030) aims to reduce mental health disparities and improve overall well-being by promoting community-based programs, raising awareness, and fostering supportive workplace environments. Jane’s achievement of her SMART goals, including increased understanding of mental health and enhanced coping skills, aligns with Healthy People 2030 objectives to reduce mental health disparities and promote overall well-being.

Her improved social connections and community engagement contribute to building safer and healthier communities, supporting Healthy People 2030’s mission to enhance social and emotional welfare. These accomplishments reflect progress toward Healthy People 2030 goals of reducing interpersonal violence and improving safety (Pronk et al., 2020). These initiatives highlight the essential role of comprehensive education and targeted interventions in promoting an encouraging atmosphere for individuals like Jane. The Mental Health Parity and Addiction Equity Act (MHPAEA) provides financial aid for psychological illness equivalent to coverage for physical health, ensuring equitable access to mental health treatment and services (CMS, 2023).

Health Policies to Achieve Established Goals

Various policies have been implemented to reduce mental health issues like depression and anxiety. These efforts highlight the importance of intervention and peer support in creating a safer employment environment. This approach aligns with Jane’s journey towards improved self-advocacy and resonates with Healthy People 2030 (HP2030) objectives by promoting resilience and fostering a culture of kindness and respect. Moreover, policies mandating training programs for healthcare providers, similar to those experienced by Jane, contribute directly to HP2030 goals by equipping professionals with the necessary skills to address mental health issues effectively (Pronk et al., 2020).

The MHPAEA aims to enhance safety, promote prevention strategies, and support mental health, benefiting individuals like Jane by fostering a safer environment. Additionally, community outreach initiatives within the White (non-Hispanic) community, in which Jane actively participated, align with HP2030 objectives by raising awareness and empowering individuals to address mental health challenges (CMS, 2023).

Future Changes in Educational Sessions

Future educational initiatives to reduce mental health issues should focus on tailored approaches that address the diverse needs of the community. This includes using interactive activities, cultural sensitivity training and targeted mental health support for the White (non-Hispanic) community. Strategies to alleviate depression and anxiety should incorporate peer-led support groups.

Establishing anonymous reporting systems and organizing awareness campaigns will help foster empathy and inclusivity (Felker et al., 2021). Future mental health initiatives align with Healthy 2030 goals, offering tailored support to diverse communities and aiming to alleviate depression and anxiety through peer-led groups and awareness campaigns (Pronk et al., 2020). Additionally, forming partnerships with local resources and implementing comprehensive policies can create a holistic approach to addressing mental health and its long-term impacts on community well-being.

Future interventions include telehealth services, developing mental health programs, and offering regular mental health screenings at community centers. Workplace wellness programs can offer stress management workshops, mental health days, and resources for employees seeking help. Mental health first aid training equips community members to recognize and respond to signs of mental health issues, fostering a supportive environment (Felker et al., 2021).

Conclusion

The health promotion plan prioritizes mental health challenges within the WV White (non-Hispanic) community, focusing on Jane, a 29-year-old battling anxiety and depression. Through SMART goals and evidence-based interventions, Jane experienced notable improvements in her mental well-being. It highlights the need for tailored strategies, community engagement, and policy support to address mental health disparities.

References

Borgen, I. M. H., Hauger, S. L., Forslund, M. V., Kleffelgård, I., Brunborg, C., Andelic, N., Sveen, U., Søberg, H. L., Sigurdardottir, S., Røe, C., & Løvstad, M. (2022). Goal attainment in an individually tailored and home-based intervention in the chronic phase after traumatic brain injury. Journal of Clinical Medicine, 11(4), 958. https://doi.org/10.3390/jcm11040958

Chen, Y., & Xu, Y. (2021). Exploring the effect of social support and empathy on user engagement in online mental health communities. International Journal of Environmental Research and Public Health, 18(13), 6855. https://doi.org/10.3390/ijerph18136855

CMS. (2023). The Mental Health Parity and Addiction Equity Act (MHPAEA) | CMS. Www.cms.gov. https://www.cms.gov/marketplace/private-health-insurance/mental-health-parity-addiction-equity

Felker, B. L., McGinn, M. M., Shearer, E. M., Raza, G. T., Gold, S. D., Kim, J. M., Rojas, S. M., Roussev, M. S., Varkovitzky, R. L., Liu, H., Morrison, K. L., & McCann, R. A. (2021). Implementation of a telemental health training program across a mental health department. Telemedicine Reports, 2(1), 26–31. https://doi.org/10.1089/tmr.2020.0011

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

Groß, D., & Kohlmann, C.-W. (2021). Increasing heart rate variability through progressive muscle relaxation and breathing: A 77-day pilot study with daily ambulatory assessment. International Journal of Environmental Research and Public Health, 18(21), 11357. https://doi.org/10.3390/ijerph182111357

La Torre, G., Raffone, A., Peruzzo, M., Calabrese, L., Cocchiara, R. A., D’Egidio, V., Leggieri, P. F., Dorelli, B., Zaffina, S., & Mannocci, A. (2020). Yoga and mindfulness as a tool for influencing affectivity, anxiety, mental health, and stress among healthcare workers: Results of a single-arm clinical trial. Journal of Clinical Medicine, 9(4), 1037. https://doi.org/10.3390/jcm9041037

Mirza, M., Harrison, E., Bentley, J., Chang, H.-C., & Birman, D. (2020). Language discordance in mental health services: An exploratory survey of mental health providers and interpreters. Societies, 10(3), 66. https://doi.org/10.3390/soc10030066

Pronk, N., Kleinman, D. V., Goekler, S. F., Ochiai, E., Blakey, C., & Brewer, K. H. (2020). Promoting health and well-being in healthy people 2030. Journal of Public Health Management and Practice, Publish Ahead of Print(1). https://doi.org/10.1097/phh.0000000000001254

Shepherd, H. A., Evans, T., Gupta, S., McDonough, M. H., Doyle-Baker, P., Belton, K. L., Karmali, S., Pawer, S., Hadly, G., Pike, I., Adams, S. A., Babul, S., Yeates, K. O., Kopala-Sibley, D. C., Schneider, K. J., Cowle, S., Fuselli, P., Emery, C. A., & Black, A. M. (2021). The impact of COVID-19 on high school student-athlete experiences with physical activity, mental health, and social connection. International Journal of Environmental Research and Public Health, 18(7), 3515. https://doi.org/10.3390/ijerph18073515

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

 Teixeira, S., Ferré-Grau, C., Canut, T. L., Pires, R., Carvalho, J. C., Ribeiro, I., Sequeira, C., Rodrigues, T., Sampaio, F., Costa, T., & Sequeira, C. A. (2022). Positive mental health in university students and its relations with psychological vulnerability, mental health literacy, and sociodemographic characteristics: A descriptive correlational study. International Journal of Environmental Research and Public Health, 19(6), 3185. https://doi.org/10.3390/ijerph19063185

Tortella, G. R., Seabra, A. B., Padrão, J., & Díaz-San Juan, R. (2021). Mindfulness and other simple neuroscience-based proposals to promote the learning performance and mental health of students during the COVID-19 pandemic. Brain Sciences, 11(5), 552. https://doi.org/10.3390/brainsci11050552

Westberg, K. H., Nyholm, M., Nygren, J. M., & Svedberg, P. (2022). Mental health problems among young people—A scoping review of help-seeking. International Journal of Environmental Research and Public Health, 19(3), 1430. https://doi.org/10.3390/ijerph19031430