NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

Health Promotion Plan Presentation

Slide 1: Greetings everyone, I am ________, and today I will highlight the significant concern of our society which affects many students’ lives “Bullying.” It has become widespread globally due to the wide adoption of technological advancement and unnecessary things to show off, which are made vulnerable to those who cannot afford those (Ahmed et al., 2022). Therefore, to mitigate its impact, it is necessary to develop a health promotion plan which provides strategic techniques and actions to improve the quality of life of individuals or communities. A health promotion plan offers an action plan that paves the way to attain the desired health results (Ahmed et al., 2022). Hence, in this assessment, I will critically analyze the impact and outcomes of health promotion plans on individual or community lives.   

Scenario and Context

Slide 2: In the previous assessment, I discussed the issue at Vila health centre, where Aleena came with her mother and complained of depression and anxiety. Aleena is African American and recently transferred from Alaska to Chicago due to employment and health concerns. She got admission to one of the schools in Chicago where she felt uninvited and purposely excluded from all activities due to her belonging to an ethnic group and lower-class family. The white Americans treated her differently, refused to become friends, and bullied her verbally and physically, severely affecting her mental health. She is a 17-year-old girl with low self-esteem, and getting treatment from class fellows made her mental health more vulnerable, which caused her depression and anxiety. 

Besides Aleena, many school individuals faced bullying for several reasons, including race, culture, age, family status, and demographics (Wang et al., 2021). Further, the report of the national centre for educational statistics indicated that reporting of females being bullied have higher than men (24% vs 17%) (Pacer’s National Bullying Prevention Center, 2020). In addition,  most of the bullying occurs in the following places in schools: hallway or stairwell at school (43%), outside on school grounds (22%), on the school bus (8%), inside the classroom (42%), online or by text (15%), in the cafeteria (27%), and in the bathroom or locker room (12%) (Pacer’s National Bullying Prevention Center, 2020). Therefore, I have decided to provide assistance and guidance with the help of involving school management to reduce bullying’s impact on student’s lives despite their diversity of race, culture, ethnicity, or family status (Wang et al., 2021). I have developed the health promotion plan, where I also consider the Healthy People 2030 and SMART goals for the effective delivery of services.   

Plan Based On Specific, Identified Health Needs and Goals

Slide 3: Bullying can significantly impact African American students, just as it can affect students from any other racial or ethnic background. They may experience racial slurs, stereotypes, or discriminatory behaviour from their peers, leading to isolation, low self-esteem, and a negative sense of identity (Wang et al., 2021). In addition, African American girls may experience gendered racism, while African American students from low-income backgrounds may face socioeconomic bullying (Xu et al., 2019). 

Bullying can have severe consequences for the mental health of African American students. They may experience increased stress, anxiety, depression, and suicidal ideation. Persistent bullying can also lead to a decline in academic performance, further exacerbating the negative impact on their well-being (Xu et al., 2019). Similarly, Aleena faced all these dynamics in the school, which led her to develop anxiety, depression, and lower self-esteem. Furthermore, African American students face unique challenges regarding reporting and receiving support for bullying (Wang et al., 2021). 

Fear of retaliation or not being believed and mistrust of authorities can make it more difficult for them to seek help. Additionally, disparities in access to resources and culturally competent support services can further compound the impact of bullying. According to Xu et al. (2019), African American are more likely to be classified into frequent verbal, physical, and sexual victimization (1.27) than White and Latinos (0.82) (Xu et al., 2019). Similarly, immigrant students had higher odds of being bullied than native children, so Aleena also suffered from changing behaviours and physical actions (Xu et al., 2019). 

Slide 4: However, SMART goals, which refer to Specific, Measurable, Achievable, Realistic, and Timely goals, were incorporated to address the issues better and increase the awareness and management capability to handle these activities in schools. Three SMART goals were defined, including: 

  • First SMART Goal: Increase Awareness and Reporting among African American and white-American students (Armitage, 2021)
  • Second SMART goal: Enhance School Climate and Supportive Environments for ethnic groups (Armitage, 2021)
  • Third SMART Goal: Improve Access to Mental Health Services for Aleena 

Increasing awareness and promoting reporting of bullying among African American and white-American students is essential to address the issue effectively (Huang & Vidourek, 2019). I have encouraged school management to implement comprehensive anti-bullying programs incorporating education and training on bullying prevention and intervention. These programs included specific content on recognizing and addressing racial bullying, emphasizing the importance of empathy, respect, and inclusivity (Huang & Vidourek, 2019).

To enhance the school climate and supportive environment for African American, we provided cultural competence training for teachers, administrators, and staff members to understand and address the unique experiences and challenges faced by African American and white-American students. This training included promoting cultural sensitivity, respect for diversity, and recognizing and responding appropriately to racial bullying incidents (Huang & Vidourek, 2019).

In addition, to improve access to mental health services for Aleena and other ethnic group students who faced bullying, it is crucial to determine activities that help their well-being and recovery. It included school-based counselling services, community partnerships, culturally competent mental health professionals, outreach and awareness campaigns, addressing stigma, trauma-informed care, and telehealth services (Huang & Vidourek, 2019). 

Educational Session Outcomes and the Attainment of Agreed-Upon Health Goals 

Slide 5: Increasing awareness and promoting reporting of bullying among African American and white-American students have led to several educational session outcomes (Cook et al., 2018). Students have clearly understood what constitutes bullying behaviour, including verbal, physical, and cyberbullying. They have learned to differentiate between teasing and bullying, recognizing the harmful impact bullying has on individuals. Through educational sessions, students developed empathy and perspective-taking skills, positively affecting Aleena’s life as she could actively participate in school activities without bullying barriers (Cook et al., 2018). 

White American students have learned to consider the feelings and experiences of their peers, understanding how their actions and words can affect others. This has promoted a culture of compassion and respect in the Aleena class. In addition, Students have understood the cultural factors that contributed to bullying incidents and learned to appreciate diversity. They have learned how to effectively report incidents, understanding that reporting is not only about seeking help for oneself but also for others who may be experiencing bullying (Cook et al., 2018).

Moreover, enhancing the school climate and creating a supportive environment also provided desired outcomes, including educational sessions that have promoted empathy and perspective-taking among students, made them learn to consider the experiences and perspectives of individuals from different ethnic backgrounds like African American, cultivated a greater understanding of their challenges, strengths, and unique perspectives. Students have become educated on the importance of respectful behaviour towards individuals from diverse ethnic backgrounds (Stavroulia & Lanitis, 2023). 

They have learned to recognize and address acts of discrimination, stereotyping, or bullying based on ethnicity and fostered a culture of inclusivity and respect for all (Domínguez-Martínez & Robles, 2019). Creating a supportive environment where students felt safe to express their emotions and experiences and encouraging them to open communication and active listening helped in reducing bullying impact. Designate trusted adults, such as school counsellors or mentors, who can offer emotional support to students who are facing bullying (Domínguez-Martínez & Robles, 2019).

Slide 6: However, the third goal of improving mental health for Aleena also provided satisfactory outcomes, such as Aleena becoming more confident and relaxed after attending counselling and awareness programs held in schools. She better understood mental health, including common mental health challenges, symptoms, and the importance of seeking help (Domínguez-Martínez & Robles, 2019). With the help of educational sessions, she gained knowledge and empathy to counter stigma and overcome the challenges. She and other African Americans have been provided information on available mental health resources and how to access those (Domínguez-Martínez & Robles, 2019). 

They have learned about counselling services, support groups, helplines, and other relevant resources specifically tailored to the needs of African American students (Muvuka et al., 2020). This knowledge has empowered them to seek help when needed. Educational sessions have focused on teaching students self-care techniques and coping strategies to manage stress, build resilience, and promote mental well-being. Students have learned mindfulness, relaxation exercises, and healthy coping mechanisms that they can apply daily (Muvuka et al., 2020).

The Need for Revisions to Future Educational Sessions

Slide 7: The educational outcomes have helped attain the goals; however, a few revisions are needed for future educational sessions, including engagement and empowerment of students’ voices, culturally responsive approaches, updated research and information, tailored strategies for different settings, and collaboration with community partners (Killen & Rutland, 2022). Actively involve students in the planning and delivery of educational sessions. Seek their input, perspectives, and experiences to inform the content and activities. By actively empowering students to shape their educational experiences, sessions can become more relevant, engaging, and impactful (Killen & Rutland, 2022).

Incorporate culturally responsive practices into educational sessions to ensure they are meaningful and relatable for all students. Recognize and validate diverse cultural backgrounds, traditions, and perspectives. Use examples, case studies, and materials that reflect the diversity of the student population (Killen & Rutland, 2022). Foster an environment where students feel comfortable expressing themselves and discussing their unique experiences. Stay current with the latest research, trends, and evidence-based practices in bullying prevention, mental health, and creating inclusive school environments (Killen & Rutland, 2022).

Recognize that each school and community may have unique needs and challenges. Tailor the strategies and approaches used in educational sessions to the specific context and resources available. Foster collaboration with community organizations, mental health providers, and other relevant stakeholders. Leverage their expertise, resources, and networks to enhance the effectiveness of the educational sessions (Killen & Rutland, 2022).

Educational Session Outcomes toward Healthy People 2030 Objectives 

Slide 8: Educational sessions addressing bullying among African American students have contributed to achieving several Healthy People 2030 objectives. Educational sessions have aimed to increase awareness of bullying among African American students, helping them recognize different forms of bullying and understand its negative impact on an individual’s mental and physical health. This aligns with the Healthy People 2030 objective to “increase the proportion of adolescents who perceive great risk from being bullied at school (OASH, 2023a).” In addition, educational sessions have emphasized the importance of reporting bullying incidents and empowering African American students to seek help when they experience or witness bullying. This aligns with the Healthy People 2030 objective to “increase the proportion of students who report they would report bullying to an adult at school (National Academies of Sciences et al., 2020).”

Educational sessions have focused on promoting a supportive and inclusive school climate where bullying is not tolerated. These sessions have contributed to the Healthy People 2030 objective to “increase the proportion of students who feel safe at school by cultivating empathy, respect, and positive relationships among African American students (OASH, 2023b).” Similarly, educational sessions have addressed the mental health impact of bullying and provided strategies for coping and seeking support. By promoting resilience and mental well-being among African American students, these sessions align with the Healthy People 2030 objective to “reduce suicide rates among adolescents (OASH, 2023c).”

Need for Revisions to Better Align Future Sessions with Healthy People 2030 Objectives

Slide 9: To better align future educational sessions with the Healthy People 2030 objectives related to bullying among African American students, it is essential to consider potential revisions. Furthermore, review the content of the educational sessions and ensure that it directly addresses the Healthy People 2030 objectives related to bullying. Incorporate specific information, examples, and strategies aligning with the objectives. This ensures the sessions are focused and targeted toward achieving those objectives (OASH, 2023c).

Implement mechanisms to collect data and monitor progress related to the Healthy People 2030 objectives. This can involve pre- and post-session surveys to assess changes in knowledge, attitudes, and behaviours. Engage stakeholders, such as educators, school administrators, mental health professionals, and community organizations, in the planning and implementing of the educational sessions (OASH, 2023b). Collaborate to ensure the sessions align with local initiatives, policies, and resources related to the Healthy People 2030 objectives.

Incorporate cultural examples, stories, and perspectives that resonate with the target audience. This fosters greater engagement and relevance to the African American student population. Use inclusive language and imagery throughout the educational sessions. Ensure the materials represent diverse identities and experiences within the African American student population (OASH, 2023a). By implementing these revisions, future educational sessions can better align with the Healthy People 2030 objectives, ensuring that they are effective and impactful, and contribute to the broader goals of reducing bullying and promoting the well-being of African American students (OASH, 2023a).

Conclusion NURS FPX 4060 Assessment 4 Health Promotion Plan Presentation

Slide 10: Hence, the health promotion plan for African American students, especially Aleena, who faced bullying in the District of Chicago School due to belonging to an ethnic group and lower-class family, has positively affected their mental health. This plan has promoted and created awareness among white American students and encouraged the ethnic group students to report whenever they face or see any bullying in school. The health promotion plan incorporated the educational sessions that brought confidence in Aleena and other African American students to attain an adequate quality of life.  

References

Ahmed, G. K., Metwaly, N. A., Elbeh, K., Galal, M. S., & Shaaban, I. (2022). Risk factors of school bullying and its relationship with psychiatric comorbidities: A literature review. The Egyptian Journal of Neurology, Psychiatry, and Neurosurgery58(1)https://doi.org/10.1186/s41983-022-00449-x 

Armitage, R. (2021). Bullying in children: Impact on Child Health. BMJ Paediatrics Open5(1),. https://doi.org/10.1136/bmjpo-2020-000939 

Cook, A. L., Hayden, L. A., Tyrrell, R., & McCann, A. G. (2018). “Doing everything on my own”: Examining African American, Latina/o, and Biracial Students’ experiences with school counsellors in promoting academic and college readiness. Urban Educationhttps://doi.org/10.1177/0042085918772624 

Domínguez-Martínez, T., & Robles, R. (2019). Preventing transphobic bullying and promoting inclusive educational environments: Literature review and implementing recommendations. Archives of Medical Research50(8), 543–555. https://doi.org/10.1016/j.arcmed.2019.10.009 

Huang, S.-T., & Vidourek, R. A. (2019). Bullying victimization among Asian-American youth: A review of the literature. International Journal of Bullying Prevention1(3), 187–204. https://doi.org/10.1007/s42380-019-00029-3 

Killen, M., & Rutland, A. (2022). Promoting Fair and just school environments: Developing inclusive youth. Policy Insights from the Behavioral and Brain Sciences9(1), 81–89. https://doi.org/10.1177/23727322211073795 

Muvuka, B., Combs, R. M., Ali, N. M., Scott, H., & Williams, M. T. (2020). Depression is real: Developing a health communication campaign in an urban African American community. Progress in Community Health Partnerships: Research, Education, and Action14(2), 161–172. https://doi.org/10.1353/cpr.2020.0029 

National Academies of Sciences, E., Division, H. and M., Practice, B. on P. H. and P. H., & People 2030, C. on I. the S. of H. I. for H. (2020). Department of Health and Human Services proposed objectives for inclusion in healthy people 2030. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK555122/ 

OASH. (2023a). Adolescents – Healthy People 2030 | health.gov. Health.gov. https://health.gov/healthypeople/objectives-and-data/browse-objectives/adolescents 

OASH. (2023b). Children – Healthy People 2030 | health.gov. Health.gov. https://health.gov/healthypeople/objectives-and-data/browse-objectives/children 

OASH. (2023c). Reduce the suicide rate — MHMD-01 – Healthy People 2030 | health.gov. Health.gov. https://health.gov/healthypeople/objectives-and-data/browse-objectives/mental-health-and-mental-disorders/reduce-suicide-rate-mhmd-01 

Pacer’s National Bullying Prevention Center. (2020). Bullying statistics. Www.pacer.org; PACER Center, inc. https://www.pacer.org/bullying/info/stats.asp 

Stavroulia, K. E., & Lanitis, A. (2023). The role of perspective-taking on empowering the empathetic behaviour of educators in VR-based training sessions: An experimental evaluation. Computers & Education197https://doi.org/10.1016/j.compedu.2023.104739 

Wang, H., Wang, Y., Wang, G., Wilson, A., Jin, T., Zhu, L., Yu, R., Wang, S., Yin, W., Song, H., Li, S., Jia, Q., Zhang, X., & Yang, Y. (2021). Structural family factors and bullying at school: A large scale investigation based on a Chinese adolescent sample. BMC Public Health21(1), 1–10. https://doi.org/10.1186/s12889-021-12367-3 

Xu, M., Macrynikola, N., Waseem, M., & Miranda, R. (2019). Racial and ethnic differences in bullying: Review and implications for intervention. Aggression and Violent Behavior50https://doi.org/10.1016/j.avb.2019.101340 

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