Health Promotion Plan

Title of your patient education brochure

Preventing High Blood Pressure

Topic you selected from Healthy People 2030

Heart Disease and Stroke

Objective you selected from Healthy People 2030

Increase control of high blood pressure in adults — HDS‑05 Comment by Renee' Cecil: Note to include the identifier.

Target population for your brochure

Adults aged 18 years and older

Short-term goal for what the reader can accomplish from reading your brochure

After reviewing this brochure, the patient will be able to maintain a blood pressure that is within normal limits according to the guidelines set forth by the American Heart Association for at least the next three months . Comment by Renee' Cecil: Be specific here. SMART goal.

Theory or model you will use to guide the development of your brochure

Social Cognitive Theory

Learning Objectives

Write 3 SMART objectives below . Comment by Renee' Cecil: Make sure this is a SMART goal. Be specific. You can use the evaluation piece in the evaluation section.

Level of Prevention

Identify the level of prevention relevant to the objective.

Rationale Comment by Renee' Cecil: You must include scholarly work to support this rationale.

Provide a detailed rationale for each objective supported with evidence. Include in-text citations.

Outline

Provide a detailed outline of the content you will include in your brochure to help the reader achieve this objective.

Evaluation

Plan an evaluation strategy for each objective supported with evidence. Include in-text citations.

After reading this brochure, the patient will be able to list four lifestyle behaviors proven to decrease the likelihood of developing high blood pressure.

Primary

The American Heart Association ([AHA],2017) lists several modifiable and non-modifiable risk factors for hypertension. The AHA indicates that being aware of these risk factors and adopting a healthy lifestyle can reduce the incidence of hypertension.

Patient brochure will contain information on modifiable risk factors including diet, exercise, alcohol consumption, and smoking. This information will be presented under a section of the brochure entitled “Risk factors you can control”

The teach-back method will be used to assess for the patient’s knowledge of modifiable risk factors associated with hypertension. After the patient has read the Preventing High Blood Pressure brochure, the nurse will ask the patient to recall four lifestyle factors presented that can affect blood pressure. The teach-back method is a proven method for assessing understanding in the cognitive domain (Yen & Leasure. 2019). Comment by Renee' Cecil: Be specific. Note the “four factors.”

After reading this brochure, the patient will be able to summarize the relationship between sodium (salt) intake and blood pressure.

Primary

The Centers for Disease Control and Prevention (CDC, 2021) indicates that there is a strong relationship between the amount of salt consumed and the level of blood pressure. Diets high sodium increase the blood pressure, especially with age. When dietary sodium levels are decreased, blood pressure begins to fall within weeks for most people. Being aware of the relationship between sodium and high blood pressure could be a reinforcing factor for consuming less sodium (CDC, 2021)

Patient brochure will contain information on the relationship between sodium (salt) intake and high blood pressure. This will be presented under a section labeled “Understanding blood pressure” that will explain the concept of blood pressure and how an increased sodium (salt) intake can cause the retention of fluid and a subsequent rise in blood pressure.

The teach-back method will be used to assess for the patient’s comprehension of the relationship between sodium (salt) intake and the development of high blood pressure. After reading the Preventing High Blood Pressure brochure, the nurse will ask the patient to list three ways to reduce salt in their diet. The teach-back method is a proven method for assessing understanding in the cognitive domain (Yen & Leasure. 2019).

After reading this brochure, the patient will be able to apply knowledge of appropriate food selection for a low- sodium (salt) diet plan by selecting items from a sample menu of breakfast, lunch, dinner, and snack items.

Primary

Consuming a diet that is lower in sodium can prevent or help to treat high blood pressure. The Mayo Clinic (2021) recommends using the Dietary Approaches to Strop Hypertension (DASH) diet to help maintain blood pressure within normal limits. This is a flexible eating plan that can be adjusted to limit dietary sodium to prescribed amounts (Mayo Clinic, 2021).

The brochure will have a section entitled “Planning your diet” that goes over the Dietary Approaches to Stop Hypertension (DASH) diet principles.

A DASH food list will be included along with a sample menu of a DASH diet at the 2,300 mg and the 1,500 mg levels.

A quiz section entitled “Test your knowledge” will follow that asks the patient to apply what they have learned by circling the breakfast, lunch, dinner, and snack items that are appropriate for a low sodium (salt) diet based on the DASH principles.

A section entitled “How did you do” will provide an answer key that indicates correct answers and rationales.

The final page of the brochure will have a section entitled “Apply what you learned” and will consist of a blank template for the patient to fill out that includes a place to record their dietary goals and their own actual intake of breakfast, lunch, dinner, and snacks over a three- day period.

The patient will self-administer the quiz that is within the brochure by circling appropriate low-sodium items. The patient will need to get 4/5 of the answers correct. The answer key and rationale will validate the patient’s demonstration of understanding and provide further learning by using rationales for correct answers.

The ability to select correct menu items will improve self-efficacy, which is needed for effective behavior change according to the social cognitive theory of behavior change (Rural Health Information Hub [RHIhub], n.d.).

Upon the patient’s follow-up visit, the nurse will review the completed template with the patient’s dietary goals and their completed three-day menu to evaluate the patient’s understanding of the information contained in the brochure.

Allowing the patient to make small, incremental goals with a chance to achieve them is recommended as part of the Social Cognitive Theory for behavior change (National Cancer Institute, 2005). The nurse will offer praise as a positive reinforcement where the patient has shown evidence of correct selections. Positive reinforcement is consistent with Social Cognitive Theory and can further encourage behavior change (RHIhub, n.d.). Further teaching will be given where needed to correct misconceptions and/or poor menu choices. This can then be followed by another cycle of the teach-back technique, as the learning process is ongoing (Yen & Leasure. 2019).

Finally, the patient’s blood pressure will be measured as an indicator of obtaining the overall short-term goal of having blood pressure within normal limits according to guidelines set forth by the American Heart Association.