Assigment .apa seven . all instructions attached.

HealthPromotionpar2.docx

Health Promotion & Role Development in Adv. Nursing Practice-DAX-DL01 Nora Hernandez-Pupo

Health Promotion Proposal, Part 2

Health Promotion Proposal, Part 2

This is a continuation of the health promotion program proposal, part one, which you submitted previously.

Please approach this assignment as an opportunity to integrate instructor feedback from part I and expand on ideas adhering to the components of the MAP-IT strategy. Include necessary levels of detail you feel appropriate to assure stakeholder buy-in.

Directions

You have already completed the steps 1-4. Do not resubmit part 1. Make sure you incorporate any suggested revisions or improvements into your submission according to your instructor’s comments.

To assist in maintaining harmony between Part I and 2 here you have a reminder of the previous paper outline:

· 1. Describe the health problem. Using data and statistics support your claim that the issue you selected is a problem. What specifically will you address in your proposed health promotion program? Be sure your proposed outcome is realistic and measurable.

· 2. Describe the vulnerable population and setting. What are the risk factors that make this a vulnerable population? Use evidence to support the risk factors you have identified.

· 3. Provide a review of literature from scholarly journals on evidence-based interventions that address the problem. After completing a library search related to effective interventions for your chosen health promotion activity, you will write a review that evaluates the strengths and weaknesses of all the sources you have found. You might consult research texts for information on how to write a review of the literature found in your search.

· 4. Select an appropriate health promotion/disease prevention theoretical framework or conceptual model that would best serve as the framework guiding the proposal. Provide a rationale for your selection which includes a discussion of the concepts of the selected model

For this assignment develop criteria 5-8 as detailed below:

You will submit just this section 5-8 as an essay. Please do not resubmit Part 1.

Use a presentation page. Start the body of content with topic 5.

· 5. Propose a health promotion program using an evidence-based intervention found in your literature search to address the problem in the selected population/setting. Include a thorough discussion of the specifics of this intervention which includes resources necessary, those involved, and feasibility for a nurse in an advanced role.

· Be certain to include a timeline. (3 to 4 paragraphs- you may use bullets if appropriate).

· 6. Thoroughly describe the intended outcomes. Describe the outcomes in detail concurrent with the SMART goal approach. The SMART goal statement should be no more than one sentence (1 paragraph).

· 7. Provide a detailed plan for the evaluation of each outcome. (2-3 paragraphs).

· 8. Thoroughly describe possible barriers/challenges to implementing the proposed project as well as strategies to address these barriers/challenges. (2+ paragraphs).

· Finish the paper with a conclusion paragraph (2 paragraphs) without typing the word "conclusion" before the paragraph.

Paper Requirements

This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. Remember, your Proposal must be a scholarly paper demonstrating graduate school-level writing and critical analysis of existing nursing knowledge about health promotion.

APA must be strictly followed.

Your final assignment should be minimally 5 pages (excluding title page and references).

Finish the essay with your reference page.

Please review the Grading Rubric for this Assignment.

REFERENCES Must have DOI Numbers for me to look them up- If I am unable to verify the references points will be deducted.

Great resource to assist you: Reference List: Author/Authors - Purdue OWL® - Purdue University

Submission

Text Editor

Word count: 0

Details & Information

· Integration of Knowledge

25% of total result

Excellent

The paper demonstrates that the author understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas. All questions are answered thoroughly.

25

Satisfactory

The paper demonstrates that the author, mostly, understands and has applied concepts learned in the course. Some conclusions, however, are not supported in the body of the paper. Questions were not fully developed but concepts are explained well.

20

Unsatisfactory

The paper demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course. There is a lack of development of questions.

15

Unacceptable

The paper does not demonstrate that the author has understood, and applied concepts learned in the course. Cursory integration of knowledge and development of questions.

10

· Topic Focus

25% of total result

Excellent

The topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by a statement of a position or hypothesis. The topic is consistently well thought out, thorough offers insight into the topic, and includes cited evidence to support the topic.

25

Satisfactory

The topic is focused but lacks direction. The paper is about a specific topic, but the writer has not established a position. The topic is somewhat well thought out, offers limited insight into the topic, but does not include cited evidence to support the topic.

20

Unsatisfactory

The topic is too broad for the scope of this assignment.

15

Unacceptable

The topic is unclear or unrelated to the discussion topic with little or no supporting evidence.

10

· Depth of Discussion and Cohesiveness

25% of total result

Excellent

In-depth discussion and elaboration in all sections of the paper. Ties together information from all sources. Paper flows from one issue to the next with no headings. The author’s writing demonstrates an understanding of the relationship among material obtained from all sources Mostly, it ties together information from all sources. There is an introduction and a conclusion in the submission.

25

Satisfactory

In-depth discussion and elaboration in most sections of the paper. Mostly, it ties together information from all sources. Paper flows with only some disjointedness. The author’s writing demonstrates an understanding of the relationship among material obtained from all sources. There is an introduction and a conclusion in the submission.

20

Unsatisfactory

The writer has omitted content. Quotations from others outweigh the writer’s own ideas excessively. Sometimes ties together information from all sources. The paper does not flow. Disjointedness is apparent. The author’s writing does not demonstrate an understanding of the relationship between material obtained from all sources. There is an introduction and/or conclusion in the submission, but not both.

15

Unacceptable

Cursory discussion in all the sections of the paper or brief discussion in only a few sections It does not tie together information. Paper does not flow and appears to be created from disparate issues. Headings are necessary to link concepts. Writing does not demonstrate an understanding of any relationship. There is NO introduction or conclusion in the submission.

10

· Sources : reference complete with DOI numbers.

8% of total result

Excellent

At least 6 current sources are used and are peer-review journal articles or scholarly books. Sources include both general background sources and specialized sources. Special-interest sources and popular literature and acknowledged as such if they are cited. All websites utilized are authoritative. All references complete without DOI number.

8

Satisfactory

Used 5 current sources, which are peer-review journal articles or scholarly books. All websites utilized are authoritative. 1 reference incomplete without DOI number.

6.4

Unsatisfactory

Used 4 current sources which are peer-reviewed journal articles or scholarly books. All websites utilized are credible. 2 references incomplete without DOI number.

4.8

Unacceptable

Fewer than 4 current sources are used which are peer-reviewed journal articles or scholarly books. Not all websites utilized are credible, and/or sources are not current. More than 2 references incomplete without DOI number.

3.2

· APA adherence and Citation in text

5% of total result

Excellent

Fewer than 5 incomplete citations and/or quotations, and APA format errors. APA level headings incorporated throughout the submission.

5

Satisfactory

More than 5 but fewer than 10 incomplete citations and/or quotations, and APA format errors. No headings incorporated other than the title heading.

4

Unsatisfactory

More than 10 incomplete citations and/or quotations, or APA format errors. No headings incorporated other than the title heading.

3

Unacceptable

The citation style is inconsistent or incorrect. It does not cite sources. The paper submitted is NOT in APA Format. No headings incorporated other than the title heading.

2

· Spelling and Grammar

12% of total result

Excellent

Fewer than 5 grammatical, spelling, capitalization, or punctuation errors The required word count has been met.

12

Satisfactory

More than 5 but fewer than 10 grammatical, spelling, capitalization & punctuation errors The required word count is 25 words below the minimum required count.

9.6

Unsatisfactory

More than 10 grammatical, spelling, capitalization & punctuation errors The required word count is 50 words below the minimum required count.

7.2

Unacceptable

An unacceptable number of spelling and/or grammar mistakes. The required word count is more than 50 words below the minimum required count.

HealthPromotionProposalPart11.docx

1

Health Promotion Proposal, Part 1

Florida National University

Health Promotion & Role Development in Adv. Nursing Practice

Dr. Nora Hernandez-Pupo

January 27, 2026

Health Promotion Proposal, Part 1

Adolescent Mental Health and Suicide Prevention

The Health Problem

Adolescent mental health is a severe public health emergency in the United States of America, and suicide is the second leading cause of death among adolescents (10-24 years of age). Centers for Disease Control and Prevention (2023) alleges that in the year 2021, more than 42% of high school students reported feeling sad or hopeless constantly, an increase of 40 percent compared to the last decade. Adolescents (12-17 years old) visiting the EDs with suspected suicide attempts in the COVID-19 pandemic have grown 51 percent over the pre-COVID-19 years. Approximately one out of five teenagers has a diagnosable mental health problem, but only half can be treated. The particular components in this health promotion program that will be addressed include early detection of mental health issues and promoting more preventive measures in vulnerable adolescents in schools. The suggested objective is the reduction of suicidal ideation by 30 percent and the improvement of mental health service uptake by 40 percent among attending adolescents in a year of school.

Vulnerable Population

Adolescents are a vulnerable population with mental health problems because of environmental, social, and developmental risk factors. Homosexuals in youth are at a disproportionately high risk, posing a serious thought of suicide within the past year, as reported by Suarez (2024). Other disadvantages are racial minorities, where suicide rates among Black adolescents rose by 73% between 2001 and 2017, and the rate among American Indian/ Alaska Native youth was almost twofold the national average during the same period. The lack of access to mental health services leads to greater vulnerability, as adolescents from low-income families are vulnerable due to their socioeconomic disadvantage. The various risk factors that have been evidenced are academic pressure, exposure to social media, bullying, parents quarrelling with each other, and social isolation. A large-scale development of the emotional regulation areas takes place in the adolescent brain, which makes it more vulnerable to mental health disorders. Mental health stigma deters help-seeking patterns, and the lack of resources in schools paves the way to limited early intervention.

Evidence-Based Interventions: Literature Review

To inform policymaking, the results of the systematic review and meta-analysis of the prevalence of childhood mental disorders in high-income countries provided by Barican et al. (2022) are to be reviewed. In this extensive research paper, data from 14 countries were analyzed, and concluded that about 14 percent of kids and teenagers are vulnerable to mental health issues, with anxiety disorders and depressive disorders being the most common. The authors highlighted the factors that contributed to a positive outcome of the universal school-based screening programs as well as early intervention services. The rigorous methodology and large sample size give the study both strength with regard to its quality as a source of robust evidence on interventions on the population level. Nonetheless, the study considered only the high-income nations, which restricted its extrapolation to different socioeconomic environments.

Hoge et al. (2022) explore the use of emergency departments by children and youth with mental conditions through a health equity lens. They concluded that communities with easy access to mental health services provided by community care and support organizations will reduce emergency department visits by 35 percent and enhance long-term outcomes. The analysis of barriers at the system level revealed workforce deficiencies, insurance restrictions, and geographic variations that simply result in marginalized population groups being hit in the process disproportionately. The advantage of this study lies in its clear emphasis on health equity and recommendations that can be followed by the policy change. This can be limited by the fact that it is retrospective in nature and is mainly concentrated on urban areas, which may not include rural problems.

The assessment of these sources indicates very consistent evidence in favor of school-based mental screening and the availability of improved access to community services. The two studies have strong methodological rigor as both have huge samples and have thoroughly analysed data. Their combined results imply that multi-level interventions that include individual and institutional-oriented and policy-oriented factors are the most efficient. Examples of weaknesses are that few rural and low-resource areas are represented, little is explored about the sustainability of interventions, and little is explored about the specific to the culture. Also, both studies have not been able to cover the role of peer support programs or family involvement strategies in detail, which is an important gap in the current evidence base that needs filling by the research (Richter et al., 2022).

Theoretical Framework

The Social Ecological Model (SEM) is the best guiding model to follow in this comprehensive health promotion proposal in addressing the mental health of adolescents by considering the various levels of influence. The SEM was created by Bronfenbrenner and modified by McLeroy et al. to focus on the interactions of different factors and the impacts on health behaviors and outcomes using the individual, interpersonal, organizational, community, and policy-based approaches. The model identifies that, the adolescent mental health needs holistic approaches that focus on addressing the various ecological levels at the same time (Palmer et al., 2024).

On the individual level, the SEM outlines directions for interventions based on the development of personal coping strategies, emotional control, and help-seeking patterns, supported by evidence-based interventions such as cognitive-behavioral therapy and mindfulness training. The interpersonal level deals with family relationships, peer support groups, and student-teacher relationships that have a serious impact on the mental health of adolescents. The strategies used in the organization are universal screening in schools, mental health first aid among the staff, and developing referral channels into the community services. Some of the community-level interventions include decreasing stigma by conducting awareness campaigns among the community and increasing the availability of culturally responsive mental health services. At the policy level, there are campaigns to propose greater resources to mental health, as well as integration of mental health services into primary care and the education sector.

References

Barican, J. L., Yung, D., Schwartz, C., Zheng, Y., Georgiades, K., & Waddell, C. (2022). Prevalence of childhood mental disorders in high-income countries: a systematic review and meta-analysis to inform policymaking. Evidence-based mental health, 25(1), 36–44. https://doi.org/10.1136/ebmental-2021-300277

Centers for Disease Control and Prevention. (2023). Youth Risk Behavior Survey data summary & trends report: 2011-2021. U.S. Department of Health and Human Services. https://www.cdc.gov/yrbs/dstr/index.html

Hoge, M. A., Vanderploeg, J., Paris, M., Jr, Lang, J. M., & Olezeski, C. (2022). Emergency Department Use by Children and Youth with Mental Health Conditions: A Health Equity Agenda. Community mental health journal, 58(7), 1225–1239. https://doi.org/10.1007/s10597-022-00937-7

Palmer, R., Smith, B. J., Kite, J., & Phongsavan, P. (2024). The socio-ecological determinants of help-seeking practices and healthcare access among young men: a systematic review. Health promotion international, 39(2), daae024. https://doi.org/10.1093/heapro/daae024

Richter, A., Sjunnestrand, M., Romare Strandh, M., & Hasson, H. (2022). Implementing School-Based Mental Health Services: A Scoping Review of the Literature Summarizing the Factors That Affect Implementation. International journal of environmental research and public health, 19(6), 3489. https://doi.org/10.3390/ijerph19063489

Suarez, N. A., McKinnon, I. I., Krause, K. H., Rasberry, C. N., Pampati, S., & Michael Underwood, J. (2024). Disparities in behaviors and experiences among transgender and cisgender high school students - 18 U.S. states, 2021. Annals of epidemiology, 94, 113–119. https://doi.org/10.1016/j.annepidem.2024.05.004