NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan

Capella University NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan– Step-By-Step Guide

This guide will demonstrate how to complete the Capella University  NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan

Whether one passes or fails an academic assignment such as the Capella University  NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for  NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan 

The introduction for the Capella University  NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for  NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan

After the introduction, move into the main part of the  NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for  NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan 

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for  NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan 

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS-FPX6011 Assessment 2: Evidence-Based Population Health Improvement Plan

Population health refers to the health outcomes of a group of people and the outcomes’ distribution within the group. Interventions on disease prevention and health promotion often focus on improving population health. Population health improvement programs should engage the community and identify assets, strengths, challenges, and barriers to health in the community (Haldane et al., 2019). The purpose of this paper is to examine the environmental and epidemiological data in our community and create a health improvement plan to address the identified population health problem.    

Environmental and Epidemiological Data 

Mason County, WV has approximately 5700 persons below 18 years. About 2100 children live in households that receive public assistance, such as cash public assistance income, Supplemental Security Income, and Food Stamps/SNAP (LiveStories, 2020). Childhood obesity is a major population health issue, especially among low-income children. County statistics reveal that 18.9% of children aged 10 to 17 in Mason County are obese, slightly above the national average of 16.4%. In addition, 18.5% of children in preschool were found to be obese, 22.1% of second graders, and 29.6% of fifth graders (LiveStories, 2020). Overweight/obesity has been associated with the once contemplated as “adult” conditions, such as type 2 diabetes and hypertension, being diagnosed among children (dos Santos et al., 2019). Environmental factors negatively affecting the children include accessibility to numerous fast food joints and a low density of healthy food stores (dos Santos et al., 2019). There is limited access to healthy, nutritious foods in many neighborhoods in Mason County, resulting in food choices high in calories than home‐prepared meals. Furthermore, many schools provide foods and drinks high in calories and sugar. In addition to unhealthy diets, children are not engaging in adequate physical activities, increasing the prevalence of obesity and overweight. However, there are gaps regarding the school programs in the county and how they incorporate physical activity into the curriculum. The information could help evaluate the level of physical activity in schools and if school programs positively or negatively contribute to the children’s activity levels. 

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NURS-FPX6011 Assessment 3: Implementing Evidence-Based Practice

Population Health Improvement Plan 

The health improvement plan to address obesity entails incorporating physical education and extracurricular activities in schools’ learning programs. The plan targets children and adolescents from 4-18 years. The plan’s goal is to foster physical activity as an effective intervention to prevent obesity among school-going children, adolescents, and youths. Children need at least 60 minutes of moderate to vigorous physical activity every day. Physical activity is highly recommended to address obesity because the state’s educational curriculum acknowledges physical education as a critical element of holistic learning (Yuksel et al., 2020). The plan aligns with the established educational programs in the state and will be easy to implement if stakeholders in education are involved. Ring-Dimitriou et al. (2020) assert that physical activity is a major factor in preventing excessive body mass in the pediatric population. A considerable percentage of children and adolescents do not reach the public health recommendation for physical activity resulting in high percentages of childhood overweight and obesity. Therefore, having complementary physical education sessions in schools within the county will ensure all children engage in physical exercises and meet the recommended daily physical activity levels. The health improvement plan is based on the assumption that all schools have physical education facilities, such as fields and qualified physical trainers.  

Value and Relevance of Evidence 

Evidence from Ring-Dimitriou et al. (2020) is valuable and relevant to the health improvement plan since it explains the role of physical activity in preventing excessive body weight. It also presents age-appropriate recommendations for physical activity and recommendations for school-based approaches, parents, and guardians. The article recommends increasing the amount of compulsory physical education; encouraging the involvement of all students in physical education classes regardless of disability; offering health education guided by the recommended physical activity levels. Evidence from Yuksel et al. (2020) is also valuable and relevant to the plan since it examines the impact of school-based strategies in supporting physical activity and physical fitness and preventing obesity. The study reveals that school-based approaches have important potential in preventing obesity and promoting physical activity and fitness if they focus on the content, duration, quality, and priority of physical activity. However, the articles do not explain how schools can develop successful strategies for increasing physical activity involvement among disabled children and adolescents. 

Measuring Outcomes 

The outcomes of the health improvement plan will be evaluated by assessing the number of children and adolescents’ BMI and physical activity levels. The number of overweight/obese children and adolescents after implementing the plan will be compared to the number before implementation. A decrease in this number will indicate achievement in reducing childhood obesity in the community. In addition, physical activity programs in schools will be evaluated to determine improvement in physical activity levels among school-going children and adolescents. A possible criterion is asking school-going children about their physical activity levels. However, the criterion was rejected because most children may not be aware of the amount of time they engage in physical exercises and the types of exercises they participate in school. It is necessary to consider the limitations in the evaluation plan to avoid bias and get an accurate picture of the effectiveness of the health improvement plan. 

Communication Plan 

Communication with community members will promote positive changes in attitudes and behaviors and empower the community to make healthier choices. Communication about incorporating physical education and extracurricular activities in schools will start by involving community leaders and enlightening them on the severity and impact of childhood obesity in the community. It is important to involve community leaders since they greatly influence community members’ decisions and understand the cultural beliefs and practices of the community (Haldane et al., 2019). Communication to other healthcare providers will be through face-to-face meetings and memos explaining the severity and prevalence of childhood obesity in the community and the proposed health improvement plan to address the issue. Potential challenges in these communication strategies include a lack of cooperation from leaders and providers (Haldane et al., 2019). However, they can be controlled by presenting facts about the health issue and explaining the potential benefits of the health improvement plan.         

Conclusion 

Childhood obesity is a major population health concern in our community, evidenced by a high prevalence of overweight and obese children and adolescents. It is associated with environmental factors such as numerous fast food joints and a low density of healthy food stores. The proposed plan incorporates physical education and extracurricular activities in schools’ learning programs. The plan seeks to increase the physical activity of school-going children, thus preventing excessive body mass in children. Evaluation of the plan will entail assessing children’s BMI and physical activity programs in schools.  

References 

dos Santos, H., Reis, W. P., Ghamsary, M., Jackson, A., & Herring, P. (2019). Lifestyle and environmental factors associated with predictors of childhood obesity. Int J Adv Nutr Health Sci, 7(1), 313-324. https://doi.org/10.23953/cloud.ijanhs.413 

Haldane, V., Chuah, F., Srivastava, A., Singh, S. R., Koh, G., Seng, C. K., & Legido-Quigley, H. (2019). Community participation in health services development, implementation, and evaluation: A systematic review of empowerment, health, community, and process outcomes. PloS one, 14(5), e0216112. https://doi.org/10.1371/journal.pone.0216112 

LiveStories. (2020). Mason County children statistics. LiveStories | Civic Analytics Platform. https://www.livestories.com/statistics/west-virginia/mason-county-children 

Ring-Dimitriou, S., Thivel, D., Weghuber, D., Hadjipanayis, A., Grossman, Z., & Ross-Russell, R. (2020). Dere n, K. Mazur, A. Physical Activity in the Prevention of Childhood Obesity: The Position of the European Childhood Obesity Group and the European Academy of Pediatrics. Front. Pediatr, 8, 662. https://doi.org/10.3389/fped.2020.535705 

Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for preventing obesity and promoting physical activity and fitness: A systematic review. International journal of environmental research and public health, 17(1), 347. https://doi.org/10.3390/ijerph17010347