Developing Health Education Project for a Vulnerable Population

Choose a vulnerable population from the list provided. If you have a group other than what is on the list, email the instructor for approval.

•Refugees

•Pregnant Teens

•People in Poverty/Homeless

•Sex/Gender Diverse Community members

•HIV/AIDS Suffers

•Mentally III

•Substance Abusers

•Abused/Neglected Seniors

•Abused/Neglected Intimate partners

•Abused/neglected children

•Migrant workers

The Vulnerable Population Poster provides students with an opportunity to apply community health education concepts. Students will develop a health education project for an identified need for a vulnerable population by using the nursing process. Preferably, the vulnerable population is related to their clinical location or population they serve.

Students will use evidence-based practice to identify the need and other primary assessment techniques if possible. The presentation of the poster with peers will enhance presentation skills at professional conferences in the future and use collaborative strategies to critique presentations and formulate professional questions about the vulnerable population.

Demonstrate authentic caring relationships with patients and families of diverse backgrounds and cultures to facilitate healing, using best practice guidelines in the community setting.

Utilize critical thinking to address patient care issues in a community health setting using the nursing process, and the development of transpersonal caring relationships to provide human care nursing for populations and communities.

Use skills of inquiry, analysis, and observation to evaluate the health status of a community, to plan holistic interventions that may improve the health of individuals, families, and populations.

Collaborate and communicate with health professionals and members of community groups to provide health restoration for individuals, families, and populations.

Creatively problem-solving-solution-seeking’ through the caring process; full use of self and artistry of caring-healing practices via the use of all ways of knowing/being/doing/becoming.

Engaging in transpersonal teaching and learning within the context of a caring relationship; staying within other’s frame of reference-shift toward coaching model for expanded health/wellness.

Creating a healing environment at all levels; subtle environment for energetic, authentic caring presence.

Create a poster geared towards professionals and your peers using the nursing process outlined below. A teaching brochure should supplement the poster with information at an appropriate health literacy level. The poster should include the teaching and learning needs of a vulnerable population together with goals/objectives for educational tools to deliver education. Finally, it must include evaluation techniques for the patient population. The student will determine when they will know the effectiveness of the teaching plan has been reached in the vulnerable population. Must have at least 6 scholarly peer-reviewed references total present.

Purpose

Once a vulnerable population has been identified, the assessment will be necessary to demonstrate a "gap" in knowledge for the population and guide the development of your teaching topic. It will be necessary to use primary (if derived from a location site this semester) and/or secondary EBP data to support the need for education. Data should come from statistics, key informants, literature review, and anything else appropriate.

•Based on your data collection findings, identify the target audience, and need(s) for the audience.

•Cite at least three (3) peer-reviewed references in this section to support the needs/interventions (cite all references, in APA format).

• Identify at least one (1) community health nursing diagnosis. Remember, a community health diagnosis focuses on a population, not an individual. You must identify your specific population in your diagnosis to propose an evaluation plan for your interventions.

Risk for Sudden Unexpected Infant Death Syndrome (Suids) among children below the age of one related to improper sleeping environment and environmental hazards, as related to statistics related to Suids in Clark County.

•Goals for the project (use SMART goals and learning objectives for the target audience) be sure to include time frames for the evaluation.

At-risk families using the educational brochure to prevent SUIDS will report (via phone call follow up) they are providing a safe sleep environment for their infants two weeks after receiving the teaching tool.

Statistics related to Suids in Clark County will decrease by 30% within six months of implementation of the teaching tool(s) at various agencies who interact with at-risk families.

•Teaching methods planned: what type of educational tool or in-service will you develop and why?

•Cultural considerations: Consider that you may have more than one target audience, the staff who will educate the population and the population who will use the tool developed

•Evaluation method planned for the education and related to tools/interventions developed

•Provide an overview of the teaching interventions/tools needed to deliver the education to the chosen vulnerable population (health belief model/transactional model/Pender's health promotion model)

•Create a flier/brochure or pamphlet to give to your chosen vulnerable population receiving the education to highlight the needs and interventions

•Discuss your proposed evaluation methods (skills, knowledge, attitude-focused) and why you chose them (When will the evaluation occur)

•Discuss how you might evaluate your interventions long term (survey, phone call, data collection, local statistics?)

•How will you evaluate your teaching with the chosen population? Does a survey, using a simple Likert scale work? Hands-on skills? How will you measure a shift in attitude toward a topic (How comfortable/confidence do you feel now about XX)?