HPP Media Tool Assessment Paper
- This assignment is worth 50 points.
RUBRIC
- A rubric is used to grade each student assignment and provides specific information for how an assignment will be graded.
- To view the rubric for your assignment, scroll to the bottom of this page.
EXAMPLE
- A student example of this assignment is located here. wnloadAn example of the corresponding brochure for this is located here.
PURPOSE
- The purpose of this paper is to assess the worthiness of the media tool (PowerPoint, pamphlet, handout, or other tool) you have chosen to use in your presentation.
This is done by analyzing the authenticity, breadth, consistency & readability of the media tool you have chosen.
- Students will NOT create their media tool.
Instead students will select a media tool from a reputable source devoted to their Healthy People 2030 Topic.
FORMAT
- APA 7th edition format will be used for this paper.
The APA headings for the paper are: authenticity, breadth, consistency, & readability. References are required. (See assignment rubric for more specifics.)
I WILL BE USING ZOOM
2
Health Promotion Project: Media Tool Assessment
Sydney R. Adams
Department of Nursing, University of West Florida
NUR4895: Health Education in the Community
Dr. Wendy Lovelace Ray
November 16, 2020
Health Promotion Project: Media Tool Assessment
Teaching is a vital function of nursing; professionals educate patients and families about their diseases and conditions, diagnostic imaging, laboratory tests, prescription medications, health management, and self-care (Bastable et al., 2020, p. 9). The nurse ensures the educational content appropriately addresses the patient’s current condition, is easily understandable, and verifiably accurate. Governmental agencies, not-for-profit organizations, and educational institutions routinely conduct research and disseminate discovery information. This paper will analyze a pamphlet that will supplement the health presentation project (HPP) lecture about depression.
Project Basics
Down but Not Out: Depression Today is a virtual Zoom presentation based on the Healthy People 2020 (HP2020) objective MHMD-11: “increase depression screening by primary care providers” and initiative MHMD-11.1: “increase the proportion of primary care physician office visits where adults 19 years and older are screened for depression” (Office of Disease Prevention and Health Promotion, 2020). The presentation will address adults aged 19 years and older and will commence online via a Zoom presentation at 1800 EST on Monday, December 7, 2020. The project’s goal is to increase the rate at which primary care physicians routinely administer depression screenings by a minimum of seven percent within the next five years. The presentation shall increase public knowledge about depression and encourage patients to request routine depression screenings from their family physicians.
“Depression Basics” Pamphlet: Authenticity
“Depression Basics” is a pamphlet published by the National Institute of Mental Health (NIMH), a constituent of the National Institute of Health (NIH). The brochure is one of many included on NIMH’s “Publications About Depression” webpage (n.d.). The NIH and NIHM are agencies of the U.S. Department of Health and Human Services, all of which are reliable sources of content. Last revised in 2016, the brochure’s material reflects current practice standards and medical knowledge, compared with the American Psychiatric Association’s (APA’s) DSM-V (2013). The leaflet targets adults and does not contain superfluous images, distracting font, or garish text colors. Cited resources within the brochure are evident and include the NIMH website, the U.S. Food and Drug Administration (FDA), government-sponsored clinical trials, the Substance Abuse and Mental Health Services Administration (SAMHSA), and the toll-free National Suicide Prevention Lifeline.
The brochure is available in English and Spanish languages and is objective, avoiding biased vernacular; coverage circumvents addressing specific cultural backgrounds. The pamphlet details how depression can present among women, men, older adults, adolescents, and teenagers. The content evades sexism, ageism, racism, classism and is not ableist or inappropriate at any point. One pamphlet segment refers to helping depressed loved ones and includes “him or her” as pronouns instead of the inclusive pronoun “they.” This oversight may merely reflect the brochure’s age (NIMH, 2016).
“Depression Basics” Leaflet: Breadth
NIMH’s leaflet presents six pages of educational material in a fluid, logical layout. Organized by delineated headers, information progresses from the condition’s definition, presentation, causes, treatment, and helpful advice. Sections listing the signs and symptoms and forms of depression involve a simple bulleted format. The pamphlet concisely reviews all pertinent information the layperson requires. It highlights the importance of visiting a physician for diagnosis and explains that clinicians treat depression with medication/behavioral or electroconvulsive therapies. A large yellow box captivates the reader’s attention; in italicized print, the booklet cautions some side-effects of antidepressant use, including agitation and suicidal ideation, and urges continuous communication with the physician during the treatment of depression. In 2018, Maurer et al. detailed the importance of physician depression screening and treatment to prevent suicide. Although some medications disagree with the patient’s brain chemistry and induce forms of psychosis, the pamphlet equips the consumer with enough information to effectively collaborate with their physician and choose their best method of treatment.
Consistency
Details within the handout are consistent with the current knowledge and treatment of depression. The pamphlet never contradicts information established by the NIMH, APA, CDC, or medical community. It is not a comprehensive catalog, but it explains the difference between depression and passing sadness, emphasizes its treatability, and discloses the links between depression and comorbidity, environment, biology, and genetics. NIMH’s brochure is professional, as it avoids improper and unnecessary punctuation. The reader can recognize depression’s warning signs, understand the role clinicians play in diagnosis, and glean tips about coping with depression or supporting loved ones suffering from depression. The booklet informs and empowers its readers to recognize the problem and act accordingly.
Readability
The Flesch Reading Ease score and the Flesch-Kincaid grade level calculates the words, sentences, and syllables in a body of work and determines the writing’s simplicity, reflected in a score indicating the grade level of the piece. The NIMH pamphlet has a Flesch Reading Ease score of 48.8 (difficult), understandable to a tenth-grade student. The brochure is ideal for the presentation’s target audience of adults aged 19 and older. The font style, size, and colors are simple to read. The pamphlet’s layout and design enable the reader to identify pertinent content quickly.
Conclusion
The NIMH brochure is an ideal supplement for December’s virtual HPP project. Adults will attend a lecture about depression and shall receive a copy of the pamphlet via email. NIMH’s guide about depression basics avoids medical argot and is appropriate for an average adult audience. The booklet is accurate, unbiased, and informative, and it provides a synopsis of important topical details, like the suicide prevention hotline. The lecture will include a sweeping review of depression-related material, and the pamphlet is a valuable reference that the audience can later consult, as needed.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Bastable, S. B., Gramet, P. R., Sopczyk, D. L., Jacobs, K., & Braungart, M. M. (2020). Health professional as educator: Principles of teaching and learning (2nd ed.). Jones & Bartlett Learning.
Maurer, D. M., Raymond, T. J., & Davis, B. N. (2018). Depression: Screening and Diagnosis. American Family Physician, 8, 508.
National Institute of Mental Health. (2016). Depression basics [Brochure]. Bethesda, MD. U.S. Department of Health and Human Services.
National Institute of Mental Health. (n.d.). Publications about depression. https://www.nimh.nih.gov/health/publications/depression-listing.shtml
Office of Disease Prevention and Health Promotion. (2020). Mental health and mental disorders
details. https://www.healthypeople.gov/node/3498/data-details
RunningHead: LESSON PLAN 1
Health Promotion Project: Lesson Plan
Tyffany Rivera
University of West Florida
LESSON PLAN 2
Health Promotion Project: Lesson Plan
The health promotion presentation titled, Heart Failure in older adults, will take place
via zoom platform, following regulations by WHO to combat the Covid-19 pandemic. On
Wednesday, April 28, 2021, the lecture will be available from 1800 to 2200; this enables people
and families to attend to their daily duties first. The project focuses on improving the quality of
life and reducing heart problems for older adults. It will communicate details about the Healthy
People 2030 (HP2030) topic HDS-09: reduce hospitalization among adults with heart failure as
the primary diagnosis (Office of Disease Prevention and Health Promotion, 2021). The
presentation is available to all interested parties, but the target audience includes adults and older
people.
Project Goal
The health promotion project aims to highlight the prevalence of heart failure, create
awareness of the disease, and increase the screening of heart diseases in primary care settings. In
2016, there were 355.2 hospitalizations for heart failure per 100 000 adults aged 18 years and
over. The current target is to reduce hospitalizations to 319.7 per 100 000 adults (Office of
Disease Prevention and Health Promotion, 2021). The project will include both the public and
healthcare professionals, increasing the number of screening for heart diseases such as heart
failure at the primary care centers. Over the next decade, primary care physicians and nurses
serving in New York City will make it a routine to screen for heart failure in adults and older
people during hospital visits. Increased screening and maximized cardiovascular conditions
management can lower the current hospitalization rate and death-related rate from heart failure.
Logically, every person is headed towards old age; development of heart failure originates from
the lifestyle we lead at a younger generation. Therefore, screening should start early.
LESSON PLAN 3
Lesson Plan: Behavioral Objectives, Learning Domains, Resources, and Evaluation Tables
Objectives and
Learning
Domains
Content Outline
Instructional
Method
Time
Estimate
Resources
Evaluation
Method
1.
Objective:
Before the
presentation,
learners will list
a minimum of
three perceptions
they have about
Heart failure.
Learning
Domain:
Affective.
Attendees will
complete a pre-
program survey,
emailed to
registrants before
the presentation
date. Preconceived
notions about
depression may be
facts, myths,
personal anecdotes,
or pervasive
internet theories.
The affective
domain and its
biases can retard
personal growth
and learning
(Bastable et al.,
2020, p. 481). In
separating fact from
fiction before the
lecture, the
presenter can
ensure that all
learners begin on a
similar plane.
The completed
survey, Zoom
chat (text), and
online Zoom
group discussion
will assist
instruction. The
presenter will
offer all methods
so that camera-
shy and
introverted
participants can
engage with the
group’s meeting
without feeling
anxious.
Three
minutes.
Email, paper,
pencils, and
the Zoom
chat feature.
The
preliminary
survey is a
pretest,
available to all
presentation
registrants and
participants.
The presenter
evaluates the
attendees
based on their
pretest
completion,
chat
participation,
and discussion
contribution.
2.
Objective:
During the group
discussion of the
introductory
survey (before
the presentation),
This group
discussion will
validate others’
feelings and create
a unified front in
cleaving facts from
Virtual group
discussion, Zoom
chat.
Three
minutes.
Paper,
pencils, and
Zoom chat.
Participants
will ask
questions of
one another
and verbalize
societal
LESSON PLAN 4
participants will
confirm whether
they have also
heard any of the
perceptions their
peers announce.
Learning
Domain:
Affective.
harmful prejudice
and fiction.
Together, the group
will explore the
most pervasive
narratives
surrounding
depression and
consider their
effects on society
and those living
with depression.
Some myths blame
the sufferer,
claiming depression
stems from
laziness, and
applying a ‘mind
over matter’
mentality will cure
it. Others may
believe people
suffering from
depression are
negative thinkers
and should smile
more.
perceptions of
mental illness
and depression.
This discussion
is engaging,
and
participants
shall join the
conversation
by agreeing,
disagreeing,
verifying, or
negating public
opinion. The
discourse will
be polite and
respectful.
3.
Objective:
Following the
presentation, the
learner will
recall three
accurate
signs/symptoms
of heart failure.
Learning
Domain:
Cognitive.
The instructor will
define heart failure,
describe its clinical
presentation, and
different types of
heart failure.
According to the
American Heart
Association, types
of heart
failure
include right-sided,
left-sided and
congestive heart
failure.
Virtual lecture
and discussion.
Two
minutes.
The lecture
will
incorporate
details about
heart failure
from the
American
Heart
Association.
The learner
will complete
the fill-in-the-
blank
worksheets
administered
after the
lecture
(Bastable et al.,
2020).
LESSON PLAN 5
The presenter will
discuss the signs
and symptoms of
heart failure.
Common signs and
symptoms of heart
failure include
dyspnea, fatigue,
edema, rapid or
irregular heartbeat,
reduced ability to
exercise, persistent
cough or wheezing
with white or pink-
tinged phlegm,
increased need to
urinate at night,
ascites, rapid
weight gain due to
fluid retention,
chest pain if heart
failure is due to
heart attack, nausea
and lack of appetite
(American Heart
Association, n.d.).
4.
Objective: After
the lecture, the
attendee will list
two methods
used to treat
heart failure.
Learning
Domain:
Cognitive.
The instructor will
teach learners that
not all conditions
that lead to heart
failure can be
reversed, but
treatments can
improve the signs
and symptoms of
heart failure and
help one live
longer. Physicians
commonly
prescribe ACE
inhibitors to help
reduce the heart’s
workload by
lowering pressure
Virtual lecture-
discussion.
Five
minutes.
Zoom
Presentation/
lecture
consisting of
information
obtained
from the
MAYO
CLINIC’s
website.
The attendee
will complete
the fill-in-the-
blank
worksheets
administered
after the
lecture.
LESSON PLAN 6
and beta-blockers
to prevent the risk
of developing
arrhythmias—
diuretics to
eliminate extra
water in the body.
Dietary
supplements to take
include minerals
and multivitamins,
omega 3 fatty acids,
garlic, and the
patient should
avoid choline.
Cardiac
resynchronization
therapy can be
performed to keep
the left and right
sides of the heart
pumping together
(Heart Failure –
Diagnosis and
Treatment – Mayo
Clinic, 2020).
5.
Objective: After
the lecture, the
audience
member will
examine a
sample patient
and detect at
least three risk
factors for heart
failure.
Learning
Domain:
Psychomotor.
The teacher will
explain that heart
failure is mainly
chronic and can
happen as you age,
but it can affect
anyone in acute
cases. However,
one can live a full
and active life with
the right treatment
and lifestyle. It
always comes
existing illnesses or
diseases, affecting
individuals at any
age. With early
screening for
Lecture,
discussion, and
case study format
introduce a
sample patient
who has several
risk factors for
heart failure.
Four
minutes.
MAYO
CLINIC
website on
depression,
Zoom
presentation.
Skills
checklist, filled
out by
presenter for
return
demonstration.
The audience
member
describes risk
factors for
depression and
isolates those
presenting in
the sample
case study
patient.
LESSON PLAN 7
cardiovascular
diseases and
adopting a healthy
lifestyle, heart
failure can be
significantly
reduced (Heart
Failure – Diagnosis
and Treatment –
Mayo Clinic,
2020).
6.
Objective: After
the presentation,
the participant
will ‘converse’
with the sample
case study
patient,
demonstrating a
sensitive
approach to a
person suffering
from heart
failure. The
learner will
describe a
typical heart
failure screening
process and urge
the sample
patient to make
an appointment
with their
primary care
provider. The
learner will
correctly respond
to comments
about when to
see a physician
when on heart
failure treatment
to avoid
complications.
The instructor will
explain that heart
failure is a
manageable
condition. It is vital
to offer support and
patience, not
judgment. Offering
to be a sympathetic
ear or an exercise
buddy can help
support a person
suffering from heart
failure.
The audience
quickly addresses
the sample patient’s
comments about
when to visit a
physician while on
treatment to avoid
complications and
the urgency to
report these
comments to the
physician.
Lecture,
discussion,
sample
depression
questionnaire,
case study
featuring sample
patient, return
demonstration.
Two
minutes.
Case study,
MAYO
CLINIC and
American
Heart
Association –
Heart failure
information
Skills
checklist, filled
out by
presenter for
return
demonstration.
The participant
guides a person
with
depression to
seek help from
their physician
and identifies
self-harm
warning signs.
Participants
shall correctly
express and
demonstrate
ways to be a
supportive
figure to a
friend or loved
one suffering
from
depression.
LESSON PLAN 8
Learning
Domain:
Psychomotor,
affective,
cognitive
domains.
Conclusion
The presentation will offer the public and health professionals an opportunity to
recognize and be aware of the burden of heart failure in the healthcare system. Since heart failure
can majorly be categorized as a lifestyle disease, the public will learn various lifestyle changes
needed to reduce the incidence of the disease and reduce hospitalization; it is well known that
prevention is better than cure. The lecture participants will learn about the signs and symptoms
of depression, risk factors, treatment methods, and actionable warning signs or statements that,
when reported early, can lead to better management of the disease. The learners will also learn
about the screening process for heart diseases, which mainly depends on signs and symptoms
identification and electrocardiogram where there are no symptoms.
LESSON PLAN 9
References
Search Healthy People – Healthy People 2030 | health.gov. (2021). Office of Disease Prevention
and Health Promotion. https://health.gov/healthypeople/search?query=HDS%2024
Bastable, S. B., Gramet, P. R., Sopczyk, D. L., Jacobs, K., & Braungart, M. M. (2020). Health
professional as educator: Principles of teaching and learning (2nd ed.). Jones & Bartlett
Learning.
Heart failure – Diagnosis and treatment – Mayo Clinic. (2020, May 29). Mayo Clinic.
https://www.mayoclinic.org/diseases-conditions/heart-failure/diagnosis-treatment/drc-
20373148
Types of Heart Failure. (n.d.). Www.Heart.Org. Retrieved April 7, 2021, from
https://www.heart.org/en/health-topics/heart-failure/what-is-heart-failure/types-of-heart-
failure