Education Plan-Health Promotion

Assessment 2: Essay template

PLEASE USE HEADINGS FOR EACH SECTION INCLUDING THE INTRODUCTION AND THE CONCLUSION
Word count: 1000+/-10%

Introduction: (3-5 sentences say around 100 words)
THIS ISN’T A SUMMARY BUT A PLAN

Identify the topic-this gets the reader’s attention (health education plan that focuses on health promotion and enabling a client to improve their health)
Give essential but sufficient background information-this orients the reader (Nellie’s background, cultural issues and relevant info such as her statement about why she needs to take Warfarin)
Indicate the direction and angle of your argument-this focuses and defines the topic (nurse’s role in improving Nellie’s health outcomes by developing an evidence-based education plan)
The introduction starts off general and ends focused.

Body-this is where you gain the bulk of the points, look at the rubric it will be criteria 1-3: (around 700-800 words)

The body of the essay consists of a number of paragraphs in which you present your main points and
supporting
evidence
(see resources on the assessment page or use the key words below to conduct a literature search)

Key words
-health promotion, health literacy, stages of change, patient education, patient education tools, Warfarin management, self-management, motivational interviewing, adult learning, models of health education)

The following are some ideas, you must include references and/or statistics

Paragraph 1 criterion 1

Explain health promotion (Ottawa charter, WHO), health education (WHO) and the role of the primary health and community nurse in providing health education and health promotion. Consider issues that the nurse has to consider such as health literacy, language, culture, gender, communication skills and therapeutic relationships as factors that could impact the provision of health education and strategies nurses can use to ensure health education is provided

Paragraph 2 criterion 2

How does the community nurse use health education to enable Nellie to have more control over her health condition and improve her health (health promotion)?

What does Nellie know and need to know so her DVT is managed without negative consequences? Consider issues specific to Nellie like health literacy, culture, adult learning and readiness to learn as well as strategies the nurse can use like advocacy, enabling and mediating.

Paragraph 3 criterion 3

This is the education plan, use the subheadings below, you could combine a couple like goal and objectives into one paragraph.

Use current and relevant literature to support your discussion. For example, in process what resource could you use to teach Nellie and what evidence is there that this is an appropriate resource?

Program goal (a general statement about long term program outcomes) Nellie adheres to the medication regime; Nellie can access healthcare promptly
Objective/s (specific statements that address how each goal of the program will be achieved) Nellie demonstrates self-management skills (how to request a prescription refill); Nellie states the name and dose of the Warfarin
Intervention/s (actions) Provide a teaching session to Nellie about reasons to call her GP; Educate Nellie about how long she will need to continue Warfarin; Educate Nellie about the need for dose adjustments
Process (how the plan will be put into action) who is going to do what? Who will you involve? What resources can you use? What will be the cost? Who will you collaborate with?
Impact evaluation (how the health promotion program positively affects Nellie) She takes the Warfarin regularly and you know this because her INR is in the therapeutic range, she has the correct number of tablets left in the blister pack. She can explain what could happen if she stopped taking the Warfarin
Conclusion (4-5 sentences say around 100-150 words):

Summarise your main points, refer back to the question

Come to a conclusion or judgement

You shouldn’t introduce any new material or references here

Guidelines for writing academically in this essay.

See https://aso-resources.une.edu.au/academic-writing-course/academic-writing-style/

Academic phrase bank-University of Manchester UK

http://www.phrasebank.manchester.ac.uk/

For each of the statements below there are explanations on the ASO site found above

‘What to do’

Write clearly

Use the technical vocabulary of your subject area such as clinical terminology

Use standard, correct English and non-discriminatory language

‘What NOT to do’

There is much to learn from what is NOT wanted. Following are some of the small but specific mistakes in style that are made (mainly unconsciously) in formal written work.

Do not use colloquial language or slang

Do not use personal tone-e.g. unfortunately……

Do not use shortened forms of words and phrases incorrectly

Avoid using personal language like personal pronouns

Avoid using language that is emotional

Avoid using words that express your opinion tooooooo strongly

Avoid using unnecessary words Be concise

Avoid using brackets and dashes to add information

Do not use dot/bullet point lists unless you are instructed to

Do not shift verb tense unnecessarily

Do not use exclamation marks (!!!) in your essay

Do not use questions and commands

Do not misuse font and font styles (mainly italics & underlining)

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