Population Clinical Prevention Initiative 

Purpose: The purpose of this assignment is to help you develop skills in designing a health promotion/disease prevention initiative or campaign that addresses a specific health disparity of your choice and is culturally and linguistically appropriate for the target population. This project will also help further develop your health informatics skills, project management skills, and promote interprofessional collaboration.

Based on the Healthy People 2020 goals and objectives, identify a health disparity issue and target population related to health inequalities and providing supporting epidemiological evidence showing the scope of the problem and the need for clinical prevention. Develop a health promotion/disease prevention initiative that includes learning objectives, implementation & evaluation plans, teaching & delivery approaches appropriate for the target population. For this project, develop a specific health information product (e.g. PSA video or radio announcement, poster, pamphlet, brochure, billboard, etc.) that is culturally and linguistically appropriate for the target audience.

  1. Select a disease prevention or health promotion topic and target population for your project. It must be a population health issue for which creating educational awareness for prevention/health promotion would be an appropriate intervention. Look at the Healthy People 2030 topic areas for ideas. A list of ideas is provided in Module 1.
  2. Develop a health promotion/disease prevention initiative to address your chosen problem. Be sure your initiative plan includes an overarching goal, intended outcome(s), learning objectives, teaching/delivery methods, and an evaluation plan.
  3. Create a specific health information message for your problem. Your health message should convey the threat/risk, desired response, and includes a slogan or “tag-line.” It should have appropriate visual appeal that is culturally and linguistically appropriate for the target audience. Provide evidence to demonstrate why it meets this criteria.
  4. Identify a venue for delivering your health information message (e.g. PSA video, poster, pamphlet, brochure, social media, billboard, etc.). Be sure to explain why you chose this method and why this is appropriate for your population group.
  5. Include interdisciplinary collaboration into the development of your health promotion plan. It must include at least two potential community partners and at least two other disciplines (i.e. communications, marketing, pharmacy, dietician, social, early childhood development specialist, exercise physiologist, etc.) as appropriate for your topic (Provide rationale).
  6. In addition to completing the clinical prevention educational product, a clinical prevention plan with related references will be submitted as well. The campaign plan should describe the health issue you are addressing, the population, supporting epidemiological evidence to demonstrate the scope of the problem. Your campaign plan should include the intended goal, outcomes, learning objectives, teaching /delivery approach and an evaluation plan. This plan should be no more than 5-7 pages in length (excluding title and reference page). Your references and citations should be in APA format.

• Here is what you need to turn in:
Part 1: Clinical Prevention Health Information Product (e.g. Poster, brochure, PSA Announcement Script, pamphlet, YouTube video, Assorted Text messages, Webpage).
This is the part you will post on the Module 4 DF for peer feedback
With your post include an overview of the clinical prevention initiative. What framework did you use to design your clinical prevention campaign? (e.g. Backward design, Maine Health, CDC Social Media resource- briefly explain why). Also explain how your clinical prevention plan and health risk message reflect evidence-based nursing, interdisciplinary collaboration, and cultural & linguistic competence? (Be sure to evaluate your product for readability and literacy. Specify which tool(s) you used and what the results were).
This product will be evaluated based on:
• Overview of initiative
• Organization & content
• Layout
• Creativity
• Health literacy (appropriate for target audience)

Part 2: Clinical Prevention Plan. 5-7 pages in length maximum (excluding references & title page)
This plan should be divided into sections:

I. Executive Summary: (2-3 pages max).The executive summary provides the essence of the project and briefly covers the main points of the initiative. In 1-2 paragraphs, summarize the main problem you are addressing, scope of the problem with supporting epidemiological evidence for this selected population. (Use an attention grabber to draw in your reader). Briefly explain what is the main purpose of your project? What is the goal you are trying to achieve? What course of action or recommendations are you seeking? Provide a brief (1 paragraph) explanation of your clinical prevention initiative –outline key features (bullet points are acceptable). What are the intended benefits or outcomes of this project? What other disciplines or organizations could be recruited to collaborate in this project? Include two potential community partners and at least two other disciplines (e.g. marketing, communications, pharmacy, dieticians, social work, psychology, early childhood development specialists, exercise physiologist, etc.). Provide a rationale for why these disciplines and agencies would be good partners for this project. Conclude with a summary of why this project is significant – what value will stakeholders see in this plan? (This will make it more persuasive).

II. Action Plan: Provide a clear plan for the development and implementation of your clinical prevention initiative. It might include pilot testing, readability testing, and how your project with be utilized and disseminated. Start by providing the overall project goals and short/intermediate and long-term objectives. Then using the table format below, outline your development and implementation process.

a. Overall Project Goal
b. Short term objective(s)
c. Intermediate objective(s)
d. Long-term objective(s)

(When) Activity
(What) Method/Channel
(How) Location
(Where) Evaluation Who

III. Evaluation Plan: How will you know if your implementation plan is working and how will you determine that your desired learning outcomes have been achieved? Your evaluation plan needs to include both formative and summative evaluation methods. Create a table like the one below to outline your evaluation plan.

Evaluation Activities Outcome Indicator/
Performance Measure Method Data Source Frequency/ Time Frame

The clinical prevention plan will be graded based on:
• Executive summary
• Interdisciplinary collaboration
• Action plan
• Evaluation plan
• Scholarly writing

This assignment counts for 40% of your grade in NURS 565. The various elements of the assignment will be weighted as follows:

Clinical Prevention Product (15%) (Post on Module 4 DF and Dropbox)
• Overview of Initiative 20 points
• Organization & Content 20 points
• Layout 20 points
• Creativity 20 points
• Health Literacy 20 points

Clinical Prevention Plan (25%) (Submit using Dropbox on BB)
• Executive Summary 30 points
• Interdisciplinary Collaboration 10 points
• Action plan 25 points
• Evaluation plan 20 points
• Scholarly writing 15 points

Grading Rubric – Population-based Clinical Prevention Product
Criteria Excellent Proficient Nearing Proficient Below Expectations
Provides clear overview of initiative and strong, thoughtful evidence-based explanation of how it reflects EBP, collaboration, and cultural & linguistic competence. Provides a good overview of the initiative and clear explanation of how it reflects EBP, collaboration, and cultural & linguistic competence. Uses at least 1 supporting reference. Provides a very basic overview of initiative Vaguely eludes to how the initiative reflects EBP, collaboration, and cultural & linguistic competence. Two or more areas need further explanation. Overview of initiative haphazard. Fails to explain how it reflects EBP, collaboration, or cultural & linguistic competence.
20% The message is presented professional and is worthy of mass production. Thoughtful integration of culturally and linguistically appropriate elements for target audience. The message has with too much information Lacks professional polish, but okay for personal use. Free of errors. Some effort to make material culturally and linguistically appropriate. Design is inconsistent. Lacks professional appearance and has several errors. Superficial effort to integration of culturally or linguistically relevant elements. It is disorganized, sloppy and contains multiple errors. Very unprofessional work.
No attention to cultural or linguistic sensitivity.
Organization, Content & Message
20% Message is very organized, clear and well-articulated. All related ideas are together. Clearly appropriate for the target audience. The key points are complete and clearly address the targeted purpose of the health topic. Creates a sense of urgency and need for action. Overall the message is clear. Content could be rearranged for better readability. Some redundancies. Scholarly support for health message evident.
Communicates a general idea of the campaign, but some details are left out. Encourages a course of action, but lacks persuasion or urgency. Message is unclear, lacks clarity. Minimal supporting data.
The material lacks organization. Multiple redundancies of information.
Key points are present, but do not clearly relate to health message. Eludes to a course of action, but not clearly articulated. The material is unorganized and hard to follow. Ideas don’t flow at all. Message does not relate to the health topic, Scholarly support absent or is inaccurate. Key points not evident or not appropriate for the campaign. Provides no clear course of action.
20% Innovative message using an engaging approach that is different from existing campaigns. The “tag line” is catching and persuasive. Some effort at creativity, approach is a modification of an existing health campaign. Clear effort to be engaging to target audience with thoughtful “tag line” Some similarities to existing health campaigns on this topic. Lacks creativity, marginally tries to be engaging to audience. Tag line just a statement of the issue. No different from existing health education campaigns. No effort to be creative or innovative. Tag line absent or not readily apparent.
Health Literacy
20% Easy to and follow message. Sentences are simple, specific, and using an active voice.
Includes graphics to engage reader (as appropriate). Wording/images are meaningful and appropriate for target audience.
Utilizes appropriate tool(s) to assess for literacy & readability. Easy to read and follow but wording/images may not geared to target audience. Contains some graphics & images. Is at suggested reading level for audience (as appropriate to the medium).
Clear consideration for cultural and linguistic competence.
Briefly explains how they measured the health literacy of their product. Not the best choice for target audience. Contains minimal graphics and images (as appropriate to the medium). Word choice not appropriate for target audience. Minimal effort to make message culturally and linguistically relevant.
Speaks to health literacy, but does not use tool(s) to assess readability or literacy of product. Not appropriate for the target audience. Poor word phrasing throughout. Lack visual graphics or images or are inappropriate for the message. Not appropriate reading level for audience. No consideration for cultural competence. No effort to specifically assess health literacy.

Grading Rubric: Population Clinical Prevention Plan
Excellent Proficient Nearing Proficient Below Expectations
Executive Summary
30% Clearly articulates relevant background to the problem being addressed and describes how the problem relates to the target population.
Uses high quality supporting evidence from multiple scholarly sources. Most points clear and succinct in describing problem. Could use further development and refinement. Supporting evidence is adequate and addresses main issues. Some effort to describe the problem, but also include irrelevant ideas, or points wander in places. Supporting evidence is superficial and conclusions are not always supported with relevant evidence. Problem presented from personal, subjective viewpoint. Lacks clear articulation of the problem. Lacks critical analysis of the issue. Supporting evidence lacking.
Interdisciplinary Collaboration

10% Identifies logical community partners and other disciplines to collaborate with and provides clear supporting rationale. Identifies two community partners and two disciplines to collaborate with. Supporting rationale appropriate, but lacks depth. Fewer than two community partners and two disciplines identified, Overlooks key partners, Rationale superficial. Fails to identify multiple community partners or disciplines. Rationale not provides or is irrelevant to the issue/population.
Goals, Objectives & Action Plan
30% Provides a concisely detailed, specific action plan. Clear connections between goals, objectives and action plan. Action plan clear and logical, but one area needs further development. Logical connections between goals, objectives and action plan. Action plan lacks details. One or two elements missing. Minor inconsistencies between goals, objectives and action plan. Action plan incomplete or haphazard. No cohesiveness between goals, objectives and action plan.
Evaluation Plan
10% Formative, process and summative evaluation plans are thorough and concise Evaluation plans are complete, but one area needs further development Evaluation plan lacks details. One or two elements missing. Evaluation plan incomplete, illogical or absent.
20% Paper is well written and organized using headings. Clear and succinct expression of ideas. All references are from scholarly sources and cited within APA format. Free of errors in grammar, spelling, and punctuation. Paper length within page limitations. Paper clearly written and well organized. All references are from scholarly sources and cited with minor errors in APA format. Minimal errors in grammar, spelling, punctuation and formatting are minor. Marginally exceeds page limitations by less than 1 page. Paper is organized but lacks clear transitions and/or is disjointed in parts. Errors in spelling, punctuation and grammar do not interfere with understanding. A few APA and editorial errors on most pages Exceeds page limits by more than one page. Poorly written, disorganized. Some sections are unclear and difficult to understand. Multiple errors in spelling, punctuation, and grammar on each page. References & citation are not in APA format. Significantly exceeds page limitations by more than two pages.

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