PRAGYA DAWADI HEALTH PROMOTION AND HEALTH PLAN HSNS447

Submitted by: Pragya Dawadi

Student Id: 220212083

Subject: - Master of nursing practice

Unit: HSNS 447

Submitted to: Ann Cleary

Date of Submission: 12- 08-2021

Word count-990

1
PRAGYA DAWADI HEALTH PROMOTION AND HEALTH PLAN HSNS447

Introduction

One of the most significant strategies aimed at boosting wellbeing and preventing illness is

health education. Individuals may reside better lifetimes by expanding their knowledge and

changing their attitudes towards caring for their health via health education programmes

(Pizon, 2019). In promoting public health, nurses play a vital role. Health promotion has

historically centred on sickness prevention and changing people's health habits (Kemppainen

et al., 2013). This essay will highlight the concept of health promotion and health education,

describes the nurse’s role in providing person-centred care to Janna and develop culturally

appropriate education plan for Janna’s health promotion.

Health promotion and education

Health for all by and beyond the year 2000 was the goal of the inaugural International

Conference on Health Promotion. The practise of enabling people to take responsibility of

their health and improve it is known as health promotion (World Health Organization, 2021).

Community health promotion includes health education as a key component. It is defined as a

collection of planned or opportunistic learning experiences intended at improving people's,

families', and communities' health by broadening their knowledge and changing their

attitudes (Clendon & Munns, 2018). 

Primary health and community nurse ‘s role

Primary health care is most patients' first point of contact with the health-care system. It

encompasses a wide range of activities and services that are provided outside of the hospital

environment, including health promotion and prevention, as well as acute and chronic illness

treatment and management (Australian Institute of Health and Welfare, 2016). Patients may

benefit from primary health nurses' assistance in achieving a range of favourable health

2
PRAGYA DAWADI HEALTH PROMOTION AND HEALTH PLAN HSNS447

outcomes, such as self-management, adherence, quality of life, and understanding about their

condition. Health education is the most prevalent health promotion strategy employed by

nurses (Kemppainen et al., 2013). Nurses in the community must take an active part in health

promotion. They operate in communities where people live, use long-term health promotion

approaches, and achieve long-term health consequences for individuals and groups. The

ideals of social justice, equity, and community participation are upheld by community nurses

(Roden et al., 2015). Community health nurses work with people of all races and ethnicities,

often with the most vulnerable and marginalised elements of society. To prevent disease and

promote health throughout one's lifespan, community health nurses identify impediments to

healthy lives and overall well-being. They operate with families and communities to help

people in need achieve healthy lifestyle choices and deliver post-intense care in their own

houses. Community health nurses act as liaisons between the intense and public health care

systems. They advocate for and give voice to the community's right to health care using a

social model of health (Australian Primary Health Care Nurses Association, 2021).

Education as a part of health promotion

Health education is one method of carrying out health promotion and disease prevention

activities. Health education allows people to learn about a variety of health concerns. Health

education provides target groups with information on specific health topics, such as the

benefits and dangers they face, as well as tools to aid in the development of healthy

behaviours. The overall objective of the health promotion and illness prevention programme

should be enhanced by health education initiatives. To achieve cultural competency,

materials created for health education programmes must be culturally relevant and

customised to the target communities (Paterick et al.,2017). In case of Janna, while providing

health education language barrier should be considered as she speaks limited English.

3
PRAGYA DAWADI HEALTH PROMOTION AND HEALTH PLAN HSNS447

Assessment should be carried out before providing health education in order to assess the

knowledge of Janna. The health education provided to Janna should mainly focused on her

medication regimen. Any recommended medical therapy's goal is to accomplish specific

desirable results in the patients involved. These targeted outcomes are an integral element of

the illness or condition treatment objectives. However, despite all the healthcare workers' best

intentions and efforts, desired goals may not be achieved if patients have knowledge deficit.

From the standpoint of illness management, this deficit might have significant and negative

consequences (Jin et al., 2008). While providing health education, cultural differences should

be considered, and culturally appropriate education should be provided.

Education Plan

Program goal

The main goal of this education plan is to make Janna be aware of how to take her prescribed

medication.

Objective/s

Specific objective- The specific objective of this education plan is to help Janna to be able to

states the name and dose of each medication.

Long term objective- The long-term objective is to be able to control her high blood pressure

and diabetes.

Intervention/s

The nurse will examine the patient for any additional issues that may be preventing the

patient from adhering to his or her drug regimen.

4
PRAGYA DAWADI HEALTH PROMOTION AND HEALTH PLAN HSNS447

The nurse will assess the client's learning capacity and preparedness, as well as her prior

knowledge and abilities regarding her medicine.

The nurse will discuss three dangers and three advantages of sticking to the prescription

schedule with the patient.

The nurse will educate Janna about time period of taking each medication and educate her to

inform GP for each dose she misses.

Process

Community nurse will arrange health education for Janna. Nurse will assess the knowledge of

Janna after each education. Nurse will do home visit for certain period. Community nurse

will help Janna to book an appointment with GP if necessary. Community nurse can involve

pharmacist to have a clear and concise knowledge of medication. Translator can be involved

to deal with language barrier. Distribution of pamphlets, role play can be the alternate way of

health education.

Impact Evaluation

Nellie was able to verbalizes three risks and three benefits of adhering to the medication

regime.

The patient verbalizes correctly how and when to take her medications.

Conclusion

In conclusion, Health education is always the important part of health promotion. It promotes

health by improving the lifestyle and enhancing the quality of life. Although health literacy,

5
PRAGYA DAWADI HEALTH PROMOTION AND HEALTH PLAN HSNS447

culture, language acts as a barrier while providing health education, there was also various

techniques to overcome the barriers.

References

1. Australian Primary Health Care Nurses Association. 2021.Community health nurses.

Retrived from https://www.apna.asn.au/profession/what-is-primary-health-care-

nursing/community-health-nursing

2. Australian Institute of Health and Welfare. 2016. Primary health care in Australia.Retrived

from https://www.aihw.gov.au/reports-data/health-welfare-services/primary-health-

care/overview

3. Clendon, J., & Munns, A. (2018). Community health and wellness : Principles of primary

health care. ProQuest Ebook Central https://ebookcentral-proquest-

com.ezproxy.une.edu.au

4. Jin, J., Sklar, G. E., Oh, V. M. S., & Li, S. C. (2008). Factors affecting therapeutic

compliance: A review from the patient’s perspective. Therapeutics and clinical risk

management, 4(1), 269.

5. Kemppainen, V., Tossavainen, K., & Turunen, H. (2013). Nurses' roles in health

promotion practice: an integrative review. Health promotion international, 28(4),

490-501.

6. Paterick, T. E., Patel, N., Tajik, A. J., & Chandrasekaran, K. (2017, January). Improving

health outcomes through patient education and partnerships with patients. In Baylor

University Medical Center Proceedings (Vol. 30, No. 1, pp. 112-113). Taylor &

Francis.

6
PRAGYA DAWADI HEALTH PROMOTION AND HEALTH PLAN HSNS447

7. Pizon, F. (2019). Health education and prevention. ProQuest eBook

Central https://ebookcentral-proquest-com.ezproxy.une.edu.au

8. Roden, J., Jarvis, L., Campbell-Crofts, S., & Whitehead, D. (2015). Australian rural,

remote and urban community nurses' health promotion role and function. Health

promotion international, 31(3), 704-714.

9. World Health Organization. (2021). The 1st International Conference on health promotion,

Ottawa, 1986.