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    – ## HealthPromotionProposal2.docx – ## HealthPromotionProposalPart11.docx **## HealthPromotionProposal2.docx** Health Promotion Proposal, Part 2 **Exercise Instructions** **Health Promotion Proposal, Part 2** **This is a continuation of the health promotion program proposal, part one**, which you s…

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    – ## HealthPromotionProposal2.docx

    – ## HealthPromotionProposalPart11.docx

    **## HealthPromotionProposal2.docx**

    Health Promotion Proposal, Part 2

    **Exercise Instructions**

    **Health Promotion Proposal, Part 2**

    **This is a continuation of the health promotion program proposal, part one**, which you submitted previously.

    Please approach this assignment as an opportunity to integrate instructor feedback from part I and expand on ideas adhering to the components of the MAP-IT strategy. Include necessary levels of detail you feel appropriate to assure stakeholder buy-in.

    **Directions**

    You have already completed the steps 1-4.
    **Do not resubmit part 1.** Make sure you incorporate any suggested revisions or improvements into your submission according to your instructor’s comments.

    **To assist in maintaining harmony between Part I and 2 here you have a reminder of the previous paper outline:**

    · 1. Describe the health problem. Using data and statistics support your claim that the issue you selected is a problem. What specifically will you address in your proposed health promotion program? Be sure your proposed outcome is realistic and measurable.

    · 2. Describe the vulnerable population and setting. What are the risk factors that make this a vulnerable population? Use evidence to support the risk factors you have identified.

    · 3. Provide a review of literature from scholarly journals on evidence-based interventions that address the problem. After completing a library search related to effective interventions for your chosen health promotion activity, you will write a review that evaluates the strengths and weaknesses of all the sources you have found. You might consult research texts for information on how to write a review of the literature found in your search.

    · 4. Select an appropriate health promotion/disease prevention theoretical framework or conceptual model that would best serve as the framework guiding the proposal. Provide a rationale for your selection which includes a discussion of the concepts of the selected model

    **For this assignment develop criteria 5-8 as detailed below:**

    **You will submit just this section 5-8 as an essay. Please do not resubmit Part 1.**

    Use a presentation page. Start the body of content with topic 5.

    · 5. Propose a health promotion program using an evidence-based intervention found in your literature search to address the problem in the selected population/setting. Include a thorough discussion of the specifics of this intervention which includes resources necessary, those involved, and feasibility for a nurse in an advanced role.

    · Be certain to include a timeline. (3 to 4 paragraphs- you may use bullets if appropriate).

    · 6. Thoroughly describe the intended outcomes. Describe the outcomes in detail concurrent with the SMART goal approach.
    **The SMART goal statement should be no more than one sentence** (1 paragraph).

    · 7. Provide a detailed plan for the evaluation of each outcome. (2-3 paragraphs).

    · 8. Thoroughly describe possible barriers/challenges to implementing the proposed project as well as strategies to address these barriers/challenges. (2+ paragraphs).

    · Finish the paper with a conclusion paragraph (2 paragraphs) without typing the word "conclusion" before the paragraph.

    **Paper Requirements**

    This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. Remember, your Proposal must be a scholarly paper demonstrating graduate school-level writing and critical analysis of existing nursing knowledge about health promotion.

    APA must be strictly followed.

    Your final assignment should be minimally 5 pages (excluding title page and references).

    Finish the essay with your reference page.

    **Please review the Grading Rubric for this Assignment.**

    s

    **## HealthPromotionProposalPart11.docx**

    2

    **Health Promotion Proposal, Part 1**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 28, 2025

    **Health Promotion Proposal, Part 1**

    **The Burden of Hypertension in Vulnerable Populations**

    Hypertension is a quiet threat to the public that significantly raises the chances of heart disease, stroke, and kidney failure. More than 1.28 billion people worldwide between the ages of 30 and 79 are affected, and the burden is heaviest in low- and middle-income countries (Moloro et al., 2023). Approximately 122 million adults in the United States (over four out of ten) are diagnosed with hypertension (Centers for Disease Control and Prevention, 2025). Among non-Hispanic Black people, about 56% are impacted, tend to be younger, and experience more serious illness than in other groups (Ferdinand et al., 2021). This proposal focuses on the ongoing racial and socioeconomic differences in hypertension outcomes among African Americans living in underserved Chicago communities. The health promotion program is designed to increase awareness about hypertension, encourage healthier meals, and help people follow prescribed treatments through community activities that match cultural beliefs. The measurable outcomes will include increased blood pressure screenings, less uncontrolled hypertension among patients, and increased self-reported adherence to medication within 12 months of using the plan. With this plan, we can encourage equity and address what leads to hypertension differences in urban populations.

    **Description of the Vulnerable Population**

    The selected population are African Americans in Low-Income Chicago Communities

    **Risk Factors that Make them Vulnerable**

    **_Socioeconomic Disadvantage_**

    One of the primary risk factors contributing to the vulnerability of African Americans in Chicago is socioeconomic disadvantage. Residents in many Black areas of Chicago’s South and West Sides are likely to experience extreme poverty, less access to learning, and fewer employment opportunities. All these social and financial difficulties are tied to chronic stress, lack of good food, and little access to healthcare, which result in high blood pressure. The reports from the Chicago Department of Public Health (CDPH) indicate that 58% of uncontrolled hypertension patients live below the poverty line. When faced with economic difficulties, many people must choose between buying medicine, getting to appointments, and covering everyday expenses—making it challenging to handle their chronic illnesses. The lack of funds to pay for nutritious foods and sports activities increases the risk of hypertension.

    **_Healthcare Access Barriers_**

    African Americans in these communities often rely on underfunded safety-net hospitals and community clinics for medical care, which limits continuity of care. Staff shortages, resource restrictions, and lengthy wait times discourage people from getting blood pressure testing or follow-ups. Insurance gaps exacerbate the issue—uninsured or underinsured individuals are significantly less likely to be diagnosed early or adhere to prescribed treatment. Influenced by prejudice and medical exploitation, Mistrust in the healthcare system also limits preventative service use. Language hurdles and a lack of culturally competent practitioners make appropriate treatment difficult.

    **_Environmental and Dietary Challenges_**

    Environmental determinants, such as food deserts, contribute substantially to hypertension disparities in Chicago's marginalized communities. Many individuals live in areas lacking fresh vegetables or healthful meals, depending on convenience shops and fast food. These dietary limitations increase salt intake and reduce consumption of potassium-rich fruits and vegetables, essential for blood pressure regulation. High crime rates and hazardous neighborhoods discourage outdoor exercise, decreasing cardiovascular health (Addas, 2025). These structural inequalities promote chronic illness and render these groups prone to hypertension-related death.

    **Literature Review of Evidence-Based**

    Cao et al. (2022) conducted a systematic review evaluating mHealth (mobile health) interventions for hypertension self-management, focusing on user engagement, interactivity, and content tailoring. The review analyzed 25 studies highlighting that personalized information and interactive elements, including real-time feedback, reminders, and progress monitoring, enhanced blood pressure management and prescription adherence. Success rates were higher for apps with user-specific objectives, health education modules, and healthcare provider communication. The research found that culturally appropriate customizing improved user engagement and long-term usage. Despite these advantages, Cao et al. found some drawbacks, including varying app quality, lack of engagement metrics standardization, and computer literacy issues, particularly among elderly and low-income people. Using culturally appropriate mHealth technologies and digital literacy to help control hypertension in impoverished African American communities like Chicago may be scalable and successful.

    On the other hand, Miezah and Hayman (2024) examined how minority-specific lifestyle modification strategies helped African Americans control hypertension. The study found that culturally tailored interventions helped patients eat healthily, remain active, and take their prescriptions. The report indicated that using cultural customization helped programs keep participants involved for longer and made the program a greater success. Adapting the DASH diet to easy-to-recognize and accessible foods encouraged a greater number of people to try it. The review points out that including the community and its particular values and environment is very important. The authors report that the studies lasted for a short time and were measured with the same standards each time. Consequently, future projects should always use the same frameworks to regularly assess their program performance. The findings point toward the importance of emphasizing community and culture in lowering the high hypertension rates among African Americans in Chicago.

    **Reviewing Evidence for Different Types of Literature and Intervention**

    According to Cao et al. (2022) and Miezah and Hayman (2024), hypertension can be handled through technological means and lifestyle changes suitable for different groups. They have shown positive effects on lowering blood pressure and increasing self-care among African Americans and others in need. According to Cao et al., (2022, interactive and personalized technology allows patients and healthcare providers to communicate instantly and monitor issues live. Miezah and Hayman (2024) point out that making behavior changes last relies on both cultural fit and community involvement. These approaches highlight the importance of tailoring care to the community's daily lives, likes, and abilities.

    Each intervention offers different benefits, so they are well suited for use in a health promotion program. The mHealth framework can be used for various applications and works outside the medical setting. This software gives patients personal reminders, feedback, and learning tools to support flexible healthcare. Despite its usefulness, the quality may decrease among low-income urban residents who often lack the required digital knowledge and the ability to get online. Conversely, programs adjusted to specific cultures give greater social support and help communities without much help from the healthcare system. They are most successful when carried out in churches, community groups, and families. Miezah and Hayman (2024) however pointed out that offering culturally specific interventions takes longer, funds and more human resource to deliver effectively. Scaling these programs may be difficult where strong community systems and teamwork are limited.

    The best method for handling hypertension inequality in African American communities might be a hybrid system that brings together both prevention and management approaches. By integrating mHealth with community activities, you can help more people while keeping the services relevant. However, it is important for plans to focus on making outcome measurement consistent and providing lasting support for both funds and infrastructure. These results highlight the importance of complete, ongoing, and community-based strategies for managing hypertension for healthier populations.

    **Theoretical Framework: The Social Ecological Model**

    The Social Ecological Model (SEM) provides a multilayered framework for evaluating health behaviors and consequences (Caperon et al., 2022). It states that personal, social, organizational, community, and policy factors affect health. When it comes to hypertension among underprivileged African Americans, focusing on SEM is particularly useful since it stresses the role of social factors like income, level of education, and the surrounding environment. SEM therapies are more effective and persist longer since they touch many levels.

    At the individual level, the SEM supports personalized interventions like education on healthy diets and medication adherence strategies. Workshops and mobile health technologies help promote health literacy. They may inspire individuals to set reasonable objectives and follow treatment procedures. Churches, schools, and clinics combine to offer screening and education. Community-level efforts may reduce food deserts and community safety by increasing access to healthy food and safe activity.

    Finally, at the policy level, the SEM encourages advocacy for structural changes such as increased funding for safety-net clinics and mobile health programs and legislation to reduce food insecurity. The SEM allows our health promotion campaign to encompass community-based lifestyle interventions and digital health solutions at several levels. This concept encourages healthcare practitioners, community groups, and legislators to collaborate to incorporate the program into the targeted community's social fabric. The SEM's focus on interrelated layers of influence helps guide equitable, effective, and long-term treatments in vulnerable hypertension-disproportionate communities.

    **References**

    Addas, A. (2025). Impact of neighborhood safety on adolescent physical activity in Saudi Arabia: gender and socio-economic perspectives.
    _Frontiers in Public Health_,
    _13_. https://doi.org/10.3389/fpubh.2025.1520851

    Cao, W., Milks, M. W., Liu, X., Gregory, M. E., Addison, D., Zhang, P., & Li, L. (2022). MHealth interventions for self-management of hypertension: Framework and systematic review on engagement, interactivity, and tailoring.
    _JMIR MHealth and UHealth_,
    _10_(3). https://doi.org/10.2196/29415

    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area.
    _PLOS ONE_,
    _17_(9). https://doi.org/10.1371/journal.pone.0275092

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2020). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Miezah, D., & Hayman, L. L. (2024). Culturally Tailored Lifestyle Modification Strategies for Hypertension Management: A Narrative Review.
    _American Journal of Lifestyle Medicine_. https://doi.org/10.1177/15598276241297675

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    **## HealthPromotionProposalPart11.docx**

    2

    **Health Promotion Proposal, Part 1**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 28, 2025

    **Health Promotion Proposal, Part 1**

    **The Burden of Hypertension in Vulnerable Populations**

    Hypertension is a quiet threat to the public that significantly raises the chances of heart disease, stroke, and kidney failure. More than 1.28 billion people worldwide between the ages of 30 and 79 are affected, and the burden is heaviest in low- and middle-income countries (Moloro et al., 2023). Approximately 122 million adults in the United States (over four out of ten) are diagnosed with hypertension (Centers for Disease Control and Prevention, 2025). Among non-Hispanic Black people, about 56% are impacted, tend to be younger, and experience more serious illness than in other groups (Ferdinand et al., 2021). This proposal focuses on the ongoing racial and socioeconomic differences in hypertension outcomes among African Americans living in underserved Chicago communities. The health promotion program is designed to increase awareness about hypertension, encourage healthier meals, and help people follow prescribed treatments through community activities that match cultural beliefs. The measurable outcomes will include increased blood pressure screenings, less uncontrolled hypertension among patients, and increased self-reported adherence to medication within 12 months of using the plan. With this plan, we can encourage equity and address what leads to hypertension differences in urban populations.

    **Description of the Vulnerable Population**

    The selected population are African Americans in Low-Income Chicago Communities

    **Risk Factors that Make them Vulnerable**

    **_Socioeconomic Disadvantage_**

    One of the primary risk factors contributing to the vulnerability of African Americans in Chicago is socioeconomic disadvantage. Residents in many Black areas of Chicago’s South and West Sides are likely to experience extreme poverty, less access to learning, and fewer employment opportunities. All these social and financial difficulties are tied to chronic stress, lack of good food, and little access to healthcare, which result in high blood pressure. The reports from the Chicago Department of Public Health (CDPH) indicate that 58% of uncontrolled hypertension patients live below the poverty line. When faced with economic difficulties, many people must choose between buying medicine, getting to appointments, and covering everyday expenses—making it challenging to handle their chronic illnesses. The lack of funds to pay for nutritious foods and sports activities increases the risk of hypertension.

    **_Healthcare Access Barriers_**

    African Americans in these communities often rely on underfunded safety-net hospitals and community clinics for medical care, which limits continuity of care. Staff shortages, resource restrictions, and lengthy wait times discourage people from getting blood pressure testing or follow-ups. Insurance gaps exacerbate the issue—uninsured or underinsured individuals are significantly less likely to be diagnosed early or adhere to prescribed treatment. Influenced by prejudice and medical exploitation, Mistrust in the healthcare system also limits preventative service use. Language hurdles and a lack of culturally competent practitioners make appropriate treatment difficult.

    **_Environmental and Dietary Challenges_**

    Environmental determinants, such as food deserts, contribute substantially to hypertension disparities in Chicago's marginalized communities. Many individuals live in areas lacking fresh vegetables or healthful meals, depending on convenience shops and fast food. These dietary limitations increase salt intake and reduce consumption of potassium-rich fruits and vegetables, essential for blood pressure regulation. High crime rates and hazardous neighborhoods discourage outdoor exercise, decreasing cardiovascular health (Addas, 2025). These structural inequalities promote chronic illness and render these groups prone to hypertension-related death.

    **Literature Review of Evidence-Based**

    Cao et al. (2022) conducted a systematic review evaluating mHealth (mobile health) interventions for hypertension self-management, focusing on user engagement, interactivity, and content tailoring. The review analyzed 25 studies highlighting that personalized information and interactive elements, including real-time feedback, reminders, and progress monitoring, enhanced blood pressure management and prescription adherence. Success rates were higher for apps with user-specific objectives, health education modules, and healthcare provider communication. The research found that culturally appropriate customizing improved user engagement and long-term usage. Despite these advantages, Cao et al. found some drawbacks, including varying app quality, lack of engagement metrics standardization, and computer literacy issues, particularly among elderly and low-income people. Using culturally appropriate mHealth technologies and digital literacy to help control hypertension in impoverished African American communities like Chicago may be scalable and successful.

    On the other hand, Miezah and Hayman (2024) examined how minority-specific lifestyle modification strategies helped African Americans control hypertension. The study found that culturally tailored interventions helped patients eat healthily, remain active, and take their prescriptions. The report indicated that using cultural customization helped programs keep participants involved for longer and made the program a greater success. Adapting the DASH diet to easy-to-recognize and accessible foods encouraged a greater number of people to try it. The review points out that including the community and its particular values and environment is very important. The authors report that the studies lasted for a short time and were measured with the same standards each time. Consequently, future projects should always use the same frameworks to regularly assess their program performance. The findings point toward the importance of emphasizing community and culture in lowering the high hypertension rates among African Americans in Chicago.

    **Reviewing Evidence for Different Types of Literature and Intervention**

    According to Cao et al. (2022) and Miezah and Hayman (2024), hypertension can be handled through technological means and lifestyle changes suitable for different groups. They have shown positive effects on lowering blood pressure and increasing self-care among African Americans and others in need. According to Cao et al., (2022, interactive and personalized technology allows patients and healthcare providers to communicate instantly and monitor issues live. Miezah and Hayman (2024) point out that making behavior changes last relies on both cultural fit and community involvement. These approaches highlight the importance of tailoring care to the community's daily lives, likes, and abilities.

    Each intervention offers different benefits, so they are well suited for use in a health promotion program. The mHealth framework can be used for various applications and works outside the medical setting. This software gives patients personal reminders, feedback, and learning tools to support flexible healthcare. Despite its usefulness, the quality may decrease among low-income urban residents who often lack the required digital knowledge and the ability to get online. Conversely, programs adjusted to specific cultures give greater social support and help communities without much help from the healthcare system. They are most successful when carried out in churches, community groups, and families. Miezah and Hayman (2024) however pointed out that offering culturally specific interventions takes longer, funds and more human resource to deliver effectively. Scaling these programs may be difficult where strong community systems and teamwork are limited.

    The best method for handling hypertension inequality in African American communities might be a hybrid system that brings together both prevention and management approaches. By integrating mHealth with community activities, you can help more people while keeping the services relevant. However, it is important for plans to focus on making outcome measurement consistent and providing lasting support for both funds and infrastructure. These results highlight the importance of complete, ongoing, and community-based strategies for managing hypertension for healthier populations.

    **Theoretical Framework: The Social Ecological Model**

    The Social Ecological Model (SEM) provides a multilayered framework for evaluating health behaviors and consequences (Caperon et al., 2022). It states that personal, social, organizational, community, and policy factors affect health. When it comes to hypertension among underprivileged African Americans, focusing on SEM is particularly useful since it stresses the role of social factors like income, level of education, and the surrounding environment. SEM therapies are more effective and persist longer since they touch many levels.

    At the individual level, the SEM supports personalized interventions like education on healthy diets and medication adherence strategies. Workshops and mobile health technologies help promote health literacy. They may inspire individuals to set reasonable objectives and follow treatment procedures. Churches, schools, and clinics combine to offer screening and education. Community-level efforts may reduce food deserts and community safety by increasing access to healthy food and safe activity.

    Finally, at the policy level, the SEM encourages advocacy for structural changes such as increased funding for safety-net clinics and mobile health programs and legislation to reduce food insecurity. The SEM allows our health promotion campaign to encompass community-based lifestyle interventions and digital health solutions at several levels. This concept encourages healthcare practitioners, community groups, and legislators to collaborate to incorporate the program into the targeted community's social fabric. The SEM's focus on interrelated layers of influence helps guide equitable, effective, and long-term treatments in vulnerable hypertension-disproportionate communities.

    **References**

    Addas, A. (2025). Impact of neighborhood safety on adolescent physical activity in Saudi Arabia: gender and socio-economic perspectives.
    _Frontiers in Public Health_,
    _13_. https://doi.org/10.3389/fpubh.2025.1520851

    Cao, W., Milks, M. W., Liu, X., Gregory, M. E., Addison, D., Zhang, P., & Li, L. (2022). MHealth interventions for self-management of hypertension: Framework and systematic review on engagement, interactivity, and tailoring.
    _JMIR MHealth and UHealth_,
    _10_(3). https://doi.org/10.2196/29415

    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area.
    _PLOS ONE_,
    _17_(9). https://doi.org/10.1371/journal.pone.0275092

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2020). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Miezah, D., & Hayman, L. L. (2024). Culturally Tailored Lifestyle Modification Strategies for Hypertension Management: A Narrative Review.
    _American Journal of Lifestyle Medicine_. https://doi.org/10.1177/15598276241297675

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    **## HealthPromotionProposal2.docx**

    Health Promotion Proposal, Part 2

    **Exercise Instructions**

    **Health Promotion Proposal, Part 2**

    **This is a continuation of the health promotion program proposal, part one**, which you submitted previously.

    Please approach this assignment as an opportunity to integrate instructor feedback from part I and expand on ideas adhering to the components of the MAP-IT strategy. Include necessary levels of detail you feel appropriate to assure stakeholder buy-in.

    **Directions**

    You have already completed the steps 1-4.
    **Do not resubmit part 1.** Make sure you incorporate any suggested revisions or improvements into your submission according to your instructor’s comments.

    **To assist in maintaining harmony between Part I and 2 here you have a reminder of the previous paper outline:**

    · 1. Describe the health problem. Using data and statistics support your claim that the issue you selected is a problem. What specifically will you address in your proposed health promotion program? Be sure your proposed outcome is realistic and measurable.

    · 2. Describe the vulnerable population and setting. What are the risk factors that make this a vulnerable population? Use evidence to support the risk factors you have identified.

    · 3. Provide a review of literature from scholarly journals on evidence-based interventions that address the problem. After completing a library search related to effective interventions for your chosen health promotion activity, you will write a review that evaluates the strengths and weaknesses of all the sources you have found. You might consult research texts for information on how to write a review of the literature found in your search.

    · 4. Select an appropriate health promotion/disease prevention theoretical framework or conceptual model that would best serve as the framework guiding the proposal. Provide a rationale for your selection which includes a discussion of the concepts of the selected model

    **For this assignment develop criteria 5-8 as detailed below:**

    **You will submit just this section 5-8 as an essay. Please do not resubmit Part 1.**

    Use a presentation page. Start the body of content with topic 5.

    · 5. Propose a health promotion program using an evidence-based intervention found in your literature search to address the problem in the selected population/setting. Include a thorough discussion of the specifics of this intervention which includes resources necessary, those involved, and feasibility for a nurse in an advanced role.

    · Be certain to include a timeline. (3 to 4 paragraphs- you may use bullets if appropriate).

    · 6. Thoroughly describe the intended outcomes. Describe the outcomes in detail concurrent with the SMART goal approach.
    **The SMART goal statement should be no more than one sentence** (1 paragraph).

    · 7. Provide a detailed plan for the evaluation of each outcome. (2-3 paragraphs).

    · 8. Thoroughly describe possible barriers/challenges to implementing the proposed project as well as strategies to address these barriers/challenges. (2+ paragraphs).

    · Finish the paper with a conclusion paragraph (2 paragraphs) without typing the word "conclusion" before the paragraph.

    **Paper Requirements**

    This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. Remember, your Proposal must be a scholarly paper demonstrating graduate school-level writing and critical analysis of existing nursing knowledge about health promotion.

    APA must be strictly followed.

    Your final assignment should be minimally 5 pages (excluding title page and references).

    Finish the essay with your reference page.

    **Please review the Grading Rubric for this Assignment.**

    s

    **## HealthPromotionProposalPart11.docx**

    2

    **Health Promotion Proposal, Part 1**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 28, 2025

    **Health Promotion Proposal, Part 1**

    **The Burden of Hypertension in Vulnerable Populations**

    Hypertension is a quiet threat to the public that significantly raises the chances of heart disease, stroke, and kidney failure. More than 1.28 billion people worldwide between the ages of 30 and 79 are affected, and the burden is heaviest in low- and middle-income countries (Moloro et al., 2023). Approximately 122 million adults in the United States (over four out of ten) are diagnosed with hypertension (Centers for Disease Control and Prevention, 2025). Among non-Hispanic Black people, about 56% are impacted, tend to be younger, and experience more serious illness than in other groups (Ferdinand et al., 2021). This proposal focuses on the ongoing racial and socioeconomic differences in hypertension outcomes among African Americans living in underserved Chicago communities. The health promotion program is designed to increase awareness about hypertension, encourage healthier meals, and help people follow prescribed treatments through community activities that match cultural beliefs. The measurable outcomes will include increased blood pressure screenings, less uncontrolled hypertension among patients, and increased self-reported adherence to medication within 12 months of using the plan. With this plan, we can encourage equity and address what leads to hypertension differences in urban populations.

    **Description of the Vulnerable Population**

    The selected population are African Americans in Low-Income Chicago Communities

    **Risk Factors that Make them Vulnerable**

    **_Socioeconomic Disadvantage_**

    One of the primary risk factors contributing to the vulnerability of African Americans in Chicago is socioeconomic disadvantage. Residents in many Black areas of Chicago’s South and West Sides are likely to experience extreme poverty, less access to learning, and fewer employment opportunities. All these social and financial difficulties are tied to chronic stress, lack of good food, and little access to healthcare, which result in high blood pressure. The reports from the Chicago Department of Public Health (CDPH) indicate that 58% of uncontrolled hypertension patients live below the poverty line. When faced with economic difficulties, many people must choose between buying medicine, getting to appointments, and covering everyday expenses—making it challenging to handle their chronic illnesses. The lack of funds to pay for nutritious foods and sports activities increases the risk of hypertension.

    **_Healthcare Access Barriers_**

    African Americans in these communities often rely on underfunded safety-net hospitals and community clinics for medical care, which limits continuity of care. Staff shortages, resource restrictions, and lengthy wait times discourage people from getting blood pressure testing or follow-ups. Insurance gaps exacerbate the issue—uninsured or underinsured individuals are significantly less likely to be diagnosed early or adhere to prescribed treatment. Influenced by prejudice and medical exploitation, Mistrust in the healthcare system also limits preventative service use. Language hurdles and a lack of culturally competent practitioners make appropriate treatment difficult.

    **_Environmental and Dietary Challenges_**

    Environmental determinants, such as food deserts, contribute substantially to hypertension disparities in Chicago's marginalized communities. Many individuals live in areas lacking fresh vegetables or healthful meals, depending on convenience shops and fast food. These dietary limitations increase salt intake and reduce consumption of potassium-rich fruits and vegetables, essential for blood pressure regulation. High crime rates and hazardous neighborhoods discourage outdoor exercise, decreasing cardiovascular health (Addas, 2025). These structural inequalities promote chronic illness and render these groups prone to hypertension-related death.

    **Literature Review of Evidence-Based**

    Cao et al. (2022) conducted a systematic review evaluating mHealth (mobile health) interventions for hypertension self-management, focusing on user engagement, interactivity, and content tailoring. The review analyzed 25 studies highlighting that personalized information and interactive elements, including real-time feedback, reminders, and progress monitoring, enhanced blood pressure management and prescription adherence. Success rates were higher for apps with user-specific objectives, health education modules, and healthcare provider communication. The research found that culturally appropriate customizing improved user engagement and long-term usage. Despite these advantages, Cao et al. found some drawbacks, including varying app quality, lack of engagement metrics standardization, and computer literacy issues, particularly among elderly and low-income people. Using culturally appropriate mHealth technologies and digital literacy to help control hypertension in impoverished African American communities like Chicago may be scalable and successful.

    On the other hand, Miezah and Hayman (2024) examined how minority-specific lifestyle modification strategies helped African Americans control hypertension. The study found that culturally tailored interventions helped patients eat healthily, remain active, and take their prescriptions. The report indicated that using cultural customization helped programs keep participants involved for longer and made the program a greater success. Adapting the DASH diet to easy-to-recognize and accessible foods encouraged a greater number of people to try it. The review points out that including the community and its particular values and environment is very important. The authors report that the studies lasted for a short time and were measured with the same standards each time. Consequently, future projects should always use the same frameworks to regularly assess their program performance. The findings point toward the importance of emphasizing community and culture in lowering the high hypertension rates among African Americans in Chicago.

    **Reviewing Evidence for Different Types of Literature and Intervention**

    According to Cao et al. (2022) and Miezah and Hayman (2024), hypertension can be handled through technological means and lifestyle changes suitable for different groups. They have shown positive effects on lowering blood pressure and increasing self-care among African Americans and others in need. According to Cao et al., (2022, interactive and personalized technology allows patients and healthcare providers to communicate instantly and monitor issues live. Miezah and Hayman (2024) point out that making behavior changes last relies on both cultural fit and community involvement. These approaches highlight the importance of tailoring care to the community's daily lives, likes, and abilities.

    Each intervention offers different benefits, so they are well suited for use in a health promotion program. The mHealth framework can be used for various applications and works outside the medical setting. This software gives patients personal reminders, feedback, and learning tools to support flexible healthcare. Despite its usefulness, the quality may decrease among low-income urban residents who often lack the required digital knowledge and the ability to get online. Conversely, programs adjusted to specific cultures give greater social support and help communities without much help from the healthcare system. They are most successful when carried out in churches, community groups, and families. Miezah and Hayman (2024) however pointed out that offering culturally specific interventions takes longer, funds and more human resource to deliver effectively. Scaling these programs may be difficult where strong community systems and teamwork are limited.

    The best method for handling hypertension inequality in African American communities might be a hybrid system that brings together both prevention and management approaches. By integrating mHealth with community activities, you can help more people while keeping the services relevant. However, it is important for plans to focus on making outcome measurement consistent and providing lasting support for both funds and infrastructure. These results highlight the importance of complete, ongoing, and community-based strategies for managing hypertension for healthier populations.

    **Theoretical Framework: The Social Ecological Model**

    The Social Ecological Model (SEM) provides a multilayered framework for evaluating health behaviors and consequences (Caperon et al., 2022). It states that personal, social, organizational, community, and policy factors affect health. When it comes to hypertension among underprivileged African Americans, focusing on SEM is particularly useful since it stresses the role of social factors like income, level of education, and the surrounding environment. SEM therapies are more effective and persist longer since they touch many levels.

    At the individual level, the SEM supports personalized interventions like education on healthy diets and medication adherence strategies. Workshops and mobile health technologies help promote health literacy. They may inspire individuals to set reasonable objectives and follow treatment procedures. Churches, schools, and clinics combine to offer screening and education. Community-level efforts may reduce food deserts and community safety by increasing access to healthy food and safe activity.

    Finally, at the policy level, the SEM encourages advocacy for structural changes such as increased funding for safety-net clinics and mobile health programs and legislation to reduce food insecurity. The SEM allows our health promotion campaign to encompass community-based lifestyle interventions and digital health solutions at several levels. This concept encourages healthcare practitioners, community groups, and legislators to collaborate to incorporate the program into the targeted community's social fabric. The SEM's focus on interrelated layers of influence helps guide equitable, effective, and long-term treatments in vulnerable hypertension-disproportionate communities.

    **References**

    Addas, A. (2025). Impact of neighborhood safety on adolescent physical activity in Saudi Arabia: gender and socio-economic perspectives.
    _Frontiers in Public Health_,
    _13_. https://doi.org/10.3389/fpubh.2025.1520851

    Cao, W., Milks, M. W., Liu, X., Gregory, M. E., Addison, D., Zhang, P., & Li, L. (2022). MHealth interventions for self-management of hypertension: Framework and systematic review on engagement, interactivity, and tailoring.
    _JMIR MHealth and UHealth_,
    _10_(3). https://doi.org/10.2196/29415

    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area.
    _PLOS ONE_,
    _17_(9). https://doi.org/10.1371/journal.pone.0275092

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2020). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Miezah, D., & Hayman, L. L. (2024). Culturally Tailored Lifestyle Modification Strategies for Hypertension Management: A Narrative Review.
    _American Journal of Lifestyle Medicine_. https://doi.org/10.1177/15598276241297675

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    **## HealthPromotionProposal2.docx**

    Health Promotion Proposal, Part 2

    **Exercise Instructions**

    **Health Promotion Proposal, Part 2**

    **This is a continuation of the health promotion program proposal, part one**, which you submitted previously.

    Please approach this assignment as an opportunity to integrate instructor feedback from part I and expand on ideas adhering to the components of the MAP-IT strategy. Include necessary levels of detail you feel appropriate to assure stakeholder buy-in.

    **Directions**

    You have already completed the steps 1-4.
    **Do not resubmit part 1.** Make sure you incorporate any suggested revisions or improvements into your submission according to your instructor’s comments.

    **To assist in maintaining harmony between Part I and 2 here you have a reminder of the previous paper outline:**

    · 1. Describe the health problem. Using data and statistics support your claim that the issue you selected is a problem. What specifically will you address in your proposed health promotion program? Be sure your proposed outcome is realistic and measurable.

    · 2. Describe the vulnerable population and setting. What are the risk factors that make this a vulnerable population? Use evidence to support the risk factors you have identified.

    · 3. Provide a review of literature from scholarly journals on evidence-based interventions that address the problem. After completing a library search related to effective interventions for your chosen health promotion activity, you will write a review that evaluates the strengths and weaknesses of all the sources you have found. You might consult research texts for information on how to write a review of the literature found in your search.

    · 4. Select an appropriate health promotion/disease prevention theoretical framework or conceptual model that would best serve as the framework guiding the proposal. Provide a rationale for your selection which includes a discussion of the concepts of the selected model

    **For this assignment develop criteria 5-8 as detailed below:**

    **You will submit just this section 5-8 as an essay. Please do not resubmit Part 1.**

    Use a presentation page. Start the body of content with topic 5.

    · 5. Propose a health promotion program using an evidence-based intervention found in your literature search to address the problem in the selected population/setting. Include a thorough discussion of the specifics of this intervention which includes resources necessary, those involved, and feasibility for a nurse in an advanced role.

    · Be certain to include a timeline. (3 to 4 paragraphs- you may use bullets if appropriate).

    · 6. Thoroughly describe the intended outcomes. Describe the outcomes in detail concurrent with the SMART goal approach.
    **The SMART goal statement should be no more than one sentence** (1 paragraph).

    · 7. Provide a detailed plan for the evaluation of each outcome. (2-3 paragraphs).

    · 8. Thoroughly describe possible barriers/challenges to implementing the proposed project as well as strategies to address these barriers/challenges. (2+ paragraphs).

    · Finish the paper with a conclusion paragraph (2 paragraphs) without typing the word "conclusion" before the paragraph.

    **Paper Requirements**

    This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. Remember, your Proposal must be a scholarly paper demonstrating graduate school-level writing and critical analysis of existing nursing knowledge about health promotion.

    APA must be strictly followed.

    Your final assignment should be minimally 5 pages (excluding title page and references).

    Finish the essay with your reference page.

    **Please review the Grading Rubric for this Assignment.**

    s

    **## HealthPromotionProposalPart11.docx**

    2

    **Health Promotion Proposal, Part 1**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 28, 2025

    **Health Promotion Proposal, Part 1**

    **The Burden of Hypertension in Vulnerable Populations**

    Hypertension is a quiet threat to the public that significantly raises the chances of heart disease, stroke, and kidney failure. More than 1.28 billion people worldwide between the ages of 30 and 79 are affected, and the burden is heaviest in low- and middle-income countries (Moloro et al., 2023). Approximately 122 million adults in the United States (over four out of ten) are diagnosed with hypertension (Centers for Disease Control and Prevention, 2025). Among non-Hispanic Black people, about 56% are impacted, tend to be younger, and experience more serious illness than in other groups (Ferdinand et al., 2021). This proposal focuses on the ongoing racial and socioeconomic differences in hypertension outcomes among African Americans living in underserved Chicago communities. The health promotion program is designed to increase awareness about hypertension, encourage healthier meals, and help people follow prescribed treatments through community activities that match cultural beliefs. The measurable outcomes will include increased blood pressure screenings, less uncontrolled hypertension among patients, and increased self-reported adherence to medication within 12 months of using the plan. With this plan, we can encourage equity and address what leads to hypertension differences in urban populations.

    **Description of the Vulnerable Population**

    The selected population are African Americans in Low-Income Chicago Communities

    **Risk Factors that Make them Vulnerable**

    **_Socioeconomic Disadvantage_**

    One of the primary risk factors contributing to the vulnerability of African Americans in Chicago is socioeconomic disadvantage. Residents in many Black areas of Chicago’s South and West Sides are likely to experience extreme poverty, less access to learning, and fewer employment opportunities. All these social and financial difficulties are tied to chronic stress, lack of good food, and little access to healthcare, which result in high blood pressure. The reports from the Chicago Department of Public Health (CDPH) indicate that 58% of uncontrolled hypertension patients live below the poverty line. When faced with economic difficulties, many people must choose between buying medicine, getting to appointments, and covering everyday expenses—making it challenging to handle their chronic illnesses. The lack of funds to pay for nutritious foods and sports activities increases the risk of hypertension.

    **_Healthcare Access Barriers_**

    African Americans in these communities often rely on underfunded safety-net hospitals and community clinics for medical care, which limits continuity of care. Staff shortages, resource restrictions, and lengthy wait times discourage people from getting blood pressure testing or follow-ups. Insurance gaps exacerbate the issue—uninsured or underinsured individuals are significantly less likely to be diagnosed early or adhere to prescribed treatment. Influenced by prejudice and medical exploitation, Mistrust in the healthcare system also limits preventative service use. Language hurdles and a lack of culturally competent practitioners make appropriate treatment difficult.

    **_Environmental and Dietary Challenges_**

    Environmental determinants, such as food deserts, contribute substantially to hypertension disparities in Chicago's marginalized communities. Many individuals live in areas lacking fresh vegetables or healthful meals, depending on convenience shops and fast food. These dietary limitations increase salt intake and reduce consumption of potassium-rich fruits and vegetables, essential for blood pressure regulation. High crime rates and hazardous neighborhoods discourage outdoor exercise, decreasing cardiovascular health (Addas, 2025). These structural inequalities promote chronic illness and render these groups prone to hypertension-related death.

    **Literature Review of Evidence-Based**

    Cao et al. (2022) conducted a systematic review evaluating mHealth (mobile health) interventions for hypertension self-management, focusing on user engagement, interactivity, and content tailoring. The review analyzed 25 studies highlighting that personalized information and interactive elements, including real-time feedback, reminders, and progress monitoring, enhanced blood pressure management and prescription adherence. Success rates were higher for apps with user-specific objectives, health education modules, and healthcare provider communication. The research found that culturally appropriate customizing improved user engagement and long-term usage. Despite these advantages, Cao et al. found some drawbacks, including varying app quality, lack of engagement metrics standardization, and computer literacy issues, particularly among elderly and low-income people. Using culturally appropriate mHealth technologies and digital literacy to help control hypertension in impoverished African American communities like Chicago may be scalable and successful.

    On the other hand, Miezah and Hayman (2024) examined how minority-specific lifestyle modification strategies helped African Americans control hypertension. The study found that culturally tailored interventions helped patients eat healthily, remain active, and take their prescriptions. The report indicated that using cultural customization helped programs keep participants involved for longer and made the program a greater success. Adapting the DASH diet to easy-to-recognize and accessible foods encouraged a greater number of people to try it. The review points out that including the community and its particular values and environment is very important. The authors report that the studies lasted for a short time and were measured with the same standards each time. Consequently, future projects should always use the same frameworks to regularly assess their program performance. The findings point toward the importance of emphasizing community and culture in lowering the high hypertension rates among African Americans in Chicago.

    **Reviewing Evidence for Different Types of Literature and Intervention**

    According to Cao et al. (2022) and Miezah and Hayman (2024), hypertension can be handled through technological means and lifestyle changes suitable for different groups. They have shown positive effects on lowering blood pressure and increasing self-care among African Americans and others in need. According to Cao et al., (2022, interactive and personalized technology allows patients and healthcare providers to communicate instantly and monitor issues live. Miezah and Hayman (2024) point out that making behavior changes last relies on both cultural fit and community involvement. These approaches highlight the importance of tailoring care to the community's daily lives, likes, and abilities.

    Each intervention offers different benefits, so they are well suited for use in a health promotion program. The mHealth framework can be used for various applications and works outside the medical setting. This software gives patients personal reminders, feedback, and learning tools to support flexible healthcare. Despite its usefulness, the quality may decrease among low-income urban residents who often lack the required digital knowledge and the ability to get online. Conversely, programs adjusted to specific cultures give greater social support and help communities without much help from the healthcare system. They are most successful when carried out in churches, community groups, and families. Miezah and Hayman (2024) however pointed out that offering culturally specific interventions takes longer, funds and more human resource to deliver effectively. Scaling these programs may be difficult where strong community systems and teamwork are limited.

    The best method for handling hypertension inequality in African American communities might be a hybrid system that brings together both prevention and management approaches. By integrating mHealth with community activities, you can help more people while keeping the services relevant. However, it is important for plans to focus on making outcome measurement consistent and providing lasting support for both funds and infrastructure. These results highlight the importance of complete, ongoing, and community-based strategies for managing hypertension for healthier populations.

    **Theoretical Framework: The Social Ecological Model**

    The Social Ecological Model (SEM) provides a multilayered framework for evaluating health behaviors and consequences (Caperon et al., 2022). It states that personal, social, organizational, community, and policy factors affect health. When it comes to hypertension among underprivileged African Americans, focusing on SEM is particularly useful since it stresses the role of social factors like income, level of education, and the surrounding environment. SEM therapies are more effective and persist longer since they touch many levels.

    At the individual level, the SEM supports personalized interventions like education on healthy diets and medication adherence strategies. Workshops and mobile health technologies help promote health literacy. They may inspire individuals to set reasonable objectives and follow treatment procedures. Churches, schools, and clinics combine to offer screening and education. Community-level efforts may reduce food deserts and community safety by increasing access to healthy food and safe activity.

    Finally, at the policy level, the SEM encourages advocacy for structural changes such as increased funding for safety-net clinics and mobile health programs and legislation to reduce food insecurity. The SEM allows our health promotion campaign to encompass community-based lifestyle interventions and digital health solutions at several levels. This concept encourages healthcare practitioners, community groups, and legislators to collaborate to incorporate the program into the targeted community's social fabric. The SEM's focus on interrelated layers of influence helps guide equitable, effective, and long-term treatments in vulnerable hypertension-disproportionate communities.

    **References**

    Addas, A. (2025). Impact of neighborhood safety on adolescent physical activity in Saudi Arabia: gender and socio-economic perspectives.
    _Frontiers in Public Health_,
    _13_. https://doi.org/10.3389/fpubh.2025.1520851

    Cao, W., Milks, M. W., Liu, X., Gregory, M. E., Addison, D., Zhang, P., & Li, L. (2022). MHealth interventions for self-management of hypertension: Framework and systematic review on engagement, interactivity, and tailoring.
    _JMIR MHealth and UHealth_,
    _10_(3). https://doi.org/10.2196/29415

    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area.
    _PLOS ONE_,
    _17_(9). https://doi.org/10.1371/journal.pone.0275092

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2020). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Miezah, D., & Hayman, L. L. (2024). Culturally Tailored Lifestyle Modification Strategies for Hypertension Management: A Narrative Review.
    _American Journal of Lifestyle Medicine_. https://doi.org/10.1177/15598276241297675

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    – 1
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    – ## HealthPromotionProposal2.docx – ## HealthPromotionProposal-Part11.docx **## HealthPromotionProposal2.docx** Health Promotion Proposal, Part 2 **Exercise Instructions** **Health Promotion Proposal, Part 2** **This is a continuation of the health promotion program proposal, part one**, which you …

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    – ## HealthPromotionProposal2.docx

    – ## HealthPromotionProposal-Part11.docx

    **## HealthPromotionProposal2.docx**

    Health Promotion Proposal, Part 2

    **Exercise Instructions**

    **Health Promotion Proposal, Part 2**

    **This is a continuation of the health promotion program proposal, part one**, which you submitted previously.

    Please approach this assignment as an opportunity to integrate instructor feedback from part I and expand on ideas adhering to the components of the MAP-IT strategy. Include necessary levels of detail you feel appropriate to assure stakeholder buy-in.

    **Directions**

    You have already completed the steps 1-4.
    **Do not resubmit part 1.** Make sure you incorporate any suggested revisions or improvements into your submission according to your instructor’s comments.

    **To assist in maintaining harmony between Part I and 2 here you have a reminder of the previous paper outline:**

    · 1. Describe the health problem. Using data and statistics support your claim that the issue you selected is a problem. What specifically will you address in your proposed health promotion program? Be sure your proposed outcome is realistic and measurable.

    · 2. Describe the vulnerable population and setting. What are the risk factors that make this a vulnerable population? Use evidence to support the risk factors you have identified.

    · 3. Provide a review of literature from scholarly journals on evidence-based interventions that address the problem. After completing a library search related to effective interventions for your chosen health promotion activity, you will write a review that evaluates the strengths and weaknesses of all the sources you have found. You might consult research texts for information on how to write a review of the literature found in your search.

    · 4. Select an appropriate health promotion/disease prevention theoretical framework or conceptual model that would best serve as the framework guiding the proposal. Provide a rationale for your selection which includes a discussion of the concepts of the selected model

    **For this assignment develop criteria 5-8 as detailed below:**

    **You will submit just this section 5-8 as an essay. Please do not resubmit Part 1.**

    Use a presentation page. Start the body of content with topic 5.

    · 5. Propose a health promotion program using an evidence-based intervention found in your literature search to address the problem in the selected population/setting. Include a thorough discussion of the specifics of this intervention which includes resources necessary, those involved, and feasibility for a nurse in an advanced role.

    · Be certain to include a timeline. (3 to 4 paragraphs- you may use bullets if appropriate).

    · 6. Thoroughly describe the intended outcomes. Describe the outcomes in detail concurrent with the SMART goal approach.
    **The SMART goal statement should be no more than one sentence** (1 paragraph).

    · 7. Provide a detailed plan for the evaluation of each outcome. (2-3 paragraphs).

    · 8. Thoroughly describe possible barriers/challenges to implementing the proposed project as well as strategies to address these barriers/challenges. (2+ paragraphs).

    · Finish the paper with a conclusion paragraph (2 paragraphs) without typing the word "conclusion" before the paragraph.

    **Paper Requirements**

    This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. Remember, your Proposal must be a scholarly paper demonstrating graduate school-level writing and critical analysis of existing nursing knowledge about health promotion.

    APA must be strictly followed.

    Your final assignment should be minimally 5 pages (excluding title page and references).

    Finish the essay with your reference page.

    **Please review the Grading Rubric for this Assignment.**

    s

    **## HealthPromotionProposal-Part11.docx**

    5

    Major Depressive Disorder in Adolescents in Foster Care

    Sanny Vasallo

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 29, 2025

    Major Depressive Disorder in Adolescents in Foster Care

    MDD substantially impairs emotional, cognitive, and social functioning. Millions of individuals, mainly teens, are affected by MDD each year, which causes persistent sadness, apathy, and functional impairment. According to the National Institute of Mental Health (2023), 17% of American teenagers experience severe depression before maturity. The prevalence among foster youth is 50%; youth in foster care of ten face uncertain living arrangements, trauma histories, and inadequate emotional support, which increases the risk of mental health difficulties (Davi, 2024). The planned health promotion program would minimize MDD symptoms, enhance mental health services, and increase foster youth's coping abilities via trauma-informed CBT, peer support, and caregiver education. Patients should have decreased depressed symptoms, increased treatment attendance, and improved mental health literacy after six months. The program reduces the long-term psychological and functional impacts of untreated adolescent depression in foster care youth using this culturally sensitive and developmentally appropriate approach.

    Vulnerable Population: Adolescents in Foster Care

    Foster care Youth are the most vulnerable and neglected mental health populations. One-third of the 391,000 foster children in 2022 were 12–17 years old, according to the Christian Alliance for Orphans (2024). Teenage psychological instability is prevalent throughout crucial development. Many foster youth have experienced abuse, neglect, abandonment, and domestic violence as children. Trauma may trigger anxiety, MDD, and suicide. Unpredictability, instability, and recurrent migrations in foster care may exacerbate early trauma and cause emotional dysregulation and psychological fragility. Every year, ten people are placed in foster care. Teens regularly move between homes and schools, interrupting education and making caretakers, peers, and experts hard to trust. This volatility impairs the establishment of strong bonds and a solid identity, which are crucial to healthy emotional and cognitive development throughout adolescence. Strong, ongoing support networks help these youth avoid despair, worthlessness, and emotional numbness.

    Complex trauma is another MDD risk factor in this population. Complex trauma includes prolonged physical or mental abuse, sexual exploitation, and home or community violence. Such situations may permanently change brain emotion, stress, and executive function (Schlack et al., 2021). Irritability, social withdrawal, suicidal thoughts, and attention deficits are all symptoms of MDD. In addition to the trauma they have endured, systemic and structural factors render foster youth prone to depression. These include uneven medical and psychological treatment, child welfare and mental health resource fragmentation, poor foster care training, and mental illness stigma. Foster youth are seldom given early mental health evaluations and evidence-based therapies. Substance Abuse and Mental Health Services Administration. Foster youth experience more untreated mental illness and ineffective therapy.

    Racial and ethnic disparities raise risk; overrepresented in foster care, black, Indigenous, and other youth of color get ten times worse mental health treatment. These populations get less trauma-informed and culturally appropriate mental health care and are more likely to enter foster care (Dettlaff & Boyd, 2020). Racism and systemic neglect worsen depression, emotional distress, and marginalization ten times. Due to several risk factors, Health Promotion Interventions for this population must be thorough, trauma-informed, and culturally relevant. Effective program design considers racism, poverty, healthcare, and education. Nursing and health systems may personalize mental health promotion for foster youth, inferior ones, to prevent depression and increase resilience.

    Review of Literature: Evidence-Based Interventions

    Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is one of the most studied and proven treatments for depression and trauma-related symptoms in children and adolescents, particularly in foster care. In order to assist youth with a history of trauma in processing trauma and developing healthy coping mechanisms, TF-CBT integrates cognitive-behavioral therapies with trauma-sensitive principles. Foster youth who had been abused or neglected received TF-CBT in a study by Onsjö et al. (2025). After treatment, sadness and PTSD symptoms decreased significantly and lasted at least six months. TF-CBT's strengths are the regulated, time-limited 12–20-session technique and concurrent treatment for the child and caregiver. This dual-involvement paradigm is crucial in foster care because it promotes emotional support and better communication between youth and caregivers. Telemedicine for youth treatment in poor areas has shown flexibility and adaptability in TF-CBT. Foster youth who live in remote places without mental health services or who experience frequent placement changes benefit most. When foster caregivers do not feel secure in their relationships, they have boundaries. With numerous placements during childhood, young people become hard to treat for those caring for them. Fluctuations in Supervisor focus on TF-CBT can reduce its effectiveness and adherence to the treatment.

    Synthesis of Literature: Strengths and Weaknesses

    Currently, the profession stresses the need of a comprehensive approach to treating depression in foster youth owing to their unique circumstances. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and peer mentoring should work along with evidence. TF-CBT helps depressed and traumatized youth understand and manage trauma, control strong emotions, and change disturbing thoughts (Goldstein et al., 2024). Proven trauma-reduction approaches help abused and neglected foster youth. "Fostering Health and Futures" promotes teenage mental health. With mild supervision, the programs provide emotional support, competent guidance, and role models. They alleviate melancholy, increase self-esteem, solve difficulties, and connect youth to lessen foster care risks. TF-CBT and mentoring programs use in-person, group, and telemedicine, according to Goldstein et al. (2024).

    The treatments are successful, but various obstacles prevent their adoption and scaling. High mental health professional turnover rates may compromise program integrity and long-term effects, limited trauma-informed care clinician availability, and systemic opposition from overworked child welfare agencies. Despite the strong evidence foundation, much research assessing these treatments uses small or demographically homogenous samples, making applying results to foster youth's heterogeneous community difficult. For racial and ethnic minority youth who already experience disproportionate placement in the foster system, cultural competency and inclusion are often poorly addressed in program design and implementation (Dettlaff & Boyd, 2020). This leaves gaps in care. To improve results, we must integrate depression therapies within a wraparound framework that encompasses education, housing, social service coordination, and caregiver training. Healthcare providers, foster agencies, schools, and community groups must work together for comprehensive and lasting results. The planned health promotion effort addresses foster youth's internal and external issues using TF-CBT, peer mentoring, and foster caregiver education. This complete program helps this high-risk group achieve resilience, psychological healing, and long-term emotional stability by improving coping strategies and support structures.

    Theoretical Framework: Pender’s Health Promotion Model

    Pender's Health Improvement Model (HPM) is a comprehensive and dynamic theoretical framework for mental health improvement interventions in disadvantaged populations. Nola Pender's HPM prioritizes well-being and life quality above sickness prevention and treatment (Santos et al., 2025). Knowledge, resources, and assistance may promote healthy habits. The aims of the foster youth intervention include MDD symptoms, emotional resilience, self-efficacy, and long-term mental health. The HPM addresses social, biological, psychological, and personal elements that affect behavior. Early trauma, relationship issues, and financial issues might harm foster youth's mental health and therapy. By taking these character traits into account, Health Promotion Programs may develop culturally sensitive and trauma-informed treatments. Therapy materials that represent the youth's cultural identity or comparable racial or ethnic origins help develop rapport and encourage engagement in treatment. Teen materials must include cognitive and developmental levels. Health behavior and cognitive processes are also affected by activity-specific cognitions and emotions. For example, these components include benefits, challenges, self-efficacy, and interpersonal aspects. Foster kids under ten experience low self-esteem and agency, which may cause them to question therapy or other interventions. Interventions that engage former foster teens as peer mentors may enhance self-confidence and gains. Supportive caregivers and social workers may also encourage youngsters to obtain mental health services and follow treatment programs.

    The HPM emphasizes commitment and removing behavioral change barriers. Foster youth seeking mental health care face transportation challenges, school and court scheduling conflicts, and stigma. Health promotion initiatives spearheaded by HPM should include mobile treatment units, telemedicine, and flexible scheduling. The adjustments boost accessibility and support adolescent mental health. Health professionals may design and administer a customized intervention using the Health Promotion Model. The paradigm tackles the complicated relationship among personal experiences, cognitive beliefs, and environmental circumstances to promote client-centered, lasting change. The HPM framework will improve foster kids' emotional health, resilience, and life outcomes.

    **References**

    Christian Alliance for Orphans. (2024).
    _Foster care statistics_. Christian Alliance for Orphans. https://cafo.org/foster-care-statistics/

    Davi, N. (2024). Foster care and adoption statistics – AFCARS – national council for adoption.
    _National Council for Adoption_. https://adoptioncouncil.org/article/foster-care-and-adoption-statistics/

    Dettlaff, A. J., & Boyd, R. (2021). Racial disproportionality and disparities in the child welfare system: Why do they exist, and what can be done to address them?
    _The ANNALS of the American Academy of Political and Social Science_,
    _692_(1), 253–274. https://doi.org/10.1177/0002716220980329

    Goldstein, E. G., Font, S. A., Kennedy, R. S., Connell, C. M., & Kurpiel, A. E. (2024). Do foster youth face harsher juvenile justice outcomes? Reinvestigating child welfare bias in juvenile justice processing.
    _Criminology & Public Policy_. https://doi.org/10.1111/1745-9133.12689

    National Institute of Mental Health. (2023).
    _Major depression_. National Institute of Mental Health. https://www.nimh.nih.gov/health/statistics/major-depression

    Onsjö, M., Axberg, U., Hultmann, O., & Strand, J. (2025). A mixed-methods evaluation of long-term outcomes after trauma-focused cognitive behavioural therapy for children subjected to family violence.
    _Psychotherapy Research_, 1–15. https://doi.org/10.1080/10503307.2025.2469256

    Santos, M. G. dos, Pleutim, N. I., Queiroz-Cardoso, A. I. de, Ramalho, L. dos S., Souza, V. S. de, & Teston, E. F. (2025). Use of the health promotion model by nursing in primary care: An integrative review.
    _Revista Brasileira de Enfermagem_,
    _78_(2). https://doi.org/10.1590/0034-7167-2024-0096

    Schlack, R., Peerenboom, N., Neuperdt, L., Junker, S., & Beyer, A.-K. (2021). The effects of mental health problems in childhood and adolescence in young adults: Results of the KiGGS cohort.
    _Journal of Health Monitoring_,
    _6_(4), 3–19. https://doi.org/10.25646/8863

    **## HealthPromotionProposal-Part11.docx**

    5

    Major Depressive Disorder in Adolescents in Foster Care

    Sanny Vasallo

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 29, 2025

    Major Depressive Disorder in Adolescents in Foster Care

    MDD substantially impairs emotional, cognitive, and social functioning. Millions of individuals, mainly teens, are affected by MDD each year, which causes persistent sadness, apathy, and functional impairment. According to the National Institute of Mental Health (2023), 17% of American teenagers experience severe depression before maturity. The prevalence among foster youth is 50%; youth in foster care of ten face uncertain living arrangements, trauma histories, and inadequate emotional support, which increases the risk of mental health difficulties (Davi, 2024). The planned health promotion program would minimize MDD symptoms, enhance mental health services, and increase foster youth's coping abilities via trauma-informed CBT, peer support, and caregiver education. Patients should have decreased depressed symptoms, increased treatment attendance, and improved mental health literacy after six months. The program reduces the long-term psychological and functional impacts of untreated adolescent depression in foster care youth using this culturally sensitive and developmentally appropriate approach.

    Vulnerable Population: Adolescents in Foster Care

    Foster care Youth are the most vulnerable and neglected mental health populations. One-third of the 391,000 foster children in 2022 were 12–17 years old, according to the Christian Alliance for Orphans (2024). Teenage psychological instability is prevalent throughout crucial development. Many foster youth have experienced abuse, neglect, abandonment, and domestic violence as children. Trauma may trigger anxiety, MDD, and suicide. Unpredictability, instability, and recurrent migrations in foster care may exacerbate early trauma and cause emotional dysregulation and psychological fragility. Every year, ten people are placed in foster care. Teens regularly move between homes and schools, interrupting education and making caretakers, peers, and experts hard to trust. This volatility impairs the establishment of strong bonds and a solid identity, which are crucial to healthy emotional and cognitive development throughout adolescence. Strong, ongoing support networks help these youth avoid despair, worthlessness, and emotional numbness.

    Complex trauma is another MDD risk factor in this population. Complex trauma includes prolonged physical or mental abuse, sexual exploitation, and home or community violence. Such situations may permanently change brain emotion, stress, and executive function (Schlack et al., 2021). Irritability, social withdrawal, suicidal thoughts, and attention deficits are all symptoms of MDD. In addition to the trauma they have endured, systemic and structural factors render foster youth prone to depression. These include uneven medical and psychological treatment, child welfare and mental health resource fragmentation, poor foster care training, and mental illness stigma. Foster youth are seldom given early mental health evaluations and evidence-based therapies. Substance Abuse and Mental Health Services Administration. Foster youth experience more untreated mental illness and ineffective therapy.

    Racial and ethnic disparities raise risk; overrepresented in foster care, black, Indigenous, and other youth of color get ten times worse mental health treatment. These populations get less trauma-informed and culturally appropriate mental health care and are more likely to enter foster care (Dettlaff & Boyd, 2020). Racism and systemic neglect worsen depression, emotional distress, and marginalization ten times. Due to several risk factors, Health Promotion Interventions for this population must be thorough, trauma-informed, and culturally relevant. Effective program design considers racism, poverty, healthcare, and education. Nursing and health systems may personalize mental health promotion for foster youth, inferior ones, to prevent depression and increase resilience.

    Review of Literature: Evidence-Based Interventions

    Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is one of the most studied and proven treatments for depression and trauma-related symptoms in children and adolescents, particularly in foster care. In order to assist youth with a history of trauma in processing trauma and developing healthy coping mechanisms, TF-CBT integrates cognitive-behavioral therapies with trauma-sensitive principles. Foster youth who had been abused or neglected received TF-CBT in a study by Onsjö et al. (2025). After treatment, sadness and PTSD symptoms decreased significantly and lasted at least six months. TF-CBT's strengths are the regulated, time-limited 12–20-session technique and concurrent treatment for the child and caregiver. This dual-involvement paradigm is crucial in foster care because it promotes emotional support and better communication between youth and caregivers. Telemedicine for youth treatment in poor areas has shown flexibility and adaptability in TF-CBT. Foster youth who live in remote places without mental health services or who experience frequent placement changes benefit most. When foster caregivers do not feel secure in their relationships, they have boundaries. With numerous placements during childhood, young people become hard to treat for those caring for them. Fluctuations in Supervisor focus on TF-CBT can reduce its effectiveness and adherence to the treatment.

    Synthesis of Literature: Strengths and Weaknesses

    Currently, the profession stresses the need of a comprehensive approach to treating depression in foster youth owing to their unique circumstances. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and peer mentoring should work along with evidence. TF-CBT helps depressed and traumatized youth understand and manage trauma, control strong emotions, and change disturbing thoughts (Goldstein et al., 2024). Proven trauma-reduction approaches help abused and neglected foster youth. "Fostering Health and Futures" promotes teenage mental health. With mild supervision, the programs provide emotional support, competent guidance, and role models. They alleviate melancholy, increase self-esteem, solve difficulties, and connect youth to lessen foster care risks. TF-CBT and mentoring programs use in-person, group, and telemedicine, according to Goldstein et al. (2024).

    The treatments are successful, but various obstacles prevent their adoption and scaling. High mental health professional turnover rates may compromise program integrity and long-term effects, limited trauma-informed care clinician availability, and systemic opposition from overworked child welfare agencies. Despite the strong evidence foundation, much research assessing these treatments uses small or demographically homogenous samples, making applying results to foster youth's heterogeneous community difficult. For racial and ethnic minority youth who already experience disproportionate placement in the foster system, cultural competency and inclusion are often poorly addressed in program design and implementation (Dettlaff & Boyd, 2020). This leaves gaps in care. To improve results, we must integrate depression therapies within a wraparound framework that encompasses education, housing, social service coordination, and caregiver training. Healthcare providers, foster agencies, schools, and community groups must work together for comprehensive and lasting results. The planned health promotion effort addresses foster youth's internal and external issues using TF-CBT, peer mentoring, and foster caregiver education. This complete program helps this high-risk group achieve resilience, psychological healing, and long-term emotional stability by improving coping strategies and support structures.

    Theoretical Framework: Pender’s Health Promotion Model

    Pender's Health Improvement Model (HPM) is a comprehensive and dynamic theoretical framework for mental health improvement interventions in disadvantaged populations. Nola Pender's HPM prioritizes well-being and life quality above sickness prevention and treatment (Santos et al., 2025). Knowledge, resources, and assistance may promote healthy habits. The aims of the foster youth intervention include MDD symptoms, emotional resilience, self-efficacy, and long-term mental health. The HPM addresses social, biological, psychological, and personal elements that affect behavior. Early trauma, relationship issues, and financial issues might harm foster youth's mental health and therapy. By taking these character traits into account, Health Promotion Programs may develop culturally sensitive and trauma-informed treatments. Therapy materials that represent the youth's cultural identity or comparable racial or ethnic origins help develop rapport and encourage engagement in treatment. Teen materials must include cognitive and developmental levels. Health behavior and cognitive processes are also affected by activity-specific cognitions and emotions. For example, these components include benefits, challenges, self-efficacy, and interpersonal aspects. Foster kids under ten experience low self-esteem and agency, which may cause them to question therapy or other interventions. Interventions that engage former foster teens as peer mentors may enhance self-confidence and gains. Supportive caregivers and social workers may also encourage youngsters to obtain mental health services and follow treatment programs.

    The HPM emphasizes commitment and removing behavioral change barriers. Foster youth seeking mental health care face transportation challenges, school and court scheduling conflicts, and stigma. Health promotion initiatives spearheaded by HPM should include mobile treatment units, telemedicine, and flexible scheduling. The adjustments boost accessibility and support adolescent mental health. Health professionals may design and administer a customized intervention using the Health Promotion Model. The paradigm tackles the complicated relationship among personal experiences, cognitive beliefs, and environmental circumstances to promote client-centered, lasting change. The HPM framework will improve foster kids' emotional health, resilience, and life outcomes.

    **References**

    Christian Alliance for Orphans. (2024).
    _Foster care statistics_. Christian Alliance for Orphans. https://cafo.org/foster-care-statistics/

    Davi, N. (2024). Foster care and adoption statistics – AFCARS – national council for adoption.
    _National Council for Adoption_. https://adoptioncouncil.org/article/foster-care-and-adoption-statistics/

    Dettlaff, A. J., & Boyd, R. (2021). Racial disproportionality and disparities in the child welfare system: Why do they exist, and what can be done to address them?
    _The ANNALS of the American Academy of Political and Social Science_,
    _692_(1), 253–274. https://doi.org/10.1177/0002716220980329

    Goldstein, E. G., Font, S. A., Kennedy, R. S., Connell, C. M., & Kurpiel, A. E. (2024). Do foster youth face harsher juvenile justice outcomes? Reinvestigating child welfare bias in juvenile justice processing.
    _Criminology & Public Policy_. https://doi.org/10.1111/1745-9133.12689

    National Institute of Mental Health. (2023).
    _Major depression_. National Institute of Mental Health. https://www.nimh.nih.gov/health/statistics/major-depression

    Onsjö, M., Axberg, U., Hultmann, O., & Strand, J. (2025). A mixed-methods evaluation of long-term outcomes after trauma-focused cognitive behavioural therapy for children subjected to family violence.
    _Psychotherapy Research_, 1–15. https://doi.org/10.1080/10503307.2025.2469256

    Santos, M. G. dos, Pleutim, N. I., Queiroz-Cardoso, A. I. de, Ramalho, L. dos S., Souza, V. S. de, & Teston, E. F. (2025). Use of the health promotion model by nursing in primary care: An integrative review.
    _Revista Brasileira de Enfermagem_,
    _78_(2). https://doi.org/10.1590/0034-7167-2024-0096

    Schlack, R., Peerenboom, N., Neuperdt, L., Junker, S., & Beyer, A.-K. (2021). The effects of mental health problems in childhood and adolescence in young adults: Results of the KiGGS cohort.
    _Journal of Health Monitoring_,
    _6_(4), 3–19. https://doi.org/10.25646/8863

    **## HealthPromotionProposal2.docx**

    Health Promotion Proposal, Part 2

    **Exercise Instructions**

    **Health Promotion Proposal, Part 2**

    **This is a continuation of the health promotion program proposal, part one**, which you submitted previously.

    Please approach this assignment as an opportunity to integrate instructor feedback from part I and expand on ideas adhering to the components of the MAP-IT strategy. Include necessary levels of detail you feel appropriate to assure stakeholder buy-in.

    **Directions**

    You have already completed the steps 1-4.
    **Do not resubmit part 1.** Make sure you incorporate any suggested revisions or improvements into your submission according to your instructor’s comments.

    **To assist in maintaining harmony between Part I and 2 here you have a reminder of the previous paper outline:**

    · 1. Describe the health problem. Using data and statistics support your claim that the issue you selected is a problem. What specifically will you address in your proposed health promotion program? Be sure your proposed outcome is realistic and measurable.

    · 2. Describe the vulnerable population and setting. What are the risk factors that make this a vulnerable population? Use evidence to support the risk factors you have identified.

    · 3. Provide a review of literature from scholarly journals on evidence-based interventions that address the problem. After completing a library search related to effective interventions for your chosen health promotion activity, you will write a review that evaluates the strengths and weaknesses of all the sources you have found. You might consult research texts for information on how to write a review of the literature found in your search.

    · 4. Select an appropriate health promotion/disease prevention theoretical framework or conceptual model that would best serve as the framework guiding the proposal. Provide a rationale for your selection which includes a discussion of the concepts of the selected model

    **For this assignment develop criteria 5-8 as detailed below:**

    **You will submit just this section 5-8 as an essay. Please do not resubmit Part 1.**

    Use a presentation page. Start the body of content with topic 5.

    · 5. Propose a health promotion program using an evidence-based intervention found in your literature search to address the problem in the selected population/setting. Include a thorough discussion of the specifics of this intervention which includes resources necessary, those involved, and feasibility for a nurse in an advanced role.

    · Be certain to include a timeline. (3 to 4 paragraphs- you may use bullets if appropriate).

    · 6. Thoroughly describe the intended outcomes. Describe the outcomes in detail concurrent with the SMART goal approach.
    **The SMART goal statement should be no more than one sentence** (1 paragraph).

    · 7. Provide a detailed plan for the evaluation of each outcome. (2-3 paragraphs).

    · 8. Thoroughly describe possible barriers/challenges to implementing the proposed project as well as strategies to address these barriers/challenges. (2+ paragraphs).

    · Finish the paper with a conclusion paragraph (2 paragraphs) without typing the word "conclusion" before the paragraph.

    **Paper Requirements**

    This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. Remember, your Proposal must be a scholarly paper demonstrating graduate school-level writing and critical analysis of existing nursing knowledge about health promotion.

    APA must be strictly followed.

    Your final assignment should be minimally 5 pages (excluding title page and references).

    Finish the essay with your reference page.

    **Please review the Grading Rubric for this Assignment.**

    s

    **## HealthPromotionProposal-Part11.docx**

    5

    Major Depressive Disorder in Adolescents in Foster Care

    Sanny Vasallo

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 29, 2025

    Major Depressive Disorder in Adolescents in Foster Care

    MDD substantially impairs emotional, cognitive, and social functioning. Millions of individuals, mainly teens, are affected by MDD each year, which causes persistent sadness, apathy, and functional impairment. According to the National Institute of Mental Health (2023), 17% of American teenagers experience severe depression before maturity. The prevalence among foster youth is 50%; youth in foster care of ten face uncertain living arrangements, trauma histories, and inadequate emotional support, which increases the risk of mental health difficulties (Davi, 2024). The planned health promotion program would minimize MDD symptoms, enhance mental health services, and increase foster youth's coping abilities via trauma-informed CBT, peer support, and caregiver education. Patients should have decreased depressed symptoms, increased treatment attendance, and improved mental health literacy after six months. The program reduces the long-term psychological and functional impacts of untreated adolescent depression in foster care youth using this culturally sensitive and developmentally appropriate approach.

    Vulnerable Population: Adolescents in Foster Care

    Foster care Youth are the most vulnerable and neglected mental health populations. One-third of the 391,000 foster children in 2022 were 12–17 years old, according to the Christian Alliance for Orphans (2024). Teenage psychological instability is prevalent throughout crucial development. Many foster youth have experienced abuse, neglect, abandonment, and domestic violence as children. Trauma may trigger anxiety, MDD, and suicide. Unpredictability, instability, and recurrent migrations in foster care may exacerbate early trauma and cause emotional dysregulation and psychological fragility. Every year, ten people are placed in foster care. Teens regularly move between homes and schools, interrupting education and making caretakers, peers, and experts hard to trust. This volatility impairs the establishment of strong bonds and a solid identity, which are crucial to healthy emotional and cognitive development throughout adolescence. Strong, ongoing support networks help these youth avoid despair, worthlessness, and emotional numbness.

    Complex trauma is another MDD risk factor in this population. Complex trauma includes prolonged physical or mental abuse, sexual exploitation, and home or community violence. Such situations may permanently change brain emotion, stress, and executive function (Schlack et al., 2021). Irritability, social withdrawal, suicidal thoughts, and attention deficits are all symptoms of MDD. In addition to the trauma they have endured, systemic and structural factors render foster youth prone to depression. These include uneven medical and psychological treatment, child welfare and mental health resource fragmentation, poor foster care training, and mental illness stigma. Foster youth are seldom given early mental health evaluations and evidence-based therapies. Substance Abuse and Mental Health Services Administration. Foster youth experience more untreated mental illness and ineffective therapy.

    Racial and ethnic disparities raise risk; overrepresented in foster care, black, Indigenous, and other youth of color get ten times worse mental health treatment. These populations get less trauma-informed and culturally appropriate mental health care and are more likely to enter foster care (Dettlaff & Boyd, 2020). Racism and systemic neglect worsen depression, emotional distress, and marginalization ten times. Due to several risk factors, Health Promotion Interventions for this population must be thorough, trauma-informed, and culturally relevant. Effective program design considers racism, poverty, healthcare, and education. Nursing and health systems may personalize mental health promotion for foster youth, inferior ones, to prevent depression and increase resilience.

    Review of Literature: Evidence-Based Interventions

    Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is one of the most studied and proven treatments for depression and trauma-related symptoms in children and adolescents, particularly in foster care. In order to assist youth with a history of trauma in processing trauma and developing healthy coping mechanisms, TF-CBT integrates cognitive-behavioral therapies with trauma-sensitive principles. Foster youth who had been abused or neglected received TF-CBT in a study by Onsjö et al. (2025). After treatment, sadness and PTSD symptoms decreased significantly and lasted at least six months. TF-CBT's strengths are the regulated, time-limited 12–20-session technique and concurrent treatment for the child and caregiver. This dual-involvement paradigm is crucial in foster care because it promotes emotional support and better communication between youth and caregivers. Telemedicine for youth treatment in poor areas has shown flexibility and adaptability in TF-CBT. Foster youth who live in remote places without mental health services or who experience frequent placement changes benefit most. When foster caregivers do not feel secure in their relationships, they have boundaries. With numerous placements during childhood, young people become hard to treat for those caring for them. Fluctuations in Supervisor focus on TF-CBT can reduce its effectiveness and adherence to the treatment.

    Synthesis of Literature: Strengths and Weaknesses

    Currently, the profession stresses the need of a comprehensive approach to treating depression in foster youth owing to their unique circumstances. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and peer mentoring should work along with evidence. TF-CBT helps depressed and traumatized youth understand and manage trauma, control strong emotions, and change disturbing thoughts (Goldstein et al., 2024). Proven trauma-reduction approaches help abused and neglected foster youth. "Fostering Health and Futures" promotes teenage mental health. With mild supervision, the programs provide emotional support, competent guidance, and role models. They alleviate melancholy, increase self-esteem, solve difficulties, and connect youth to lessen foster care risks. TF-CBT and mentoring programs use in-person, group, and telemedicine, according to Goldstein et al. (2024).

    The treatments are successful, but various obstacles prevent their adoption and scaling. High mental health professional turnover rates may compromise program integrity and long-term effects, limited trauma-informed care clinician availability, and systemic opposition from overworked child welfare agencies. Despite the strong evidence foundation, much research assessing these treatments uses small or demographically homogenous samples, making applying results to foster youth's heterogeneous community difficult. For racial and ethnic minority youth who already experience disproportionate placement in the foster system, cultural competency and inclusion are often poorly addressed in program design and implementation (Dettlaff & Boyd, 2020). This leaves gaps in care. To improve results, we must integrate depression therapies within a wraparound framework that encompasses education, housing, social service coordination, and caregiver training. Healthcare providers, foster agencies, schools, and community groups must work together for comprehensive and lasting results. The planned health promotion effort addresses foster youth's internal and external issues using TF-CBT, peer mentoring, and foster caregiver education. This complete program helps this high-risk group achieve resilience, psychological healing, and long-term emotional stability by improving coping strategies and support structures.

    Theoretical Framework: Pender’s Health Promotion Model

    Pender's Health Improvement Model (HPM) is a comprehensive and dynamic theoretical framework for mental health improvement interventions in disadvantaged populations. Nola Pender's HPM prioritizes well-being and life quality above sickness prevention and treatment (Santos et al., 2025). Knowledge, resources, and assistance may promote healthy habits. The aims of the foster youth intervention include MDD symptoms, emotional resilience, self-efficacy, and long-term mental health. The HPM addresses social, biological, psychological, and personal elements that affect behavior. Early trauma, relationship issues, and financial issues might harm foster youth's mental health and therapy. By taking these character traits into account, Health Promotion Programs may develop culturally sensitive and trauma-informed treatments. Therapy materials that represent the youth's cultural identity or comparable racial or ethnic origins help develop rapport and encourage engagement in treatment. Teen materials must include cognitive and developmental levels. Health behavior and cognitive processes are also affected by activity-specific cognitions and emotions. For example, these components include benefits, challenges, self-efficacy, and interpersonal aspects. Foster kids under ten experience low self-esteem and agency, which may cause them to question therapy or other interventions. Interventions that engage former foster teens as peer mentors may enhance self-confidence and gains. Supportive caregivers and social workers may also encourage youngsters to obtain mental health services and follow treatment programs.

    The HPM emphasizes commitment and removing behavioral change barriers. Foster youth seeking mental health care face transportation challenges, school and court scheduling conflicts, and stigma. Health promotion initiatives spearheaded by HPM should include mobile treatment units, telemedicine, and flexible scheduling. The adjustments boost accessibility and support adolescent mental health. Health professionals may design and administer a customized intervention using the Health Promotion Model. The paradigm tackles the complicated relationship among personal experiences, cognitive beliefs, and environmental circumstances to promote client-centered, lasting change. The HPM framework will improve foster kids' emotional health, resilience, and life outcomes.

    **References**

    Christian Alliance for Orphans. (2024).
    _Foster care statistics_. Christian Alliance for Orphans. https://cafo.org/foster-care-statistics/

    Davi, N. (2024). Foster care and adoption statistics – AFCARS – national council for adoption.
    _National Council for Adoption_. https://adoptioncouncil.org/article/foster-care-and-adoption-statistics/

    Dettlaff, A. J., & Boyd, R. (2021). Racial disproportionality and disparities in the child welfare system: Why do they exist, and what can be done to address them?
    _The ANNALS of the American Academy of Political and Social Science_,
    _692_(1), 253–274. https://doi.org/10.1177/0002716220980329

    Goldstein, E. G., Font, S. A., Kennedy, R. S., Connell, C. M., & Kurpiel, A. E. (2024). Do foster youth face harsher juvenile justice outcomes? Reinvestigating child welfare bias in juvenile justice processing.
    _Criminology & Public Policy_. https://doi.org/10.1111/1745-9133.12689

    National Institute of Mental Health. (2023).
    _Major depression_. National Institute of Mental Health. https://www.nimh.nih.gov/health/statistics/major-depression

    Onsjö, M., Axberg, U., Hultmann, O., & Strand, J. (2025). A mixed-methods evaluation of long-term outcomes after trauma-focused cognitive behavioural therapy for children subjected to family violence.
    _Psychotherapy Research_, 1–15. https://doi.org/10.1080/10503307.2025.2469256

    Santos, M. G. dos, Pleutim, N. I., Queiroz-Cardoso, A. I. de, Ramalho, L. dos S., Souza, V. S. de, & Teston, E. F. (2025). Use of the health promotion model by nursing in primary care: An integrative review.
    _Revista Brasileira de Enfermagem_,
    _78_(2). https://doi.org/10.1590/0034-7167-2024-0096

    Schlack, R., Peerenboom, N., Neuperdt, L., Junker, S., & Beyer, A.-K. (2021). The effects of mental health problems in childhood and adolescence in young adults: Results of the KiGGS cohort.
    _Journal of Health Monitoring_,
    _6_(4), 3–19. https://doi.org/10.25646/8863

    **## HealthPromotionProposal2.docx**

    Health Promotion Proposal, Part 2

    **Exercise Instructions**

    **Health Promotion Proposal, Part 2**

    **This is a continuation of the health promotion program proposal, part one**, which you submitted previously.

    Please approach this assignment as an opportunity to integrate instructor feedback from part I and expand on ideas adhering to the components of the MAP-IT strategy. Include necessary levels of detail you feel appropriate to assure stakeholder buy-in.

    **Directions**

    You have already completed the steps 1-4.
    **Do not resubmit part 1.** Make sure you incorporate any suggested revisions or improvements into your submission according to your instructor’s comments.

    **To assist in maintaining harmony between Part I and 2 here you have a reminder of the previous paper outline:**

    · 1. Describe the health problem. Using data and statistics support your claim that the issue you selected is a problem. What specifically will you address in your proposed health promotion program? Be sure your proposed outcome is realistic and measurable.

    · 2. Describe the vulnerable population and setting. What are the risk factors that make this a vulnerable population? Use evidence to support the risk factors you have identified.

    · 3. Provide a review of literature from scholarly journals on evidence-based interventions that address the problem. After completing a library search related to effective interventions for your chosen health promotion activity, you will write a review that evaluates the strengths and weaknesses of all the sources you have found. You might consult research texts for information on how to write a review of the literature found in your search.

    · 4. Select an appropriate health promotion/disease prevention theoretical framework or conceptual model that would best serve as the framework guiding the proposal. Provide a rationale for your selection which includes a discussion of the concepts of the selected model

    **For this assignment develop criteria 5-8 as detailed below:**

    **You will submit just this section 5-8 as an essay. Please do not resubmit Part 1.**

    Use a presentation page. Start the body of content with topic 5.

    · 5. Propose a health promotion program using an evidence-based intervention found in your literature search to address the problem in the selected population/setting. Include a thorough discussion of the specifics of this intervention which includes resources necessary, those involved, and feasibility for a nurse in an advanced role.

    · Be certain to include a timeline. (3 to 4 paragraphs- you may use bullets if appropriate).

    · 6. Thoroughly describe the intended outcomes. Describe the outcomes in detail concurrent with the SMART goal approach.
    **The SMART goal statement should be no more than one sentence** (1 paragraph).

    · 7. Provide a detailed plan for the evaluation of each outcome. (2-3 paragraphs).

    · 8. Thoroughly describe possible barriers/challenges to implementing the proposed project as well as strategies to address these barriers/challenges. (2+ paragraphs).

    · Finish the paper with a conclusion paragraph (2 paragraphs) without typing the word "conclusion" before the paragraph.

    **Paper Requirements**

    This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. Remember, your Proposal must be a scholarly paper demonstrating graduate school-level writing and critical analysis of existing nursing knowledge about health promotion.

    APA must be strictly followed.

    Your final assignment should be minimally 5 pages (excluding title page and references).

    Finish the essay with your reference page.

    **Please review the Grading Rubric for this Assignment.**

    s

    **## HealthPromotionProposal-Part11.docx**

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    Major Depressive Disorder in Adolescents in Foster Care

    Sanny Vasallo

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 29, 2025

    Major Depressive Disorder in Adolescents in Foster Care

    MDD substantially impairs emotional, cognitive, and social functioning. Millions of individuals, mainly teens, are affected by MDD each year, which causes persistent sadness, apathy, and functional impairment. According to the National Institute of Mental Health (2023), 17% of American teenagers experience severe depression before maturity. The prevalence among foster youth is 50%; youth in foster care of ten face uncertain living arrangements, trauma histories, and inadequate emotional support, which increases the risk of mental health difficulties (Davi, 2024). The planned health promotion program would minimize MDD symptoms, enhance mental health services, and increase foster youth's coping abilities via trauma-informed CBT, peer support, and caregiver education. Patients should have decreased depressed symptoms, increased treatment attendance, and improved mental health literacy after six months. The program reduces the long-term psychological and functional impacts of untreated adolescent depression in foster care youth using this culturally sensitive and developmentally appropriate approach.

    Vulnerable Population: Adolescents in Foster Care

    Foster care Youth are the most vulnerable and neglected mental health populations. One-third of the 391,000 foster children in 2022 were 12–17 years old, according to the Christian Alliance for Orphans (2024). Teenage psychological instability is prevalent throughout crucial development. Many foster youth have experienced abuse, neglect, abandonment, and domestic violence as children. Trauma may trigger anxiety, MDD, and suicide. Unpredictability, instability, and recurrent migrations in foster care may exacerbate early trauma and cause emotional dysregulation and psychological fragility. Every year, ten people are placed in foster care. Teens regularly move between homes and schools, interrupting education and making caretakers, peers, and experts hard to trust. This volatility impairs the establishment of strong bonds and a solid identity, which are crucial to healthy emotional and cognitive development throughout adolescence. Strong, ongoing support networks help these youth avoid despair, worthlessness, and emotional numbness.

    Complex trauma is another MDD risk factor in this population. Complex trauma includes prolonged physical or mental abuse, sexual exploitation, and home or community violence. Such situations may permanently change brain emotion, stress, and executive function (Schlack et al., 2021). Irritability, social withdrawal, suicidal thoughts, and attention deficits are all symptoms of MDD. In addition to the trauma they have endured, systemic and structural factors render foster youth prone to depression. These include uneven medical and psychological treatment, child welfare and mental health resource fragmentation, poor foster care training, and mental illness stigma. Foster youth are seldom given early mental health evaluations and evidence-based therapies. Substance Abuse and Mental Health Services Administration. Foster youth experience more untreated mental illness and ineffective therapy.

    Racial and ethnic disparities raise risk; overrepresented in foster care, black, Indigenous, and other youth of color get ten times worse mental health treatment. These populations get less trauma-informed and culturally appropriate mental health care and are more likely to enter foster care (Dettlaff & Boyd, 2020). Racism and systemic neglect worsen depression, emotional distress, and marginalization ten times. Due to several risk factors, Health Promotion Interventions for this population must be thorough, trauma-informed, and culturally relevant. Effective program design considers racism, poverty, healthcare, and education. Nursing and health systems may personalize mental health promotion for foster youth, inferior ones, to prevent depression and increase resilience.

    Review of Literature: Evidence-Based Interventions

    Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is one of the most studied and proven treatments for depression and trauma-related symptoms in children and adolescents, particularly in foster care. In order to assist youth with a history of trauma in processing trauma and developing healthy coping mechanisms, TF-CBT integrates cognitive-behavioral therapies with trauma-sensitive principles. Foster youth who had been abused or neglected received TF-CBT in a study by Onsjö et al. (2025). After treatment, sadness and PTSD symptoms decreased significantly and lasted at least six months. TF-CBT's strengths are the regulated, time-limited 12–20-session technique and concurrent treatment for the child and caregiver. This dual-involvement paradigm is crucial in foster care because it promotes emotional support and better communication between youth and caregivers. Telemedicine for youth treatment in poor areas has shown flexibility and adaptability in TF-CBT. Foster youth who live in remote places without mental health services or who experience frequent placement changes benefit most. When foster caregivers do not feel secure in their relationships, they have boundaries. With numerous placements during childhood, young people become hard to treat for those caring for them. Fluctuations in Supervisor focus on TF-CBT can reduce its effectiveness and adherence to the treatment.

    Synthesis of Literature: Strengths and Weaknesses

    Currently, the profession stresses the need of a comprehensive approach to treating depression in foster youth owing to their unique circumstances. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and peer mentoring should work along with evidence. TF-CBT helps depressed and traumatized youth understand and manage trauma, control strong emotions, and change disturbing thoughts (Goldstein et al., 2024). Proven trauma-reduction approaches help abused and neglected foster youth. "Fostering Health and Futures" promotes teenage mental health. With mild supervision, the programs provide emotional support, competent guidance, and role models. They alleviate melancholy, increase self-esteem, solve difficulties, and connect youth to lessen foster care risks. TF-CBT and mentoring programs use in-person, group, and telemedicine, according to Goldstein et al. (2024).

    The treatments are successful, but various obstacles prevent their adoption and scaling. High mental health professional turnover rates may compromise program integrity and long-term effects, limited trauma-informed care clinician availability, and systemic opposition from overworked child welfare agencies. Despite the strong evidence foundation, much research assessing these treatments uses small or demographically homogenous samples, making applying results to foster youth's heterogeneous community difficult. For racial and ethnic minority youth who already experience disproportionate placement in the foster system, cultural competency and inclusion are often poorly addressed in program design and implementation (Dettlaff & Boyd, 2020). This leaves gaps in care. To improve results, we must integrate depression therapies within a wraparound framework that encompasses education, housing, social service coordination, and caregiver training. Healthcare providers, foster agencies, schools, and community groups must work together for comprehensive and lasting results. The planned health promotion effort addresses foster youth's internal and external issues using TF-CBT, peer mentoring, and foster caregiver education. This complete program helps this high-risk group achieve resilience, psychological healing, and long-term emotional stability by improving coping strategies and support structures.

    Theoretical Framework: Pender’s Health Promotion Model

    Pender's Health Improvement Model (HPM) is a comprehensive and dynamic theoretical framework for mental health improvement interventions in disadvantaged populations. Nola Pender's HPM prioritizes well-being and life quality above sickness prevention and treatment (Santos et al., 2025). Knowledge, resources, and assistance may promote healthy habits. The aims of the foster youth intervention include MDD symptoms, emotional resilience, self-efficacy, and long-term mental health. The HPM addresses social, biological, psychological, and personal elements that affect behavior. Early trauma, relationship issues, and financial issues might harm foster youth's mental health and therapy. By taking these character traits into account, Health Promotion Programs may develop culturally sensitive and trauma-informed treatments. Therapy materials that represent the youth's cultural identity or comparable racial or ethnic origins help develop rapport and encourage engagement in treatment. Teen materials must include cognitive and developmental levels. Health behavior and cognitive processes are also affected by activity-specific cognitions and emotions. For example, these components include benefits, challenges, self-efficacy, and interpersonal aspects. Foster kids under ten experience low self-esteem and agency, which may cause them to question therapy or other interventions. Interventions that engage former foster teens as peer mentors may enhance self-confidence and gains. Supportive caregivers and social workers may also encourage youngsters to obtain mental health services and follow treatment programs.

    The HPM emphasizes commitment and removing behavioral change barriers. Foster youth seeking mental health care face transportation challenges, school and court scheduling conflicts, and stigma. Health promotion initiatives spearheaded by HPM should include mobile treatment units, telemedicine, and flexible scheduling. The adjustments boost accessibility and support adolescent mental health. Health professionals may design and administer a customized intervention using the Health Promotion Model. The paradigm tackles the complicated relationship among personal experiences, cognitive beliefs, and environmental circumstances to promote client-centered, lasting change. The HPM framework will improve foster kids' emotional health, resilience, and life outcomes.

    **References**

    Christian Alliance for Orphans. (2024).
    _Foster care statistics_. Christian Alliance for Orphans. https://cafo.org/foster-care-statistics/

    Davi, N. (2024). Foster care and adoption statistics – AFCARS – national council for adoption.
    _National Council for Adoption_. https://adoptioncouncil.org/article/foster-care-and-adoption-statistics/

    Dettlaff, A. J., & Boyd, R. (2021). Racial disproportionality and disparities in the child welfare system: Why do they exist, and what can be done to address them?
    _The ANNALS of the American Academy of Political and Social Science_,
    _692_(1), 253–274. https://doi.org/10.1177/0002716220980329

    Goldstein, E. G., Font, S. A., Kennedy, R. S., Connell, C. M., & Kurpiel, A. E. (2024). Do foster youth face harsher juvenile justice outcomes? Reinvestigating child welfare bias in juvenile justice processing.
    _Criminology & Public Policy_. https://doi.org/10.1111/1745-9133.12689

    National Institute of Mental Health. (2023).
    _Major depression_. National Institute of Mental Health. https://www.nimh.nih.gov/health/statistics/major-depression

    Onsjö, M., Axberg, U., Hultmann, O., & Strand, J. (2025). A mixed-methods evaluation of long-term outcomes after trauma-focused cognitive behavioural therapy for children subjected to family violence.
    _Psychotherapy Research_, 1–15. https://doi.org/10.1080/10503307.2025.2469256

    Santos, M. G. dos, Pleutim, N. I., Queiroz-Cardoso, A. I. de, Ramalho, L. dos S., Souza, V. S. de, & Teston, E. F. (2025). Use of the health promotion model by nursing in primary care: An integrative review.
    _Revista Brasileira de Enfermagem_,
    _78_(2). https://doi.org/10.1590/0034-7167-2024-0096

    Schlack, R., Peerenboom, N., Neuperdt, L., Junker, S., & Beyer, A.-K. (2021). The effects of mental health problems in childhood and adolescence in young adults: Results of the KiGGS cohort.
    _Journal of Health Monitoring_,
    _6_(4), 3–19. https://doi.org/10.25646/8863

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    Providing students and their families with opportunities to extend the learning that happens in class to the home is a great way to get families involved and to reinforce new concepts. Utilizing choice boards for these homework/extension activities allows students to practice and extend their learni…

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    Providing students and their families with opportunities to extend the learning that happens in class to the home is a great way to get families involved and to reinforce new concepts. Utilizing choice boards for these homework/extension activities allows students to practice and extend their learning in ways that interest them and increase engagement in the learning.
    Based on the content of your integrated thematic unit plan, create a choice board with a minimum of six activities that students can choose from to extend their learning at home. The activities should support various learning styles and meet the needs of the students in the class profile. Each option should incorporate ELA, social studies, and the arts. At least one option should incorporate technology.
    Complete the “Thematic Unit Choice Board” template by creating six at-home activities for students to select from that will extend their learning of the objectives from your unit plan. Activity choices must include at least one of each of the following:
    Include a 100-150 word description of each activity.
    After designing your choice board, write a 250-500 word letter to families introducing your choice board and providing instructions on how to use it. Include the following:
    – Explanation of what a choice board is and how providing students with choices fosters engagement and supports various learning styles.
    – Explanation of how your choice board options are meaningful, developmentally appropriate activities intended to extend the learning from the unit plan beyond the classroom and meet the needs of students with and without exceptionalities.
    – Instructions on how students and families should use the choice board at home.
    Support your choice board and letter with a minimum of three resources.
    While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
    You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in the Class Resources if you need assistance.
    _Benchmark Information:_
    _This benchmark assignment assesses the following programmatic competencies and professional standards:_
    _MED Early Childhood and Early Childhood Special Education ITL/NITL_
    _2.4: Adapt meaningful, developmentally appropriate learning strategies to extend instruction beyond the classroom to meet the needs of individuals with and without exceptionalities and their families. [MC2] [AAQEP 1a; EI/ECSE 6.3; InTASC 7(k), 7(n), 7(o), 8(a), 8(k); NAEYC 5c]_

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    Intentional lesson planning requires teachers to reflect on previous lessons taught. Reflecting each day on the effectiveness of lessons taught will help early childhood educators plan and implement lessons that meet the needs of all students in their classrooms. Asking others to observe your lesson…

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    Intentional lesson planning requires teachers to reflect on previous lessons taught. Reflecting each day on the effectiveness of lessons taught will help early childhood educators plan and implement lessons that meet the needs of all students in their classrooms. Asking others to observe your lessons and recording yourself teach lessons can help you reflect on your teaching practices.
    Allocate at least 5 hours in the field to support this field experience.
    Review the unit plan you created with your mentor teacher. Select one lesson from the unit plan to implement with the class or a small group of students, using the student groupings created in Topic 2.  Revise the lesson based on any feedback received from your mentor teacher prior to teaching the lesson. Record yourself teaching the lesson using any video recording device. It is mandatory that the “Video Recording Permission Requests" be completed by the parent/guardian of each student prior to recording.  After the lesson, review the video with your mentor teacher and obtain feedback on how the lesson went.
    Use the remaining field experience hours to assist the teacher in providing instruction and support to the class.
    In a 250-500 word reflection, address the following:
    – Summarize the activity and feedback received from your mentor teacher.
    – Were students engaged in the cross-content learning?
    – How effective was the use of the student groupings you created?
    – How did students respond to the arts integration in this lesson?
    – How did you meet the needs of the students based on the information in the class profile during your lesson?
    – What do you feel went well and what will you do differently next time?
    Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting the assignment. If you upload your video to YouTube, select the “unlisted” option.
    Select a 5-7 minute segment from your video that demonstrates integration of multiple content areas for submission. Include the link to your video segment in the same document as your reflection.
    APA format is not required, but solid academic writing is expected.
    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
    You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
    Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
    Submit the Clinical Field Experience Verification Form to the digital classroom in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

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    Candidates must complete all programmatic requirements, including practicum/field experience hours defined in the coursework. Information about practicum/field experience requirements can be found in the Student Success Center To earn credit for this assignment, all required course hours must be com…

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    Candidates must complete all programmatic requirements, including practicum/field experience hours defined in the coursework. Information about practicum/field experience requirements can be found in the Student Success Center
    To earn credit for this assignment, all required course hours must be completed and the form submitted by the assignment due date. Additional instructions can be found in the “Clinical Field Verification Form Step-by-Step Guide” located in the Student Success Center.
    _Note: The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU._

  • [Solved] Discussion 1

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    Making real-world connections in an early childhood classroom is important. What are some ways you can engage your students through real-world connections that would promote human flourishing?

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    Making real-world connections in an early childhood classroom is important. What are some ways you can engage your students through real-world connections that would promote human flourishing?

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    How can you ensure extension/homework activities are culturally and linguistically appropriate for the families in your classroom? How could you adapt the extension/homework activities you created to support students with exceptionalities and their families?

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    How can you ensure extension/homework activities are culturally and linguistically appropriate for the families in your classroom? How could you adapt the extension/homework activities you created to support students with exceptionalities and their families?

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