NURS-FPX4055 Assessment 1 Health Promotion Research – Step-by-Step Guide With Example Answer
The first step before starting to write the NURS-FPX4055 Assessment 1 Health Promotion Research is to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment.
It is also important to identify the paper’s audience and purpose, as this will help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, review its use, including writing citations and referencing the resources used. You should also review the formatting requirements for the title page and headings in the paper, as outlined by Capella University.
How to Research and Prepare for NURS-FPX4055 Assessment 1 Health Promotion Research
The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify a list of keywords related to your topic using various combinations. The first step is to visit the Capella University library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from the Capella University Library, PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last 5 years and go through each to check for credibility. Ensure that you obtain the references in the required format, such as APA, so that you can save time when creating the final reference list.
You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next, create a detailed outline of the paper to help you develop headings and subheadings for the content. Ensure that you plan what point will go into each paragraph.
How to Write the Introduction for NURS-FPX4055 Assessment 1 Health Promotion Research
The introduction of the paper is the most crucial part, as it helps provide the context of your work and determines whether the reader will be interested in reading through to the end. Begin with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.
How to Write the Body for NURS-FPX4055 Assessment 1 Health Promotion Research
The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence collected from the research, and ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance, as well as how it relates to the thesis statement. You should maintain a logical flow between paragraphs by using transition words and a flow of ideas.
How to Write the In-text Citations for NURS-FPX4055 Assessment 1 Health Promotion Research
In-text citations help readers give credit to the authors of the references they have used in their work. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:
“The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Morelli et al. (2024), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Alawiye (2024) highlights that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.”
How to Write the Conclusion for NURS-FPX4055 Assessment 1 Health Promotion Research
When writing the conclusion of the paper, start by restating your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper by restating them. Discuss the implications of your findings and your arguments. Conclude with a call to action that leaves a lasting impression on the reader or offers recommendations.
How to Format the Reference List for NURS-FPX4055 Assessment 1 Health Promotion Research
The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically, and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication.
Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:
References
Morelli, S., Daniele, C., D’Avenio, G., Grigioni, M., & Giansanti, D. (2024). Optimizing telehealth: Leveraging Key Performance Indicators for enhanced telehealth and digital healthcare outcomes (Telemechron Study). Healthcare, 12(13), 1319. https://doi.org/10.3390/healthcare12131319
Alawiye, T. (2024). The impact of digital technology on healthcare delivery and patient outcomes. E-Health Telecommunication Systems and Networks, 13, 13-22. 10.4236/etsn.2024.132002.
NURS-FPX4055 Assessment 1 Health Promotion Research Instructions
Conduct the windshield survey worksheets and research for the health promotion research assessment.
Introduction
This first assessment is the research and background information for the presentation you will give in your last assessment. Consider this the nursing process for your chosen community (assessment, diagnostics, planning, interventions, and evaluation). The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a learning experience focused on health promotion associated with the specific community health concern you selected from the provided document.
Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. The two windshield survey worksheets will be critical steps in completing this assessment. This assessment is the foundation for the implementation of Assessment 4, Health Promotion Plan Presentation.
Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Complete the assessments in this course in the order in which they are presented.
Preparation
Be sure you’ve completed the Windshield Survey Worksheet 1: Assess Your Community and Windshield Survey Worksheet 2: Tour Your Community activities. Then complete this assessment as if within a neighborhood or community of your choice. Your community, which will become the focus of your health promotion plan, could be something like the elderly housing center, high school, or your own neighborhood. It could even be a subset of or an individual within that community, for instance, one of the students at the high school or a resident at the elderly housing center.
Instructions
Complete the following:
- Assess your chosen community to include socioeconomic and demographic data such as location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment. (Complete the windshield surveys first.)
- Choose a specific health concern or health need from the
- Choose a specific health concern or health need from the Assessment 1 Supplement: Health Promotion Research [PDF] as the focus of your health promotion plan for your chosen community. Then, analyze a population within your community with the health concern or need you’ve chosen to focus on and the best practices for health improvement, based on supporting evidence. Consider underlying assumptions and points of uncertainty in your analysis.
- Describe in detail the characteristics of your chosen community who will be the audience for the activity you are planning and how those characteristics are relevant to what you’ve learned about the targeted population. Describe in detail the relevant information of who within this community is affected by your chosen health issue.
- Explain why the population you are focusing on in your community is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. Consider the factors that contribute to health, health disparities, and access to services. Support your conclusions with relevant population health and demographic data.
- Based on the health concern for your individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in this assessment. You will take this information into consideration when you present your educational plan in Assessment 4.
- Identify your chosen individual’s or group’s potential learning needs. Imagine the input of your audience if you were collaborating with the individual or group to establish the SMART goals that would be used to evaluate the education session (Assessment 4).
- Identify the individual or group’s current behaviors, outline clear expectations for this educational session, and offer suggestions for how the individual or group needs can be met. Health promotion goals need to be clear, measurable, and appropriate for this activity and audience. Consider goals that will foster behavior changes and lead to the desired outcomes.
Be sure to apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
- Write with a specific purpose and audience in mind.
- Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.
Additional Requirements
Your assessment should also meet the following requirements:
- Document format and length: Your health promotion plan should be 4–6 pages in length.
- Supporting evidence: Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past 5 years using APA format.
- Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 1: Analyze health risks and healthcare needs among distinct populations.
- Analyze a population within a chosen community with a health concern or need that is the focus of a health promotion plan.
- Describe in detail the characteristics of a chosen community who will be the audience for a health promotion and how those characteristics are relevant to a larger target community.
- Competency 2: Propose health promotion strategies to improve the health of populations.
- Explain why a health concern or need is important for health promotion within a community and population, supporting conclusions with relevant population health and demographic data.
- Establish health goals appropriate for a chosen individual or group of participants that are realistic, measurable, and attainable.
- Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
- Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
- Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
NURS-FPX4055 Assessment 1 Health Promotion Research Example
Health Promotion Research
Communities face various challenges, and the specific population demographics may either exacerbate or mitigate these challenges. Community settings also pose specific risks that should be addressed appropriately to enhance population health outcomes. Windshield surveys help observe and gather data about a community’s physical, social, and environmental characteristics that impact the community’s health and residents’ well-being.
Windshield surveys provide a snapshot of the community’s working and living conditions and resources, which informs health promotion interventions. Community interventions such as educational sessions should focus on the specific needs of these communities. This assessment focuses on a selected community, discusses a specific problem, and proposes a health education session to promote the issue’s management.
Chosen Community Socioeconomic and Demographic Data
The chosen community is Bala Cynwyd. It is a suburban community located in Lower Merion Township, Pennsylvania, and it borders the western edge of Philadelphia along City Avenue (US Route 1). Community factors, such as location, community hygiene, type of buildings, parks and recreation centers, ethnicities, available services, industries, and religion, indicate that the community is suburban, with access to numerous community health, social, and economic resources.
The major ethnic group in Bala Cynwyd are the whites (77.2%), followed by African Americans (6.2%), Asians (3.8%), and a small percentage of American Indian/Alaskan Natives (0.1%), who are well represented in the community. Data from Census.gov indicate that the median age is 41.9, approximately 10% higher than the median age in Pennsylvania.
Over 98% of the population aged 25 and above are high school graduates, while 74.3% hold a bachelor’s degree or higher (Census.gov, n.d.). The median household income in 2023 was $144,453, with a per capita income of $97,198 and a poverty rate of 9.6%. The employment rate/civilian labor force participation rate for individuals aged 16 and above is 64.8%, with females comprising 60.5% of the civilian labor force (Census.gov, n.d.).
Bala Cynwyd offers a suburban lifestyle with excellent access to parks, recreational facilities, and cultural attractions, making it a family-friendly community with a strong sense of community. Sixty-five percent of males and 60% of females are married, 6% of males and 8% of females are divorced, and 27% of males and 23% of females aged 15 and above have never been married.
The population is slightly female-dominated, comprising 53.4% of the total population of Bala Cynwyd (Census.gov, n.d.). The population consists of a mix of married couples, singles, families, and divorced individuals, reflecting its suburban lifestyle. The key industries in the area include professional services (such as IT support), healthcare, education, and finance, including insurance. The area boasts a low unemployment rate and a large professional workforce. These factors show a well-to-do community with adequate resources and minimal issues.
Specific Health Concern/ Need
The selected health concern is tobacco cessation in Bala Cynwyd. Tobacco use is a significant population health concern, contributing to chronic diseases such as lung cancer, cardiovascular issues, and respiratory complications. The target population is adults aged 18 and above who are current tobacco users. The population in Bala Cynwyd presents a challenge in tobacco cessation as the population is affluent and educated, requiring one to address smoking and nicotine dependence among professionals/ affluent people, unlike general statistics, where smoking is more prevalent in lower socioeconomic statuses with low access to healthcare services and higher stress levels. The best practices for health improvement selected include community-based programs.
Evidence-based tobacco cessation programs, such as counseling and support groups tailored to meet community needs, can help improve and amplify tobacco cessation efforts (Pipe et al., 2022). The level of knowledge and education is a significant predictor of smoking cessation efforts, and individuals with higher levels of education are more likely to follow through with cessation programs.
Educational campaigns to increase population awareness of tobacco health risks and the benefits of quitting, utilizing social media, local events, and community centers to disseminate information, can help improve smoking cessation rates (Lee et al., 2022). Another intervention is increasing access to cessation resources. Establishing hotlines and supporting existing ones that offer support and counseling, increasing smoking cessation products, and providing guidance on their use can help promote smoking cessation. For example, awareness and availability of nicotine patches can help promote their utilization, promoting smoking cessation efforts.
The Characteristics of the Chosen Community Audience
The chosen community, Bala Cynwyd, comprises a diversified population, including residents who are current tobacco users. Various community characteristics are key to tobacco smoking and cessation efforts. Tobacco use spans various age groups, primarily affecting adults aged 18 and above. The community’s median age is 41.9, indicating a mixed population of younger and middle-aged professionals, as well as older adults who may require more specialized or tailored interventions.
Young adults- especially those smoking for recreation- are unaware of the long-term effects; middle-aged professionals with high-stress jobs and nicotine dependence; older adults with nicotine dependence; and social smokers in the community are affected by the health concerns discussed. The population is also well-educated, with 74.3% holding a bachelor’s degree or higher, meaning they are well-informed, opening avenues for scientifically backed educational campaigns.
The high-income level also shows that cost-effective, high-quality resources can resonate well with the community. Most individuals in the community work in professional sectors, and stress from these jobs can contribute to social smoking and nicotine dependence. The audience is also likely to appreciate convenient schedules, given their occupations and commitments, which could limit their engagement in cessation programs.
Population Predisposition to the Health Concern
Tobacco use is influenced by a combination of social, economic, cultural, lifestyle, and genetic factors. In Bala Cynwyd, the target population includes adults with high-stress occupations, social smokers, and those with long-term nicotine dependence. Khorrami et al. (2021) note that high job-related stress and social acceptance of smoking amplify tobacco smoking as it is used as a coping mechanism.
Although Bala Cynwyd residents are affluent and educated, these traits can often correlate with higher smoking levels. The population can thus benefit from a health promotion plan that can raise their awareness of tobacco health risks, cessation resources, and personalized approaches to smoking cessation. Factors contributing to the health concern include social factors (social gatherings and need for acceptance), economic factors (high disposable income and job-related stress), cultural factors (stigma around smoking and covert tobacco smoking), and lifestyle behaviors (high-stress schedules).
Several factors should be considered when developing a sociogram for a health promotion educational program. These include social connections within the community, such as professional networks, social circles, and family or partner support systems that can help patients during the cessation period.
Other factors to consider are the cultural acceptance of smoking, possible stigmatization, and marketing and product availability in this community. The genetic and health factors, such as individuals with a genetic predisposition to nicotine addiction and residents facing smoking-related health challenges, are also crucial in the sociogram.
Iyahen et al. (2023) note that the availability and strength of support structures, such as care professionals specializing in cessation support and local organizations promoting wellness initiatives (including community programs and supportive employers), are crucial for effective smoking cessation planning in communities. These factors will help map out the relationships within the target population and identify key influencers, support systems, and barriers related to smoking cessation, thereby enhancing the success of smoking cessation programs.
Chosen Group’s Potential Learning Needs
The adult population in Bala Cynwyd who use tobacco has various learnings, including an understanding of smoking health risks, benefits of smoking cessation, smoking quitting strategies, and accessible resources to help quit smoking. These learning needs must be addressed to support the desired behavioral changes. The population includes varied needs, with varying degrees of dependence and needing personalized care and support during the cessation period.
The current behaviors include social smoking, stress-induced smoking, and long-term smoking with longstanding smoking habits. The audience’s contributions include providing information on their needs and potential barriers, collaborating on planning activities, and offering feedback during the planning process. This educational session aims to inform participants about the risks and benefits of quitting, motivate individuals to envision positive outcomes and equip them with practical tools and actionable plans for smoking cessation.
The suggested methods of meeting these needs include holding engaging sessions, primarily presentations and group discussions, developing tailored information specific to the population, and increasing access to tools and materials such as quit pokes and contact information for support (Potter et al., 2024). A community assessment will help develop tailored programs that focus on the proposed goals for the education plan, including:
1. By the end of the session, each participant will be able to identify their reasons for quitting smoking, potential barriers, and strategies to address these barriers.
2. By the end of the session, at least 80% of the audience will commit to at least one smoking cessation tool and create individual quit plans with realistic timelines within two weeks of cessation. The goal is to enhance awareness and initiate a cascade of events that will lead to ultimate behavior change and smoking cessation.
Conclusion
Bala Cynwyd is a suburban area that presents unique challenges to health promotion. It is a high-income neighborhood whose location and resources contribute to a strong sense of community. The selected problem to address in the community is smoking cessation. The community demographics entail several factors, such as educational level, median age, and social factors, that increase the risk for a tobacco smoking problem in the population.
Demographic factors such as occupational stress and time limitations form significant barriers to the success of an educational program that aims to promote smoking cessation. Addressing population-specific learning needs is crucial to gathering their support and ensuring program success. The educational session goal is to enhance awareness of the impact of smoking and promote smoking cessation efforts in the Bala Cynwyd community, particularly among adults aged 18 and above.
References
Census.gov (n.d.). QuickFacts: Bala Cynwyd CDP, Pennsylvania. Accessed May 5th 2025 from https://www.census.gov/quickfacts/fact/table/balacynwydcdppennsylvania/HEA775223#HEA775223
Iyahen, E. O., Omoruyi, O. O., Rowa-Dewar, N., & Dobbie, F. (2023). Exploring the barriers and facilitators to the uptake of smoking cessation services for people in treatment or recovery from problematic drug or alcohol use: A qualitative systematic review. Plos One, 18(7), e0288409. https://doi.org/10.1371/journal.pone.0288409
Khorrami, Z., Zolala, F., Haghdoost, A., Sadatmoosavi, A., Ben Taleb, Z., Kondracki, A., Ward, K. D., Shahbaz, M., & Ebrahimi Kalan, M. (2021). Job-related stress and tobacco smoking: A systematic review. Journal of Workplace Behavioral Health, 36(4), 259–277. https://doi.org/10.1080/15555240.2021.1960854
Lee, E. H., Shin, S. H., & Jeong, G. C. (2022). Smoking awareness and intention to quit smoking in smoking female workers: secondary data analysis. International Journal of Environmental Research and Public Health, 19(5), 2841. https://doi.org/10.3390/ijerph19052841
Pipe, A. L., Evans, W., & Papadakis, S. (2022). Smoking cessation: Health system challenges and opportunities. Tobacco Control, 31(2), 340-347. https://doi.org/10.1136/tobaccocontrol-2021-056575
Potter, M. B., Tsoh, J. Y., Lugtu, K., Parra, J., Bowyer, V., & Hessler, D. (2024). Smoking cessation support in the context of other social and behavioral needs in community health centers. The Journal of the American Board of Family Medicine, 37(1), 84–94. https://doi.org/10.3122/jabfm.2023.230239R1