NURS-FPX4055 Assessment 4 Health Promotion Plan Presentation

NURS-FPX4055 Assessment 4 Health Promotion Plan Presentation – Step-by-Step Guide With Example Answer

The first step before starting to write the NURS-FPX4055 Assessment 4 Health Promotion Plan Presentation 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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation

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 4 Health Promotion Plan Presentation Instructions

Create a slide presentation of the health promotion plan you developed in Assessment 1.

Introduction

Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

Note: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

World Health Organization. (n.d.). Health promoting schools. https://www.who.int/health-topics/health-promoting-schools

Scenario

In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

Instructions

Complete the following:

• Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.
• Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.
• Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

• Present a health promotion plan tailored for an individual or group within a community.
  • Tailor the presentation to the needs of your chosen community audience.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
• Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
  • How do you think participants would react to the session?
  • Which aspects of the session would you change?
  • How might those changes improve future outcomes?
• Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).
  • What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

Additional Requirements

Presentation Format and Length

You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

• Title slide.
  • Health promotion plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation). Be sure to apply correct APA formatting to your references.
• Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

Supporting Evidence

Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Present a health promotion plan tailored for an individual or a group within a community.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

NURS-FPX4055 Assessment 4 Health Promotion Plan Presentation Example

Health Promotion Plan Presentation- Smoking Cessation

Slide 2

Hello and good morning. My name is _. Welcome to today’s presentation, which focuses on smoking cessation. The presentation will discuss smoking cessation, including risk factors for smoking habits, community vulnerability in Bala Cynwyd, complications/impact of smoking, strategies for smoking cessation, barriers to cessation and their management strategies, available community resources, and an example of an individual quit plan. The presentation will also evaluate educational session outcomes, attainment of agreed-upon health goals, and the session’s contributions to achieving Healthy People 2030 objectives.

Slide 3

The educational session’s goals are pretty straightforward and will be evaluated at the end of the presentation. The first goal/session outcome is that by the end of the session, each participant will be able to identify their reasons for quitting smoking, potential barriers, and strategies to address them. The second goal is to evaluate the session’s impact on the behavior. The goal/ expected session outcome is that 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 overall session objective is to enhance awareness and initiate a cascade of events leading to ultimate behavior change and smoking cessation.

Slide 4

Various personal, biological, and environmental factors increase susceptibility to smoking behaviors and are often ignored in the fight against tobacco smoking. The CDC (2025) notes that psychological influences such as increased stress and poor coping, peer pressure, and social pressure from family and friends can lead to the development of the behavior.  Environmental factors such as availability, access, and targeted advertising can increase access to tobacco products, contributing to the behavior.

In addition, economic factors such as household income influence product affordability. In most cases, smoking is associated with lower socioeconomic factors, but smoking behavior in affluent communities is also prevalent, influenced by the high disposable income. Biological and genetic factors are also crucial factors in dependence and cessation barriers. The CDC (2025) notes that genetic predisposition increases the likelihood of initiation and continued use of nicotine. Considering these factors in cessation efforts is thus crucial.

Slide 5

As a community, the population here at Bala Cynwyd is at risk for tobacco smoking due to various factors. These include social affluence and cultural factors, hence social smoking habits in events and networking, and a high disposable income, access to tobacco products. The community has a median household income of $144,453, per capita $97198, and a poverty rate of 9.6%, showing the community’s affluence and economic stability according to Census 2024. The community’s primary employer industries are healthcare, education, and finance. With 74.3% of the population having a bachelor’s degree, the community is exposed to high-stress jobs and thus potential reliance on smoking as a coping strategy.

Slide 6

According to the Centers for Disease Control and Prevention (CDC) (2024), tobacco smoking is a major health concern, and over 16 million Americans live with a smoking-related disease. These diseases include type 2 diabetes, chronic obstructive pulmonary disease, cancer, and cardiovascular disorders such as coronary artery disease. The CDC (2024) data shows that Smoking causes 1 out of 3 of every cancer death in US, is attributable to 1 out of every 4 deaths from CVD, causes up to 8 out of 10 COPD-related deaths (smoking and secondhand smoke, and also leads to infertility, type 2 diabetes, eye diseases, and immune system diseases. Smoking damages virtually all organs, primarily due to the deposition of its toxic chemicals, hence the catastrophic systemic impacts. The CDC (2024) data also shows that smoking is harmful to smokers and those around them, causing about 480000 deaths annually and about 400 infant deaths (from second-hand smoking) annually.

Slide 7

Data from the CDC (2025) and Nargis et al. (2022) show that smoking has detrimental impacts on the economy, leading to over $249 billion in direct healthcare spending for cigarette smoking-related illnesses, about $365 billion loss in productivity and premature deaths from smoking-related, and $7 billion loss in productivity from premature deaths related to second-hand smoke. These high healthcare costs and economic losses showcase the significant impact of smoking on the economy and the need for robust smoking cessation efforts.

In addition, smoking’s high morbidity and mortality rates strain community resources and exacerbate community health disparities. According to the World Health Organization (2023), smoking diminishes the quality of life. It leads to disruption in social norms and participation in social activities, which can lead to stigma and isolation, worsening the smoking behavior. Smoking leads to detrimental health, economic, and social impacts, as seen, and smoking cessation is paramount for healthier and better lives.

Slide 8

There are various options available for smoking cessation. According to the CDC (n.d.), smoking cessation options include medications, counselling, and combined medication and counselling. The medications used include nicotine replacement therapy (NRT), which is available in both OTC and prescription forms. The CDC (n.d.) also notes that combined medications can also be used for patients with severe withdrawal or dependency symptoms, and they include long-acting NRT and short-acting NRTs such as nicotine gum or lozenge.

Other medications whose efficacy in smoking cessation has been shown are bupropion and varenicline. Another intervention used is counselling, which helps individuals prepare a smoking cessation plan and supports them throughout the plan. Combined medication and counselling interventions are the standard therapy that helps quit smoking and sustain the behavior. Galetko et al. (2022) note that support interventions such as group therapy (a substitute for counselling) and support groups are utilized for social support during the quitting process.

Slide 9

Huddlestone et al. (2022) note that nicotine addiction and dependence on smoking are some of the most significant barriers to addiction. The habit and routine of smoking are often ingrained deeply in daily activities, making it difficult to break the smoking cycle. People often use smoking as a coping mechanism for stress, which then turns into a habit. Consistent stress and a lack of better coping strategies make it difficult to quit smoking. Huddlestone et al. (2022) state that a lack of knowledge of the impact of smoking, poor access to quitting resources, and a lack of support make the smoking cessation efforts. Social settings where smoking is accepted make it challenging to view smoking as a dangerous habit or initiate quitting. Addressing these barriers is thus crucial to smoking cessation success.

Slide 10

There are various ways to address the barriers identified. Pipe et al. (2022) note that robust population education on smoking cessation, such as this educational session, helps improve population knowledge and contributes to smoking cessation efforts. Increasing access to quitting resources at the state and federal levels also enhances the population’s support in improving outcomes. Nicotine addiction management through medications and counselling can help address nicotine addiction and dependence. Huddlestone et al. (2022) note that for individuals with stress management problems, utilizing stress management alternatives such as exercise, therapy, and mindfulness can help substitute for smoking. Habit replacement strategies, such as replacing smoking habits with walks or social programs, can support individuals during the quitting process.

Slide 11

Community resources are important in supporting individuals in the smoking cessation/ quitting process. The available resources include the CDC confidential coach Quitline (1-800-QUIT-NOW), which helps individuals throughout the quitting process. The CDC (2025) online resources, such as CDC.gov/quit and smokefree.gov, free text services such as smokefreeTXT, and free mobile apps such as quitSTART, offer educational and social support for quitting smoking.

Other resources include online support groups from many hospitals and organizations, such as Nicotine Anonymous and healthcare providers. Carrillo (2022) notes that Nicotine Anonymous is one of the most successful smoking cessation resources, offering social support and access to other smoking cessation resources to members. Consulting healthcare providers at various levels, from community pharmacies to health centers, can improve the support needed in the cessation process.

Slide 12

The quit action plan provided discusses specific actionable steps one can take to quit smoking. The cessation plan is inspired and guided by the CDC smoking cessation resources. This is the quit plan every participant must have by the end of the session, and whose implementation will take effect by the end of two weeks post the session. The plan to quit smoking has several steps, and the first step is setting a quit date, which outlines the specific date within the two weeks when one will begin the process.

Notifying friends, family, and care providers is crucial to ensure adequate support through the quitting journey. The other step entails interventions to ensure the quit day is a success and to sustain the behavior. The second step is understanding the triggers for the smoking behavior, and the next step is planning for challenges such as withdrawal and stress management. The fourth step is seeking support, and the fifth is considering the medications for smoking cessation. These seven steps will be crucial to developing individual quit plans.

Slide 13

The education session covered various areas and discussed the vulnerability and risk factors for tobacco smoking in the community, the complications or impacts of tobacco smoking, barriers to smoking cessation and their management, available options for smoking cessation, and examples of smoking cessation quit plans. Thus, the session fully achieved the first session outcome/ agreed-upon goals.

However, the second goal was partially achieved and pends evaluation within weeks of the education session. Your participation and efforts as community members in completing session evaluation forms will be highly appreciated. For future sessions, developing comprehensive goals that can be achieved and evaluated during the session will be prioritized for a better educational experience. Another intervention is implementing a pre-meeting with the community members before the educational session to prepare for the session, improving its outcomes adequately.

Slide 14

The Healthy People 2030 leading health indicator of interest by the ODPHP (n.d.)is “Reduce current cigarette smoking in adults — TU‑02, whose focus is to reduce the current use of cigarettes among adults.  and the objective of interest is “reduce current tobacco use in adults — TU‑01,” which focuses on reducing the current use of any tobacco products by adults.  The session focuses on adults aged 18 and above. It discusses tobacco smoking, the risk factors, and the associated impact/ complications.

It also helps develop individual quit plans, hence significant progress towards achieving the Healthy People 2030 objective and leading health indicators. The education session directly impacts the objective and LHI, especially for the adult population of Bal Cynwyd. The session focused only on smoking cessation. Thus, future sessions will consider efforts to reduce tobacco products, in addition to smoking cessation, to improve progress towards the achievement of the Healthy People 2030 goals and leading health indicators.

Slide 15

This educational presentation focused on smoking cessation and health promotion. It evaluated community vulnerabilities to tobacco smoking. The session also evaluated the impact of tobacco smoking, current barriers to smoking cessation, and their management. The session also evaluated session goals, expected outcomes, and the Healthy People 2030 goals and LHIs. The recommendations provided will help improve the success of future educational sessions.

Thank you for your time and participation. Questions are now welcome.

Slide 16 – References

Office of Disease Prevention and Health Promotion. (n.d.). Reduce current cigarette smoking in adults — TU‑02. In Healthy People 2030. U.S. Department of Health and Human Services. https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/tobacco-use/reduce-current-cigarette-smoking-adults-tu-02

Office of Disease Prevention and Health Promotion. (n.d.). Reduce current cigarette smoking in adults — TU‑01. In Healthy People 2030. U.S. Department of Health and Human Services. https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/tobacco-use/reduce-current-tobacco-use-adults-tu-01

Center for Disease Control and Prevention (CDC) (2025).Smoking and Tobacco Use: Cigarette Smoking. https://www.cdc.gov/tobacco/about/index.html.

Center for Disease Control and Prevention (CDC) (2025).Notes from the Field: Tobacco Product Use Among Adults — United States, 2017–2023. Morbidity and Mortality Weekly Report (MMWR). https://www.cdc.gov/mmwr/volumes/74/wr/mm7407a3.htm

Census.gov (n.d.). QuickFacts: Bala Cynwyd CDP, Pennsylvania. https://www.census.gov/quickfacts/fact/table/balacynwydcdppennsylvania/HEA775223#HEA775223

Nargis, N., Hussain, A. G., Asare, S., Xue, Z., Majmundar, A., Bandi, P., Islami F., Yabroff. K. R., & Jemal, A. (2022). Economic loss attributable to cigarette smoking in the USA: an economic modelling study. The Lancet Public Health, 7(10), e834-e843. https://doi.org/10.1016/S2468-2667(22)00202-X

Huddlestone, L., Shoesmith, E., Pervin, J., Lorencatto, F., Watson, J., & Ratschen, E. (2022). A systematic review of mental health professionals, patients, and carers’ perceived barriers and enablers to supporting smoking cessation in mental health settings. Nicotine and Tobacco Research, 24(7), 945-954. https://doi.org/10.1093/ntr/ntac004

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

Carrillo, N. (2022). Nicotine Dependence and Tobacco Use Disorder Treatment. Addiction Medicine: A Case and Evidence-Based Guide, 101-111. https://doi.org/10.1007/978-3-030-86430-9_10