The Sanchez FamilyMr. and Mrs. Sanchez, aged 77 and 68 respectively, have been raising their two grandchildren for the past five years. Maria (age 10) and Tony (13) were orphaned five years ago when their parents (the Sanchez’s daughter and her husband) were killed in an automobile accident. The children’s father was driving home with his wife home from a party where he had been drinking heavily. Neither of the Sanchez’s two other children were in a position to take on parenting responsibilities. Mr. Sanchez is retired from a position with the post office. Mrs. Sanchez supplemented their income by cleaning apartments. Approximately two months ago, Mr. Sanchez suffered a stroke, which left him with considerable impairment. He has been admitted to a rehab facility, where he is progressing well, and the expectation is that he will be returning home. He currently has some speech impairment and is partially paralyzed on one side. It is not clear how fully he will recover, but the expectation is that there will be some residual impairment. It is also unclear how he will be able to manage as the home has two stories, and the only bathroom is on the second floor. Prior to Mr. Sanchez’s stroke, Tony was beginning to get into trouble at school. This took the form of “sassing” his teachers and failing to do his homework assignments. Last week, Tony assaulted another student and was therefore temporarily suspended from school. Maria, always a quiet child, has presented no problems at school, although her teachers have noticed that she now spends more time by herself. Mrs. Sanchez initially was able to handle things with the same determination and task-oriented focus that she used to deal with the loss of her daughter and transition to the “parent” role for her grandchildren. However, Tony’s suspension from school has taxed her beyond her ability to cope. Mrs. Sanchez has become weepy, unable to focus, and unable to make decisions. She has had difficulty explaining to Tony and Maria what is happening to their grandfather. She has not told Mr. Sanchez about Tony’s suspension. Mrs. Sanchez is called to attend a meeting with the school principal and social worker. When the social worker asks Mrs. Sanchez if she could give them any insight into why Tony has become so aggressive, she bursts into tears. Questions1. Identify the presenting problem or problems for each person and as a family?a. Mrs. Sanchezb. Mr. Sanchezc. The Sanchez familyd. Tonye. Maria2. Identify the client’s. What are you visualizing from the information in the scenario?a. Mrs. Sanchez b. Mr. Sanchezc. The Sanchez familyd. Tonye. Maria3. Identify the Current Stressors for each person in this case?a. Mrs. Sanchez b. Mr. Sanchezc. The Sanchez familyd. Tonye. Maria4. What Information do you want to know? Is there more information to gather, if so WHAT and your rationale for the WHAT?-2 nursing diagnosis and 1 intervention5. What resources would you implement for all parties in this case?6. Identify attitudes and stereotypes toward aging and older adults?

Assignment: Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic ReviewsYour quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.To Prepare:Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.The Assignment (Evidence-Based Project)Part 2: Advanced Levels of Clinical Inquiry and Systematic ReviewsCreate a 6- to 7-slide PowerPoint presentation in which you do the following:Identify and briefly describe your chosen clinical issue of interest.Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples. Required Readings :USE AT LEAST 6 SOURSES 3 FROM THE FOLLOWINGMelnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80.Library of Congress. (n.d.). Search/browse help - Boolean operators and nesting. Retrieved September 19, 2018, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help...Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61.Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58Stillwell, S.B., Fineout-Overhold, E., Melnyk, B.M., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Searching for evidence. American Journal of Nursing, 110(5), 41-47.Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981Walden University Library. (n.d.-c). Evidence-based practice research: CINAHL search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthe...Walden University Library. (n.d.-d). Evidence-based practice research: Joanna Briggs Institute search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthe...Walden University Library. (n.d.-e). Evidence-based practice research: MEDLINE search help. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/library/healthe...Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/...Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/... Walden University Library. (n.d.-h). Quick Answers: How do I find a systematic review article related to health, medicine, or nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/72670Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/healthe...

Part ONEDevelop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.Bullying.Teen Pregnancy.LGBTQIA + Health.Sudden Infant Death (SID).Immunization.Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population's health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual's health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person's levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.Please choose one of the topics below:Bullying.Teen Pregnancy.LGBTQIA + Health.Sudden Infant Death (SID).Immunizations.Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessationINSTRUCTIONSHealth Promotion PlanChoose a specific health concern as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.Bullying.Teen Pregnancy.LGBTQIA + Health.Sudden Infant Death (SID).Immunizations.Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.Discuss why your chosen population is predisposed to this health concern and why they can benefit from a health promotion educational plan.Based on the health concern for your hypothetical 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 your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.Identify their potential learning needs.Identify 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.Document Format and LengthYour health promotion plan should be 3–4 pages in length Times New Roman Size 12 Font Double-Spaced APA Format.Supporting EvidenceSupport 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 five years, using APA format.Part TWOBuild a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.PROFESSIONAL CONTEXTHealth education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing 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 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. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.ReferencesFlanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeopleNote: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.PREPARATIONFor this assessment, you will conclude the clinical learning activity you began in 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, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, 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, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over(I WILL DO VOICE OVER) and speaker notes to communicate your plan.INSTRUCTIONSComplete the following:Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be a transcript of the voice-over (please refer to the PowerPoint tutorial).Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.PRESENTATION FORMAT AND LENGTHYou may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following: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 referencesSUPPORTING EVIDENCESupport 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.