Conduct a health history on a family member or friend. Be sure they give you permission. Using the interviewing techniques learned in Module 2, gather the following information. Use your textbook as your guide.Present HealthPast HealthFamily HistoryWhile this is only a partial health history, summarize in 3 -5 pages the information you gathered. Also, answer the following questions:Was the person willing to share the information? If they were not, what did you do to encourage them?Was there any part of the interview that was more challenging? If so, what part and how did you deal with it?How comfortable were you taking a health history?What interviewing techniques did you use? Were there any that were difficult and if so, how did you overcome the difficulty?Now that you have taken a health history discuss how this information can assist the nurse in determining the health status of a client.Your assignment must have accurate spelling and grammar.**Please note: List the health history in BULLET POINT form, not a narrative. Thank you!

Develop 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, 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, 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.ReferencesCenters for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/sec...HealthPeople.gov. (n.d.). https://health.gov/healthypeopleDemonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Analyze health risks and health care needs among distinct populations.Analyze a community health concern that is the focus of a health promotion plan.Competency 2: Propose health promotion strategies to improve the health of populations.Explain why a health concern is important for health promotion within a specific population.Establish agreed-upon health goals in collaboration with participants.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.Note: Assessment 1 must be completed first before you are able to submit Assessment 4.PreparationThe first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern. 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. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues from the list provided in the instructions.In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.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) cessation.In addition, you are encouraged to:Complete the Vila Health: Effective Interpersonal Communications simulation.Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.Review the MacLeod article, "Making SMART Goals Smarter."Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.InstructionsHealth 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.Supporting EvidenceSupport your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources published within the past five years, using APA format.Graded RequirementsThe 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 to see how your work will be assessed.Analyze the health concern that is the focus of your health promotion plan.Consider underlying assumptions and points of uncertainty in your analysis.Explain why a health concern is important for health promotion within a specific population.Examine current population health data.Consider the factors that contribute to health, health disparities, and access to services.Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.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.Write with a specific purpose and audience in mind.Adhere to scholarly and disciplinary writing standards and APA formatting requirements.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.

Assignment 1: Applying Current Literature to Clinical Practice Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients. For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice. Learning Objectives Students will: Evaluate the application of current literature to clinical practice To prepare: Review this week’s Learning Resources and reflect on the insights they provide. Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment. Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues. The Assignment In a 5- to 10-slide PowerPoint presentation, address the following: Provide an overview of the article you selected. What population is under consideration? Couple What was the specific intervention that was used? Is this a new intervention or one that was already used? What were the author’s claims? Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why? Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature. Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503