Application: Promoting Positive Health Behaviors

One strategy that has proven effective for improving population health outcomes is screening. Screening programs for breast, cervical, prostate, and colon cancer allow for early detection and treatment, thereby improving health outcomes. Advocates of early screening programs have sought to inform populations at risk of the value of participating in early screening.

Consider the following examples: In Florida, mobile mammography units have reached out to uninsured women and provided free mammograms. In Maryland, Wellmobiles go out into the community to provide primary and preventive health care services to geographically underserved communities and uninsured individuals across the state. Many such programs are available for individuals to participate in screening, regardless of ability to pay.

In this Assignment, you will evaluate the characteristics of preventive health programs that lead to successful outcomes.

To prepare:
•Review the article “Improving Female Preventive Health Care Delivery Through Practice Change” found in this week’s Learning Resources. Consider why the Every Woman Matters program was not effective in meeting its goals.
•Using the Walden Library and other credible websites, identify at least two successful advocacy programs for early cancer screening and evaluate the characteristics that made them effective based on the evidence presented in the article or website.

To complete:

Write a 3- to 5-page paper that includes the following:
•Summarize the Every Woman Matters program and how the issue of women’s preventive health care was approached. Analyze possible reasons the program was ineffective.
•Summarize the characteristics at least two prevention programs that advocate for early screening, describing what made them successful.
•If you were the nurse leader in charge of developing a follow-up to the Every Woman Matters program, what strategies would you propose for creating a more effective prevention program?
Below are the course resources. I will attach the PDF on the one article “improving female….”
Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings
•Kovner, A. R., & Knickman, J. R. (Eds.). (2011). Health care delivery in the United States (Laureate Education, Inc., custom ed.). New York, NY: Springer Publishing. ◦Chapter 7, “Health and Behavior” (pp. 125–129)

This chapter discusses the role of behavior on health and describes behavioral risk factors and potential community-based interventions.

•Backer, E. L., Geske, J. A., McIlvain, H. E., Dodendorf, D. M., & Minier, W. C. (2005). Improving female preventive health care delivery through practice change: An Every Woman Matters study. Journal of the American Board of Family Practice, 18(5), 401–408.
Retrieved from the Walden Library databases.

This article informs the Assignment as an example of a health program that was not successful. You will conduct additional research on this topic to determine current advocacy programs that have been more effective.
•Hancock, C., & Cooper, K. (2011). A global initiative to tackle chronic disease by changing lifestyles. Primary Health Care, 21(4), 24–26.
Retrieved from the Walden Library databases.

This article details the efforts of the C3 Collaborating for Health charity. In particular, C3 focuses on minimizing the risk factors of poor dieting, smoking, and low physical activity.
•Schwartz, S. M., Ireland, C., Strecher, V., Nakao, D., Wang, C., & Juarez, D. (2010). The economic value of a wellness and disease prevention program. Population Health Management, 13(6), 309–317.
Retrieved from the Walden Library databases.

The authors of this article detail a study that sought to determine the economic consequences of a disease prevention program conducted by the Hawaii Medical Service Association.
•Tengland, P. (2010). Health promotion and disease prevention: Logically different conceptions? Health Care Analysis, 18(4), 323–341.
Retrieved from the Walden Library databases.

This article investigates the differences and causal connections between health promotion and disease prevention.
The following is provided by the instructor:
Have available when you write your paper: The Common Reference List Examples, the Annotated Paper, Writing Suggestions, Application Audit Checklist, and the Assignment Grading Rubric (all found in the Assignment Toolbox) as well as your Wk5 paper with errors noted. Be sure to correct the errors identified on that paper in this week’s paper. Remember to access the Citation/References from an edited book I sent you as well as the referencing for a Streaming Video in the Toolbox.

1. Go to Week 5. Read the introduction and then engage in the resources. Resources will support the criteria…showing the theory and knowledge base to support your work. Think of information as a base upon which you build your work. Therefore, you must cite the resources (inside and outside resources). Each citation needs a reference and each reference needs a citation. Please use optimal number of required course resources to support each of the Level I headings and outside resources as directed or desired. I expect to see textbook information in each assignment as well as the other resources. NOT USING REQUIRED COURSE RESOURCES IN PAPERS IS THE SINGLE MOST OFTEN REASON FOR “C” GRADES OR LOWER.

2. Page 1 – Title Page – Format as shown on the Annotated Paper – Be sure you have a Running head and be SURE that the running head is in Times New Roman Font 12. DOUBLE-CHECK.
Running head and page number
Title of Paper
Title of course
Course number and section number
Date
NONE OF THE INFORMATION ON PAGE 1 IS IN BOLD

3. Page 2
Running head & page numbers on each subsequent page – note – the words “Running head” do not appear on these pages – only on page 1. Call support services if you need help. Be sure you’ve followed the directions on Inserting a Running Head – found in the Assignment toolbox.
Title of Paper (not in bold)
Paragraph one goes below the title. Do NOT use the heading “Introduction”…just the title. Put in one or two short introductory statements introducing the topic in a general manner and then write…
“The Purpose of this paper is to…” short statement summarizing what you are going to write about.
4. Level I heading – Every Woman Matters (EWM) Program
The following are areas to consider when writing – they are not headings:
Who developed the program and for whom?
Where was the program?
What was the program?
How was the program developed and funded?
Why was this particular program ineffective?
5. Level I heading – Characteristics of Two (at least) Prevention Programs for Early Cancer Screening

The highlighting is just to highlight that the two programs need to be for early cancer screening…don’t highlight the words in your title. Consider the following questions. They are not headings.

What are the two programs?
Who were they for?
Where are they?
Why were they established?
How did they advocate for Early Screening?
What Made Them Successful?
So are you getting the idea that answering the questions who, where, why, why, and how adds the breadth and depth to your work?
6. Level I heading – Proposed Strategies for Creating a More Effective EWM Prevention Program

How would you improve the program? Try to work in the Who, What, Where, Why as well but focus on the How…