NURS FPX 4055 Assessment 4 Health Promotion Plan Presentation
Student Name
NURS-FPX4055
Capella University
Professor Name
Submission Date
Slide: 1
I am called _ and this is a presentation on the Prevention and Management of Hypertension in the elderly population of Greensboro, Guilford County, North Carolina. They will learn about screening for blood pressure, community resources, risk factors for hypertension, checking blood pressure, eating healthily and lowering sodium, exercise and following medication.
Slide: 2
Health Promotion Plan Presentation
This is a feasible health promotion plan that can help in educating the Greensboro older adults on how to prevent and control hypertension. This session will sensitise the people to the problem of hypertension and complications of hypertension and make them think of changing their health through healthy behaviours and making it a priority to manage themselves. Capability perseverance education can improve the knowledge and maintenance of individuals’ healthier being with hypertension (Kalu et al., 2023). The participants will be taught the value of checking blood pressure, eating well, managing sodium intake, physical activities, taking their prescribed medications and regular visits to the health care facilities. Hypertension management barriers such as transportation, financial, cultural, and health literacy barriers will also be included in the plan. The general objective is to boost self-esteem and confidence among the participants in their power to monitor and control BP and utilise community resources.
Slide 3:
Scenario
Alexander James, 52, a community member, will be representative of an adult at risk for problems related to hypertension for the educational session. The lack of physical activity, unhealthy eating habits and lack of visits to health care providers are factors that limit the extent of healthy lifestyle behaviour in Alexander. He is aware that, exceeding to uncontrolled, high blood pressure is a big trouble to him, but he needs to find a solution to incorporate high blood pressure into his already busy life. During the session, Alexander will be educated on the risk factors of hypertension and learn to measure a blood pressure reading, nutrition and healthier food choices and will develop a health action plan for his 30-day session. In addition, obstacles to his following the recommendations will be addressed, which might be monetary, travel, cultural and health-literacy issues that he might encounter.
Slide: 4
Evaluation of Educational Session Outcomes and Health Goals
Evaluation to assess level of knowledge, skill and confidence towards hypertension management will be made through the educational session. The awareness regarding the risk factors, complications, awareness of hypertension and prevention of hypertension would be assessed as a pre and post enquiry session. The participants will also be conversant with lifestyle changes along with the 30-day plan of action. This will be demonstrated to ascertain the possibility of beneficial influence of structured health education in hypertension-self-management and health behaviour (Adzitey et al., 2026). This ongoing process of evaluation helps ensure that the educational content remains responsive to participants’ evolving understanding. They will be evaluated on how they use the information in a blood pressure monitoring demonstration /teach back session. The feedback that participants will give will indicate whether there exist some non-comfortable blocks within the session which should be mitigated with an additional demonstration or 1:1 addressing. These methods will be used to ascertain whether health goals that were agreed upon during the session were met and what to improve to be better in future health goals sessions.
Slide: 5
SMART Goal 1: To create awareness about hypertension and its risk factors
There is also the need to enhance the hypertension awareness levels of participants, its causes, complications and risk factors – this will be the first SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) objective. Specifically, the participants will be informed about the effects of hypertension among the aged people, and the necessity of regular blood pressure measurements. The objective is quantifiable because, at the end of the session, the percentage of participants getting the post-session questions right will be quantified, and this will be used as a measure of improved knowledge; A percentage cutoff of 85 or higher will be used. Can be done through visual presentation, educational handouts, discussion and Q & A activity. Greater knowledge is applicable since it might encourage participants to embrace risk factors and existing screening and care. The results indicate that patient education interventions have the potential to increase hypertension awareness and habits to control it (Kalam et al., 2025). The evaluation of progress will be done at the end of the session and after 30 days.
Slide: 6
SMART Goal 2: Promote healthy lifestyle behaviors
The second SMART goal is to encourage participants to seek healthy behaviours that can lead to the prevention and/or treatment of hypertension. There will be practical tips taught to participants regarding the necessity of exercise, changes in diet, intake of food with lower sodium content, intake of medications and regular blood pressure check-ups. A measurable goal is that at least 80% of the participants who attend the workshop will clarify which life changes are to be made and that a personal action plan has been worked out for the last 30 days. The older adult will be able to achieve and attain the goal through the use of handouts, visual presentation and discussion of community resources. The behaviours that are described are pertinent as they are crucial to decreasing the risk of cardiovascular events and because they contribute to blood pressure control. Lifestyle modification is a part of the prevention and treatment of hypertension, as evidenced by research (Elmakki 2024). The 30 days will be spent reviewing progress, which will be done in terms of action plans and follow-up discussions with participants.
Slide: 7
SMART Goal 3: To build confidence in the use of community resources
The third SMART goal is to boost participants’ confidence around self-monitoring their blood pressure and community resources available to them. The participants will be able to know how to take a blood pressure reading and to identify at least 2 resources that will assist in healthcare, medications, nutrition, transportation or other needs. At least 90% of the participants will demonstrate or explain appropriate blood pressure monitoring and two relevant community resources. It will be accomplished by demonstrations, teach-back, a resource guide and discussion. Low self-confidence can apply as a limitation to getting transportation; are there financial limitations, cultural and health-literacy barriers to participants attending regular hypertension management? Community-based support and self-management education can help address the issue of confidence and participation of people in management of chronic diseases; it can be supported by evidence (Kerari et al., 2024). Knowledge and confidence will be assessed on the basis of participants at the end of the session and 30 days follow-up.
Slide: 8
Anticipating and Addressing Participant Responses to Foster Program Success
Predicting and Managing Responses of Participants to promote the success of the Foster Program. It is expected that participants will respond to the session positively after the hypertension education session because they will be more familiar with their risk factors and confident in managing blood pressure, and have a wish to make healthy lifestyle choices. Although some participants might have adapted to their unhealthy diet, physical activity, medications, etc. or to their appointments with health care professionals, others might still experience problems with the modifications of old habits. Necessary participation and compliance can also be influenced by transportation issues, economic constraints, cultural inclinations to what one needs to eat and differences in health literacy. The importance of personalising the learning process and providing supportive interventions to enhance hypertension self-care engagement is highlighted by research (Yang et al., 2024). The nurse will ensure these issues are raised using plain language, examples, visual aids, teach-back, culturally relevant examples, and action steps on an individual basis. Further practice, flexible scheduling and added connections to communal sources to boost attendance and long-term outcomes, family support, and peer support will be offered in the further sessions.
Slide: 9
Evaluation of Educational Session Outcomes about Healthy People 2030 Objectives
The hypertension learning session covers the Healthy People 2030 priorities of cardiovascular health (CP-23), cardiovascular preventative health and health-related resources (CP-24) and health literacy (HP-21). To measure the progress of the participants, pre and post-session knowledge questions and a demonstration of blood pressure monitoring, the development of a lifestyle action plan and finding of community resources will be used. One of the priorities of Healthy People 2030 is to effectively reduce chronic illness, e.g., hypertension, and to promote cardiovascular wellness in people (Chaturvedi et al., 2023). The session can make these older adults aware of hypertension risk factors, provide them with self-management information and lifestyle information and teach them how to know about screening and treatment of hypertension. The need to carry on with the education and outreach of future sessions to the participants who have transportation needs, financial and/or cultural barriers and/or have problems with accessing healthcare is essential. These changes would serve to foster and facilitate equity and to strengthen community-level actions and links with the national health promotion agenda.
Slide: 10
Conclusion
The Greensboro hypertension health promotion plan will offer directions to health promotion of blood pressure, as well as instructions on the self-care of older adults in managing their blood pressure and preventing complications, including information and tools. Knowledge, healthy lifestyle behaviour, blood pressure monitoring, adherence to BP drugs, and frequent blood pressure screening with emphasis on the use of community resources are the things that will be discussed during this session. Evidence-based health promotion models may facilitate better chronic disease and healthy lifestyle management by assisting people in learning how they may be more effective in managing them. It will be helpful to evaluate the participants’ responses and successes in working towards the SMART goal to decide on strategies that worked and strategies that need to be made adjustments. It is possible to provide enduring education to promote sustainable behavioural change, and consequently, in turn, enhance health among older adults with the City of Greensboro by means of enhanced connections with community resources.
References
Adzitey, S. P., Akimanimpaye, F., & Crowley, T. (2026). Effectiveness of nurse-facilitated hypertension self-management interventions: A mixed-methods systematic review and meta-analysis. International Journal of Nursing Sciences, 1(2), 02–16. https://doi.org/10.1016/j.ijnss.2026.02.016
Chaturvedi, A., Zhu, A., Gadela, N. V., Prabhakaran, D., & Jafar, T. H. (2023). Social determinants of health and disparities in hypertension and cardiovascular diseases. Hypertension, 81(3), 387–399. https://doi.org/10.1161/hypertensionaha.123.21354
Elmakki, E. (2024). The role of lifestyle modifications in preventing and managing systemic hypertension: Current guidelines and future directions. Annals of African Medicine, 24(1), 1–8. https://doi.org/10.4103/aam.aam_90_24
Kalam, A., Wang, P., Haile, G. B., Rahman, M. L., Miah, M. H., & Wang, P. (2025). Assessing hypertension knowledge and its association with sociodemographic variables among hypertensive patients. Scientific Reports, 15(1), 43414. https://doi.org/10.1038/s41598-025-17415-1
Kalu, B. O. U., Isah, A., Biambo, A. A., Samaila, A., Abubakar, M. B., Kalu, U. A., & Soyiri, I. (2023). Effectiveness of educational interventions on hypertensive patients’ self-management behaviours: An umbrella review protocol. British Medical Journal Open, 13(8), e073682–e073682. https://doi.org/10.1136/bmjopen-2023-073682
Kerari, A., Bahari, G., Alharbi, K., & Alenazi, L. (2024). The effectiveness of the chronic disease self-management program in improving patients’ self-efficacy and health-related behaviors: A quasi-experimental study. Healthcare, 12(7), 778. https://doi.org/10.3390/healthcare12070778
Yang, J., Zeng, Y., Yang, L., Khan, N., Singh, S., Walker, R. L., Eastwood, R., & Quan, H. (2024). Identifying personalized barriers for hypertension self-management from TASKS framework. BioMed Central Research Notes, 17(1), 3–7. https://doi.org/10.1186/s13104-024-06893-7