Planning a Health Promotion Campaign

Planning a Health Promotion Campaign Planning a health promotion campaign Now that you have given the community health nurses enough information on health promotion, plan a health promotion campaign they can be implement in their local communities. Scenario 2 Nutrition education in schools You want to introduce better nutrition education into all schools in your district, possibly followed by a more general Health Promoting Schools project. How will you do this?   Who do you think the key stakeholders would be? What would you do with the schools and the communities themselves? How will you evaluate the project? AC 4.1 Plan of a health promotion campaign to meet specific objectives (4.1).   Your plan should show a critical reflection on the proposed activities to identify potential challenges and formulate appropriate solutions (D1) More Fresh Air Nutrition Health Promotion Campaign Form a steering committee comprised of key stakeholders: Community Nursing Team Schools Liaison Officer Community Nursing Team Dietitian District School Director District School Inclusive Officer Maximum three head teachers from pilot schools who champion the general Health Promoting Schools initially 2 Pupil Rep from each these three schools both genders from each school and all six should reflect various ethnic groups as much as possible Concept of the More Fresh Air Programme Eating and Health are somewhat overused and children are becoming jaded with the constant eating for health approach.   Decided to have a fresh and innovative programme title to catch our targets audiences attention. Leaving winter behind and entering the Spring season, and Summer not far behind the idea behind, this programme offers an inclusive approach where to enjoy the best of fresh air bodies must be fuelled by nutritious food. Intended Outcomes: An increase in nutritious eating through a nutrition education programme fronted by a concept of enjoying activities outdoors. Communities will be made aware of the programme and encouraged to attend a specific programme. Have a way to measure the success, or otherwise, of the programme using a short questionnaire for example Activities After school pub-like quiz on the types of food the body needs to be fully active and alert during school and after school.   general knowledge to begin and then specific for a district wide competition prize from a local farmers market. Subtraction exercises what would the body be able to do without protein? for example. Answers would require research into what protein does for the body.   In this way cover the six food groups over the course of a week, during afternoon sessions, which would of course be agreed with the head teacher and the teaching management team Monday morning during assembly introduce the More Fresh Air programme. Parents could be invited to attend In an hour session before the end of the school day which, weather permitting will allow for outdoor activities i.e. upper body exercises, to be included in the session Meats and Oils Parents unable to attend Monday mornings assembly attend a   Tuesday parent-only assembly so they can be informed about   the programme Tuesday afternoon included lower body exercises Fruits give fruits at end of session Wednesday afternoon include Circuit Training Community invited but training separate to that of the children Diary check for allergies first and have a prepared alternative at end of session Thursday afternoon include a game of Rounders and invite parents to participate and/or watch Vegetables give raw edible vegetables at the end of the session Friday afternoon include a number of outdoor games to achieve maximum participation, such as relay games and tug-of-war Grains/Nuts check for nut allergies first and possible provide grains as opposed to nuts at the end of the session In the planning special educational needs will be considered and factored into the programme for complete inclusivity Working with stakeholders from inception will avoid the challenges which arise when stakeholders are not consulted in the initial stages of a programme, such as this health promotional campaign.   All involved should be clear that the intended outcome is a more efficient nutritional education programme, so that parents and children can feel that the health improving actions, taken by them, are the ones they have chosen for themselves based on the information provided in a non-judgemental manner.   The process for evaluating this programme is considered below. AC 4.2 An explanation of how the health promotion campaign supports health promotion strategies Irrespective of age, one sure way of getting people to follow you is to educate them with the knowledge you know they should have, and them empower them to make the right decision which, if your strategies are effective, will be the same decision you would have made on their behalf, had you imposed a behavioural health promotion strategies, for example. The More Fresh Air campaign is to alert parents and children to the overall benefit of nutritious meals, through a nutritional programme.   Considering the promotional plan it can be seen that purpose of each food group, for the functioning of the body, will be explained and explored.   Linking the value of nutritious food to physical activity will prove more advantageous, than simply telling children that healthy food is good for them.   Understanding how nutritious food helps them to function physically, will offer an association between what they eat and what they do.   Ensuring that all the children can participate, in the fresh air, in one physical activity with ensuring a reinforcement of knowledge, through the actual understanding pursued in a physical activity. A pub-like quiz for those children who are not inclined to be physically active, when left to their own devices, serves to validate the More Fresh Air Campaign when the quiz is conducted outside.   In this way, the outside does not become the domain of the sporty children, but becomes, rather, a shared space for mentally activity too, which in itself requires healthy nourishment for the nourishment of brain cells. Overall, food is necessary to fuel both physical and mental activity, and in this way children and parents are educated not to simply associate food with weight issues per se, although the education will support the empowerment of a behavioural pattern which will be reflected in weight appropriate to height and structure; thus killing two birds with one stone -improvement in healthy eating and a decrease in levels of obesity. The reduction in the level of obesity falls under the remit of the national health promotion strategies Fit4Life, and the health promotional models of education and empowerment will assist in pupils benefiting from this health promotional strategy. In preparing to plan for the introduction of better nutrition education in schools, assessing health needs were essential, as health needs not only differ across the district funded schools, but within schools as well.   Speaking with and asking for advice from the senior management team ensured that specific needs were not overlooked in any school.   Not wishing to disrupt the school timetable, this health promotion was incorporated into the school routine, in the main, with the community being invited to participate in circuit training, if they were medically able to do so, and parents and carers being encouraged to support the educational programme on nutrition by attending either the school assembly, or the specific parent assembly. Working with those who knew the both the pupils and their parents, it was possible to avoid any religious or cultural slights by being made aware of festivals and cultural practices.   Hence, the programme was planned for the week before Easter, and not the week before the Whitsun bank holiday as we did not wish to exclude the Muslim pupils who would be fasting in observance of Ramadan. Legislation was taken into consideration, as the safety of pupils was paramount. All outside contractors, such as those from the farms responsible for the fruit and vegetable 5-day display, were vetted and underwent DBS checks, if they had not done so before, in line with the Keeping Children and Families Safe Act of 2003.   A risk assessment, particular with respect to the outdoor activities involving parents too, was undertaken in keeping with the Health and Safety at Work etc Act 1974.   As note before, plans included how to ensure that the programme was accessible to pupils with special educational needs, and parents with any form of physical disability, in line with the Disability Discrimination Act 2005. In the planning a framework for evaluation was also factored in as it necessary to see what works and what does not work, if we wish to replicate this health promotion campaign again.   Efficiency, effectiveness and economy were pointers in the framework.   All public health campaigns resourced by public funds have to demonstrate value for money, and thus in the calculation we considered the cost to the NHS should the levels of obesity rise in the next two years.   Naturally if obesity levels in pupils did not rise, then the difference between the calculated amount, should it rise, and the amount of money spent on this campaign highlighted how much the NHS would save in not having to treat a new cohort of obese pupils; this would demonstrate the value for money aspect of the campaign.   The efficiency and the effectiveness of the campaign would also be reflected in the money that would not have to be spent on addressing the issue of a new cohort of obese children. Further, in the planning the SMART acronym was included for the evaluation of the programme from beginning to end, considering our target audience, the goals and objectives we set for programme and the pupils.   The possible outcomes/goals were subjected to an examination to ascertain if they were Specific, Measurable, Achievable, Relevant and Timely: Smart: goals well defined such that the youngest pupil could understand the intended outcome Pupil engaging positively with food and making healthy choice selections at lunch; using food to fuel an agreed physical or mental activity Measurable: include parameters to ascertain if goal has been achieved Levels of improvement which can be checked by a member of staff personal goal of running faster between two fixed points (physical) or memorising specific quotes or passages from a set book with increasing difficulty Achievable: challenging, but realistic goal for those participating Gradually increasing speed or number of quotes memorises each week Relevant: all goals consistent with each other in order to achieve long term goal Pupils will be empowered by the knowledge of how food fuels the body to make healthy food choices when selecting because they wish for their body to operate at optimum level Timely: have a time frame in which it can be ascertained if goal achieved or not Fitness level or rendition ability would have improved by the end of the school year, as the reinforcement of a physical fit body or being mentally agile is fuelled by healthy food selection. In conclusion, whether pupils are aiming for physical or mental fitness the concept of acquiring more fresh air could have a beneficial effect on both sub-groups of pupils, since being in the same spatial environment could encourage the pupils to explore the other benefit of selecting healthy food to fuel the body. Reference Disablity Discrimation Act 2005 Available online at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/228870/9780108508066.pdf accessed 27/02/2017 Health and Safety At Work ect Act 1974 Available online at http://www.hse.gov.uk/legislation/hswa.htm accessed 27/02/2017 Keeping Children and Families Safe Act of 2003 Available online at https://www.govtrack.us/congress/bills/108/s342 accessed 27/02/2017 SMART example Available online at http://urban-athletes.co.uk/wp-content/uploads/2013/10/SMART-Goals.jpg accessed 27/02/2017

Part Six Chapter I

Weaknesses of Voluntary Bodies 22.23 †¦ The main weaknesses of such bodies are that they are hard to launch, liable to disintegrate †¦ Charles Arnold-Baker Local Council Administration, Seventh Edition I Many, many times had Colin Wall imagined the police coming to his door. They arrived, at last, at dusk on Sunday evening: a woman and a man, not to arrest Colin, but to look for his son. A fatal accident and ‘Stuart, is it?' was a witness. ‘Is he at home?' ‘No,' said Tessa, ‘oh, dear God †¦ Robbie Weedon †¦ but he lives in the Fields †¦ why was he here?' The policewoman explained, kindly, what they believed to have happened. ‘The teenagers took their eye off him' was the phrase she used. Tessa thought she might faint. ‘You don't know where Stuart is?' asked the policeman. ‘No,' said Colin, gaunt and shadow-eyed. ‘Where was he last seen?' ‘When our colleague pulled up, Stuart seems to have, ah, run away.' ‘Oh, dear God,' said Tessa again. ‘He's not answering,' said Colin calmly; he had already dialled Fats on his mobile. ‘We'll need to go and look for him.' Colin had rehearsed for calamity all his life. He was ready. He took down his coat. ‘I'll try Arf,' said Tessa, running to the telephone. Isolated above the little town, no news of the calamities had yet reached Hilltop House. Andrew's mobile rang in the kitchen. †Lo,' he said, his mouth full of toast. ‘Andy, it's Tessa Wall. Is Stu with you?' ‘No,' he said. ‘Sorry.' But he was not at all sorry that Fats was not with him. ‘Something's happened, Andy. Stu was down at the river with Krystal Weedon, and she had her little brother with her, and the boy's drowned. Stu's run – run off somewhere. Can you think where he might be?' ‘No,' said Andrew automatically, because that was his and Fats' code. Never tell the parents. But the horror of what she had just told him crept through the phone like a clammy fog. Everything was suddenly less clear, less certain. She was about to hang up. ‘Wait, Mrs Wall,' he said. ‘I might know †¦ there's a place down by the river †¦' ‘I don't think he'd go near the river now,' said Tessa. Seconds flicked by, and Andrew was more and more convinced that Fats was in the Cubby Hole. ‘It's the only place I can think of,' he said. ‘Tell me where – ‘ ‘I'd have to show you.' ‘I'll be there in ten minutes,' she shouted. Colin was already patrolling the streets of Pagford on foot. Tessa drove the Nissan up the winding hill road, and found Andrew waiting for her on the corner, where he usually caught the bus. He directed her down through the town. The street lights were feeble by twilight. They parked by the trees where Andrew usually threw down Simon's racing bike. Tessa got out of the car and followed Andrew to the edge of the water, puzzled and frightened. ‘He's not here,' she said. ‘It's along there,' said Andrew, pointing at the sheer dark face of Pargetter Hill, running straight down to the river with barely a lip of bank before the rushing water. ‘What do you mean?' asked Tessa, horrified. Andrew had known from the first that she would not be able to come with him, short and dumpy as she was. ‘I'll go and see,' he said. ‘If you wait here.' ‘But it's too dangerous!' she cried over the roar of the powerful river. Ignoring her, he reached for the familiar hand and footholds. As he inched away along the tiny ledge, the same thought came to both of them; that Fats might have fallen, or jumped, into the river thundering so close to Andrew's feet. Tessa remained at the water's edge until she could not make Andrew out any longer, then turned away, trying not to cry in case Stuart was there, and she needed to talk to him calmly. For the first time, she wondered where Krystal was. The police had not said, and her terror for Fats had obliterated every other concern †¦ Please God, let me find Stuart, she prayed. Let me find Stuart, please, God. Then she pulled her mobile from her cardigan pocket and called Kay Bawden. ‘I don't know whether you've heard,' she shouted, over the rushing water, and she told Kay the story. ‘But I'm not her social worker any more,' said Kay. Twenty feet away, Andrew had reached the Cubby Hole. It was pitch black; he had never been here this late. He swung himself inside. ‘Fats?' He heard something move at the back of the hole. ‘Fats? You there?' ‘Got a light, Arf?' said an unrecognizable voice. ‘I dropped my bloody matches.' Andrew thought of shouting out to Tessa, but she did not know how long it took to reach the Cubby Hole. She could wait a few more moments. He passed over his lighter. By its flickering flame, Andrew saw that his friend's appearance was almost as changed as his voice. Fats' eyes were swollen; his whole face looked puffy. The flame went out. Fats' cigarette tip glowed bright in the darkness. ‘Is he dead? Her brother?' Andrew had not realized that Fats did not know. ‘Yeah,' he said, and then he added, ‘I think so. That's what I – what I heard.' There was a silence, and then a soft, piglet-like squeal reached him through the darkness. ‘Mrs Wall,' yelled Andrew, sticking his head out of the hole as far as it would go, so that he could not hear Fats' sobs over the sound of the river. ‘Mrs Wall, he's here!'

What You Dont Know About Free Essay Samples Online Could Be Costing to More Than You Think

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Facebooks Relationship With Facebook - 2114 Words

Facebook knows a lot of things about its users’ romantic lives. It knows when they’re falling in love and when they are falling out of love. I met my boyfriend in 2010, through mutual friends on Facebook. It gave us an opportunity to learn a lot about each other before we actually met. At first we spend hours messaging back and forth with each other, we also then started texting each other and eventually met offline. In the beginning of our relationship we were both involved with each other on Facebook, it started with just a little flirting and liking each others posts and pictures, then commenting on each other pictures and also liking pictures. When we were dating, pictures were shared in our sites, where we both were tagged in the†¦show more content†¦We had several arguments about this, to the point where we unfriended each other. I asked him why that was and he said that all the on and off in our relationship made things unsteady and unclear sometimes and he felt like not everyone on his Facebook needed to know what our relationship was going through. I tried to understand where he was coming from, but I just couldn’t and in order for me not to think and nag him about it I came to the conclusion and I deleted my Facebook. I think seeing other couples on Facebook share their relationship openly with their â€Å"Facebook friends† had sort of given me the notion that maybe I wasn’t in a happy relationship, because my boyfriend and I weren’t sharing those details. I saw other couples on my timeline share their moments and show each other love on Facebook, and it would make me angry that my boyfriend wouldn’t do that, He says that those people are just doing it for attention and to him it wasn’t genuine. He has a different point of view than I do. To him the more those couples shared, the more he thought that their relationship lost meaning, that no moment was just theirs or cherished, because th ey always had to post about it in the meantime or ruin the moment to snap a picture to upload it on their Facebook. My main purpose in to address how those in committed relationships experience relationship satisfaction through social media. Being raised online, my generation has an entirely different world to contend