Health Promotion Primary Secondary and Teritary

Health Promotion - The Fruitful Life Choice
Alice Sisco
Grand Canyon University
Family Centered Health Promotion
NRS - 429V

November 03, 2012

Health Promotion - The Fruitful Life Choice
Health promotion is defined as the science and art of helping people change their lifestyle to move toward a state of optimal health (Edelman & Mandle, 2010). The World Health Organization (WHO) believes health promotion allows health to be a resource and not the objective of living (WHO, 2012). This paper will review the purpose of health promotion as related to nursing practice. This paper will discuss how nursing roles and responsibilities have evolved in regards to health promotion. This paper will describe an implementation model for program initiation of health promotion. This paper will provide description on how nursing implements health promotion on a primary, secondary, and tertiary level.
Health promotion provides clients with an avenue to enhance their quality of life (Edelman & Mandle, 2010). Nurses have a responsibility to educate their clients on disease prevention and awareness of optimal health practices. Preventative health practices will give clients a longer and fruitful life while decreasing the rising cost of healthcare. Through education clients obtain information to make informed decisions on health. Once the client implements such practices the benefits will be noticeable. This will often encourage the client to keep these practices. When coordinating patient care, providing actual care, and when educating clients it is imperative that nurses always think preventative.
The Healthy People 2020 initiative suggests using the MAPIT technique for implementing health promotion programs. In this technique partners for the suggested program are identified. The community needs are established and a plan is developed. The health promotion plan is then implemented and a way to track progress is established. When looking at implementation of health promotion programs certain variables need to be investigated. This includes the social, cultural, and economic states of the proposed community (WHO, 2012). Nurses at bedside, in case management, in community health and in educational positions all are key players on all levels of health promotion.
Primary prevention focuses on protecting the client from injury or disease (Edelman & Mandle, 2010). In primary prevention nurses educate the client in ways to prevent disease and promote good health habits. Primary prevention often requires that the client change their environment and behavior to produce favorable health practices. In review of the article: A systematic review of the effectiveness of primary health education or intervention programs in improving rural woman’s knowledge of heart disease risk factors and changing lifestyle behaviors, examples of nurses implementing primary prevention education is provided. This study expressed desire to reduce the risk of cardiac disease (Crouch, Wilson, & Newbury, 2011). The educational tools utilized in implementation included group work, videos, telephone calls, pamphlets, and counseling (Crouch, Wilson, & Newbury, 2011). Clients were educated on how to monitor blood pressure, appropriate diet modification and physical activity needed to maintain a healthy cardiac system (Crouch, Wilson, & Newbury, 2011). The outcome goal included educating clients on risk factors, implementation of lifestyle modifications, and education of health assessment measures in relation to cardiac disease (Crouch, Wilson, & Newbury, 2011). This article adequately describes nurses educating primary health promotion.
Secondary prevention begins with screening for potential disease processes (Edelman & Mandle, 2010). Often times there is a delay in clients acknowledging precipitating disease factors (Edelman & Mandle, 2010). Due to this delay the disease is often already present. Secondary prevention attempts to educate clients who have delayed acknowledgement of the occurring disease process. This is in hopes that a disability from the disease process does not occur. The education is the same as primary prevention (Edelman & Mandle, 2010). The nurse begins by educating on the disease process and provides initiatives the client can institute for better health promotion. In the article: Denial of heart disease, delays seeking help and lifestyle changes, examples of nurses implementing secondary prevention education is provided. This article provides insight to what is occurring within the mind of someone having cardiac disease. Clients often rationalize the pain and symptoms that precipitate heart disease (Snowden, Marland, Murray, & McCaig, 2012). This results in a delay of seeking medical assistance (Snowden, Marland, Murray, & McCaig, 2012). This article provides ways nurses can educate clients that are using denial as a coping mechanism (Snowden, Marland, Murray, & McCaig, 2012). Once a good line of therapeutic communication is active, the nurse can begin education as described in primary prevention. This article adequately describes nurses educating secondary prevention.
When the client is diagnosed and exhibits disability from the disease process education begins at the tertiary level (Edelman & Mandle, 2010). Tertiary prevention encourages clients to become educated of the disease process and to take initiatives to prevent further complications (Edelman & Mandle, 2010). The goal of tertiary care is that the client can live the most prosperous life possible (Edelman & Mandle, 2010). In the article: Short-term effects of a multidisciplinary cardiac rehabilitation program on psychological well being, exercise capacity, and weight in a sample of obese in-patients with coronary heart disease, examples of nurses implementing tertiary prevention education is provided. Because clients already had cardiac disease and displayed evidence of physical and emotional disability, testing prior to the study was done to assure safety (Manzoni et al., 2011). This study involved a cardiac rehabilitation program that included physical activity, a hypo-caloric diet, nutritional counseling, and psychological counseling (Manzoni et al., 2011). This article adequately describes nurses educating tertiary prevention. This paper adequately describes nursing roles and responsibilities in regards to health promotion. This paper suggests an effective mode of implementation of health promotion initiatives. This paper thoroughly describes nursing’s responsibility in implementing health promotion throughout primary, secondary, and tertiary prevention levels. Through passionate education of health promotion there is a bright horizon for a healthier future of America.

References

Crouch, R., Wilson, A., & Newbury, J. (2011). A systematic review of the effectiveness of primary health education or intervention programs in improving rural women 's knowledge of heart disease risk factors and changing lifestyle behaviors. International Journal Of Evidence-Based Healthcare, 9(3), 236-245. Retrieved: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2011246611&site=ehost-live&scope=site Edelman, C.L., Mandle, C.L. (2010). Health Promotion Throughout the Life Span (7th ed.). St. Louis, MO: Mosby. Retrieved: http://pageburstls.elsevier.com Manzoni, G., Villa, V., Compare, A., Castelnuovo, G., Nibbio, F., Titon, A., & ... Gondoni, L.
(2011). Short-term effects of a multi-disciplinary cardiac rehabilitation program on psychological well-being, exercise capacity and weight in a sample of obese in-patients with coronary heart disease: A practice-level study. Psychology, Health & Medicine, 16(2), 178-189.
Retrieved: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2010943364&site=ehost-live&scope=site

Snowden, A., Marland, G., Murray, E., & McCaig, M. (2012). Denial of heart disease, delays seeking help and lifestyle changes. British Journal of Cardiac Nursing, 7(3), 124-128. Retrieved: http://ehis.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=ac5601db-4d1f-4b30-8621-da96d59fc266%40sessionmgr110&vid=4&hid=115 U.S. Department of Health and Human Services (2010). Healthy People 2020. Washington,
D.C. Retrieved: http://www.healthypeople.gov/2020/implementing/default.aspx World Health Organization (WHO) (2012). Health Promotion. Washington, D.C. Retrieved:
http://www.who.int/healthpromotion/conferences/previous/ottawa/en/index.html

References: Edelman, C.L., Mandle, C.L. (2010). Health Promotion Throughout the Life Span (7th ed.). St. Louis, MO: Mosby. Retrieved: http://pageburstls.elsevier.com Manzoni, G., Villa, V., Compare, A., Castelnuovo, G., Nibbio, F., Titon, A., & ... Gondoni, L. (2011) U.S. Department of Health and Human Services (2010). Healthy People 2020. Washington, D.C http://www.healthypeople.gov/2020/implementing/default.aspx World Health Organization (WHO) (2012)