PHN 652 Health teaching is one of the population-based interventions that can be implemented by public health nurses

PHN 652 Health teaching is one of the population-based interventions that can be implemented by public health nurses

PHN 652 Health teaching is one of the population-based interventions that can be implemented by public health nurses

The application that guides the building to a rural community health program to address any type of health issue is essential. The public health implementation tool kit can help to ensure access to cost-

effective and high-quality healthcare for rural populations. The implementation tool kit is designed to

help resolve problems, research solutions, design, implement and evaluate courses of action. The Evidence-Based Public Health Implementation toolkit has the ability to address and locate any problems that are present in rural populations, once the problem is located implementation of a plan is formulated and the results are evaluated throughout the process.

RHIhub. (2022). Module 3: Implementing a Rual Community Health Program.

Evidence-Based Toolkits for Rural Community Health

The evidence-based public health implementation toolkit is a great guide when developing community health programs. When addressing health issues, a needs assessment can help to identify the most important issues in the community. This information can be used to develop goals and set priorities and identify the types of resources that will be needed to create a program. When implementing a community-based program, it is important to share with the community what lessons were learned and what impact the effort had on the community, (RHIHUB, 2022). Programs disseminate project findings at the local, state, and national levels to reach as many people as possible. Data for determining community needs can be collected through surveys, questionnaires, focus groups, public meetings, direct observations, and interviews. Secondary data sources such as demographic data, vital statistics, hospital records, morbidity and mortality reports, and literature reviews also provide valuable information. It helps you to create programs, and needs assessments, as well as, how to involve potential partners,  (RHIhub, 2022).


NORC Walsh Center for Rural Health Analysis and University of Minnesota Rural Health Research Center, 2022. Rural Community Health Toolkit [online] Rural Health Information Hub. Available at:

Week 5: Developing Evidence-Based Interventions Summary

This week we discussed the importance of evaluating population-based interventions. Public health concerns that the field is lagging in developing evidence-based guidelines for the community setting. Because there are considerable barriers to EBP, it is crucial to recognize that nurses can be involved in developing, implementing, and evaluating the effects of EBP in public health.

Isaiah 25:4: “For you have been a stronghold to the poor, a stronghold to the needy in his distress, a shelter from the storm and a shade from the heat; for the breath of the ruthless is like a storm against a wall.”

Public health nurses can use health teaching to reach targets and agents of change in the community because health teaching focuses on prevention and reduction of negative health outcomes, enhance health equity, availability and accessibility of health services, bringing advantage to all community members. Since health teaching blends biological, environmental, psychological and medical sciences knowledge, I could implement the intervention model for my chosen population because it can keep people healthy in their daily lives. As a population-based intervention, health teaching can address various theories, including developmental, ecological, cognitive and behavior analytic theories that public health nurses can use to understand the developmental stages of patterns of behaviors, factors that shape individual behaviors and the various public health risks and protective factors that should be studied (NIH, 2016).

Health teaching can promote different positive aspects as an intervention model for vulnerable communities to develop and implement practical measures to achieve positive health outcomes in different communities. Public health nurses can use certain community sectors like the religious and the cultural or recreational sectors to describe community needs and spread critical information about community health issues and problems to targeted populations through health teaching (Rabinowitz, 2022). In addition, utilizing health teaching as an intervention model can help public health nurses talk with affected populations about the information or public health issues to focus on and address real public health concerns (Nagy & Fawcett, 2022). Although health teaching can positively contribute to population-based interventions, there are negative aspects of utilizing it as an intervention model for the chosen population. In a community with divided political, economic, cultural, social or religiously interests, some members of the community, such as parents, may not take their community membership or see themselves as helping to advance the education sector promoted by health teaching (Rabinowitz, 2022). When part of the community dissociates itself from community sectors, it becomes difficult for public health nurses to include relevant messages or materials necessary to further public health teaching. This makes it difficult for the community to see them as credible and trusted messengers. 


Nagy, J., & Fawcett, S. B. (2022). Chapter 18 – Section 1. Designing Community Interventions. Retrieved from The University of Kansas:

NIH. (2016). Appendix 1: From Theory to Outcomes—Designing Evidence-Based Interventions. Retrieved from National Institutes of Health (NIH):

Rabinowitz, P. (2022). Chapter 18 – Section 4. Using Community Sectors to Reach Targets and Agents of Change. Retrieved from The University of Kansas:

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS PHN 652 Health teaching is one of the population-based interventions that can be implemented by public health nurses :

I agree with you that public health nurses can use health teaching to educate, sensitive, and inform the targeted population. Health teaching contains elaborate health-related information directed to agents of change in the community (Happell et al., 2020). Adequate health teaching improves public resilience in the community. Public health nurses are the right people to spearhead implementation of health teaching. These healthcare professionals are trained to handle patients with different healthcare needs. At the same time, public health nurses have experience in proving public healthcare services. As a result, public health nurses integrate their skills and experience in reaching targets and agents of change in the community. Health teaching can promote different positive aspects as an intervention model for vulnerable communities (Anguas-Gracia et al., 2021). The public is part of healthcare provision. Therefore, health teaching allows healthcare professionals to improve the public participation levels in public health. Utilizing health teaching as an intervention model can help public health nurses talk with affected populations.


Anguas-Gracia, A., Subirón-Valera, A. B., Antón-Solanas, I., Rodríguez-Roca, B., Satústegui-Dordá, P. J., & Urcola-Pardo, F. (2021). An evaluation of undergraduate student nurses’ gameful experience while playing an escape room game as part of a community health nursing course. Nurse Education Today103, 104948.

Happell, B., Bocking, J., Scholz, B., & Platania-Phung, C. (2020). The tyranny of difference: Exploring attitudes to the role of the consumer academic in teaching students of mental health nursing. Journal of Mental Health29(3), 263-269

After conducting thorough assessment of the target families, communities, or population; health teaching is rendered to provide information that will address the health issues or to improve the quality of health. Health education is a strategy utilized for the implementation of health promotion and disease prevention programs (Rural Health Information Hub, 2018). Health teaching can be conducted through lectures, webinars, workshops, classes, and courses. It is critical that thorough assessment was conducted to identify the community’s capacity, resources, needs, and priority (Rural Health Information Hub, 2018).

Health teaching is the primary intervention I would like to utilize for my chosen population. My topic is about the vaccine hesitancy among African Americans. Studies shows that one contribution of to their refusal on vaccine is misinformation (Sharma et al., 2021). The goal of my proposed study is to increase vaccine rate among African Americans through providing evidence and facts during health teaching.


Rural Health Information Hub. (2018). Health education. Retrieved from

Sharma, M., Batra, K. & BatrA, R. (2021). A theory-based analysis of COVID-19

vaccine hesitancy among african americans in the united states: A recent evidence. Healthcare, 9(1273), 1273.

I agree with you that health teaching is an intervention that is used in the public health nursing process of implementation. The intervention process benefits from information obtained from health teaching. Using advanced and experienced public health nurses guarantee credible public health teaching. Health education is a strategy utilized for the implementation of health promotion and disease prevention programs (dos Santos Almeida et al., 2018). Health teaching considers public health information that is related to the selected populations. Similarly, health teaching improve the resilience level of the community. Conducting an assessment of the targeted population, community and families provide critical information (Fan et al., 2020). The information can be used in decision and policy-making processes. Health teaching use the information from assessment to synchronize teaching with the public healthcare needs. Health teaching can be conducted through lectures, webinars, workshops, classes, and courses. Health teaching is the primary and critical healthcare intervention.


Fan, J. Y., Tseng, Y. J., Chao, L. F., Chen, S. L., & Jane, S. W. (2020). Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study. BMC Medical Education20(1), 1-11.

dos Santos Almeida, R. G., Jorge, B. M., Souza-Junior, V. D., Mazzo, A., Martins, J. C. A., Negri, E. C., & Mendes, I. A. C. (2018). Trends in research on simulation in the teaching of nursing: an integrative review. Nursing education perspectives39(3), E7-E10. doi: 10.1097/01.NEP.0000000000000292

According to the Minnesota department of public health, (2019). “ Health teaching involves sharing information and experiences through educational activities designed to improve health knowledge, attitudes, behaviors, and skills (Friedman, Cosby, Boyko, Hatton-Bauer, & Turnbull, 2011)”. The heath teaching can be utilized in all public health professions. In health teaching,  the focus is on helping groups of people , from family units to larger communities by developing educational programs to promote healthy habits and lifestyles in their communities. The health teaching interventions can have a  positive impact because public health educators analyze data about key demographics and work to create or improve health programs.  Challenges are inevitable , some potential  challenges  would include language barriers , low literacy , poor comprehension  skills and lack of motivation(Sozmen, E, 2022). Furthermore, interventions are actions that public health nurses take on behalf of individuals, families, communities, and systems, to improve or protect health status and promote a positive healthy lifestyle , leading to a decrease in comorbidities and casualties.


Minnesota department of public health, 2019. Public Health Interventions (population-based). Retrieved from

Sozmen E. Y. (2022). Perspective on pros and cons of microlearning in health education. Essays in biochemistry66(1), 39–44.

Health teaching interventions communicate ideas, facts and skills that can change the level of knowledge, attitudes, behaviors, beliefs, values and practices of communities, systems, families and individuals. Health teaching aspects are used in variety of settings, including schools, hospitals, nursing homes and community health centers. As per Healthy people 2030 goal of attaining health literacy to improve the health and well-being of all will be achieved.

Health teaching can be assessed at a given point and time will have a critical role in advancing health equity, the ability to understand health information and how to use health services is a key skill for those working at the community level to address social determinants of health that could measured and targeted for improvement.

Healthcare systems generate vast amounts of data as part of their routine operation to help facilitate health teaching to patients and their families, health teaching within the public health sector is imperative for the communities that are served.

Health teaching to the African American adult population diagnosed with Type 2 diabetes to effectively manage type 2 diabetes this population must be educated about lifestyle changes such as having a healthy diet, increase their physical activities and decrease and maintain an ideal body weight (CDC, 2021).

The positive aspects of health teaching to patient’s with diabetes is knowing how to have healthier choices with food, exercise and medication regiment is optimal when teaching about diabetes. The negative aspect of health teaching is the misconception that following the health regiment won’t work, and its a waste of time, when health is involved it will never become a waste of time with teaching because its ongoing and everchanging.


Center for Disease Control and Prevention. (2021). CDC’s Health Literacy Action Plan

Healthy People 2030. (n.d.). Leading Health Indicators

Public health Nurses who work in the community focus on protecting, promoting, preserving, and maintaining health while preventing diseases, (Stanhope & Lancaster, 2019). Cultural competence is one of the core competencies of public health nursing understanding the population-based helps with implementing interventions. Health teaching model implementation can be difficult in the chosen population but can be from all over the world, and ensuring that individuals from these diverse cultures receive effective quality care is as much a challenge for nurses as it was during Lillian Wald’s and her colleagues’ eras, (Stanhope & Lancaster, 2019).

The positive aspect of utilizing this model is that it emphasizes the active role that a maternal mother has in initiating and maintaining health-promoting behavior, and in shaping their own environment to support health-promoting behaviors, like prenatal care. Once people commit to a behavior change, their response to the behavior increases their self-efficacy, which in turn increases their likelihood of enacting the behavior, (Laranjo, 2016).  Information on health risks and benefits of lifestyle changes as well as self-monitoring will help promote a healthy and effective preventive change.

The negative aspect of using health teaching is that healthy habits are rooted in familial practices. Personal change occurs within a network of social influences. Depending on their nature, social influences can aid, retard, or undermine efforts at personal change, (Laranjo, 2016). Individuals have to be committed to the plan of action. Other factors that also come into play are gender, race, social economic class, and religious beliefs.


Laranjo, L., (2016). Health promotion model: social media and health behavior change. In Participatory Health Through Social Media Science Direct 63.9.

Stanhope, M. & Lancaster, J. (2019). Public health nursing: Population-centered health care in the community (10th ed.).

Health teaching creates awareness about disease preventive measures and self-management practices to prevent disease exacerbation and improve quality of life. Health teaching also improves health literacy, thus promoting patient participation in treatment (Wang et al., 2018). In addition, the health teaching model influences population attitudes towards terminal and chronic illnesses and patient acceptance. I can implement the health teaching intervention model for my chosen population of people living with HIV. This intervention can help create awareness about unhealthy behaviors that increase the risk of infection by opportunistic diseases (Wang et al., 2018). Health teaching can also raise awareness about the effects of patient discrimination and stigmatization on the population’s mental health and well-being. In addition, I can use the teaching model to emphasize the HIV self-management practices such as adherence to antiretroviral therapy, cessation of drug abuse, and promiscuity. Furthermore, the health teaching model can help develop population knowledge on preventive measures such as pre-exposure to prophylaxis drugs and safe sexual practices. This information is crucial in preventing the spread of HIV among healthy community members.

Another positive impact of the health teaching model is addressing myths and misconceptions about HIV infection. Most community members isolate people living with HIV because of fear of infection through sharing meals, household items, and shaking hands (Wang et al., 2018). However, these are misconceptions that negatively impact patients’ health-seeking behaviors. Therefore, addressing these myths encourage community members to provide emotional and physical support to people living with HIV. Education also reduces patient discrimination and stigmatization, thus promoting health utilization. One negative aspect of utilizing the health teaching model is limited access to the entire population (Raghupathi et al., 2020). The rationale is that most people living with HIV are resentful and fear disclosing their HIV status. As such, health teaching faces barriers in reaching the grassroots, thus limiting overall efficiency.


Raghupathi, V., & Raghupathi, W. (2020). The influence of education on health: An empirical assessment of OECD countries for the period 1995–2015. Archives of Public Health78(1), 1-18.

Wang, M., Han, X., Fang, H., Xu, C., Lin, X., Xia, S., … & Tao, H. (2018). Impact of health education on knowledge and behaviors toward infectious diseases    among students in Gansu Province, China. BioMed research            international2018.doi: 10.1155/2018/6397340

There are two periods our life where an individual gains the most weight. One is the first year of an infant where they triple their weight at a year of age. The other is adolescent period. This then makes it the perfect time for teenagers to eat healthy. According to (2022) the percentage of obesity is over 21% for adolescents aged 12 to 19, and children who have obesity are at higher risk of having obesity as adults.

Stanhope & Lancaster (2020) states that the public health nurse has the opportunity to teach children healthy lifestyles to reduce the risk of obesity through nutrition and exercise. The downside of this model according to Stanhope & Lancaster (2020) is the challenge of disseminating information to parents and children may interfere with school and work schedules (pg. 939). The positive aspect is that educating both parents and children would promote the health of not only the school children but also the entire community.

References (2022). Promoting Health for Children and Adolescents. Retrieved from

Stanhope, M. & Lancaster, J. (2020). Public Health Nursing Population-Centered Health Care in the Community. Elsvier

Health education is one strategy for implementing health promotion and disease prevention programs. Health education provides learning experiences on health topics. Strategies are tailored for their target population. Health teaching presents information to target populations on particular health topics, including the health benefits/threats they face, and provides tools to build capacity and support behavior change in an appropriate setting. Health education activities should enhance the overall goal of the health promotion and disease prevention program (Health Education Strategies – Rural Health Promotion and Disease Prevention Toolkit, n.d.). Public health nurses play a critical role in improving population health by educating the community and delivering care within them.

Health teaching could be implemented in the students suffering from depression especially the adolescents. Sometimes the adolescent does not even know that help is needed. Therefore, it is important to educate adolescents and individuals who are closest to them about the signs and symptoms of mental illness and how to access help. Nurses working in the community or acute care settings may also encounter families and adolescents who have questions about mental illness. That is a reason nurses should know about mental illness and the resources that are available in the community (Anxiety, Depression, and Suicide in the Adolescent Population, n.d.). Preventing the onset of depression in adolescents is a vital public health goal with the potential to improve public health.

Positive education aims to improve students’ academic performance as well as their wellbeing and character strengths. In contrast to traditional school counseling methods that are typically post hoc and pathological, positive education advocates a preventive approach, which teaches students well-being skills that can reduce the chances of adolescent depression before it occurs (Zhao et al., 2019). Lack of accurate information and misperceptions of mental illness as a personal weakness of failings and leads to painful stigmatization and avoidance of the diagnosis by many who are affected.


Anxiety, Depression, and Suicide in the Adolescent Population. (n.d.). Retrieved from

Health Education Strategies – Rural Health Promotion and Disease Prevention Toolkit. (n.d.). Retrieved from Zhao, Y., Yu, F., Wu, Y., Zeng, G., & Peng, K. (0001, January 01). Positive Education Interventions Prevent Depression in Chinese Adolescents. Retrieved from

The use of health education in the high-risk HIV/AIDS population is essential. The use of health education can prevent the spread of HIV/AIDS. The health education can be tailored to target each five groups that make up the high-risk HIV/AIDS population. The five groups include gay and bisexual men, African American women, transgender women, youth aged 13-24, and IV drug users (, 2022). These groups can be identified via community needs assessment to identify available resources, priorities and needs. Each group can be reached by lectures, courses, seminars, webinars, workshops and classes (RHIhub, 2022).

A positive aspect of utilizing this model can help the researcher identify risky behaviors to promote health and limit the spread of this disease. With education on preventative tools, improved collaboration, improved patient safety and quality. Improved collaboration can make interprofessional teams work better which improves patient outcomes. Improving patient safety and outcomes can become a positive aspect by helping to improve clinical decision making and knowledge though evidence-based practices (Olenick, Flowers, et. al. 2019).

A negative aspect of utilizing this model is that culture and coordination can be compromised. Coordination can become a negative aspect when scheduling is impeded by logistics and geography. Culture can be a negative in this model because of indifferences with attitudes and territorial issues which can lead to miscommunications, disagreements, and disrespect between health care participants and health care providers (Olenick, Flowers, et. al, 2019). (2022). Who Is at Risk for HIV? Who Is at Risk for HIV? |

Olenick, M., Flowers, M., Muñecas, T., & Maltseva, T. (2019). Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE). Healthcare (Basel, Switzerland), 7(1), 29.

RHIhub. (2022). Health Education. Health Education Strategies – Rural Health Promotion and Disease Prevention Toolkit (

Health teaching provides health information and advice and facilitates knowledge and skills development in a target population to change behavior. It has the potential to empower individuals or draw attention to evidence of its power to achieve change (Pulimeno et al., 2020). The health teaching intervention model can be effectively applied to adolescents to address mental health illiteracy. Teaching adolescents about causes, symptoms, and available treatment options for mental health disorders is crucial in improving their mental health behaviors and wellbeing (Seedaket et al., 2020). Health teaching would focus on imparting information about mental disorders and available mental health resources for adolescents. I would implement the intervention using various teaching methods facilitated by trained mental health educators.

The positive aspect of using the health teaching model on adolescents is that it will be tailored for the target population based on their health needs. The model will present information to the target population on various mental health topics and provide tools to build capacity and support behavior change in an appropriate setting (Seedaket et al., 2020).In addition, the facilitators can plan learning activities that will increase the participants’ knowledge and skills, like discussions, lectures, and webinars. The health teaching activities will help improve the overall goal of the mental health literacy program. Furthermore, information can be presented using audiovisual and computer-based supports like videos, slides and projectors, books, posters, and software programs.

          However, negative aspects are associated with the health teaching model, including lacking culturally appropriate health education materials tailored to adolescents to ensure cultural competence. Educators in rural communities will have to address cultural and linguistic differences, which are major barriers to providing health education (Pulimeno et al., 2020). Furthermore, inadequate participation by adolescents can make the health education program ineffective in achieving the goals.  


Pulimeno, M., Piscitelli, P., Colazzo, S., Colao, A., & Miani, A. (2020). School as ideal setting to promote health and wellbeing among young people. Health promotion perspectives10(4), 316–324.

Seedaket, S., Turnbull, N., Phajan, T., & Wanchai, A. (2020). Improving mental health literacy in adolescents: systematic review of supporting intervention studies. Tropical Medicine & International Health25(9), 1055-1064.

Thank you for the educating post. As indicated, health teaching plays an essential role in facilitating knowledge and skills, crucial for a healthy life and changed behavior. In such a case, Paterick et al. (2017) highlight the self-efficacy concept, where health education promotes the capacity to take care of the self. As described, the concept refers to a person’s belief in one’s ability to succeed. When dealing with various conditions, such as chronic diseases, including hypertension, diabetes, and even HIV, health education has significant correlations with improved quality of life, owing to enhanced self-care, such as an enhanced ability to adhere to medications, avoid or minimize the possibility of complications. A similar approach applies when dealing with mental disorders, as at-risk populations can use the availed information to improve their health and address persistent issues, particularly when a culturally appropriate approach is in use to take care of the needs of diverse populations.


Paterick, T. E., Patel, N., Tajik, A. J., & Chandrasekaran, K. (2017, January). Improving health outcomes through patient education and partnerships with patients. In Baylor University Medical Center Proceedings (Vol. 30, No. 1, pp. 112-113). Taylor & Francis.