HB 2003 Walden Risks and Benefits of Screen Time in Modern Power of Screen Analysis

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively

Health Education/Promotion Resource Guide

The director of the public health center where you work would like your team at the center to collaborate with other health educators to create a series of resource guides that provide theory- and evidence-based practices to address specific health behaviors other than physical activity, eating habits, tobacco use, and alcohol abuse. The center already has an abundance of resources to address these “top four” health behaviors, and patients could really benefit from additional resources.

To start the process, the director created a list of priority health behaviors that emerged from the community’s most recent health assessment. As the senior health educator, you get to choose from the list first. Choose one of the topics from the list below and then follow the instructions for creating the resource guide.

  1. Healthy sleep habits
  2. Stress management
  3. Bullying (both in person and cyber-bullying)
  4. Screen time (any screen use, e.g., phones, computers, television, video games)
  5. Health screenings (focus on screenings for a specific population rather than a specific screening)
  6. Safe sexual practices
  7. Opioid abuse

After you choose a behavior from the list, consider one of the major health education/promotion settings (i.e., school, healthcare, worksite, or community) where the behavior might be an issue. Some behaviors may be an issue in multiple settings (e.g., healthy sleep). Other behaviors are a typically an issue in one setting (e.g., bullying). For the purpose of this Performance Task assessment, choose only one setting (and a specific target population, if needed). In reality, however, you would include best practices for different settings. If you would like to select a non-traditional/alternative setting (e.g., universities, home, or prisons), consult with your instructor first to get approval.

You are encouraged to be creative with the layout of your document, but you should follow these formatting guidelines:

  1. Use Times New Roman, Arial, or Calibri typeface.
  2. Do not use a font size less than 12. Preferably, the narrative should be 12 (no larger than 13), major headings should be 12 or 13 (no larger than 14), and sub-headings one font size smaller than major headings.
  3. The right margin should be 1 inch, the left margin should be 1.5 inches, and the top and bottom should be 1 inch or 1.5 inches.
  4. Number the pages, starting after Table of Contents (bottom of page, either center or lower right-hand side).
  5. The use of color is okay but use it wisely. (e.g., Make sure that any colored text is readable.)
  6. The use of images is okay, but make sure they serve a purpose such as showing diversity in a population or to illustrate a concept. If you use images, you must select images from open sources. You cannot use an image from the Internet/webpage without permission, even if you cite and reference it. To learn more about copyrighted images and other information, click on https://academicguides.waldenu.edu/copyrightbasics.
  7. The only APA guidelines you must follow are for in-text citations and references. You do not need to format the document in APA. Instead, follow the guidelines 1–6 above

Below are the required components and sections of the guide. Please click each panel and read the instructions carefully to avoid missing an important part of the guide.

Title Page:

Table of Contents

  • TIP: Use a table to create the Table of Contents and then hide the border lines in the table. This will help make sure the contents of the table are aligned.

Section I: Introduction and Background (Use this as a major heading; sub-headings are optional)

1. Introduction—–write one (1) paragraph that introduces the guide to the reader. The introduction informs the reader about the purpose of the guide and what will be covered. Your introduction should be interesting and engaging.

2. Background—write one (1) or two (2) paragraphs that contain(s) information about the target population and the health behavior, including current statistics, the multiple factors affecting it, and its impact on individual, family, and/or community health. This would be a good place to use your knowledge about the different levels of influence and health behavior. Include a description of the setting and why you chose it to address the specific health behavior and target population. Be sure to cite all health information and statistics in text and then provide the reference on the reference page.

Section II: Theory- and Evidence-Based Strategies, Programs, and Initiatives (Use this as a major heading; sub-headings are optional)

1. Write one (1) or two (2) paragraphs that explain(s) the terms “theory-based” and “evidence-based.” Explain how they are related but different terms. Include the role of theory in evidence-based practice. In addition, include a statement or two about the importance of using evidence-based practices that are grounded in theory to address behavior change.

2. Write one (1) paragraph that explains the criteria or process that you used to choose the evidence- and theory-based strategies, programs, and/or initiatives included in the guide.
3. List and fully describe three (3) strategies, programs, and/or initiatives (two to three paragraphs for each strategy/program/initiative). Each description should include:The name of the strategy, program, and/or initiative.
The titles/names of two scholarly sources (one must be a research article) that support the efficacy of the strategy/program/initiative. Include a brief overview of the source/study, the theoretical framework (i.e., a theory, model, and/or its constructs) that the strategy/program/initiative is based on, and evidence of the strategy/program/initiative’s effectiveness.
4. Create a table of the chosen strategies/programs/initiatives that can be used as a quick guide for reviewing each strategy/program/initiative. You can label the table “Evidence-and Theory-Based Practices At-A-Glance” or another name that is appropriate. At a minimum, the table should include important information such as: 1) the name of the program, 2) the specific focus/purpose of the program, 3) the targeted population, 4) the setting(s), and 5) information about program effectiveness

Section III: Resources

List and describe at least 3 resources that provide credible and current information about the focus (topic) of the guide. These are resources that a health educator could use to keep abreast of the current research and best practices related to the health behavior. Please provide the name and a link to the source if it is on the Internet.

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