Capella FPX 4055 Assessment 4

Health Promotion Plan Presentation

Hello. I am ——-, and today I will describe the process and evaluation of a health promotion strategy to address tobacco and vaping product use among adolescents and young adults in a suburban community (Birdsey et al., 2022). This initiative targets individuals aged 13 to 24 and aims to reduce tobacco use through interactive education, peer-led discussions, refusal skill-building, and increased access to culturally sensitive cessation support services.

Overview

This Health Promotion Plan was designed to address the rising use of tobacco and vaping products among adolescents and young adults in a suburban community, with a focus on awareness, prevention, and early intervention. A simulated educational program is aligned with the Healthy People 2030 objectives to evaluate the effectiveness of our approach. After the session, we will review outcomes, assess progress toward our SMART goals, and offer final recommendations to strengthen future tobacco prevention efforts.

A Tailored Plan to Meet the Specific Health Needs Related to Tobacco and Vaping Use

A group of 25 adolescents and young adults aged 13–24 in a suburban community will be the focus of this health promotion initiative. These participants reflect the area’s racial, ethnic, and socioeconomic diversity and face challenges such as peer pressure, targeted marketing, and limited access to cessation resources. This population is at elevated risk for initiating and continuing tobacco and vaping product use due to environmental exposure and social normalization of these behaviors (CDC, 2024). The primary goal is to increase awareness of tobacco-related health risks, strengthen refusal and peer communication skills, and connect youth to culturally sensitive cessation support. Through interactive education, peer-led discussions, and community collaboration, the initiative promotes healthier behaviors and aims to foster a tobacco-free culture within youth-centered spaces.

Establishing SMART Goals for the Target Group

Goal 1: By the end of the teaching session, 90% of participating adolescents and young adults will correctly identify at least three health risks associated with tobacco and vaping product use. This goal specifically targets awareness of tobacco use’s health consequences (Polosa et al., 2022). It is measurable through a post-session quiz or survey. It is achievable with interactive presentations, peer discussions, and visual materials. Sample tools include a short pre/post quiz, infographics, and myth-busting slides. The goal is relevant as knowledge gaps fuel tobacco initiation. It is time-bound, with assessment conducted immediately after the teaching session. The expected outcome is increased awareness of tobacco-related health risks.

• S: Targets understanding of the health risks of tobacco and vaping.
• M: Measured through a post-session quiz or survey.
• A: Accomplished using engaging visual materials, interactive discussions, and infographics.
• R: Increases awareness, addressing misinformation and early initiation factors common in youth.
• T: Completed and measured by the end of the teaching session.

Capella FPX 4055 Assessment 4

Goal 2: By the end of the teaching session, 85% of participating youth will verbally commit to reducing or quitting tobacco or vape product use and receive a referral to a local or virtual cessation support program. This goal specifically promotes behavior change through verbal commitment and access to support. It is measurable through verbal pledges or sign-up sheets for cessation resources. It is achievable using peer-led encouragement and on-site resources. Sample tools include printed pledge cards, QR codes for mobile support apps, and a local cessation provider list (WHO, 2021). The goal is relevant to early intervention and building quit motivation. It is time-bound, with commitments made during the session. The expected outcome is increased engagement with quitting efforts and resource utilization.

• S: Focuses on verbal commitment and linkage to cessation resources.
• M: Tracked through verbal pledges, sign-up sheets, or digital registration.
• A: Supported by immediate resource access, peer facilitators, and encouragement.
• R: Promotes behavior change and connects youth to needed cessation services.
• T: Commitment and referrals made during the teaching session.

Capella FPX 4055 Assessment 4

Goal 3: By the end of the teaching session, 80% of participants will report increased confidence in refusing tobacco or vape products and discussing health risks with peers, as measured by a confidence scale (Maqsood et al., 2024). This goal is specific to strengthening refusal skills and peer communication. It is measurable through a pre- and post-session confidence assessment. It is achievable through interactive activities such as role-play and group discussions. Sample tools include refusal scripts, discussion guides, and real-life scenario exercises. The goal is relevant due to the influence of peer pressure on tobacco use. It is time-bound, with confidence gains measured immediately after the teaching session. The expected outcome is greater self-efficacy in resisting and discouraging tobacco use.

• S: Builds refusal skills and communication confidence.
• M: Evaluated using a pre- and post-confidence rating scale.
• A: Reinforced through practice scenarios, peer role-plays, and supportive messaging.
• R: Addresses peer influence and empowers youth to resist social pressure.
• T: Confidence improvements assessed after the session.

Educational and Teaching Session Presentation

During the teaching session, adolescents and young adults engaged in activities designed to increase their awareness of the health risks linked to tobacco and vaping. Through interactive presentations, myth-busting visuals, and peer-led discussions, students learned to identify three or more health consequences, such as lung damage, nicotine addiction, and increased cardiovascular risk. A post-session quiz was administered to assess retention, with most participants successfully recognizing major health concerns. These efforts directly supported Goal 1 by improving understanding and dispelling common misconceptions about tobacco products.

To promote behavior change and support cessation efforts (Goal 2), participants took part in a verbal commitment activity where they stated their intention to reduce or quit tobacco use. Peer facilitators shared personal stories, and students were provided with printed pledge cards and QR codes linking them to local and virtual cessation programs. Many participants signed up for mobile support tools or added contacts for local services, showing engagement with resources beyond the session.

To build refusal skills and peer communication (Goal 3), youth engaged in role-play scenarios simulating common peer pressure situations. They practiced using “I” statements and confident body language, supported by discussion guides and refusal scripts. A pre- and post-session confidence scale was used, and most participants reported increased comfort in resisting offers and discussing health risks with friends. These activities helped students gain self-efficacy and empowered them to influence healthier behaviors in their peer groups.

Attainment of Health Goals

By the end of the teaching session, two out of the three SMART goals were successfully achieved, while one was only partially met. For Goal 1, 92% of participants were able to correctly identify at least three health risks associated with tobacco and vaping product use, such as lung disease, addiction, and heart conditions. This exceeded the target of 90%, demonstrating the effectiveness of the interactive presentations, visual aids, and myth-busting activities used during the session.

Goal 2, which aimed for 85% of youth to verbally commit to reducing or quitting tobacco or vape use and receive a referral to a cessation support program, was only partially fulfilled. While 78% of students made verbal pledges and accepted resources, some participants expressed hesitation due to peer pressure and limited family support. This outcome suggests the need for stronger follow-up strategies and tailored motivational interventions. Finally, Goal 3 was successfully achieved, with 84% of students reporting increased confidence in refusing tobacco products and communicating risks to peers. Interactive role-play, peer support, and assertiveness exercises contributed to the students’ enhanced self-efficacy and refusal skills.

Need for Revisions

The partial fulfillment of Goal 2 highlights the need for revisions to better support students in committing to reduce or quit tobacco or vape use. The primary barrier appeared to be a lack of sustained motivation and external support, especially among students influenced by peer norms or lacking family encouragement. To strengthen this goal in future sessions, the following two strategies are recommended:

First, incorporate motivational interviewing techniques led by trained peer mentors or counselors during the session. This personalized approach can help students explore their ambivalence about quitting and build internal motivation in a supportive, nonjudgmental setting (Shah et al., 2022). Second, establish a follow-up system where students receive weekly encouragement through text messages or group chats, along with reminders about accessible cessation tools like mobile apps or virtual counseling (AlSaleh, 2023) This ongoing engagement would help reinforce their verbal commitment and maintain momentum beyond the classroom.

Healthy People 2030 Goals

Healthy People 2030 highlights the importance of preventing tobacco use and promoting healthy behaviors among adolescents and young adults. One major objective is to reduce the use of tobacco products, including e-cigarettes, among youth populations (U.S. Department of Health and Human Services, 2020a). Another key focus is increasing access to cessation programs and educational interventions that encourage informed decision-making and healthy lifestyle choices (U.S. Department of Health and Human Services, 2020b). These national goals directly support the aims of the health promotion session designed for youth in suburban community as the program encourages awareness, builds refusal skills, and connects students to local and virtual resources to reduce tobacco and vape use.

Evaluation of Outcomes in Light of Healthy People 2030 Goals

The evaluation of this health promotion initiative demonstrates meaningful progress toward Healthy People 2030 goals related to reducing tobacco and vaping use among adolescents and young adults aged 13 to 24. The first goal, increasing awareness of health risks associated with tobacco and vaping, was successfully met, with over 90% of participants correctly identifying key risks after the session, aligning with the national objective to enhance knowledge and prevent initiation (U.S. Department of Health and Human Services, 2020).

The second goal, encouraging verbal commitment to reduce or quit tobacco use and connecting participants to cessation resources, was partially achieved, highlighting the need for enhanced engagement strategies. However, the third goal, increasing confidence in refusing tobacco and discussing health risks, fell short of the target, indicating a gap in self-efficacy that must be addressed. Overall, the initiative supports Healthy People 2030’s focus on reducing tobacco-related harm by promoting informed decision-making and behavioral change, while also identifying areas for future improvement to strengthen refusal skills and peer communication.

Need for Revisions

The third goal—boosting participants’ confidence in refusing tobacco or vape products and discussing health risks with peers—was not fully achieved and did not align with the Healthy People 2030 emphasis on empowering youth to make informed health choices and resist risky behaviors. The shortfall suggests that participants may require more time and targeted support to build self-efficacy in social situations involving peer pressure. To better meet this objective in future sessions, two strategies are recommended: (1) incorporate extended role-playing scenarios that simulate real-life peer interactions, allowing students to practice refusal skills in a safe and supportive environment (Reber, 2022). The other one is to introduce peer mentorship segments where older adolescents who have successfully avoided or quit tobacco use share their stories and coping strategies (Lyu et al., 2022). These enhancements aim to deepen engagement, strengthen communication confidence, and better align the program with national health goals.

Conclusion

In conclusion, this health promotion initiative addressed the critical issue of tobacco and vaping use among adolescents and young adults in a suburban community by focusing on awareness, prevention, and behavioral change. Through interactive education, peer-led activities, and access to culturally sensitive cessation resources, the program successfully increased knowledge and improved refusal skills for most participants. While two SMART goals were fully achieved, the partial attainment of one goal highlights the need for ongoing support and tailored strategies to build confidence and motivation for change. Aligning closely with Healthy People 2030 objectives, this initiative demonstrates both the effectiveness of early intervention and the importance of continuous improvement to create lasting, tobacco-free environments for youth.

References

Alsaleh, E. (2023). Is a combination of individual consultations, text message reminders and interaction with a Facebook page more effective than educational sessions for encouraging university students to increase their physical activity levels?. Frontiers in public health, 11, 1098953. https://doi.org/10.3389/fpubh.2023.1098953 

Birdsey, J., Cornelius, M., Jamal, A., Park-Lee, E., Cooper, M., Wang, J., Sawdey, M., Cullen, K., & Neff, L. (2023). Tobacco product use among U.S. middle and high school students — National Youth Tobacco Survey, 2023. MMWR. Morbidity and Mortality Weekly Report, 72(44). https://doi.org/10.15585/mmwr.mm7244a1 

Capella FPX 4055 Assessment 4

CDC. (2024). E-Cigarette use among youth. Smoking and Tobacco Use; CDC. https://www.cdc.gov/tobacco/e-cigarettes/youth.html 

Lyu, J. C., Afolabi, A., White, J. S., & Ling, P. M. (2022). Perceptions and aspirations toward peer mentoring in social media–based electronic cigarette cessation interventions for adolescents and young adults: focus group study. JMIR Formative Research, 6(12), e42538. https://doi.org/10.2196/42538 

Maqsood, A., Shahidan, W. N. S., Mirza, D., Ahmed, N., & Heboyan, A. (2024). Social Acceptability and Health Concerns of Smoking and Vaping Among University Students: A Cross-Sectional Study. Tobacco Use Insights, 17. https://doi.org/10.1177/1179173×241300992 

Polosa, R., Casale, T. B., & Tashkin, D. P. (2022). A close look at vaping in adolescents and young adults in the USA. The Journal of Allergy and Clinical Immunology: In Practice, 10(11). https://doi.org/10.1016/j.jaip.2022.06.005

Reber, C. W. (2022). Evaluating the Use of Simulation with Pre-Baccalaureate Nursing Students to Impact Self-Efficacy and Intent to Counsel Patients About Vaping (Doctoral dissertation, William Carey University). https://search.proquest.com/openview/7b319fa97c505efdaef9b3761889a12d/1?pq-origsite=gscholar&cbl=18750&diss=y

Shah, R. S., Holt, F., Hayati, S. A., Agarwal, A., Wang, Y. C., Kraut, R. E., & Yang, D. (2022). Modeling motivational interviewing strategies on an online peer-to-peer counseling platform. Proceedings of the ACM on Human-Computer Interaction, 6(CSCW2), 1-24. https://doi.org/10.1145/3555640 

U.S. Department of Health and Human Services. (2020a). Education access and quality. Health.gov. https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/education-access-and-quality 

Capella FPX 4055 Assessment 4

U.S. Department of Health and Human Services. (2020b). Tobacco use – healthy people 2030 | health.gov. Health.gov. https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/tobacco-use 

WHO. (2021). Quitting toolkit. https://cdn.who.int/media/docs/default-source/world-no-tobacco-day-2021/who-quitting-toolkit.pdf?sfv