NURS FPX 4060 Assessment 4 Health Evaluation of Outcomes in the Light of Healthy People 2030 Goals

Evaluation of Outcomes in the Light of Healthy People 2030 Goals

The educational session successfully raised awareness among students and staff about the importance of preventive mental health care, which aligns with the goal of Healthy People 2030, which is to acquire mental health care in schools. Maria was informed about the mental health services available at her school, but the session did not track whether she or other students utilized these services post-session. Partial progress was made towards this objective. Awareness was raised, which is the first step, but the actual engagement with preventive mental health care services was not measured. The session introduced the importance of screening for anxiety and its role in managing the adverse effects of bullying, aligning with the Healthy People 2030 goal to reduce stress among children and promote enhanced combatting against bullying.

However, no structured implementation of regular anxiety screening processes within the school environment was implemented. Limited progress was made towards this objective. While the concept of anxiety screening was introduced, the lack of a structured process means that students who might benefit from early detection of anxiety are not being systematically identified. 

The session effectively implemented components of school-based anti-bullying interventions. Students, including Maria, were educated on the consequences of bullying and strategies to cope with it, aligning with the Healthy People 2030 goal of promoting violence prevention. Maria showed partial attainment of coping strategies and actively participated in peer support groups. Significant progress was made towards this objective. The educational session’s components, such as promoting empathy and resilience-building activities, were well-received. Maria’s participation in peer support groups and her ability to identify and discuss coping strategies reflect positive outcomes. 

Need for Revisions

To better align future educational sessions with Healthy People 2030 goals for bullying prevention and improving mental health, several revisions are necessary. First, implement a follow-up mechanism to track student utilization of mental health services, ensuring awareness translates into engagement (Elbedour et al., 2020). Integrate routine anxiety screenings into school health protocols, training staff to conduct these screenings and provide timely support (Mangione et al., 2022). Enhance collaboration with school counselors and mental health professionals to encourage and facilitate service use through workshops and accessible communication channels. Incorporate more interactive elements, such as role-playing and scenario-based learning, to help students practice anti-bullying behaviors.

Expand empathy and resilience-building activities using storytelling, group projects, and reflective exercises tailored to students’ needs (Bagès et al., 2020). Finally, establish a structured follow-up process to assess long-term effectiveness, using surveys and regular assessments to gather feedback and adjust the program accordingly. These revisions will foster a safer and more supportive environment for all children and align with goals of Healthy People 2030 on the prevention of bullying violence.

Conclusion

In conclusion, the educational session for Maria made significant strides in addressing bullying by raising awareness about preventive mental health care, introducing anxiety screening, and implementing anti-bullying interventions. While Maria showed progress in assertiveness and participation in support groups, further improvements are needed. Future sessions should include collaboration with mental health professionals, routine anxiety screenings, and more interactive elements to enhance effectiveness. By refining these strategies, we can better align with Healthy People 2030 objectives, ultimately creating a safer and more supportive environment for all children. Thank you for your attention.

References

Bagès, C., Hoareau, N., & Guerrien, A. (2020). Play to reduce bullying! Role-playing games are a useful tool for therapists and teachers. Journal of Research in Childhood Education, 1–11. https://doi.org/10.1080/02568543.2020.1810834 

Elbedour, S., Alqahtani, S., El Sheikh Rihan, I., Bawalsah, J. A., Booker-Ammah, B., & Turner, J. F. (2020). Cyberbullying: Roles of school psychologists and school counselors in addressing a pervasive social justice issue. Children and Youth Services Review, 109, 104720. https://doi.org/10.1016/j.childyouth.2019.104720