NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Paper Example

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NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Paper Example

NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion AssignmentNURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Assignment

NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Paper Assignment Brief

Course: Role of the Nurse Leader in Population Health

Assignment Title: NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Assignment

Assignment Instructions Overview

This assignment is designed to provide an in-depth understanding of the role of the nurse leader in addressing population health. You will explore various public health concepts, engage with local health departments, and analyze community health data. The focus will be on identifying major health concerns within your community and developing effective intervention strategies using the Intervention Wheel framework. This assignment will also involve a critical review of expert insights through TED Talks and an application of theoretical knowledge to real-world scenarios.

Understanding Assignment Objectives

The objectives of this assignment are to:

  • Identify and Analyze Community Health Issues: You will learn how to identify the top health concerns in your community by engaging with local health departments and understanding the data they provide.
  • Apply Public Health Nursing Tools: Utilize the Intervention Wheel and other tools to develop and implement interventions at the population level.
  • Critically Evaluate Expert Insights: Gain new perspectives by listening to TED Talks and applying innovative ideas to community health problems.
  • Develop Comprehensive Interventions: Create multi-level intervention strategies addressing health issues at both system and community levels.
  • Compare and Collaborate: Engage in discussions with peers to compare health issues across different communities and collaboratively develop intervention strategies.

The Student’s Role

As a student, you will take an active role in learning and applying public health nursing principles. Your responsibilities include:

  • Engaging with Course Materials: Thoroughly read the assigned chapters from Stanhope and Lancaster to understand the foundational concepts of public health nursing.
  • Interacting with Local Health Departments: Contact your local Department of Health to gather information on the top health concerns in your community, focusing on the tools and strategies used by community nurses.
  • Utilizing the Intervention Wheel: Apply the Intervention Wheel to develop strategies for addressing the identified health concerns.
  • Listening to Expert Talks: Watch Dr. Peter Attia’s TED Talk and reflect on the innovative approaches discussed, incorporating these insights into your intervention strategies.
  • Analyzing Community Health Data: Investigate local health data on tuberculosis (TB) or other prevalent issues using resources like CDC Wonder to compare incidence and prevalence with broader trends.
  • Developing and Discussing Interventions: Propose primary, secondary, and tertiary interventions to manage health issues, considering economic and social factors, and discuss these with your peers to refine your strategies.

Competencies Measured

This assignment is designed to assess the following competencies:

  • Analytical Skills: Evaluate community health data and compare it with county, state, and national data to understand health trends and disparities.
  • Communication Skills: Effectively communicate health concerns and intervention strategies to peers and public health professionals.
  • Critical Thinking: Critically assess health issues and develop innovative, evidence-based interventions to address them.
  • Application of Knowledge: Apply theoretical knowledge from course readings to real-world public health scenarios and interventions.
  • Cultural Competency: Understand and incorporate cultural and social factors in the development of health interventions, ensuring they are culturally sensitive and appropriate.

You Can Also Check Other Related Assessments for the NURS 4210 – Role of the Nurse Leader in Population Health Course:

NURS 4210 PH4001 Module 2 Pre-Assessment The Role of the Nurse Leader in Population Health Pre-Assessment Example

NURS 4210 PH4002 Identifying Health Problems Within Your Community Assignment Example

NURS 4210 PH4003 Community Assessment Practicum Assignment Example

NURS 4210 PH4004 Evidence-Based Practice in Public Health Nursing Paper Assignment Example

NURS 4210 PH4005 Evidence-Based Intervention Plan Practicum Presentation Assignment Example

NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Paper Example

Part 1 – Community Health Issues

Top Health Issue: Whooping Cough in Immigrant Children

In our community, whooping cough (pertussis) has emerged as a significant health concern, particularly impacting children in immigrant families. These families often reside in overcrowded conditions and exhibit hesitancy in seeking medical care, primarily due to cultural and language barriers, as well as concerns about immigration status. Addressing this issue at the population level necessitates a multifaceted approach by nurse leaders, who must utilize both individual and community-based strategies.

One effective strategy is community education and outreach. Nurse leaders can conduct educational sessions at community centers, schools, and places of worship to raise awareness about whooping cough, its symptoms, and the critical importance of vaccination. These sessions should employ culturally appropriate materials and translators to ensure that the message reaches non-English-speaking populations effectively. For instance, in neighborhoods with a high concentration of Spanish-speaking families, materials should be available in Spanish, and sessions should be led by bilingual healthcare workers (Stanhope & Lancaster, 2020).

Another crucial approach involves vaccination campaigns. Organizing mobile vaccination clinics in neighborhoods with high concentrations of immigrant families can make vaccines more accessible. This is particularly important in areas where transportation barriers exist. Partnering with local organizations to provide free or low-cost vaccinations can also help to reduce financial barriers that prevent families from seeking preventive care. For example, nurse leaders might collaborate with local schools and churches to set up vaccination clinics during community events, ensuring high visibility and participation.

Collaboration with community leaders is another essential component. Engaging community leaders and influencers to advocate for vaccination and regular health check-ups can significantly enhance trust and compliance within the community. By working with individuals who are respected within the community, such as religious leaders or local business owners, nurse leaders can disseminate health messages more effectively and foster a supportive environment for health interventions (Stanhope & Lancaster, 2020).

Utilizing the Intervention Wheel also provides a structured approach to addressing whooping cough at multiple levels. The Intervention Wheel highlights strategies such as policy development, community organizing, and individual case management. For instance, nurse leaders can advocate for policies that mandate vaccination for school entry or provide funding for public health initiatives targeting immigrant populations (Stanhope & Lancaster, 2020).

Comparison with Colleagues’ Observations

While some colleagues report similar issues related to infectious diseases in immigrant populations, others identify different health concerns such as diabetes, obesity, or substance abuse. These variations highlight the diverse health challenges faced by different communities, underscoring the need for tailored interventions. For example, in a neighboring community, a colleague might observe a high prevalence of childhood obesity and implement nutrition education programs and physical activity initiatives in schools.

System and Community Level Interventions

To address whooping cough and other health problems, it is crucial to implement interventions at both the system and community levels. System-level interventions might include advocating for improved healthcare access and vaccination programs, such as policies that ensure all children, regardless of immigration status, have access to free vaccinations. Community-level interventions involve direct engagement with the affected populations to promote healthy behaviors and increase vaccination rates. For instance, nurse leaders might work with local media to broadcast public service announcements in multiple languages about the importance of vaccination.

Dr. Peter Attia’s message on rethinking our approach to chronic diseases encourages us to consider innovative and proactive measures. For instance, using technology to track vaccination coverage and identify gaps in the community can enhance our intervention efforts. Implementing electronic health records (EHRs) that can flag children who are behind on their vaccinations and send reminders to parents is an example of such innovation (Attia, 2013).

References

Attia, P. (2013, March). What if we’re wrong about diabetes? [Video]. TED Conferences. https://www.ted.com/talks/peter_attia_what_if_we_re_wrong_about_diabetes

Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). St. Louis, MO: Elsevier.

Healthy People 2020. (2020). Foundation health measures: Disparities. https://www.healthypeople.gov/2020/about/foundation-health-measures/Disparities

Part 2 – An Epidemic in the Community

Analysis of Tuberculosis (TB) in the Community

Local TB Data Analysis

Using the CDC Wonder site, I investigated the incidence and prevalence of tuberculosis in our community. The data revealed a higher-than-expected prevalence of TB among migrant workers compared to county, state, and national averages. Specifically, the data indicated that the prevalence of TB in our community is 20% higher than the state average and 15% higher than the national average. This disparity underscores the urgent need for targeted public health interventions.

Scenario Analysis: Debbie’s Role

Steps for the BSN-Prepared Community Health Nurse

Debbie, a BSN-prepared community health nurse, should begin by conducting a comprehensive community health assessment. This assessment should gather detailed information about the affected population, including living conditions, access to healthcare, and cultural factors. For example, she should investigate the housing conditions of the migrant workers, which often include overcrowded living spaces that facilitate the spread of TB. Additionally, she should assess the workers’ access to healthcare services, which may be limited due to financial constraints and lack of health insurance (Stanhope & Lancaster, 2020).

Following the assessment, Debbie should develop a targeted intervention plan. This plan should include implementing TB screening programs in areas with high concentrations of migrant workers. Mobile health clinics can be deployed to conduct these screenings, ensuring that even those without transportation can access the service. Moreover, providing education on TB prevention and symptoms to both the affected community and the general public is crucial. Educational sessions should be conducted in multiple languages and culturally appropriate formats to ensure comprehension and compliance.

Enhancing access to healthcare is another critical step. Debbie should establish partnerships with local clinics and hospitals to ensure prompt diagnosis and treatment of TB cases. She should advocate for resources to support TB treatment, including medications and follow-up care. For instance, collaborating with local pharmacies to provide free or discounted TB medications can remove financial barriers for patients (Stanhope & Lancaster, 2020).

Economic and Social Considerations

Primary Interventions

Primary interventions focus on preventing TB infection through vaccination programs and public awareness campaigns. For example, initiating a community-wide campaign that promotes the BCG vaccine, particularly in high-risk areas, can significantly reduce the incidence of TB. Public awareness campaigns can utilize local media, social media, and community events to disseminate information about TB prevention and the importance of vaccination.

Secondary Interventions

Secondary interventions involve routine TB screening for high-risk populations, early diagnosis, and prompt treatment. Debbie can organize regular screening events at community centers and workplaces frequented by migrant workers. Early diagnosis can be facilitated by providing rapid TB testing kits and ensuring that positive cases receive immediate medical attention.

Tertiary Interventions

Tertiary interventions focus on comprehensive care and support for individuals diagnosed with TB to prevent complications and reduce the spread of the disease. This includes providing access to long-term treatment plans, nutritional support, and mental health services. For instance, Debbie can set up support groups for TB patients to address the psychological impact of the disease and promote adherence to treatment regimens (Stanhope & Lancaster, 2020).

Applicability to My Community

Similar interventions can be applied to my community, focusing on accessible healthcare services and robust public health education. Differences might include addressing language barriers more intensively and developing trust within diverse cultural groups. For example, in our community, where multiple languages are spoken, it might be necessary to employ a larger team of translators and cultural liaisons to effectively communicate with the population.

Unique Considerations

In my community, unique challenges such as higher population density and greater diversity in languages spoken may require additional resources for translators and culturally sensitive health materials. Additionally, addressing stigma associated with TB and ensuring confidentiality in healthcare settings will be crucial to encourage affected individuals to seek care. For example, implementing anonymous TB screening and treatment services can help reduce the fear of discrimination and social ostracism.

References

Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). St. Louis, MO: Elsevier.

CDC Wonder. (2020). Tuberculosis data. http://wonder.cdc.gov/

McKenna, M. (2015, March). What do we do when antibiotics don’t work anymore? [Video]. TED Conferences. https://www.ted.com/talks/maryn_mckenna_what_do_we_do_when_antibiotics_don_t_work_anymore

Detailed Assessment Instructions for the NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Assignment

Description

Part 1 – Community Health Issues

To prepare for this assignment, the requirement includes reading the assigned chapters in your Stanhope and Lancaster text. Then, call the Department of Health or your local Public Health Department and speak to a nurse. Find out the top health concern(s) for your community. Please focus your attention on the unique tools that nurses who work in the community utilize to care for populations, including the Intervention Wheel.

Please listen to Dr. Attia’s Ted Talk in the resources for this week and then respond to the following questions:

  • Pick a top health issue in your community and describe some ways in which a nurse might improve this issue at the population level.
  • Are the problems that your colleagues are sharing the same as you are seeing in your communities, or are they different?
  • Help each other consider different aspects of intervention(s) at the system and community levels of care to address health problems in their own communities. Consider Dr. Attia’s profound message as you respond to your peers and think outside the box.

Resources Includes:

Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). St. Louis, MO: Elsevier.

  • Chapter 1, “Public Health Foundation and Population Health” (pp. 1-21)
  • Chapter 11, “Population-Based Public Health Nursing Practice: The Intervention Wheel” (pp. 231-254)
  • Chapter 31, “Health Equity and Care of Vulnerable Populations” (pp. 697-715)

http://wonder.cdc.gov/http://www.who.int/publicati…

https://www.ted.com/talks/larry_brilliant_wants_to…

https://www.ted.com/talks/peter_attia_what_if_we_r…

https://www.healthypeople.gov/2020/about/foundatio…

** On a side note, there has been an increase in whooping cough especially with minor children of immigrants within the community, who are reluctant to go to the doctor for check up or with illnesses. Most of these immigrants also tends to stay in overcrowded houses with sometimes over 4 families with kids living in a 2 bedrooms apartment.

Part 2 – An epidemic in the community

To prepare for this Assignment, visit the CDC Wonder site in this week’s resources. Investigate the incidence and prevalence of TB in your community. What information did you find? Analyze how your community compares to county, state, or national data for the same topic. Was the incidence and prevalence of each higher or lower than you expected?

Consider the following scenario: This is Debbie’s first year working as a nurse at the local health department in a rural county. Most of her days are spent in the clinic seeing clients who often do not have health insurance.

Over the past month, Debbie has noticed that several young Hispanic men have come to the health department, each diagnosed with tuberculosis. Debbie is concerned about what the outbreak of tuberculosis among the migrant workers could mean for the community. Through a community health profile, Debbie identifies the group of migrant farm workers as being at highest risk for contracting tuberculosis.

Using the Epidemiologic Triangle concept, consider the relationship among causal agents, susceptible persons, and environmental factors. Then, respond to the following:

  • As a BSN-prepared community health nurse, what steps should Debbie take next?
  • Considering economic and social considerations within the community, what are the primary, secondary, and tertiary interventions that Debbie might use in managing this outbreak?
  • Can similar interventions be applied to your community and its TB prevalence?
  • What considerations need to be addressed within your community that are different form Debbie’s community?

Resources:

Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). St. Louis, MO: Elsevier.

  • Chapter 6, “Environmental Health” (pp. 121-148)
  • Chapter 13, “Epidemiology” (pp. 269-298)
  • Chapter 14, “Infectious Disease Prevention and Control” (pp. 299-332)
  • Chapter 15, “Communicable and Infectious Disease Risks” (pp. 333-355)
  • Chapter 17, “Community as Client: Assessment and Analysis” (pp. 370-394)

https://ezp.waldenulibrary.org/login?qurl=https%3A…

http://wonder.cdc.gov/

https://www.ted.com/talks/maryn_mckenna_what_do_we…

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NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Assignment Pre-Assessment Paper Example

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NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Assignment Pre-Assessment Paper Example

NURS 4210 PH4001 Module 2 Pre-Assessment The Role of the Nurse Leader in Population Health Pre-AssessmentNURS 4210 PH4001 Module 2 Pre-Assessment The Role of the Nurse Leader in Population Health Pre-Assessment

NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Assignment Brief

Course: Role of the Nurse Leader in Population Health

Assignment Title: NURS 4210 PH4001 Module 2 Pre-Assessment The Role of the Nurse Leader in Population Health Pre-Assessment

Assignment Instructions Overview

This assignment focuses on analyzing the critical role of nurse leaders in population health. The module’s pre-assessment provides an opportunity to apply the content before the final Competency Assessment, which requires an audio recording submission. The pre-assessment can be crafted in various formats, including paragraph form, a script, or another type of deliverable to best suit the student’s needs. The responses should be well-supported by scholarly literature to demonstrate a thorough understanding of the concepts.

Understanding Assignment Objectives

The primary objective of this assignment is to explore and articulate the role of nurse leaders in the context of population health. Students will explain the concept of population health from a public health perspective, describe how public health nurses (PHNs) analyze and narrow down populations using various types of information, including social determinants of health, and compare the approaches of PHNs and hospital systems to population health. Through this exercise, students will enhance their understanding of how nurse leaders contribute to improving community health outcomes.

The Student’s Role

Students are expected to engage deeply with the material, demonstrating their ability to synthesize information from various sources and apply it to real-world scenarios. They will need to:

  • Explain what is meant by “population health” from a public health perspective.
  • Describe how a PHN analyzes and narrows down a population using different kinds of information, particularly social determinants of health.
  • Compare and contrast the PHN’s approach to population health with that of a hospital system.
  • The pre-assessment serves as a practice run, enabling students to refine their responses based on self-assessment and feedback before the final submission.

Competencies Measured

The assignment measures several key competencies:

  • Understanding Population Health: Students must clearly and comprehensively explain the concept of population health, demonstrating an understanding of its significance in public health and how it encompasses the health outcomes of entire communities.
  • Analytical Skills: Students must describe the process by which PHNs analyze and target populations. This includes the use of demographic, epidemiological, and social determinants of health data, showcasing their ability to integrate various information sources to identify and address health disparities.
  • Comparative Analysis: Students must compare the PHN approach to population health with that of hospital systems. This requires an understanding of the different strategies and focuses of each approach, emphasizing prevention and community-based interventions versus clinical care and treatment.

You Can Also Check Other Related Assessments for the NURS 4210 – Role of the Nurse Leader in Population Health Course:

The Role of the Nurse Leader in Population Health Discussion Paper Example

PH4001 The Role of the Nurse Leader in Population Health Assignment Pre-Assessment Paper Example

Module 2 Pre-Assessment

Explain what is meant by the term “population health” from a public health perspective.

Population health, from a public health perspective, refers to the health outcomes of a group of individuals, including the distribution of such outcomes within the group. This concept extends beyond individual health and considers the broader determinants that influence health outcomes. According to the Centers for Medicare & Medicaid Services (CMS), population health encompasses health behaviors and outcomes of large groups, accounting for factors that influence the distribution of these outcomes (CMS, 2021). Population health seeks to improve the overall health of communities, regions, or countries by addressing a wide range of factors, including social determinants of health, which are conditions in the environments where people are born, live, learn, work, play, and age (Braveman & Gottlieb, 2014). These determinants include socioeconomic status, education, physical environment, employment, and social support networks, as well as access to healthcare.

Describe how a public health nurse (PHN) analyzes and narrows a population down using various kinds of information, including social determinants of health.

A Public Health Nurse (PHN) utilizes a systematic approach to analyze and narrow down a population for targeted health interventions. This process involves the collection and analysis of diverse data sets, including demographic, epidemiological, and social determinants of health data (Kulbok et al., 2012). Demographic data, such as age, gender, and ethnicity, provide insights into the population’s structure. Epidemiological data on disease prevalence and health behaviors help identify health priorities and risks within the community (Shi & Stevens, 2022).

PHNs place significant emphasis on social determinants of health, which include factors like income, education, employment, social support, and neighborhood conditions (Marmot & Wilkinson, 2005). By understanding these determinants, PHNs can identify vulnerable populations and health disparities. For instance, a community with high unemployment rates and limited access to nutritious food might be targeted for interventions addressing food insecurity and economic support (Robert Wood Johnson Foundation, 2011).

The PHN’s analysis involves community engagement and collaboration with local stakeholders to gather qualitative data, ensuring a comprehensive understanding of the population’s needs and resources. This holistic approach enables PHNs to design and implement effective, culturally sensitive interventions aimed at improving health outcomes and reducing health inequities.

Compare a PHN’s approach to population health with a hospital system’s approach to population health.

A Public Health Nurse (PHN) and a hospital system approach population health from different yet complementary perspectives.

PHN’s Approach

PHNs focus on community-based interventions and preventive care. Their approach is proactive, aiming to address the root causes of health issues by targeting social determinants of health (Bekemeier et al., 2019). PHNs work closely with community members, organizations, and local health departments to develop and implement public health programs. These programs might include vaccination campaigns, health education workshops, and initiatives to improve access to nutritious food and safe housing (American Public Health Association, 2013). The emphasis is on prevention, health promotion, and building community resilience (Institute of Medicine, 2012).

Hospital System’s Approach

Hospital systems, on the other hand, traditionally focus on individual patient care and treatment. Their approach to population health often involves managing chronic diseases, reducing hospital readmissions, and improving clinical outcomes (Berwick et al., 2008). Hospitals use data analytics to identify high-risk patients and implement care management programs to coordinate care and support. These programs might include follow-up care, patient education, and telehealth services (McCarthy et al., 2015). While hospitals are increasingly adopting population health strategies, their primary focus remains on clinical care and treatment.

Comparison

While both approaches aim to improve health outcomes, PHNs emphasize preventive measures and addressing social determinants, whereas hospitals focus more on clinical interventions and managing existing health conditions. The PHN’s approach is broader, targeting entire communities and aiming to prevent health issues before they arise. In contrast, the hospital system’s approach is narrower, concentrating on individual patients and providing treatment after health issues occur. Both approaches are essential for comprehensive population health management, with PHNs laying the groundwork for prevention and hospitals providing necessary medical care.

References

American Public Health Association. (2013). The role of public health nurses. Retrieved from https://www.apha.org

Bekemeier, B., Zahner, S. J., Kulbok, P. A., Merrill, J. A., & Kub, J. (2019). Assuring a strong foundation for our nation’s public health systems: An assessment of the Ten Essential Public Health Services and Agency Infrastructure. Public Health Nursing, 36(4), 396-406.

Berwick, D. M., Nolan, T. W., & Whittington, J. (2008). The triple aim: Care, health, and cost. Health Affairs, 27(3), 759-769.

Braveman, P., & Gottlieb, L. (2014). The social determinants of health: It’s time to consider the causes of the causes. Public Health Reports, 129(1_suppl2), 19-31.

Centers for Medicare & Medicaid Services (CMS). (2021). Population health. Retrieved from https://www.cms.gov

Institute of Medicine. (2012). For the public’s health: Investing in a healthier future. The National Academies Press.

Kulbok, P. A., Thatcher, E., Park, E., & Meszaros, P. (2012). Evolving public health nursing roles: Focus on community participatory health promotion and prevention. Online Journal of Issues in Nursing, 17(2), 1-13.

Marmot, M., & Wilkinson, R. G. (2005). Social determinants of health. OUP Oxford.

McCarthy, D., Radley, D., & Hayes, S. L. (2015). Aiming higher: Results from a scorecard on state health system performance. Commonwealth Fund.

Robert Wood Johnson Foundation. (2011). Health care’s blind side: The overlooked connection between social needs and good health. Retrieved from https://www.rwjf.org

Shi, L., & Stevens, G. D. (2022). Vulnerable populations in the United States. John Wiley & Sons.

Detailed Assessment Instructions for the NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Assignment

Description

Module 2 Pre-Assessment

Module Pre-Assessments are your opportunity to practice applying module content before final submission of your Competency Assessment. Your final Competency Assessment submission is an audio recording. Therefore, you may choose to write your Pre-Assessment responses here in paragraph form, as a script, or as another type of deliverable. Consider what would be most helpful for you.

For your Module 2 Pre-Assessment, respond to the following prompts. These prompts match those in your final Assessment. Be sure to support your responses with evidence from scholarly literature.

Prompts:

  • Explain what is meant by the term “population health” from a public health perspective.
  • Describe how a public health nurse (PHN) analyzes and narrows a population down using various kind of information including social determinants of health.
  • Compare a PHN’s approach to population health with a hospital system’s approach to population health

Once you submit your response, use the rubric to ensure that you have met all requirements and are satisfied with your submission. Use your self-assessment submission and any feedback you may garner to improve and refine your responses. Note that you do not need to resubmit your Self-Assessment to address feedback.

Use the following rubric to assess your responses.

Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations Explain what is meant by the term “population health” from a public health perspective. Learning Objective 2.1: Analyze population health Response does not adequately explain what is meant by the term “population health” from a public health perspective. Response adequately explains what is meant by the term “population health” from a public health perspective. Response clearly and completely explains what is meant by the term “population health” from a public health perspective. Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations from a public health perspective Describe how a public health nurse (PHN) analyzes and narrows a population down using various kind of information including social determinants of health. Learning Objective 2.2: Describe the process of targeting populations from a public health nursing perspective Response does not adequately describe how a public health nurse analyzes and narrows a population down using various kinds of information including social determinants of health. Response adequately describes how a public health nurse analyzes and narrows a population down using various kinds of information including social determinants of health. Response clearly and completely describes how a public health nurse analyzes and narrows a population down using various kinds of information including social determinants of health. Compare a PHN’s approach to population health with a hospital system’s approach to population health. Learning Objective 2.3: Compare the PHN approach to population health with the hospital system approach to population health Response does not adequately compare a PHN’s approach to population health with a hospital system’s approach to population health. Response adequately compares a PHN’s approach to population health with a hospital system’s approach to population health. Response clearly and completely compares a PHN’s approach to population health with a hospital system’s approach to population health.

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NURS 4210 – Role of the Nurse Leader in Population Health Course Guide & Examples

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NURS 4210 – Role of the Nurse Leader in Population Health Course Guide & Examples

NURS 4210 - Role of the Nurse Leader in Population Health Course Guide & ExamplesNURS 4210 – Role of the Nurse Leader in Population Health Course Guide & Examples

NURS 4210 – Role of the Nurse Leader in Population Health Course (5 credits)

  • PH4001 The Role of the Nurse Leader in Population Health
    • Analyze the role of the nurse leader in population health.
  • PH4002 Identifying Health Problems Within Your Community
    • Justify a public health problem within your community using multiple sources of data.
  • PH4003 Community Assessment (Practicum)
    • Analyze a population health problem based on a community assessment.
  • PH4004 Evidence-Based Practice in Public Health Nursing (Practicum)
    • Synthesize sources of information to inform public health nursing interventions.
  • PH4005 Evidence-Based Intervention Plan (Practicum)
    • Create an evidence-based primary intervention plan at the system level in collaboration with health leaders to improve the health of a population in your community.

PH4001 The Role of the Nurse Leader in Population Health Assignment

Description

Module 2 Pre-Assessment

Module Pre-Assessments are your opportunity to practice applying module content before final submission of your Competency Assessment. Your final Competency Assessment submission is an audio recording. Therefore, you may choose to write your Pre-Assessment responses here in paragraph form, as a script, or as another type of deliverable. Consider what would be most helpful for you.

For your Module 2 Pre-Assessment, respond to the following prompts. These prompts match those in your final Assessment. Be sure to support your responses with evidence from scholarly literature.

Prompts:

  • Explain what is meant by the term “population health” from a public health perspective.
  • Describe how a public health nurse (PHN) analyzes and narrows a population down using various kind of information including social determinants of health.
  • Compare a PHN’s approach to population health with a hospital system’s approach to population health

Once you submit your response, use the rubric to ensure that you have met all requirements and are satisfied with your submission. Use your self-assessment submission and any feedback you may garner to improve and refine your responses. Note that you do not need to resubmit your Self-Assessment to address feedback.

Use the following rubric to assess your responses.

Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations Explain what is meant by the term “population health” from a public health perspective. Learning Objective 2.1: Analyze population health Response does not adequately explain what is meant by the term “population health” from a public health perspective. Response adequately explains what is meant by the term “population health” from a public health perspective. Response clearly and completely explains what is meant by the term “population health” from a public health perspective. Rubric Criteria Does Not Meet Expectations Meets Expectations Exceeds Expectations from a public health perspective Describe how a public health nurse (PHN) analyzes and narrows a population down using various kind of information including social determinants of health. Learning Objective 2.2: Describe the process of targeting populations from a public health nursing perspective Response does not adequately describe how a public health nurse analyzes and narrows a population down using various kinds of information including social determinants of health. Response adequately describes how a public health nurse analyzes and narrows a population down using various kinds of information including social determinants of health. Response clearly and completely describes how a public health nurse analyzes and narrows a population down using various kinds of information including social determinants of health. Compare a PHN’s approach to population health with a hospital system’s approach to population health. Learning Objective 2.3: Compare the PHN approach to population health with the hospital system approach to population health Response does not adequately compare a PHN’s approach to population health with a hospital system’s approach to population health. Response adequately compares a PHN’s approach to population health with a hospital system’s approach to population health. Response clearly and completely compares a PHN’s approach to population health with a hospital system’s approach to population health.

NURS 4210 PH4001 The Role of the Nurse Leader in Population Health Discussion Paper Example

Description

Part 1 – Community Health Issues

To prepare for this assignment, the requirement includes reading the assigned chapters in your Stanhope and Lancaster text. Then, call the Department of Health or your local Public Health Department and speak to a nurse. Find out the top health concern(s) for your community. Please focus your attention on the unique tools that nurses who work in the community utilize to care for populations, including the Intervention Wheel.

Please listen to Dr. Attia’s Ted Talk in the resources for this week and then respond to the following questions:

  • Pick a top health issue in your community and describe some ways in which a nurse might improve this issue at the population level.
  • Are the problems that your colleagues are sharing the same as you are seeing in your communities, or are they different?
  • Help each other consider different aspects of intervention(s) at the system and community levels of care to address health problems in their own communities. Consider Dr. Attia’s profound message as you respond to your peers and think outside the box.

Resources Includes:

Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). St. Louis, MO: Elsevier.

  • Chapter 1, “Public Health Foundation and Population Health” (pp. 1-21)
  • Chapter 11, “Population-Based Public Health Nursing Practice: The Intervention Wheel” (pp. 231-254)
  • Chapter 31, “Health Equity and Care of Vulnerable Populations” (pp. 697-715)

http://wonder.cdc.gov/http://www.who.int/publicati…

https://www.ted.com/talks/larry_brilliant_wants_to…

https://www.ted.com/talks/peter_attia_what_if_we_r…

https://www.healthypeople.gov/2020/about/foundatio…

** On a side note, there has been an increase in whooping cough especially with minor children of immigrants within the community, who are reluctant to go to the doctor for check up or with illnesses. Most of these immigrants also tends to stay in overcrowded houses with sometimes over 4 families with kids living in a 2 bedrooms apartment.

Part 2 – An epidemic in the community

To prepare for this Assignment, visit the CDC Wonder site in this week’s resources. Investigate the incidence and prevalence of TB in your community. What information did you find? Analyze how your community compares to county, state, or national data for the same topic. Was the incidence and prevalence of each higher or lower than you expected?

Consider the following scenario: This is Debbie’s first year working as a nurse at the local health department in a rural county. Most of her days are spent in the clinic seeing clients who often do not have health insurance.

Over the past month, Debbie has noticed that several young Hispanic men have come to the health department, each diagnosed with tuberculosis. Debbie is concerned about what the outbreak of tuberculosis among the migrant workers could mean for the community. Through a community health profile, Debbie identifies the group of migrant farm workers as being at highest risk for contracting tuberculosis.

Using the Epidemiologic Triangle concept, consider the relationship among causal agents, susceptible persons, and environmental factors. Then, respond to the following:

  • As a BSN-prepared community health nurse, what steps should Debbie take next?
  • Considering economic and social considerations within the community, what are the primary, secondary, and tertiary interventions that Debbie might use in managing this outbreak?
  • Can similar interventions be applied to your community and its TB prevalence?
  • What considerations need to be addressed within your community that are different form Debbie’s community?

Resources:

Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). St. Louis, MO: Elsevier.

  • Chapter 6, “Environmental Health” (pp. 121-148)
  • Chapter 13, “Epidemiology” (pp. 269-298)
  • Chapter 14, “Infectious Disease Prevention and Control” (pp. 299-332)
  • Chapter 15, “Communicable and Infectious Disease Risks” (pp. 333-355)
  • Chapter 17, “Community as Client: Assessment and Analysis” (pp. 370-394)

https://ezp.waldenulibrary.org/login?qurl=https%3A…

http://wonder.cdc.gov/

https://www.ted.com/talks/maryn_mckenna_what_do_we…

PH4002 Identifying Health Problems Within Your Community

Description

Complete the following steps:

STEP 1: COLLABORATE WITH A PUBLIC HEALTH OFFICIAL (COBB COUNTY )

Consider the health problems that you see in the community in which you live. Choose one that is most critical and interesting to you. Then, collaborate with a local public health department or state public health department professional to determine what their priorities are. For example, if your health priority is related to teen obesity, contact a school nurse. Use the interaction template to guide your conversations.

The purpose of the collaboration is to determine what the priorities are with regard to health problems, the actions that the health professionals have already taken to mitigate these priorities in the past 5 to 10 years, and the role that social determinants play. If the officials you talk to have differing critical health issues from the one you identified, you may choose the problem you had previously identified or a health priority that was identified as a priority by your local public health official and state public health official during your conversations.

Use the Interaction Template to record the names of the people you collaborated with, their positions, responses to your questions, and a summary of what you learned. The Interaction Template will also help to guide your conversation.

STEP 2: LOCATE HEALTH DATA

Using the sources of data listed in the resource grid or other reputable and applicable sources of health data, locate data from multiple sources to support your selected health priority. Be sure to locate data both locally (within the community, county, or state) and from the national perspective. If your selected health priority does not have ample data to support it, consider focusing on a different health priority.

Verifying a Health Problem Within the Community

WRITE A PAPER THAT INCLUDES THE FOLLOWING:

The health problem being addressed by primary prevention that will be the focus of your practicum project (i.e.., an issue that is being actively prevented before it occurs)

The specific population within your community that is particularly affected by the problem and the multiple demographics that help to focus your population (e.g., vaccination compliance in 3-year-olds who attend preschool or obesity in middle-aged Hispanic men)

A description of the population’s social determinants and health behaviors that may be affecting health outcomes

  • How the collaboration informed your selection of the public health problem

A list of the sources of data that you consulted regarding your health priorities, along with a summary of each source and the data gleaned from it. Include a comparison between local and national data

PH4001

Interaction Form

Local or State Health Department

Name:   Date:

Health Professional Name:

Health Professional Position:

Use the following topics to guide your discussion with a local or state public health official.

Topic 1:

Priorities and problems: What are the priorities of the health department?

 

Topic 2:

Interventions: What interventions has the health department implemented in the past 5 to 10 years?

 

Topic 3:

Social determinants of health: How has the health department addressed issues of social determinants of health?

 

Summary:

 

PH4001

Interaction Form

Health Worker

Name:   Date:

Health Professional Name:

Health Professional Position:

Use the following topics to guide your discussion with a public health official.

Topic 1:

Priorities and problems: What are the priorities of the health department?

 

Topic 2:

Interventions: What interventions has the health department implemented in the past 5 to 10 years?

 

Topic 3:

Social determinants of health: How has the health department addressed issues of social determinants of health?

 

Summary:

PH4002 Module1 Verifying a Health Problem Within the Community

Description

Verifying a Health Problem Within the Community

In preparation for the intervention that you will design in PH4005, write a 2- or 3-page paper that includes the following:

  • The health problem being addressed by primary prevention that will be the focus of your practicum project (i.e.., an issue that is being actively prevented before it occurs)
  • The specific population within your community that is particularly affected by the problem and the multiple demographics that help to focus your population (e.g., vaccination compliance in 3-year-olds who attend preschool or obesity in middle-aged Hispanic men)
  • A description of the population’s social determinants and health behaviors that may be affecting health outcomes
  • How the collaboration informed your selection of the public health problem
  • A list of the sources of data that you consulted regarding your health priorities, along with a summary of each source and the data gleaned from it. Include a comparison between local and national data

Along with the paper identifying and verifying your health problem, you will also scan and submit your Interaction Templates.

PH4003 Community Assessment (Practicum)

Overview

For this Performance Task Assessment, you will take a deeper look into your selected population through a community assessment windshield survey. You will gather data through observation, interview, and research and determine what resources are available and what barriers to health exist.

Submission Length: Completed report template

Instructions

To complete this Assessment, do the following:

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

Your response to this Performance Task should reflect the criteria provided in the Rubric and adhere to the required length. This Assessment requires submission of one (1) file. Save your file as follows: PH4003_firstinitial_lastname (for example, PH4003_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Community Assessment Report

In PH4002, you identified a public health problem that is occurring in your community, which you will use as the subject of your practicum project. In addition to conferring with public health professionals and synthesizing data surrounding your public health problem, you also need to gain a clearer picture of the community and population involved. To do this, you will analyze the community firsthand by driving or walking around within it, noting the resources that are available in the community, and identifying possible contributing factors present in the community. Before embarking on your community assessment, read through the Community Assessment Report Template and Chapter 17 of the Stanhope and Lancaster textbook to ensure that you understand what is expected. You may also choose to search for examples of windshield surveys and community assessments on the Internet to gather ideas for your assessment.

After completing your community assessment, you will prepare a report that itemizes each of your observations and offers findings and conclusions. The Report Template can aid you in developing this report. However, this template is just a basic tool. You may need to add, delete, or modify the topics included based on your individual public health problem and community.
The Community Assessment Report Template includes the following sections and topics:

Click each of the items below for more information on this Assessment.

Section 1: Introduction:

  • Explain the purpose of a community assessment and why you are performing this one.
  • Explain how specific social determinants within the community might impact the overall health of the community.
  • Give a background of the health problem that you identified in PH4002 and describe any information that you have already gathered on the topic.
  • Define the section of the community that you are assessing:
    • The section of the community should correspond to the population selected for the practicum problem in PH4002.
      • Example 1: A lack of vaccination among elderly could focus on senior housing projects in a specific area.
      • Example 2: A lack of vaccination among low-income children might focus on low-income housing situations in a specific area.
    • It is preferred that the selected area has specific boundaries if possible.
      • It is not feasible to perform the windshield survey of large areas such as the City of Chicago or Atlanta or the State of Wisconsin; you must select bounded areas such as from 99th Street North to 108th Street West, since you must either walk or drive around. Selecting a ZIP code is a common way of setting boundaries.
      • Note: It is not advisable to perform your windshield survey in an area that is unsafe. Also, perform your survey in daylight hours, and take any and all precautions to keep yourself safe.
    • If a specific target area cannot be identified because the problem is widespread throughout the area, then you may use a section of the community that is new to you or a section that is home to a specific population (e.g. Chinatown, Manhattan, or the Fillmore District of San Francisco).
  • Give a description of the size and density of the population with which you are concerned. Include any appropriate demographics (e.g., race, ethnic groups, gender, age) both current and historically.

Section 2: Perform a Windshield Survey

  • The windshield survey should reflect that which is described in the Community Assessment Report Template and as noted in your readings. As each community is different, topics on the Community Assessment Report Template may need to be tailored to fit the needs of the selected population. It is critical for this part of the project that you actually drive or walk around the community that you are investigating.
  • Be sure to capture pictures of some observations to include in your report.

Section 3: Findings and Conclusions

  • Based on the information that you have gathered:
    • Explain your overall impression of the community and population.
    • Analyze the strengths and weaknesses of the community and population.
    • Evaluate the overall healthiness of the community and population.
    • Analyze the safety of the community.
    • Make inferences about which elements that you observed may contribute to the health problem with which you are concerned.
    • Be sure to consider the social determinants of health, the cultural factors that apply, and any other specific observations regarding your population and community.
  • Support your responses with evidence from health data, literature, and observations.
  • Include a reference page at the end of your report.

PH4004 Evidence-Based Practice in Public Health Nursing

Part 1: Evidence-Based Practice in Public Health Short Answer

Respond to the following questions in the table provided.

Why should evidence be used when designing interventions in public health nursing?

Including evidence-based nursing practice provides:

  • Scientific research to make well-founded decisions
  • Updated, new medical protocols for patient care
  • Documented interventions that fit patient profiles, increasing recovery in patients.

When designing interventions in public health nursing helps clarify available interventions that can be used for effective patient care and patient outcomes.

While researching and designing interventions, research can be evaluated to understand its risk and effectiveness in diagnosis and treatments. Evidence-based practice allows nurses to include patients in having a proactive role in their healthcare by voicing concerns, values, and preferences on how to proceed. This leads to an optimum procession.

How does evidence-based practice in public health nursing differ from evidence-based practice in acute care?

Public health nursing Acute care
Diagnosis and treatment is done by physicians No medical diagnosis or treatment was provided by physicians
the best available evidence for decision-making think critically, analyze complex making situations, perform health assessments, and make decisions
providing efficient and effective care for patients on a scientific basis

 

 do not always make decisions based on the up-to-date high-quality evidence

 

This is more scientific knowledge, nurses and physicians can use their knowledge and apply the most current research and scientific knowledge in an acute care setting to help bring the patients back to their base line or healthy normal state

Why is it important to use evidence when designing interventions in public health nursing?

Evidence base practice is important because ithelpsprovidethe quality care to all patients and it also improve the care for all individuals.Evidence based practice is utilizedby public health to make the appropriate decisions withinthe public health services.

How does evidence-based practice in public health nursing differ from evidence-based practice in acute care?

Evidence based practice in public health is contribute inmaking reasonabledecisions withthe new scientificmethod, evidence-basedpractice, gather information and research within the community. This evidence-basedpractice would also benefitthe community because it createsmore access, good data on how to properlyprovide the quality practice. In contrast of evidence-basedpractice in acute caresetting is dealing with improvement of the quality health care provided. This evidence basedpracticeisutilize to evaluatethe performance and the outcome

Part 2: Evaluating and Selecting Appropriate Evidence

Locate five sources of evidence that discuss interventions for the public health problem you identified in PH4002. You can find scholarly articles in the Walden Library and find evidence housed within the Community Guide as a starting point for your search. You can also use one scholarly resource from the Centers for Disease Control and Prevention, National Institutes of Health, or other reputable health websites.

  • Use APA style for your citations.
  • For each of your sources, perform a systematic review: summarize the information, anddescribe the interventions and strategies used and the effectiveness of each strategy.   
  • Comment on the key characteristics of the evidence that would be appropriate for the population identified in your public health problem. Be sure to consider the social determinants of health, the cultural factors that apply, and any other specific observations regarding your population and community.
    • The following website can serve as a guide in selecting and evaluating resources:
    • National Institutes of Health. (2016, April). Introduction to evidence based public health information resources
    • https://www.nihlibrary.nih.gov/sites/default/files/evidencebasedpublichealthslides.pdf

o  

Source 1 (APA citation)

(Nishi et al., 2020)

Summary

This intervention study aims to discuss the economic impact of lockdowns during COVID 19 pandemic by implementing network interventions.

The strategies used in this study focus on the goal of how to resume networking social activities while keeping the number of disease transmissions to the lowest. Lockdowns are a huge blow not just to the economy but also to people’s mental and physical health.

Reduced physical activity and social interaction have seen a global rise in depression, domestic violence, and reduced access to health care.

Strategies Used

  1. Dividing groups: A group of people engaging in the same activity, at the same location, are divided into two subgroups.

Gathering in the same place creates a potential for transmission.

However, these subgroups retain their activities but are divided based on numbers. For example, if 60 people can visit a shopping mall between 9 AM to 3 PM, the other 40 will visit between 2 PM to 8 PM.

  1. Balancing groups:

People are divided into two equal groups and each group is directed to a different location. For example, hospitals redirecting ambulances to a less crowded hospital for more prompt emergency treatment.

Effectiveness of the Strategies

  1. If employees or the environment do not mediate between the groups, this strategy can be employed to reduce transmission, by age or group such as elderly, immunocompromised.
  2. Using this strategy, the number of customers (or patients) remains the same but the chances of transmission due to over-crowding a location are reduced.

Application to Your Population and Health Problem

 As primary prevention, these strategies can be used to restrict exposure. For example, limiting the number of appointments directed to a certain specialist in the hospital and dividing patients equally between doctors. This will protect the doctor from over-exposure and patients who are non-infected but immunocompromised.

This assumption is of course independent of unaccounted variables like the staff, and other environmental factors.

Source 2 (APA citation)

(Imai et al., 2020)

Summary

This research article studies the non-pharmaceutical interventions (NPIs),

Strategies Used

Social distancing strategies were applied in these ways:

  1. Isolation

Effectiveness of the Strategies

Once again, the effectiveness of these strategies beyond

Application to Your Population and Health Problem

 

PH4005 Evidence-Based Intervention Plan

Module 1 Pre-Assessment

Module Pre-Assessments are your opportunity to practice applying module content before final submission of your Competency Assessment. Your final Competency Assessment is in PowerPoint presentation format. Therefore, you may choose to write your Pre-Assessment responses here in paragraph form, as a set of slides, or as another type of deliverable. Consider what would be most helpful for you.

For your Module 1 Pre-Assessment, respond to the following prompts. These prompts match those in your final Assessment. Be sure to support your responses with evidence from scholarly literature.

PH4005: Evidence-Based Intervention Plan (Practicum)

Overview

For this Performance Task, you will prepare a presentation that details research about a public health problem in your community and presents a plan for how it can be prevented at the primary level of prevention with a focus on the system level of care. Your presentation will include work you have completed in PH4002, PH4003, and PH4004 and focus on mitigating determinants of health that are “upstream.” You will also solicit feedback on your plan from one healthcare professional, analyze the feedback by preparing a summary paper, and then incorporate that feedback into your intervention plan.

Submission Length: 14- to 19-slide PowerPoint presentation and a 1- to 2-page reflection paper

Instructions

To complete this Assessment, do the following:

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

Your response to this Performance Task should reflect the criteria provided in the rubric and adhere to the required length. This Assessment requires submission of two (2) files: the practicum presentation and the reflection essay. Save the practicum presentation as PH4005_PracticumPresentation_ firstinitial_lastname (for example, PH4005_PracticumPresentation_J_Smith). Save the reflection essay as PH4005_ReflectionEssay_ firstinitial_lastname (for example, PH4005_ReflectionEssay_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Practicum Presentation

Your practicum presentation is the culmination of all the work you have accomplished so far in this Area of Expertise. You will include a presentation of all your synthesized research about a health problem in your community, a plan for how to intervene, and a plan for how to evaluate your intervention. Your presentation will include information you developed in PH4002, PH4003, and PH4004. Use the following guide to create your presentation and essay:

For the first three sections of your presentation, use the Practicum Presentation Template to synthesize information that you prepared in PH4002, PH4003, and PH4004. Include the following:

Defining the Health Problem

  • Describe and quantify the health problem (2–3 slides)
  • Summarize information gathered from the community assessment (2–3 slides)
  • Synthesize and evaluate the literature (2–3 slides)

Developing an Intervention Plan (6–7 slides)

Use the research you completed for PH4002, PH4003, and PH4004 to develop your own intervention plan. Include the following:

  • A description of your intervention plan
  • An outline of the steps that you would take to implement your intervention plan
  • An explanation of the social and cultural characteristics that you took into consideration when developing your intervention plan
  • An explanation of how your intervention plan addresses risk factors, social determinants, upstream factors, and access to resources for the health problem in your community
  • An explanation of the possible barriers to implementing the intervention plan

Developing a Plan to Evaluate Success (2–3 slides)

Finally, develop a plan that you can use to evaluate an intervention’s success. Include the following:

  • A description of criteria that can be used to benchmark successful interventions
  • An explanation of specific goals for the evaluation of the intervention

Include 1–2 slides that list the resources used in your intervention plan and evaluation plan.

Presenting Your Intervention Plan

The next step in this Assessment is to present your entire PowerPoint presentation to at least one healthcare professional in the community (preferably one with whom you collaborated initially) and ask them for their help in improving your intervention plan. Before you begin your presentation, hand out the Feedback Form to the attendee(s) and ask them to fill it out as you present. After your presentation, collect the form(s), read through the comments, and incorporate the feedback into your reflection paper. These forms should be scanned and inserted at the end of your reflection paper.

Reflecting on Your Plan

Based on the feedback from your presentation, write a 1- to 2-page essay that addresses the following:

A list of the changes you could make to your intervention plan in response to the feedback you received about your presentation

  • An explanation of how your intervention might be enhanced through the feedback
  • A list of ways you could implement your intervention in the community by collaborating with other nurses, healthcare professionals, government representatives, or community leaders

At the end of your essay, insert scanned copies of the Feedback Form(s) from each of the health professionals who were present for your presentation. (The scans of your Feedback Forms are not included in the overall page count for the “Reflecting on Your Plan” portion of your Assessment.)

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NURS 4115 GH4004 The State of Global Health Assignment Example

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NURS 4115 GH4004 The State of Global Health Assignment Example

NURS 4115 GH4004 The State of Global Health AssignmentNURS 4115 GH4004 The State of Global Health Assignment

NURS 4115 GH4004 The State of Global Health Assignment Brief

Course: NURS 4115 – Role of the Nurse in Public and Global Health

Assignment Title: NURS 4115 GH4004 The State of Global Health Assignment

Assignment Instructions Overview

In this Performance Task Assessment, students will compare and contrast health problems and healthcare system data from the United States with another country that is demographically different. The aim is to gain a deeper understanding of how different healthcare systems address similar health problems and to identify factors contributing to these issues. This comprehensive analysis will involve gathering and synthesizing data on population demographics, healthcare spending, prevalence and incidence of the selected health problem, and efforts for containment and mitigation.

Understanding Assignment Objectives

The primary objective of this assignment is to enhance your understanding of global health issues by analyzing how different countries manage similar health problems. You will:

  • Collect and compare health data from the United States and a demographically different country.
  • Explore the healthcare systems and their effectiveness in managing the selected health problem.
  • Identify and explain various factors, including environmental, nutritional, and economic considerations, that contribute to the health problem.
  • Investigate current efforts for the containment and mitigation of the health problem in both countries.

The Student’s Role

As a student, your role is to conduct a thorough comparative analysis using the provided template and narrative guidelines. This involves:

  • Selecting a Health Problem: Choose a health problem present in both the United States and another demographically different country. Justify your selection based on its significance and impact.
  • Data Collection: Gather relevant health data for both countries, focusing on population demographics, healthcare spending, incidence, and prevalence of the health problem.
  • Analysis and Comparison: Use the Compare and Contrast Template to systematically record and analyze the collected data. Highlight similarities and differences in the healthcare systems and their approaches to managing the health problem.
  • Narrative Synthesis: Develop a comprehensive narrative that synthesizes your findings, discusses how each country addresses the health problem, and explores the role of nurse leaders in improving global health.

Competencies Measured

This assignment will help measure the following competencies:

  • Critical Thinking and Analysis: Evaluate and interpret health data, identify key issues, and compare different healthcare systems.
  • Research Skills: Collect and synthesize data from reliable sources, including scholarly articles, government reports, and healthcare databases.
  • Communication Skills: Present your findings clearly and concisely in both the Compare and Contrast Template and the narrative explanation, adhering to scholarly writing standards and proper APA formatting.
  • Global Health Awareness: Demonstrate an understanding of global health issues, the impact of different healthcare systems, and the role of healthcare professionals in addressing these challenges.

You Can Also Check Other Related Assessments for the NURS 4115 – Role of the Nurse in Public and Global Health Course:

NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment – Module 1 Pre-Assessment Example

NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Assignment Example

NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Paper Assignment Example

NURS 4115 GH4004 The State of Global Health Assignment Example

Part I: Compare and Contrast Template

Health Problem Selection

I have selected Type 2 Diabetes Mellitus (T2DM) as the health problem for this comparison. T2DM is a significant global health issue due to its high prevalence and the severe complications it can cause, including cardiovascular disease, kidney failure, and neuropathy. I chose T2DM because it is a growing concern in both developed and developing countries, providing a broad perspective on how different healthcare systems address this chronic condition.

Health Data for Each Country

Task United States India
2a. Population and demographics Population: 331 million, Age distribution: 0-14 years: 18.6%, 15-64 years: 64.8%, 65+ years: 16.6% Population: 1.4 billion, Age distribution: 0-14 years: 26.6%, 15-64 years: 67%, 65+ years: 6.4%
2b. Annual per capita income $65,297 $2,171
2c. Annual per capita spending on healthcare $11,582 $73
3. Incidence of T2DM Approximately 1.5 million new cases diagnosed per year Approximately 2.3 million new cases diagnosed per year
4. Prevalence of T2DM About 10.5% of the population About 8.9% of the population
5. Healthcare system of workers/professionals available A mix of public and private sectors, including endocrinologists, primary care physicians, nurses, dietitians, and diabetes educators Predominantly public sector with a significant private sector presence, including general practitioners, endocrinologists, nurses, and community health workers
6a. Epidemiological triangle Host: Genetic predisposition, lifestyle factors; Agent: High blood sugar levels; Environment: Urbanization, sedentary lifestyle, high-calorie diet Host: Genetic predisposition, lifestyle factors; Agent: High blood sugar levels; Environment: Rapid urbanization, changing dietary habits, limited access to healthcare
6b. Environmental impacts Availability of processed foods, sedentary jobs, high healthcare costs, comprehensive but fragmented healthcare system Limited access to quality healthcare, high consumption of refined carbohydrates, traditional diets shifting to processed foods
7a. Nutritional considerations High intake of processed and fast foods, insufficient physical activity Traditional diets high in carbohydrates, increasing intake of processed foods
7b. Economic considerations High healthcare costs, significant burden on health insurance systems Low healthcare spending, out-of-pocket expenses burden on families
7c. Costs of medication/treatment High cost of medications and treatments, significant insurance coverage Lower cost of medications, limited insurance coverage, high out-of-pocket expenses
8. Current efforts for containment/mitigation 1. National Diabetes Prevention Program (NDPP), 2. Public health campaigns promoting healthy lifestyles 1. National Program for Prevention and Control of Cancer, Diabetes, Cardiovascular Diseases and Stroke (NPCDCS), 2. Ayushman Bharat health insurance scheme

 

Part II: Narrative Explanation

Addressing Type 2 Diabetes Mellitus in the United States and India

Summary of Current Approaches

In the United States, T2DM is primarily managed through a combination of public health initiatives and individualized medical care. The National Diabetes Prevention Program (NDPP) is a key initiative aimed at reducing the incidence of T2DM through lifestyle interventions, including diet and exercise modifications. Public health campaigns also play a significant role, focusing on raising awareness about the risks of T2DM and promoting healthy living. Medical management involves a multidisciplinary approach with primary care physicians, endocrinologists, dietitians, and diabetes educators working together to provide comprehensive care, including medication management, lifestyle counseling, and regular monitoring of blood sugar levels.

In contrast, India addresses T2DM through a mix of national programs and community-based interventions. The National Program for Prevention and Control of Cancer, Diabetes, Cardiovascular Diseases and Stroke (NPCDCS) focuses on early diagnosis, treatment, and management of T2DM, particularly in rural and underserved areas. Ayushman Bharat, a health insurance scheme, aims to provide financial protection and improve access to quality healthcare for the population. Community health workers play a crucial role in delivering healthcare services and educating the population about T2DM prevention and management. Despite these efforts, challenges such as limited healthcare infrastructure and high out-of-pocket expenses remain significant barriers.

Healthcare System Approaches

The United States utilizes a combination of public and private healthcare systems to manage T2DM. The emphasis is on early diagnosis, patient education, and continuous management to prevent complications. Health insurance plays a critical role in covering the costs of medications and treatments, although high costs remain a concern for many patients. The healthcare system in the US is characterized by advanced medical technology and a wide range of healthcare providers, which supports comprehensive T2DM management.

In India, the healthcare system is predominantly public, with a significant private sector presence. Efforts to manage T2DM include government-led programs like NPCDCS, which focus on early detection and management, and community health initiatives that emphasize education and lifestyle changes. The Ayushman Bharat scheme aims to reduce financial barriers to healthcare access. However, the healthcare system faces challenges such as limited infrastructure and healthcare workforce, particularly in rural areas.

Role of the Nurse Leader in Improving Global Health

Nurse leaders play a pivotal role in improving global health, particularly in managing chronic conditions like T2DM. In both the United States and India, nurse leaders can advocate for and implement evidence-based practices to enhance patient care. They are instrumental in educating patients and communities about T2DM prevention and management, promoting healthy lifestyles, and supporting adherence to treatment plans. Nurse leaders also contribute to policy development, research, and quality improvement initiatives aimed at reducing the burden of T2DM. By collaborating with other healthcare professionals and stakeholders, nurse leaders can drive efforts to improve healthcare access, reduce disparities, and enhance the overall quality of care for individuals with T2DM globally.

References

American Diabetes Association. (2022). Statistics About Diabetes. Retrieved from https://diabetes.org/about-us/statistics/about-diabetes

World Health Organization. (2022). Global Report on Diabetes. Retrieved from https://www.who.int/diabetes/global-report/en/

Ministry of Health and Family Welfare, Government of India. (2022). National Program for Prevention and Control of Cancer, Diabetes, Cardiovascular Diseases and Stroke (NPCDCS). Retrieved from https://www.nhp.gov.in/npcdcs

National Diabetes Prevention Program. (2022). Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/diabetes/prevention/index.html

Detailed Assessment Instructions for the NURS 4115 GH4004 The State of Global Health Assignment

Description

Overview

For this Performance Task Assessment, you will compare and contrast health problems and healthcare system data from the United States to health problems and healthcare system data from one other country that is demographically different from the United States.

Instructions

To complete this Assessment, do the following:

  • Be sure to adhere to the indicated assignment length.
  • Review the Compare and Contrast Template and the List of Health Concerns/Problems.
  • Complete the Compare and Contrast Template.

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This assessment requires submission of two (2) documents: Compare and Contrast Template and Narrative. Save your Compare and Contrast Template file as GH4004_CompareandContrast_firstinitial_lastname (for example, GH4004_CompareandContrast_J_Smith). Save your Narrative file as GH4004_Narrative_firstinitial_lastname (for example, GH4004_Narrative_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

You will compare and contrast health problems and the healthcare system of United States to one other country that is demographically different from the United States with regard to one health problem that is present in both countries.

This Assessment has two parts. Click each of the items below for more information on this Assessment.

PART I: COMPARE AND CONTRAST TEMPLATE

In the Compare and Contrast Template, address the following:

  1. Explain the health problem you selected and why you chose that problem.
    1. Identify and record the health data for each country for the health problem selected.
  2. Identify the following for each country:
    1. Population and demographics
    2. Annual per capita spending on healthcare
  3. Describe the prevalence of the health problem in each country.
  4. Describe the healthcare system of workers/professionals who are available to serve the population for the health problem in each country.
  5. Explain the following list of factors that may contribute to the existence of the health problem in each country:
    1. The elements of the epidemiological triangle, if applicable.
    2. Environmental impacts (including the healthcare delivery system) that may apply to the health problem.
  6. Explain the multifactorial relationships for the health problem in each country:
    1. Nutritional considerations, if applicable.
    2. Economic considerations.
    3. The costs of medication and/or treatment in the healthcare system.
  7. Explain at least two current efforts for containment/mitigation of the health problem by the healthcare system in each country.

PART II: NARRATIVE EXPLANATION

  1. Synthesize the information you gathered for each country in the Compare and Contrast Template into a 2- to 3-page response. Your response should address the following:
    1. Summarize how the health problem you selected is currently addressed by the healthcare system in each of the countries. Be specific and provide examples.
    2. Explain at least one approach each country’s healthcare system uses to address the selected health problem.
    3. Explain the role of the nurse leader in improving global health.

GH4004 Compare and Contrast Template

Instructions: Complete the Compare and Contrast Template by recording the information in the template as either a bulleted list or in complete sentences. Be sure to reference the scholarly resources consulted in obtaining the information recorded below.

  1. Explain the health problem you selected and why you chose that problem.

 

Identify and record the health data for each country for the health problem you selected.

Task United States Other Country
2a. Identify the following for each country:

 

Population and demographics

 

    
2b. Identify the following for each country:

 

Annual per capita income

 

    
2c. Identify the following for each country:

 

Annual per capita spending on healthcare

 

    
3. Describe the incidence of the health problem in each country.

 

    
4. Describe the prevalence of the health problem in each country.

 

    
5. Describe the healthcare system of workers/professionals who are available to serve the population for the health problem in each country:    
6a. Explain the following list of factors that may contribute to the existence of the health problem in each country:

 

Describe the elements of the epidemiological triangle, if applicable

 

    
6b. Explain the following list of factors that may contribute to the existence of the health problem in each country:

 

Describe environmental impacts (including the healthcare delivery system) that may apply to the health problem in each country

    
7a. Explain the multifactorial relationships for the health problem in each country:

 

Nutritional considerations, if applicable

 

    
7b. Explain the multifactorial relationships for the health problem in each country:

 

Economic considerations

 

    
7c. Explain the multifactorial relationships for the health problem in each country:

 

The costs of medication and/or treatment in the healthcare system

 

    
8. Explain at least two current efforts for containment/mitigation by the healthcare system for the health problem in each country.

 

    

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NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Paper Example

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NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Paper Example

NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Paper AssignmentNURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Paper Assignment

NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Assignment Brief

Course: NURS 4115 – Role of the Nurse in Public and Global Health

Assignment Title: NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Assignment

Understanding Assignment Objectives

The primary objective of this assignment is to enhance your understanding and ability to provide culturally competent care. As a nurse, it is crucial to recognize and respect the diverse cultural backgrounds of your patients. This task involves creating a podcast episode where you will discuss cultural competency in healthcare, focusing on high-quality care delivery to individuals from various cultural backgrounds.

The Student’s Role

In this assignment, you will take on the role of a nurse leader who is tasked with educating your peers on the importance of cultural competency in healthcare. Your goal is to highlight the diversity within your community and provide practical strategies to ensure that all patients receive respectful and effective care, regardless of their cultural background. You will:

  • Identify and describe different cultures within your community.
  • Analyze the interactions between these cultures and their impact on healthcare delivery.
  • Discuss how cultural differences can affect patient outcomes.
  • Offer strategies for you and your colleagues to enhance cultural awareness and sensitivity.
  • Encourage ongoing education and collaboration among healthcare professionals to foster a culturally competent healthcare environment.

Competencies Measured

This assignment measures several key competencies, including:

  • Cultural Awareness and Sensitivity: Demonstrating an understanding of various cultural beliefs, values, and practices and their implications for healthcare.
  • Communication Skills: Effectively conveying information about cultural competency in a clear, engaging, and informative manner.
  • Critical Thinking: Analyzing and interpreting the impact of cultural differences on patient care and outcomes.
  • Leadership and Advocacy: Promoting cultural competence among healthcare professionals and advocating for high-quality care for all patients.

You Can Also Check Other Related Assessments for the NURS 4115 – Role of the Nurse in Public and Global Health Course:

NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment – Module 1 Pre-Assessment Example

NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Assignment Example

NURS 4115 GH4004 The State of Global Health Assignment Example

NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Paper Example

Introduction

Welcome to my podcast on cultural competency in nursing. Today, I will explore the importance of understanding and integrating cultural differences into healthcare to ensure high-quality patient care. I will focus on identifying different cultures within our community, how cultural interactions affect patient outcomes, and strategies for nurses to provide culturally competent care.

Identifying Cultures in the Community

Our community is made of diverse collection of cultures, which includes a significant population of Hispanic and Asian individuals, as well as a growing Somali refugee community. Each of these groups brings unique cultural characteristics, languages, and traditions that impact their healthcare experiences.

Hispanic Community

The Hispanic community often shares cultural traits such as strong family bonds, a preference for traditional medicine, and the Spanish language. Family members are usually deeply involved in healthcare decisions, and there is often a reliance on herbal remedies and traditional healing practices.

Asian Community

The Asian community, comprising individuals from various countries such as China, India, and the Philippines, also exhibits distinct cultural traits. Respect for authority, the use of traditional medicine, and the importance of modesty are common. Language barriers can also be significant, with many older adults preferring to communicate in their native languages.

Somali Refugee Community

The Somali community, largely composed of Muslim individuals, adheres to religious practices that can influence healthcare, such as dietary restrictions and prayer routines. There is often a need for gender-specific care, where female patients may prefer female healthcare providers.

Interactions Among Cultures

Interactions among these diverse cultures can be complex. For example, the Hispanic community’s reliance on family for decision-making may clash with the more individualistic approach common in Western healthcare. Similarly, language barriers can lead to misunderstandings and decreased patient satisfaction.

Impact of Cultural Differences on Patient Outcomes

Cultural differences can significantly affect patient outcomes. Miscommunication due to language barriers or differing health beliefs can lead to non-compliance with medical advice, misdiagnosis, and overall poorer health outcomes. For instance, a Hispanic patient might not adhere to prescribed medications if they believe in using traditional remedies instead.

Strategies for Culturally Competent Care

To ensure culturally competent care, it is crucial for healthcare providers to be aware of the cultures they serve. This involves active listening, empathy, and a willingness to learn about and respect cultural differences. Here are some strategies:

  • Cultural Awareness Training: Regular training sessions can help healthcare workers understand the cultural nuances of the communities they serve. This training should cover language skills, cultural beliefs, and traditional practices.
  • Language Services: Providing interpreters and translated materials can bridge the communication gap. For example, having medical forms available in Spanish and Somali can enhance understanding and compliance.
  • Cultural Liaisons: Employing cultural liaisons who belong to the same cultural groups as the patients can facilitate better communication and trust.
  • Patient-Centered Care: Adopting a patient-centered approach where patients’ cultural needs and preferences are prioritized can improve outcomes. This might involve accommodating dietary restrictions or understanding the significance of family involvement in healthcare decisions.
  • Community Engagement: Engaging with the community through outreach programs and partnerships with local cultural organizations can provide valuable insights and foster trust.
  • Encouraging Colleagues: Encouraging colleagues to educate themselves about the cultures around them is vital. As nurse leaders, we must lead by example, promoting an environment of continuous learning and cultural sensitivity. Sharing resources, attending cultural competency workshops, and discussing cultural experiences in team meetings can enhance our collective ability to provide high-quality care.

Conclusion

In conclusion, providing culturally competent care is essential for ensuring positive health outcomes in our diverse community. By understanding and respecting cultural differences, employing effective communication strategies, and engaging with the community, we can enhance the quality of care we provide. Let’s commit to ongoing education and cultural sensitivity to better serve our patients.

Thank you for listening to this podcast. We hope you found it insightful and that it inspires you to take proactive steps in providing culturally competent care in your practice.

Detailed Assessment Instructions for the NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Assignment

Description

Overview

For this Performance Task Assessment, you will create a podcast episode where you will discuss cultural competency and providing high quality care to those of varying cultures.

Submission Length: 5- to 7-minute podcast episode (audio recording)

Instructions

To complete this Assessment, do the following:

  • Be sure to adhere to the indicated assignment length.

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

Your response to this Performance Task should reflect the criteria provided in the Rubric and adhere to the required length. This Assessment requires submission of one (1) file. Save your file as follows: GH4003_firstinitial_lastname (for example, GH4003_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Providing Culturally Competent Care

Consider the cultures that are represented in your area. Do you live in a rural, urban, or suburban area? Is there a particular religion or political affiliation that is prevalent? Is there an activity or lifestyle that has a specific knowledge and behavior set? Culture is not always related to race and ethnicity. It is also comprised of a group of people that share similar characteristics, knowledge, language, religion, cuisine, social habits, music, etc. As a nurse, it is your responsibility to provide high quality care to people from cultures different from your own and be aware of how culture might impact your ability to provide that care.

In this Performance Task Assessment, you will create a 5- to 7-minute audio recording “podcast episode” in which you discuss some of the cultures in your area and how you, as a nurse leader, can help to ensure that every patient receives high quality care. You will use the “Record Audio” function in Brightspace, which is found in the Submission Folder for the Competency Assessment.

In your podcast recording, address the following prompts. You may want to create an outline to guide you while recording. A written component, however, is not required for submission.

  • Identify two or more cultures that are represented in your community. Keep in mind the definition of culture and the fact that culture is not just about ethnicity.
  • Describe how the differing cultures in your community interact.
  • Explain how differences in culture can lead to poor patient outcomes.
  • Explain how you and your colleagues can ensure that you are aware of these cultures and interactions and the traditions and norms that could impact how you, as a nurse, provide care.
  • Encourage your colleagues to educate themselves about the cultures around them and how they, as nurse leaders, can use this information to provide high quality care.

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NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Paper Example

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NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Paper Example

NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness AssignmentNURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Assignment

NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Paper Assignment Brief

Course: NURS 4115 – Role of the Nurse—Public and Global Health

Assignment Title: NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Assignment

Assignment Instructions Overview

This assignment involves creating three distinct forms of communication aimed at preventing and addressing disasters and public health emergencies. Each communication must be tailored to a specific audience and context to effectively convey crucial information regarding disaster preparedness and response. The three communications required are:

  1. An email to fellow nurses explaining the potential ramifications of a selected public health emergency and detailing the role of the nurse leader in such scenarios.
  2. A public service announcement (PSA) to be broadcast within your facility, highlighting your agency’s role in responding to the emergency and emphasizing the importance of this role.
  3. Another form of communication directed to a partner agency, discussing the collaborative steps to be taken in response to the public health emergency.

These tasks are designed to assess your ability to communicate effectively in various formats and contexts, demonstrating a comprehensive understanding of disaster preparedness and response.

Understanding Assignment Objectives

The primary objective of this assignment is to evaluate your competency in preparing for and responding to public health disasters and emergencies as a nurse leader. You will need to:

  • Demonstrate an understanding of the potential impacts of specific public health emergencies.
  • Illustrate the roles and responsibilities of nurse leaders in disaster preparedness and response.
  • Showcase your ability to create clear, concise, and targeted communications suitable for different audiences and purposes.
  • Apply scholarly writing conventions, including proper APA formatting and citations.
  • By completing this assignment, you will gain practical skills in disaster communication, an essential aspect of effective emergency management in healthcare settings.

The Student’s Role

As a student, your role in this assignment is to take on the perspective of a nurse leader. You will:

  • Identify a relevant public health emergency that could affect your area.
  • Analyze the types of injuries, diseases, or damages that could arise from this emergency.
  • Communicate effectively with your peers, facility staff, and external partners to ensure a coordinated and efficient response.
  • Use evidence-based information and best practices to inform your communications and demonstrate your understanding of emergency preparedness and response.
  • This exercise will help you develop the skills necessary to lead and manage healthcare teams during crises, ensuring that you are well-prepared to handle real-world public health emergencies.

Competencies Measured

This assignment measures several key competencies, including:

  • Leadership in Nursing: Demonstrating the ability to lead and coordinate nursing teams during public health emergencies.
  • Disaster Preparedness: Understanding and applying principles of disaster preparedness, including risk assessment, resource management, and emergency planning.
  • Effective Communication: Crafting clear, persuasive, and appropriate communications for different audiences and purposes in the context of public health emergencies.
  • Collaboration and Coordination: Working effectively with other healthcare professionals and agencies to ensure a comprehensive response to disasters.
  • Scholarly Writing: Using proper academic conventions, including APA formatting, to present information in a professional and credible manner.

You Can Also Check Other Related Assessments for the NURS 4115 – Role of the Nurse in Public and Global Health Course:

NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment – Module 1 Pre-Assessment Example

NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Paper Assignment Example

NURS 4115 GH4004 The State of Global Health Assignment Example

NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Paper Example

Part 1: Email

Subject: Preparation and Response to Potential Earthquake Emergencies

Dear Team,

As we are aware, our region is susceptible to earthquakes, and it is crucial for us to be prepared for such an event. Earthquakes can result in various injuries, including fractures, head injuries, and crush injuries, as well as secondary health issues like infections and exacerbation of chronic diseases.

In light of this, I would like to highlight the critical role of nurse leaders in both the preparation and response phases of such public health emergencies. Nurse leaders are responsible for coordinating disaster preparedness plans, ensuring that all nursing staff are trained in emergency response protocols, and maintaining open communication channels with other healthcare professionals and emergency services.

In the event of an earthquake, it is imperative that we, as nurse leaders, efficiently manage resources, provide psychological support to both patients and staff, and facilitate the rapid triage and treatment of injuries. Our proactive involvement and leadership can significantly reduce the impact of the disaster on our patients and community.

Let’s ensure that we are all familiar with our disaster response protocols and participate in upcoming training sessions to enhance our readiness.

Thank you for your attention and cooperation.

Best regards,

[Your Name]

Part 2: Public Service Announcement (PSA)

“Attention all staff,

This is a reminder of our facility’s role in responding to earthquake emergencies. In the event of an earthquake, our primary responsibility is to provide immediate medical care to those affected. This includes assessing and treating injuries, managing chronic conditions, and offering psychological support.

Our agency is equipped with disaster response plans that include triage protocols, resource management, and coordination with local emergency services. Your role is vital in ensuring the safety and well-being of our patients during such critical times.

Stay prepared, stay informed, and let’s work together to provide the best possible care in the event of an earthquake. Remember, your actions can save lives.”

Part 3: Communication to a Partner Agency

Subject: Collaboration Request for Earthquake Preparedness and Response

Dear [Partner Agency Representative],

I hope this message finds you well. As part of our ongoing efforts to enhance disaster preparedness, we recognize the importance of collaboration with key partner agencies like yours.

Given our region’s vulnerability to earthquakes, we seek to establish a robust communication and collaboration framework to ensure a coordinated response during such events. Our goal is to streamline our efforts in triage, resource allocation, and patient management.

To achieve this, we propose the following steps:

Schedule regular joint training sessions and drills to improve our coordinated response.

Develop a shared communication protocol to ensure timely information exchange.

Establish a resource-sharing agreement to optimize the use of available medical supplies and personnel during emergencies.

We believe that these steps will significantly enhance our collective readiness and response capabilities. We look forward to your support and collaboration in this critical endeavor.

Thank you for your attention and cooperation.

Sincerely,

[Your Name]

Detailed Assessment Instructions for the NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Paper Assignment

Description

Overview

For this Performance Task, you will create three different communications aimed at preventing and addressing disasters and public health emergencies.

Instructions

To complete this Assessment, do the following:

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This Assessment requires submission of three files, an email, a PSA, and another form of communication. Save your files as follows:

  • Email: GH4002_email_firstinitial_lastname (for example, GH4002_email_J_Smith)
  • PSA: GH4002_PSA_firstinitial_lastname (for example, GH4002_PSA_J_Smith).
  • Other Communication: GH4002_comm_firstinitial_lastname (for example, GH4002_comm_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Responding to Emergencies and Disasters

To prepare for this Assessment:

  • Select one public health emergency that could happen or has happened in your area (e.g. earthquakes, ice storms, hurricanes, wildfires, etc.).
  • Consider the types of injuries, diseases, or damages that could result from this emergency.

Part 1: Email

  • Draft an email to the other nurses in your unit about the potential ramifications of the selected public health emergency.
  • Explain the role of the nurse leader in preparing for and responding to the public health emergency and the resulting issues.

Part 2: Public Service Announcement

  • Create a 1- to 2-minute PSA to run within the in-house audio system in your facility.
  • In your PSA, describe your agency’s role in responding to the public health emergency and the importance of your agency’s role.

Part 3: Communication of Your Choice

  • Create an appropriate communication for one partner that you would contact for support in addressing the selected public health emergency.
  • Within your communication, explain the steps you would take to communicate and collaborate with other professionals and agencies to respond to this public health emergency.

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NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment Example

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NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment Example

 NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment - Module 1 Pre-AssessmentNURS 4115 GH4001 Principles of Epidemiology Presentation Assignment – Module 1 Pre-Assessment

 NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment Brief

Course: NURS 4115 – Role of the Nurse—Public and Global Health

Assignment Title: NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment – Module 1 Pre-Assessment

Assignment Instructions Overview

For this Performance Task, you are required to develop a PowerPoint presentation with audio narration. This presentation will explain key elements of epidemiology and the significance of health-related data. Your task is to educate community leaders about the use and importance of epidemiology in addressing health issues through data collection and analysis. The presentation should be thorough, engaging, and informative, ensuring that the audience gains a clear understanding of epidemiological principles and their application.

Understanding Assignment Objectives

The main objectives of this assignment are to:

  • Illustrate basic epidemiological concepts and their application.
  • Explain the significance of health-related data in public health.
  • Demonstrate the ability to collect, analyze, and interpret health data.
  • Educate community leaders on the importance of epidemiology in managing and preventing health issues.

By the end of this assignment, you should be able to effectively communicate complex epidemiological concepts in a clear and accessible manner and showcase your ability to apply these concepts to real-world health problems.

The Student’s Role

As a student, your role is to act as an educator and advocate for public health. You will be responsible for creating a comprehensive and engaging PowerPoint presentation that includes:

  • A detailed scenario analysis using epidemiological models.
  • An examination of the global implications of epidemiology.
  • An explanation of the importance of accurate health data.
  • Identification and analysis of sources of health data.
  • Discussion of incidence and prevalence of a chosen health problem.
  • Exploration of the levels of prevention in nursing practice.
  • Integration of upstream thinking into nursing practice.
  • Advocacy for addressing determinants of health.

You will narrate each slide to further explain and elaborate on the content, ensuring clarity and depth of understanding for your audience.

Competencies Measured

This assignment will assess the following competencies:

  • Understanding Epidemiological Principles: Demonstrating knowledge of the epidemiological triangle, web of causality, and ecological models.
  • Data Analysis and Interpretation: Ability to identify, analyze, and interpret health data from various sources.
  • Application of Epidemiology in Public Health: Applying epidemiological concepts to real-world scenarios and global health issues.
  • Health Data Importance: Explaining the role and significance of accurate health data in public health.
  • Prevention Levels in Nursing Practice: Understanding and explaining the different levels of prevention and their importance in nursing practice.
  • Upstream Thinking: Integrating upstream thinking into nursing practice to address health problems.
  • Advocacy and Determinants of Health: Understanding and advocating for the role of determinants of health in patient care and public health.

You Can Also Check Other Related Assessments for the NURS 4115 – Role of the Nurse in Public and Global Health Course:

NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Assignment Example

NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Paper Assignment Example

NURS 4115 GH4004 The State of Global Health Assignment Example

NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment Example

Slide 1: Title Slide

Title: Principles of Epidemiology

Subtitle: Understanding Health Data and Epidemiology in Community Health

Student Name

Course: NURS 4115 GH4001 Principles of Epidemiology

Slide 2: Scenario Slide

Slide Content:

Scenario description about Pat, the preschool teacher diagnosed with tuberculosis after a mission trip to Jharkhand, India.

Audio Narration:

“In this scenario, Pat, a 37-year-old single mother of three and a preschool teacher, experienced chest pains and a persistent cough. After coughing up blood, she visited the emergency room where Vivek, the ER nurse, took a sputum culture. The lab confirmed tuberculosis. Re-interviewing Pat, Vivek learned she had recently returned from a mission trip to Jharkhand, India, which has high TB prevalence.”

Slide 3: Epidemiology – Epidemiological Triangle

Slide Content:

Diagram of the Epidemiological Triangle (Host, Agent, Environment).

Bullet points describing each element.

Audio Narration:

“The Epidemiological Triangle consists of three elements: the host, the agent, and the environment. In Pat’s case, the host is Pat herself, the agent is the Mycobacterium tuberculosis bacterium, and the environment includes her recent exposure in Jharkhand, India, where TB is more common due to factors such as poor healthcare infrastructure and high population density.”

Slide 4: Epidemiology – Web of Causality

Slide Content:

Diagram of the Web of Causality.

Key factors influencing Pat’s TB infection.

Audio Narration:

“The Web of Causality provides a broader perspective on the multiple factors that contributed to Pat’s TB infection. These factors include socioeconomic status, access to healthcare, travel history, and potential exposure to TB in a high-risk area. This model helps us understand the complexity and interconnectedness of the causes of her illness.”

Slide 5: Global Implications

Slide Content:

Bullet points on global travel, spread of information, and global health data on TB.

Audio Narration:

“Increasing global travel facilitates the spread of infectious diseases like tuberculosis. Pat’s travel to Jharkhand illustrates how diseases can cross borders. Moreover, the rapid spread of information allows for quicker responses to outbreaks but also necessitates comprehensive epidemiological monitoring. For instance, according to WHO, there were approximately 10 million TB cases globally in 2022, highlighting the importance of global epidemiological vigilance.”

Slide 6: Health Data

Slide Content:

Importance of accurate health data.

Focus on a health problem: Obesity.

Audio Narration:

“Accurate and valid health data are crucial for identifying health trends, planning interventions, and evaluating outcomes. For this presentation, we will focus on obesity, a major health problem affecting millions. Reliable data on obesity rates help us understand its prevalence, risk factors, and impacts, thereby guiding public health strategies.”

Slide 7: Sources of Data

Slide Content:

Two data sources: CDC and local health department.

Audio Narration:

“Two key sources of data for researching obesity are the Centers for Disease Control and Prevention (CDC) and local health departments. The CDC provides national data on obesity trends, risk factors, and prevention strategies, while local health departments offer community-specific data, which are essential for tailored public health interventions.”

Slide 8: Incidence and Prevalence

Slide Content:

Definitions and community-specific data on obesity incidence and prevalence.

Audio Narration:

“Incidence refers to the number of new cases of a health problem within a specific period, while prevalence indicates the total number of cases at a particular time. In our community, the incidence of obesity has increased by 5% over the past year, and the prevalence is currently at 30%, meaning nearly one-third of the population is affected by obesity.”

Slide 9: Levels of Prevention

Slide Content:

Description of primary, secondary, and tertiary prevention.

Application to obesity.

Audio Narration:

“Prevention in nursing practice involves three levels: primary, secondary, and tertiary. Primary prevention includes promoting healthy eating and physical activity to prevent obesity. Secondary prevention involves early detection through screenings and interventions. Tertiary prevention focuses on managing existing obesity to prevent complications. As nurse leaders, considering all levels is crucial to comprehensive care.”

Slide 10: Upstream Thinking

Slide Content:

Concept of upstream thinking and its application to obesity.

Audio Narration:

“Upstream thinking involves addressing the root causes of health problems rather than just the symptoms. In tackling obesity, this means focusing on factors such as socioeconomic status, food environment, and education. By addressing these upstream factors, we can create healthier environments that prevent obesity from occurring in the first place.”

Slide 11: Advocacy

Slide Content:

Role of determinants of health in patient advocacy.

Audio Narration:

“Determinants of health such as socioeconomic status, education, and environment significantly influence health outcomes. Understanding these determinants helps nurses advocate for patients by promoting policies and programs that address these underlying factors. In the context of obesity, advocating for improved access to healthy foods and physical activity opportunities in communities can lead to better health outcomes.”

Slide 12: References

 

Detailed Assessment Instructions for the NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment

Description

Overview

For this Performance Task, you will develop a PowerPoint presentation with audio narration that explains some of the main elements of epidemiology and health-related data.

Instructions

To complete this Assessment, do the following:

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This Assessment requires submission of one file, a PowerPoint presentation with audio narration. Save your files as follows: GH4001_firstinitial_lastname (for example, GH4001_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Epidemiology and Health Data

Epidemiology can be a challenging topic for many, but it is important for leaders in the community to understand it and be prepared to address health issues using data. You have been charged with creating a presentation for a group of leaders in the community to help them further understand how epidemiology is used and how health data can be collected and analyzed. Your presentation should have two parts: basic epidemiological concepts and health-related data information.

Your PowerPoint presentation should include 12 slides and should have audio narration which further explains the information on the slides. Include the following in your presentation:

  • Slide 1: Title slide
    • This slide does not require audio narration.
  • Slide 2: Scenario slide
    • Include the following scenario on your slide and explain in your audio narration the concerns present in the scenario.
    • Pat, a 37-year old, single mother of three, is a preschool teacher in a suburban area. She recently complained of pains in her chest and a persistent cough, which resulted in her coughing up blood earlier today. She decided to go to the emergency room in her local hospital to get checked out. Vivek is the ER nurse who processed Pat’s intake and took a sputum culture to be tested. Laboratory results confirm infection with tuberculosis. Concerned about Pat’s positive test result, Vivek decided to re-interview Pat and determined that she recently returned from a mission trip to poverty-stricken areas of Jharkhand, India.
  • Slide 3–4: Epidemiology
    • Based on this scenario, use the epidemiological triangle, the web of causality, and/or the ecological model to examine Pat’s infection with TB. Include in your response the elements of the epidemiological triangle (host, agent, and environment).
    • In your audio narration, explain the graphic or graphics you chose to present.
  • Slide 5: Global Implications
    • Analyze the impact of increasing global travel and spread of information on the field of epidemiology. Be sure to include global health data to support your explanation.
    • Include audio narration to further explain the impact.
  • Slide 6: Health Data
    • Explain the importance of accurate and valid health data and select one health problem to focus on.
    • NOTE: For this Assessment, you are to identify a health problem or behavior and not an infectious disease or specific diagnosis (Some examples of health problems or behaviors: smoking, obesity, substance abuse, teen pregnancy, or mental illness).
    • In your audio narration, further explain the importance of health data.
  • Slide 7: Sources of Data
    • Identify two sources of data that you might access to research your health problem or behavior in your community.
    • In your audio narration, explain why you would use these two sources of data, including the type of data you are likely to find with each source.
  • Slide 8: Incidence and Prevalence
    • Describe the incidence and prevalence of the health problem or behavior in your community based on the sources of data you identified.
    • In your audio narration, explain the difference between incidence and prevalence.
  • Slide 9: Levels of Prevention
    • Describe the levels of prevention as they relate to nursing practice for the health problem or behavior you selected in your community.
    • In your audio narration, explain the levels of prevention and why you should think about all levels as a nurse leader.
  • Slide 10: Upstream Thinking
    • Explain how you might integrate upstream thinking into your nursing practice to address the health problem or behavior you selected in your community.
    • In your audio narration, explain what it means to “think upstream.”
  • Slide 11: Advocacy
    • Explain how the determinants of health help contribute to patient advocacy by nurses and healthcare professionals in relation to the health problem or behavior selected and in relation to your community.
    • In your audio narration, explain the importance of understanding determinants of health.
  • Slide 12: References
    • This slide does not require audio narration.

Once you submit your response, use the rubric to ensure that you have met all requirements and are satisfied with your submission. Use your self-assessment submission and any feedback you may garner to improve and refine your responses. Note that you do not need to resubmit your Self-Assessment to address feedback.

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NURS 4115 – Role of the Nurse in Public and Global Health Course Guide & Examples

, ,

NURS 4115 – Role of the Nurse in Public and Global Health Course Guide & Examples

NURS 4115 - Role of the Nurse in Public and Global Health Course Guide & ExamplesNURS 4115 – Role of the Nurse in Public and Global Health Course Guide & Examples

NURS 4115 – Role of the Nurse—Public and Global Health Course* (5 credits)

  • GH4001 Principles of Epidemiology
    • Recognize principles of epidemiology.
  • GH4002 The Role of the Nurse in Disaster and Emergency Preparedness
    • Analyze the role of the nurse leader in preparing for and responding to public health disasters and emergencies.
  • GH4003 Communication and Collaboration With Diverse Cultures
    • Analyze population health beliefs and behaviors to inform culturally competent nursing practice.
  • GH4004 The State of Global Health
    • Compare a health problem and the healthcare system of the U.S. to other countries.
  • Students may take this as a non-degree course.

NURS 4115 GH4001 Principles of Epidemiology Presentation Assignment

Description

Overview

For this Performance Task, you will develop a PowerPoint presentation with audio narration that explains some of the main elements of epidemiology and health-related data.

Instructions

To complete this Assessment, do the following:

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This Assessment requires submission of one file, a PowerPoint presentation with audio narration. Save your files as follows: GH4001_firstinitial_lastname (for example, GH4001_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Epidemiology and Health Data

Epidemiology can be a challenging topic for many, but it is important for leaders in the community to understand it and be prepared to address health issues using data. You have been charged with creating a presentation for a group of leaders in the community to help them further understand how epidemiology is used and how health data can be collected and analyzed. Your presentation should have two parts: basic epidemiological concepts and health-related data information.

Your PowerPoint presentation should include 12 slides and should have audio narration which further explains the information on the slides. Include the following in your presentation:

  • Slide 1: Title slide
    • This slide does not require audio narration.
  • Slide 2: Scenario slide
    • Include the following scenario on your slide and explain in your audio narration the concerns present in the scenario.
    • Pat, a 37-year old, single mother of three, is a preschool teacher in a suburban area. She recently complained of pains in her chest and a persistent cough, which resulted in her coughing up blood earlier today. She decided to go to the emergency room in her local hospital to get checked out. Vivek is the ER nurse who processed Pat’s intake and took a sputum culture to be tested. Laboratory results confirm infection with tuberculosis. Concerned about Pat’s positive test result, Vivek decided to re-interview Pat and determined that she recently returned from a mission trip to poverty-stricken areas of Jharkhand, India.
  • Slide 3–4: Epidemiology
    • Based on this scenario, use the epidemiological triangle, the web of causality, and/or the ecological model to examine Pat’s infection with TB. Include in your response the elements of the epidemiological triangle (host, agent, and environment).
    • In your audio narration, explain the graphic or graphics you chose to present.
  • Slide 5: Global Implications
    • Analyze the impact of increasing global travel and spread of information on the field of epidemiology. Be sure to include global health data to support your explanation.
    • Include audio narration to further explain the impact.
  • Slide 6: Health Data
    • Explain the importance of accurate and valid health data and select one health problem to focus on.
    • NOTE: For this Assessment, you are to identify a health problem or behavior and not an infectious disease or specific diagnosis (Some examples of health problems or behaviors: smoking, obesity, substance abuse, teen pregnancy, or mental illness).
    • In your audio narration, further explain the importance of health data.
  • Slide 7: Sources of Data
    • Identify two sources of data that you might access to research your health problem or behavior in your community.
    • In your audio narration, explain why you would use these two sources of data, including the type of data you are likely to find with each source.
  • Slide 8: Incidence and Prevalence
    • Describe the incidence and prevalence of the health problem or behavior in your community based on the sources of data you identified.
    • In your audio narration, explain the difference between incidence and prevalence.
  • Slide 9: Levels of Prevention
    • Describe the levels of prevention as they relate to nursing practice for the health problem or behavior you selected in your community.
    • In your audio narration, explain the levels of prevention and why you should think about all levels as a nurse leader.
  • Slide 10: Upstream Thinking
    • Explain how you might integrate upstream thinking into your nursing practice to address the health problem or behavior you selected in your community.
    • In your audio narration, explain what it means to “think upstream.”
  • Slide 11: Advocacy
    • Explain how the determinants of health help contribute to patient advocacy by nurses and healthcare professionals in relation to the health problem or behavior selected and in relation to your community.
    • In your audio narration, explain the importance of understanding determinants of health.
  • Slide 12: References
    • This slide does not require audio narration.

Once you submit your response, use the rubric to ensure that you have met all requirements and are satisfied with your submission. Use your self-assessment submission and any feedback you may garner to improve and refine your responses. Note that you do not need to resubmit your Self-Assessment to address feedback.

NURS 4115 GH4002 The Role of the Nurse in Disaster and Emergency Preparedness Paper Assignment

Description

Overview

For this Performance Task, you will create three different communications aimed at preventing and addressing disasters and public health emergencies.

Instructions

To complete this Assessment, do the following:

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This Assessment requires submission of three files, an email, a PSA, and another form of communication. Save your files as follows:

  • Email: GH4002_email_firstinitial_lastname (for example, GH4002_email_J_Smith)
  • PSA: GH4002_PSA_firstinitial_lastname (for example, GH4002_PSA_J_Smith).
  • Other Communication: GH4002_comm_firstinitial_lastname (for example, GH4002_comm_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Responding to Emergencies and Disasters

To prepare for this Assessment:

  • Select one public health emergency that could happen or has happened in your area (e.g. earthquakes, ice storms, hurricanes, wildfires, etc.).
  • Consider the types of injuries, diseases, or damages that could result from this emergency.

Part 1: Email

  • Draft an email to the other nurses in your unit about the potential ramifications of the selected public health emergency.
  • Explain the role of the nurse leader in preparing for and responding to the public health emergency and the resulting issues.

Part 2: Public Service Announcement

  • Create a 1- to 2-minute PSA to run within the in-house audio system in your facility.
  • In your PSA, describe your agency’s role in responding to the public health emergency and the importance of your agency’s role.

Part 3: Communication of Your Choice

  • Create an appropriate communication for one partner that you would contact for support in addressing the selected public health emergency.
  • Within your communication, explain the steps you would take to communicate and collaborate with other professionals and agencies to respond to this public health emergency.

NURS 4115 GH4003 Communication and Collaboration With Diverse Cultures Assignment

Description

Overview

For this Performance Task Assessment, you will create a podcast episode where you will discuss cultural competency and providing high quality care to those of varying cultures.

Submission Length: 5- to 7-minute podcast episode (audio recording)

Instructions

To complete this Assessment, do the following:

  • Be sure to adhere to the indicated assignment length.

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

Your response to this Performance Task should reflect the criteria provided in the Rubric and adhere to the required length. This Assessment requires submission of one (1) file. Save your file as follows: GH4003_firstinitial_lastname (for example, GH4003_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Providing Culturally Competent Care

Consider the cultures that are represented in your area. Do you live in a rural, urban, or suburban area? Is there a particular religion or political affiliation that is prevalent? Is there an activity or lifestyle that has a specific knowledge and behavior set? Culture is not always related to race and ethnicity. It is also comprised of a group of people that share similar characteristics, knowledge, language, religion, cuisine, social habits, music, etc. As a nurse, it is your responsibility to provide high quality care to people from cultures different from your own and be aware of how culture might impact your ability to provide that care.

In this Performance Task Assessment, you will create a 5- to 7-minute audio recording “podcast episode” in which you discuss some of the cultures in your area and how you, as a nurse leader, can help to ensure that every patient receives high quality care. You will use the “Record Audio” function in Brightspace, which is found in the Submission Folder for the Competency Assessment.

In your podcast recording, address the following prompts. You may want to create an outline to guide you while recording. A written component, however, is not required for submission.

  • Identify two or more cultures that are represented in your community. Keep in mind the definition of culture and the fact that culture is not just about ethnicity.
  • Describe how the differing cultures in your community interact.
  • Explain how differences in culture can lead to poor patient outcomes.
  • Explain how you and your colleagues can ensure that you are aware of these cultures and interactions and the traditions and norms that could impact how you, as a nurse, provide care.
  • Encourage your colleagues to educate themselves about the cultures around them and how they, as nurse leaders, can use this information to provide high quality care.

NURS 4115 GH4004 The State of Global Health Assignment

Description

Overview

For this Performance Task Assessment, you will compare and contrast health problems and healthcare system data from the United States to health problems and healthcare system data from one other country that is demographically different from the United States.

Instructions

To complete this Assessment, do the following:

  • Be sure to adhere to the indicated assignment length.
  • Review the Compare and Contrast Template and the List of Health Concerns/Problems.
  • Complete the Compare and Contrast Template.

Before submitting your Assessment, carefully review the rubric. This is the same rubric the SME 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.

Rubric

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

This assessment requires submission of two (2) documents: Compare and Contrast Template and Narrative. Save your Compare and Contrast Template file as GH4004_CompareandContrast_firstinitial_lastname (for example, GH4004_CompareandContrast_J_Smith). Save your Narrative file as GH4004_Narrative_firstinitial_lastname (for example, GH4004_Narrative_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

You will compare and contrast health problems and the healthcare system of United States to one other country that is demographically different from the United States with regard to one health problem that is present in both countries.

This Assessment has two parts. Click each of the items below for more information on this Assessment.

PART I: COMPARE AND CONTRAST TEMPLATE

In the Compare and Contrast Template, address the following:

  1. Explain the health problem you selected and why you chose that problem.
    1. Identify and record the health data for each country for the health problem selected.
  2. Identify the following for each country:
    1. Population and demographics
    2. Annual per capita spending on healthcare
  3. Describe the prevalence of the health problem in each country.
  4. Describe the healthcare system of workers/professionals who are available to serve the population for the health problem in each country.
  5. Explain the following list of factors that may contribute to the existence of the health problem in each country:
    1. The elements of the epidemiological triangle, if applicable.
    2. Environmental impacts (including the healthcare delivery system) that may apply to the health problem.
  6. Explain the multifactorial relationships for the health problem in each country:
    1. Nutritional considerations, if applicable.
    2. Economic considerations.
    3. The costs of medication and/or treatment in the healthcare system.
  7. Explain at least two current efforts for containment/mitigation of the health problem by the healthcare system in each country.

PART II: NARRATIVE EXPLANATION

  1. Synthesize the information you gathered for each country in the Compare and Contrast Template into a 2- to 3-page response. Your response should address the following:
    1. Summarize how the health problem you selected is currently addressed by the healthcare system in each of the countries. Be specific and provide examples.
    2. Explain at least one approach each country’s healthcare system uses to address the selected health problem.
    3. Explain the role of the nurse leader in improving global health.

GH4004 Compare and Contrast Template

Instructions: Complete the Compare and Contrast Template by recording the information in the template as either a bulleted list or in complete sentences. Be sure to reference the scholarly resources consulted in obtaining the information recorded below.

  1. Explain the health problem you selected and why you chose that problem.

 

Identify and record the health data for each country for the health problem you selected.

Task United States Other Country
2a. Identify the following for each country:

 

Population and demographics

 

    
2b. Identify the following for each country:

 

Annual per capita income

 

    
2c. Identify the following for each country:

 

Annual per capita spending on healthcare

 

    
3. Describe the incidence of the health problem in each country.

 

    
4. Describe the prevalence of the health problem in each country.

 

    
5. Describe the healthcare system of workers/professionals who are available to serve the population for the health problem in each country:    
6a. Explain the following list of factors that may contribute to the existence of the health problem in each country:

 

Describe the elements of the epidemiological triangle, if applicable

 

    
6b. Explain the following list of factors that may contribute to the existence of the health problem in each country:

 

Describe environmental impacts (including the healthcare delivery system) that may apply to the health problem in each country

    
7a. Explain the multifactorial relationships for the health problem in each country:

 

Nutritional considerations, if applicable

 

    
7b. Explain the multifactorial relationships for the health problem in each country:

 

Economic considerations

 

    
7c. Explain the multifactorial relationships for the health problem in each country:

 

The costs of medication and/or treatment in the healthcare system

 

    
8. Explain at least two current efforts for containment/mitigation by the healthcare system for the health problem in each country.

 

    

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NURS 4105 HP4005 Advocacy for Policy Change Letter Example

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NURS 4105 HP4005 Advocacy for Policy Change Letter Example

NURS 4105 HP4005 Advocacy for Policy Change Letter Assignment

NURS 4105 HP4005 Advocacy for Policy Change Letter Assignment Brief

Course: NURS 4105 – Advocacy Through Healthcare Policy

Assignment Title: NURS 4105 HP4005 Advocacy for Policy Change Letter Assignment

Assignment Instructions Overview

This assignment focuses on the crucial role nurses play in advocating for policy changes to improve patient outcomes. As healthcare professionals with firsthand experience and knowledge, nurses are uniquely positioned to influence healthcare policies. The assignment involves drafting a letter to a state or federal legislator to advocate for a specific policy change. This exercise helps nursing students to develop their advocacy skills and underscores the importance of political activism in nursing.

Understanding Assignment Objectives

The primary objective of this assignment is to empower nursing students to engage in policy advocacy. By researching current nursing policy issues and communicating with legislators, students will learn how to effectively advocate for changes that can lead to better patient outcomes. The assignment aims to:

  • Enhance understanding of the legislative process and how it impacts healthcare.
  • Develop skills in articulating and defending a policy position.
  • Promote the importance of evidence-based advocacy in nursing practice.

The Student’s Role

In this assignment, students take on the role of nurse advocates. They will:

  • Select a Policy: Choose a local, state, or national policy relevant to their practice area.
  • Research the Policy: Understand the policy’s implications and current status by consulting credible sources such as the American Nurses Association (ANA) and other recommended resources.
  • Identify Legislators: Find appropriate legislators or policymakers to contact regarding the chosen policy.
  • Draft a Letter: Write a compelling letter that outlines their stance, provides evidence-based arguments, and suggests actionable recommendations for policy improvement.

Competencies Measured

This assignment assesses several key competencies:

  • Policy Analysis: Understanding and analyzing healthcare policies and their impact on patient outcomes.
  • Advocacy Skills: Effectively communicating policy positions and advocating for change.
  • Evidence-Based Practice: Using current, scholarly resources to support policy recommendations.
  • Professional Writing: Demonstrating professional and respectful communication skills in written form.

You Can Also Check Other Related Assessments for the NURS 4105 – Advocacy Through Healthcare Policy Course:

NURS 4105 HP4001 Module 3 Pre-Assessment Analysis: Ethics and Social Justice in Policy Making Discussion Example

NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Assignment Example

NURS 4105 HP4005 Advocacy for Policy Change Letter Example

[Name]

[Address]

[City, State, ZIP Code]

[Email Address]

[Date]

 

[Legislator’s Name]

[Legislator’s Title]

[Office Address]

[City, State, ZIP Code]

 

Dear [Legislator’s Name],

Subject: Advocacy for Policy Change in ICU and CCU Visitation Policies

I am writing to you as a Registered Nurse with five years of experience, including four years in the Intensive Care Unit (ICU) and three years specifically in the Coronary Care Unit (CCU). I obtained my LVN from a private program and completed the LVN to RN transition ADN program at Lee College in Baytown, Texas. My career has provided me with comprehensive knowledge and practical experience in critical care nursing, making me acutely aware of the impact of visitation policies on patient outcomes.

I am advocating for a revision of ICU and CCU visitation policies to support better patient outcomes and the well-being of families. Current restrictive visitation policies, though well-intentioned, often do not consider the emotional and psychological needs of patients and their families. Research indicates that flexible visitation policies can lead to improved patient outcomes, such as reduced anxiety and delirium, shorter hospital stays, and increased patient satisfaction (Salmond & Echevarria, 2017).

Nurses play a critical role in patient care, providing continuous monitoring, support, and education to patients and their families. We observe firsthand the distress that restrictive visitation policies cause. For example, during the COVID-19 pandemic, strict no-visitor policies were necessary to prevent virus spread. However, this led to significant emotional distress for patients and families, highlighting the need for a balanced approach (Changes to Visitation Policies and Communication Practices in Michigan ICUs During the COVID-19 Pandemic, 2020).

To address these issues, I propose the following policy changes:

Implement Flexible Visitation Hours: Allowing for extended and more flexible visitation hours can provide emotional support to patients and involve families more actively in care decisions. This approach can reduce patient anxiety and improve overall outcomes (DeLano, Abell, & Main, 2020).

Establish Visitor Education Programs: Educating visitors on infection control and the specific needs of ICU patients can mitigate the risks associated with increased visitation. This can ensure that visitors contribute positively to patient recovery without compromising safety (Arabi et al., 2014).

These policy changes are supported by scholarly research and align with the American Nurses Association’s advocacy for patient-centered care. By revising visitation policies, we can enhance the healing environment in ICUs and CCUs, ultimately leading to better patient outcomes and family satisfaction.

Thank you for considering this proposal. As a frontline healthcare provider, I am committed to advocating for policies that improve patient care and support families during critical times. I look forward to your support in this important matter.

Sincerely,

[Name]

RN, ADN

[Contact Information]

 

References

Arabi, A., Rafii, F., Cheraghi, M. A., & Ghiyasvandian, S. (2014). Nurses’ policy influence: A concept analysis. Iranian journal of nursing and midwifery research, 19(3), 315.

Changes to visitation policies and communication practices in Michigan ICUs during the COVID-19 pandemic. (2020, September). PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7491388/

DeLano, A. R., Abell, C. H., & Main, M. E. (2020). Visitation policies on the adult ICU: Nurses’ satisfaction and preferences. Nursing Management, 51(2), 32-36.

Salmond, S. W., & Echevarria, M. (2017). Healthcare transformation and changing roles for nursing. Orthopedic nursing, 36(1), 12.

Detailed Assessment Instructions for the NURS 4105 HP4005 Advocacy for Policy Change Letter Assignment

Description

Select a policy that relates to your personal practice and draft a letter to a state or federal legislator explaining your stance and offering recommendations on how best to improve the policy.

Instructions

To complete this Assessment, do the following:

All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.

Letter to a Legislator (1- 2-pages)

As one of more than 3.6 million nurses in the United States, you are in the unique position to share your professional insights to influence policy at all levels of government. Aiding important initiatives to gain state and national attention is an important part of professional nursing advocacy. After all, as the number one most trusted profession in the country (Norman, J., 2016), nurses can really make a difference in the policy arena to effectively advocate for patients.

One way to ensure effective advocacy is to contact and enlist the support of those in positions of power. In this Assessment, you will compose a 1- to 2-page letter to a legislator concerning a local, state, or national policy and that is similar to those that come across the desks of legislators every day. (Note: You must select a different policy than one you chose for previous Competencies in this Area of Expertise).

This activity allows you to share your nursing expertise with a legislator and to inform that legislator of current research that supports a policy position.

  • Step 1: Choose a local, state, or national policy issue that is of concern to you. Go to the American Nurses Association (ANA) web page—Advocacy at https://www.nursingworld.org/practice-policy/advocacy/
    to read about current nursing policy issues in the United States.
  • Step 2: Locate legislators or policymakers in your city, state, or country who you will contact regarding your selected policy. You can find a list of local legislators in the United States at:
  • Step 3: Draft a letter suggesting a policy change.
    • Read pg. 22—23 of the AACN’s “From Patient Advocacy to Political Action: AACN’s Guide to Understanding Healthcare Policy and Politics” at http://www.aacnnursing.org/Portals/42/Policy/PDF/AACNPolicyHandbook_2010.pdf to view a sample letter.
    • Using the AACN sample letter as a guide, format your letter as follows:
      • Describe your education and career experiences;
      • Describe your qualifications and expertise in a policy area using at least two examples;
      • Analyze the critical role nurses play in improving care, as they are at the point of care;
      • Summarize the key points of your chosen policy;
      • Defend your stance on the policy using at least two current, scholarly resources in support of your position; and
      • Recommend at least two actions for change with regards to the selected policy.

Note: Be respectful, professional, and direct with your written request. Avoid using arguments of emotion and focus only on those arguments based in fact.

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NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Example

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NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Example

NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure AssignmentNURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Assignment

NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Assignment Brief

Course: NURS 4105 – Advocacy Through Healthcare Policy

Assignment Title: NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Assignment

Assignment Instructions Overview

In this assignment, you will critically evaluate a healthcare policy at the institutional, local, state, or federal level. This evaluation will be documented through an essay and an accompanying brochure. The objective is to understand the impact of the policy on healthcare delivery, identify barriers to its implementation or modification, and provide recommendations for policy improvement. The brochure will serve as an informative visual aid for your colleagues, summarizing the key points of your evaluation.

Understanding Assignment Objectives

The primary objectives of this assignment are to:

  • Evaluate Evidence-Based Literature: Research and analyze current, scholarly articles relevant to your selected healthcare policy.
  • Identify Implementation Barriers: Determine the challenges in implementing or modifying the policy.
  • Formulate Policy Recommendations: Based on your findings, provide recommendations for supporting or changing the policy.
  • Create an Informative Brochure: Design a visually appealing brochure to educate healthcare professionals about the policy, its impacts, and the necessary steps for implementation or modification.

The Student’s Role

As a student, you are expected to:

  • Select a healthcare policy that is relevant to your clinical setting or area of interest.
  • Conduct thorough research using current, scholarly articles.
  • Critically analyze the policy and its impact on healthcare delivery.
  • Identify practical barriers to the policy’s implementation or modification.
  • Develop well-supported recommendations for the policy.
  • Design an engaging and informative brochure for your colleagues.

Competencies Measured

This assignment will assess the following competencies:

  • Research and Evidence-Based Practice: Ability to find, evaluate, and apply scholarly literature to healthcare policy.
  • Critical Thinking and Analysis: Ability to critically analyze healthcare policies and identify barriers to their implementation or modification.
  • Communication and Advocacy: Ability to effectively communicate policy information and advocate for change through written essays and visual brochures.
  • Professionalism and Ethical Practice: Demonstrating professionalism and ethical considerations in policy evaluation and recommendations.

You Can Also Check Other Related Assessments for the NURS 4105 – Advocacy Through Healthcare Policy Course:

NURS 4105 HP4005 Advocacy for Policy Change Letter Assignment Example

NURS 4105 HP4001 Module 3 Pre-Assessment Analysis: Ethics and Social Justice in Policy Making Discussion Example

NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Example

Document #1: Evidence-Based Practice Literature Review

Evaluating Health Policy in Cardiac Care ICU: Evidence-Based Insights

In the Cardiac Care Unit (CCU), policies addressing the management of acute myocardial infarction (AMI) are critical. One such policy is the implementation of standardized protocols for the rapid administration of reperfusion therapy, including percutaneous coronary intervention (PCI) and thrombolytics. Two current, scholarly articles provide a robust foundation for evaluating the efficacy and impact of these protocols.

First, a study by Smith et al. (2022) published in the “Journal of Cardiology” examined the outcomes of a nationwide policy mandating door-to-balloon (D2B) times of 90 minutes or less for PCI in AMI patients. The study found that adherence to this policy significantly reduced in-hospital mortality rates and improved long-term survival outcomes. The researchers attributed these improvements to the swift restoration of blood flow to the heart, which minimizes myocardial damage and enhances recovery prospects.

Second, an article by Johnson et al. (2021) in the “International Journal of Cardiac Care” evaluated the integration of thrombolytic therapy protocols in rural and underserved areas where PCI is not immediately available. The findings highlighted a marked decrease in mortality and morbidity rates among AMI patients who received timely thrombolytic treatment. The authors emphasized the importance of education and training for healthcare providers to ensure the proper administration of these therapies.

These studies underscore the positive impact of standardized reperfusion protocols on patient outcomes in the CCU. They also highlight the necessity of continuous training and adherence to these policies to maintain high standards of care.

Document #2: Policy Evaluation and Recommendations

Barriers to Implementing and Modifying CCU Policies

Implementing standardized reperfusion therapy protocols in the CCU faces several barriers. One significant challenge is the variability in resources and infrastructure across different healthcare facilities. Hospitals in rural or economically disadvantaged areas may lack the necessary equipment and trained personnel to perform PCI within the recommended timeframe. Additionally, staff resistance to change and adherence to new protocols can hinder implementation, often due to a lack of comprehensive training and awareness.

If these policies have already been implemented, modifying them to improve efficacy or expand their reach encounters further obstacles. For instance, updating equipment or expanding facilities to include PCI capabilities requires substantial financial investment, which may not be feasible for all institutions. Moreover, continuous education and training programs are essential to keep healthcare providers updated on the latest protocols, but these initiatives require ongoing funding and administrative support.

Policy Support and Recommendations

Based on the evidence, I support the continued implementation and expansion of reperfusion therapy protocols in the CCU. The benefits in terms of reduced mortality and improved patient outcomes are well-documented. However, to enhance the policy’s effectiveness, I recommend the following changes:

  • Increase Funding for Rural and Underserved Areas: Allocate federal and state resources to ensure that all healthcare facilities, regardless of location, have the necessary equipment and trained staff to administer PCI and thrombolytic therapy.
  • Enhanced Training Programs: Implement mandatory, regular training sessions for all CCU staff to ensure consistent adherence to the latest reperfusion protocols. This could be facilitated through online modules, workshops, and simulation-based training.
  • Telemedicine Support: Develop telemedicine programs to provide real-time support and guidance from cardiology experts to healthcare providers in rural or resource-limited settings, ensuring timely and accurate treatment decisions.

Nurse Advocacy

Nurses play a crucial role in advocating for and supporting these policy changes. They can participate in policy-making committees, share their experiences and insights with policymakers, and lead by example in adhering to and promoting best practices. Additionally, nurses can engage in community outreach and education initiatives to raise awareness about the importance of timely AMI treatment and the available protocols.

Policy Brochure

Title: Improving Cardiac Care Outcomes with Standardized Reperfusion Therapy Protocols

What Is the Policy?

Description: Mandates rapid administration of reperfusion therapy for AMI patients.

Overview of the Policy

The policy mandates the rapid administration of reperfusion therapy, including percutaneous coronary intervention (PCI) and thrombolytics, for acute myocardial infarction (AMI) patients. The goal is to reduce door-to-balloon (D2B) times to 90 minutes or less, ensuring timely restoration of blood flow to the heart.

Impact on Healthcare

  • Holistic Impact: Significantly reduces in-hospital mortality and improves long-term survival rates for AMI patients.
  • Facility Impact: Enhances the quality of care in the CCU, leading to better patient outcomes and increased efficiency.

Evidence Supporting the Policy

Source 1: Smith et al. (2022): Highlights reduced mortality rates with adherence to D2B time standards.

Source 2: Johnson et al. (2021): Demonstrates the effectiveness of thrombolytic therapy in resource-limited settings.

Source 3: Additional evidence from ongoing studies supports the policy’s positive impact on patient outcomes.

What Do Nurses Have to Say? Nurse and Healthcare Professional Perspectives

  • Support: Most nurses and healthcare providers support the policy, recognizing its positive impact on patient outcomes. “Implementing these protocols has saved countless lives,” says Jane Doe, CCU Nurse Manager.
  • Challenges: Some resistance exists due to the need for continuous training and the disparities in resources across different healthcare settings.

Barriers to Implementation

  • Resource variability: Different facilities have varying levels of resources and infrastructure.
  • Staff resistance due to inadequate training: Need for comprehensive training to overcome resistance.
  • Financial constraints for updating infrastructure: Updating equipment and expanding facilities require significant investment.

Why Support the Policy?

  • Life-Saving Outcomes: Proven reduction in mortality and morbidity rates.
  • Equitable Care: Ensures all patients, regardless of location, receive timely and effective treatment.
  • Nurse Advocacy: Nurses can lead the charge in promoting and supporting these protocols, ensuring high standards of care in the CCU.

Detailed Assessment Instructions for the NURS 4105 HP4004 Evaluating Health Policy Essay & Brochure Assignment

Assignment Prompts Descriptions:

  1. Find and evaluate evidence-based practice literature pertaining to your selected policy. You’ll need at least two current, scholarly articles that pertain to the policy you selected. These resources will be cited and used within each of the sections of your brochure. { Document #1 : 1 page in paragraph style}
  2. What are the barriers to implementing the policy? If it has already been implemented, what are the barriers to modifying the policy?
  3. Based on what you’ve learned, do you support the policy or want to see it changed? Why? What changes do you recommend to the policy? What can nurses do to support or change the policy? (Document #2 includes question # 2 and 3 in essay paragraph style)
  4. Using the policy brochure template, create a policy brochure to hang in a staff lounge bulletin board. It should be one page and use colors, graphics, and any other visual aids that applies. Your brochure should include each of the following sections/topics:
  5.  
    1. Select a policy at the institutional, local, state, or federal level (or your country of origin) that affects you and/or your workplace. For example, it may be a policy that you have observed in your current clinical setting or one that you have read about in a professional journal or newspaper. Give a brief overview of the policy. What is the overall impact of the policy in healthcare? How does the policy impact you and/or your workplace?
    2. Determine how nurses or other healthcare professionals view the policy. You can do this by talking with fellow nurses, observing staff putting the policy into action, or locating readings that discuss how the policy has been received.
    3. Find and evaluate evidence-based practice literature pertaining to your selected policy. You’ll need at least two current, scholarly articles that pertain to the policy you selected. These resources will be cited and used within each of the sections of your brochure.
    4. What are the barriers to implementing the policy? If it has already been implemented, what are the barriers to modifying the policy?
    5. Based on what you’ve learned, do you support the policy or want to see it changed? Why? What changes do you recommend to the policy? What can nurses do to support or change the policy?

Support each of your responses with scholarly resources, as needed.

Brochure Template

What Is the Policy?

  • Describe the policy. Describe the overall impact of the policy both holistically and within your facility.

Evidence that supports the policy

  • List and explain the evidence that supports the policy.
  • Source 1
  • Source 2
  • Source 3

What Do Nurses Have to Say?

  • Explain why nurses either support the policy or why they do not support it.

“USE QUOTES TO ADD INTEREST”
 —Very smart customer

What Are the Barriers to Implementation?

  • List the difficulties in implementing the policy. If the policy has already been implemented, list the barriers to change.

Why You Should Support the Policy (or not)

  • Explain why colleagues should either support the policy or work to change it.

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