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NHS FPX 4000 Developing a Health Care Perspective Example Essay

Assignment: NHS-FPX400 Developing a Health Care Perspective Assessment 3

NHS FPX 4000 Developing a Health Care Perspective Assignment Brief

Course: NHS FPX 4000 Developing a Health Care Perspective

Assignment Title: Assessment 3: Analyze a Current Health Care Problem or Issue

Assignment Overview:

In this assignment, you are tasked with conducting a comprehensive analysis of a current problem or issue in health care, proposing a viable solution, and exploring the potential ethical implications associated with the proposed resolution. The goal is to apply information literacy, critical thinking, and ethical principles to address a real-world healthcare problem.

The Student’s Role:

You are a healthcare professional facing a complex problem that demands a thoughtful solution. Your role involves:

1. Selecting a Health Care Problem or Issue: Choose a problem or issue related to healthcare that you find compelling or have encountered in your professional context.
2. Conducting Research: Utilize information literacy and research skills to explore your chosen topic. Identify at least three scholarly peer-reviewed journal articles to support your analysis.
3. Applying the Socratic Problem-Solving Approach: Use the first four steps of the Socratic Problem-Solving Approach introduced in Assessment 2 to aid your critical thinking. This includes identifying possible causes for the problem.
4. Analyzing the Health Care Problem: Provide a detailed analysis of the selected health care problem or issue. Describe the setting, explain its importance, and identify groups of people affected. Use examples to support your analysis.
5. Proposing Solutions: Discuss potential solutions for the health care problem, describing what would be required for implementation. Provide pros and cons for one of the proposed solutions.
6. Exploring Ethical Implications: Analyze the ethical implications of the potential solution you discussed earlier. Discuss the pros and cons from an ethical standpoint, providing examples from the literature to support your analysis.

NHS FPX 4000 Developing a Health Care Perspective Example Essay

Introduction

The healthcare landscape is often fraught with ethical dilemmas that demand careful consideration and resolution. The paper focuses on a prominent ethical issue regarding pediatric vaccination. The case revolves around Jenna and Chris Smith, parents who oppose vaccinating their newborn, Ana, based on their beliefs and concerns. They’re all about exclusive breastfeeding and homemade organic baby food. But here’s the twist – they adamantly oppose vaccinating Ana, fearing potential harms like an unproven link to autism. On the flip side is Dr. Angela Kerr, their pediatrician, who strongly advocates for vaccination. Dr. Kerr backs her stance with solid arguments, citing historical successes, current safety data, and the ethical need for herd immunity.

Despite Dr. Kerr’s compelling case, the Smiths stand firm in their decision not to vaccinate Ana. It’s important to note that both parties have good intentions, but they rely on different information and ethics, creating a clash between individual parental autonomy and collective public health responsibilities. This paper aims to explore the ethical dimensions of this case, propose a potential solution, and discuss the associated ethical implications.

Ethical Evaluation of the Case Study

The case revolves around Jenna and Chris Smith, parents who oppose vaccinating their newborn, Ana, based on their personal beliefs and concerns. Dr. Angela Kerr, their pediatrician, strongly supports vaccination based on medical expertise. The broader public and children with weakened immune systems are also impacted due to the potential risk of lacking herd immunity. Here’s a breakdown of the ethical factors leading to the dilemma:

Misinformation

The Smiths’ decision is influenced by unverified blogs spreading vaccine misinformation. Research shows that exposure to differing views on social media can shape opinions, impacting health choices (Larson et al., 2022). This evidence highlights the challenge for healthcare providers in advocating for evidence-based practices when misinformation plays a significant role. In our case, misinformation not only sways the Smiths’ decision but also reinforces their existing biases against vaccines (Capella University, 2023).

Social Beliefs

Societal norms and increasing skepticism about vaccinations in certain communities also sway the Smiths. Studies indicate that public trust significantly affects vaccination rates (Miras et al., 2023). This study underscores how societal beliefs create barriers to effective healthcare interventions. These cultural and social beliefs compound the ethical problem by providing a broader environment supporting the Smiths’ decision, making medical intervention challenging. The Smiths’ choice is shaped by wider social forces, adding complexity to the ethical medical practice (Capella University, 2023).

Professional Ethics

Dr. Kerr faces a complex ethical dilemma as she balances obligations to the individual patient and the larger public. Medical ethics guide this balance, emphasizing principles like beneficence and non-maleficence. Studies show healthcare providers find it challenging when patients’ personal beliefs conflict with established medical advice (Simpson-Tirone et al., 2022).

The paper emphasizes the ethical challenges healthcare providers face when patients’ beliefs clash with medical advice, adding complexity for Dr. Kerr. Her predicament layers complexity because she must consider both the Smiths’ wishes and the potential public health risks of an unvaccinated child. This ethical tension makes it challenging for Dr. Kerr to make a decision fully aligned with medical ethics, contributing to the broader ethical problem (Capella University, 2023).

Analyzing the Context and Importance

The setting for this issue is within the pediatric care provided by Dr. Angela Kerr. The problem is crucial because it involves the health and well-being of a newborn, Ana, and has broader implications for public health due to the concept of herd immunity. The decision not to vaccinate Ana is not isolated but influenced by wider social forces, challenging ethical medical practice. The importance of addressing vaccine hesitancy is underscored by its potential impact on individual health, public health, and the ethical responsibilities of healthcare professionals.

Communication Effectiveness in the Case Study

In the case study, Dr. Angela Kerr used a communication style grounded in facts, presenting scientific data, ethical arguments, and statistics, even referencing credible sources like the Vaccine Adverse Event Reporting System (VAERS). This method is good for making informed decisions and is crucial when talking to patients and their families (Capella University, 2023). While Dr. Kerr’s approach was scientifically strong and ethically guided, research on vaccine hesitancy suggests that relying on facts alone might not be enough. Studies indicate that personalized communication, addressing parents’ concerns with empathy, tends to be more effective in changing vaccination behavior (Christou-Ergos et al., 2022).

Dr. Kerr’s approach, although accurate and comprehensive, could benefit from a more empathetic style of communication that addresses both the rational and emotional concerns of parents, such as the Smiths. In cases like Ana’s, effective communication should combine scientific accuracy with emotional sensitivity. Dr. Kerr could improve interactions by listening empathetically and engaging in personalized discussions, avoiding complex medical terms that might distance the Smiths (Haward et al., 2022). This type of effective communication could potentially sway the Smiths toward vaccinating Ana, benefiting both individual and public health. Conversely, relying solely on medical facts without addressing the Smiths’ concerns might lead to ineffective communication, solidifying their vaccine hesitancy and creating trust issues not only for them but possibly for the broader community, complicating ethical and public health challenges (Baldwin et al., 2023).

Approach to Ethical Practice in the Case Study

• Moral Awareness: Dr. Kerr demonstrated strong moral awareness by recognizing the clash between parental autonomy and public health concerns regarding Ana’s vaccination. This recognition set the stage for moral judgment.
• Moral Judgment: Dr. Kerr used moral judgment to evaluate the situation, relying on medical evidence and ethical principles. She presented scientifically-backed arguments in favor of vaccinating Ana. However, a resolution was not reached, indicating a potential limitation in her approach. Studies suggest that incorporating emotional and psychological elements can aid in moral judgment processes (Cameron et al., 2021).
• Ethical Behavior: Despite being aware of the moral complexities and making a judgment based on medical ethics, Dr. Kerr’s ethical behavior remained incomplete (Choe et al., 2022). While she respected the Smiths’ autonomy, she couldn’t change their stance, leaving the ethical dilemma unresolved.

The consequences of using effective and non-effective approaches in ethical practice can be substantial. If Dr. Kerr incorporates a more holistic and empathetic dialogue into her ethical behavior, she could potentially change the Smiths’ stance on vaccination. Studies indicate that integrating emotional intelligence and ethical considerations can enhance moral judgment and lead to more effective ethical behavior (Cameron et al., 2021). An effective approach could bridge the gap between moral awareness and moral judgment, resulting in ethical behavior that resolves the complex dilemma at hand.

Conversely, if Dr. Kerr continues to rely solely on medical evidence without incorporating a more comprehensive ethical approach, the Smiths’ vaccine hesitancy is likely to remain unchanged. This limitation in ethical behavior can perpetuate the dilemma, making it harder to reach an ethically sound decision (Choe et al., 2022). The ineffective approach could leave Ana unvaccinated, posing a risk to public health by diminishing herd immunity.

Potential Ethical Solutions and Implementation

Considering the impasse between Dr. Angela Kerr and the Smiths, a potential ethical solution would be to involve a diverse ethics committee within the healthcare organization. This committee could consist of medical ethicists, pediatricians, representatives from public health, and even parents who once had concerns about vaccines but changed their minds. The goal would be to specifically review Ana’s case and develop a tailored communication strategy to address the Smiths’ concerns more effectively (Harting et al., 2023). Dr. Kerr can propose this option to the Smiths, highlighting the committee’s role in considering various perspectives.

This approach aligns with the ethical principles of beneficence and justice. Beneficence aims for the best possible health outcome for Ana and the wider public by addressing vaccine hesitancy, and justice seeks to balance individual rights with collective well-being. Additionally, it respects the principle of autonomy by providing the Smiths with a platform for more informed decision-making. The multidisciplinary approach could likely enhance Dr. Kerr’s effectiveness in fostering relationships across different disciplines within her organization.

By involving expertise from various areas, Dr. Kerr demonstrates a willingness to collaboratively approach problems and values the input of other professionals. This could elevate her standing, making her a more trusted and respected figure not only within her immediate pediatric field but also in the broader healthcare environment. Moreover, this solution has a high potential to promote professional collaboration.

Engaging a multidisciplinary team not only initiates ongoing discussions about ethical dilemmas for Dr. Kerr but also for other healthcare professionals. It might even establish a precedent for addressing similar ethical dilemmas in the future, creating a framework for collaboration that can be refined and reused (Simpson-Tirone et al., 2022). In essence, this proposed solution aims to bridge the gap between different ethical principles and involved stakeholders, offering a more nuanced and collaborative approach to resolving the ethical dilemma presented in Ana’s case.

Conclusion

The vaccination dilemma involving Jenna and Chris Smith’s decision not to vaccinate their newborn, Ana, presents a complex ethical challenge for healthcare professionals. Analyzing the context, exploring potential solutions, and considering ethical implications are essential steps in addressing such dilemmas. The proposed solution of engaging a multidisciplinary ethics committee reflects a collaborative approach that aligns with ethical principles and aims to bridge the gap between different stakeholders’ perspectives. Ultimately, finding ethical resolutions to healthcare problems requires a thoughtful consideration of the broader societal, cultural, and individual factors at play.

References:

Baldwin, A. S., Tiro, J. A., & Zimet, G. D. (2023). Broad perspectives in understanding vaccine hesitancy and vaccine confidence: An introduction to the special issue. Journal of Behavioral Medicine, 46(1-2), 1–8. https://doi.org/10.1007/s10865-023-00397-8

Cameron, C. D., Conway, P., & Scheffer, J. A. (2021). Empathy regulation, prosociality, and moral judgment. Current Opinion in Psychology, 44, 188-195. https://doi.org/10.1016/j.copsyc.2021.09.011

Capella University (2023). Ethical Case Studies. Capella Library Online.

Choe, K., Kwon, S., & Kim, S. (2022). How do ethically competent nurses behave in clinical nursing practice? A qualitative study. Journal of Nursing Management, 30(8), 4461-4471. https://doi.org/10.1111/jonm.13884

Christou-Ergos, M., Leask, J., & Wiley, K. E. (2022). How the experience of medical trauma shapes Australian non-vaccinating parents’ vaccine refusal for their children: A qualitative exploration. SSM – Qualitative Research in Health, 100143. https://doi.org/10.1016/j.ssmqr.2022.100143

Harting, M. T., Munson, D., Linebarger, J., Hirshberg, E., Gow, K. W., Malek, M. M., Robbins, A. J., & Turnbull, J. (2023). Ethical considerations in critically ill neonatal and pediatric patients. Journal of Pediatric Surgery. https://doi.org/10.1016/j.jpedsurg.2023.02.009

Haward, M. F., Payot, A., Feudtner, C., & Janvier, A. (2022). Personalized communication with parents of children born at less than 25 weeks: Moving from doctor-driven to parent-personalized discussions. Seminars in Perinatology, 46(2), 151551. https://doi.org/10.1016/j.semperi.2021.151551

Larson, H. J., Lin, L., & Goble, R. (2022). Vaccines and the social amplification of risk. Risk Analysis, 42(7). https://doi.org/10.1111/risa.13942

Miras, A. P., Regencia, Z. J. G., & Baja, E. S. (2023). ‘I was terrified for my child’: understanding the link between the Dengvaxia® controversy and the measles vaccine hesitancy in Pasay City, Philippines. Journal of Public Health, fdad091. https://doi.org/10.1093/pubmed/fdad091

Simpson-Tirone, M., Jansen, S., & Swinton, M. (2022). Medical Assistance in Dying (MAiD) care coordination: Navigating ethics and access in the emergence of a new health profession. HEC Forum. https://doi.org/10.1007/s10730-022-09489-5

Detailed Assessment Instructions for the NHS FPX 4000 Developing a Health Care Perspective Example Essay

Assignment: NHS-FPX400 Developing a Health Care Perspective Assessment 3

Question Description

Write a 4-6 page analysis of a current problem or issue in health care, including a proposed solution and possible ethical implications.

In your health care career you will be confronted with many problems that demand a solution. By using research skills you can learn what others are doing and saying about similar problems. Then you can analyze the problem and the people and systems it affects. You can examine potential solutions and their ramifications. This assessment allows you to practice this approach with a real world problem.

DEMONSTRATION OF PROFICIENCY

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.
  • Use scholarly information to describe and explain a health care problem or issue and identify possible causes for it.
• Competency 2: Apply scholarly information through critical thinking to solve problems in the field of health care.
  • Analyze a health care problem or issue by describing the context, explaining why it is important, and identifying populations affected by it.
  • Discuss potential solutions for a health care problem or issue and describe what would be required to implement a solution.
• Competency 3: Apply ethical principles and academic standards to the study of health care.
  • Analyze the ethical implications if a potential solution to a health care problem or issue was implemented.
• Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others, and that is consistent with expectations for health care professionals.
  • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
  • Write following APA style for in-text citations, quotes, and references.

INSTRUCTIONS

1. Describe the health care problem or issue you selected for use in Assessment 2 (from the Assessment Topic Areas | Transcript media piece) and provide details about it.
2. To explore your chosen topic, you should use the first four steps of the Socratic Problem-Solving Approach to aid your critical thinking. This approach was introduced in the second assessment.
3. Identify possible causes for the problem or issue.
4. Use scholarly information to explain the health care problem or issue.
5. Identify at least three scholarly or academic peer-reviewed journal articles about the topic.
   • You may use articles you found while working on Assessment 2 or you may search the Capella Library for other articles.
   • You may find the applicable Undergraduate Library Research Guide helpful in your search.
6. Assess the credibility of the information sources.
7. Assess the relevance of the information sources.
8. Analyze the problem or issue.

1. Describe the setting or context for the problems or issues.
2. Describe why the problem or issue is important to you.
3. Identify groups of people affected by the problem or issue.

1. Discuss potential solutions for the problem or issue.

1. Compare your opinion with other opinions you find in sources from the Capella Library.
2. Provide the pros and cons for one of the solutions you are proposing.

1. Analyze the ethical implications if the potential solution (the one for which you provide pros and cons) were to be implemented.

1. Discuss the pros and cons of implementing the proposed solution from an ethical principle point of view.
2. Provide examples from the literature to support the points you are making.

1. Describe what would be necessary to implement the proposed solution.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 3 Example [PDF].

Additional Requirements

1. Length: At least 4–6 typed, double-spaced pages, not including the title page and reference page.
2. Font and font size: Times New Roman, 12 point.
3. APA Template: Use the APA Style Paper Template [DOCX] as the paper format and the APA Style Paper Tutorial [DOC] for guidance.
4. Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
5. Using outside sources: Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.
6. References: Integrate information from outside sources to include at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper.
7. APA format: Follow current APA guidelines for in-text citations of outside sources in the body of your paper and also on the reference page.

Organize your paper using the following structure and headings:

• Title page. A separate page.
• Introduction. A brief one-paragraph statement about the purpose of the paper.
• Elements of the problem/issue. Identify the elements of the problem or issue or question.
• Analysis. Analyze, define, and frame the problem or issue.
• Considering options. Consider solutions, responses, or answers.
• Solution. Choose a solution, response, or answer.
• Ethical implications. Ethical implications of implementing the solution.
• Implementation. Implementation of the potential solution.
• Conclusion. One paragraph.

 

 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

 

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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NURS FPX 4060 Villa Health Disaster Recovery Plan Example

NURS FPX 4060 Assessment 3 – Disaster Recovery Plan

Assignment Brief: NURS FPX 4060 Villa Health Disaster Recovery Plan

Assignment Instructions Overview:

This assignment challenges students to craft a meticulous and all-encompassing disaster recovery plan tailored for Villa Health, a hypothetical community on the brink of potential health crises. Through this undertaking, students will explore the aspects of public health principles, disaster preparedness, and the development of a comprehensive recovery strategy.

The Student’s Role:

In this assignment, students are tasked with adopting a holistic perspective. The emphasis lies in providing exhaustive speaker notes for each slide, offering in-depth expansions on definitions, objectives, and strategies elucidated in the presentation slides. The overarching aim is to showcase a profound understanding of disaster recovery planning principles and their practical application in the unique context of the Villa Health community.

NURS FPX 4060 Villa Health Disaster Recovery Plan Example

Slide 1: Title Slide

Disaster Recovery Plan for Vila Health Community

Presenter: [Your Name]

Date: [Current Date]

Course Number and Title: NURS FPX 4060: Disaster Recovery Plan

Slide 1 Speaker Notes:

Good [morning/afternoon/evening], everyone. My name is Abigail, and I am here to present the Disaster Recovery Plan for the Vila Health Community. Today, we will looking at the key components of the plan, addressing health disparities, and improving access to community services after a disaster. Let’s begin.

Slide 2: Introduction and Objectives

• Definition of Disaster Recovery Plan
  • Strategic framework crafted to guide our community’s response and rehabilitation efforts in the aftermath of a significant disaster or crisis.
  • Roadmap to ensure a coordinated and effective approach to mitigate health disparities and enhance access to essential services.
• Objectives of the Presentation
  • Determinants of Health
  • Identifying Community Needs
  • Tools and Resources for Implementation
  • Social Justice and Cultural Sensitivity
  • Impact of Health and Governmental Policy on the Recovery Efforts
  • Strategies for Communication and Interprofessional Collaboration

Slide 2 Speaker Notes:

Good afternoon, everyone. I’m delighted to guide you through our comprehensive Disaster Recovery Plan tailored for the Vila Health Community. Today, our mission is to not only present a plan but to actively engage in a collective effort to fortify our community’s resilience post-disaster.

Defining Disaster Recovery Plan:

A Disaster Recovery Plan is a strategic framework crafted to guide our community’s response and rehabilitation efforts in the aftermath of a significant disaster or crisis. It’s a roadmap that ensures a coordinated and effective approach to mitigate health disparities and enhance access to essential services.

Objectives:

Determinants of Health:

These determinants include economic status, health services accessibility, physical environment factors, and policy dynamics. Understanding these influencers is pivotal in tailoring our recovery efforts to the unique needs of our community members.

Identifying Community Needs:

Our focus extends to conducting a meticulous assessment of the community’s needs. This involves engaging with community members, understanding their economic, social, and cultural nuances, and identifying specific areas that require targeted interventions.

Tools and Resources for Implementation:

This includes leveraging the MAP-IT framework (Mobilize, Assess, Plan, Implement, Track), understanding the change of command structure, and identifying key members of our disaster recovery team who will play pivotal roles in the plan’s execution.

Social Justice and Cultural Sensitivity:

Recognizing the principles of social justice and cultural sensitivity is embedded in our recovery plan. These principles will guide our actions, ensuring that equity, fairness, and respect for cultural norms are central to our recovery initiatives.

Impact of Health and Governmental Policy:

Health and governmental policies shape our recovery efforts significantly with specific examples such as the FEMA policies, like the Presidential Policy Directive 8 and the Disaster Recovery Reform Act of 2018. As such, understanding their implications on our recovery strategy is fundamentally important.

Strategies for Communication and Interprofessional Collaboration:

Communication is the backbone of effective disaster recovery. It is therefore important to put in place strategies to overcome potential communication barriers during a disaster, as well as foster interprofessional collaboration among diverse stakeholders, ensuring a harmonized and efficient recovery effort.

Slide 3: Determinants of Health

Definition of Determinants of Health

• Fundamental factors that wield considerable influence over the well-being of individuals within our community.
• Vila Health Community Factors:
  • Economic Status
  • Health Services Access
  • Physical Environment
  • Policy Making

How these factors affect the recovery plan

• The effectiveness of our plan hinges on our ability to address these determinants comprehensively.

Slide 3 Speaker Notes:

Economic Status:

The economic status of our community members is a key determinant. Income levels, employment opportunities, and financial stability directly impact access to healthcare, nutrition, and overall health. Crafting a recovery plan that addresses economic disparities is paramount to ensuring equitable health outcomes for everyone.

Access to Health Services:

Another critical determinant is the accessibility of health services. Understanding how easily community members can access medical care, especially during and after a disaster, informs our recovery plan’s strategies to enhance service availability.

Physical Environment:

The surroundings in which our community members live play a significant role in their health. From the quality of air and water to the safety of neighborhoods, our recovery plan will aim to mitigate environmental risks and enhance the overall well-being of our community.

Policy Making:

Policies crafted at local, state, and national levels have a direct impact on health. Some of the existing policies that may either facilitate or impede our recovery efforts. Recognizing the role of policy in shaping health outcomes allows us to advocate for necessary changes and align our recovery strategies with overarching health objectives.

Slide 4: Community Needs and Recovery Plan

• Purpose of the Recovery Plan
• Derived Needs:
  • Favorable Public Policies
  • Improved Public Services
  • Enhanced Health Services, Education, Transport, and Communication

Slide 4 Speaker Notes:

Purpose of the Recovery Plan:

Our recovery plan is not a generic one-size-fits-all approach; it’s a dynamic strategy uniquely designed for the Vila Health Community. The primary purpose is to diminish health disparities and amplify access to services post-disaster. As we dig deeper into the community’s needs, keep in mind that our recovery plan is a proactive response to ensure the well-being of each resident.

Derived Needs:

The needs we’ve derived from our overarching purpose are multifaceted and interconnected. We’re looking at:

Favorable Public Policies:

Advocating for policies that align with our recovery objectives. This includes policies that address economic disparities, promote community well-being, and streamline the recovery process.

Improved Public Services:

Enhancing the quality and accessibility of public services is at the forefront of our plan. From healthcare facilities to emergency response services, our aim is to bolster the overall public service infrastructure.

Health Services:

Our recovery plan places a strong emphasis on improving health services. This involves ensuring that healthcare facilities are not only accessible but equipped to meet the diverse healthcare needs of the community.

Education:

Education is a cornerstone of community resilience. Our plan includes initiatives to bolster educational resources, ensuring that residents are informed and empowered to navigate post-disaster challenges.

Transport and Communication:

Efficient transport and communication are vital during recovery. Our plan addresses these needs by proposing strategies to improve transportation systems and establish effective communication channels within the community.

Slide 5: Tools To Implement the Recovery Plan

• Introduction to MAP-IT Framework
• Change of Command
• Disaster Recovery Members and Their Roles
• General Timeline for Recovery Efforts

Slide 5 Speaker Notes:

Introducing the MAP-IT Framework:

Our first tool is the MAP-IT framework – Mobilize, Assess, Plan, Implement, Track. This proven approach will serve as our guiding compass throughout the recovery process. Each phase is meticulously designed to ensure a systematic and comprehensive response. Mobilizing collaborative partners, assessing community needs, planning for health equity, implementing strategies aligned with our objectives, and continuously tracking progress – this framework encapsulates the essence of our Recovery Plan.

Change of Command:

Another critical tool in our arsenal is the Change of Command. Establishing a clear hierarchy and delineating roles is imperative for effective disaster recovery. We’ll introduce the leaders and team members who will spearhead the implementation of our plan. This clarity ensures seamless communication, swift decision-making, and efficient resource allocation during the recovery phase.

Disaster Recovery Team Members and Roles:

Let’s familiarize ourselves with the individuals who make up our Disaster Recovery Team and understand their specific roles. From executive leaders to on-the-ground responders, each member plays a crucial part in the success of our plan. Highlighting these roles ensures that everyone is aligned with their responsibilities, promoting synergy within the team.

General Recovery Timeline:

Time is of the essence in disaster recovery. This timeline serves as a roadmap, indicating key milestones and the expected duration for each phase. Having a clear sense of the timeline allows us to stay on track and respond promptly to evolving needs.

Slide 6: Social Justice and Cultural Sensitivity

• Definition of Social Justice and Cultural Sensitivity
• Application in Healthcare
• Ensuring Equity in Recovery Efforts
• Recognizing and Respecting Cultural Norms

Slide 6 Speaker Notes:

Importance of Social Justice:

Social justice forms the bedrock of our recovery strategy. It’s not just about responding to a disaster; it’s about responding equitably. By prioritizing fairness and impartiality, our Recovery Plan aims to create a level playing field for every resident.

Cultural Sensitivity in Healthcare:

Healthcare is deeply intertwined with cultural norms and beliefs. Our plan recognizes the diversity within the Vila Health Community and places a premium on cultural sensitivity. Our plan ensures that healthcare services are not only accessible but also tailored to meet the unique needs of each demographic.

Equity Across Demographics:

As we navigate the discussion on social justice and cultural sensitivity, keep in mind that our goal is to ensure equity across all demographics. Whether it’s economic status, linguistic diversity, or cultural practices, our plan is designed to embrace diversity and promote inclusivity in every aspect of the recovery process.

Respecting Cultural Norms:

Each community has its own set of cultural norms. Our plan takes a proactive stance in respecting these norms, recognizing them not as obstacles but as integral aspects of community identity. By intertwining cultural sensitivity into our recovery efforts, we are not just rebuilding; we are rebuilding with an acute awareness of and respect for the rich cultural diversity that makes up the Vila Health Community.

Slide 7: Health and Governmental Policies

• Overview of FEMA Policies
  • Example: Presidential Policy Directive 8
• Disaster Recovery Reform Act of 2018
• Impact on Recovery Efforts and Shared Responsibility

Slide 7 Speaker Notes:

Overview of FEMA Policies:

FEMA, the Federal Emergency Management Agency, plays a pivotal role in disaster response. FEMA’s policies have a lot of significance in coordinating and facilitating effective recovery. Understanding these policies is key to aligning our efforts with national strategies for disaster management.

Example: Presidential Policy Directive 8:

Within the landscape of FEMA policies, we can spotlight one key directive for instance – Presidential Policy Directive 8. This directive emphasizes the importance of a whole-community approach to emergency management. By examining its tenets, we gain insights into the principles that advocate for collaboration, shared responsibility, and community engagement in disaster recovery.

Disaster Recovery Reform Act of 2018:

A significant piece of legislation that shapes our approach is the Disaster Recovery Reform Act of 2018. This act introduces reforms aimed at enhancing the nation’s preparedness for future disasters setting the stage for a more resilient and responsive recovery process.

Impact on Recovery Efforts and Shared Responsibility:

These policies don’t just exist in isolation; they significantly impact our recovery efforts. Adherence to these policies will certainly ensure a more coordinated response, fostering a sense of shared responsibility among various stakeholders. Recognizing the interconnectedness of our efforts with these policies is essential for a seamless and effective recovery.

Slide 8: Overcoming Communication Barriers

• Types of Communication Barriers
• Strategies:
  • Language Boards
  • Medical Translators
  • Mobile Apps and Alarms
  • Social Media

Slide 8 Speaker Notes:

Types of Communication Barriers:

Communication breakdowns can impede the effectiveness of our recovery efforts. These can range from coordination issues in radio communication to challenges in establishing contact with first responders during the initial hours.

Strategies for Overcoming Barriers:

Recognizing these barriers is just the first step. These strategies are not theoretical; they are actionable approaches designed to ensure seamless communication in the face of adversity.

Language Boards:

In diverse communities like Vila Health, linguistic diversity is a reality. Language boards emerge as a practical tool for bridging language gaps, ensuring that critical information reaches every individual, regardless of their primary language.

Medical Translators:

Beyond basic communication, healthcare often involves distinctive discussions. Medical translators play a crucial role in ensuring that medical information is accurately conveyed. Integrating medical translators into our communication strategy enhances clarity and precision in healthcare communication.

Mobile Apps and Alarms:

In the age of technology, leveraging mobile apps and alarms becomes indispensable. These tools not only facilitate rapid communication but also serve as real-time alerts for emergencies. Our plan incorporates these technological solutions to bolster communication efficacy.

Social Media:

Social media platforms have proven to be powerful communication channels. Our plan embraces these platforms strategically, recognizing their potential to disseminate information rapidly to a broad audience.

Slide 9: Enhancing Interprofessional Collaboration (IPC)

• Importance of IPC
• Professions Involved in Disaster Recovery
• Strategies:
  • Delegation of Duties
  • IPC Education
  • Detailed Disaster Plan

Slide 9 Speaker Notes:

Importance of IPC in Disaster Recovery:

Disaster recovery involves a multitude of professions, ranging from healthcare workers and administrators to emergency responders. Recognizing the importance of seamless collaboration among these diverse professions is key.

Various Professions Involved:

The disaster scenario at Vila Health Community involves a spectrum of professions, including healthcare professionals, EMTs, police, and fire department teams. Understanding the roles of each participant lays the groundwork for effective collaboration.

Strategies for Effective Collaboration:

Collaboration doesn’t happen by chance; it requires intentional strategies. Specific strategies in our plan are employed to foster effective IPC. From delegation of duties to the implementation of IPC education in schools, each strategy contributes to a more cohesive and coordinated recovery process.

Detailed Planning and Education:

IPC isn’t just a spontaneous occurrence; it’s a result of meticulous planning and education, where the roles of each participant are clearly defined. Additionally, education becomes a catalyst for improving interprofessional communication and understanding.

Impact on Disaster Relief Team and Community:

The ripple effects of effective IPC extend beyond the immediate recovery team to influence individuals, families, and aggregates within the community.

Slide 10: Proposed Disaster Recovery Plan and Benefits

• Purpose and Goals of the Proposed Plan
• Reducing Health Disparities
• Improving Health Access
• Inclusive Care Irrespective of Demographics

Slide 10 Speaker Notes:

Purpose and Goals:

Our recovery plan is not just a document; it’s a comprehensive strategy crafted with a singular purpose – to enhance the resilience of the Vila Health Community in the face of disasters. The overarching goals of our plan, focus on reducing health disparities, improving health access, and ensuring inclusive care for all community members.

Reducing Health Disparities:

Health disparities often stem from unequal access to resources. Our plan actively addresses this issue by prioritizing the needs of the most vulnerable groups within the community.

Improving Health Access:

Access to healthcare is a fundamental right, especially during the recovery phases. Our plan delineates strategic actions aimed at improving access to essential health services. From infrastructure enhancements to targeted healthcare initiatives, our plan paves the way for a more accessible healthcare environment.

Inclusive Care for All:

One size does not fit all. Our recovery plan is designed to be inclusive, considering the diverse demographics of the Vila Health Community. Our strategies ensure that every individual, irrespective of their background, receives personalized and culturally sensitive care.

Governmental Policies and Legislation:

The recovery plan is not isolated from external factors. It is bound to be influenced by governmental policies, such as the Presidential Policy Directive 8 and the Disaster Recovery Reform Act of 2018. Understanding these policies is crucial, as they shape the framework within which our recovery efforts unfold.

Shared Responsibility and Impact:

Recovery is a collective effort. Shared responsibility is highly encouraged throughout the plan, where the community actively participates in the recovery process within the Vila Health Community.

Slide 11: Barriers to Safety, Health, and Recovery Efforts

• Identifying Cultural, Economic, and Social Barriers
• Challenges in Collaboration and Communication
• Addressing Obstacles for Effective Recovery

Slide 11 Speaker Notes:

Identifying Cultural, Economic, and Social Barriers:

Successful recovery hinges on a proper understanding of the diverse factors at play including the cultural, economic, and social barriers that might pose challenges. Recognizing these barriers is the first step towards devising targeted strategies to navigate them successfully.

Challenges in Collaboration and Communication:

Collaboration and communication are the backbone of effective recovery. However, challenges can arise, hindering the seamless flow of information and coordination.

Addressing Obstacles for Effective Recovery:

Identifying obstacles is not sufficient; we must proactively address them to ensure the success of our recovery plan. Our plan incorporates a multifaceted approach, including specific steps and interventions tailored to tackle these barriers head-on, from cultural competency training to targeted communication strategies, in order to overcome these obstacles.

Slide 12: Conclusion

• Summary of Key Points
• Emphasis on Economic Status, Physical Environment, and Policies
• Strategies for Cultural Sensitivity, Communication, and IPC

Slide 12 Speaker Notes:

Summary of Key Points:

We’ve journeyed through the determinants of health, community needs, tools for implementation, considerations of social justice and cultural sensitivity, and the impact of health and governmental policies. Each element plays a vital role in crafting a comprehensive recovery plan.

Emphasis on Economic Status, Physical Environment, and Policies:

The economic status of the community, the condition of the physical environment, and the influence of policies are foundational elements. Our recovery plan places significant emphasis on addressing these factors, recognizing their pivotal role in the overall well-being of the community.

Strategies for Cultural Sensitivity, Communication, and IPC:

We’ve discussed strategies for ensuring cultural sensitivity, overcoming communication barriers, and enhancing interprofessional collaboration. These strategies are not just theoretical concepts but actionable steps embedded in our recovery plan. They underscore our commitment to inclusivity, effective communication, and collaborative efforts.

Slide 13: References

Centers for Disease Control and Prevention. (n.d.). Coping with a disaster or traumatic event. https://emergency.cdc.gov/coping/index.asp

Centers for Disease Control and Prevention. (n.d.). Emergency preparedness and response. https://emergency.cdc.gov/

Centers for Disease Control and Prevention. (2011). Guidance on microbial contamination in previously flooded outdoor areas. U.S. Department of Health and Human Services. https://www.cdc.gov/nceh/ehs/publications/guidance_flooding.htm

Federal Emergency Management Agency (FEMA). (n.d.). National Flood Insurance Program. FloodSmart. https://www.floodsmart.gov/

Calonge, N., Brown, L., & Downey, A. (2020). Evidence-based practice for public health emergency preparedness and response: Recommendations from a national academies of sciences, engineering, and medicine report. JAMA, 324(7), 629-630.

Khan, Y., O’Sullivan, T., Brown, A., Tracey, S., Gibson, J., Généreux, M., Henry, B., & Schwartz, B. (2018). Public health emergency preparedness: A framework to promote resilience. BMC Public Health, 18(1), 1344.

Madrigano, J., Chandra, A., Costigan, T., & Acosta, J. D. (2017). Beyond disaster preparedness: Building a resilience-oriented workforce for the future. International Journal of Environmental Research and Public Health, 14(12), 114.

Ready.gov. (n.d.). Plan ahead for disasters. https://www.ready.gov/

U.S. Department of Homeland Security. (n.d.). Plan and prepare for disasters. http://www.dhs.gov/topic/plan-and-prepare-disasters

Xue, C.-L., Shu, Y.-S., Hayter, M., & Lee, A. (2020). Experiences of nurses involved in natural disaster relief: A meta‐synthesis of qualitative literature. Journal of Clinical Nursing, 29(23-24), 4514-4531.

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Program planning. Health People 2020. https://www.healthypeople.gov/2020/tools-and-resources/Program-Planning

MAP-IT: A guide to using Healthy People 2020 in your community. (n.d.). Information on MAP-IT.

Detailed Assessment Instructions for the NURS FPX 4060 Villa Health Disaster Recovery Plan Example

Assessment 3 Instructions: Disaster Recovery Plan

Top of Form

Bottom of Form

• PRINT
• Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Introduction

Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about:

• Community needs.
• Resources, personnel, budget, and community makeup.
• People accountable for implementation of the disaster recovery plan.
• Healthy People 2020 goals and 2030 objectives.
• A timeline for the recovery effort.

You may also wish to:

• Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:

6. Mobilize collaborative partners.
7. Assess community needs.
8. Plan to lessen health disparities and improve access to services.
9. Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
10. Track community progress.

. Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact  DisabilityServices@capella.edu  to request accommodations.

Instructions

Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.

Complete the following:

• Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.

. Assess community needs.

. Consider resources, personnel, budget, and community makeup.

. Identify the people accountable for implementation of the plan and describe their roles.

. Focus on specific Healthy People 2020 goals and 2030 objectives.

. Include a timeline for the recovery effort.

• Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:

. Mobilize collaborative partners.

. Assess community needs.

. Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

. Include in your plan the equitable allocation of services for the diverse community.

. Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.

. Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

• Plan to lessen health disparities and improve access to services.
• Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
• Track and trace-map community progress.

. Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.

. Describe the plan for contact tracing during the disaster and recovery phase.

• Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.

Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

• Title slide.
• Recovery plan title.
• Your name.
• Date.
• Course number and title.
• References (at the end of your presentation).

Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.

The following resources will help you create and deliver an effective presentation:

• Record a Slide Show With Narration and Slide Timings.
• This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
• Microsoft Office Software.
• This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
• PowerPoint Presentations Library Guide.
• This library guide provides links to PowerPoint and other presentation software resources.
• SoNHS Professional Presentation Guidelines [PPTX].
• This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:

• Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
• Consider the interrelationships among these factors.
• Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
• Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
• Explain how health and governmental policy impact disaster recovery efforts.
• Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
• Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
• Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
• Include evidence to support your strategies.
• Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
• Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
• Develop your presentation with a specific purpose and audience in mind.
• Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Additional Requirements

Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Analyze health risks and health care needs among distinct populations.
• Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
• Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
• Explain how health and governmental policy impact disaster recovery efforts.
• Competency 4: Integrate principles of social justice in community health interventions.
• Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
• Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
• Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

Resources: Disaster Preparedness and Management

Top of Form

Bottom of Form

• PRINT
• The following activity provides the context and information needed to complete the assessment:
• Vila Health: Disaster Recovery Scenario.

The following articles will help you better understand public health assessment and surveillance as well as the nurse’s role in disaster preparedness and management in the workplace and community.

• Centers for Disease Control and Prevention. (n.d.). Coping with a disaster or traumatic event . https://emergency.cdc.gov/coping/index.asp
• Centers for Disease Control and Prevention. (n.d.). Emergency preparedness and response . https://emergency.cdc.gov/
• Centers for Disease Control and Prevention. (2011). Guidance on microbial contamination in previously flooded outdoor areas . U.S. Department of Health and Human Services. https://www.cdc.gov/nceh/ehs/publications/guidance_flooding.htm
• Federal Emergency Management Agency (FEMA). (n.d.). National Flood Insurance Program . FloodSmart. https://www.floodsmart.gov/
• Calonge, N., Brown, L., & Downey, A. (2020). Evidence-based practice for public health emergency preparedness and response: Recommendations from a national academies of sciences, engineering, and medicine report. JAMA, 324(7), 629630.
• Khan, Y., O’Sullivan, T., Brown, A., Tracey, S., Gibson, J., Généreux, M., & Henry, B., & Schwartz, B. (2018). Public health emergency preparedness: A framework to promote resilience. BMC Public Health, 18(1), 1344.
• Madrigano, J., Chandra, A., Costigan, T., & Acosta, J. D. (2017). Beyond disaster preparedness: Building a resilience-oriented workforce for the future. International Journal of Environmental Research and Public Health, 14(12), 114.
• Ready.gov. (n.d.). Plan ahead for disasters . https://www.ready.gov/
• U.S. Department of Homeland Security. (n.d.). Plan and prepare for disasters . http://www.dhs.gov/topic/plan-and-prepare-disasters
• Xue, C.-L., Shu, Y.-S., Hayter, M., & Lee, A. (2020). Experiences of nurses involved in natural disaster relief: A meta‐synthesis of qualitative literature. Journal of Clinical Nursing, 29(23-24), 45144531.

The following resources will help in developing a disaster recovery plan.

• U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030 . https://health.gov/healthypeople
• U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Program planning . Health People 2020. https://www.healthypeople.gov/2020/tools-and-resources/Program-Planning

13. Information on MAP-IT, a guide to using Healthy People 2020 in your community.

Resources: Multimedia Recording and Academic Resources

Top of Form

Bottom of Form

• PRINT
• Presentations

The following resources will help you create and deliver an effective presentation.

• Conquering Death by PowerPoint: The Seven Rules of Proper Visual Design.

1. A video primer on presentation design.
2. Approximate run time: 45:00.

. Creating a Presentation: A Guide to Writing and Speaking.

2. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

. Microsoft Office Software.

3. This Campus resource includes tip sheets and tutorials for Microsoft PowerPoint.

. PowerPoint Presentations Library Guide.

4. This library guide provides links to PowerPoint and other presentation software resources.

. SoNHS Professional Presentation Guidelines [PPTX].

Scholarly Writing and APA Style

Use the following resources to improve your writing skills and find answers to specific questions.

. Academic Honesty & APA Style and Formatting.

. APA Module.

. Writing Center.

Library Research

Use the following resources to help with any required or self-directed research you do to support your coursework.

. BSN Program Library Research Guide.

. Journal and Book Locator Library Guide.

. Capella University Library.

. Library Research and Information Literacy Skills.

ePortfolio

. ePortfolio.

. Online ePortfolio Guidelines [PDF].

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NURS FPX 4060 Nursing Health Promotion Plan Example Essay

NURS FPX 4060 Assessment 1 – Health Promotion Plan Assignment

NURS FPX 4060 Assessment 1 – Health Promotion Plan Assignment Brief

Overview:

The Health Promotion Plan assignment is designed to provide nursing students with the opportunity to develop and implement a comprehensive health promotion strategy targeting a specific health concern within their community. This assignment involves writing a community health needs assessment report on a clinical learning experience focused on health promotion, addressing critical elements such as who, what, when, where, and why. The goal is to strengthen the student’s understanding of planning and engaging individuals or groups in a health promotion initiative.

Understanding Assignment Objectives:

Analyzing Community Health Concerns:

• Identify a specific health concern within your community.
• Analyze underlying assumptions and points of uncertainty related to the chosen health concern.
• Consider factors contributing to health, health disparities, and access to services.

Proposing Health Promotion Strategies:

• Explain the importance of the chosen health concern for health promotion within a specific population.
• Establish agreed-upon health goals in collaboration with potential participants.
• Propose health promotion strategies to address the identified health concern.

Applying Professional Communication Strategies:

• Develop a health promotion plan that includes clear, concise, and logically coherent content.
• Apply professional, scholarly communication strategies adhering to APA formatting requirements.
• Engage in effective interpersonal communication to negotiate individual or group participation.

The Student’s Role:

As a nursing student, your role is to actively engage in the following tasks:

Selecting a Health Concern:

• Choose a specific health concern within your community.
• Investigate the chosen health concern and identify evidence-based health improvement practices.

Identifying Populations Affected:

• Determine populations potentially affected by the health concern.
• Explain why addressing this health concern is crucial for health promotion.

Planning a Health Promotion Session:

• Develop a health promotion plan spanning 4-5 pages, addressing critical elements such as who, what, when, where, and why.
• Enlist the participation of an individual or group in an educational session about the chosen health concern.
• Collaborate with participants to establish agreed-upon health goals.

Applying Professional Communication:

• Write the health promotion plan with a specific purpose and audience in mind.
• Utilize professional, scholarly communication strategies and adhere to APA formatting requirements.

Participant Recruitment:

• Identify an individual or group among the affected population willing to participate in the educational session.
• Research and document their potential learning needs and health promotion goals.
• Secure agreement, meet with the individual or group, and collaborate in setting expectations for session outcomes.

Documenting and Supporting Evidence:

• Include a separate section in the plan identifying participants and their contact information.
• Support your health promotion plan with at least three credible sources, such as peer-reviewed articles, course study resources, and Healthy People 2020 resources.

Detailed Assessment Instructions for the NURS FPX 4060 Nursing Health Promotion Plan Example Assignment

Develop a health promotion plan, 3-4 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies.

For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community.

Professional Context

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze health risks and health care needs among distinct populations.

Analyze a community health concern that is the focus of a health promotion plan.

Competency 2: Propose health promotion strategies to improve the health of populations.

Explain why a health concern is important for health promotion within a specific population.

Establish agreed-upon health goals in collaboration with participants.

Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

Write clearly and concisely in a logically coherent and appropriate form and style.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to:

Bullying.

Medication reconciliation to prevent readmission.

Individual or family disaster preparedness.

Medication safety.

Home safety.

Depression management.

Fall prevention.

Pain management.

Immunizations.

Heart disease prevention (high blood pressure, stroke, heart failure).

Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

In addition, you are encouraged to:

Complete the Vila Health: Effective Interpersonal Communications simulation.

Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.

Review the MacLeod article, “Making SMART Goals Smarter.”

Instructions

Complete this assessment in two parts.

Part 1: Health Promotion Plan

Choose a specific health concern as the focus of your health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.

Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion.

Part 2: Individual or Group Activity Participant Recruitment

Identify an individual or group among the affected population who may be willing to participate in an educational session about your chosen health concern and associated health improvement strategies. Then, research and document their potential learning needs and health promotion goals. Participants may include individuals, groups, or other community members.

Contact the selected individual or group and secure their agreement to participate in the educational session.

Meet with the individual or group to describe the session and collaborate in setting expectations for session outcomes, establishing agreed-upon goals, and suggesting possible revisions to the plan.

Confirm, with the individual or group, a date and time for the educational session and document the name and contact information (e-mail or phone) of the individual or group representative.

Document Format and Length

Your health promotion plan should be 3–4 pages in length. In a separate section of the plan, identify any participants and be sure to include their contact information.

Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Analyze the health concern that is the focus of your health promotion plan.

Consider underlying assumptions and points of uncertainty in your analysis.

Explain why a health concern is important for health promotion within a specific population.

Examine current population health data.

Consider the factors that contribute to health, health disparities, and access to services.

Establish agreed-upon health goals in collaboration with participants.

Write clearly and concisely in a logically coherent and appropriate form and style.

Write with a specific purpose and audience in mind.

Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

NURS FPX 4060 Nursing Health Promotion Plan Example Essay

Introduction

Immunization is a significant public health concern, and it’s the main focus of our health promotion plan. It’s a crucial strategy for preventing various diseases, especially for kids. Getting children vaccinated is important as it reduces the chances of them getting sick with different illnesses later in life (Hussain et al., 2022). Our plan aims to tackle important obstacles in making sure that kids get all their immunizations. Specifically, we’re looking at the gaps in knowledge and attitudes that parents might have about vaccinating their children. Parents need to understand why childhood vaccines are important to make sure their kids are fully protected. By doing this, we hope to significantly lower the number of childhood diseases. We acknowledge that there are some assumptions and uncertainties in our plan. For example, some parents might ignore medical advice because of cultural beliefs or personal opinions, which could make our plan challenging. To handle this, we’ll use methods that respect different cultures when sharing information, and we’ll address individual concerns. But, the success of our plan really depends on parents and guardians being willing to take part and cooperate in the community (Burnett et al., 2020).

Health Concern Analysis: Significance of Immunization and Health Promotion Plan

The importance of immunization for a specific group of people is very significant and plays a crucial role in promoting health. Immunization is essential for preventing infectious diseases and contributes a lot to the overall health of the population (Tan et al., 2022). It becomes even more important in addressing health disparities among different segments of the population. People in lower-income groups, racial and ethnic minorities, and those without proper insurance often have lower immunization rates, leading to more cases of diseases that could have been prevented by vaccines (Matta et al., 2020). Globally, there’s a big concern about not everyone having access to vaccines. The World Health Organization reported in 2019 that nearly 20 million infants worldwide don’t have access to necessary vaccines (WHO, 2021). This lack of access is because of different reasons like how much money people have, where they live, and if there are enough healthcare facilities available. So, implementing a health promotion plan that focuses on immunization for a specific population has the potential to increase vaccine coverage, reduce health inequalities, and improve the overall health of the community (Scobie et al., 2020). In the context of Detroit, Michigan, financial hardships and limited healthcare access pose significant barriers to timely immunizations for children in low-income minority families.

Health Promotion Plan

In our effort to promote health among low-income minority families in Detroit, Michigan, we recognize the crucial need for a targeted approach to immunization. This community faces financial challenges and limited access to healthcare, making it essential for us to intervene and provide focused support. Take, for instance, a single African-American mother in Detroit who works multiple jobs to support her family. Her busy schedule and lack of transportation make it challenging to get timely immunizations for her two children. This real-life situation highlights the significant hurdles the community faces.

To address these challenges, we’ve carefully planned a health promotion strategy consisting of four bi-weekly sessions. Each session, lasting 1.5 hours, is designed to comprehensively tackle the various obstacles experienced by these families. We’ll cover important topics, including the importance of vaccines and their proper scheduling, dispelling common myths, insights into accessing affordable healthcare resources, understanding potential side effects, and finding ways to overcome logistical barriers.

To measure the effectiveness of our efforts, we’ll use pre- and post-session quizzes, foster group discussions, and incorporate practical exercises. Continuous feedback will be actively encouraged to tailor our content to the specific needs of participants, ensuring successful knowledge absorption.

Participant Recruitment: Understanding the Diversity of Individuals Involved

The specific group we’re targeting with this health promotion initiative, which is all about immunization, consists of low-income, minority families living in Detroit, Michigan, USA. Our main focus is on actively engaging single African-American mothers who play a crucial role in the local community and handle multiple jobs to support their families. These moms come from different types of households, some being single-parent setups, while others have two parents. What they all share is facing financial challenges and limited access to healthcare due to lower income levels and limited education. Despite these obstacles, their dedication to their families is unwavering. The health promotion plan aims to empower these individuals by addressing their specific challenges related to childhood immunization.

Collaborative Health Objectives

The health promotion plan incorporates SMART goals developed collaboratively with participants to address immunization challenges:

• Schedule Coordination: Participants will recognize the impact of busy work schedules and limited transportation options on their children’s immunization rates. They will identify at least three strategies to coordinate immunization appointments effectively and overcome transportation barriers within the context of their unique challenges.
• Myth Dispelling: Participants will list three common misconceptions about vaccines that might contribute to hesitancy in their community. They will formulate concise responses to address these myths when discussing immunizations with peers and family members, tailoring messages to various educational levels.
• Access to Resources: Participants will identify two local healthcare resources offering affordable immunization options for their children. They will outline a practical plan to utilize these resources, considering financial constraints and scheduling challenges, ensuring timely vaccinations.
• Personalized Immunization Calendar: Participants will create a personalized immunization calendar for their children, incorporating reminders and considering the particular hurdles they face. They will establish a support network among themselves, leveraging community connections to overcome logistical barriers and ensure all children receive necessary vaccinations on time.

Conclusion

In conclusion, the health promotion plan focuses on addressing the specific needs of low-income, minority families in Detroit, Michigan, with an emphasis on childhood immunizations. The plan aims to achieve specific, measurable, achievable, relevant, and time-bound goals, leading to healthier families, reduced disease spread, and an overall healthier community. Strategic investments in immunization campaigns can help eliminate healthcare barriers and improve health outcomes for this marginalized population.

References

Burnett, E., Parashar, U. D., & Tate, J. E. (2020). Global impact of rotavirus vaccination on diarrhea hospitalizations and deaths among children <5 years old: 2006-2019. The Journal of Infectious Diseases, 222(10). https://doi.org/10.1093/infdis/jiaa081

Hussain, A., Zahid, A., Malik, M., Ansari, M., Vaismoradi, M., Aslam, A., Hayat, K., Gajdács, M., & Jamshed, S. (2021). Assessment of parents’ perceptions of childhood immunization: A cross-sectional study from Pakistan. Children, 8(11), 1007. https://doi.org/10.3390/children8111007

Matta, P., El Mouallem, R., Akel, M., Hallit, S., & Fadous Khalife, M.-C. (2020). Parents’ knowledge, attitude and practice towards children’s vaccination in Lebanon: Role of the parent-physician communication. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09526-3

Scobie, H. M., Edelstein, M., Nicol, E., Morice, A., Rahimi, N., MacDonald, N. E., Carolina Danovaro-Holliday, M., & Jawad, J. (2020). Improving the quality and use of immunization and surveillance data: Summary report of the working group of the strategic advisory group of experts on immunization. Vaccine, 38(46), 7183–7197. https://doi.org/10.1016/j.vaccine.2020.09.017A

Tan, S. H. X., Cook, A. R., Heng, D., Ong, B., Lye, D. C., & Tan, K. B. (2022). Effectiveness of BNT162b2 vaccine against omicron in children 5 to 11 Years of Age. New England Journal of Medicine, 387(6), 525–532. https://doi.org/10.1056/nejmoa2203209

World Health Organization. (2021). Immunization coverage. World Health Organization. https://www.who.int/news-room/fact-sheets/detail/immunization-coverage

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NURS FPX 4900 Patient Family or Population Health Problem Solution Assignment Example

NURS FPX 4900 Assessment 4 – Patient, Family, or Population Health Problem Solution

NURS FPX 4900 Patient Family or Population Health Problem Solution Assignment Brief

Course: NURS-FPX 4900: Capstone Project for Nursing

Assignment Title: Assessment 4 – Patient, Family, or Population Health Problem Solution

Understanding Assignment Objectives:

In this assignment, your primary objective is to develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. The aim is to create an intervention plan that incorporates collaboration, technology, family involvement, and community resources. The solution should be relatable, tailored, and integrated, considering not only the physical aspects of the disease or condition but also emphasizing emotional well-being.

The Student’s Role:

As the student, your task is to propose an intervention plan that is both effective and relatable, considering the unique needs of the patient. The intervention should be a blend of professional collaboration, parental engagement, technological tools, and community resources.

Detailed Assessment Instructions for the NURS FPX 4900 Patient Family or Population Health Problem Solution Assignment

Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention. Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4. Introduction In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem. Preparation In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following: • Creating an educational brochure. • Producing an educational voice-over PowerPoint presentation or video focusing on your topic. • Creating a teaching plan for your patient, family, or group. • Recommending work process or workflow changes addressing your topic. Plan to spend at least 3 direct practicum hours working with the same patient, family, or group. In addition, you may wish to complete the following: • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed. • Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence. Instructions Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval. Part 1 Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources. Incorporate relevant aspects of the following considerations that shaped your understanding of the problem: • Leadership. • Collaboration. • Communication. • Change management. • Policy. • Quality of care. • Patient safety. • Costs to the system and individual. • Technology. • Care coordination. • Community resources. Part 2 Submit your proposed intervention to your faculty for review and approval. In a separate written deliverable, write a 5–7 page analysis of your intervention. • Summarize the patient, family, or population problem. • Explain why you selected this problem as the focus of your project. • Explain why the problem is relevant to your professional practice and to the patient, family, or group. In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence. • Define the role of leadership and change management in addressing the problem. o Explain how leadership and change management strategies influenced the development of your proposed intervention. o Explain how nursing ethics informed the development of your proposed intervention. o Include a copy of the intervention/solution/professional product. • Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem. o Identify the patient, family, or group. o Discuss the benefits of gathering their input to improve care associated with the problem. o Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes. • Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention. o Cite the standards and/or policies that guided your work. o Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem. • Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. o Cite evidence from the literature that supports your conclusions. o Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual. • Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem. o Cite evidence from the literature that supports your conclusions. • Write concisely and directly, using active voice. • Apply APA formatting to in-text citations and references. Additional Requirements • Format: Format the written analysis of your intervention using APA style. Be sure to include: o A title page and reference page. An abstract is not required. o Appropriate section headings. • Length: Your paper should be approximately 5–7 pages in length, not including the reference page. • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format. • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: • Competency 1: Lead people and processes to improve patient, systems, and population outcomes. o Define the role of leadership and change management in addressing a patient, family, or population health problem. • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care. o Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes. o Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. • Competency 5: Analyze the impact of health policy on quality and cost of care. o Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. • Competency 6: Collaborate interprofessionally to improve patient and population outcomes. o Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. • Competency 8: Integrate professional standards and values into practice. o Write concisely and directly, using active voice. o Apply APA formatting to in-text citations and references.

NURS FPX 4900 Patient Family or Population Health Problem Solution Assignment Example

This capstone project thoroughly explores a detailed intervention plan created to address the urgent health issue of clinical obesity in a 10-year-old patient named John. The significance of this matter arises from the serious health consequences that childhood obesity can pose, affecting not just John’s current health but also his long-term well-being. Obesity is a complex health problem that can lead to severe issues, including type 2 diabetes, cardiovascular diseases, and psychological disorders. Additionally, there is a notable obesity epidemic in modern society, demanding quick and effective intervention from healthcare professionals. The proposed intervention, guided by strong leadership, effective change management practices, and a strict adherence to nursing ethics, aims to provide a comprehensive solution to manage John’s obesity. The primary goal is to reduce the health risks linked with John’s condition, thereby enhancing his overall quality of life.

Leadership, Change Management, and Ethics in the Obesity Management Intervention

Leadership plays a crucial role in addressing health challenges such as John’s clinical obesity. In this context, effective leadership involves setting a clear goal for John’s health improvement, defining specific objectives, and mobilizing resources for the intervention. Specifically, our focus for John includes creating a physical activity plan and nutritional intervention program. Leaders act as a bridge between the healthcare team and the patient, ensuring smooth coordination of the intervention. They foster an environment for team members to contribute insights, leading to a personalized, patient-centered intervention aligned with patients’ health goals and capacities (Hitch et al., 2020).

Simultaneously, change management is integral to facilitate a seamless transition for the patient. In John’s case, specific lifestyle changes were made. Change management strategies in healthcare involve clearly articulating information related to the proposed change, providing necessary resources, such as training for nursing staff, and establishing a system for continuous monitoring and assessment of the intervention’s progress (Sung & Kim, 2021).

The intervention’s development was strongly guided by a moral commitment to nursing ethics, encompassing beneficence, non-maleficence, autonomy, and justice. Autonomy is crucial, involving John and his family in decisions about the intervention to ensure their understanding and consent. A detailed presentation about the health condition is prepared to provide necessary information for decision-making. The principle of beneficence guides the selection of intervention methods benefiting John’s health, such as the physical activity program and dietary changes. Non-maleficence ensures careful monitoring to prevent harm, emphasizing the safe implementation of dietary changes and physical activity (Varkey, 2021).

Strategies for Effective Communication and Collaboration

Effective communication and collaboration are crucial in supporting our patient, 10-year-old John, who is dealing with clinical obesity. His support system includes his parents and primary school teachers. When communicating with a ten-year-old like John, it’s essential to use clear and simple language that is suitable for his age, culture, and understanding.

Involving John and his family in managing and treating the health condition has several benefits. It improves adherence to proposed interventions, raises awareness about the seriousness of the issue, and creates a supportive environment for the behavioral changes needed to manage John’s condition. Following best-practice strategies from current literature, here are some effective communication and collaboration approaches:

• Active Participation: Involving John in planning and executing his care plan promotes ownership, maintenance, and adherence to healthier behaviors (Luig et al., 2019).
• Family-based Interventions: Dealing with obesity requires efforts from the whole family. Collaborative family sessions can help enhance understanding and commitment to healthier meal choices, reduce sedentary time, and increase physical activity (Varagiannis et al., 2021).
• School Collaboration: Collaborating with school professionals such as counselors, teachers, and physical trainers increases John’s exposure to consistent health messages (Luig et al., 2019). This creates a positive environment that encourages better health decisions.

Guided Intervention: Child Obesity and Policy-Driven Strategies

The proposed intervention for addressing John’s clinical obesity is shaped by various state board nursing practice standards and relevant policies from organizations and government bodies. Specifically, the California Board of Registered Nursing (BRN) has a standard on patient advocacy (Standard IV) emphasizing effective communication, active collaboration, and thorough patient education. These elements from the BRN standard are essential in shaping the proposed intervention, ensuring appropriate engagement of John and his family and fostering continuous collaboration among his caregivers (Nsiah et al., 2019).

In addition to the nursing practice standard, the Affordable Care Act (ACA) has played a significant role in influencing the development of the intervention. The ACA supports early intervention and prevention programs for childhood obesity. Its provisions for Preventive Health Services highlight the importance of regular health evaluations and dietary counseling for children at risk of obesity, aspects that have been integrated into John’s intervention. For instance, a study by Smith et al. (2020) demonstrated that implementing child health interventions based on the ACA’s preventive perspective led to meaningful weight outcomes.

Furthermore, the World Health Organization’s (WHO) Global School Health Initiative has advocated for school involvement in addressing health issues, guiding our collaboration strategy with John’s school. Another study by Yuksel et al. (2020) confirmed positive behavioral changes and weight control in students when school-based intervention methods recommended by WHO were adopted. Hence, these nursing standards and health policies have played a crucial role in shaping the intervention. By adopting these proven best practices for addressing childhood obesity, we aim to bring about positive changes in John’s situation.

Improving Care Quality, Patient Safety, and System Costs

The proposed intervention for addressing John’s obesity involves a two-fold approach: increasing physical activity and improving nutritional habits. These measures aim to enhance the quality of care, ensure patient safety, and reduce costs. Recent research, such as the study by Cordellat et al. (2020), emphasizes the positive impact of regular physical activity and dietary changes on pediatric health outcomes. This approach not only improves cardiometabolic health but also contributes to optimal fat-free mass, bone health, and mental well-being in obese children. Combining dietary and physical activity interventions provides comprehensive, personalized care tailored to meet John’s needs and promote long-term health benefits.

The well-established link between obesity and diseases like diabetes, cardiovascular issues, and metabolic syndrome underscores the importance of early interventions. Addressing obesity through dietary and physical activity measures in childhood is crucial to limit the risk of associated diseases and ensure a safer health trajectory. Early interventions, like the proposed one, contribute to weight reduction and help mitigate health risks, thereby enhancing patient safety. They significantly reduce the likelihood of obesity-related diseases in adulthood, as supported by findings from Heffron et al. (2020).

From an economic perspective, obesity imposes a substantial financial burden on individuals and healthcare organizations, affecting both direct and indirect medical costs. This burden extends to productivity losses. Mitigating obesity risk early in life through increased physical activity and nutrition therapy can substantially reduce both health and economic burdens. Childhood interventions are cost-effective, preventing the onset of obesity-related illnesses and reducing individual and system-wide healthcare costs. Data, including benchmark information from sources like the Centers for Disease Control and Prevention (CDC), not only guide quality care measures and safety standards for addressing pediatric obesity but also offer insights into the direct and indirect costs of obesity, providing a framework for cost-saving initiatives.

Incorporating Technology, Care Coordination, and Community Resources

Technology has become a valuable asset in addressing health conditions like obesity. In a study by Houser et al. (2019), the effectiveness of telehealth-supported interventions in pediatric weight management was highlighted. These interventions use technology to provide healthcare from a distance, proving beneficial in managing obesity among children. Mobile applications play a role in promoting physical activities and monitoring calorie intake, while wearable activity-tracking devices are useful in tracking daily activities and encouraging lifestyle changes.

Care coordination is a crucial element in the fight against obesity. A patient-centered approach involving a coordinated team of health professionals, including dietitians, physical activity specialists, and psychologists, has shown success in weight management interventions, as suggested by Osmundsen et al. (2019).

Community resources play a significant role in mitigating obesity. After-school programs centered in the community can promote physical activity as both a preventive measure and a means of managing obesity. Public parks, community gardens, and local wellness initiatives contribute to creating an environment that encourages healthy behaviors and supports obesity management.

The combination of technology, care coordination, and community resources presents a comprehensive approach to managing childhood obesity. Integrating these interventions, as supported by existing literature, offers a promising strategy to effectively address the challenge of childhood obesity.

Conclusion

In summary, this capstone project paper took a comprehensive approach to address the urgent health issue of clinical obesity in children, with a specific focus on young John. The intervention involved collaboration among professionals, active participation of parents, and the use of technology to create a personalized and all-encompassing health plan. Mobile health apps, for instance, played a crucial role in helping John track his progress and adopt healthier habits. The integration of various healthcare professionals ensured the delivery of a complete health program. The involvement of John’s family was vital in creating a supportive environment for the successful implementation of this program. Community resources added an additional layer of support, providing opportunities for John to engage in physical activities and receive nutritional guidance. Central to this approach was the recognition of John’s unique needs and aspirations, highlighting a personalized, humanized, and integrated method to address health challenges. Beyond addressing the physical aspects of obesity, the focus extended to creating an inclusive intervention that considered John’s emotional well-being and his personal journey toward better health.

References

Cordellat, A., Padilla, B., Grattarola, P., García-Lucerga, C., Crehuá-Gaudiza, E., Núñez, F., Martínez-Costa, C., & Blasco-Lafarga, C. (2020). Multicomponent exercise training and nutritional counselling improve physical function, biochemical and anthropometric profiles in obese children: A pilot study. Nutrients, 12(9), 2723. https://doi.org/10.3390/nu12092723

Heffron, S. P., Parham, J. S., Pendse, J., & Alemán, J. O. (2020). Treatment of obesity in mitigating metabolic risk. Circulation Research, 126(11), 1646–1665. https://doi.org/10.1161/circresaha.119.315897

Hitch, D., Pazsa, F., & Qvist, A. (2020). Clinical leadership and management perceptions of inpatients with obesity: An interpretative phenomenological analysis. International Journal of Environmental Research and Public Health, 17(21). https://doi.org/10.3390/ijerph17218123

Houser, S., Joseph, R., Puro, N., & Burke, D. (2019). Use of technology in the management of obesity: A literature review. Perspectives in Health Information Management, 16(Fall). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6931046/

Luig, T., Elwyn, G., Anderson, R., & Campbell-Scherer, D. L. (2019). Facing obesity: Adapting the collaborative deliberation model to address a complex long-term problem. Patient Education and Counseling, 102(2), 291–300. https://doi.org/10.1016/j.pec.2018.09.021

Nsiah, C., Siakwa, M., & Ninnoni, J. P. K. (2019). Registered nurses’ description of patient advocacy in the clinical setting. Nursing Open, 6(3), 1124–1132. https://doi.org/10.1002/nop2.307

Osmundsen, T. C., Dahl, U., & Kulseng, B. (2019). Enhancing knowledge and coordination in obesity treatment: A case study of an innovative educational program. BMC Health Services Research, 19(1). https://doi.org/10.1186/s12913-019-4119-9

Smith, J. D., Fu, E., & Kobayashi, M. A. (2020). Prevention and management of childhood obesity and its psychological and health comorbidities. Annual Review of Clinical Psychology, 16(1), 351–378. https://doi.org/10.1146/annurev-clinpsy-100219-060201

Sung, W., & Kim, C. (2021). A study on the effect of change management on organisational innovation: Focusing on the mediating effect of members’ innovative behaviour. Sustainability, 13(4), 2079. https://doi.org/10.3390/su13042079

Varagiannis, P., Magriplis, E., Risvas, G., Vamvouka, K., Nisianaki, A., Papageorgiou, A., Pervanidou, P., Chrousos, G. P., & Zampelas, A. (2021). Effects of three family-based interventions in overweight and obese children: The “4 your family” randomised controlled trial. Nutrients, 13(2), 341. https://doi.org/10.3390/nu13020341

Varkey, B. (2021). Principles of clinical ethics and their application to practice. Medical Principles and Practice, 30(1), 17–28. https://doi.org/10.1159/000509119

Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for preventing obesity and promoting physical activity and fitness: A systematic review. International Journal of Environmental Research and Public Health, 17(1), 347. https://doi.org/10.3390/ijerph17010347

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