NURS 4210 PH4005 Evidence-Based Intervention Plan Practicum Presentation Example

NURS 4210 PH4005 Evidence-Based Intervention Plan Practicum Presentation Assignment

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

Course: Role of the Nurse Leader in Population Health

Assignment Title: NURS 4210 PH4005 Evidence-Based Intervention Plan Practicum Presentation Assignment

Assignment Instructions Overview

This assignment involves preparing and delivering a comprehensive presentation detailing your research on a public health problem within a community and proposing an evidence-based intervention plan aimed at preventing this problem at the primary level of prevention. Your presentation will integrate work from previous courses (PH4002, PH4003, and PH4004) and emphasize mitigating upstream determinants of health. Additionally, you will solicit feedback from a healthcare professional, analyze this feedback in a summary paper, and incorporate their suggestions into your intervention plan.

Understanding Assignment Objectives

The primary objectives of this assignment are to:

• Identify and describe a significant public health problem within a community.
• Develop and present an evidence-based intervention plan to prevent this problem at the primary prevention level, focusing on upstream factors.
• Evaluate and incorporate professional feedback to refine your intervention plan.
• Demonstrate competency in synthesizing research, developing practical intervention strategies, and engaging with healthcare professionals.

The Student’s Role

As a student, your role involves conducting thorough research on a public health issue, understanding its determinants and impacts, and developing an actionable intervention plan. You will act as a public health advocate, presenting your findings and proposed solutions to both academic and professional audiences. You are expected to:

• Research: Conduct comprehensive research to understand the health problem, its prevalence, determinants, and impacts.
• Plan Development: Develop an intervention plan that includes strategies for prevention, steps for implementation, and evaluation criteria.
• Presentation: Create and deliver a clear, concise, and compelling presentation using the provided template.
• Feedback Analysis: Present your plan to a healthcare professional, gather feedback, and incorporate this feedback into a refined intervention plan.
• Reflection: Write a reflection paper analyzing the feedback received and outlining how it will enhance your intervention.

Competencies Measured

This assignment measures several key competencies, including:

• Research and Analytical Skills: Ability to conduct thorough research and synthesize information from various sources.
• Public Health Knowledge: Understanding of public health concepts, determinants of health, and primary prevention strategies.
• Intervention Planning: Skills in developing practical, evidence-based intervention plans that address upstream factors and social determinants of health.
• Presentation Skills: Ability to create and deliver effective presentations to professional audiences.
• Collaboration and Feedback Integration: Skills in soliciting, analyzing, and integrating feedback from healthcare professionals to improve intervention plans.
• Reflective Practice: Ability to reflect on feedback received and articulate plans for enhancing and implementing interventions.

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

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

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

NURS 4210 PH4002 Identifying Health Problems Within Your Community Assignment Example

NURS 4210 PH4003 Community Assessment Practicum Assignment Example

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

NURS 4210 PH4005 Evidence-Based Intervention Plan Practicum Presentation Example

Slide 1: Title Slide

Title: “Addressing Obesity in Cobb County, Georgia: An Evidence-Based Intervention Plan”

Subtitle: “PH4005 Practicum Presentation”

Presenter’s Name: [Your Name]

Date: [Presentation Date]

Slide 2: Introduction

Welcome esteemed colleagues and classmates. Today, I am honored to present an evidence-based intervention plan aimed at combating obesity within our community.

Obesity is a complex and multifaceted issue that requires a coordinated and evidence-based approach for effective intervention. Obesity presents a significant public health challenge, impacting individuals across all age groups and socioeconomic backgrounds.

In this presentation, we will delve into the various aspects of obesity within Cobb County, Georgia, including its prevalence, determinants, and associated health consequences. By understanding the scope of the problem, we can better tailor our intervention strategies to address the unique needs of our community members.

Slide 3: Defining the Health Problem

To effectively address obesity within Cobb County, Georgia, it is essential to first understand the scope of the problem. According to the CDC, Cobb County has an obesity rate of 30.0% among adults and 15.2% among children. These statistics underscore the urgency of addressing obesity as a public health priority in our community.

Obesity and Associated Health Risks

Obesity is a significant public health concern in Cobb County, with 30.0% of adults and 15.2% of children affected. This prevalence is higher than the national median of 36.2% for adults and 18.5% for children. Obesity is a major risk factor for chronic conditions such as:

• Diabetes: Obesity increases the risk of developing type 2 diabetes, which can lead to serious complications if left untreated.
• Cardiovascular Diseases: Obesity is linked to an increased risk of heart disease, stroke, and high blood pressure, which are leading causes of death in the US.
• Mental Health Disorders: Obesity is associated with a higher risk of depression, anxiety, and other mental health issues.

Slide 4: Community Assessment Summary

• This intervention plan is informed by a comprehensive community assessment conducted within Cobb County, Georgia. Through surveys, focus groups, and key informant interviews, this assessment revealed several key determinants of obesity, including limited access to healthy foods, sedentary lifestyles, and cultural norms surrounding food consumption.
• The community assessment found that many residents in Cobb County face barriers to accessing affordable, nutritious foods, particularly in low-income and minority communities. This limited access contributes to a reliance on energy-dense, nutrient-poor foods, which can lead to weight gain and other health issues.
• Additionally, the assessment highlighted the prevalence of sedentary behaviors among community members, with many residents reporting insufficient physical activity levels. Factors such as lack of safe and accessible recreational spaces, as well as time constraints and competing priorities, were identified as barriers to regular physical activity.
• The community assessment also revealed the influence of cultural norms and traditions surrounding food consumption in Cobb County. Many residents reported that traditional dishes and eating habits, while comforting and familiar, may not always align with healthy dietary guidelines. Understanding these cultural factors is crucial for developing interventions that are culturally relevant and acceptable to the community.
• Furthermore, the assessment shed light on prevailing attitudes and perceptions towards obesity and health behaviors. Many community members expressed a desire for healthier lifestyles but felt overwhelmed by the challenges of making sustainable changes. Addressing these attitudes and perceptions through targeted education and support is essential for promoting long-term behavior change.
• By understanding the community’s perceptions and attitudes towards obesity and health behaviors, we can develop targeted interventions that effectively address the root causes of obesity and promote healthier lifestyles in Cobb County, Georgia. The findings from this comprehensive community assessment will guide the development and implementation of our intervention plan, ensuring that it is tailored to the unique needs and characteristics of the local community.

Slide 5: Synthesis and Evaluation of Literature

Our intervention plan draws upon a diverse array of approaches aimed at addressing obesity within Cobb County, Georgia, informed by the latest research and evidence. Through a thorough review of the literature, we identified several promising strategies, including community-based education programs, policy interventions, and environmental modifications.

Effectiveness of Intervention Approaches

• Community-based education programs: Studies have shown that school-based programs combining the promotion of healthy dietary habits and physical activity can effectively prevent obesity in children and adolescents. These programs help raise community readiness for childhood obesity prevention.
• Policy interventions: Policy changes, such as improving access to healthy foods and promoting physical activity, can have a significant impact on obesity rates at the population level. For example, increasing the availability of healthy food options in schools and community settings can encourage healthier eating habits.
• Environmental modifications: Modifying the built environment to support physical activity, such as improving access to parks, trails, and recreational facilities, can increase opportunities for active living and reduce sedentary behaviors. Creating safe and walkable neighborhoods can encourage active transportation and promote overall physical activity.

Slide 6: Intervention Plan Overview

The intervention plan is designed to address obesity at multiple levels, targeting individual behaviors, social norms, and environmental factors within Cobb County, Georgia. Central to this approach is the promotion of physical activity and healthy eating habits, which are fundamental to preventing and managing obesity.

Key Components of the Intervention

Community-based education programs:

• Offer workshops on nutrition, portion control, and healthy cooking techniques
• Provide cooking classes to teach community members how to prepare affordable, nutritious meals
• Organize walking groups and fitness challenges to encourage regular physical activity

Policy interventions:

• Work with local government and school districts to improve access to healthy foods in schools and community settings
• Advocate for the implementation of physical activity requirements in schools and workplaces
• Support the development of zoning policies that promote the establishment of grocery stores and farmers’ markets in underserved areas

Environmental modifications:

• Partner with local parks and recreation departments to improve the quality and accessibility of parks, trails, and recreational facilities
• Collaborate with urban planners to create safe and walkable neighborhoods that encourage active transportation
• Work with community organizations to establish community gardens and urban farms to increase access to fresh produce

Slide 7: Description of Intervention Activities

The intervention activities are designed to be engaging, informative, and accessible to community members of all ages and backgrounds within Cobb County, Georgia. The following activities are included in the intervention plan:

Workshops

• Nutrition Education: Workshops will cover topics such as understanding nutrition labels, identifying healthy food options, and developing a balanced diet.
• Meal Planning: Participants will learn how to plan and prepare healthy meals on a budget, incorporating local and seasonal ingredients.
• Stress Management: Workshops will focus on stress-reducing techniques, such as mindfulness, deep breathing, and exercise, tailored to the local context.

Cooking Classes

• Healthy Recipes: Cooking classes will feature recipes that are healthy, affordable, and culturally relevant to Cobb County. Examples include:
  • Southern-Style Vegetable Stir-Fry: A flavorful and nutritious stir-fry using locally sourced vegetables and whole grains.
  • Latin-Inspired Black Bean and Sweet Potato Tacos: A vibrant and healthy taco dish incorporating black beans, sweet potatoes, and fresh herbs.

Walking Groups

• Scheduled Walks: Walking groups will meet at community parks and recreational areas, with scheduled walks to encourage socialization and physical activity.
• Walk Schedules:
  • Monday: 30-minute morning walk at the Cobb County Park
  • Wednesday: 45-minute evening walk at the Marietta Trail
  • Friday: 60-minute lunchtime walk at the Smyrna Park

Slide 8: Steps for Implementation

Successful implementation of the intervention plan requires careful planning, coordination, and stakeholder engagement within Cobb County, Georgia. Key steps include:

Participant Recruitment:

• Conduct targeted outreach to community organizations, schools, and healthcare providers to identify potential participants
• Utilize social media, local media outlets, and community events to promote the intervention and encourage participation
• Offer incentives, such as gift cards or raffle prizes, to increase recruitment and retention rates

Venue Selection:

• Partner with local schools, community centers, and places of worship to host intervention activities
• Ensure that venues are accessible, comfortable, and equipped with necessary resources (e.g., kitchen facilities for cooking classes)
• Consider the cultural and linguistic preferences of the target population when selecting venues

Facilitator Training:

• Recruit and train a diverse team of facilitators, including registered dietitians, fitness instructors, and community health workers
• Provide comprehensive training on the intervention curriculum, behavior change techniques, and cultural sensitivity
• Ensure that facilitators are equipped with the knowledge and skills needed to effectively deliver the intervention activities

Participant Engagement:

• Develop a comprehensive communication plan to keep participants informed about upcoming activities and events
• Offer childcare and transportation assistance to remove barriers to participation
• Encourage social support and peer-to-peer interactions to foster a sense of community and accountability

Monitoring and Evaluation:

• Establish clear goals and objectives for the intervention, with measurable outcomes
• Collect data on participant attendance, satisfaction, and behavior change through surveys and focus groups
• Regularly monitor and evaluate the intervention’s effectiveness, making adjustments as needed to ensure optimal outcomes

Slide 9: Consideration of Social and Cultural Characteristics

Cultural competence is integral to the success of our intervention plan within Cobb County, Georgia, as it ensures that our activities are relevant, respectful, and inclusive of diverse cultural perspectives. In developing our intervention plan, we carefully considered cultural preferences, beliefs, and traditions prevalent in Cobb County to ensure that our activities resonate with community members.

Embracing Cultural Diversity

Cobb County is home to a diverse population with varying cultural backgrounds, including Hispanic, African American, Asian, and Caucasian communities. Each of these groups has unique cultural characteristics that influence their attitudes towards health, food, and physical activity.

By acknowledging and embracing this diversity, we can create an intervention plan that is sensitive to the needs and preferences of all community members. This includes:

• Offering workshops and cooking classes that feature culturally relevant recipes and preparation methods
• Providing educational materials in multiple languages to ensure accessibility
• Partnering with community organizations that have established trust and credibility within specific cultural groups
• Ensuring that intervention activities are scheduled at times and locations that are convenient and comfortable for participants

Importance of Cultural Sensitivity

Cultural sensitivity is essential for building trust, fostering engagement, and promoting long-term behavior change within the community. By demonstrating respect for cultural differences and incorporating cultural elements into our intervention activities, we can create a welcoming and supportive environment that encourages participation and collaboration

Furthermore, culturally sensitive interventions are more likely to be effective in promoting healthy behaviors and reducing obesity rates. Studies have shown that culturally adapted interventions can improve participant engagement, acceptability, and health outcomes among minority cultural groups.

Slide 10: Addressing Risk Factors and Social Determinants

Obesity doesn’t occur in a vacuum—it’s often influenced by a complex interplay of social, economic, and environmental factors. That’s why our intervention plan takes a holistic approach to address both the risk factors and social determinants of obesity in Cobb County. From advocating for policies that support healthy eating and active living to partnering with local businesses to increase access to fresh produce, we’re working to create a community where healthy choices are the easy choices.

Slide 11: Barriers to Implementation

While our intervention plan holds great promise, we recognize that several barriers may hinder its successful implementation within Cobb County, Georgia. These barriers may include limited funding, logistical challenges, and community resistance to change.

Potential Barriers

• Limited Funding: Securing adequate funding to support the intervention activities, such as workshops, cooking classes, and walking groups, may be a significant challenge.
• Logistical Challenges: Coordinating intervention activities across multiple venues and ensuring the availability of necessary resources (e.g., kitchen facilities, fitness equipment) may pose logistical difficulties.
• Community Resistance: Some community members may be resistant to changing their dietary and physical activity habits, making it challenging to engage them in the intervention activities.
• Lack of Dedicated Resources: A lack of dedicated resources to support transition planning, care team training, or structured transition processes can impede the implementation of interventions and tools.
• Outdated Protocols: As providers and organizations adapt and change due to other external and internal factors, processes may become outdated, making it difficult to implement effective transition protocols.

To overcome these barriers, we will leverage existing resources, build partnerships with local organizations and community leaders, and engage stakeholders in the planning and implementation process. By addressing barriers proactively and collaboratively, we can ensure the success and sustainability of our intervention efforts

Slide 12: Plan to Evaluate Success

Evaluation is an essential component of our intervention plan, enabling us to assess its effectiveness, identify areas for improvement, and demonstrate impact to stakeholders within Cobb County, Georgia. Our evaluation plan will utilize both quantitative and qualitative methods to measure key outcomes, such as changes in BMI, dietary habits, and physical activity levels among community members.

Evaluation Criteria

• BMI Reduction: We will track changes in BMI among participants, aiming for a reduction of at least 5% over the course of the intervention.
• Dietary Habits: We will assess changes in dietary habits through surveys and food diaries, focusing on increased consumption of fruits, vegetables, and whole grains.
• Physical Activity Levels: We will measure changes in physical activity levels through surveys and pedometer data, aiming for an increase of at least 30 minutes per day.
• Health Outcomes: We will track changes in health outcomes such as blood pressure, blood glucose levels, and cholesterol levels among participants.
• Community Engagement: We will assess community engagement through surveys and focus groups, focusing on increased participation in intervention activities and community events.

Evaluation Goals

• Short-term Goals: Within the first six months of the intervention, we aim to:
  • Recruit at least 50% of the target population
  • Achieve a 5% reduction in BMI among participants
  • Increase dietary habits by at least 20% among participants
  • Increase physical activity levels by at least 15 minutes per day among participants
• Long-term Goals: Within the first year of the intervention, we aim to:
  • Achieve a 10% reduction in BMI among participants
  • Increase dietary habits by at least 30% among participants
  • Increase physical activity levels by at least 30 minutes per day among participants
  • Demonstrate significant improvements in health outcomes among participants

Evaluation Methods

• Quantitative Methods: We will use surveys, pedometer data, and health outcome data to track changes in BMI, dietary habits, physical activity levels, and health outcomes among participants.
• Qualitative Methods: We will conduct focus groups and interviews to assess community engagement, gather feedback on intervention activities, and identify areas for improvement.

Slide 13: Criteria for Successful Interventions

Success Criteria:

• Reduction in obesity rates
• Increase in physical activity levels
• Improvement in dietary habits
• Participant engagement and community satisfaction

Benchmarks and Targets:

• Short-term Targets (6 months): 2% reduction in obesity rates, 15% increase in physical activity, 10% increase in fruit and vegetable consumption.
• Long-term Targets (1 year): 5% reduction in obesity rates, 30% increase in physical activity, 20% increase in fruit and vegetable consumption.

Reflecting on the Plan Part

Changes to the Intervention Plan

After reviewing the feedback from my presentation on the obesity intervention plan for Cobb County, Georgia, several key areas for improvement have been identified. These changes are designed to enhance the effectiveness and impact of the intervention:

• Increase Community Involvement: Several comments highlighted the need for greater community involvement in both the planning and implementation phases. To address this, we will establish a community advisory board composed of local residents, healthcare professionals, and community leaders. This board will provide ongoing input and help tailor the intervention to better meet the specific needs and preferences of the community.
• Enhance Cultural Relevance: Feedback suggested that more culturally relevant materials and activities would improve engagement. We will incorporate culturally specific dietary guidelines, recipes, and physical activities that resonate with the diverse populations in Cobb County, such as incorporating traditional foods and celebrations into the program.
• Strengthen Educational Components: There was a call for more robust educational components, particularly around the long-term health benefits of healthy eating and physical activity. We will expand our educational workshops to include comprehensive modules on nutrition, chronic disease prevention, and mental health.
• Improve Accessibility: Comments indicated that accessibility to intervention activities could be improved. We will offer more virtual workshops and online resources to accommodate those who cannot attend in-person events. Additionally, we will ensure all materials are available in multiple languages spoken within the community.

Enhancing the Intervention

The feedback received has provided valuable insights on how to enhance the intervention:

• Community Advisory Board: By involving a diverse group of community members in the planning and evaluation process, we can ensure that the intervention is more aligned with local needs and preferences. This will increase community buy-in and participation.
• Cultural Relevance: By incorporating culturally relevant content, we can make the program more appealing and relatable, thereby increasing engagement and adherence to healthy behaviors.
• Expanded Education: Strengthening the educational component will empower participants with the knowledge and skills they need to make informed decisions about their health. This, in turn, will contribute to more sustainable behavior changes.
• Improved Accessibility: By offering virtual options and materials in multiple languages, we can reach a broader audience and reduce barriers to participation, making the intervention more inclusive.

Implementation through Collaboration

To effectively implement these changes and ensure the success of the intervention, collaboration with various stakeholders is crucial:

• Nurses and Healthcare Professionals: Partnering with local nurses and healthcare professionals will allow us to leverage their expertise in patient education and chronic disease management. They can serve as facilitators for workshops and support groups, providing medical insights and personalized advice.
• Government Representatives: Collaborating with local government representatives will help in advocating for policy changes that support healthy environments. This includes zoning laws for urban farms, funding for recreational facilities, and initiatives to improve food accessibility.
• Community Leaders: Engaging community leaders and organizations will help in building trust and credibility within the community. They can assist in outreach efforts, help organize events, and provide valuable feedback on the intervention’s progress.
• Local Businesses: Partnering with local businesses, especially grocery stores and fitness centers, can enhance the intervention by providing discounts on healthy foods and gym memberships, hosting educational events, and creating a supportive environment for healthy living.

Detailed Assessment Instructions for the NURS 4210 PH4005 Evidence-Based Intervention Plan Practicum Presentation Assignment

PH4005: Evidence-Based Intervention Plan (Practicum)

Overview

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

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

Instructions

To complete this Assessment, do the following:

• Be sure to adhere to the indicated assignment length.
• Access the following to complete this Assessment:
  • Assessment Practicum Presentation Template
  • Assessment Evaluation Form

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

Rubric

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

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

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

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

Practicum Presentation

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

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

Defining the Health Problem

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

Developing an Intervention Plan (6–7 slides)

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

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

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

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

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

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

Presenting Your Intervention Plan

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

Reflecting on Your Plan

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

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

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

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

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NURS 4210 PH4003 Community Assessment Practicum Paper Example

NURS 4210 PH4003 Community Assessment Practicum Assignment

NURS 4210 PH4003 Community Assessment Practicum Assignment Brief

Course: Role of the Nurse Leader in Population Health

Assignment Title: NURS 4210 PH4003 Community Assessment Practicum Assignment

Assignment Instructions Overview

In this assignment, you will conduct a comprehensive community assessment focusing on a specific public health problem. This assessment will involve a windshield survey to gather data through observation, interviews, and research. You will analyze the resources available within the community, identify barriers to health, and evaluate the social determinants of health affecting the community. The final deliverable will be a detailed report using the provided Community Assessment Report Template.

Understanding Assignment Objectives

The primary objective of this assignment is to develop a deeper understanding of a selected population’s health challenges within a community. By conducting a windshield survey and analyzing various factors, you will identify strengths, weaknesses, resources, and barriers to health within the community. This process will enable you to propose targeted interventions to address the identified public health problem effectively.

The Student’s Role

As a student, your role in this practicum assignment includes:

• Preparation: Familiarize yourself with the Community Assessment Report Template and relevant readings, such as Chapter 17 of the Stanhope and Lancaster textbook. This preparation will ensure you understand the expectations and components of a community assessment.
• Data Collection: Conduct a windshield survey by driving or walking through the selected community area. Observe and document the physical environment, available resources, and any evident barriers to health.
• Analysis: Analyze the data collected from your observations, interviews, and research. Consider the social determinants of health, cultural factors, and specific characteristics of the population.
• Reporting: Compile your findings into a comprehensive report. This report should include an introduction, detailed observations from the windshield survey, and an analysis of the community’s strengths and weaknesses. Conclude with inferences about the factors contributing to the health problem and propose potential interventions.
• Submission: Ensure your report adheres to scholarly writing conventions, includes properly formatted APA citations, and meets the required length. Use the Turnitin Draft Check for authenticity before final submission via the Assessment tab.

Competencies Measured

This assignment measures several competencies critical to public health and nursing practice:

• Community Health Assessment: Demonstrate the ability to conduct a thorough community health assessment, identifying key health issues and contributing factors within a community.
• Data Analysis: Exhibit skills in analyzing qualitative and quantitative data to draw meaningful conclusions about community health.
• Critical Thinking: Apply critical thinking to assess the impact of social determinants of health and propose effective interventions.
• Scholarly Writing: Showcase your ability to write a well-structured, evidence-based report that adheres to academic standards and proper citation practices.

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

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

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

NURS 4210 PH4002 Identifying Health Problems Within Your Community Assignment Example

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

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

NURS 4210 PH4003 Community Assessment Practicum Paper Example

Section 1: Introduction

Purpose of the Community Assessment

The purpose of this community assessment is to analyze the health problem of diabetes management and prevention within the selected community. This assessment aims to identify existing resources, barriers to health, and social determinants impacting the community’s health. By performing this community assessment, we can develop targeted interventions to improve diabetes outcomes (Stanhope & Lancaster, 2020).

Social Determinants Impacting Health

Several social determinants within the community impact overall health, including socioeconomic status, education levels, access to healthcare services, and environmental factors. These determinants play a crucial role in influencing the prevalence and management of diabetes (World Health Organization [WHO], 2019). Lower socioeconomic status often correlates with limited access to nutritious food, safe recreational areas, and healthcare facilities, all of which can negatively affect diabetes management and prevention (Centers for Disease Control and Prevention [CDC], 2021).

Background of the Health Problem

Diabetes is a growing public health concern within this community. In PH4002, it was identified that there is a high prevalence of diabetes, particularly among adults aged 45-65. Previous data gathered indicates that many residents lack access to regular medical check-ups and education on diabetes management, contributing to poor health outcomes. The focus will be on understanding the barriers to effective diabetes management and identifying resources that can support better health practices (American Diabetes Association, 2020).

Description of the Community Section

The community assessment focuses on the North Park neighborhood, bounded by Main Street to the north, Oak Avenue to the south, 5th Street to the east, and 12th Street to the west. This area includes a mix of residential homes, small businesses, and public spaces. The population density is moderate, with a significant portion of the population being middle-aged adults. Demographically, the community is diverse, with significant Hispanic and African American populations (U.S. Census Bureau, 2020).

Section 2: Perform a Windshield Survey

Observations During the Windshield Survey

• Housing and Zoning: The neighborhood has a mix of single-family homes and apartment complexes. Most homes are well-maintained, though some areas show signs of neglect with overgrown lawns and dilapidated structures.
• Open Spaces and Recreational Areas: There are several parks and recreational areas, but many appear underutilized. Playgrounds and walking trails are present, but some facilities are in need of repair.
• Healthcare Facilities: The community has a few clinics and a small hospital. However, there are no specialized diabetes care centers. Pharmacy services are available, but residents may face long waits for appointments.
• Food Access: There are several grocery stores, but the availability of fresh produce is limited. Fast food restaurants are more prevalent, which could contribute to unhealthy dietary habits (Brown et al., 2018).
• Transportation: Public transportation is available but infrequent, making it challenging for residents without personal vehicles to access healthcare services and other essential resources.
• Community Safety: The area has a visible police presence, but some residents expressed concerns about crime, particularly at night. Street lighting in certain areas is inadequate (Smith, 2019).
• Education and Employment: The neighborhood has several schools, including an elementary and a high school. Employment opportunities are mostly in retail and service industries, with a few small manufacturing businesses.

Photographs

Photographs of notable observations such as healthcare facilities, parks, grocery stores, and housing conditions:

[] [] [] [] [] []

Section 3: Findings and Conclusions

Overall Impression of the Community and Population

The North Park neighborhood shows both strengths and weaknesses in terms of health resources and community well-being. The presence of parks and schools indicates potential for a supportive environment, but there are significant gaps in healthcare access and food availability.

Strengths and Weaknesses of the Community and Population

• Strengths: Availability of public parks, presence of schools, diverse population, and existing healthcare facilities.
• Weaknesses: Limited access to fresh produce, inadequate public transportation, underutilized recreational areas, and insufficient specialized healthcare services (Brown et al., 2018).

Evaluation of Overall Healthiness

The overall healthiness of the community is moderate. While there are resources available, their accessibility and utilization are suboptimal. The prevalence of fast food options over fresh produce is a concern for diabetes management (Stanhope & Lancaster, 2020).

Safety Analysis

Safety concerns, particularly related to crime and inadequate street lighting, affect the community’s overall sense of security. These issues may deter residents from utilizing outdoor spaces for physical activity, which is essential for diabetes management (Smith, 2019).

Inferences on Health Problem Contributions

Elements such as limited access to fresh produce, inadequate public transportation, and safety concerns likely contribute to the high prevalence of diabetes. These factors hinder residents’ ability to maintain a healthy diet and engage in regular physical activity, both crucial for diabetes management (CDC, 2021).

Consideration of Social Determinants and Cultural Factors

Social determinants such as income, education, and access to healthcare services significantly impact the community’s health. Cultural factors, including dietary habits and health beliefs, also play a role in diabetes prevalence and management. Addressing these determinants and cultural factors is essential for effective intervention (WHO, 2019).

Supporting Evidence

• Health data indicating high diabetes prevalence (source: local health department reports)
• Observations from the windshield survey
• Literature on the impact of social determinants on diabetes outcomes (American Diabetes Association, 2020)

References

American Diabetes Association. (2020). Statistics about diabetes. Retrieved from https://www.diabetes.org/resources/statistics/statistics-about-diabetes

Brown, D., Smith, J., & Lee, R. (2018). Food deserts and diabetes risk in urban areas. Journal of Public Health, 39(4), 234-245.

Centers for Disease Control and Prevention. (2021). Social determinants of health. Retrieved from https://www.cdc.gov/socialdeterminants

Smith, A. (2019). Community safety and public health: The role of environmental factors. Public Health Journal, 44(2), 123-130.

Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community. Elsevier.

U.S. Census Bureau. (2020). North Park neighborhood demographics. Retrieved from https://www.census.gov/quickfacts/fact/table/northparkcity

World Health Organization. (2019). The social determinants of health. Retrieved from https://www.who.int/social_determinants/en/

Detailed Assessment Instructions for the NURS 4210 PH4003 Community Assessment Practicum Paper Assignment

PH4003 Community Assessment (Practicum)

Overview

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

Submission Length: Completed report template

Instructions

To complete this Assessment, do the following:

• Be sure to adhere to the indicated assignment length.
• Access the following to complete this Assessment: Community Assessment Report Template

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

Rubric

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

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

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

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

Community Assessment Report

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

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

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

Section 1: Introduction:

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

• Give a description of the size and density of the population with which you are concerned. Include any appropriate demographics (e.g., race, ethnic groups, gender, age) both current and historically.

Section 2: Perform a Windshield Survey

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

Section 3: Findings and Conclusions

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

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

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

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

Course: Role of the Nurse Leader in Population Health

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

Assignment Instructions Overview

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

Understanding Assignment Objectives

The objectives of this assignment are to:

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

The Student’s Role

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

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

Competencies Measured

This assignment is designed to assess the following competencies:

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

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

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

NURS 4210 PH4002 Identifying Health Problems Within Your Community Assignment Example

NURS 4210 PH4003 Community Assessment Practicum Assignment Example

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

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

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

Part 1 – Community Health Issues

Top Health Issue: Whooping Cough in Immigrant Children

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

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

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

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

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

Comparison with Colleagues’ Observations

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

System and Community Level Interventions

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

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

References

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

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

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

Part 2 – An Epidemic in the Community

Analysis of Tuberculosis (TB) in the Community

Local TB Data Analysis

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

Scenario Analysis: Debbie’s Role

Steps for the BSN-Prepared Community Health Nurse

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

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

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

Economic and Social Considerations

Primary Interventions

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

Secondary Interventions

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

Tertiary Interventions

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

Applicability to My Community

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

Unique Considerations

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

References

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

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

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

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

Description

Part 1 – Community Health Issues

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

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

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

Resources Includes:

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

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

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

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

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

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

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

Part 2 – An epidemic in the community

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

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

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

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

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

Resources:

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

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

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

http://wonder.cdc.gov/

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

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NURS 4115 GH4004 The State of Global Health Assignment Example

NURS 4115 GH4004 The State of Global Health Assignment

NURS 4115 GH4004 The State of Global Health Assignment Brief

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

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

Assignment Instructions Overview

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

Understanding Assignment Objectives

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

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

The Student’s Role

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

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

Competencies Measured

This assignment will help measure the following competencies:

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

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

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

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

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

NURS 4115 GH4004 The State of Global Health Assignment Example

Part I: Compare and Contrast Template

Health Problem Selection

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

Health Data for Each Country

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

 

Part II: Narrative Explanation

Addressing Type 2 Diabetes Mellitus in the United States and India

Summary of Current Approaches

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

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

Healthcare System Approaches

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

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

Role of the Nurse Leader in Improving Global Health

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

References

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

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

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

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

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

Description

Overview

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

Instructions

To complete this Assessment, do the following:

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

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

Rubric

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

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

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

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

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

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

PART I: COMPARE AND CONTRAST TEMPLATE

In the Compare and Contrast Template, address the following:

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

PART II: NARRATIVE EXPLANATION

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

GH4004 Compare and Contrast Template

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

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

 

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

Task	United States	Other Country
2a. Identify the following for each country:   Population and demographics
2b. Identify the following for each country:   Annual per capita income
2c. Identify the following for each country:   Annual per capita spending on healthcare
3. Describe the incidence of the health problem in each country.
4. Describe the prevalence of the health problem in each country.
5. Describe the healthcare system of workers/professionals who are available to serve the population for the health problem in each country:
6a. Explain the following list of factors that may contribute to the existence of the health problem in each country:   Describe the elements of the epidemiological triangle, if applicable
6b. Explain the following list of factors that may contribute to the existence of the health problem in each country:   Describe environmental impacts (including the healthcare delivery system) that may apply to the health problem in each country
7a. Explain the multifactorial relationships for the health problem in each country:   Nutritional considerations, if applicable
7b. Explain the multifactorial relationships for the health problem in each country:   Economic considerations
7c. Explain the multifactorial relationships for the health problem in each country:   The costs of medication and/or treatment in the healthcare system
8. Explain at least two current efforts for containment/mitigation by the healthcare system for the health problem in each country.

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

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

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

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

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

Assignment Instructions Overview

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

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

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

Understanding Assignment Objectives

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

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

The Student’s Role

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

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

Competencies Measured

This assignment measures several key competencies, including:

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

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

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

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

NURS 4115 GH4004 The State of Global Health Assignment Example

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

Part 1: Email

Subject: Preparation and Response to Potential Earthquake Emergencies

Dear Team,

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

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

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

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

Thank you for your attention and cooperation.

Best regards,

[Your Name]

Part 2: Public Service Announcement (PSA)

“Attention all staff,

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

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

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

Part 3: Communication to a Partner Agency

Subject: Collaboration Request for Earthquake Preparedness and Response

Dear [Partner Agency Representative],

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

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

To achieve this, we propose the following steps:

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

Develop a shared communication protocol to ensure timely information exchange.

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

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

Thank you for your attention and cooperation.

Sincerely,

[Your Name]

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

Description

Overview

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

Instructions

To complete this Assessment, do the following:

• Be sure to adhere to the indicated assignment length.
• Download the Academic Writing Expectations Checklist to review prior to submitting your Assessment.

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

Rubric

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

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

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

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

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

Responding to Emergencies and Disasters

To prepare for this Assessment:

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

Part 1: Email

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

Part 2: Public Service Announcement

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

Part 3: Communication of Your Choice

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

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