NRS 428 Concepts in Community and Public Health
NRS 428 Concepts in Community and Public Health
NRS 428 Concepts in Community and Public Health
Epidemiology Paper
Communicable disease refers to an infectious disorder readily transmitted from one individual to another either by direct contact with an infected person or indirectly by means of a vector disseminated through cough or sneeze (Montiel et al., 2022). Most often, people, water, food, or animals can act as agents of transmission of contagious illnesses from one person to the other. Over the past decades, transmittable disorders have contributed immensely to the burden of health globally. These conditions are associated with physical as well as emotional and financial problems that directly affect the coping strategies of affected communities which then necessitates a need to address them.
Clinicians, doctors, and nurses use concepts of epidemiology to advance research on these communicable disorders. These models used to study contagious diseases enhance understanding that can be used to explain the chain of infections to guide decisions not only on treatment but also to prevent their transmission (Zegeye et al., 2022). Epidemiological studies also involve concepts on the risk factors of the diseases, incidences as well as mortality rates in relation to these illnesses. There are different communicable diseases but this research singles out human immunodeficiency virus (HIV). The concepts of epidemiology will be used to gather understanding about the causes, manifestations, therapeutic options, and the impact of the condition on the life of those affected. Nursing theories will also be used to provide an understanding of pertinent issues on HIV.
Description of Communicable Disease
HIV is a viral transmittable condition that attacks the immune system of those infected. The virus occurs when one is infected with either HIV-1 or HIV-2 strains. The latter are retroviruses that make up the Retroviridae family which also belongs to the Lentivirus genus (Staupe-Delgado & Rubin, 2022). When not treated, HIV causes a serious health condition known as acquired immunodeficiency syndrome (AIDS).
HIV occurs in breast milk, semen, vaginal fluid, and blood of the infected individuals. Often, the virus attacks the immune system of the body and thus progresses to AIDs. HIV depletes CD4+ lymphocytes in the human body and this impairs cell-mediated protection, therefore, predisposing those infected to opportunistic infections. The manifestation of the virus ranges from asymptomatic carriers to those with full-blown conditions of AIDS (Zegeye et al., 2022). Transmission of the virus involves direct contact with HIV-infected blood predominantly through unprotected sexual intercourse, unsafe surgical procedures, or breastfeeding. Once in the body, the virus causes damage to vital organs such as kidneys, brain, heart, and gonads. Besides, HIV causes cognitive impairment, cardiomyopathy, renal insufficiency, and hypogonadism.
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HIV manifests differently in the human body. Initially, the virus causes primary infection leading to acute retroviral syndrome. The latter manifests predominant symptoms of general body weakness, dermatitis, arthralgias, septic meningitis, fatigue, lymphadenopathy, and sore throat. However, these symptoms may disappear for 2 to 15 years even without treatment which may make those infected to be passive transmitters of the virus. In the asymptomatic period, HIV symptoms are directly related to opportunistic infections which include diarrhea, white plaques in the mouth, lymphadenopathy, fever, and fatigue (Montiel et al., 2022). Some HIV-infected patients experience unexplained weight loss related to increased catabolism in addition to low-grade fevers. Notably, common symptoms of the virus may also include night sweats, coughs, sore throats, headaches, swollen and lymph nodes. These clinical manifestations disappear between 3 and 4 weeks after which full-blown symptoms emerge when the immune system has been impaired.
HIV and AIDs compromise the immune system of those infected which leads to numerous opportunistic disorders. The most common opportunistic complication of HIV is tuberculosis. However, other infections associated with HIV include Candidiasis, Cryptococcal Meningitis, Salmonellosis, and Toxoplasmosis.
Despite efforts made to address the infection, people still remain adamant about HIV which has led to the rise in infection. While the HIV screening capacity has improved over time, few people make efforts to know their HIV status. For example, currently, one in six individuals with HIV is not aware of their infection status. Even though the rate of HIV infections has declined since the mid-1990s, there were approximately 1.5 million new infections reported in 2021 which account for about 4000 people contracting the infections daily (Staupe-Delgado & Rubin, 2022). Amidst all these, HIV remains among the leading cause of death in the world with women of reproductive age being affected the most. In 2021, about 650000 people succumbed to HIV infections but this number was a 52% decrease when compared to 1.4 million people who died in 2010 (Zegeye et al., 2022). The decrease in the infection was attributed to the use of several prescription drugs to manage the condition. The most common medications for HIV include Cocktail Drugs, Highly Active Antiretroviral Therapy (ARTs) as well as Antiretrovirals (ARVs). Prophylaxis is another option to control HIV and this is usually administered prior to exposure or after exposure to the virus.
DQ1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
Community health nurses who can treat patients in a variety of settings are in high demand. They can contact patients in schools, hospitals, community centers, and a variety of other settings. They can also go to places where health care is scarce. Community health nurses assess a community’s health needs and then collaborate with other members of the community to provide the treatment and resources required to meet those needs. The inclusion of stakeholders’ needs and interests will benefit the program’s evaluation as well as the adoption and implementation of new healthcare programs in the
community. Disease Prevention and Control Centers for Disease Control, 2021). They do this by educating members of the community about a variety of ailments and health-care strategies. There are several community resources available to help community health nurses care for patients. It is critical that these nurses collaborate with other community members and organizations in order to reach more people in the community and provide treatment and education. Examples include health exams at a local church, prescription distribution at a community center, vaccines at a local school, and informative assemblies at a park. Community health nurses play an important role in promoting community health because the more people they can reach, the healthier the community will be.
Centers for Disease Control and Prevention. (2021, April 12). Program evaluation guide – step 1 – cdc. cdc.gov. Retrieved December 14, 2021, from
DQ2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention. Describe how the nursing process is utilized to assist in identifying health issues (local or global in nature) and in creating an appropriate intervention, including screenings and referrals, for the community or population.
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NRS 428 Concepts in Community and Public Health
Health promotion in a community necessitates collaboration between healthcare providers and other stakeholders to ensure that the population’s health needs are met. The nurse is in charge of identifying community problems, developing solutions, and implementing specific actions to help alleviate the problems. Community elders and leaders, corporate institutions with a strong community interest, non-profit organizations with a strong community interest, and other hospitals and healthcare institutions are all potential partners for the nurse (Melo & Alves, 2019). The role of the nurse includes drawing the attention of stakeholders to the problem and encouraging community participation in problem solving. Workshops and the distribution of flyers and other promotional materials to emphasize the importance of participation.
Appraising community resources is critical because it informs nurses about what can help in the pursuit of health promotion. Non-profit and religious resources in the community are valuable assets because they can support interventions and initiatives designed to address community problems (Alves et al., 2021). Support can include assisting in the mobilization of resources required in the problem-solving process, advocating for the recommended interventions, and even removing barriers to the selected interventions. Furthermore, the assets can aid in profiling the community and determining what to prioritize in terms of health promotion.
References
Alves, O. M. A., Moreira, J. P., & Santos, P. C. (2021). Developing community partnerships for primary healthcare: an integrative review on management challenges. International Journal of Healthcare Management, 14(4), 965-983.
Melo, P., & Alves, O. (2019). Community empowerment and community partnerships in nursing decision-making. In Healthcare (7)2, p. 76.
Week 2 Discussion
DQ1 What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
DQ2 Select a global health issue affecting the international health community. Briefly
describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
You pose a great question. In my community, both geopolitical and phenomenological ideas play on one another. I do not know if I could choose which weighs heavier. For one, my community is in one of the many valleys of the Rocky Mountains. For this reason, there is a belief that this is the “last best place”. The population has such a strong belief that this is the absolute best place to live, the real estate market is outrageous. Yes, we live in a beautiful area, however, the young adults who have grown up in this area cannot afford to stay and raise their own families here. Which is a huge loss for our community. Why is this valley so much more expensive than the many other valleys? I realize this is a problem in many communities within our country, but how do we fix it at a local level? Why do young families have to move away to afford to live? I know our community health nurses work daily on fighting the cost of housing. They collaborate with business owners and tradesmen to build cost-effective housing (Green, 2018). But there are still way too many homeless people in our community.
Green, S. (2018). Populations as Clients. Grand Canyon University (Ed.), Community & Public Health: The Future of Health Care.
NRS 428 Concepts in Community and Public Health
Week 3 Discussion
DQ1 Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
DQ2 How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
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NRS 428 Concepts in Community and Public Health
Week 4 Discussion
DQ1 Research the delivery, finance, management, and sustainability methods of the U.S. health care system. Evaluate the effectiveness of one or more of these areas on quality patient care and health outcomes. Propose a potential health care reform solution to improve effectiveness in the area you evaluated and predict the expected effect. Describe the effect of health care reform on the U.S. health care system and its respective stakeholders. Support your post with a peer-reviewed journal article.
DQ2 The Affordable Care Act was signed into law by President Barack Obama in March 2010. Many of the provisions of the law directly affect health care providers. Review the following topic materials:
“About the Affordable Care Act”
“Health Care Transformation: The Affordable Care Act and More”
What are the most important elements of the Affordable Care Act in relation to community and public health? What is the role of the nurse in implementing this law?
NRS 428 Concepts in Community and Public Health
Week 5 Discussion
DQ1 What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? Explain your answer in the context of a natural or manmade disaster. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?
DQ2 Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:
Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
With what people or agencies would you work in facilitating the proposed interventions and why?
NRS 428 Concepts in Community and Public Health
Week 2 Assignment
Epidemiology Paper
Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.
Communicable Disease Selection
Chickenpox
Tuberculosis
Influenza
Mononucleosis
Hepatitis B
HIV
Ebola
Measles
Polio
Influenza
Epidemiology Paper Requirements
Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
Describe the social determinants of health and explain how those factors contribute to the development of this disease.
Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.
A minimum of three peer-reviewed or professional references is required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Epidemiology Paper – Rubric
Criteria Description
Comprehensive Description of a Communicable Disease and the Demographic of Interest
Criteria Description
Determinants of Health and Explanation of How Determinants Contribute to Disease Development
Criteria Description
Epidemiologic Triangle (Host Factors, Agent Factors, and Environmental Factors
Criteria Description
Role of the Community Health Nurse and Importance of Demographic Data
Criteria Description
National Agency or Organization That Works to Addresses Communicable Disease
Criteria Description
Global Implication
Criteria Description
Communicates reason for writing and demonstrates awareness of audience.
Criteria Description
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
Criteria Description
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
NRS 428 Concepts in Community and Public Health
Week 3 Assignment
Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
NRS 428 Concepts in Community and Public Health
Week 4 Assignment
Community Assessment and Analysis Presentation
The RN to BSN program at University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
This assignment consists of both an interview and a PowerPoint (PPT) presentation.
Assessment/Interview
Select a community of interest in your region. Perform a physical assessment of the community.
Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
Interview a community health and public health provider regarding that person’s role and experiences within the community.
Interview Guidelines
Interviews can take place in-person, by phone, or by Skype.
Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.
Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.
Compile key findings from the interview, including the interview questions used, and submit these with the presentation.
PowerPoint Presentation
Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.
Include the following in your presentation:
Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
Summary of community assessment: (a) funding sources and (b) partnerships.
Summary of interview with community health/public health provider.
Identification of an issue that is lacking or an opportunity for health promotion.
A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
NRS 428 Concepts in Community and Public Health
Week 4 Assignment
Benchmark – Policy Brief
The benchmark assesses the following competencies:
1.4 Participate in health care policy development to influence nursing practice and health care.
Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.
Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.
Follow this outline when writing the policy brief:
Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
Create a problem statement.
Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
Discuss the impact on the health care delivery system.
Include three peer-reviewed sources and two other sources to support the policy brief.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
NRS 428 Concepts in Community and Public Health
Week 5 Assignment
Benchmark – Community Teaching Plan: Community Presentation
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
NRS 428 Concepts in Community and Public Health
Week 5 Assignment
Community Teaching Plan: Teaching Experience Paper
The RN to BSN program at University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O503 Community Assessment and Analysis Presentation 150.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 90.0%
Description of Community and Community Boundaries: (People, Geographic, Geopolitical, Financial, Educational Level, Ethnic, Phenomenological Features and Types of Interactions, Goals, Interests, Barriers, and Challenges, Including Social Determinates of Health) 20.0% Description of boundaries of community is omitted. Description of community and boundaries is unclear or incomplete and missing one or more necessary components to give context to the community assessment. Description of community and boundaries of community is complete. A brief description of all components is offered. Description of community and boundaries of community is complete, and components of community functioning are discussed in sufficient depth. Description of community is complete. Boundaries are described in great detail, distinguishing environmental boundaries, environmental relationships, and external systems that comprise the open, community system. NRS 428 Community Assessment and Analysis Presentation
Summary of Community Health Assessment 20.0% Community assessment is omitted. Community assessment is provided but discussion is vague or incomplete. Community assessment is complete, and a synopsis of each functional health pattern (FHP) is included. Nursing process and functional health patterns (FHP) are identified with clear indications for actual, at-risk, and potential for improved health. Discussion of functional health patterns is clear, complete, and comprehensive, with indications for actual, at-risk, and potential diagnoses as well as recommendations for surveillance and preventive measures.
Identification of Issue That Is Lacking or an Opportunity for Health Promotion 20.0% Identification of an issue that is lacking or an opportunity for health promotion is omitted. Identification of an issue that is lacking or an opportunity for health promotion is included but discussion is vague or incomplete NA NA Identification of an issue that is lacking or an opportunity for health promotion is effectively included.
Conclusion With Summary of Findings and Impressions of General Community Health 15.0% Conclusion is omitted. Conclusion is incomplete or unclear. Conclusion is complete, with general summary of findings. Conclusion is clear, with a comprehensive discussion of findings and general health of the community. Conclusion is comprehensive, with a detailed summary of key findings that explains general health of the community and offers rationale for recommendations.
Summary of Interview With Community Health/Public Health Provider 15.0% Summary table is omitted. Summary table is incomplete or unclear. Summary table includes all functional health patterns with adequate documentation. Summary table is clear, with a detailed and comprehensive description of findings from an assessment of the chosen community. Summary table is comprehensive, with a detailed description of findings, as well as actual, at-risk, and potential diagnoses and recommendations for surveillance and preventative measures. NRS 428 Community Assessment and Analysis Presentation
Organization, Effectiveness, and Format 10.0%
Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Social determinants of health are “conditions contributing or hindering a person’s well-being” such as “where people are born, grow, live, play, learn, worship, work, and age” and “affect a person’s ability to have and maintain good health” (Grand Canyon University, 2018). These can include health disparities which impair good health, such as poverty and lack of resources, poor nutrition, lack of housing. One example of a disparity, poor sanitation can contribute to the development of disease by promoting environments that contain more contact with pathogens.
The chain of infection represents that communicable diseases are cyclical and go through different phases of their lifespan. A nurse’s role within the communicable disease chain is to prevent pathogens from exiting their hosts and transmitting to other susceptible hosts in the hospital environment. Breaking the chain of infection by interrupting the method of transmission or portal of entry are conceptually among a nurse’s responsibilities. Transmission can include direct contact between two hosts, or indirect contact where the pathogen is in the air first or lands on medical equipment or ends up in another person’s surgical wound (Grand Canyon University, n.d.); the nurse can prevent this from happening by adhering to hospital policies, keeping wounds covered to prevent infection, cleaning ports on IVs with alcohol, and educating patients. They can also prevent communicable diseases from entering the environment by encouraging hygiene and following policies.
References
Grand Canyon University (Ed). (2018). Community & public health: The future of health care. Retrieved from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/
Grand Canyon University. (n.d.). Chain of Infection. Retrieved from https://lc.gcumedia.com/nsg403c/chain-of-infection/chain-of-infection-v1.1.html
Community Teaching Plan: Teaching Experience
Nurses play a valuable role in restoring people’s health. Interacting with people and identifying community health problems characterize routine work for community health nurses. In response, community health nurses should help people live healthily through health education, connecting people to resources, and diagnosing and treating diseases, among other interventions. Community teaching provides a unique opportunity for nurses to create an informed populace. It helps people understand their health problems better, ask questions about their health statuses and risks, and collaborate with health care professionals to adopt appropriate interventions. The purpose of this paper is to describe my teaching experience with teenagers vulnerable to internet addiction.
Summary of the Teaching Plan
The primary purpose of teaching is to impart knowledge. It usually responds to a health care challenge that can be addressed by fixing a knowledge gap. The teaching focused on teenagers at risk of internet addiction due to increased use of smartphones and access to the internet. Besides chronic diseases, mental disorders, addiction, and substance abuse are typical in Broward County (Cleveland Clinic, 2019). As a result, the community teaching concentrated on an issue hampering the overall County’s health and requiring an immediate, practical response. It was conducted at the community health center’s programs hall.
Nurses should have specific, measurable, and attainable objectives when teaching people. The main objective was to enable the participants to identify the risks associated with internet addiction or uncontrolled smartphone usage. The central focus was lifestyle diseases, whose main cause is sedentary living associated with physical inactivity among internet addicts (Woessner et al., 2021). The other objective was to enhance the participants’ knowledge regarding the types of addictions associated with uncontrolled internet exposure/smartphone use. Learning areas included cybersex addiction, compulsive information-seeking and online gaming addiction. The third goal was to ensure that the participants were adequately informed about the interventions necessary to cope with addiction and available resources.
To achieve the desired objectives, the teaching session included five broad areas. The first area involved defining internet addiction as the compulsive need to spend a lot of time on the internet or using smartphones. The second area was the signs of addiction. This section was included since most young people are unaware of addiction signs and when to seek help. The third area was the types of internet addiction to enable participants to understand the risk factors. The fourth area was the effects from a health dimension, primarily lifestyle diseases and mental disorders. The fifth section was on the interventions necessary to promote positive behavior change to avoid internet addiction.
Health care professionals also utilize different learning theories in activities involving knowledge enhancement. The most appropriate theories for health education are behavior change theories. As a result, I was guided by the transtheoretical model of change principles. According to the transtheoretical model, behavior change occurs through five stages: pre-contemplation, contemplation, preparation, action, and maintenance (Hercelinskyj & Alexander, 2019). Before the learning commences, the participants were viewed to be in the pre-contemplation stage due to unawareness or low awareness of the problem. After the learning exercise, the teenagers were expected to move to the contemplation stage, where people are aware of a problem and committed to taking action. Preparation combines intention and behavioral criteria, such as creating internet use guides. Action means modifying one’s behavior. In this group, avoiding increased internet usage and gaming during sleeping hours is a suitable example. It is a phase that requires considerable time and energy commitment. Maintenance involves preventing relapse, which can be achieved through therapy or joining support groups.
Activities varied to ensure that participants enjoyed the session and participated actively. The first activity included focus group discussions on how to avoid addiction. It was important to know whether this vulnerable group uses any strategy to stay offline. The second activity was demonstrating the most effective strategies from standard practice and research. It was a mini-lecture conducted simultaneously with a presentation. The third activity was to guide the group to download, install, and run the Freedom app. It is among the apps used to block distractions, particularly social media. There was also a question-answer session to clarify unclear areas and assess knowledge acquisition.
Epidemiological Rationale for Topic
Global statistics demonstrate internet addiction as a growing problem, increasing young people’s risk of obesity and other lifestyle diseases. Frequent internet usage increases the risk of being overweight or obese by 47% (Graber, 2019; Aghasi et al., 2020). Young people are at a higher risk of internet addiction than older populations. From 2000 to 2020, the risk of addiction had increased from 1.5% to 6% (Citlik-Saritas et al., 2020). The Centers for Disease Control and Prevention (CDC) reported that the prevalence of obesity among teens (12-19) years is 21.2% (CDC, 2021). With internet usage expected to increase over time, the risk of lifestyle diseases among teens is expected to increase progressively.
Any rise in the proportion of people with mental disorders or chronic diseases increases health costs proportionately. Currently, obesity management costs up to $260 billion annually in the United States (Cawley et al., 2021). Besides the rising health costs, chronic diseases are associated with increased hospital visits. They increase health care professionals’ workload and reduce the overall productivity of the community. Since young people are at a very productive age, preventing them from such risks should be a priority for the government, community stakeholders, and health care professionals.
Evaluation of the Teaching Experience
The most effective way to evaluate an education session is from the teacher and learner dimensions. From the teacher’s point of view, the teaching experience offered me an exciting opportunity to interact with a vulnerable group in the community. It also allowed me to share knowledge and skills regarding disease prevention and management. Above all, it allowed me to explore a prevalent health problem risking the overall health of people in Broward County. The proposed interventions will be pivotal in preventing internet addiction, reducing the rate of lifestyle diseases, and ensuring that young people’s overall health stays at optimal levels.
The teaching experience was also successful from a learner’s point of view. Across communities and societies, the quality of people’s health depends on their knowledge. For the same reason, education is a leading social determinant of health. An educated populace makes informed decisions regarding preventive health measures, healthy living, and using community resources for health promotion. The participants gained valuable knowledge regarding signs, effects, and interventions for internet addiction/uncontrolled smartphone usage. The knowledge gained will empower them to make rational decisions regarding individual, family, and community health.
Community Response to Teaching
As earlier mentioned, the primary objective of community teaching was to impart knowledge. Participants were expected to learn and commit themselves to apply the knowledge gained in everyday life. Overall, the response was positive, and several indicators can be used as reference points. Participants were very active throughout the session and asked different questions regarding the connection between smartphone use, internet addiction, and health and well-being. Activity level through focus groups was also encouraging. The other indicator was their commitment to utilizing app blockers and timers to control social media use, which is their leading exposure to internet addiction. Above all, they committed to sharing the knowledge with friends and family members to improve the community’s health and well-being.
Areas of Strengths and Areas of Improvement
Areas of Strengths
The strengths of a teaching session help to achieve the desired objectives. One of the key strengths of the experience was the diversity of the teaching methods. Although the pamphlet was the primary teaching tool, focus group discussions, lecture, and a short presentation were utilized interchangeably. From an educational dimension, mixing teaching methods increases student engagement (Camerino et al., 2019). It also improves comprehension of the content since different learners capture content differently. The other key strength was varying learning content. The topic was explored broadly. More importantly, knowledge was assessed through a question-answer session, and a follow-up education is expected after three months to evaluate behavior change.
Areas of Improvement
Despite the above strengths, several areas require improvement. Broadly, the session was somewhat teacher-centered since I planned what the participants would learn. Teacher-centeredness affects outcomes adversely due to a high possibility of boredom. The second area where improvement is necessary is evaluation strategies. The evaluation was primarily through a short question-answer session. There should be some practical activities and student demonstrations for such programs in the future. Learning materials should be plenty too.
Overall Observation
In community teaching, nurses should be ready to meet people with varying expectations, attitudes, and beliefs. They should select the content wisely to avoid sensitive discussions that make participants uncomfortable. Barriers should be expected and response strategies identified in advance. For instance, I expected uncooperative students. In response, we set rules to follow during the lesson and punishment strategies outlined in case of violation. The rules effectively controlled the session. Nurses should also expect people with varying comprehension levels. As a result, they must be highly flexible and mix learning strategies as the students’ learning levels obligate.
Conclusion
The community teaching exercise focused on preventing lifestyle diseases, primarily obesity, by controlling internet usage among teens. Internet addiction is a prevalent health problem whose rates keep soaring due to increased exposure to the internet. Seeking to create an informed populace, the teens learned about the signs and health-related dangers of internet addiction and its control. It was a successful session overall intended to help young people make more rational choices regarding their physical, mental, and emotional health than before. Preventing lifestyle diseases is critical to the health, well-being, and productivity of people in Broward County and the broader American populace.
References
Aghasi, M., Matinfar, A., Golzarand, M., Salari-Moghaddam, A., & Ebrahimpour-Koujan, S. (2020). Internet use in relation to overweight and obesity: A systematic review and meta-analysis of cross-sectional studies. Advances in nutrition (Bethesda, Md.), 11(2), 349–356. https://doi.org/10.1093/advances/nmz073
Camerino, O., Valero-Valenzuela, A., Prat, Q., Manzano Sánchez, D., & Castañer, M. (2019). Optimizing education: a mixed methods approach oriented to Teaching Personal and Social Responsibility (TPSR). Frontiers in psychology, 10, 1439. https://doi.org/10.3389/fpsyg.2019.01439
Cawley, J., Biener, A., Meyerhoefer, C., Ding, Y., Zvenyach, T., Smolarz, B. G., & Ramasamy, A. (2021). Direct medical costs of obesity in the United States and the most populous states. Journal of Managed Care & Specialty Pharmacy, 27(3), 354-366. https://doi.org/10.18553/jmcp.2021.20410
CDC. (2021). Childhood obesity facts. https://www.cdc.gov/obesity/data/childhood.html#:~:text=For%20children%20and%20adolescents%20aged,to%2019%2Dyear%2Dolds.
Citlik-Saritas, S., Cevik, S., & Ozden, G. (2020). The relationship between internet addiction and obesity in nursing students. International Journal of Caring Sciences, 13(2), 1280. http://www.internationaljournalofcaringsciences.org/docs/52_1_saritas_original_13_2.pdf
Cleveland Clinic. (2019). Community health needs assessment 2019. https://my.clevelandclinic.org/-/scassets/files/org/about/community-reports/chna/2019/2019-florida-chna.pdf?la=en
Grabber, E. (2019). Internet use and obesity. American Society for Nutrition. https://nutrition.org/internet-use-and-obesity/
Hercelinskyj, G. J., & Alexander, L. (2019). Mental health nursing: Applying theory to practice. Cengage AU.
Woessner, M. N., Tacey, A., Levinger-Limor, A., Parker, A. G., Levinger, P., & Levinger, I. (2021). The evolution of technology and physical inactivity: the good, the bad, and the way forward. Frontiers in Public Health, 9, 672. https://doi.org/10.3389/fpubh.2021.655491
Concepts in Community and Public Health
Geopolitical and phenomenological places influence how nurses undertake community health evaluation and intervention from different perspectives. Geopolitical place focuses on the nurse’s interest in the environmental aspects affecting healthcare delivery. They include transportation, housing, education, and the overall environment. The geopolitical place affects how nurses can provide health services. Community health nurses can evaluate the risk factors of health issues within a population distribution pattern. Persaud et al. (2018) argue that population distribution is necessary for analyzing the geopolitical processes of a place. For instance, a health program would first require the assessment of housing patterns to advise the people on community health standards, such as hygiene and avoiding pandemics.
Meanwhile, the phenomenological place focuses on the goals, interests, and values that influence specific community concepts. Under the phenomenological perspective, nurses must underscore a population’s values about a specific issue. For instance, before conducting a community health program, nurses should consider the religious and social groups (Tigabu, Demelew, Seid, Sime, & Manyazewal, 2018). For instance, when providing vaccination or any health program within a community, nurses assess the educational levels of people within the community. They can strategize how to educate them about the relevance of vaccines.
Nursing process is essential in identifying the health issues and creating an appropriate intervention. The nursing process is a methodological process with five steps for health assessments. Nurses use this model to assess the healthcare situation, diagnose the problem, create a plan for therapeutic interventions, and implement the plan (Lilley, Collins, & Snyder, 2022). For instance, nurses identify the health issues during the health assessment phase. This stage is critical since health professionals evaluate the facts associated with the health issue. Besides, nurses can create the appropriate intervention in the planning phase, where they have identified the problem and developed a strategy for screening.
References
Lilley, L. L., Collins, S. R., & Snyder, J. S. (2022). Pharmacology and the nursing process E-Book. Elsevier health sciences.
Persaud, A., Day, G., Gupta, S., Ventriglio, A., Ruiz, R., Chumakov, E., … & Bhugra, D. (2018). Geopolitical factors and mental health I. International journal of social psychiatry, 64(8), 778-785
Tigabu, S., Demelew, T., Seid, A., Sime, B., & Manyazewal, T. (2018). Socioeconomic and religious differentials in contraceptive uptake in western Ethiopia: a mixed-methods phenomenological study. BMC women’s health, 18(1), 1-10.
Community Teaching Plan: Teaching Experience Paper – Rubric
Comprehensive Summary of Teaching Plan
Criteria Description
Comprehensive Summary of Teaching Plan
Epidemiological Rationale for Topic
Criteria Description
Epidemiological Rationale for Topic
Evaluation of Teaching Experience
Criteria Description
Evaluation of Teaching Experience
Community Response to Teaching Provided
Criteria Description
Community Response to Teaching Provided
Areas of Strength and Improvement
Criteria Description
Areas of Strength and Improvement
Thesis Development and Purpose
Criteria Description
Thesis Development and Purpose
Argument Logic and Construction
Criteria Description
Argument Logic and Construction
Rubric Criteria
|
Criterion |
1. Unsatisfactory |
2. Less Than Satisfactory |
3. Satisfactory |
4. Good |
5. Excellent |
|---|---|---|---|---|---|
|
Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development. |
0 points No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered. |
5 points Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose. |
5.5 points Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose. |
5.75 points The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose. |
6.25 points The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose. |
|
Determinants of Health and Explanation of How Determinants Contribute to Disease Development Determinants of Health and Explanation of How Determinants Contribute to Disease Development |
0 points Description of the determinants of health and their role in disease development is omitted or presented with many inaccuracies. |
10 points Paper partially describes the determinants of health in relation to disease development. |
11 points Paper identifies the determinants of health in relation to the communicable disease selected but does not include an explanation of their role in the development of disease. |
11.5 points Paper describes each determinant of health with a comprehensive discussion of their contribution to disease development and progression. |
12.5 points Paper comprehensively discusses the determinants of health in relation to the communicable disease, explains their contribution to disease development, and provides evidence to support main points. |
|
National Agency or Organization That Works to Addresses Communicable Disease National Agency or Organization That Works to Addresses Communicable Disease |
0 points Agency and description of contribution are omitted. |
10 points An agency or organization is identified, but discussion is vague or inaccurate in relation to the communicable disease chosen. |
11 points An agency or organization is identified, but discussion regarding efforts to address communicable disease is lacking. |
11.5 points An agency or organization is identified, but discussion regarding efforts to address communicable disease is brief. |
12.5 points An agency or organization is identified. A clear and accurate description of efforts to address communicable disease is offered. |
|
Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives. |
0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer. |
5 points Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect. |
5.5 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present. |
5.75 points Relevant evidence that includes other perspectives is used. |
6.25 points Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered. |
|
Comprehensive Description of a Communicable Disease and the Demographic of Interest Comprehensive Description of a Communicable Disease and the Demographic of Interest |
0 points Demographic of interest and clinical description are omitted or presented with many inaccuracies. |
10 points Limited and/or vague summary of demographic of interest and communicable disease is provided. Overview does not offer a clear representation of information necessary for epidemiological study. |
11 points Overview of the demographic of interest and clinical description of the communicable disease is presented with some inaccuracies of the clinical descriptors. |
11.5 points Clinical description of the communicable disease and demographic of interest is provided. Summary is brief but accurate. |
12.5 points Overview describing the demographic of interest and clinical description of the communicable disease is presented with a thorough, accurate, and clear overview of all of the clinical descriptors. |
|
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
2 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
2.2 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted. |
2.3 points Few mechanical errors are present. Suitable language choice and sentence structure are used. |
2.5 points No mechanical errors are present. Appropriate language choice and sentence structure are used throughout. |
|
Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience. |
0 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident. |
5 points The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience. |
5.5 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience. |
5.75 points The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated. |
6.25 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience. |
|
Epidemiologic Triangle (Host Factors, Agent Factors, and Environmental Factors Epidemiologic Triangle (Host Factors, Agent Factors, and Environmental Factors |
0 points Description of the epidemiologic triangle is omitted or presented with many inaccuracies. |
20 points The communicable disease is described with some inaccuracies within the epidemiologic triangle. A visual description of the factors and interaction is not present. |
22 points The communicable disease is described accurately and clearly within the context of the epidemiologic triangle. |
23 points The communicable disease is described accurately within the context of the epidemiologic triangle. A brief description of factors and interaction is presented. |
25 points The communicable disease is described thoroughly, accurately, and clearly within an epidemiological triangle. A visual description of the triangle and how the components of the model interact is included. |
|
Global Implication Global Implication |
0 points Global implication of the disease is omitted or unclear. |
10 points A discussion of the global implication of the disease is vague, with no integration of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is not provided. |
11 points A discussion of the global implication of the disease is limited, with some integration of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided. |
11.5 points A discussion of the global implication of the disease is clear, with a comprehensive description of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided. |
12.5 points A discussion of the global implication of the disease is clear, comprehensive, and inclusive with a comprehensive description of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided. |
|
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline. |
0 points Appropriate format is not used. No documentation of sources is provided. |
3 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident. |
3.3 points Appropriate format and documentation are used, although there are some obvious errors. |
3.45 points Appropriate format and documentation are used with only minor errors. |
3.75 points No errors in formatting or documentation are present. |
|
Role of the Community Health Nurse and Importance of Demographic Data Role of the Community Health Nurse and Importance of Demographic Data |
0 points Discussion of the role of the community health nurse is omitted or unclear. An explanation of why demographic data are necessary to community health is omitted or unclear. |
20 points Discussion of the role of the community health nurse is vague, with no integration of case finding, reporting, data collecting, data analysis, or follow-up skills. An incomplete explanation of why demographic data are necessary to community health is provided. |
22 points Discussion of the role of the community health nurses is limited, with a brief overview of skills associated with community assessment and planning. An explanation of why demographic data are necessary to community health is summarized. |
23 points Discussion of the role of community health nurse is clear, with a comprehensive description of skills associated with community assessment and planning. An explanation of why demographic data are necessary to community health is presented. |
25 points Discussion of the role of the community health nurse is clear, comprehensive, and inclusive of the community nurse’s responsibilities to primary, secondary, and tertiary prevention through tasks such as case finding, reporting, data collection and analysis, and follow-up. A clear explanation of the importance of demographic data to community health is presented. |
COVID-19 is a global health issue affecting the international community today. It is a disease caused by the coronavirus, which was discovered last year in Wuhan, China. The disease affects everyone regardless of age, social class, or level of education. Some people affected by the disease might not experience any signs, while some experience mild to moderate breathing difficulties and recovers without any special health care intervention. However, the older persons and those with other conditions such as diabetes, heart disease, and cancer are likely to develop severe illness (WHO, 2020). The disease has no cure nor vaccine at the moment and can only be prevented by controlling its spread. Fighting against the disease involves washing hands with alcohol, avoiding touching the face, and wearing a mask while in public. It spreads through saliva when an infected person sneezes or coughs.
Coronavirus has affected the health care systems of nations around the world. They have to channel all their resources and attention to the disease. The diseases require breathing masks for those who are severely affected and quarantine areas for the infected. This has affected how the global health care systems work since they might abandon other services to focus on COVID-19. Countries and their health care systems are working together to find a vaccine for the disease, a menace (Ozili & Arun, 2020). They produce scientists who work collaboratively to study the disease and come up with a treatment or vaccine.
References
Ozili, P. K., & Arun, T. (2020). Spillover of COVID-19: Impact on the Global Economy. Available at SSRN 3562570.
World Health Organization. (2020). Coronavirus disease ( COVID-19): situation report, 182.
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