One page evaluating the debate regarding the legalization of marijuana, both for medicinal purposes as well as overall legalization for recreational purposes.
APA reference
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Topic: The importance of information literacy for nurses in the workplace.
You will locate an article below in attachments.
At least 4 different slide layouts are utilized appropriately – 2pts
6 x 6 rule followed – 3pts
Slides are easy to read – 2pts
Appropriate use of custom animation – 2pts
Appropriate use of clip art or image – 2pts
Appropriate use of chart or SmartArt graphic – 2pts
Slide transitions on all slides, 3 different transitions used – 2pts
All aspects of assigned topic are thoroughly examined – 5 pts
Presentation contains 10 slides with content pertaining to the assigned topic. Title and Reference slide are present. – 5pts
File name includes learners last name – 1pt
File is saved in PowerPoint 2007 or newer format – 1pt
WORKS CITED:
Alvarez, M. A., França, I. J., Cuenca, A. B., Bastos, F. I., Ueno, H. M., Barros, C. R., & Guimarães, M. S. (2014). Information literacy: perceptions of Brazilian HIV/AIDS researchers. Health Information And Libraries Journal, 31(1), 64-74. doi:10.1111/hir.12047
Forster, M. (2015). Six ways of experiencing information literacy in nursing: The findings of a phenomenographic study. Nurse education today, 35(1), 195-200.
http://www.uwl.ac.uk/sites/default/files/Departments/Research/Vistas/Web/PDF/forster.pdf
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Overview
Create a 10–15 slide PowerPoint presentation that compares how different communities respond to crises, describes obstacles to providing health care services related to community crises, and explains current practices for providing health care services related to community crises. Recommend an evidence-based nursing response for providing health care services related to community crises.
By successfully completing this assessment, you will demonstrate your proficiency in the following
Competency 1: Explain the factors that affect the health of communities.
Explain how a crisis situation affects community health.
Competency 3: Develop an evidence-based nursing response for providing health care services related to community crises.
Compare different approaches for responding to a community crisis.
Describe obstacles to providing health care services related to a community crisis.
Recommend an evidence-based nursing response for providing health care services related to community crises.
Explain current practices for providing health care services related to community crises.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
Correctly format citations and references, using current APA style.
As in acute nursing, emergencies do arise in the community/public health arena. These emergencies can take the form of manmade or natural disasters. Health care professionals have had to increase their awareness of their duty to care during these situations. The need for planning and preparing for these possible events is being reinforced (Tomczyk, et al., 2008). Public health nurses bring specific skills to disaster response. Their roles can range from first responders to policy developers.
Reference
Tomczyk, D., Alvarez, D., Borgman, P., Cartier, M., Caulum, L., Galloway, C., … Meske, D. (2008). Caring for those who care: The role of the occupational health nurse in disasters. AAOHN Journal, 56(6), 243–250.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
What would you do in the event of a disaster?
What information would be critical to have, to ensure appropriate care for your loved ones?
Toggle Drawer
Resources
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Jakeway, C. C., LaRosa, G., Cary, A., & Schoenfisch, S. (2008). The role of public health nurses in emergency preparedness and response: A position paper of the Association of State and Territorial Directors of Nursing. Public Health Nursing, 25(4), 353–361.
Kagan, P. N. (2011). Catastrophe and response: Expanding the notion of self to mobilize nurses’ attention to policy and activism. Nursing Science Quarterly, 24(1), 71–78.
Kane-Urrabazo, C. (2007). Duty in a time of disaster: A concept analysis. Nursing Forum, 42(2), 56–64.
Rebmann, T., Carrico, R., & English, J. F. (2008). Lessons public health professionals learned from past disasters. Public Health Nursing, 25(4), 344–352.
Rokkas, P., Cornell, V., & Steenkamp, M. (2014). Disaster preparedness and response: Challenges for Australian public health nurses—A literature review. Nursing & Health Sciences, 16(1), 60–66.
VanVactor, J. D. (2011). Health care logistics: Who has the ball during disaster? Emerging Health Threats, 41, 1–7.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
Federal Emergency Management Agency. (2008, January). Emergency support function #8 – Public health and medical services annex (ESF #8). Retrieved from http://www.fema.gov/pdf/emergency/nrf/nrf-esf-08.pdf
Lee, C. H. (2010). Disaster and mass casualty triage. American Medical Association Journal of Ethics, 12(6), 466–470. Retrieved from http://journalofethics.ama-assn.org/2010/06/cprl1-1006.html
Columbia University Medical Center. (n.d.). National center for disaster preparedness. Retrieved from http://ncdp.columbia.edu/
Centers for Disease Control and Prevention. (n.d.). Emergency preparedness and response: Preparation and planning. Retrieved from http://emergency.cdc.gov/planning/
Ward, J. (2012, November 28). Guidelines for nurses: How to prepare for a natural disaster. Retrieved from http://www.nursetogether.com/guidelines-nurses-how-prepare-natural-disaster
Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations (5th ed.). St. Louis, MO: W. B. Saunders.
Chapter 22.
Assessment Instructions
Preparation
Suppose you have been invited to participate in a roundtable discussion meeting on the development of a community response to crises. To prepare for this discussion, you have been asked to research ways that other communities have provided health care services during crisis situations, identify best practices, and develop a nursing response for providing health care services. You would be presenting your research and nursing response to the roundtable panel during the meeting.
Select two communities that have suffered a crisis of some kind within ten years of each other. For example, you might choose to look at New Orleans and Hurricane Katrina in comparison to New Jersey and Hurricane Sandy. You might address the 2011 tornado outbreak and compare the response of Joplin, Missouri with the response of Birmingham, Alabama. Or, you might choose to look at the responses to volcano eruptions in Hawaii as compared to Washington State. You are not limited to natural disasters; feel free to explore environmental disasters and outbreaks of disease. Try to choose the type of crisis situation that could occur within your own community.
Once you have selected your two communities and their comparable crisis situations, look on the Internet for scholarly journal articles on how health care professionals responded to the crises.
Requirements
For this assessment, create a PowerPoint presentation that examines provision of health care services related to community crises, from a nursing perspective. In your PowerPoint, address the following:
Compare the different approaches of two communities for responding to a community crisis.
Explain how the crisis situation in each community affected the overall health of the community.
Describe potential obstacles in your own community to providing health care services related to community crises.
Explain current practices in your own community for providing health care services related to community crises.
Recommend an evidence-based nursing response for providing health care services related to community crises.
Your nursing response does not need to be overly detailed. In real life, a nursing response would be the work of a committee or another group, based on the research and recommendations of others.
Your nursing response should provide foundational research and recommendations based on evidence. Consider things such as triage points, communication methods, caring for staff, providing basic necessities such as food and water, use of other organizations for shelter, and so on.
Use the Notes section of each PowerPoint slide to expand your points and provide supporting evidence.
Additional Requirements
Complete your assessment using the following specifications:
Include a title slide and reference slide.
Number of slides: 10–15.
At least 3 current scholarly or professional resources.
APA format for in-text citations and references.
Be creative. Consider your target audience.
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. support one of the major nursing theories used as a framework for community/public health nursing practice
2.How has the historical development of evidence-based practice been shaped by specific events?
| 3. Describe the relationship between research and the development of evidence-based practice for nursing. |
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1 posts
The topic that has been chosen is adolescent depression. Adolescent depression can be very common. There can be several contributing factors to depression for adolescents. These can include loneliness, crisis, or losses (Jarvis, 2012). Some signs and symptoms of depression are excessively feeling sad, problems sleeping or eating or problems concentrating (Jarvis, 2012). Other signs and symptoms are irritable mood or no interest in usual activities (Edelman, C., Kudzma, E., Mandle, C., 2014).
There are many types of prevention for depression. A Primary method of health prevention that a nurse can provide education to adolescents about depression and being included in health decisions (Edelman, C., et al, 2014). A Secondary method of health prevention that a nurse can utilize is screening and assessing for depression to all adolescents (Edelman, C., et. al, 2014). A Tertiary method of health prevention that a nurse has available is to refer the adolescent to a mental health specialist (Edelman, C., et al, 2014). Many times, adolescents who are going through depression have to refer to the Tertiary method. The adolescents can only feel like they are truly receiving the help that they need/ desire for is through seeking help through health specialists.
There are resources available both within the state and the community. The community resources available are several facilities to be utilized by adolescent patients with depression. There are both inpatient and outpatient treatment facilities can be utilized for depression (Psychology Today, n.d.). A State resource available is Depression Treatment Centers in Arizona. There are many centers available depending on the city live in (Psychology Today, n.d.). An intervention that a nurse can offer is teaching coping skills or techniques to reduce stress to the adolescent (Edelman, C., et al, 2014).
Reference:
Edelman, C., Kudzma, E., Mandle, C. (2014). Pg. 519 &526. Health Promotion Throughout the Life Span (8th Edition). St. Louis, MO: Mosby Elsevier.
Jarvis, C. (2012). Pg. 79. Physical examination and health assessment(7th ed.). Philadelphia: W. B. Saunders.
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>>>>This part of the homework is connected to the previous work “Two Practice-Specific Concepts: Identification, discussion, and documentation from the literature of your perspective on at least two concepts specific to your own practice.”
he paper should be thoroughly researched and well documented, with relevant material from the nursing theorists presented incorporated into the paper. The current APA Manual is to be used throughout the paper. Sources should focus on references from nursing theory but may also include conceptual and theoretical material from other professional domains.
Please use the same references you used for the previous work.
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We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
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Explain what a lower urinary tract infection is and the treatments used
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Consultation is a core competency of advance nursing practice. Answer the following in a 2 pages Word document:
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In a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease.
Communicable Disease Selection
Choose one communicable disease from the following list:
Epidemiology Paper Requirements
Include the following in your assignment:
A minimum of three references is required.
Refer to “Communicable Disease Chain” and “Chain of Infection” for assistance completing this assignment.
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.
The topic I choose is TUBERCULOSIS
RUBRICS:
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1
Unsatisfactory 0.00% |
2
Less than Satisfactory 71.00% |
3
Satisfactory 75.00% |
4
Good 94.00% |
5
Excellent 100.00% |
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80.0 %Content
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10.0 % Comprehensive Description of a Communicable Disease and the Demographic of Interest
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Demographic of interest and clinical description are omitted or presented with many inaccuracies.
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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.
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Overview of the demographic of interest and clinical description of the communicable disease is presented with some inaccuracies of the clinical descriptors.
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Clinical description of the communicable disease and demographic of interest is provided. Summary is brief but accurate.
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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.
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10.0 % Determinants of Health and Explanation of How Determinants Contribute to Disease Development
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Description of the determinants of health and their role in disease development is omitted or presented with many inaccuracies.
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Paper partially describes the determinants of health in relation to disease development.
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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.
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Paper describes each determinant of health with a comprehensive discussion of their contribution to disease development and progression.
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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.
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25.0 % Epidemiologic Triangle (Host Factors, Agent Factors, and Environmental Factors)
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Description of the epidemiologic triangle is omitted or presented with many inaccuracies.
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The communicable disease is described with some inaccuracies within the epidemiologic triangle. A visual description of the factors and interaction is not present.
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The communicable disease is described accurately and clearly within the context of the epidemiologic triangle.
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The communicable disease is described accurately within the context of the epidemiologic triangle. A brief description of factors and interaction is presented.
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The communicable disease is described thoroughly, accurately, and clearly within an epidemiological model. A visual description of the model and how the components of the model interact is included.
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25.0 % Role of the Community Health Nurse
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Discussion of the role of the community health nurse is omitted or unclear.
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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.
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Discussion of the role of the community health nurses is limited, with a brief overview of skills associated with community assessment and planning.
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Discussion of the role of community health nurse is clear, with a comprehensive description of skills associated with community assessment and planning.
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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
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10.0 % National Agency or Organization That Works to Addresses Communicable Disease
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Agency and description of contribution are omitted.
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An agency or organization is identified, but discussion is vague or inaccurate in relation to the communicable disease chosen.
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An agency or organization is identified, but discussion regarding efforts to address communicable disease is lacking.
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An agency or organization is identified, but discussion regarding efforts to address communicable disease is brief.
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An agency or organization is identified. A clear and accurate description of efforts to address communicable disease is offered.
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15.0 %Organization and Effectiveness
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5.0 % Thesis Development and Purpose
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Paper lacks any discernible overall purpose or organizing claim.
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Thesis is insufficiently developed and/or vague, purpose is not clear.
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Thesis is apparent and appropriate to purpose.
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Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
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Thesis is comprehensive, contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
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15.0 %Organization and Effectiveness
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5.0 % Paragraph Development and Transitions
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Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
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Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
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Paragraphs are generally competent, but ideas may show some inconsistency in organization and or in their relationships to each other.
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A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
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There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
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15.0 %Organization and Effectiveness
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5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)
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Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
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Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and or word choice are present.
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Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience appropriate language are used.
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Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
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Writer is clearly in command of standard, written, academic English.
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5.0 %Format
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2.0 % Paper Format
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Template is not used appropriately or documentation format is rarely followed correctly.
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Template is used, but some elements are missing or mistaken, lack of control with formatting is apparent.
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Template is used, and formatting is correct, although some minor errors may be present.
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Template is fully used. There are virtually no errors in formatting style.
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All format elements are correct.
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3.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
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No reference page is included. No citations are used.
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Reference page is present. Citations are inconsistently used.
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Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
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Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct.
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In-text citations and a reference page are complete. The documentation of cited sources is free of error.
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100 % Total Weightage
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Rubric: This is the contents of the rubric, please check it in its entirely. THIS IS HOW YOUR PAPER/POINTS ARE GRADED.
Its at the top right of the assignment link . View Rubrics
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