TOPIC: Historical Review of Epidemiology

Key individuals and historical events have helped shape the field of epidemiology. Research the following individuals and their roles in shaping contemporary epidemiology:

1. John Graunt
2. James Lind
3. Edward Jenner
4. Ignaz Semmelweis
5. John Snow

Choose three of the individuals from your research. In a 1,000-1,250 word paper, describe the epidemiological advancements that were influenced by these individuals. Include the following:

1. Describe the disease and the event. Using descriptive epidemiology, discuss how common the disease was at the time, who was infected, when it occurred (time of year or season), and the mode of transmission. If the individual is not associated with a specific disease, discuss a significant disease happening during that period.
2. Discuss how the individuals influenced or advanced epidemiological methods and the process they used to describe and control disease. Discuss how their contributions helped to inform the definition of epidemiology. Consider whether they used qualitative, quantitative, or both types of data collection methods, and the approach they used to test their hypotheses.
3. Discuss how similar epidemiological methods have been used to understand one current public health issue (not one for each individual). Discuss the key research studies used to understand the risk factors associated with the problem or disease. Two potential examples include lung cancer (Doll and Hill, 1950) or cardiovascular disease and the Framingham Heart Study (Drawber, Meadors, & Moore, 1950; Kannel, 2000).

Prepare this assignment according to the guidelines found in the APA Style Guide.

RESOURCES

Read Chapters 1, 2, and 6 in Gordis Epidemiology.

Read “Smoking and Carcinoma of the Lung,” by Doll and Hill, from British Medical Journal (1950). URL: https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC2038856/pdf/brmedj03566-0003.pdf

Read “The Training of Epidemiologists and Diversity in Epidemiology: Findings from the 2006 Congress of Epidemiology Survey,” by Carter-Pokras et al., from Annals of Epidemiology (2009). URL: http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S104727970900060X

Watch “Epidemiology the Backbone of Public Health,” by Greg Martin (2017), located on the YouTube website. URL: https://www.youtube.com/watch?v=S5XRh47T420

Read “The Framingham Study: ITS 50-Year Legacy and Future Promise,” by Kannel, from Journal of Atherosclerosis and Thrombosis (2000). URL: https://www.jstage.jst.go.jp/article/jat1994/6/2/6_2_60/_pdf

Read “Epidemiological Background and Design: The Framingham Study,” located on the Framingham Heart Study website. URL: https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

Read “Epidemiological Approaches to Heart Disease: The Framingham Study,” by Dawber, Meadors, and Moore, from American Journal of Public Health (1951). URL:http://scholar.google.com/scholar_url?url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1525365/pdf/amjphnation00421-0020.pdf&hl=en&sa=X&scisig=AAGBfm10VqiSJ6tLAYY0TMfm15VR8M93MA&nossl=1&oi=scholarr

View “Global Disease Detectives,” by the Center for Global Health (2013), located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/cdctv/dataandstatistics/disease-detectives.html

Read “Section 2: Historical Evolution of Epidemiology,” from Lesson 1 of  the Centers for Disease Control and Prevention (CDC) self-study course, Principles of Epidemiology in Public Health Practice (2012), located on the CDC website. URL:https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section2.html

Explore the CDC Current Outbreak List page of the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/outbreaks/index.html

Explore the Epidemic Intelligence Service page of the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/eis/index.html

Explore the Morbidity and Mortality Weekly Report (MMWR), located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/mmwr/index.html

Social media plays a significant role in the lives of nurses in both their professional and personal lives. Additionally, social media is now considered a mainstream part of the process for recruiting and hiring candidates. Inappropriate or unethical conduct on social media can create legal problems for nurses as well as the field of nursing.

Login to all social media sites in which you engage. Review your profile, pictures and posts. Based on the professional standards of nursing, identify items that would be considered unprofessional and potentially detrimental to your career and that negatively impact the reputation of the nursing field.

In 500-750 words, summarize the findings of your review. Include the following:

1. Describe the posts or conversations in which you have engaged that might be considered inappropriate based on the professional standards of nursing.
2. Discuss why nurses have a responsibility to uphold a standard of conduct consistent with the standards governing the profession of nursing at work and in their personal lives. Include discussion of how personal conduct can violate HIPAA or be considered unethical or unprofessional. Provide an example of each to support your answer.
3. Based on the analysis of your social media, discuss what areas of your social media activity reflect Christian values as they relate to respecting human value and dignity for all individuals. Describe areas of your social media activity that could be improved.

Prepare this assignment according to the guidelines found in the APA Style Guide

The proposal is the plan for an evidence-based practice project designed to address a problem, issue, or concern in the professional work setting. Although several types of evidence can be used to support a proposed solution, a sufficient and compelling base of support from valid research studies is required as the major component of that evidence. Proposals must be submitted in a format suitable for obtaining formal approval in the work setting. Proposals will vary in length depending upon the problem or issue addressed (3,500 and 5,000 words). The cover sheet, abstract, references pages, and appendices are not included in the word count.

Section headings for each section component are required. Evaluation of the proposal in all sections will be based upon the extent to which the depth of content reflects graduate-level critical thinking skills.

This project contains seven formal sections:

1. Section A: Organizational Culture and Readiness Assessment
2. Section B: Proposal/Problem Statement and Literature Review
3. Section C: Solution Description
4. Section D: Change Model
5. Section E: Implementation Plan
6. Section F: Evaluation of Process

1) Minimum 9 full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)  Can  write in the first person 

              Part 1: Minimum 3 pages

              Part 2: minimum 3 pages

              Part 3: minimum 3 pages

Submit 1 document per part

2)¨******APA norms

          All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Can write in the first person 

          Dont copy and pase the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

    Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 4 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc 

__________________________________________________________________________________

Part 1: Community nursing (Reflection)

Purpose :

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.  

Organization:

a. Introduction

b. Course Reflection 

c. Conclusion

Include (Mendatory):

1. “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.

2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.

3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.

4. Examine legislative and regulatory processes relevant to the provision of health care.

5.  Cultural Competence: Awareness, Sensitivity, and Respect  

6.   Care Management, Case Management, and Home Healthcare 

7.  Community Preparedness: Disaster and Terrorism 

Part 2: Complementary and alternativge health care (Course reflection)

Pupose:

 The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.  

 Organization:

a. Introduction

b. Course Reflection 

c. Conclusion

Include (mandatory):

1.  Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions and describe the process of changing current practice.

2. Promote factors that create a culture of safety and caring. 

3. Promote achievement of safe and quality outcomes of care for diverse populations. 

4. Apply quality improvement processes to effectively implement patient safety initiatives and  monitor performance measures, including nurse-sensitive indicators in the microsystem of care.  

5.  Define complementary and alternative practices as identified by current health paradigms. 

6. Discuss history for complementary and alternative medicine. 

7. Given case studies, describe the extent to which complementary and alternative health practices are encouraged and used among multiple cultures.   

Part 3: Crisis intervention (Course reflection)

Pupose:

 The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.  

 Organization:

a. Introduction

b. Course Reflection 

c. Conclusion

Include (mandatory):

1. “Integrate theories and concepts from liberal education into nursing practice.

2. Synthesize theories and concepts from liberal education to build an understanding of the human experience. 

3. Use skills of inquiry, analysis, and information literacy to address practice issues.

4. Use written, verbal, non­verbal, and emerging technology methods to communicate effectively.

5.  Crisis of Lethality 

6.  The Intervention and Assessment Models  

7.  Telephone and Online Crisis Counseling 

 After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

APA  FORMAT

2. CITE ALL REFERENCES 

3. PLEASE COMPLETE ALL QUESTIONS. Late assignments will not be accepted!!!

Case Study: Urinary Tract Infection

 You are working in an extended care facility when M.Z.’s daughter brings her mother in for a week’s stay while she goes on a planned vacation. M.Z. is an 89-year-old widow with a 4-day history of non- localized abdominal pain, incontinence, new-onset mental confusion, and loose stools. Her most current vital signs are 118/60, 88, 18, 98.4° F (37.4° C). The medical director ordered a post void catheterization, which yielded 100mL of cloudy urine that had a strong odor, and several lab tests on admission. Urine culture and sensitivity results are pending; the other results are shown in the chart.

Chart View Laboratory Test Results:

Complete metabolic panel: Within normal limits except for the following results:

 BUN 25mg/dL Sodium 131mEq/L

 Potassium 3.2mEq/L

White blood cell count 11,000/mm3

Urinalysis Appearance Cloudy Odor Foul

 pH 6.9

 Protein Negative

 Nitrites Positive

 Crystals Negative

WBCs 6 per low-power field

 RBCs 3

1. What condition do the lab reports point toward?

1. Which assessment findings are typical of an older adult with the condition in Question 1?
2. Considering her history and laboratory results, what other condition is a possibility?

4.The medical director makes rounds and writes orders to start an IV of D5 ½NS at 75mL/hr. and insert a Foley catheter to gravity drainage. Because M.Z. is unable to take oral medications, the medical director orders ciprofloxacin (Cipro) 400mg q12h IV piggyback (IVPB). Are the type of fluid and rate appropriate for M.Z.’s age and condition? Explain.

1. While the IVPB ciprofloxacin is being administered, which adverse effects might occur?

1. You enter the room to start the IV infusion and insert the Foley catheter and find that the nursing assistive personnel (NAP) has taken M.Z. to the bathroom for a bowel movement. M.Z. asks you to help her, and, as you open the door, you observe her wiping herself from back to front. What do you need to do at this time?

1. Because M.Z. has been having diarrhea, what special instructions should you give the NAP assigned to give basic care to M.Z.?

Case Study Progress:

 The next day, you are the nurse assigned to M.Z.’s care. You notice that the NAP emptying the gravity drain is not wearing personal protection devices. You also observe that the drainage port of the drainage bag was contaminated during the process because the NAP allowed it to touch the floor.

1. What issues need to be considered in protecting M.Z.’s safety? Describe your actions in working with the nursing assistant.

1. As you assess M.Z., you notice that her catheter tubing is not secured. Why does the tubing need to be secured, and where is the correct place for the catheter tubing?

1. What changes, if any, will be made to the antibiotic therapy?

Learning Resources

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
Standard 5C “Consultation” (page 57)Note:  Throughout the program you will be reading excerpts from the ANA’s Scope & Standards of Practice for Psychiatric-Mental Health Nursing. It is essential to your success on the ANCC board certification exam for Psychiatric/Mental Health Nurse Practitioners that you know the scope of practice of the advanced practice psychiatric/mental health nurse. You should also be able to differentiate between the generalist RN role in psychiatric/mental health nursing and the advanced practice nurse role. 

American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Cautionary Statement for Forensic Use of DSM-5”
“Assessment Measures”
“Cultural Formulation”
“Glossary of Technical Terms”
“Glossary of Cultural Concepts of Distress”

Barton Associates. (2017). Nurse practitioner scope of practice laws. Retrieved from https://www.bartonassociates.com/locum-tenens-resources/nurse-practitioner-scope-of-practice-laws/

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Section 5.1, “Psychiatric Interview, Mental Status Examination” (pp. 192–211)
Section 5.2, “The Psychiatric Report and Medical Record” (pp. 211–217)
Section 5.3, “Psychiatric Rating Scales” (pp. 217–236)
Section 5.5, “Personality Assessment: Adults and Children” (pp. 246–257)
Section 5.7, “Medical Assessment and Laboratory Testing in Psychiatry” (pp. 266–275)
Chapter 6, “Classification in Psychiatry” (pp. 290–308)

To prepare for this Discussion:

• Review the Learning Resources.
• Develop an interview format you would use for an initial interview of a client.

Post:

• Attach the interview format document you would use for an initial interview of a client.
• Describe what interview format your preceptor uses for the initial interview of a client.
• Describe which element of your interview format is most helpful in your practice.

 Note: Support your rationale with a minimum of three academic resources less than five years

Nursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each.

Both boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing.

To Prepare:

• Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
• Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (8- to 9-slide PowerPoint presentation)

Develop a 8- to 9-slide PowerPoint Presentation that addresses the following:

• Describe the differences between a board of nursing and a professional nurse association.
• Describe the board for your specific region/area.
  • Who is on the board?
  • How does one become a member of the board?
• Describe at least one state regulation related to general nurse scope of practice.
  • How does this regulation influence the nurse’s role?
  • How does this regulation influence delivery, cost, and access to healthcare?
• Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
  • How does this regulation influence the nurse’s role?
  • How does this regulation influence delivery, cost, and access to healthcare?
• Include Speaker Notes on Each Slide (except on the title page and reference page)

By Day 7 of Week 6

Submit your Regulation for Nursing Practice Staff Development Meeting Presentation.

POST 1

L. Thorpe

Discussion 1 Learning Online

Strategy for Success Academic

Academic engagement is a multidimensional effort that encompasses the cognitive desire to excel by investing time and effort into time management (Aparicio et al., 2017). As a nursing health care professional, the demands and skills needed to manage a busy schedule require careful planning. The single most useful tool that has contributed to my overall success thus far is time management. Arguedas et al. (2016) point out there is a need to integrate good time management skills in preparing for academic success. Academic success requires focus and educational planning as procrastination reduces academic success. Procrastination is a prevailing phenomenon in the academic settings with a wide range of negative consequences. Procrastination can negatively influence a student’s well-being and performance. Another common barrier to being successful is inadequate time management and procrastination (Arguedas et al., 2016). Often individuals put off things to the very last moment even after knowing that it will put them in turmoil. Personally, my success stems from always working ahead. Delaying things to the last-minute always results in anxiety and distress. Time and planning ahead can be a kind resource that can increase productivity. Time management is all about how we manage ourselves. It is about finding the smartest and most rewarding way to use every spare time, which includes every waking hour, minute, and second of each day.

Beneficial Strategy

Good time management skills are essential for students as no one knows the unexpected emergencies that may arise each day. Students need to have practical time management skills daily and weekly for optimal academic success (Cohen & Baruth, 2017). Increasing the quality of activities performed in a limited period of time is the main aim of time management. Prioritizing daily tasks is essential for managing a student’s time effectively (McDaniel et al., 2016). Deciding on how individuals spend their time is critical in making ourselves productive and more organized. This requires setting goals, prioritizing, planning, and organizing minimizing time-wasting. While time management is beneficial, success utilizing technology is crucial. Learning how to navigate technology will boost and empower students as current technologies are effective in advanced education. Learning how to navigate an online research platform will only accelerate one skill in becoming more proficient.

References

Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388-399. https://doi.org/10.1016/j.chb.2016.10.009

Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing the effects of emotion management on time and self-management in computer-based learning. Computers in Human Behavior, 63, 517-529. https://doi.org/10.1016/j.chb.2016.05.068

Cohen, A., & Baruth, O. (2017). Personality, learning, and satisfaction in fully online academic courses. Computers in Human Behavior, 72, 1-12. https://doi.org/10.1016/j.chb.2017.0 2.030

McDaniel, S. C., Houchins, D. E., & Robinson, C. (2016). The effects of check, connect, and expect on behavioral and academic growth. Journal of Emotional & Behavioral Disorders, 24(1), 42–53. https://doi.org/10.1177/1063426615573262

POST 2

P. Mediros

Walden University and AACN: Social Change 

On evaluating the similarities in the focus of social change amongst Walden University and the AACN’s competencies, I discovered that both concepts are outlined on the advancement of both human and social outcomes. Walden University (2020) social change message is defined as “a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies”. On the contrary, the AACN (2006) envisions the DNP graduate to identify potential systemic changes, implement improvements in the care of the particular patient population to improve the overall outcome of patient care. Meanwhile also “demonstrating practice expertise, specialized knowledge, and expanding the responsibility and accountability in the care and management of individuals and families” (AACN, 2006). 

Relates to my Professional/Academic Goal

            Walden University and AACN efforts of social change relates heavily on my professional and academic goals. As I have mentioned in prior postings, I am a practitioner in a critical care setting, a high-stressed environment, critically ill patients with a variety of disease processes, and constant change occurring. It is exceptionally important to continuously allow for change to occur and to adapt to it. When one becomes resistant to change, it can only result in growth restrictions. I personally believe that if you do not get out of your comfort zone, then you cannot allow for growth to occur. As timid and uncertain my path may direct me, I strongly believe that the change is the ultimate growth process to succeed both professionally and academically. For example, deciding to advance my career path by enrolling the DNP program was frightful for me; especially committing to a long hall of educational demands. 

Two Goals for Incorporating Social Change within my Professional/Academic 

My ultimate goals are to become a scholarly practitioner and practice at the highest level of nursing. Brown (2005), describes the direct practice of APN is characterized by the use of holistic perspective, therapeutic partnerships to facilitate informed decision making, positive lifestyle change, use of diverse, evidence-based interventions in health and illness management.  I plan on utilizing scientific knowledge and practice expertise to deploy social change and promote high quality patient outcomes.  

References

American Association of Colleges of Nursing (AACN). (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. Washington, DC: Author. Retrieved from http://www.aacnnursing.org/DNP/DNP-Essentials

Brown, S.J. (2005). Advanced practice nursing: An integrative Approach (3rd ed.), 134-185. Philadelphia, PA: Elsevier Saunders

Walden University. (2020). Social Change. Retrieved on Dec. 6, 2020 from https://catalog.waldenu.edu/content.php?catoid=176&navoid=62600

AN EXAMPLE OF HOW THE REPLY COMMENT LOOKS.

The management of time and self-regulation is critical to academic success (Oettingen et al., 2015). Managing a calendar and organizing time is not a strong attribute many individual processes. Time management is about how one manages self. Individuals cannot manage time at the last minute. Time management works well by organizing and prioritizing the activities, which are of prime importance for providing quality care and maintaining a personal and professional balance (Arguedas et al., 2016). Effective time management has been found to lead to a host of positive consequences reaching from high academic achievement. Deciding on how one spends time is very important in making oneself productive and organized. Time management is setting and achieving one’s goals and reducing the stress that results from poor time management. As a student, whenever time management is limited, one is unable to think critically to prioritize tasks, which tends to result in missing assignments.

References

Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing the effects of emotion management on time and self-management in computer-based learning. Computers in Human Behavior, 63, 517-529. https://doi.org/10.1016/j.chb.2016.05.068

Oettingen, G., Kappes, H. B., Guttenberg, K. B., & Gollwitzer, P. M. (2015). Self-regulation of time management: Mental contrasting with implementation intentions. European Journal of Social Psychology, 45, 218-229. https://doi.org/10.1002/ejsp.2090

SOAP Note

Complete only the History, Physical Exam, and Assessment sections of the Aquifer virtual case: Family Medicine 27: 17-year-old male with groin pain.

Each week you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. Beginning in Week 5, you will need to include one complete SOAP note each week through Week 9 for a total of 5 complete SOAP notes for this course using this SOAP note template. The SOAP note should be related to the content covered in this week, and the completed SOAP note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from CORE where you entered this specific patient’s case entry.