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Identify and analyse a health condition of your choice

QUESTION

Include the following in your paper:  1. Background information on the health condition. a. Scope of the problem—-the population at risk.  b. How many Americans are affected by this health conditi

Include the following in your paper:  

1. Background information on the health condition. a. Scope of the problem—-the population at risk.  b. How many Americans are affected by this health condition? c. Geographic region the problem is mostly found, if any.d. Brief explanation of the health condition. e. How is the health condition treated?  2. Discuss the health disparity of the health condition. a. Each of the conditions listed is considered to be a health disparity in the US. b. Research how the condition is a disparity and why. c. Who is affected?d. Is there anything being done to address health disparities in this country. –i. Look up “healthy People 2020”e. What can nursing do? what is nursing’s role is health disparities?3. Nursing Education, health promotion and disease prevention.  a. Discuss what you, the nurse, can do to address this aspect of nursing.  

Nepal Earthquake And Role of International and Altruistic Organizations Paper. Write a 5–6 page, APA-formatted report that explains the responses to a global event, how issues of race, class, and gender may have affected the response, and the role of international and altruistic organizations in providing health care services related to the event.

Question Description

  • Write a 5–6 page, APA-formatted report that explains the responses to a global event, how issues of race, class, and gender may have affected the response, and the role of international and altruistic organizations in providing health care services related to the event. Describe barriers to receiving health care services related to the event, and explain the role of the professional nurse in providing health care services related to the global event. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Show Less
    • Competency 1: Explain the factors that affect the health of communities.
      • Explain the response to a global event at the local and national levels.
      • Explain how social attitudes and issues of race, class, and/or gender may impact the response to a global event.
      • Explain the role of international and altruistic organizations in providing health care services during a global event.
    • Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues.
      • Explain the role of the professional nurse in providing health care services related to global events.
    • Competency 3: Develop an evidence-based nursing response for providing health care services related to community crises.
      • Describe barriers to health care services during a global event.
    • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for a nursing professional.
      • Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
      • Correctly format paper, citations, and references, using current APA style.Competency MapCheck Your ProgressUse this online tool to track your performance and progress through your course.
  • Toggle DrawerContextAccording to the World Health Organization (WHO), natural disasters kill approximately 90,000 people and impact another 160 million people every year (2015). Natural disasters such as earthquakes, tsunamis, hurricanes, and wildfires not only have an immediate impact on those who live in and around the affected area, they also often have a longer-term effect on the health and well-being of those impacted. Developing countries are frequently unable to respond to natural disasters effectively and efficiently because they lack resources, infrastructure, and disaster-preparedness systems. Poor health care systems in developing countries also make these countries more vulnerable to epidemics such as the recent outbreak of Ebola in Chad, Guinea, Liberia, and Sierra Leone. According to a report from Save the Children (2015), some developing countries have less than one health care worker for every 2,000 people. Other diseases such as malaria and pneumonia account for as many as 17,000 child deaths every day (Save the Children, 2015).Show Less Nurses can provide critical skills during times of global events. Whether by volunteering directly at the site of the event or by recruiting, screening, and training other professional nurses behind the scenes, nurses are crucial to global relief efforts.ReferencesSave the Children. (2015). A wake-up call: Lessons from Ebola for the world’s health systems. Retrieved from http://www.savethechildren.org/atf/cf/%7B9def2ebe-… World Health Organization. (2015). Natural disaster profiles. Retrieved from http://www.who.int/topics/emergencies/en/
  • Toggle DrawerQuestions to ConsiderTo 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 does it mean to be a global citizen?
    • What responsibility do health care professionals assume during times of global events, by being global citizens?
  • Toggle DrawerResourcesSUGGESTED RESOURCESThe 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.Capella Resources
    • APA Paper Template.
    • APA Paper Tutorial.Library ResourcesThe following e-books or articles from the Capella University Library are linked directly in this course:
    • Rowthorn, V. (2013). A place for all at the global health table: A case study about creating an interprofessional global health project. Journal of Law, Medicine & Ethics, 41(4), 907–914.
    • Mitani, S., Kako, M., & Mayner, L. (2014). Medical relief for the 2011 Japan earthquake: A nursing account. Nursing & Health Sciences, 16(1), 26–30.
    • Li, X. H., & Zheng, J. C. (2014). Efficient post-disaster patient transportation and transfer: Experiences and lessons learned in emergency medical rescue in Aceh after the 2004 Asian tsunami. Military Medicine, 179(8), 913–919.
    • Agusto, F. B., Teboh-Ewungkem, M. I., & Gumel, A. B. (2015). Mathematical assessment of the effect of traditional beliefs and customs on the transmission dynamics of the 2014 Ebola outbreaks. BMC Medicine, 13(1), 1–17.
    • Charania, N. A., & Tsuji, L. (2012). A community-based participatory approach and engagement process creates culturally appropriate and community informed pandemic plans after the 2009 H1N1 influenza pandemic: Remote and isolated First Nations communities of Sub-Arctic Ontario, Canada. BMC Public Health, 12(1), 268–276.Show LessCourse Library GuideA Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4014 – Global Perspectives of Community and Public Service Library Guide to help direct your research.Internet ResourcesAccess 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.
    • World Health Organization. (n.d.). Health action in crises publications. Retrieved from http://www.who.int/hac/publications/en/
    • Brewer, K. (2010, June). Who will be there? Ethics, the law, and a nurse’s duty to respond in a disaster(ANA Issue Brief). Retrieved from https://www.nursingworld.org/~4af058/globalassets/…
    • DeMoro, R. A. (2014, September 8). The underreported side of the Ebola crisis [Blog]. Retrieved from http://www.nationalnursesunited.org/blog/entry/the…
    • American Nurses Association. (n.d.). Disaster preparedness and response. Retrieved from http://www.nursingworld.org/disasterpreparednessBookstore ResourcesThe resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
    • 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 10.
  • Assessment InstructionsPREPARATIONSuppose that within your health care organization there is no formal process or structure for health care professionals to volunteer time and services in times of global need. You would like to develop a proposal for establishing a process that would allow nurses and other health care professionals to secure time off to work with a specific worldwide organization, to provide health care services during global events. As part of the proposal, you would need to provide background research to support your request. Conduct background research on either one of the following to support the proposal you would develop:
    • Choose one worldwide epidemic, such as the 2009 flu pandemic, 2009 mumps outbreak, 2012 Middle East respiratory syndrome coronavirus outbreak, the recent Ebola virus epidemic, or another epidemic. Research articles that focus on how the initial outbreak was handled; the role of social attitudes and issues of race, class, and gender in responding to the outbreak; barriers to people receiving proper health care; and the role of nursing in providing health care services related to the epidemic.
    • Choose one natural disaster, such as the earthquakes in Haiti, Pakistan, or Nepal; Cyclone Nargis in Myanmar; the Indian Ocean earthquake and tsunami, or any other natural disaster that brought a worldwide response. Research articles that focus on the initial response to the disaster; the role of social attitudes and issues of race, class, and gender in responding to the disaster; barriers to survivors receiving health care; and the role of nursing in providing health care services related to the disaster.REQUIREMENTSFor this assessment, develop background research that would support a proposal for an organizational process allowing health care professionals to volunteer time and services when global events happen. First, identify the global event you will be using in your research, and then:
    • Explain how the local and national (meaning the nation in which the event took place) communities responded to the event. Who responded? How long did the first response take? How did health care providers respond?
    • Explain how social attitudes, as well as issues of race, class, gender, or other factors may have influenced the response to the event. Be sure you consider not only the response of the home country, but the global response as well.
    • Describe barriers to health care services for the people impacted by the event. Some barriers may be obvious, and other barriers less obvious; try to consider multiple aspects.
    • Explain the role of international health organizations and altruistic organizations in providing health care services related to the global event.
    • Explain the role of the professional nurse in providing health care services related to the global event. Consider scope of practice when working professionally out of one’s area of license—either nationally or globally.ADDITIONAL REQUIREMENTSComplete your assessment using the following specifications:
    • Title page and reference page.
    • Number of pages: 5–6 (not including the title and reference pages).
    • At least 4 current scholarly or professional resources.
    • APA format for the entire document, including citations and references.
    • Times New Roman font, 12-point, double-spaced.

In this assignment, you will be creating a PowerPoint presentation based on the application of the functional health assessment of a movie character. To complete this assignment, choose a movie from the following list and identify a character from the movie on whom you would like to do a health assessment. If you wish to use a character from a movie not included on the following list, get the approval of your instructor.

QUESTION

Movie character health assessment

     PLEASE FOLLW EVERY INSTRUCTION.. SEE THE NRS-434VN-R-MovieCharacterPresentationSamplePPT-Student.pptx THAT IS ATTACHED BELLOW TO ANSWER  THE ASSIGMENT.  USE RUBRICS                                                     

                                                                            Details:

In this assignment, you will be creating a PowerPoint presentation based on the application of the functional health assessment of a movie character. To complete this assignment, choose a movie from the following list and identify a character from the movie on whom you would like to do a health assessment. If you wish to use a character from a movie not included on the following list, get the approval of your instructor.

Films:

  1. Away From Her
  2. Lorenzo’s Oil
  3. Mask
  4. My Sister’s Keeper
  5. Philadelphia
  6. Rain Man
  7. Steel Magnolias
  8. Stepmom
  9. The Elephant Man
  10. The Mighty
  11. The Tic Code

Directions:

  1. Create a PowerPoint presentation of 10-12 slides using the template “Movie Character Presentation.”
  2. Provide an introduction and background overview of the movie character (client).
  3. Assess the client using the “Functional Health Pattern Assessment.”
  4. Based on your “observations” and thoughts, document your assessment, providing examples from the movie.
  5. Describe any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client.
  6. Describe two normal health patterns of the client as well as two abnormal health patterns that you observe, and provide examples.
  7. Develop an appropriate nursing diagnosis for the client based on your assessment.
  8. Identify and describe three interventions for the client: health promotion, health prevention, and maintenance.
  9. Identify at least two possible resources or community services to which you would refer this client and provide rationale for your choices.

In addition to submitting the presentation to the instructor, post your assignment to the Movie Character Health Assessment Presentation Main Forum as directed by instructor. Respond to other students’ posts in a manner that initiates or contributes to discussion. Each person should make at least three substantive comments.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation 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 Turnitin.

NRS-434VN-R-MovieCharacterPresentationSamplePPT-Student.pptx

                                                               RUBRICS

Movie Character Health Assessment Presentation

Disaster Planning For Public Health.

Assignment: Disaster Planning for Public Health

By Day 7 of Week 5

  • Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.

Section 1: The Disaster, Man-Made or Natural

  • What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.

Section 2: The Nursing Response

  • Formulate responses to the disaster, considering systems and community levels of intervention.
  • Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.
  • In addition to reviewing websites for information about your local disaster plan, you will need to locate best practice/evidence-based practice guidelines in professional literature to determine whether your community’s disaster plan is as sound as it might be or if there is room for improvement.

Section 3: Is My Community Prepared for a Disaster?

  • What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?

Week 4: Evidence-Based Practice in Disaster Planning: Nurses as Leaders  

  • Public health surveillance is one way that public health officials target intervention strategies (Turlock, 2016). Often, it is through prompt recognition of and reporting of incidents of communicable disease that a disaster can be averted (Turlock, 2016). Surveillance activities often prompt questions such as, What is causing the disease? How is it spreading? And who is at risk (Turlock, 2016)? While it is true that preparedness planning cannot eliminate all traces of threat to a community, planning assures that medical services and treatment are deployed in an effective, efficient, and rapid manner (Turlock, 2016). Public health plays a vital role in coordination of providers, assurance of supplies particularly when the Strategic National Stockpile pharmaceuticals and supplies are required, and mobilization of state and national response systems. Public health officials may also provide health care services when required (Turlock, 2016).
  • Stanhope (2016) noted that evidence-based practice (EBP) has become more important in health care for many reasons: increased expectations of consumers, increased availability of information through the Internet, increased accountability for results, health care economic changes, and growing numbers of lawsuits, among other reasons. EBP is a lifelong problem-solving approach that regularly produces excellent results and often provides the theoretical underpinnings for programs to mitigate problems in the community. Once programs are in place, evaluation of their effectiveness should be conducted to determine whether they are worth the continued expenditure of resources. Use of EBP is vital to assure safe outcomes for populations during disasters, such as massive communicable disease outbreaks, and should be the foundation of disaster-planning strategies.

Required Readings

Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier.

  • Chapter 15, “Evidence-Based Practice” (pp. 342–354)
  • Chapter 23, “Public Health Nursing Practice and the Disaster Management Cycle” (pp. 503–528)
  • Chapter 24, “Public Health Surveillance and Outbreak Investigation” (pp. 529–544)
  • Chapter 25, “Program Management” (pp. 545–567)

Required Media  

  • Laureate Education (Producer). (2009a). Family, community and population-based care: Emergency preparedness and disaster response in community health nursing [Video file]. Baltimore, MD: Author.      
  • TED. (2012). How to step up in the face of disaster [Video file]. Retrieved from                   https://www.ted.com/talks/caitria_and_morgan_o_neill_how_to_step_up_in_the_face_of_disaster
  • This Ted Talk describes the actions of two sisters who step up as leaders during a tornado disaster in their community.

What are the major causes of disease and death in the 21st century

Paragraph 1 (Minimum of 250-300 words)

What were the major causes of U.S. mortality in the last 100 years, and what public health measures most contributed to improvements in the health of the nation? Include at least two source citations from the readings and/or additional sources to support your answer.

Paragraph 2 (Minimum of 250-300 words)What are the major causes of disease and death in the 21st century (e.g., chronic illnesses, communicable diseases, etc.) that continue to affect U.S. citizens in spite of the achievements in public health in the past century? What have been some of the strategies implemented to combat these illnesses on the local and national levels? Have they been successful? Include reference citations where appropriate

Demonstrate an awareness of factors influencing professional growth and role transition, including professional and societal trends, as well as barriers to success.

Question Description

NUR 300 Reflective Writing Assignment: Review the classroom learning objectives for this course listed on the first page of your syllabus. Then, write a paper illustrating specific examples of how you have met each of these objectives. For example, did you approach a situation at work differently because of what you have learned in this course? Has your awareness of health care issues changed? Then, summarize how this course has helped you begin to develop as a professional nurse. Also discuss your needs for further development and how you will accomplish these goals. This assignment should be no more than 6 pages in length, not including the title page.

Must be APA format

Course Objectives At the completion of the course, the students will:

 Demonstrate an awareness of factors influencing professional growth and role transition, including professional and societal trends, as well as barriers to success.

 Integrate the professional roles associated with nursing practice including the roles of health provider, teacher, leader, manager, researcher, advocate, and colleague.

 Analyze processes that influence nursing practice including communication, change, group dynamics, and informatics.

 Interpret the influences of the changing health care environment by examining factors such as health care economics, changes in care in the home, individual families, and communities.

 Compare nursing professional development from historical influences to present day advances in nursing and visions for the future.

 Recognize the impact of theories on current institutional practices and health care outcomes.

 Evaluate ethical and legal issues surrounding the healthcare environment as they relate to baccalaureate nursing practice.

 Advocate for the healthcare needs of society in a changing economic, demographic, and cultural environment.

Please see attached rubric