Epidemiology and Disease Control

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Epidemiological Studies: Interpretation and Presentation

This assignment will allow you to explore and understand the strengths and limitations of how studies of similar phenomenon differ in interpretation and presentation.

Using the internet, access and review the following two articles of opposing conclusions:

  • McCullough, M. L., Bandera, E. V., Patel, R., Patel, A. V., Gansler, T., Kushi,
               L. H., Thun, M. J., & Calle, E. E. (2007). A prospective study of fruits,
               vegetables, and risk of endometrial cancer. American Journal of
               Epidemiology    , 166(8), 902–911.
  • Rogers, L. Q., Courneya, K. S., Paragi-Gururaja, R., Markwell, S. J.,
                & Imeokparia, R. (2008). Lifestyle behaviors, obesity, and perceived
                health among men with and without a diagnosis of prostate cancer:
                A population-based, cross-sectional study. BMC Public Health, 8, 23.
  • Click here to read about an overview of epidemiologic study designs.

Based on your readings and understanding, create a 1- to 2-page assessment of each study design and results in a Microsoft Word document. Your assessment should include:

  • A comparison of the merits in each approach
  • An analysis of the results and indication (s) of which study is more credible and why (if so) based upon your readings and knowledge of epidemiology till date
  • An analysis of whether you support the results or not along with the reasons
  • Suggestions, observations, or recommendations you may have for supporting or disputing how the results were presented

Support your responses with examples.

 

in-text citation as well as cite any sources in APA format.

Nurses/MDs: Make a SOAP Note Not an Essay: Focused Throat Exam

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Make a SOAP Note Not an Essay: Focused Throat Exam

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes, but would probably perform a simple strep test.

In this Discussion, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

Note: By Day 1 of this week, your instructor will have assigned you to one of the following case studies to review for this Discussion. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

 

Case: Focused Throat Exam

Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus over the past two weeks, Lily figured she shouldn’t take her three-day sore throat lightly. Your clinic has treated a few cases similar to Lily’s. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn’t sound congested.

To prepare:

With regard to the case study you were assigned:

·         Review this week’s Learning Resources and consider the insights they provide.

·         Consider what history would be necessary to collect from the patient.

·         Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

·         Identify at least 10 possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Week 5 Discussion”) with “Review of Case Study ___,” identifying the number of the case study you were assigned.

Address the following in the SOAP Note:

1.     A description of the health history you would need to collect from the patient in the case study to which you were assigned.

2.     Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.

3.      List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

REFERENCES:

Readings

·         Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 10, “Head and Neck” (pp. 184-203)

This chapter reviews the anatomy and physiology of the head and neck. The authors also describe the procedures for conducting a physical examination of the head and neck.

o    Chapter 11, “Eyes” (pp. 204-230)

In this chapter, the authors describe the anatomy and function of the eyes. In addition, the authors explain the steps involved in conducting a physical examination of the eyes.

o    Chapter 12, “Ears, Nose, and Throat” (pp. 231-259)

The authors of this chapter detail the proper procedures for conducting a physical exam of the ears, nose, and throat. The chapter also provides pictures and descriptions of common abnormalities in the ears, nose, and throat.

·         Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 15, “Earache” (pp. 174–183)

This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination, as well as how these questions lead to a focused physical examination.

o    Chapter 21, “Hoarseness” (pp. 248-255)

This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient both through questions and through physical exams.

o    Chapter 25, “Nasal Symptoms and Sinus Congestion” (pp.301-309)

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

o    Chapter 30, “Red Eye” (pp. 357-368)

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

o    Chapter 32, “Sore Throat” (pp. 381-389)

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

o    Chapter 38, “Vision Loss” (pp. 446-457)

This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

·         Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.

o    Chapter 5, “SOAP Notes” (pp. 91–118)

Note: Download the seven documents (Adult Examination Checklists and Physical Exam Summaries) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for head, face, and neck. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Head, Face, and Neck was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for eye assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Eye Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for ear assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Ear Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for nose, paranasal sinuses, mouth, oropharynx. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Nose, Paranasal Sinuses, Mouth, Oropharynx was published as a companion toSeidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Ears, nose, and throat. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Ears, Nose, and Throat Physical Exam Summary was published as a companion to Seidel’s guide to physical examination(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Eyes. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Eyes Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Head, face, and neck. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Head and Neck Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Browning, S. (2009). Ear, nose, and throat problems. General Practice Update, 2(9), 9–13. 

Retrieved from the Walden Library databases.

This article contains a question and answer session on ear, nose, and throat problems. The article reviews specific topics, such as when to use eardrops and new post-nasal drip treatments, and the referral of persisting cough cases by general practitioners.

·         Lloyd, A., & Pinto, G. L. (2009). Common eye problems. Clinician Reviews, 19(11), 24–29.

Retrieved from the Walden Library databases.

The authors of this article describe different eye problems, their symptoms, and recommended treatments. The authors also emphasize the need to conduct an eye exam and take an ocular history.

·         Otolaryngology Houston. (2014). Imaging of maxillary sinusitis (X-ray, CT, and MRI). Retrieved fromhttp://www.ghorayeb.com/ImagingMaxillarySinusitis.html

This website provides medical images of sinusitis, including X-rays, CT scans, and MRIs (magnetic resonance imaging).

Media

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 10, 11, and 12 that relate to the assessment of the head, neck, eyes, ears, nose, and throat. Refer to Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.

Optional Resources

·         LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

 

o    Chapter 7, “The Head and Neck” (pp. 178–301)

Make a SOAP Note Not an Essay: Focused Throat Exam

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes, but would probably perform a simple strep test.

In this Discussion, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

Note: By Day 1 of this week, your instructor will have assigned you to one of the following case studies to review for this Discussion. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

 

Case: Focused Throat Exam

Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus over the past two weeks, Lily figured she shouldn’t take her three-day sore throat lightly. Your clinic has treated a few cases similar to Lily’s. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn’t sound congested.

To prepare:

With regard to the case study you were assigned:

·         Review this week’s Learning Resources and consider the insights they provide.

·         Consider what history would be necessary to collect from the patient.

·         Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

·         Identify at least 10 possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Week 5 Discussion”) with “Review of Case Study ___,” identifying the number of the case study you were assigned.

Address the following in the SOAP Note:

1.     A description of the health history you would need to collect from the patient in the case study to which you were assigned.

2.     Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.

3.      List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

REFERENCES:

Readings

·         Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 10, “Head and Neck” (pp. 184-203)

This chapter reviews the anatomy and physiology of the head and neck. The authors also describe the procedures for conducting a physical examination of the head and neck.

o    Chapter 11, “Eyes” (pp. 204-230)

In this chapter, the authors describe the anatomy and function of the eyes. In addition, the authors explain the steps involved in conducting a physical examination of the eyes.

o    Chapter 12, “Ears, Nose, and Throat” (pp. 231-259)

The authors of this chapter detail the proper procedures for conducting a physical exam of the ears, nose, and throat. The chapter also provides pictures and descriptions of common abnormalities in the ears, nose, and throat.

·         Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 15, “Earache” (pp. 174–183)

This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination, as well as how these questions lead to a focused physical examination.

o    Chapter 21, “Hoarseness” (pp. 248-255)

This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient both through questions and through physical exams.

o    Chapter 25, “Nasal Symptoms and Sinus Congestion” (pp.301-309)

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

o    Chapter 30, “Red Eye” (pp. 357-368)

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

o    Chapter 32, “Sore Throat” (pp. 381-389)

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

o    Chapter 38, “Vision Loss” (pp. 446-457)

This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

·         Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.

o    Chapter 5, “SOAP Notes” (pp. 91–118)

Note: Download the seven documents (Adult Examination Checklists and Physical Exam Summaries) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for head, face, and neck. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Head, Face, and Neck was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for eye assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Eye Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for ear assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Ear Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for nose, paranasal sinuses, mouth, oropharynx. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Adult Examination Checklist: Guide for Nose, Paranasal Sinuses, Mouth, Oropharynx was published as a companion toSeidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Ears, nose, and throat. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Ears, Nose, and Throat Physical Exam Summary was published as a companion to Seidel’s guide to physical examination(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Eyes. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Eyes Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Head, face, and neck. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. 

This Head and Neck Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Browning, S. (2009). Ear, nose, and throat problems. General Practice Update, 2(9), 9–13. 

Retrieved from the Walden Library databases.

This article contains a question and answer session on ear, nose, and throat problems. The article reviews specific topics, such as when to use eardrops and new post-nasal drip treatments, and the referral of persisting cough cases by general practitioners.

·         Lloyd, A., & Pinto, G. L. (2009). Common eye problems. Clinician Reviews, 19(11), 24–29.

Retrieved from the Walden Library databases.

The authors of this article describe different eye problems, their symptoms, and recommended treatments. The authors also emphasize the need to conduct an eye exam and take an ocular history.

·         Otolaryngology Houston. (2014). Imaging of maxillary sinusitis (X-ray, CT, and MRI). Retrieved fromhttp://www.ghorayeb.com/ImagingMaxillarySinusitis.html

This website provides medical images of sinusitis, including X-rays, CT scans, and MRIs (magnetic resonance imaging).

Media

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 10, 11, and 12 that relate to the assessment of the head, neck, eyes, ears, nose, and throat. Refer to Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.

Optional Resources

·         LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

 

o    Chapter 7, “The Head and Neck” (pp. 178–301)

This chapter describes head and neck examinations that can be made with general clinical resources. Also, the authors detail syndromes of common head and neck conditions.

This chapter describes head and neck examinations that can be made with general clinical resources. Also, the authors detail syndromes of common head and neck conditions.

weapons of mass destruction

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Weapons of Mass Destruction and Emergency Management

 

The field of emergency management undergoes constant change as new threats emerge.

 

Consequentially, a healthcare professional may face various disaster scenarios and will need to learn about the necessary tools to prepare and deal with such disaster scenarios. On the basis of what you learned in this week’s readings and in regard to the above statement, answer the following questions:

 

What is the biggest threat in the healthcare industry? Why? Provide a fact-based rationale for your choice.Does the healthcare industry face different threats now than they it did twenty years ago? What are the new threats?How would you prepare for the new threat?How could a healthcare facility prepare itself in the event terrorists began to focus on soft targets such as sporting events, shopping malls, or healthcare facilities?

 

Let’s read the following statement.

 

Several agencies have suggested specific guidelines for preparing for a bioterrorist attack. In their opinion, there are several areas healthcare facilities need to focus on when preparing for a bioterrorist attack. These areas include preparedness and prevention, detection and surveillance, diagnosis and characterization of biological and chemical agents, and response and communication. Communication is an integral part of a successful response to a disaster.

 

Answer the following questions in regard to the above recommendations by various agencies:

 

What is the effect of communication on collaboration with other agencies or organizations dealing with a disaster situation?Why did it take 9/11 for top law enforcement agencies of the United States to begin sharing information? How important is this sharing of information to fight against terror?What are the guidelines for establishing effective lines of communication in a disaster scenario?

For A-PLUS WRITER ONLY

/in /by

Part 1: Researching Federal Initiatives

There are numerous federal initiatives in place to address current public health issues in environmental health, emergency preparedness and response, and injury prevention. Educating the public and developing health promotion programs are essential for improving the nation’s health and lowering healthcare costs associated with injury and disease.

Using the Internet, research various federal initiatives that have addressed public health issues. Respond to the following:

  • What federal initiatives are in place to address current public health issues? Explain in detail with a minimum of two examples.
  • What are the outcomes of these initiatives? Explain with examples.
  • Are there some issues that are not being adequately addressed? Explain giving examples from your research.

Part 2: Federal Response to Mass Immunizations

After a natural disaster or an infectious disease outbreak, immunizations are necessary to reduce the risk of infection. This is because immunizations work with the body’s natural defenses to help the body safely develop immunity to a potentially life-threatening disease. The Centers for Disease Control and Prevention (CDC) has established protocols to initiate mass immunizations to reduce the risk and spread of infectious diseases.

Consider the CDC’s public health response to an infectious disease outbreak in the aftermath of a hurricane.

Using the readings for this week and the Internet, respond to the following:

  • What is the CDC’s procedure for mass immunizations that are necessary for certain types of infectious outbreaks such as influenza, mumps, and tetanus?
  • How does the CDC communicate information on mass immunization clinics to the public?
  • What is the procedure for establishing a mass immunization clinic for tetanus in the aftermath of a hurricane because of the likelihood of injuries during the cleanup? Is this similar to the protocol established for influenza? Compare the two protocols.
  • What are some of the controversies surrounding such vaccinations?

Use a Picture and Print Handouts?

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EXERCISE 2 How Do I Use a Picture and Print Handouts?

Image Objectives

1. Import a picture and add it to a slide.

2. Use both a picture and clip art on a slide.

3. Add speaker notes.

4. Print handouts and speaker notes.

Image Activity

1. Import a picture to a slide.

a. Open PowerPoint to a New presentation.

b. Click the words Click to add title and type My School.

c. Click the words Click to add subtitle and type By and press Enter. Type your name.

d. Click the Design tab and select Aspect theme.

e. Click the New Slide down arrow button on the Home tab and select the Picture with Caption layout.

f. Click the Picture Image icon in the content placeholder.

g. Select the Storage Device and Folder where you placed the .jpg picture. If you don’t have a picture of your school, take one and upload it to your storage device. Click the picture and click Insert button.

h. Click the words Click to add title and type the College Name.

i. In the right slide of the slide, click the words Click to add text and type a caption for the picture. This could name the building, describe what is offered in that building, or describe the location of the picture.

NOTE: Make sure you have permission to use a photo you didn’t take.

2. Add a picture and clip art to a slide.

a. Click the New Slide Image icon on the Home tab, Slides group.

b. Click the Layout Image icon on the Home tab, Slides group and click Title only.

c. Click the title placeholder and type Location of My School.

d. On the Insert tab, click the Clip Art Image icon, type the name of your state (or country) in the search for box and press Enter. Click the clip art of your state (or country).

e. Size the image by dragging the sizing handles so that the image is about 4 inches. Move the image to the bottom left of the slide.

f. Click the Text Box Image icon on the Insert tab, Text group. Click and drag the textbox placeholder in the approximate location of your school on the image. Type an X. If needed enlarge the X.

g. Now, insert another picture (Insert, Picture, locate picture, and click Insert) of your school or the city in which the school resides on the slide. Move the picture to the top right of the slide.

h. Click the picture and then the Format Image tab under the Picture Tools tab opens.

i. Click the More Image button in the pictures styles group. Click Bevel Rectangle option.

j. Click the Insert tab, Shapes icon. Click the Line Image tool and draw a line from the X to the picture. (See Figure 6-28.)

k. Click File, Save. Select a location for the file and name the presentation Chap6-Exercise2-LastName.

3. Add speaker notes.

a. Click Slide 1 to make it the active slide.

b. At the bottom of the slide click the words Click to add notes.

c. Type Hi and Welcome to my presentation about NAME OF SCHOOL. My name is (TYPE YOUR NAME and something about yourself).

d. Click Slide 2. Click the words Click to add notes and type what you might say about this slide.

e. Repeat the process for Slide 3.

f. Save the presentation.

4. Print handouts.

a. Open the presentation created in Exercise 1.

b. Select File, Print.

c. Click the down arrow next to Full Page Slides.

d. Click 3 Slides per page. This will provide the user with an area to take notes.

e. Make sure it says Grayscale unless you are printing to a color printer.

f. Click the Print Image button. (See Figure 6-25.) ATTACHMENT

Figure 6-28 Finished Mixed Clip Art, Shape and Picture – Exercise 2

5. Print a presentation with speaker notes.

a. Open the presentation about your school titled—Chap6-Exercise2-LastName.

b. Select File, Print.

c. Click the down arrow next to Full Page Slides.

d. Click Note Pages Image option. This will place one slide at the top of a page with room for notes.

e. Make sure it says Grayscale unless you are printing to a color printer.

f. Click the Print Image button.

NOTE: If you click the printer icon on the standard toolbar, you will use the default setting, which is one copy of all the slides in slide view sent to the default printer. That means that the printer will print each slide on a page, filling up the page with the slide.

Quantitative Analysis and The Research Critique Process – Discussion

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In order to earn full discussion points, the following criteria must be met in full:

1.     Provide an initial post on or BEFORE Saturday.

2.    Post more than 2 comments per Discussion topic on separate days  (resulting in total participation on three different days throughout the discussion). At least two comments include a citation.

3.    Frequently attempt to motivate the group discussion.

4.    Answer all discussion question points with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources (Scholarly sources… NOT internet sites).

5.    No errors with APA format.

6.    Consistently use Standard American English with no misspellings. Appropriate mechanics and formatting.

 

7.    The initial post must at least 200 words.  This does not include repeating the DB question or the citations and references.

 

 

In elderly patients undergoing total knee replacement, how effective is PCA for pain compared to IM prn medication for controlling pain during the first 72 hours post-operatively?

 

  1. Identify the variables which correlate to each letter of the PICOT acronym.

  2. Discuss one benefit of using the PICOT approach.

Provide at least three citations with full references to credible nursing scholarly articles supporting your answer.

 please provide at least 4 resources in the last 5 years and APA format. 

powerpoint

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Student will create and submit a PowerPoint presention on a Hospital-baseb Electronic Health Record (EHR) process and present it as if he/she is working internally in a Healthcare institution and using the material train staff. The hospital is in the process of implementing a new system and the staff does not know how the sytem works or what is involved. The presentation should include appropriate graphs, and other visual animation aids for the audience.

Submit your PowerPoint Presentation and any supporting documentation

 

 

 

 

 

Project 2 – Electronic Health Record (EHR)

Format:                PowerPoint (PP) presentation document.  Document is to be submitted to the professor.

The PP presentation theme should focus on the idea that you, the presenter, are conducting an Electronic Health Record training session for the staff of a Hospital facility.  The Hospital is in the process of converting to the EHR and the staff does not know how the EHR system works or what is involved.

Length                  Presentation should be10-20 slides.

Materials            Sample information related to EHRs is posted on BB for your review and to get an idea how to prepare your paper presentation.  

                                 A Rubric for this presentation is posted on BB.

                                Use the Internet to search for more information and feel free to use graphs, pictures or images

HS_460 Unit 6

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Unit 6 Assignment: Interview Outline Tool

Unit outcome addressed in this activity:

  • Define leadership in quality improvement process in a contract research organization

Course outcome addressed in this activity:

HS460-1: Design quality assessment and management tools.

Instructions

View an introduction to the Assignment here. Be sure to adjust your audio settings.

You will begin to work on an individual project that involves interviewing a local organization on a current quality improvement process by creating an interview outline tool. You will use this tool for planning and executing your interview.

Examples of quality improvement teams in your community might be: local public health department, hospital, long-term care facility, physicians’ group practice, radiology department.

Your interview outline tool must include a minimum of 10 questions regarding the following elements:

  1. Team Design and Structure

  2. Goals and Design of the quality improvement project at this institution

  3. Data Collection/Analysis

  4. Feedback/review processes

  5. Questions specific to the organization

Along with a list of your interview questions, please write a brief summary describing the organization that you are interviewing

Requirements

  • This Assignment should be submitted as a double-spaced Word document.

  • Refer to the Kaplan University Writing Center for APA requirements and utilize the writing resources found in Doc Sharing.

Put your responses in a Word document. Save it in a location and with the proper naming convention: username-HS460-section-Unit 6_Assignment.doc (username is your Kaplan username, section is your course section, 6 is your Unit number). When you are ready to submit it, go to the Dropbox and complete the steps below:

  1. Click the link that says “Submit an Assignment.”

  2. In the “Submit to Basket” menu, select Unit 6: Assignment.

  3. In the “Comments” field, make sure to add at least the title of your paper.

  4. Click the “Add Attachments” button.

  5. Follow the steps listed to attach your Word document.

To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted project.

police structure

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Assignment 2: Library Research—Fusion Centers as a Law Enforcement Tool

Since the terrorist attacks against the United States on September 11, 2001, there has been a real push in local law enforcement agencies—especially large ones—to incorporate intelligence-led policing techniques.

A part of that strategy has been the creation of fusion centers in all fifty states intended to facilitate the sharing of police intelligence information between federal, state, and local agencies. Consider the Lambert (2010) article, “Intelligence-Led Policing in a Fusion Center” and the “US Government Accountability Office (GAO) Report on Fusion Centers” in the Webliography.

The creation of fusion centers and their operations have not been without controversy. Many civil libertarians have expressed concern that instead of focusing only on real threats, fusion centers encourage the government’s suspicion toward law-abiding citizens and groups that are suspected of potential hostility toward government.

Tasks:

Write a 2- to 3-page paper. In the paper:

  • Take a definitive stand, with explanations, for or against the use of fusion centers as a local law enforcement tool.
  • Discuss how these centers may be abused to violate citizen rights.
  • Explain the difference between the cooperation that occurs through fusion centers and that through other kinds of multiagency activities, such as task forces and joint investigations.
  • Identify and discuss the possible steps or policies to minimize concerns that some have raised about potential abuses.

Feel free to do additional research on the topic of fusion centers, beyond the reading that has been assigned to further improve your paper.

Submission Details:

  • Save the report as M4_A2_Lastname_Firstname.doc.
  • By Wednesday, May 18, 2016, submit your report to the M4: Assignment 2 Dropbox.
Assignment 2 Grading Criteria Maximum Points
Justified the stand for or against the use of fusion centers as a local law enforcement tool.
12
Analyzed and explained the potential use or abuse of fusion centers with regard to violating citizen rights.
28
Analyzed and explained the differences in cooperation between the fusion centers and multiagency activities.
28
Discussed the steps that the police may take to minimize concerns of potential abuses through fusion centers.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.
20
Total:
100
 

For A-PLUS WRITER ONLY

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Part 1: EPA and Environmental Disasters

The Environmental Protection Agency (EPA) is a regulatory body whose main purpose is to ensure that all Americans are protected from significant risks to human health and the environment where they live, learn, and work. The EPA accomplishes this by establishing labs to identify and solve environmental problems, enforcing policies, funding grants, and collaborating with other agencies.

Review the Environmental Protection Agency Web site at the following link:

Based on your review of the Web site, select one of the ten regions of the EPA to evaluate its collaboration with other agencies in the event of an environmental disaster. Then, respond to the following:

  • Briefly describe an environmental disaster that has occurred in the region you selected. Include an example of how the EPA collaborated with another agency or agencies in the response.
  • Evaluate the success of the collaboration.
  • Examine the response for any deficiencies.
  • Recommend strategies to improve the environmental disaster response.

Support your statements with appropriate examples and scholarly references.

Part 2: Implications of a Global Environmental Disaster

In addition to the environmental impacts of a natural disaster, the toll on the mental health of the affected population is enormous. The earthquake that occurred in Japan on March 11, 2011, resulted in mass casualties and structural damage beyond our imagination. In such events, the mental healthcare response is crucial for meeting the needs of the people affected.

Review the following journal article:

  • Takeda, M. (2011). Mental health care and East Japan Great Earthquake.Psychiatry & Clinical Neurosciences, 65(3), 207–212. doi: 10.1111/j.1440-1819.2011.02220.x (Web of Science Accession Number: WOS:000289740400001)

Using the readings for this week, as well as the above journal article, respond to the following:

  • Which mental health agencies responded immediately to the Japanese earthquake?
  • What were the barriers that prevented an immediate and effective response?
  • Which long-term needs of the people have been affected by the earthquake?
  • What resources are in place to address their mental health needs?

Support your statements with appropriate examples and scholarly references.