NRS427 All Assignments – 2017 December

NRS 427 Week 2 Assignment

Details:

Write a paper (2,000-2,500 words) in which you apply the
concepts of epidemiology and nursing research to a communicable disease. Refer
to “Communicable Disease Chain,” “Chain of Infection,” and
the CDC website for assistance completing this assignment.

Communicable Disease Selection

Choose one communicable disease from the following list:

1. Chickenpox
2. Tuberculosis
3. Influenza
4. Mononucleosis
5. Hepatitis
   B
6. HIV
7. Ebola
8. Measles
9. Polio
10. Influenza

Epidemiology Paper Requirements

Address the following:

1. Describe
   the communicable disease (causes, symptoms, mode of transmission,
   complications, treatment) and the demographic of interest (mortality,
   morbidity, incidence, and prevalence). Is this a reportable disease? If
   so, provide details about reporting time, whom to report to, etc.
2. Describe
   the determinants of health and explain how those factors contribute to the
   development of this disease.
3. Discuss
   the epidemiologic triangle as it relates to the communicable disease you
   have selected. Include the host factors, agent factors (presence or
   absence), and environmental factors. (The textbook describes each element
   of the epidemiologic triangle). Are there any special considerations or
   notifications for the community, schools, or general population?
4. Explain
   the role of the community health nurse (case finding, reporting, data
   collecting, data analysis, and follow-up).
5. Identify
   at least one national agency or organization that addresses the
   communicable disease chosen and describe how the organization(s)
   contributes to resolving or reducing the impact of disease.
6. Discuss
   a global implication of the disease. How is this addressed in other
   countries or cultures? Is this disease endemic to a particular area?
   Provide an example.

A minimum of three peer-reviewed or professional
references is required.

Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center. An abstract is
not required.

 

 

 

NRS 427 Week 4 Policy Brief Assignment

Details:

Select a public health issue and write a 750-1,000 word
policy brief that provides a brief summary of the issue, options to solve the
issue, and the best way to solve this issue. Select a public health issue from
one of the following American Public Health Association websites: Climate
Change (https://www.apha.org/topics-and-issues/climate-change) or Topics and
Issues (https://www.apha.org/topics-and-issues).

Follow this outline when writing the policy brief:

1. Identify issue.

2. Background information – (a) Population effected; (b)
Local, state or national level; and (c) Evidence about the issues supported by
resources

3. Problem statement.

4. Suggestions for addressing the issue (solutions) – (a)
Including necessary stakeholders (government officials, administrator); and (b)
Include budget or funding considerations, if applicable

5. Impact on the Health Care Delivery System

Include three peer-reviewed sources and two other sources
to support the policy brief.

Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center. An abstract is
not required.

This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.

 

 

 

NRS 427 Week 4 CLC Assignment

Details:

This is a Collaborative Learning Community assignment.

The instructor will assign you to a CLC group.

The RN to BSN program at University meets
the requirements for clinical competencies as defined by the Commission on
Collegiate Nursing Education (CCNE) and the American Association of Colleges of
Nursing (AACN), using nontraditional experiences for practicing nurses. These
experiences come in the form of direct and indirect care experiences in which
licensed nursing students engage in learning within the context of their
hospital organization, specific care discipline, and local communities.

This assignment consists of both an interview and a
PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest. It is important that the
community selected be one in which a CLC group member currently resides.
Students residing in the chosen community should be assigned to perform the
physical assessment of the community.

1. Perform a direct assessment of a community of interest
using the “Functional Health Patterns Community Assessment Guide.”

2. Interview a community health and public health
provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by
Skype. Complete the “Provider Interview Acknowledgement Form” and
submit with the group presentation.

Develop one set of interview questions to gather
information about the role of the provider in the community and the health
issues faced by the chosen community.

Compile key findings from the interview, including the
interview questions used, and submit with the group presentation.

PowerPoint Presentation

Within your group, create a PowerPoint presentation of
15-20 slides (slide count does not include title and reference slide)
describing the chosen community interest.

Include the following in your presentation:

1. Description of community and community boundaries: the
people and the geographic, geopolitical, financial, educational level, ethnic,
and phenomenological features of the community as well as types of social
interactions, common goals and interests, barriers, and challenges, including
any identified social determinates of health.

2. Summary of community assessment: (a) funding sources
and (b) partnerships.

3. Summary of interview with community health/public
health provider.

4. Identification of an issue that is lacking or an
opportunity for health promotion. The issue identified can be used for the
Community Teaching Plan: Community Teaching Work Plan Proposal assignment.

5. A conclusion summarizing your key findings and a
discussion of your impressions of the general health of the community.

In addition to submitting this assignment in the
LoudCloud dropbox, email a copy of your submission to RNBSNclientcare@gcu.edu.

While APA style is not required for the body of this
assignment, solid academic writing is expected, and documentation of sources
should be presented using APA formatting guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.

Functional Health Patterns Community Assessment Guide

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community
assessment data in preparation for completion of your collaborative learning
community (CLC) assignment. Address every bulleted statement in each section
with data or rationale for deferral. You may also add additional bullet points
if applicable to your community.

Value/Belief Pattern

• Predominant ethnic and cultural groups along with
beliefs related to health.

• Predominant spiritual beliefs in the community that may
influence health.

• Availability of spiritual resources within or near the
community (churches/chapels, synagogues, chaplains, Bible studies, sacraments,
self-help groups, support groups, etc.).

• Do the community members value health promotion
measures? What is the evidence that they do or do not (e.g., involvement in
education, fundraising events, etc.)?

• What does the community value? How is this evident?

• On what do the community members spend their money? Are
funds adequate?

Health Perception/Management

• Predominant health problems: Compare at least one
health problem to a credible statistic (CDC, county, or state).

• Immunization rates (age appropriate).

• Appropriate death rates and causes, if applicable.

• Prevention programs (dental, fire, fitness, safety, etc.):
Does the community think these are sufficient?

• Available health professionals, health resources within
the community, and usage.

• Common referrals to outside agencies.

Nutrition/Metabolic

• Indicators of nutrient deficiencies.

• Obesity rates or percentages: Compare to CDC
statistics.

• Affordability of food/available discounts or food
programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food
stamps, senior discounts, employee discounts, etc.).

• Availability of water (e.g., number and quality of
drinking fountains).

• Fast food and junk food accessibility (vending
machines).

• Evidence of healthy food consumption or unhealthy food
consumption (trash, long lines, observations, etc.).

• Provisions for special diets, if applicable.

• For schools (in addition to above):

o Nutritional content of food in cafeteria and vending
machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state
standards based on residence)

o Amount of free or reduced lunch

Elimination (Environmental Health Concerns)

• Common air contaminants’ impact on the community.

• Noise.

• Waste disposal.

• Pest control: Is the community notified of pesticides
usage?

• Hygiene practices (laundry services, hand washing,
etc.).

• Bathrooms: Number of bathrooms; inspect for
cleanliness, supplies, if possible.

• Universal precaution practices of health providers,
teachers, members (if applicable).

• Temperature controls (e.g., within buildings, outside
shade structures).

• Safety (committee, security guards, crossing guards,
badges, locked campuses).

Activity/Exercise

• Community fitness programs (gym discounts, P.E.,
recess, sports, access to YMCA, etc.).

• Recreational facilities and usage (gym, playgrounds,
bike paths, hiking trails, courts, pools, etc.).

• Safety programs (rules and regulations, safety
training, incentives, athletic trainers, etc.).

• Injury statistics or most common injuries.

• Evidence of sedentary leisure activities (amount of
time watching TV, videos, and computer).

• Means of transportation.

Sleep/Rest

• Sleep routines/hours of your community: Compare with
sleep hour standards (from National Institutes of Health [NIH]).

• Indicators of general “restedness” and energy levels.

• Factors affecting sleep:

o Shift work prevalence of community members

o Environment (noise, lights, crowding, etc.)

o Consumption of caffeine, nicotine, alcohol, and drugs

o Homework/Extracurricular activities

o Health issues

Cognitive/Perceptual

• Primary language: Is this a communication barrier?

• Educational levels: For geopolitical communities, use
http://www.census.gov and compare the city in which your community belongs with
the national statistics.

• Opportunities/Programs:

o Educational offerings (in-services, continuing
education, GED, etc.)

o Educational mandates (yearly in-services, continuing
education, English learners, etc.)

o Special education programs (e.g., learning disabled,
emotionally disabled, physically disabled, and gifted)

• Library or computer/Internet resources and usage.

• Funding resources (tuition reimbursement, scholarships,
etc.).

Self-Perception/Self-Concept

• Age levels.

• Programs and activities related to community building
(strengthening the community).

• Community history.

• Pride indicators: Self-esteem or caring behaviors.

• Published description (pamphlets, Web sites, etc.).

Role/Relationship

• Interaction of community members (e.g., friendliness,
openness, bullying, prejudices, etc.).

• Vulnerable populations:

o Why are they vulnerable?

o How does this impact health?

• Power groups (church council, student council,
administration, PTA, and gangs):

o How do they hold power?

o Positive or negative influence on community?

• Harassment policies/discrimination policies.

• Relationship with broader community:

o Police

o Fire/EMS (response time)

o Other (food drives, blood drives, missions, etc.)

Sexuality/Reproductive

• Relationships and behavior among community members.

• Educational offerings/programs (e.g., growth and
development, STD/AIDS education, contraception, abstinence, etc.).

• Access to birth control.

• Birth rates, abortions, and miscarriages (if
applicable).

• Access to maternal child health programs and services
(crisis pregnancy center, support groups, prenatal care, maternity leave,
etc.).

Coping/Stress

• Delinquency/violence issues.

• Crime issues/indicators.

• Poverty issues/indicators.

• CPS or APS abuse referrals: Compare with previous
years.

• Drug abuse rates, alcohol use, and abuse: Compare with
previous years.

• Stressors.

• Stress management resources (e.g., hotlines, support
groups, etc.).

• Prevalent mental health issues/concerns:

o How does the community deal with mental health issues

o Mental health professionals within community and usage

• Disaster planning:

o Past disasters

o Drills (what, how often)

o Planning committee (members, roles)

o Policies

o Crisis intervention plan

Provider Interview Acknowledgement Form

I _______________________acknowledge that I was
interviewed by _____________________on the

(Provider Name) (Student Name)

date listed above.The organization / agency does not
endorse the university or the student however, the student learning experience
is considered appropriate for educational purposes.

______________________________ _________________

Provider Signature Date Signed

NOTE:

Acknowledgement form is to be returned to the student for
electronic submission to the faculty member.

 

 

 

 

 

 

 

 

NRS 427 Week 5 Benchmark – Community Teaching Plan
Community Presentation Assignment

Details:

Note: This is an individual assignment. Based on the
feedback offered by the provider, identify the best approach for teaching.
Prepare a presentation to accompany the teaching plan and present the
information to your community. Select one of the following options for delivery
of the presentation:

1. PowerPoint presentation – no more than 30 minutes

2. Pamphlet presentation – 1 to 2 pages

3. Poster presentation

Appropriate community settings include:

1. Public health clinic

2. Community health center

3. Long-term care facility

4. Transitional care facility

5. Home health center

6. University/School health center

7. Church community

8. Adult/Child care center

Before presenting information to the community, seek
approval from an agency administrator or representative.

Upon receiving approval from the agency, include the
“Community Teaching Experience Form” as part of your assignment
submission.

While APA style is not required for the body of this
assignment, solid academic writing is expected, and documentation of sources
should be presented using APA formatting guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.

Community Teaching Experience

Students must submit this form as part of the assignment
submission.

I __________________________acknowledge that
____________________________

(Provider Name) (Student Name)

has requested approval to participate in a community
teaching experience at the location listed on this form. The organization /
agency does not endorse the university or the student however, the teaching
plan developed by the student is considered appropriate and of benefit to the
community of interest.

______________________________ _________________

Provider Signature Date Signed

 

 

 

 

 

 

 

NRS 427 Week 5 Community Teaching Plan Teaching Experience
Paper Assignment

Details:

Note: This is an individual assignment. In 1,500-2,000
words, describe the teaching experience and discuss your observations. The
written portion of this assignment should include:

1. Summary of teaching plan

2. Epidemiological rationale for topic

3. Evaluation of teaching experience

4. Community response to teaching

5. Areas of strengths and areas of improvement

Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center. An abstract is
not required.

This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.

You are required to submit this assignment to Turnitin.
Please refer to the directions in the Student Success Center.

 

 

 

 

NRS 427 Week 5 Benchmark – Community Teaching Plan:
Community Teaching Work Plan Proposal

Community Teaching Plan: Community Teaching Work Plan
Proposa

Note: This is an individual assignment. Applying what you
have learned thus far, develop a community teaching proposal designed to
address the needs ofyour community.

Select one of the following as the focus for the teaching
plan:

1. Primary Prevention/Health Promotion

2. Secondary Prevention/Screenings for a Vulnerable
Population

3. Bioterrorism/Disaster

4. Environmental Issues

Complete the “Community Teaching Work Plan
Proposal.” This will help you organize your plan and create an outline for
the written assignment.

1. After completing the teaching proposal, review the
teaching plan with a community health and public health provider in your local
community.

2. Request feedback (strengths and opportunities for
improvement) from the provider.

3. Complete the “Community Teaching Experience”
form.

APA format is required for essays only. Solid academic
writing is always expected. For all assignment delivery options, documentation
of sources should be presented using APA formatting guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.

You are not required to submit this assignment to
Turnitin.