Epidemiology & Disaster Management|Quick homework help

Week 4: Epidemiology & Disaster Management

Part I Epidemiology Discussion:

Find a general news article that pertains to public health either nationally, state, or locally. It is important that your information is not older than approximately 14-30 days and was published in the general mainstream news media, newspapers, general circulation magazines, and website news (not professional literature).

There are enough public health issues in the news so no credit will be given for duplicate articles within groups. Thus, if you know which article you will use, it’s okay to post that information in your group’s discussion prior to your initial post.

1. Attach a link to the original source or copy (control c) and paste it (control v) into the D2L discussion.

2. Describe the issue.

3. Using resources from week 1- identify the role of public health in addressing the issue. Cite sources.

4. Using resources from this week, how will the tools of epidemiology assist in identifying ways to intervene in this problem? Cite sources.

5. Identify and describe one Public Health Intervention (hint 17 wedges pick something other than health education/teaching) that could be used as an action to address this issue.

Part 2 Disaster Management Discussion:

Using three of the topic resources, text, movie, online simulation, or PDF articles, complete the following questions and post to your discussion group. References to at least three separate resources must be cited in your answers and referenced at the end of your posting.

1. Identify and differentiate key strategies used by each WHO, CDC, and State Department of Health in managing a global crisis.

2. Describe the health and safety hazards of disasters and public health emergencies.

3. From your activities or experiences, briefly describe a few safety and infection control measures, including personal protective equipment, you have implemented during the Covid-19 pandemic and why they are essential for public health during a disaster.

4. Emergency preparedness brings up the rights of the individual versus the good of all (ethics/social justice). Identify and discuss an issue from the course resources that illustrate this conflict.

5. As nurses you will be on the front line in emergency preparedness. What are moral/ethical issues that arise for you personally/professionally? Why? Refer to course content.

6. Locate the website for the Public Health Emergency Preparedness Agency (national, state, or local community). Choose one useful topic link and share a summary with your group.

ART I Foundational Concepts

for Public Health Nursing Practice

1 Introduction to Public Health Nursing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Evidence-Based Public Health Nursing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

C o p y r i g h t 2 0 1 8 . S i g m a .

A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w .

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CHAPTER

1Introduction to Public Health Nursing Practice

n Patricia M. Schoon with Marjorie A. Schaffer and Jill Timm

Abby will soon be starting her public health nursing clinical and is struggling with the idea of practicing nursing outside the hospital. She is talking about public health clinicals with Alberto and Sia at lunch. “I can’t imagine myself out in someone’s home, or in a school, or in a community center or public health agency. I’m not sure I know what I’m supposed to do. I also wonder how I will be respected without scrubs or my uniform. Is it really true that one of the most important skills in public health is listening and that sometimes that is all that you do? I feel like I should be doing something more.”

Alberto responds, “My friend, Zack, had public health last semester. He said that it was interesting to consider listening as its own intervention. It was hard to not jump in and ‘teach’ immediately. He often wanted to do more. After a while, he started to get comfortable and also started to understand the benefits of really trying to understand the perspectives of clients in the community.”

Sia comments, “I worry about all of this too. I was talking with Jen, a friend of mine who took public health last year. She said that on her first home visit, she went with her public health nursing preceptor. This gave her a chance to get a sense for the family’s needs and possible interventions.”

Abby says, “I am really worried about being out alone. I wonder what the neighborhood where my family lives will be like and whether I will be safe.”

Sia states, “I’m also curious about the various public health nursing roles that we may be able to observe or do. It seems like the field is so broad and there are so many things to consider.”

ABBY’S NOTEBOOK

USEFUL DEFINITIONS

Client: A client (syn. patient) is the individual/family, community, population or subpopulation, or system that is the public health nurse’s focus of care.

Community: A community can refer to (a) a group of people or a population group, (b) a physical place and time in which the population lives and works, or (c) a cultural group that has shared beliefs, values, institutions, and social systems (Dreher, Shapiro, & Asselin, 2006, p. 23).

Health Determinants: Health determinants are factors that influence the health of individuals, families, and populations. Health determinants can potentially have a positive (protective factors) or negative (risk factors) influence on health.

Health Status: Health status refers to the level of health or illness and is the outcome of the interaction of the multiple health determinants. Health status indicators, also called global measures of population health, include birth, longevity, and death rates (mortality); illness (morbidity) patterns; perception of wellness and life satisfac- tion; level of independence; and functional ability.

(continues)

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4 PART I  n  Foundational Concepts for Public Health Nursing Practice

USEFUL DEFINITIONS (continued)

Holistic Nursing: Holistic nursing is defined as “all nursing practice that has healing the whole person as its goal and honors relation-centered care and the interconnectedness of self, others, nature, and spirituality; focuses on protecting, promoting health and wellness…” (Dossey & Keegan, 2016, p. 3).

Levels of Prevention: The levels of prevention comprise a health-intervention framework applied to the stages of health and disease for individuals and groups (Leavell & Clark, 1958; Stanhope & Lancaster, 2008). The levels of prevention are (a) primary—the prevention of disease and promotion of health; (b) secondary—early diagnosis and treatment; and (c) tertiary— limiting of negative effects of disease and restoring of function.

Population: A population is defined as the “total number of people living in a specific geographic area.” A subpopulation (syn. group or aggregate) “consist[s] of people experiencing a specific health condition; engaging in behaviors that have potential to negatively affect health; or sharing a common risk factor or risk exposure, or experiencing an emerging health threat or risk” (American Nurses Association [ANA], 2013, p. 3).

Population-Based Practice: Population-based practice focuses on the population as a whole to determine its priority needs (Minnesota Department of Health [MDH], 2001).

Public Health: Public health refers to all organized measures (whether public or private) to prevent disease, promote health, and prolong life among the population as a whole (World Health Organization [WHO], n.d.).

Public Health Nursing: Public health nursing is the practice of promoting and protecting the health of popula- tions using knowledge from nursing, social, and public health sciences. Public health nursing is a specialty prac- tice within nursing and public health. It focuses on improving population health by emphasizing prevention and attending to multiple determinants of health. Often used interchangeably with community health nursing, this nursing practice includes advocacy, policy development, and planning, which addresses issues of social justice (American Public Health Association [APHA], Public Health Nursing Section, 2013, p. 1).

Social Determinants of Health: The social determinants of health are the conditions in which people are born, grow, live, work, and age. The distribution of money, power, and resources at the global, national, and local levels shape these circumstances. The social determinants of health are mostly responsible for health inequities— the unfair and avoidable differences in health status seen within and between countries (Modified from WHO, 2013).

System: A system is an institution or organization that exists within one or multiple communities.

ABBY’S NOTEBOOK

Practicing Nursing Where We All Live Public health nursing care is provided to individu- als, families, communities, and populations through a population-based lens that enables nurses to view their cli- ents within the context of the community in which they and their clients live . All aspects of the client’s life are considered as public health nurses (PHNs) carry out the nursing pro- cess . PHNs practice in their communities, where they can make a difference in the lives of their families, the people they serve, and their communities on a daily basis .

As you practice nursing in a variety of clinical settings, you will become aware that the health of people in your families, neighborhoods, and communities affects every- one in the community both socially and economically . As you read this chapter, consider the concepts presented from both your personal and professional perspectives . As nurses, you are all citizens of the world and have civic and

professional responsibilities to promote health and provide for a safe environment .

In the case study at the beginning of the chapter, Abby and her friends are concerned about providing nursing care in the community . It is difficult for nursing students to think about practicing nursing outside the acute and long-term care settings . Many of the skills that nursing stu- dents learn in the acute or long-term care setting (e .g ., IV therapy, medication administration, tube care) are part of the delegated medical functions of nursing practice, which, by necessity, are priorities when caring for acutely ill, frail, and elderly individuals . In the community setting, most of what PHNs do is part of the independent practice of nursing (e .g ., teaching, counseling, coordinating care), as the focus of public health nursing practice is primary prevention . Components of public health nursing can be practiced in any setting, although they are most often practiced in the

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5CHAPTER 1  n  Introduction to Public Health Nursing Practice

whole to determine the community’s priority health needs (Minnesota Department of Health [MDH], Public Health Nursing Section, 2000, 2001; MDH, Center for Public Health Nursing, 2003) . PHNs in a variety of work settings can carry out population-based practice . To be population based, pub- lic health nursing practice should meet five criteria:

1. Focus on entire populations possessing similar health concerns or characteristics

2. Be guided by an assessment of population health status that is determined through a community health assessment process

3. Consider the broad determinants of health 4. Consider all levels of prevention, with a preference

for primary prevention 5. Consider all levels of practice (individual/ family,

community, system) (MDH, 2001, pp . 2–3; MDH, 2003)

PHNs work in homes, clinics, schools, jails, businesses, religious organizations, homeless shelters, camps, hospitals, visiting nurse associations, health departments, and Indian reservations . Public health nursing is defined by its goals, not by its setting . Although public health nursing is con- sidered a specialty area of practice, its standards include expectations for entry-level baccalaureate nursing gradu- ates . Even at the entry level, PHNs are expected to function as change agents and to help shape the healthcare system to meet the public health needs of the 21st century . This leadership expectation for public health nursing practice is implicit in the American Nurses Association’s Public Health Nursing: Scope and Standards of Practice (ANA, 2013) . The American Public Health Association (APHA) definition of public health nursing, “the practice of promoting and pro- tecting the health of populations using knowledge from nursing, social, and public health sciences” (APHA, 2013, p . 2), implies the importance of the scientific knowledge base for PHN practice .

community . Not all nursing practiced in the community can be described as public health nursing . For example, home care and hospice care, both