Choose one or two models of community health nursing practice and discuss how these models shape the practice of community health nursing.
Discuss clinical examples of each of the 5 standards of community health nursing practice.
Discuss global epidemiology and the impact to your community on primary prevention
This task is 750 plus 10% words for each question, there are two questions as below (Topic 1) and (topic 3). They are the yellow highlighted parts. Answer each question in two separates Microsoft word. Each questions’ answer must be 750 words limits plus 10%, so means maximum 825-word limits.
Task A
Details of Task: Assessment for Learning – Critical Analysis of Key Principles
This Task requires you to reflect critically on TWO of three important components of the Disaster and Humanitarian Crises Framework in this Unit.
Topic 1
All students complete Topic 1. Discuss the following statement:
“The PPRR disaster cycle model has been around for over 20 years and is no longer as relevant today as it was when first introduced”.
Task B: CHOICE: Complete EITHER topic 2 OR topic 3.
Topic 2
What commonalities do you observe between the Sustainable Development Goals and the Sendai Framework for Disaster Risk Reduction? Do you think your country or region demonstrates these principles? If so, how?
Topic 3
How can disaster and humanitarian professionals use the concept of ‘Resilience’ to improve prevention, mitigation, response and recovery in the setting of disasters and humanitarian crises?
Word Limit
TWO 750-word written Tasks.
Presentation Requirements
Well-structured 750-word arguments that answers the question in a word document with the appropriate use of readings, formatting and referencing.
Referencing Requirements
use APA 6th edition for references list and citation as well.
Criteria for Marking
Assignments at this level are more than just ‘the facts’ or ‘the what’s’. They are more about you analysing the question/topic, defining your argument to answer the topic, analysing the issues in the topic and synthesising a response to answer the question with references from the literature to support your claims. You need to reference all material from other sources correctly, and demonstrate your experience and awareness of the topic within the context of the field of study and your professional practice. You are encouraged to relate your analysis and response to your own country (Saudi Arabia).
A structure as a guide, for consideration:
Do not precis the topic.
state the aim of your response. That is, tell us what you are going to do – the plan for your
assignment
. Do not overstretch your response. Sustain your argument by correct
referencing. Do what you said you were going to do.
Discuss the connection between research and evidence-based
practice.
• Discuss how focused clinical questions are developed.
• Identify the key components the PICOT model.
• From the article you have chosen:
o Provide an example of a focused clinical question using all
the elements of PICOT (i.e., state the question). (10 points)
• Conclusion: Discuss the importance of evidence- based practice and the use of the PICOT model.
Post a clinically relevant research question using the PICOT format. How did you arrive at this topic and question? Why is it important?
Expectations
length: A minimum of 250 words, not including references
Citations: At least one high-level scholarly reference in APA format from within the last five years
Please answer the following questions (min 270 words) in APA format: (Please include resources in your work & cite references)- you should include at least 2 peer-reviewed journal reference.
Write about what you’ve learned, and how it will impact your life. Please answer the following:
(please use the highlighted items below as headers in your response).
1. As a baccalaureate-prepared nurse, how do I see myself in shaping the nursing profession for the future?
2. What best practices do we need to uncover as professional nurses to meet some of the challenges predicted for the future?
All “nursing considerations” must be ATI-based (safe practices/processes for blood transfusion [pre, intra, & post])
PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.
It stands for:
The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search.
You are encouraged to complete the Vila Health PCI(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Reference
Boswell, C., Cannon, S. (2015). Introduction to nursing research. Burlington, MA: Jones Bartlett Learning.
Professional Context
As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.
PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question.
Scenario
For this assessment, please use an issue of interest from your current or past nursing practice.
If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.
Instructions
For this assessment, select an issue of interest an apply the PICO(T) process to define the question and research it.
Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.
If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful.
In your submission, make sure you address the following grading criteria:
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
Additional Requirements
Your assessment should meet the following requirements:
Discuss the access, cost, and quality of quality environments, as well as recent quality initiatives (See Chapter 24 and Table 24.1). Student is to reflect on the relationship between quality measures and evaluation and role development. In addition, describe this relationship and note how the role of the APN might change without effective quality measures.
Expectations
* Length: 1500 words, double-spaced, excluding title and reference pages (required)
* Format: APA 6th Edition
Special Populations
In this module you will learn about special populations. You will also do an extensive assessment of your community and develop a plan to address the health need or how to extend a good practice to another community.
Overview:
Special populations include: the elderly, children, disabled, or any person or group that is vulnerable. In this module we will review how the community nurse provides support for these populations.
The aging population in the United States is and will continue to grow as the “baby boomer” generation begins to enter into their seventies. Consider the impact of such a large number of people requiring care. This population often has more than one chronic condition. What are skilled nursing services? What is the Community Nurses’ role in case management? What other aspects of health care will this population need? How will this impact our health care system?
Who are the vulnerable “at risk”? At risk may include those who have physiologic, emotional, economic issues affecting their health or a combination of many complex personal and environmental challenges. It could be a nurse who is acutely ill with a new health issue and health care providers assume this person does not need discharge teaching. In other words, sometimes the vulnerable are not seen in plain sight.
Module QSEN SLOs, Learning Objectives and Activities:
This module’s focused learning objectives include the knowledge, skills, and attitudes that will help you meet them.
These are the QSEN SLOs that will be addressed in this module:
Analyze and integrate data and information from multiple sources to make clinical judgments in community health nursing care. (EBP)
Communicate and collaborate within interdisciplinary teams in the community to improve outcomes for groups whose health status is at risk. (T/C)
Expand the role of the professional nurse to develop, implement, and evaluate culturally competent, evidence-based care for groups, communities, and populations. (PCC)
Implement a project to address the needs of identified groups and to evaluate project effectiveness in meeting identified health needs. (QI)
Explore the nurse’s role in maintaining the safety of the public related to potential epidemic situations. (S)
Utilize information technology to communicate, manage knowledge, and support evidence-based clinical decisions in community health nursing. (I)
Here are the module’s objectives. They are focused on helping you achieve the above SLOs.
By the end of this module’s work, you will:
Analyze and discuss a vulnerable population. Achieve by completing Learning Activities: II, III
Analyze solutions to address an identified community’s health need. Achieve by completing Learning Activities: II, III
Learning Activities:
I. Review the schedule
II. Do the assigned readings
III. Participate in Discussion Forum 4
Module 5 learning activities will allow for greater understanding of the role of community health nursing including vulnerable populations and problem solving.
Required readings: Truglio-Londrigan and Lewenson, Chapters 4, 10, 11, 12
Additional readings: American Hospital Association (2016, November 29), pp. 7-9. https://www.aha.org/system/files/content/16/ensuring-access-taskforce-report.pdf
Web sources: Refer to the helpful links tab on the menu bar to the left of this page.
Module 5 DB- Support for Special Populations
In this discussion, you will identify a vulnerable population. Vulnerable populations include but are not limited to individuals who are subject to issues such as violence, substance abuse, mental health issues/illnesses, rural residency, disability, veteran status, low income, difficulty accessing health care migrant employment, immigrants, refugees, pregnant adolescents, and lesbian, gay, bisexual, transgender individuals (LGBTQ).
For your initial post:
Identify a group and indicate why or what makes them a vulnerable population.
Include data, definitions, and search multiple sources (include citations).
List at least three issues that may affect the health of your identified vulnerable population.
Include at least two nursing strategies for improving health care for your chosen vulnerable population.
Organize work in at least 3 paragraphs. Each paragraph should have at least 3 sentences (not direct quotations from scholarly sources)
Make sure to use at least 2 scholarly sources that are less than 5 years old in addition to the sources provided in the module. References and citations should follow the 7th edition of APA guidelines.
Use paraphrases more than direct quotations to show your understanding of the work that you are using to support your viewpoints.
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