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  • [Solved] WK 3 DIS EPID

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    – 2 years ago **files (3)** – ## WK3DISC.Epidem.docx – Antibotic.pdf – Cancer.pdf **## WK3DISC.Epidem.docx** Observational Study Designs ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-dis-epid) A clinical pediatric nurse has noticed a r…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## WK3DISC.Epidem.docx

    – Antibotic.pdf
    – Cancer.pdf

    **## WK3DISC.Epidem.docx**

    Observational Study Designs

    ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-dis-epid)

    A clinical pediatric nurse has noticed a rise in childhood asthma diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in asthma incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds, through the reading, that there appears to be an association between parental smoking and childhood asthma and wonders if this could be the cause of the rise in cases.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259773)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    ·

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    . Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

    . Chapter 7, “Study Designs: Cohort Studies”

    · Bahr, R., Clarsen, B., Derman, W., Dvorak, J., Emery, C. A., Finch, C. F., Hägglund, M., Junge, A., Kemp, S., Khan, K. M., Marshall, S. W., Meeuwisse, W., Mountjoy, M., Orchard, J. W., Pluim, B., Quarrie, K. L., Reider, B., Schwellnus, M., Soligard, T., Stokes, K. A., … Chamari, K. (2020).
    [International Olympic Committee consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport 2020 (including STROBE Extension for Sport Injury and Illness Surveillance (STROBE-SIIS))Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Finternational-olympic-committee-consensus%2Fdocview%2F2378579258%2Fse-2).
    _British Journal of Sports Medicine_,
    _54_(7), 372–389. https://doi.org/10.1136/bjsports-2019-101969

    · Community Preventative Services Task Force. (n.d.).
    [_The community guide_ Links to an external site.](https://www.thecommunityguide.org/). https://www.thecommunityguide.org/

    · Framingham Heart Study. (n.d.).
    [_Epidemiological background and design: The Framingham heart studyLinks to an external site._](https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/) _._ https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

    · STROBE. (2021).
    [HomeLinks to an external site.](https://www.strobe-statement.org/).
    https://www.strobe-statement.org/

    The STROBE Checklist is considered the gold-standard in assessing the quality of observational research studies.

    · U.S. Department of Health and Human Services. (n.d.).
    [_Healthy People 2030_ Links to an external site.](https://health.gov/healthypeople). https://health.gov/healthypeople

    Articles for this week’s Discussion:

    **Note:** By Day 1, your Instructor will assign you to a small group. Your group will be assigned
    **two** of the following articles to analyze.

    · Batty, G. D., & Hamer, M. (2020).
    [Vascular risk factors, Framingham risk score, and COVID-19: Community-based cohort studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=144784390&site=eds-live&scope=site&custid=s6527200). Cardiovascular Research,
    _116_(10), 16641665. https://doi.org/10.1093/cvr/cvaa178

    · Hillyer, G. C., Nazareth, M., Lima, S., Schmitt, K. M., Reyes, A., Fleck, E., Schwartz, G. K., & Terry, M. B. (2021).
    [E-cigarette use among young adult patients: The opportunity to intervene on risky lifestyle behaviors to reduce cancer riskLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=155126872&site=eds-live&scope=site&custid=s6527200).
    _Journal of Community Health_. Advance online publication. https://doi.org/10.1007/s10900-021-01027-7

    · Kebede, E., Kekulawala, M. (2021).
    [Risk factors for stillbirth and early neonatal death: A case-control study in tertiary hospitals in Addis Ababa, EthiopiaLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152559098&site=eds-live&scope=site&custid=s6527200).
    _BMC Pregnancy and Childbirth_,
    _21_(1), Article 641. https://doi.org/10.1186/s12884-021-04025-8

    · Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019).
    [Risk factors for falls in hospital in-patients: A prospective nested case control studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6571495/).
    _International Journal of Health Policy and Management_,
    (5), 300–306. https://doi.org/10.15171/ijhpm.2019.11

    · Whittle, R. S., Diaz-Artiles, A. (2020).
    [An ecological study of socioeconomic predictors in detection of COVID-19 cases across neighborhoods in New York CityLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.2fd31353af42444db2c1c3a61856a0ff&site=eds-live&scope=site&custid=s6527200).
    _BMC Medicine, 18_(1),Article 271. https://doi.org/10.1186/s12916-020-01731-6

    · Spector, A. L., Quinn, K. G., McAuliffe, T. L., DiFranceisco, W., Bendixen, A., Dickson-Gomez, J. (2020).
    [Health-related quality of life and related factors among chronically homeless adults living in different permanent supportive housing models: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=144580526&site=eds-live&scope=site&custid=s6527200).
    _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation_,
    _29_(8), 20512061. https://doi.org/10.1007/s11136-020-02482-w

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recessionLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in SwedenLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    · The Challenges of Conducting Trials

    **Time Estimate:** 2 minutes

    · Let’s Learn Public Health. (2017, May 5).
    [_Epidemiological studies—made easy!_[Video].Links to an external site.](https://www.youtube.com/watch?v=Jd3gFT0-C4s) YouTube. https://www.youtube.com/watch?v=Jd3gFT0-C4s

    **Note:** The approximate length of this media piece is 10 minutes.

    To prepare:

    · Review the different types of observational study designs presented in the Learning Resources: ecologic, cross-sectional, case-control, and cohort.

    · Carefully examine the characteristics, strengths, and limitations of each design.

    · Consider when it is appropriate to use each of the observational study designs.

    · Consider how using observational study designs can lead to improvements in population health.

    · By Day 1 of this week, you should have received a communication from your Instructor assigning you to a small group to review two specific articles. Review the two articles your group was assigned, with a critical eye toward the researchers’ use of study design and their selected methods. Although several students will be assigned the same articles, this is NOT a group project; please submit your Discussion posts individually. You will then have the opportunity to discuss and share your thoughts with your colleagues.

    By Day 3 of Week 3

    In your assigned group area:

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    · Describe at least one strength and one limitation of each study’s design.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    ·
    **Assigned DISCUSS ON THIS**

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recession\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in Sweden\
    Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    By Day 5 of Week 3

    **Post** at least
    **two** substantive responses to peers
    _in a different group_ who analyzed at least one different article in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on each peer’s posting with additional insight and resources about study designs, ask a question to further the discussion, or offer polite disagreement or critique supported with evidence. You may also make a suggestion or comment that guides or facilitates the discussion. At least one of your response posts should address the applicability of observational studies for improving population health status.

    By Day 7 of Week 3

    **Respond** to any questions you may have been asked by your peers in
    _your assigned group area_. Note what you have learned and/or any insights you have gained as a result of reading the comments your peers made.

    **Reply**

    ## image1.jpeg

    **Antibotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/antibotic-pdf)

    **Cancer.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cancer-pdf-10222469)

    **Cancer.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cancer-pdf-10222469)

    **## WK3DISC.Epidem.docx**

    Observational Study Designs

    ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-dis-epid)

    A clinical pediatric nurse has noticed a rise in childhood asthma diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in asthma incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds, through the reading, that there appears to be an association between parental smoking and childhood asthma and wonders if this could be the cause of the rise in cases.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259773)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    ·

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    . Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

    . Chapter 7, “Study Designs: Cohort Studies”

    · Bahr, R., Clarsen, B., Derman, W., Dvorak, J., Emery, C. A., Finch, C. F., Hägglund, M., Junge, A., Kemp, S., Khan, K. M., Marshall, S. W., Meeuwisse, W., Mountjoy, M., Orchard, J. W., Pluim, B., Quarrie, K. L., Reider, B., Schwellnus, M., Soligard, T., Stokes, K. A., … Chamari, K. (2020).
    [International Olympic Committee consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport 2020 (including STROBE Extension for Sport Injury and Illness Surveillance (STROBE-SIIS))Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Finternational-olympic-committee-consensus%2Fdocview%2F2378579258%2Fse-2).
    _British Journal of Sports Medicine_,
    _54_(7), 372–389. https://doi.org/10.1136/bjsports-2019-101969

    · Community Preventative Services Task Force. (n.d.).
    [_The community guide_ Links to an external site.](https://www.thecommunityguide.org/). https://www.thecommunityguide.org/

    · Framingham Heart Study. (n.d.).
    [_Epidemiological background and design: The Framingham heart studyLinks to an external site._](https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/) _._ https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

    · STROBE. (2021).
    [HomeLinks to an external site.](https://www.strobe-statement.org/).
    https://www.strobe-statement.org/

    The STROBE Checklist is considered the gold-standard in assessing the quality of observational research studies.

    · U.S. Department of Health and Human Services. (n.d.).
    [_Healthy People 2030_ Links to an external site.](https://health.gov/healthypeople). https://health.gov/healthypeople

    Articles for this week’s Discussion:

    **Note:** By Day 1, your Instructor will assign you to a small group. Your group will be assigned
    **two** of the following articles to analyze.

    · Batty, G. D., & Hamer, M. (2020).
    [Vascular risk factors, Framingham risk score, and COVID-19: Community-based cohort studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=144784390&site=eds-live&scope=site&custid=s6527200). Cardiovascular Research,
    _116_(10), 16641665. https://doi.org/10.1093/cvr/cvaa178

    · Hillyer, G. C., Nazareth, M., Lima, S., Schmitt, K. M., Reyes, A., Fleck, E., Schwartz, G. K., & Terry, M. B. (2021).
    [E-cigarette use among young adult patients: The opportunity to intervene on risky lifestyle behaviors to reduce cancer riskLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=155126872&site=eds-live&scope=site&custid=s6527200).
    _Journal of Community Health_. Advance online publication. https://doi.org/10.1007/s10900-021-01027-7

    · Kebede, E., Kekulawala, M. (2021).
    [Risk factors for stillbirth and early neonatal death: A case-control study in tertiary hospitals in Addis Ababa, EthiopiaLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152559098&site=eds-live&scope=site&custid=s6527200).
    _BMC Pregnancy and Childbirth_,
    _21_(1), Article 641. https://doi.org/10.1186/s12884-021-04025-8

    · Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019).
    [Risk factors for falls in hospital in-patients: A prospective nested case control studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6571495/).
    _International Journal of Health Policy and Management_,
    (5), 300–306. https://doi.org/10.15171/ijhpm.2019.11

    · Whittle, R. S., Diaz-Artiles, A. (2020).
    [An ecological study of socioeconomic predictors in detection of COVID-19 cases across neighborhoods in New York CityLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.2fd31353af42444db2c1c3a61856a0ff&site=eds-live&scope=site&custid=s6527200).
    _BMC Medicine, 18_(1),Article 271. https://doi.org/10.1186/s12916-020-01731-6

    · Spector, A. L., Quinn, K. G., McAuliffe, T. L., DiFranceisco, W., Bendixen, A., Dickson-Gomez, J. (2020).
    [Health-related quality of life and related factors among chronically homeless adults living in different permanent supportive housing models: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=144580526&site=eds-live&scope=site&custid=s6527200).
    _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation_,
    _29_(8), 20512061. https://doi.org/10.1007/s11136-020-02482-w

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recessionLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in SwedenLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    · The Challenges of Conducting Trials

    **Time Estimate:** 2 minutes

    · Let’s Learn Public Health. (2017, May 5).
    [_Epidemiological studies—made easy!_[Video].Links to an external site.](https://www.youtube.com/watch?v=Jd3gFT0-C4s) YouTube. https://www.youtube.com/watch?v=Jd3gFT0-C4s

    **Note:** The approximate length of this media piece is 10 minutes.

    To prepare:

    · Review the different types of observational study designs presented in the Learning Resources: ecologic, cross-sectional, case-control, and cohort.

    · Carefully examine the characteristics, strengths, and limitations of each design.

    · Consider when it is appropriate to use each of the observational study designs.

    · Consider how using observational study designs can lead to improvements in population health.

    · By Day 1 of this week, you should have received a communication from your Instructor assigning you to a small group to review two specific articles. Review the two articles your group was assigned, with a critical eye toward the researchers’ use of study design and their selected methods. Although several students will be assigned the same articles, this is NOT a group project; please submit your Discussion posts individually. You will then have the opportunity to discuss and share your thoughts with your colleagues.

    By Day 3 of Week 3

    In your assigned group area:

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    · Describe at least one strength and one limitation of each study’s design.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    ·
    **Assigned DISCUSS ON THIS**

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recession\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in Sweden\
    Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    By Day 5 of Week 3

    **Post** at least
    **two** substantive responses to peers
    _in a different group_ who analyzed at least one different article in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on each peer’s posting with additional insight and resources about study designs, ask a question to further the discussion, or offer polite disagreement or critique supported with evidence. You may also make a suggestion or comment that guides or facilitates the discussion. At least one of your response posts should address the applicability of observational studies for improving population health status.

    By Day 7 of Week 3

    **Respond** to any questions you may have been asked by your peers in
    _your assigned group area_. Note what you have learned and/or any insights you have gained as a result of reading the comments your peers made.

    **Reply**

    ## image1.jpeg

    **Antibotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/antibotic-pdf)

    **Cancer.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cancer-pdf-10222469)

    **## WK3DISC.Epidem.docx**

    Observational Study Designs

    ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-dis-epid)

    A clinical pediatric nurse has noticed a rise in childhood asthma diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in asthma incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds, through the reading, that there appears to be an association between parental smoking and childhood asthma and wonders if this could be the cause of the rise in cases.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259773)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    ·

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    . Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

    . Chapter 7, “Study Designs: Cohort Studies”

    · Bahr, R., Clarsen, B., Derman, W., Dvorak, J., Emery, C. A., Finch, C. F., Hägglund, M., Junge, A., Kemp, S., Khan, K. M., Marshall, S. W., Meeuwisse, W., Mountjoy, M., Orchard, J. W., Pluim, B., Quarrie, K. L., Reider, B., Schwellnus, M., Soligard, T., Stokes, K. A., … Chamari, K. (2020).
    [International Olympic Committee consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport 2020 (including STROBE Extension for Sport Injury and Illness Surveillance (STROBE-SIIS))Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Finternational-olympic-committee-consensus%2Fdocview%2F2378579258%2Fse-2).
    _British Journal of Sports Medicine_,
    _54_(7), 372–389. https://doi.org/10.1136/bjsports-2019-101969

    · Community Preventative Services Task Force. (n.d.).
    [_The community guide_ Links to an external site.](https://www.thecommunityguide.org/). https://www.thecommunityguide.org/

    · Framingham Heart Study. (n.d.).
    [_Epidemiological background and design: The Framingham heart studyLinks to an external site._](https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/) _._ https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

    · STROBE. (2021).
    [HomeLinks to an external site.](https://www.strobe-statement.org/).
    https://www.strobe-statement.org/

    The STROBE Checklist is considered the gold-standard in assessing the quality of observational research studies.

    · U.S. Department of Health and Human Services. (n.d.).
    [_Healthy People 2030_ Links to an external site.](https://health.gov/healthypeople). https://health.gov/healthypeople

    Articles for this week’s Discussion:

    **Note:** By Day 1, your Instructor will assign you to a small group. Your group will be assigned
    **two** of the following articles to analyze.

    · Batty, G. D., & Hamer, M. (2020).
    [Vascular risk factors, Framingham risk score, and COVID-19: Community-based cohort studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=144784390&site=eds-live&scope=site&custid=s6527200). Cardiovascular Research,
    _116_(10), 16641665. https://doi.org/10.1093/cvr/cvaa178

    · Hillyer, G. C., Nazareth, M., Lima, S., Schmitt, K. M., Reyes, A., Fleck, E., Schwartz, G. K., & Terry, M. B. (2021).
    [E-cigarette use among young adult patients: The opportunity to intervene on risky lifestyle behaviors to reduce cancer riskLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=155126872&site=eds-live&scope=site&custid=s6527200).
    _Journal of Community Health_. Advance online publication. https://doi.org/10.1007/s10900-021-01027-7

    · Kebede, E., Kekulawala, M. (2021).
    [Risk factors for stillbirth and early neonatal death: A case-control study in tertiary hospitals in Addis Ababa, EthiopiaLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152559098&site=eds-live&scope=site&custid=s6527200).
    _BMC Pregnancy and Childbirth_,
    _21_(1), Article 641. https://doi.org/10.1186/s12884-021-04025-8

    · Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019).
    [Risk factors for falls in hospital in-patients: A prospective nested case control studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6571495/).
    _International Journal of Health Policy and Management_,
    (5), 300–306. https://doi.org/10.15171/ijhpm.2019.11

    · Whittle, R. S., Diaz-Artiles, A. (2020).
    [An ecological study of socioeconomic predictors in detection of COVID-19 cases across neighborhoods in New York CityLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.2fd31353af42444db2c1c3a61856a0ff&site=eds-live&scope=site&custid=s6527200).
    _BMC Medicine, 18_(1),Article 271. https://doi.org/10.1186/s12916-020-01731-6

    · Spector, A. L., Quinn, K. G., McAuliffe, T. L., DiFranceisco, W., Bendixen, A., Dickson-Gomez, J. (2020).
    [Health-related quality of life and related factors among chronically homeless adults living in different permanent supportive housing models: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=144580526&site=eds-live&scope=site&custid=s6527200).
    _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation_,
    _29_(8), 20512061. https://doi.org/10.1007/s11136-020-02482-w

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recessionLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in SwedenLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    · The Challenges of Conducting Trials

    **Time Estimate:** 2 minutes

    · Let’s Learn Public Health. (2017, May 5).
    [_Epidemiological studies—made easy!_[Video].Links to an external site.](https://www.youtube.com/watch?v=Jd3gFT0-C4s) YouTube. https://www.youtube.com/watch?v=Jd3gFT0-C4s

    **Note:** The approximate length of this media piece is 10 minutes.

    To prepare:

    · Review the different types of observational study designs presented in the Learning Resources: ecologic, cross-sectional, case-control, and cohort.

    · Carefully examine the characteristics, strengths, and limitations of each design.

    · Consider when it is appropriate to use each of the observational study designs.

    · Consider how using observational study designs can lead to improvements in population health.

    · By Day 1 of this week, you should have received a communication from your Instructor assigning you to a small group to review two specific articles. Review the two articles your group was assigned, with a critical eye toward the researchers’ use of study design and their selected methods. Although several students will be assigned the same articles, this is NOT a group project; please submit your Discussion posts individually. You will then have the opportunity to discuss and share your thoughts with your colleagues.

    By Day 3 of Week 3

    In your assigned group area:

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    · Describe at least one strength and one limitation of each study’s design.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    ·
    **Assigned DISCUSS ON THIS**

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recession\
    Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in Sweden\
    Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    By Day 5 of Week 3

    **Post** at least
    **two** substantive responses to peers
    _in a different group_ who analyzed at least one different article in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on each peer’s posting with additional insight and resources about study designs, ask a question to further the discussion, or offer polite disagreement or critique supported with evidence. You may also make a suggestion or comment that guides or facilitates the discussion. At least one of your response posts should address the applicability of observational studies for improving population health status.

    By Day 7 of Week 3

    **Respond** to any questions you may have been asked by your peers in
    _your assigned group area_. Note what you have learned and/or any insights you have gained as a result of reading the comments your peers made.

    **Reply**

    ## image1.jpeg

    **Antibotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/antibotic-pdf)

    **Cancer.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cancer-pdf-10222469)

  • [Solved] Reply to Assessment of Patient Symptoms Using the Theory of Unpleasant Symptoms

    ✓ Verified Academic Solution Available

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    Reply to the following discussion, using 200 words or more APA style, 2 or more references, Turnitin less than 20 % The theory of unpleasant symptoms (TOUS) describes various aspects of the clients presenting a set of symptoms since they are complex. This theory posits that symptoms are not expresse…

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    Assignment Prompt & Instructions

    Reply to the following discussion, using 200 words or more APA style, 2 or more references, Turnitin less than 20 %

    The theory of unpleasant symptoms (TOUS) describes various aspects of the clients presenting a set of symptoms since they are complex. This theory posits that symptoms are not expressed in isolation of physiological, psychological, or situational factors, which affect the levels of productivity (Lenz & Pugh, 2020). According to the TOUS, the evaluation of symptoms experienced by patients should be done by an instrument that measures at least the intensity, annoyance or distress, temporal dimensions, and functional impairment of a symptom. Clinicians are therefore in a position to recognize the cause(s) of multiple symptoms rather than focusing on treating individual symptoms, which are signs of dysfunction in Living Conditions.

    **Tools to Evaluate TOUS**

    One of the fundamental points of a good symptom and symptom dimensions assessment tool is to measure academic achievement validly. Studies carried out in the recent past have pointed out that symptom assessment should not only be a severity questionnaire, but also duration, frequency, and distress level of the symptoms should be considered to increase the understanding of the symptoms from the patient’s perspective (Smith et al., 2023). For instance, while pain of different intensity is often associated with the postpartum period after childbirth, the assessment of the condition of a woman is not complete if only the pain in her body is considered because after childbirth, a woman also feels emotionally distressed and tired. Therefore, a tool developed based on the TOUS should include reliable scales for pain, fatigue, mood, and any changes in cognition, with all aspects of the symptoms addressed.

    Another question relates to the impact of antecedent factors on symptoms as provided by the TOUS. Biological factors, for example, infection, psychological factors, stress and anxiety, social factors, stress and support, or environmental factors, stress or post-traumatic stress, can all alter symptoms perception (Lenz & Pugh, 2020). Thus, the assessment tool must contain those sections that may be used to assess the patient's history, his/her emotional state, and influence. Measures such as the Edinburgh Postnatal Depression Scale or the Multidimensional Fatigue Inventory are connected to the TOUS model as they consider symptom clusters instead of single complaints (Brown et al., 2022).

    Lastly, a valid and reliable assessment tool should also be clinically useful and applicable in various patients’ clinical conditions. Since the signs vary because of demography and culture, it is crucial to validate the instruments in various groups for reliability (Smith et al., 2023). Mobile applications that can be adopted to track patient symptoms have been commonly prescribed as they help in real-time follow-up and interaction between the patient and healthcare provider.

    **Conclusion**

    By summarizing the main points of the TOUS framework, it is possible to note the importance of the multidimensional and patient-centered approach to symptom assessment. Clinically optimal decision support tools are those that combine the aspects of symptom severity, distress, influencing factors, and performance. Coordinated care for patients is the current goal that can help in moving from disease management to disease prevention, thus improving the quality of services in relation to patient care.

    – 2 years ago

  • [Solved] Reply about Unpleasant symptoms

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Reply to the following discussion 200 words or more, APA style and at least 2 references, Turnitin less than 20 % Theorical of Unpleasant Symptoms. Week 2 Discussion. The Theory of Unpleasant Symptoms (TOUS) provides a framework for understanding and assessing symptoms by considering three major com…

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    Assignment Prompt & Instructions

    Reply to the following discussion 200 words or more, APA style and at least 2 references, Turnitin less than 20 %

    Theorical of Unpleasant Symptoms. Week 2 Discussion.

    The Theory of Unpleasant Symptoms (TOUS) provides a framework for understanding and assessing symptoms by considering three major components: symptom experience, influencing factors, and consequences of symptoms. Using TOUS as a guide, a nurse should look for the following key elements in an assessment tool:

    ·Symptom Experience (Nature and Characteristics of Symptoms)

    Multiple symptoms: The tool should assess more than one symptom at a time since symptoms often occur in clusters.

    Intensity: How severe is the symptom? (e.g., pain scale, fatigue scale).

    Timing: Onset, duration, frequency.

    Distress level: How bothersome is the symptom to the patient?

    Quality: Descriptive aspects (e.g., burning pain, sharp pain, dull ache).

    ·Influencing Factors (Antecedents to Symptoms)

    The assessment tool should capture factors that can influence symptoms, including:

    Physiological factors: Underlying health conditions, medications, or treatments.

    Psychological factors: Stress, anxiety, depression, coping mechanisms.

    Situational factors: Environmental conditions, social support, financial status.

    ·Consequences of Symptoms (Impact on Functioning and Quality of Life)

    Physical impact: Does the symptom limit mobility, energy levels, or physical activity?

    Cognitive impact: Does it affect concentration, memory, or decision-making?

    Emotional impact: Does it contribute to distress, anxiety, or depression?

    Social impact: Does it affect relationships, work, or daily activities?

    Additional Considerations for an Effective Assessment Tool

    Standardization: Validated and reliable for clinical use.

    Comprehensiveness: Covers all relevant symptoms without being too lengthy.

    Patient-centered language: Easy for patients to understand and complete.

    Scalability: Can be used across different populations (e.g., pediatric, geriatric, oncology).

    A good example of an assessment tool aligned with TOUS principles is the Edmonton Symptom Assessment System (ESAS) for cancer patients or the Memorial Symptom Assessment Scale (MSAS) for multiple symptoms. Would you like recommendations for a specific patient population?

    Conclusion.

    Utilizing TOUS as a guide in developing assessment tools ensures a thorough evaluation of patient symptoms by addressing their multidimensional nature, identifying influencing factors, and understanding the impact on performance. This comprehensive approach facilitates personalized care strategies aimed at alleviating symptoms and enhancing overall well-being.

    – 2 years ago

  • [Solved] discussion post

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    Is your clinical change project highly significant to nursing? Does the project encompass the core graduate nursing competencies of patient-centered care, social equity, cultural appropriateness, evidence-based practice, health promotion, and disease prevention? Why? – 2 years ago

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    Assignment Prompt & Instructions

    Is your clinical change project highly significant to nursing? Does the project encompass the core graduate nursing competencies of patient-centered care, social equity, cultural appropriateness, evidence-based practice, health promotion, and disease prevention? Why?

    – 2 years ago

  • [Solved] Create a reply for a Discussion using APA 7 format, and scholarly references no older than 5 years.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Please ensure that the reply includes more than 200 words of scholarly articles and that the plagiarism level remains below 20%.** Based on the multi-dimensional nature of patient symptoms, the Theory of Unpleasant Symptoms (TOUS) offers a comprehensive framework of strategies to evaluate patient …

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    Assignment Prompt & Instructions

    **Please ensure that the reply includes more than 200 words of scholarly articles and that the plagiarism level remains below 20%.**

    Based on the multi-dimensional nature of patient symptoms, the Theory of Unpleasant Symptoms (TOUS) offers a comprehensive framework of strategies to evaluate patient symptoms. This is the interplay between symptoms, their effects on performance, and other consequences of failing due to those symptoms. In selecting patient symptoms for assessment based on TOUS, it is important to prioritize several key items to obtain an accurate and comprehensive evaluation of patients.

    One of the most important things about TOUS is that symptoms are not one-dimensional but multi-dimensional, referring to intensity, duration, frequency, and distress. Any good assessment tool should be something other than just a tool to ascertain or quantify the presence and/or severity of a symptom. Instead, it should assess how such symptoms change over time and what impact they have on the total welfare of the patient. For instance, in patients suffering from chronic illnesses, including fatigue, cognitive impairment, emotional distress, and pain, an effective tool should capture not just pain levels but also all the occurring co-morbid symptoms (Srivastava & RM, 2021).

    TOUS states that the symptoms are determined by physiological and psychological factors, as well as situational ones and considered factors that affect the severity and perceived symptoms. Physiological factors include the disease pathology, the medication side effects, or a genetic predisposing factor. Elements of a psychological nature, such as anxiety or depression, can accentuate the intensity of symptoms, which is even more distressing for the patient. Additionally, environmental and situational factors—such as access to healthcare, socioeconomic status, and social support—play a crucial role in symptom management (Moore, 2022). The assessment tool would be a complete picture of the patient’s condition only if questions incorporate these influencing factors.

    An ideal assessment tool must assess, in addition to the symptoms, how the symptoms affect daily life. TOUS stresses that the symptoms have an impact on the physical, cognitive, and social functions. For instance, in an effort to assess cancer-related fatigue, tiredness should be quantified but also looked at in terms of its impact on mobility, work performance, and social interactions. Healthcare providers can tailor interventions to improve quality of life rather than just treating the symptoms of the individual by assessing how he is functioning as a whole (Moore, 2022).

    The assessment tool should also be validated for reliability and sensitivity in many patient populations. If a timely clinical intervention can be made based on subtle changes over time in symptoms, then this tool should be useful. When the tool is evidence-based, point-scored, and rigorously tested, it provides a good application to practice.

    Finally, an ideal assessment approach, under the heading of TOUS, should be comprehensive enough to assess symptom dimensions, influence factors, and functional outcomes, and it has to be reliable. Treatment strategies and outcomes are better when the effects of symptoms are approached holistically.

    **References**

    Moore, A. K. (2022). The holistic theory of unpleasant symptoms. _Journal of Holistic Nursing,_ 40(2), 193-202. [https://journals.sagepub.com/doi/full/10.1177/08980101211031706](https://journals.sagepub.com/doi/full/10.1177/08980101211031706)

    Srivastava, S. P., & RM, N. T. (2021). Insight into the theory of unpleasant symptoms. _International Organization of Scientific Research Journal of Nursing and Health Science,_ 10(3), 23-26. [https://www.researchgate.net/nsight_into_the_theory_of_unpleasant_symptoms/links/60a0a25192851cfdf3381647/Insight-into-the-theory-of-unpleasant-symptoms.pdf](https://www.researchgate.net/profile/Saumya-Prakash-Srivastava/publication/351613547_Insight_into_the_theory_of_unpleasant_symptoms/links/60a0a25192851cfdf3381647/Insight-into-the-theory-of-unpleasant-symptoms.pdf)

    – 2 years ago

  • [Solved] Create a reply for a Discussion using APA 7 format, and scholarly references no older than 5 years.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Please ensure that the reply includes more than 200 words with scholarly articles, and the plagiarism level must remain below 20%.** The Theory of Unpleasant Symptoms (TOUS) emphasizes that symptoms are multifaceted, influenced by physiological, psychological, and situational factors (Fink et al. …

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    Assignment Prompt & Instructions

    **Please ensure that the reply includes more than 200 words with scholarly articles, and the plagiarism level must remain below 20%.**

    The Theory of Unpleasant Symptoms (TOUS) emphasizes that symptoms are multifaceted, influenced by physiological, psychological, and situational factors (Fink et al. 20202). To align with this framework, an effective symptom assessment tool should capture not only the severity and frequency of symptoms but also their broader impact on a patient’s quality of life, emotional well-being, and functional ability. Recent studies have reinforced the need for comprehensive tools that assess the full range of symptoms, taking into account the interaction between physical and psychological distress.

    For instance, Fink et al. (2020) highlighted the importance of tools that assess symptom burden in chronic illnesses, emphasizing that symptom severity alone does not reflect the total impact on a patient’s life. The Edmonton Symptom Assessment System (ESAS) is an example of a tool that measures not only the intensity of symptoms like pain and fatigue but also their interference with daily activities and emotional well-being. This aligns with the TOUS framework by considering how symptoms affect a patient’s overall functioning, not just their physiological state.

    Psychological factors are also integral to the symptom experience. Jafari et al. (2022) found that emotional responses such as anxiety and depression significantly affect how symptoms are perceived, with these psychological states often exacerbating physical symptoms. Tools that assess emotional distress, such as the Hospital Anxiety and Depression Scale (HADS), are crucial in providing a complete picture of symptom experience. By addressing both the physical and psychological components, clinicians can gain a better understanding of the complexity of symptoms and tailor interventions accordingly.

    Cultural sensitivity is another essential aspect of symptom assessment. Smith et al. (2021) stressed the importance of using culturally appropriate tools to capture symptom experiences in diverse populations. This ensures that symptom assessments are accurate and respectful of cultural differences, which can influence symptom expression and interpretation. In this way, symptom assessment tools can be more inclusive and reflective of the patient’s unique context.

    In summary, a well-rounded symptom assessment tool, based on the Theory of Unpleasant Symptoms, should encompass physical, psychological, and contextual elements. By using tools like the ESAS and HADS, healthcare providers can better understand and address the full scope of the patient’s symptom experience, leading to more effective and personalized care.

    References:

    Fink, P., Hansen, M. S., & Benros, M. E. (2020). The burden of somatic symptoms in chronic illness: A clinical perspective. _Psychosomatic Medicine, 82_(2), 110-118. https://doi.org/10.1097/PSY.0000000000000782

    Jafari, H., Asgarian, A., & Marzbani, H. (2022). The role of emotional distress in symptom perception in chronic illness: A systematic review. _Journal of Clinical Psychology, 78_(4), 812-823. https://doi.org/10.1002/jclp.23293

    Smith, A., Li, Y., & Zhang, Q. (2021). Cultural considerations in symptom assessment: A global perspective. _International Journal of Nursing Studies, 58_(3), 54-64. https://doi.org/10.1016/j.ijnurstu.2021.03.005

    – 2 years ago

  • [Solved] discussion

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    Mr. Mason is a 78-year-old retired, widowed ironworker. He has been estranged from his adult son, an only child, for many years. He was recently diagnosed with advanced lung cancer. He recognized that he needed to make some plans for his immediate future, so he contacted his son and allowed him powe…

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    Mr. Mason is a 78-year-old retired, widowed ironworker.  He has been estranged from his adult son, an only child, for many years.  He was recently diagnosed with advanced lung cancer.  He recognized that he needed to make some plans for his immediate future, so he contacted his son and allowed him power of attorney.  Mr. Mason is admitted to your unit in severe pain.  He is somewhat confused, and you are unable to elicit information from him about his wishes regarding life-sustaining measures.  You carefully begin discussing this difficult subject with his son, as it is your hospital’s policy that everyone admitted to your oncology unit be informed about advanced directives.

    Mr. Mason’s son begins to sob uncontrollably, saying, “I was never a good son.  I left home when I was barely 19 and didn’t even write or call for many years.  I am just getting to know my dad, and now this happens.  I want as much time with him as possible.  He told me a few days ago that he was ready to die and didn’t want to be kept alive on machines.  But I need some more time with him.  Please, do everything you can to keep him alive.  I need for him to forgive me.”

    **Post:** Answer the following questions in your post:

    1. What are the ethical principles involved in this scenario?  What ethical principles are at play when considering the view of the son, when considering the view of the patient?
    – _Please respond using the ethical terms and principles reviewed in the textbook and interactive modules to support your points._
    2. What is the best decision to make based on ethical principles?  In other words, what would you do and based on what ethical principles?
    3. Does your answer change when you consider your legal duties and responsibilities?

    _**Note:**_ _Be sure to discuss how the advanced directive does or does not fit into the healthcare_

    – 2 years ago

  • [Solved] JOURNAL

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    – 2 years ago **files (2)** – ## JOURNALACTIVITY1.docx – NCSBNNew_Nurse-Booklet-Web1.pdf **## JOURNALACTIVITY1.docx** WELLNESS JOURNAL ACTIVITY: Ethical Issues Lecture This activity will focus on: Emotional, Physical and Intellectual Wellness Read the Substance Use Disorder Case Study in the NCSBN …

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    – 2 years ago

    **files (2)**

    – ## JOURNALACTIVITY1.docx

    – NCSBNNew_Nurse-Booklet-Web1.pdf

    **## JOURNALACTIVITY1.docx**

    WELLNESS JOURNAL ACTIVITY:  Ethical Issues Lecture

    This activity will focus on:  Emotional, Physical and Intellectual Wellness

    Read the Substance Use Disorder Case Study in the NCSBN Welcomes you to the Nursing Profession Pamphlet. (pg. 15)

    Answer the following Questions:

    1. What would you do if this scenario was a Co-Worker with you?

    2. What would you do differently if that Co-worker was a close friend? How does that

    change your perspective? (Explain)

    3. Would you have taken the same action that William did in the scenario? (Explain)

    4. What emotions do you think you would experience if the Co-worker or your close

    friend was removed from the practice setting? (Explain)

    5. What physical response do you think you would experience in reporting the

    substance use? (Explain)

    6. Are you willing to risk your newly earned licenses by not reporting substance use in

    the workforce? (Explain)

    7. Explain why it is so important to speak up.

    8. List 5 strategies that you could use to maintain your own emotional, physical or

    intellectual wellness.

    **NCSBNNew_Nurse-Booklet-Web1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ncsbnnew-nurse-booklet-web1-pdf)

    **NCSBNNew_Nurse-Booklet-Web1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ncsbnnew-nurse-booklet-web1-pdf)

    **## JOURNALACTIVITY1.docx**

    WELLNESS JOURNAL ACTIVITY:  Ethical Issues Lecture

    This activity will focus on:  Emotional, Physical and Intellectual Wellness

    Read the Substance Use Disorder Case Study in the NCSBN Welcomes you to the Nursing Profession Pamphlet. (pg. 15)

    Answer the following Questions:

    1. What would you do if this scenario was a Co-Worker with you?

    2. What would you do differently if that Co-worker was a close friend? How does that

    change your perspective? (Explain)

    3. Would you have taken the same action that William did in the scenario? (Explain)

    4. What emotions do you think you would experience if the Co-worker or your close

    friend was removed from the practice setting? (Explain)

    5. What physical response do you think you would experience in reporting the

    substance use? (Explain)

    6. Are you willing to risk your newly earned licenses by not reporting substance use in

    the workforce? (Explain)

    7. Explain why it is so important to speak up.

    8. List 5 strategies that you could use to maintain your own emotional, physical or

    intellectual wellness.

    **NCSBNNew_Nurse-Booklet-Web1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ncsbnnew-nurse-booklet-web1-pdf)

    **## JOURNALACTIVITY1.docx**

    WELLNESS JOURNAL ACTIVITY:  Ethical Issues Lecture

    This activity will focus on:  Emotional, Physical and Intellectual Wellness

    Read the Substance Use Disorder Case Study in the NCSBN Welcomes you to the Nursing Profession Pamphlet. (pg. 15)

    Answer the following Questions:

    1. What would you do if this scenario was a Co-Worker with you?

    2. What would you do differently if that Co-worker was a close friend? How does that

    change your perspective? (Explain)

    3. Would you have taken the same action that William did in the scenario? (Explain)

    4. What emotions do you think you would experience if the Co-worker or your close

    friend was removed from the practice setting? (Explain)

    5. What physical response do you think you would experience in reporting the

    substance use? (Explain)

    6. Are you willing to risk your newly earned licenses by not reporting substance use in

    the workforce? (Explain)

    7. Explain why it is so important to speak up.

    8. List 5 strategies that you could use to maintain your own emotional, physical or

    intellectual wellness.

    **NCSBNNew_Nurse-Booklet-Web1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ncsbnnew-nurse-booklet-web1-pdf)

  • [Solved] Concept Map

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    **Complete:** Review requirements for Vulnerable Population Concept Map Presentation: Refugees Concept(s): Vulnerable Populations (Health Risks, Disparities) Purpose: The purpose of this assignment is to analyze a vulnerable population to identify variables contributing to strengths, health risks, a…

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    **Complete:**  Review requirements for Vulnerable Population Concept Map

    Presentation: Refugees

    Concept(s): Vulnerable Populations (Health Risks, Disparities)

    Purpose: The purpose of this assignment is to analyze a vulnerable population to identify variables contributing to strengths, health risks, and other disparities. From the analysis, create a concept map showing the relationship between the variables and the vulnerable population. An audio/visual presentation of the concept map to explain the rationale for the variables and relationships identified.

    Skills: Integrate nursing research and professional literature findings for evidenced-based care to vulnerable populations (caring, clinical competence, decision making, communication, collaboration, management of care, and commitment to professionalism).

    Task: Create Vulnerable Population Concept Map and Audio/Visual Presentation

    Review Concept Map Examples: The University of North Carolina at Chapel Hill (UNC) Learning Center Using Concept Maps.

    Review requirements for Vulnerable Population Concept Map Presentation

    **#1  Assignment: Choose a population only and submit for approval**

    **#2 Instructions: for the rest of the assignment.**

    You will use the vulnerable population selected to complete this assignment.

    The concept map must be your original work, be clear, and legible. (Make it make sense)

    You may use Microsoft Word, PowerPoint (PPT), or handwritten. If handwritten, it must be clear and legible.

    **#3 Use the following concepts as links to the vulnerable population to develop a one-page concept map.**

    **Income & Social Status**

    **Education**

    **Social Support Networks**

    **Social Environment**

    **Personal Health & Coping Practices**

    **Physical Environment**

    **Gender**

    **Age**

    **#4. F** or each of the concepts above, include at least **two (2) factors** that contribute to the vulnerability of your selected population. Use your textbook and research scholarly credible sources [within the past seven (7) years]to identify and support the factors you select.

    Include connections between the concepts and variables. Example: Is there a connection between income and education?

    **#5** Develop a summary (250 words) to describe the relationships identified in the concept map.

    Create an audio/visual using the concept map and summary for the presentation.

    **Submit both the concept map and audio/visual presentation when the assignment is due.**

    Note:

    Include a title, your name, and date.

    Include an APA 7th reference list.

    – 2 years ago

  • [Solved] Help

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    In-depth study guidance and analytical solution covering Help.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.