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  • [Solved] Reply’s 4

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago **files (1)** – ## Replys.pdf **## Replys.pdf** Reply’s Reply 1 From my perspective, scenario planning offers several advantages. It helps organizations prepare for uncertainty by considering var…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    – 2 years ago

    **files (1)**

    – ## Replys.pdf

    **## Replys.pdf**

    Reply’s

    Reply 1

    From my perspective, scenario planning offers several advantages. It helps organizations
    prepare for uncertainty by considering various future possibilities, which enables better risk
    management. It encourages flexibility and adaptability, ensuring that teams are not rigid in their
    strategies. By using this method, leaders can make more informed decisions, knowing they've
    accounted for different possible outcomes. It also promotes collaboration, as it often involves
    input from diverse stakeholders, and fosters long-term thinking. Overall, scenario planning
    helps mitigate the impact of unforeseen events and allows companies to react more effectively
    in changing environments.
          As documented in research and experienced by leaders, scenario planning is an invaluable
    tool in uncertain environments. According to Mintzberg, Ahlstrand, and Lampel (1998),
    “scenario planning allows companies to better understand and prepare for a range of potential
    futures”. This flexibility is key when faced with volatile markets or unexpected disruptions.
    Moreover, scenarios are designed to challenge assumptions and broaden the decision-making
    process, helping prevent leaders from relying too heavily on personal biases or overly optimistic
    predictions.
           The research also shows that organizations using scenario planning develop stronger
    resilience by cultivating foresight rather than simply reacting to events. As stated by Anderson
    (2020) “Shell’s use of scenario planning in the 1970s helped them successfully navigate the oil
    crisis, demonstrating how the approach directly contributes to strategic agility and long-term
    success”. In contrast, managers who avoid scenario planning may rely on short-term
    experiences, leading to reactive decisions that often overlook broader implications or emerging
    risks. This disconnect between personal experience and objective foresight can be detrimental
    in the long run.

    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications

    Mintzberg, H., Ahlstrand, B. and Lampel, J. (1998) Strategy Safari: A Guided Tour through the
    Wilds of Strategic Management. Prentice Hall, Upper Saddle River.

    Reply 2.

        Scenario planning is important and crucial to an organization for many reasons. It helps you
    prepare for an unexpected event that affects the way the organization operates during that
    event. Scenario planning is beneficial because it's a proactive approach to uncertainty. It helps
    with long-term planning and helps the organization consider various scenarios, helping
    anticipate risk and any opportunities to improve. In March 2024, my organization organized a
    full-scale event. It was a simulated plane crash with numerous casualties. The scenario took
    over 6 months to organize. It included hundreds of people, and multiple agencies. Once the
    scenario was complete, there was an after-action report with pros and cons to what we would
    do if this were to occur. Scenarios continue to be a huge part of our organization in planning for
    the unknown and what ifs with decision-making.
         As stated in Organization Development, scenario planning is crucial and will benefit the
    organizations. The degree of uncertainty is greater than managers' ability to foresee or adapt.
    Scenario planning is to plan for the future for an event that may not occur.  However, if the event
    does occur with scenario planning, it helps the organization to be prepared and have strategies
    in place to make sure things are going as needed. Scenario planning acknowledges uncertainty
    by pointing out the key unknowns that significantly influence the future of issues, providing a
    structured approach to decision-making. It enhances decision-making power by allowing the
    organization to make informed, proactive choices rather than reactive choices. They also allow
    the organization to discover the opportunities and threats to their organization by conducting
    scenarios and a reactive approach to an event.
         As someone who is actively engaged in running scenarios within my organization, we have
    found they are not only essential but a huge part of our long-term success when handling future
    incidents or events. Scenario planning allows us at the airport to anticipate various outcomes,
    identify potential challenges, and formulate strategic responses. Being proactive in scenarios
    gives us the confidence to make informed decisions, adapt quickly, and maintain control during
    times of uncertainty.

    References
    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications.

    Reply back just with normal conversation. No sources needed
    Both need 100 words top nothing more nothing less.

    **## Replys.pdf**

    Reply’s

    Reply 1

    From my perspective, scenario planning offers several advantages. It helps organizations
    prepare for uncertainty by considering various future possibilities, which enables better risk
    management. It encourages flexibility and adaptability, ensuring that teams are not rigid in their
    strategies. By using this method, leaders can make more informed decisions, knowing they've
    accounted for different possible outcomes. It also promotes collaboration, as it often involves
    input from diverse stakeholders, and fosters long-term thinking. Overall, scenario planning
    helps mitigate the impact of unforeseen events and allows companies to react more effectively
    in changing environments.
          As documented in research and experienced by leaders, scenario planning is an invaluable
    tool in uncertain environments. According to Mintzberg, Ahlstrand, and Lampel (1998),
    “scenario planning allows companies to better understand and prepare for a range of potential
    futures”. This flexibility is key when faced with volatile markets or unexpected disruptions.
    Moreover, scenarios are designed to challenge assumptions and broaden the decision-making
    process, helping prevent leaders from relying too heavily on personal biases or overly optimistic
    predictions.
           The research also shows that organizations using scenario planning develop stronger
    resilience by cultivating foresight rather than simply reacting to events. As stated by Anderson
    (2020) “Shell’s use of scenario planning in the 1970s helped them successfully navigate the oil
    crisis, demonstrating how the approach directly contributes to strategic agility and long-term
    success”. In contrast, managers who avoid scenario planning may rely on short-term
    experiences, leading to reactive decisions that often overlook broader implications or emerging
    risks. This disconnect between personal experience and objective foresight can be detrimental
    in the long run.

    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications

    Mintzberg, H., Ahlstrand, B. and Lampel, J. (1998) Strategy Safari: A Guided Tour through the
    Wilds of Strategic Management. Prentice Hall, Upper Saddle River.

    Reply 2.

        Scenario planning is important and crucial to an organization for many reasons. It helps you
    prepare for an unexpected event that affects the way the organization operates during that
    event. Scenario planning is beneficial because it's a proactive approach to uncertainty. It helps
    with long-term planning and helps the organization consider various scenarios, helping
    anticipate risk and any opportunities to improve. In March 2024, my organization organized a
    full-scale event. It was a simulated plane crash with numerous casualties. The scenario took
    over 6 months to organize. It included hundreds of people, and multiple agencies. Once the
    scenario was complete, there was an after-action report with pros and cons to what we would
    do if this were to occur. Scenarios continue to be a huge part of our organization in planning for
    the unknown and what ifs with decision-making.
         As stated in Organization Development, scenario planning is crucial and will benefit the
    organizations. The degree of uncertainty is greater than managers' ability to foresee or adapt.
    Scenario planning is to plan for the future for an event that may not occur.  However, if the event
    does occur with scenario planning, it helps the organization to be prepared and have strategies
    in place to make sure things are going as needed. Scenario planning acknowledges uncertainty
    by pointing out the key unknowns that significantly influence the future of issues, providing a
    structured approach to decision-making. It enhances decision-making power by allowing the
    organization to make informed, proactive choices rather than reactive choices. They also allow
    the organization to discover the opportunities and threats to their organization by conducting
    scenarios and a reactive approach to an event.
         As someone who is actively engaged in running scenarios within my organization, we have
    found they are not only essential but a huge part of our long-term success when handling future
    incidents or events. Scenario planning allows us at the airport to anticipate various outcomes,
    identify potential challenges, and formulate strategic responses. Being proactive in scenarios
    gives us the confidence to make informed decisions, adapt quickly, and maintain control during
    times of uncertainty.

    References
    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications.

    Reply back just with normal conversation. No sources needed
    Both need 100 words top nothing more nothing less.

  • [Solved] Discussion

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    **Weber's theory of domination consists of three tasks: defining domination, judging South Carolina's dominance, and reacting to being dominated.** ### Note – **Complete Task 2: Answer the question 'Does the State of South Carolina Dominate for a male?** – **Could you complete Task 1: Define dominat…

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    **Weber's theory of domination consists of three tasks: defining domination, judging South Carolina's dominance, and reacting to being dominated.**

    ### Note

    – **Complete Task 2: Answer the question 'Does the State of South Carolina Dominate for a male?**
    – **Could you complete Task 1: Define domination according to Max Weber and cite a supporting excerpt?**
    – **Review the resources on Max Weber and his concept of domination.** [**here**](https://archive.org/details/MaxWeberEconomyAndSociety) **click**
    – **Complete Task 3: Share your reaction to being dominated.**

    – 2 years ago

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

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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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    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] Dis 33

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    **One way that “unconditional positive regard” can be viewed is that counselors accept clients’ behavior and decisions, no matter what – even if they disagree with them. How does a counselor show unconditional positive regard while still maintaining ethical standards, particularly in regards to mand…

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    **One way that “unconditional positive regard” can be viewed is that counselors accept clients’ behavior and decisions, no matter what – even if they disagree with them. How does a counselor show unconditional positive regard while still maintaining ethical standards, particularly in regards to mandated reporting? 200 words**

    – 2 years ago

  • [Solved] Reply about Unpleasant symptoms

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    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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    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] leadership

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    · Analyze the impact of Leadership behavior on business outcomes. · Explore three essential aspects of leadership impact. You are expected to explain how Self-Awareness and Authenticity, Effective Communication and Empathy, Adaptability and Resilience influence leadership behavior and what is the im…

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    ·  Analyze the impact of Leadership behavior on business outcomes.

    ·  Explore three essential aspects of leadership impact.

    You are expected to explain how Self-Awareness and Authenticity, Effective Communication and Empathy, Adaptability and Resilience influence leadership behavior and what is the impact on business outcomes.

    **Use relevant sources to support your arguments** (academic sources on Ebscohost or Harvard Business Review, INC, Forbes, McKinsey & Company, Gallup, CIPD, etc.). Blogs (including Linkedin) and corporate websites are **NOT** valid sources.

    1)  **Self-Awareness and Authenticity** :

    Question 1: How can leaders cultivate self-awareness and authenticity to enhance their leadership impact?

    i)  Identify the leadership style you believe would be most effective.

    ii)  What type of decision-making process would be most effective?

    iii)  Achievements.

    2)  **Effective Communication and Empathy**:

    Question 2: How do effective communication and empathy contribute to successful leadership?

    i)  Identify the leadership style you believe would be most effective.

    ii)  What type of decision-making process would be most effective?

    iii)  Achievements.

    **3)** **Adaptability and Resilience**

    Question 3: How can leaders develop adaptability and resilience as leaders?

    i)  Identify the leadership style you believe would be most effective.

    ii)  What type of decision-making process would be most effective?

    iii)  Achievements.

    4)  In conclusion, express your opinion based on the analysis of these leadership behaviors, and those skills that need to be developed to succeed in uncertain organizational environments.

    ·  Wordcount: **Individual**: 1200 words (+ or – 10%)

    ·  Cover, Table of Contents, References, and Appendix are excluded from the total word count. Appendix page required as shown below.

    ·  Font: Arial 12 pts.

    ·  Text alignment: **Justified**.

    ·  The **in-text References** and the Bibliography must be in **Harvard’s citation style**.

    ·  Format: a Word document.

    – 2 years ago

  • [Solved] question assigment

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    – 2 years ago **files (1)** – ## Module9DiscussionThe5EInstructionalModelDraft.docx **## Module9DiscussionThe5EInstructionalModelDraft.docx** **5E Model** 1. **B.S respond** **Grade**- Pre K **Topic**- Animals and their habitats **Engage**: Teacher will begin by showing pictures of different anim…

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    – 2 years ago

    **files (1)**

    – ## Module9DiscussionThe5EInstructionalModelDraft.docx

    **## Module9DiscussionThe5EInstructionalModelDraft.docx**

    **5E Model**

    1.
    **B.S respond**

    **Grade**- Pre K

    **Topic**- Animals and their habitats

    **Engage**:

    Teacher will begin by showing pictures of different animals ( like a bear, lion, fish , bird) . The teacher will then ask the students “ Where do you think these animals live?” Teacher will encourage the children to share their ideas by saying “Do you think lions live in the water or in the jungle” ?

    **Explore**:

    The teacher will set up a matching activity that has pictures of animals and their habitats. For example ( bird with a tree, a bear with a forest, a fish with an ocean etc) The teacher will allow the children to work in a small group to match the picture cards. The teacher will walk around and give help as needed.

    **Explain**:

    Teacher will then have the students come back to the carpet. The teacher will show the children the pictures again one at a time and explain where each of the animals live and why they live there.  For example ( The bear lives in the forest because it needs space to look around and find food etc) The teacher will reinforce key words here like animals, habitats and needs

    **Elaborate**:

    The teacher will now give each child a piece of paper with some crayons. The teacher will have the children draw their favorite animal and the habitat that it lives in. For example ( a fish in the ocean) As the children are doing this the teacher will walk around and ask WH questions. “ What does your animal need to live there? “ etc.

    **Evaluate:**

    Teacher will show a few of the pictures from the matching game again and have the children point to the animals' correct habitat. The teacher will ask them questions like “where does the fish live? “ What does the bear need to live in the forest ? “ The teacher will also encourage the children to share their drawings with the class and talk about it.

    References

    Vigeant, F. (2017, May 14).
    _What is the 5E Instructional Model?_. Know Atom.

    2. K.L

    3. 5E Lesson plans

    4. 2nd Grade

    5. 2L4b – Determine the meaning of the new word formed when a prefix is added to a known word (e.g., happy/unhappy, tell/retell).

    6.

    7. This 5E  lesson is designed for 2nd-grade students who are beginning to explore how prefixes change word meanings.

    8. 1. Engage

    9. Display the words "happy" and "unhappy" on the board.

    10. Ask students “What do you notice about these two words? What is different?”

    11. Show a quick emoji activity, place one happy face next to “happy" and one sad face next to "unhappy."

    12. Discuss with students “What do you think ‘un-’ does to the word?"

    13. Invite students to Turn & Talk, the  students will discuss with a partner what they think the "un-" prefix means.

    14. 2. Explore

    15. Play a Sorting Game, Provide word cards (e.g., do/undo, kind/unkind, tie/untie). Have students sort words into two groups.

    16. (The two groups)

    17.   1. Words with prefixes

    18.   2. Words without prefixes

    19. Give students blank index cards. Let them write base words (e.g., "happy," "kind") and then attach a sticky note with a prefix to create a new word (e.g., "unhappy," "unkind").

    20. Invite students to act out word meanings (e.g., "tie" vs. "untie" with a shoelace).

    21. 3. Explain

    22. Introduce to the students a chart showing common prefixes (un-, re-, pre-, dis-) and their meanings.

    23. Show examples on the board in a fun interactive powerpoint

    24.   -un- = not (e.g., "unhappy" = not happy)

    25.   – re- = again (e.g., "retell" = tell again)

    26. Model to the students how to break down words and determine meaning:

    27.   Ask students, "If I know 'tell' means to say something, then 'retell' must mean…?"

    28. Have students participate in a Think-Pair-Share, Students explain their understanding to a partner.

    29. 4. Elaborate

    30. Student will; participate in a Prefix Story Challenge.

    31. Provide a simple sentence (e.g., “I will tell a story.”)

    32. Ask students,  "How can we add a prefix to change the meaning?"

    33.   – Example response: "I will retell a story."

    34. Students will become Prefix Detectives. Students search through books or classroom materials for words with prefixes.

    35.   Once students find them they will write them down and explain their meanings in a journal or on. a worksheet.

    36. 5. Evaluate

    37. Students will complete an Exit Ticket

    38. Provide students with a list of words (like, read, write, do*). Students add prefixes to create new words and define them.

    39. Example:  "If I add **re-** to ‘write,’ what do I get? What does ‘rewrite’ mean?"

    40. another options is a Mini Quiz where students can match prefixes to meanings.

    41.

    42. (For any students who need differentiation the use of visuals, acting out word meanings, and providing a prefix reference chart will be helpful.)

    **## Module9DiscussionThe5EInstructionalModelDraft.docx**

    **5E Model**

    1.
    **B.S respond**

    **Grade**- Pre K

    **Topic**- Animals and their habitats

    **Engage**:

    Teacher will begin by showing pictures of different animals ( like a bear, lion, fish , bird) . The teacher will then ask the students “ Where do you think these animals live?” Teacher will encourage the children to share their ideas by saying “Do you think lions live in the water or in the jungle” ?

    **Explore**:

    The teacher will set up a matching activity that has pictures of animals and their habitats. For example ( bird with a tree, a bear with a forest, a fish with an ocean etc) The teacher will allow the children to work in a small group to match the picture cards. The teacher will walk around and give help as needed.

    **Explain**:

    Teacher will then have the students come back to the carpet. The teacher will show the children the pictures again one at a time and explain where each of the animals live and why they live there.  For example ( The bear lives in the forest because it needs space to look around and find food etc) The teacher will reinforce key words here like animals, habitats and needs

    **Elaborate**:

    The teacher will now give each child a piece of paper with some crayons. The teacher will have the children draw their favorite animal and the habitat that it lives in. For example ( a fish in the ocean) As the children are doing this the teacher will walk around and ask WH questions. “ What does your animal need to live there? “ etc.

    **Evaluate:**

    Teacher will show a few of the pictures from the matching game again and have the children point to the animals' correct habitat. The teacher will ask them questions like “where does the fish live? “ What does the bear need to live in the forest ? “ The teacher will also encourage the children to share their drawings with the class and talk about it.

    References

    Vigeant, F. (2017, May 14).
    _What is the 5E Instructional Model?_. Know Atom.

    2. K.L

    3. 5E Lesson plans

    4. 2nd Grade

    5. 2L4b – Determine the meaning of the new word formed when a prefix is added to a known word (e.g., happy/unhappy, tell/retell).

    6.

    7. This 5E  lesson is designed for 2nd-grade students who are beginning to explore how prefixes change word meanings.

    8. 1. Engage

    9. Display the words "happy" and "unhappy" on the board.

    10. Ask students “What do you notice about these two words? What is different?”

    11. Show a quick emoji activity, place one happy face next to “happy" and one sad face next to "unhappy."

    12. Discuss with students “What do you think ‘un-’ does to the word?"

    13. Invite students to Turn & Talk, the  students will discuss with a partner what they think the "un-" prefix means.

    14. 2. Explore

    15. Play a Sorting Game, Provide word cards (e.g., do/undo, kind/unkind, tie/untie). Have students sort words into two groups.

    16. (The two groups)

    17.   1. Words with prefixes

    18.   2. Words without prefixes

    19. Give students blank index cards. Let them write base words (e.g., "happy," "kind") and then attach a sticky note with a prefix to create a new word (e.g., "unhappy," "unkind").

    20. Invite students to act out word meanings (e.g., "tie" vs. "untie" with a shoelace).

    21. 3. Explain

    22. Introduce to the students a chart showing common prefixes (un-, re-, pre-, dis-) and their meanings.

    23. Show examples on the board in a fun interactive powerpoint

    24.   -un- = not (e.g., "unhappy" = not happy)

    25.   – re- = again (e.g., "retell" = tell again)

    26. Model to the students how to break down words and determine meaning:

    27.   Ask students, "If I know 'tell' means to say something, then 'retell' must mean…?"

    28. Have students participate in a Think-Pair-Share, Students explain their understanding to a partner.

    29. 4. Elaborate

    30. Student will; participate in a Prefix Story Challenge.

    31. Provide a simple sentence (e.g., “I will tell a story.”)

    32. Ask students,  "How can we add a prefix to change the meaning?"

    33.   – Example response: "I will retell a story."

    34. Students will become Prefix Detectives. Students search through books or classroom materials for words with prefixes.

    35.   Once students find them they will write them down and explain their meanings in a journal or on. a worksheet.

    36. 5. Evaluate

    37. Students will complete an Exit Ticket

    38. Provide students with a list of words (like, read, write, do*). Students add prefixes to create new words and define them.

    39. Example:  "If I add **re-** to ‘write,’ what do I get? What does ‘rewrite’ mean?"

    40. another options is a Mini Quiz where students can match prefixes to meanings.

    41.

    42. (For any students who need differentiation the use of visuals, acting out word meanings, and providing a prefix reference chart will be helpful.)

  • [Solved] due 14 hours

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    assignment attach below. – 2 years ago **files (2)** – ## cf_assessment-02-supplement-protected-health-information-B.pdf – ## ProtectedHealthInformation.docx **## cf_assessment-02-supplement-protected-health-information-B.pdf** 1 Assessment 02 – Protected Health Information For this assessment, yo…

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    Assignment Prompt & Instructions

    assignment attach below.

    – 2 years ago

    **files (2)**

    – ## cf_assessment-02-supplement-protected-health-information-B.pdf

    – ## ProtectedHealthInformation.docx

    **## cf_assessment-02-supplement-protected-health-information-B.pdf**

    1

    Assessment 02 – Protected Health Information

    For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
    appropriate social media use in health care. Before you complete the detailed instructions in the
    courseroom, first select one of the settings below that will become the focus of your
    interprofessional staff update.

    After you have selected one of the two settings below, return to the courseroom to review the
    assessment instructions and grading rubric prior to completing your assessment.

    • Community Health Care:
    o Context: Community health care encompasses a wide range of services

    provided outside of a traditional hospital setting, often focusing on public health,
    education, and preventive care. This might include home visits, vaccination
    drives, and health education seminars. Given the community-based nature of the
    care, there's a close relationship between providers and patients.

    o Social Media Concern: Sharing information about community events, patient
    interactions, or health outcomes can inadvertently disclose private patient details.

    • Hospital Setting:

    o Context: Hospitals are complex environments with various departments catering
    to different medical needs. From emergency rooms to surgical units, patient
    information flows continuously. With numerous professionals involved in patient
    care, the risk of information leakage is high.

    o Social Media Concern: Discussing challenging cases, sharing experiences, or
    even posting about daily routines can inadvertently reveal patient information,
    especially if specifics are mentioned.

    **## ProtectedHealthInformation.docx**

    **Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices**

    **Introduction**

    Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

    This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

    **Instructions**

    First, select one of the health care settings described in the following resource:

    ·
    [**Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926?wrap=1) [**Download Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926/download?download_frd=1) **.**

    As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization's internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    · Social media best practices.

    · What not. to do: social media.

    · Social media risks to patient information.

    · Steps to take if a breach occurs.

    **This assessment is not a traditional essay**.
    **It is a staff educational update about PHI.** Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    · What is protected health information (PHI)?

    · Be sure to include essential HIPAA information.

    · What are privacy, security, and confidentiality?

    · Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

    · Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

    · What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

    · What are some examples of nurses being terminated for inappropriate social media use in the United States?

    · What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

    · What have been the financial penalties assessed against health care organizations for inappropriate social media use?

    · What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    **Notes**

    · Be selective about the content you choose to include. Include
    **need-to-know** information. Omit
    **nice-to-know** information.

    · Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.

    · Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

    **## ProtectedHealthInformation.docx**

    **Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices**

    **Introduction**

    Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

    This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

    **Instructions**

    First, select one of the health care settings described in the following resource:

    ·
    [**Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926?wrap=1) [**Download Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926/download?download_frd=1) **.**

    As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization's internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    · Social media best practices.

    · What not. to do: social media.

    · Social media risks to patient information.

    · Steps to take if a breach occurs.

    **This assessment is not a traditional essay**.
    **It is a staff educational update about PHI.** Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    · What is protected health information (PHI)?

    · Be sure to include essential HIPAA information.

    · What are privacy, security, and confidentiality?

    · Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

    · Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

    · What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

    · What are some examples of nurses being terminated for inappropriate social media use in the United States?

    · What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

    · What have been the financial penalties assessed against health care organizations for inappropriate social media use?

    · What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    **Notes**

    · Be selective about the content you choose to include. Include
    **need-to-know** information. Omit
    **nice-to-know** information.

    · Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.

    · Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

    **## cf_assessment-02-supplement-protected-health-information-B.pdf**

    1

    Assessment 02 – Protected Health Information

    For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
    appropriate social media use in health care. Before you complete the detailed instructions in the
    courseroom, first select one of the settings below that will become the focus of your
    interprofessional staff update.

    After you have selected one of the two settings below, return to the courseroom to review the
    assessment instructions and grading rubric prior to completing your assessment.

    • Community Health Care:
    o Context: Community health care encompasses a wide range of services

    provided outside of a traditional hospital setting, often focusing on public health,
    education, and preventive care. This might include home visits, vaccination
    drives, and health education seminars. Given the community-based nature of the
    care, there's a close relationship between providers and patients.

    o Social Media Concern: Sharing information about community events, patient
    interactions, or health outcomes can inadvertently disclose private patient details.

    • Hospital Setting:

    o Context: Hospitals are complex environments with various departments catering
    to different medical needs. From emergency rooms to surgical units, patient
    information flows continuously. With numerous professionals involved in patient
    care, the risk of information leakage is high.

    o Social Media Concern: Discussing challenging cases, sharing experiences, or
    even posting about daily routines can inadvertently reveal patient information,
    especially if specifics are mentioned.

    **## ProtectedHealthInformation.docx**

    **Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices**

    **Introduction**

    Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

    This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

    **Instructions**

    First, select one of the health care settings described in the following resource:

    ·
    [**Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926?wrap=1) [**Download Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926/download?download_frd=1) **.**

    As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization's internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    · Social media best practices.

    · What not. to do: social media.

    · Social media risks to patient information.

    · Steps to take if a breach occurs.

    **This assessment is not a traditional essay**.
    **It is a staff educational update about PHI.** Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    · What is protected health information (PHI)?

    · Be sure to include essential HIPAA information.

    · What are privacy, security, and confidentiality?

    · Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

    · Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

    · What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

    · What are some examples of nurses being terminated for inappropriate social media use in the United States?

    · What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

    · What have been the financial penalties assessed against health care organizations for inappropriate social media use?

    · What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    **Notes**

    · Be selective about the content you choose to include. Include
    **need-to-know** information. Omit
    **nice-to-know** information.

    · Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.

    · Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

    **## cf_assessment-02-supplement-protected-health-information-B.pdf**

    1

    Assessment 02 – Protected Health Information

    For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
    appropriate social media use in health care. Before you complete the detailed instructions in the
    courseroom, first select one of the settings below that will become the focus of your
    interprofessional staff update.

    After you have selected one of the two settings below, return to the courseroom to review the
    assessment instructions and grading rubric prior to completing your assessment.

    • Community Health Care:
    o Context: Community health care encompasses a wide range of services

    provided outside of a traditional hospital setting, often focusing on public health,
    education, and preventive care. This might include home visits, vaccination
    drives, and health education seminars. Given the community-based nature of the
    care, there's a close relationship between providers and patients.

    o Social Media Concern: Sharing information about community events, patient
    interactions, or health outcomes can inadvertently disclose private patient details.

    • Hospital Setting:

    o Context: Hospitals are complex environments with various departments catering
    to different medical needs. From emergency rooms to surgical units, patient
    information flows continuously. With numerous professionals involved in patient
    care, the risk of information leakage is high.

    o Social Media Concern: Discussing challenging cases, sharing experiences, or
    even posting about daily routines can inadvertently reveal patient information,
    especially if specifics are mentioned.

    **## ProtectedHealthInformation.docx**

    **Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices**

    **Introduction**

    Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

    This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

    **Instructions**

    First, select one of the health care settings described in the following resource:

    ·
    [**Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926?wrap=1) [**Download Assessment 02 – Protected Health Information [PDF]**](https://courseroom.capella.edu/courses/39255/files/7338926/download?download_frd=1) **.**

    As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization's internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    · Social media best practices.

    · What not. to do: social media.

    · Social media risks to patient information.

    · Steps to take if a breach occurs.

    **This assessment is not a traditional essay**.
    **It is a staff educational update about PHI.** Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    · What is protected health information (PHI)?

    · Be sure to include essential HIPAA information.

    · What are privacy, security, and confidentiality?

    · Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

    · Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

    · What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

    · What are some examples of nurses being terminated for inappropriate social media use in the United States?

    · What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

    · What have been the financial penalties assessed against health care organizations for inappropriate social media use?

    · What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    **Notes**

    · Be selective about the content you choose to include. Include
    **need-to-know** information. Omit
    **nice-to-know** information.

    · Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.

    · Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

  • [Solved] Wk3 disc transf ay

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples….

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    Assignment Prompt & Instructions

    **Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.**

    – 2 years ago

  • [Solved] WK 3 DIS EPID

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 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)