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  • [Solved] u9

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    – 2 years ago **files (1)** – ## Unit9.doc **## Unit9.doc** Unit 9-Substance Use Disorder Tools. 800words 1 initial discussion post and 2 replay to two students. 4 references from scholarly article. Due 3-5-25. The attached files are resources to help you prepare for your clinical practice associate…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Unit9.doc

    **## Unit9.doc**

    Unit 9-Substance Use Disorder Tools. 800words 1 initial discussion post and 2 replay to two students. 4 references from scholarly article. Due 3-5-25.

    The attached files are resources to help you prepare for your clinical practice associated with substance use disorders. You will need to be familiar with them.  You should print or save the AUDIT instruments for reference as well.

    ·
    [AUDIT](https://www.integration.samhsa.gov/AUDIT_screener_for_alcohol.pdf%22%20/t%20%22_blank)

    ·
    [AUDIT-CLinks to an external site.](http://www.integration.samhsa.gov/images/res/tool_auditc.pdf%22%20/t%20%22_blank)

    1.
    **Discuss differences in the AUDIT tool and the AUDIT-C tool.**

    2.
    **Briefly, what are pros and cons of using AUDIT-C vs. full AUDIT instrument?**

    Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Peer Response

    Instructions:

    · Always construct your responses in a word processing program like Word. Check for grammar, spelling, and mechanical errors.  Make the corrections and save the file to your computer.

    · Find the posts that you are going to reply to.

    · Submit your peer responses.

    **Davinder,**

    **Discuss differences in the AUDIT tool and the AUDIT-C tool.**

    **The AUDIT tool stands for alcohol use disorders identification test and AUDIT- C stands for alcohol use disorders identification test-consumption. Both of these tools are designed to screened for alcohol use and to identify individuals who may be at higher risk of alcohol related problems however they differ in their scope and depth. The audit tool consists of 10 questions that cover 3 areas that are alcohol consumption, alcohol dependence, alcohol related problems. On the other hand, AUD IT-C tool is a shorter version of UD IT tool. This tool only has three questions and focuses only on alcohol consumption** (Van Gils et al., 2021)
    **.**

    **Since AUD IT-C scale is Shortened it takes then 2 minutes to conduct an assessment which makes it useful for quick testing in emergency situations and in primary care. EAUDIT scale is often used for comprehensive screening of alcohol that is used in wide range of settings that may include clinical and research and environment** (Van Gils et al., 2021)
    **.**

    **Briefly, what are pros and cons of using AUDIT-C vs. full AUDIT instrument?**

    **As mentioned earlier AUD IT tool is comprehensive assessment that provides us with a better picture of and individuals alcohol use and what potential problems may be associated with the alcohol use. The AUD 82 also has the benefit of detecting risky drinking behaviors and alcohol dependence which could be negative and harmful behavior towards the patient. Given the AUDIT tool is comprehensive it could be used in variety of clinical and non-clinical situations. Because AUDIT 2 is comprehensive it takes longer to complete the assessment as compared to AUD IT-C to which typically takes 2 minutes compared to 10 minutes with AUDIT two. Due to comprehensive nature of the AUDIT tool the extended questions may be overwhelming for the patients** (Van Gils et al., 2021)
    **.**

    **The AUD IT-C tool is brief which gives it an advantage as it can be administered within two minutes to screen in situations such as emergency settings. The AUDIT tool has the potential to recognize risky drinking behaviors such as binge drinking or excessive alcohol consumption. The limitations of AUDIT-C are that it misses alcohol dependence and alcohol related harm due to its brief assessment. Another factor to consider is that AUDITC scale may often produce a false negative presentation of individuals with drinking problems** (Van Gils et al., 2021)
    **.**

    Van Gils, Y., Franck, E., Dierckx, E., Van Alphen, S. P. J., Saunders, J. B., & Dom, G. (2021). Validation of the AUDIT and AUDIT-C for Hazardous Drinking in Community-Dwelling Older Adults.
    _International Journal of Environmental Research and Public Health_,
    _18_(17), 9266. https://doi.org/10.3390/ijerph18179266

    Angelica,

    Discuss differences in the AUDIT tool and the AUDIT-C tool.

    The Alcohol Use Disorders Identification Test (AUDIT) and the Alcohol Use Disorders Identification Test—Consumption (AUDIT-C) are screening tools for patients to help determine if they have an alcohol use disorder or dependence and are at risk for developing an alcohol use disorder. Both focus on frequency and quantity. AUDIT-C focuses on whether the drinking is hazardous and the severity of alcohol use and abuse. AUDIT consists of 10 questions that are asked to the patients to determine if they have an alcohol use disorder. AUDIT-C is a condensed, 3-question version of AUDIT. AUDIT scoring ranges from 0 to 40, with 0 to 7 points being low risk, 8 to 15 points being medium risk, 16 to 19 points being high risk, and 20 to 40 points being addition is likely. AUDIT-C scoring ranges from 0 to 12; age is a factor and varies from man to woman. For example, for men, 0 to 3 points is low risk, moderate risk is 4-5 points, high risk is 6-7 points, and severe risk is 8 to 12 points. Age is also considered, as men 29 and younger are considered in the 47th to 86th percentile based on their risks, whereas men 30 years old and older are in the 77th to 96th percentile (Franck et al., 2021).

    Briefly, what are pros and cons of using AUDIT-C vs. full AUDIT instrument?

    The benfits of AUDIT-C is that it is shorter, good predictor and more accurate of heavy drinking, and helps to better determine if a person will be hospitalized due to alcohol-related reasons, however, it is not as effective as AUDIT at detecting current alcohol dependence and abuse (Van Gils et al., 2021).

    References

    Franck, E., Dierckx, E., Saunders, J. B., & Dom, G. (2021). Validation of the AUDIT and AUDIT-C for Hazardous Drinking in Community-Dwelling Older Adults. International Journal of Environmental Research and Public Health, 18(17), 9266. https://doi.org/10.3390/ijerph18179266

    Van Gils, Y., Franck, E., Dierckx, E., van Alphen, S. P. J., Saunders, J. B., & Dom, G. (2021). Validation of the AUDIT and AUDIT-C for Hazardous Drinking in Community-Dwelling Older Adults. International journal of environmental research and public health, 18(17), 9266. https://doi.org/10.3390/ijerph18179266

    **## Unit9.doc**

    Unit 9-Substance Use Disorder Tools. 800words 1 initial discussion post and 2 replay to two students. 4 references from scholarly article. Due 3-5-25.

    The attached files are resources to help you prepare for your clinical practice associated with substance use disorders. You will need to be familiar with them.  You should print or save the AUDIT instruments for reference as well.

    ·
    [AUDIT](https://www.integration.samhsa.gov/AUDIT_screener_for_alcohol.pdf%22%20/t%20%22_blank)

    ·
    [AUDIT-CLinks to an external site.](http://www.integration.samhsa.gov/images/res/tool_auditc.pdf%22%20/t%20%22_blank)

    1.
    **Discuss differences in the AUDIT tool and the AUDIT-C tool.**

    2.
    **Briefly, what are pros and cons of using AUDIT-C vs. full AUDIT instrument?**

    Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    Peer Response

    Instructions:

    · Always construct your responses in a word processing program like Word. Check for grammar, spelling, and mechanical errors.  Make the corrections and save the file to your computer.

    · Find the posts that you are going to reply to.

    · Submit your peer responses.

    **Davinder,**

    **Discuss differences in the AUDIT tool and the AUDIT-C tool.**

    **The AUDIT tool stands for alcohol use disorders identification test and AUDIT- C stands for alcohol use disorders identification test-consumption. Both of these tools are designed to screened for alcohol use and to identify individuals who may be at higher risk of alcohol related problems however they differ in their scope and depth. The audit tool consists of 10 questions that cover 3 areas that are alcohol consumption, alcohol dependence, alcohol related problems. On the other hand, AUD IT-C tool is a shorter version of UD IT tool. This tool only has three questions and focuses only on alcohol consumption** (Van Gils et al., 2021)
    **.**

    **Since AUD IT-C scale is Shortened it takes then 2 minutes to conduct an assessment which makes it useful for quick testing in emergency situations and in primary care. EAUDIT scale is often used for comprehensive screening of alcohol that is used in wide range of settings that may include clinical and research and environment** (Van Gils et al., 2021)
    **.**

    **Briefly, what are pros and cons of using AUDIT-C vs. full AUDIT instrument?**

    **As mentioned earlier AUD IT tool is comprehensive assessment that provides us with a better picture of and individuals alcohol use and what potential problems may be associated with the alcohol use. The AUD 82 also has the benefit of detecting risky drinking behaviors and alcohol dependence which could be negative and harmful behavior towards the patient. Given the AUDIT tool is comprehensive it could be used in variety of clinical and non-clinical situations. Because AUDIT 2 is comprehensive it takes longer to complete the assessment as compared to AUD IT-C to which typically takes 2 minutes compared to 10 minutes with AUDIT two. Due to comprehensive nature of the AUDIT tool the extended questions may be overwhelming for the patients** (Van Gils et al., 2021)
    **.**

    **The AUD IT-C tool is brief which gives it an advantage as it can be administered within two minutes to screen in situations such as emergency settings. The AUDIT tool has the potential to recognize risky drinking behaviors such as binge drinking or excessive alcohol consumption. The limitations of AUDIT-C are that it misses alcohol dependence and alcohol related harm due to its brief assessment. Another factor to consider is that AUDITC scale may often produce a false negative presentation of individuals with drinking problems** (Van Gils et al., 2021)
    **.**

    Van Gils, Y., Franck, E., Dierckx, E., Van Alphen, S. P. J., Saunders, J. B., & Dom, G. (2021). Validation of the AUDIT and AUDIT-C for Hazardous Drinking in Community-Dwelling Older Adults.
    _International Journal of Environmental Research and Public Health_,
    _18_(17), 9266. https://doi.org/10.3390/ijerph18179266

    Angelica,

    Discuss differences in the AUDIT tool and the AUDIT-C tool.

    The Alcohol Use Disorders Identification Test (AUDIT) and the Alcohol Use Disorders Identification Test—Consumption (AUDIT-C) are screening tools for patients to help determine if they have an alcohol use disorder or dependence and are at risk for developing an alcohol use disorder. Both focus on frequency and quantity. AUDIT-C focuses on whether the drinking is hazardous and the severity of alcohol use and abuse. AUDIT consists of 10 questions that are asked to the patients to determine if they have an alcohol use disorder. AUDIT-C is a condensed, 3-question version of AUDIT. AUDIT scoring ranges from 0 to 40, with 0 to 7 points being low risk, 8 to 15 points being medium risk, 16 to 19 points being high risk, and 20 to 40 points being addition is likely. AUDIT-C scoring ranges from 0 to 12; age is a factor and varies from man to woman. For example, for men, 0 to 3 points is low risk, moderate risk is 4-5 points, high risk is 6-7 points, and severe risk is 8 to 12 points. Age is also considered, as men 29 and younger are considered in the 47th to 86th percentile based on their risks, whereas men 30 years old and older are in the 77th to 96th percentile (Franck et al., 2021).

    Briefly, what are pros and cons of using AUDIT-C vs. full AUDIT instrument?

    The benfits of AUDIT-C is that it is shorter, good predictor and more accurate of heavy drinking, and helps to better determine if a person will be hospitalized due to alcohol-related reasons, however, it is not as effective as AUDIT at detecting current alcohol dependence and abuse (Van Gils et al., 2021).

    References

    Franck, E., Dierckx, E., Saunders, J. B., & Dom, G. (2021). Validation of the AUDIT and AUDIT-C for Hazardous Drinking in Community-Dwelling Older Adults. International Journal of Environmental Research and Public Health, 18(17), 9266. https://doi.org/10.3390/ijerph18179266

    Van Gils, Y., Franck, E., Dierckx, E., van Alphen, S. P. J., Saunders, J. B., & Dom, G. (2021). Validation of the AUDIT and AUDIT-C for Hazardous Drinking in Community-Dwelling Older Adults. International journal of environmental research and public health, 18(17), 9266. https://doi.org/10.3390/ijerph18179266

  • [Solved] Nursing Nursing Homework

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    In-depth study guidance and analytical solution covering Nursing Nursing Homework.

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

  • [Solved] Nursing HOMEWORK

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    Executive Solution Overview

    – 2 years ago **files (1)** – ## WEEK2FamilyAssessment.docx **## WEEK2FamilyAssessment.docx** Family Assessment **To prepare:** · Review this week’s Learning Resources and reflect on the insights they provide on family assessment. Be sure to review the resource on psychotherapy genograms. · Download…

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    – 2 years ago

    **files (1)**

    – ## WEEK2FamilyAssessment.docx

    **## WEEK2FamilyAssessment.docx**

    Family Assessment

    **To prepare:**

    · Review this week’s Learning Resources and reflect on the insights they provide on family assessment. Be sure to review the resource on psychotherapy genograms.

    · Download the Comprehensive Psychiatric Evaluation Note Template and review the requirements of the documentation. There is also an exemplar provided with detailed guidance and examples.

    · View the
    _Mother and Daughter: A Cultural Tale_ video in the Learning Resources and consider how you might assess the family in the case study.

    Document the following for the family in the video, using the Comprehensive Evaluation Note Template:

    · Chief complaint

    · History of present illness

    · Past psychiatric history

    · Substance use history

    · Family psychiatric/substance use history

    · Psychosocial history/Developmental history

    · Medical history

    · Review of systems (ROS)

    · Physical assessment (if applicable)

    · Mental status exam

    · Differential diagnosis—Include a minimum of three differential diagnoses and include how you derived each diagnosis in accordance with
    _DSM-5-TR_ diagnostic criteria

    · Case formulation and treatment plan

    · Include a psychotherapy genogram for the family

    **Note:** For any item you are unable to address from the video, explain how you would gather this information and why it is important for diagnosis and treatment planning.

    **## WEEK2FamilyAssessment.docx**

    Family Assessment

    **To prepare:**

    · Review this week’s Learning Resources and reflect on the insights they provide on family assessment. Be sure to review the resource on psychotherapy genograms.

    · Download the Comprehensive Psychiatric Evaluation Note Template and review the requirements of the documentation. There is also an exemplar provided with detailed guidance and examples.

    · View the
    _Mother and Daughter: A Cultural Tale_ video in the Learning Resources and consider how you might assess the family in the case study.

    Document the following for the family in the video, using the Comprehensive Evaluation Note Template:

    · Chief complaint

    · History of present illness

    · Past psychiatric history

    · Substance use history

    · Family psychiatric/substance use history

    · Psychosocial history/Developmental history

    · Medical history

    · Review of systems (ROS)

    · Physical assessment (if applicable)

    · Mental status exam

    · Differential diagnosis—Include a minimum of three differential diagnoses and include how you derived each diagnosis in accordance with
    _DSM-5-TR_ diagnostic criteria

    · Case formulation and treatment plan

    · Include a psychotherapy genogram for the family

    **Note:** For any item you are unable to address from the video, explain how you would gather this information and why it is important for diagnosis and treatment planning.

  • [Solved] BUILDING A HEALTH HISTORY: case study

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    Executive Solution Overview

    case study – ## BUILDING A HEALTH HISTORY: – 2 years ago **files (1)** – ## BUILDINGAHEALTHHISTORYCASESTUDY.docx **## BUILDINGAHEALTHHISTORYCASESTUDY.docx** BUILDING A HEALTH HISTORY: COMMUNICATING EFFECTIVELY TO GATHER APPROPRIATE HEALTH-RELATED INFORMATION Effective communication is vital to const…

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    case study –

    ## BUILDING A HEALTH HISTORY:

    – 2 years ago

    **files (1)**

    – ## BUILDINGAHEALTHHISTORYCASESTUDY.docx

    **## BUILDINGAHEALTHHISTORYCASESTUDY.docx**

    BUILDING A HEALTH HISTORY: COMMUNICATING EFFECTIVELY TO GATHER APPROPRIATE HEALTH-RELATED INFORMATION

    Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting.

    There may also be significant cultural factors. In May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged Black women to maintain a weight above what is considered healthy. Randall explained from her observations and her personal experience, as a Black woman, that many African American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

    Randall’s statements sparked a great deal of controversy and debate at the time; however, they emphasize an underlying reality in the healthcare field: Different populations, cultures, and groups have diverse beliefs and practices that impact their health. APRNs and other healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

    As an advanced practice nurse, you must build a patient health history that takes into account all of the factors that make a patient unique and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with each patient, but it will also enable you to more effectively gather the information needed to assess a patient’s health risks.

    For this first Assignment, you will take on the role of an APRN who is building a health history for a particular patient assigned by your Instructor. You will consider how social determinants of health and specific cultural considerations will influence your interview and communication techniques as you work in partnership with the patient to gather data for an accurate health history.

    **To prepare:**

    · Reflect on your experience as an advanced practice nurse and on the information provided in the Week 1 Learning Resources on building a health history and the Week 2 Learning Resources on diversity issues in health assessments.

    · By Day 1 of this week, your Instructor will assign a case study for this Assignment.
    **Note:** Please see the
    **Course Announcements** section of the classroom for your Case Study Assignment.

    · Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of your assigned patient.

    · Consider how you would build a health history for the patient. What questions would you ask? How might you target your questions based on the patient’s social determinants of health? How would you frame the questions to be sensitive to the patient’s background, lifestyle, and culture?

    · Identify any potential health-related risks, based on the patient’s age, gender, ethnicity, or environmental setting, which should be taken into consideration.

    · What risk assessment instruments would be appropriate to use with this patient?

    · What questions would you ask to assess the patient’s health risks?

    · Select
    **one (1)** risk assessment instrument discussed in the Learning Resources, or another tool with which you are familiar, related to your selected patient.

    · Develop
    **five (5)** targeted questions you would ask the patient to build their health history and to assess their health risks.

    · Think about the challenges associated with communicating with patients from a variety of specific populations. What communication techniques would be most appropriate to use with this patient? What strategies can you as an APRN employ to be sensitive to different cultural factors while gathering the pertinent information?

    **Assignment: Building a Health History With Cultural and Diversity Awareness**

    CASE STUDY: SG is a Lesbian female Caucasian who is six months pregnant using a sperm donor. SG is coming to the office looking for a referral to an LGTBQ friendly obstetrician. She is recently separated
    from her four-year relationship partner. She works in a restaurant and her hours have been
    reduced to half time.

    Include the following:

    · Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Be specific.

    · Explain the issues that you would need to be sensitive to when interacting with the patient, and why.

    · Describe the communication techniques you would use with this patient. Include strategies to demonstrate sensitivity with this patient. Be specific and explain why you would use these techniques.

    · Summarize the health history interview you would conduct with this patient. Provide at least
    **five (5)** targeted questions you would ask the patient to build their health history and to assess their health risks. Explain your reasoning for each question and how you frame each for this specific patient.

    · Identify the risk assessment instrument you selected, and then justify why it would be applicable to your assigned patient. Be specific.

    GRADING CRITERIA

    Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Be specific.

    Excellent

    The response clearly, accurately, and in detail explains the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the assigned patient.

    Explain the issues that you would need to be sensitive to when interacting with the patient, and why.

    Excellent

    The response clearly, accurately, and in detail explains the issues to be sensitive to when interacting with the patient; explanations why are clear, accurate, and detailed.

    Describe the communication techniques you would use with this patient. Include strategies to demonstrate sensitivity with this patient. Be specific and explain why you would use these techniques.

    Excellent

    The response clearly and accurately identifies and describes in detail communication techniques to use with the patient, including specific strategies to demonstrate sensitivity with this patient, and a detailed explanation of why to use these techniques.

    Summarize the health history interview you would conduct with this patient. Provide at least five (5) targeted questions you would ask the patient to build their health history and to assess their health risks. Explain your reasoning for each question and how you frame each for this specific patient.

    Excellent

    The response clearly, accurately, and in detail summarizes the health history interview to conduct with this patient, including at least five targeted questions to ask to build the health history and assess health risks, with detailed explanations for the wording of each question and why it is asked.

    Identify the risk assessment instrument you selected, and then justify why it would be applicable to your assigned patient. Be specific.

    Excellent

    The response clearly and accurately identifies the selected risk assessment instrument, and provides detailed and specific justification for why it is applicable to the assigned patient.

    Written Expression and Formatting: Paragraph Development and Organization — Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused and neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

    Excellent

    Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

    Written Expression and Formatting: English Writing Standards — Correct grammar, mechanics, and proper punctuation

    Excellent

    Uses correct grammar, spelling, and punctuation with no errors.

    Written Expression and Formatting: APA The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.

    Excellent

    Uses correct APA format with no errors.

    **## BUILDINGAHEALTHHISTORYCASESTUDY.docx**

    BUILDING A HEALTH HISTORY: COMMUNICATING EFFECTIVELY TO GATHER APPROPRIATE HEALTH-RELATED INFORMATION

    Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting.

    There may also be significant cultural factors. In May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged Black women to maintain a weight above what is considered healthy. Randall explained from her observations and her personal experience, as a Black woman, that many African American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

    Randall’s statements sparked a great deal of controversy and debate at the time; however, they emphasize an underlying reality in the healthcare field: Different populations, cultures, and groups have diverse beliefs and practices that impact their health. APRNs and other healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

    As an advanced practice nurse, you must build a patient health history that takes into account all of the factors that make a patient unique and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with each patient, but it will also enable you to more effectively gather the information needed to assess a patient’s health risks.

    For this first Assignment, you will take on the role of an APRN who is building a health history for a particular patient assigned by your Instructor. You will consider how social determinants of health and specific cultural considerations will influence your interview and communication techniques as you work in partnership with the patient to gather data for an accurate health history.

    **To prepare:**

    · Reflect on your experience as an advanced practice nurse and on the information provided in the Week 1 Learning Resources on building a health history and the Week 2 Learning Resources on diversity issues in health assessments.

    · By Day 1 of this week, your Instructor will assign a case study for this Assignment.
    **Note:** Please see the
    **Course Announcements** section of the classroom for your Case Study Assignment.

    · Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of your assigned patient.

    · Consider how you would build a health history for the patient. What questions would you ask? How might you target your questions based on the patient’s social determinants of health? How would you frame the questions to be sensitive to the patient’s background, lifestyle, and culture?

    · Identify any potential health-related risks, based on the patient’s age, gender, ethnicity, or environmental setting, which should be taken into consideration.

    · What risk assessment instruments would be appropriate to use with this patient?

    · What questions would you ask to assess the patient’s health risks?

    · Select
    **one (1)** risk assessment instrument discussed in the Learning Resources, or another tool with which you are familiar, related to your selected patient.

    · Develop
    **five (5)** targeted questions you would ask the patient to build their health history and to assess their health risks.

    · Think about the challenges associated with communicating with patients from a variety of specific populations. What communication techniques would be most appropriate to use with this patient? What strategies can you as an APRN employ to be sensitive to different cultural factors while gathering the pertinent information?

    **Assignment: Building a Health History With Cultural and Diversity Awareness**

    CASE STUDY: SG is a Lesbian female Caucasian who is six months pregnant using a sperm donor. SG is coming to the office looking for a referral to an LGTBQ friendly obstetrician. She is recently separated
    from her four-year relationship partner. She works in a restaurant and her hours have been
    reduced to half time.

    Include the following:

    · Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Be specific.

    · Explain the issues that you would need to be sensitive to when interacting with the patient, and why.

    · Describe the communication techniques you would use with this patient. Include strategies to demonstrate sensitivity with this patient. Be specific and explain why you would use these techniques.

    · Summarize the health history interview you would conduct with this patient. Provide at least
    **five (5)** targeted questions you would ask the patient to build their health history and to assess their health risks. Explain your reasoning for each question and how you frame each for this specific patient.

    · Identify the risk assessment instrument you selected, and then justify why it would be applicable to your assigned patient. Be specific.

    GRADING CRITERIA

    Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Be specific.

    Excellent

    The response clearly, accurately, and in detail explains the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the assigned patient.

    Explain the issues that you would need to be sensitive to when interacting with the patient, and why.

    Excellent

    The response clearly, accurately, and in detail explains the issues to be sensitive to when interacting with the patient; explanations why are clear, accurate, and detailed.

    Describe the communication techniques you would use with this patient. Include strategies to demonstrate sensitivity with this patient. Be specific and explain why you would use these techniques.

    Excellent

    The response clearly and accurately identifies and describes in detail communication techniques to use with the patient, including specific strategies to demonstrate sensitivity with this patient, and a detailed explanation of why to use these techniques.

    Summarize the health history interview you would conduct with this patient. Provide at least five (5) targeted questions you would ask the patient to build their health history and to assess their health risks. Explain your reasoning for each question and how you frame each for this specific patient.

    Excellent

    The response clearly, accurately, and in detail summarizes the health history interview to conduct with this patient, including at least five targeted questions to ask to build the health history and assess health risks, with detailed explanations for the wording of each question and why it is asked.

    Identify the risk assessment instrument you selected, and then justify why it would be applicable to your assigned patient. Be specific.

    Excellent

    The response clearly and accurately identifies the selected risk assessment instrument, and provides detailed and specific justification for why it is applicable to the assigned patient.

    Written Expression and Formatting: Paragraph Development and Organization — Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused and neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

    Excellent

    Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

    Written Expression and Formatting: English Writing Standards — Correct grammar, mechanics, and proper punctuation

    Excellent

    Uses correct grammar, spelling, and punctuation with no errors.

    Written Expression and Formatting: APA The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.

    Excellent

    Uses correct APA format with no errors.

  • [Solved] bsn assessment 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## bsnassessment1.pdf **## bsnassessment1.pdf** Create a written assessment, including an annotated bibliography section, to document your research on a healthcare problem or an issue faced by current healthcare organizations. In your professional life, you will need to…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## bsnassessment1.pdf

    **## bsnassessment1.pdf**

    Create a written assessment, including an annotated
    bibliography section, to document your research on a healthcare
    problem or an issue faced by current healthcare organizations.

    In your professional life, you will need to find credible evidence to
    support your decisions and plans of action. You will want to keep
    abreast of best practices to help your organization adapt to the
    ever-changing healthcare environment. Being adept at research
    helps you find the information you need. This assessment gives
    you practice with that skill by having you research a healthcare
    problem or issue faced by current healthcare organizations.

    You will select a current healthcare problem or issue from the
    provided options for this assessment. Research your topic, and
    develop a written assessment, which includes an annotated
    bibliography to document your resources.

    Reminder: You will use your selected problem or issue again in
    upcoming assessments. The purpose of this assessment is to
    ensure you know how to research topics and find credible
    references to use in your assessments. Part of the assessment is
    an annotated bibliography. The purpose of an annotated
    bibliography is to document a list of research references, along
    with key information about each; the detail about the reference is
    the annotation. Developing this annotated bibliography will create
    a foundation of knowledge about your chosen problem or issue.

    Conduct research in the Capella library to find a total of three
    scholarly, peer-reviewed journal articles in relation to a selected
    healthcare problem or issue presented in the Assessment 02
    Supplement: Applying Research Skills [PDF]

    Download Assessment 02 Supplement: Applying Research Skills
    [PDF]

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    resource. You must select your healthcare-related issue or
    problem from the topic areas presented in this resource.

    Important Note: Conduct a library search as needed. Review
    the BSN Nursing Program Library Research Guide for assistance.
    Be sure to review journal articles published within the past three
    to five years.

    Write a 3–5 page paper in which you include the following:

    Topic Identification
    Select one of the healthcare problems or issues presented in
    the Assessment 02 Supplement: Applying Research Skills
    [PDF]

    Download Assessment 02 Supplement: Applying Research Skills
    [PDF]

    resource. Write a brief overview of the healthcare problem or
    issue. In your overview:

    • Summarize the healthcare problem or issue, including
    describing its professional relevance.

    • Describe your interest in the problem or issue.

    • Describe any professional experience you have with this

    topic.

    Discussion of Research
    Discuss your research and selection process for each of the three
    journal articles you have chosen to include in your annotated
    bibliography.

    [https://capellauniversity.libguides.com/BSN](https://capellauniversity.libguides.com/BSN)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    • Describe your process of applying library research skills to
    identify the journal articles relevant to the healthcare
    problem or issue you are researching.

    ◦ Identify the keywords you used to select the articles.

    ◦ Describe the criteria you used to select the resources,
    including the names of the databases you used.

    ◦ What was the process like to locate relevant articles?

    • Assess the credibility of the information sources.

    ◦ Determine whether each resource is from an academic,
    peer-reviewed journal.

    ◦ Determine whether the publication is current (published
    within the last 3–5 years).

    ◦ Determine whether information in the academic peer-
    reviewed journal article is still relevant.

    • Assess the relevance of the information sources.

    ◦ Explain how the healthcare problem or issue is
    addressed in each source.

    ◦ Discuss what kind of contribution each resource
    provides.

    Annotated Bibliography
    Summarize each of the three current academic, peer-reviewed
    journal articles you chose, using the annotated bibliography
    organizational format. The purpose of an annotated bibliography
    is to document a list of references along with key information
    about each one. The detail about the reference is the annotation.
    Developing this annotated bibliography will create a foundation
    of knowledge about the selected topic. In your annotated
    bibliography:

    • List each full reference in APA format, followed immediately
    by its annotation.

    ◦ Present your three current, annotated references in
    alphabetical order, according to the reference citation.

    ◦ Double-space each reference and format it with a
    hanging indent.

    ◦ Provide the full APA reference citation, including the
    author, date, title, publisher or publication, and any
    additional information required by APA style.

    • Write the annotation (summary) for each citation in
    paragraph form, using approximately 150 words (or 1–3
    paragraphs) for each citation. Make sure to cite the article in
    your summary. Include the following components for each
    annotation:

    ◦ Identify the purpose of the article.

    ◦ Summarize the article.

    ◦ Include the conclusions and findings of the article.

    Summary
    In a separate paragraph or two at the end of the paper,
    summarize what you learned from the process of developing the
    annotated bibliography.

    Your academic writing is expected to conform to the following
    requirements:

    • Writing: Produce text with minimal grammar, usage,
    spelling, and mechanical errors.

    • Sources: Integrate into text appropriate use of current
    scholarly sources, evidence, and citation style. Use

    the Evidence and APA guidelines provided. Cite the
    reference in its summary.

    • Formatting: Include a title page and reference page, Times
    New Roman, 12 point.

    • Length: Complete no more than 3–5 typed, double-spaced
    pages, in addition to the title page and reference page.

    • References: Although you are citing your three scholarly or
    academic peer-reviewed journal articles within the
    Annotated Bibliography section of this paper, be sure to also
    list your citations on a reference page at the end of your
    paper, along with any other resources you may have
    included.

    [https://lat.strategiced.com/redirect?linkid=1540](https://lat.strategiced.com/redirect?linkid=1540)

    **## bsnassessment1.pdf**

    Create a written assessment, including an annotated
    bibliography section, to document your research on a healthcare
    problem or an issue faced by current healthcare organizations.

    In your professional life, you will need to find credible evidence to
    support your decisions and plans of action. You will want to keep
    abreast of best practices to help your organization adapt to the
    ever-changing healthcare environment. Being adept at research
    helps you find the information you need. This assessment gives
    you practice with that skill by having you research a healthcare
    problem or issue faced by current healthcare organizations.

    You will select a current healthcare problem or issue from the
    provided options for this assessment. Research your topic, and
    develop a written assessment, which includes an annotated
    bibliography to document your resources.

    Reminder: You will use your selected problem or issue again in
    upcoming assessments. The purpose of this assessment is to
    ensure you know how to research topics and find credible
    references to use in your assessments. Part of the assessment is
    an annotated bibliography. The purpose of an annotated
    bibliography is to document a list of research references, along
    with key information about each; the detail about the reference is
    the annotation. Developing this annotated bibliography will create
    a foundation of knowledge about your chosen problem or issue.

    Conduct research in the Capella library to find a total of three
    scholarly, peer-reviewed journal articles in relation to a selected
    healthcare problem or issue presented in the Assessment 02
    Supplement: Applying Research Skills [PDF]

    Download Assessment 02 Supplement: Applying Research Skills
    [PDF]

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    resource. You must select your healthcare-related issue or
    problem from the topic areas presented in this resource.

    Important Note: Conduct a library search as needed. Review
    the BSN Nursing Program Library Research Guide for assistance.
    Be sure to review journal articles published within the past three
    to five years.

    Write a 3–5 page paper in which you include the following:

    Topic Identification
    Select one of the healthcare problems or issues presented in
    the Assessment 02 Supplement: Applying Research Skills
    [PDF]

    Download Assessment 02 Supplement: Applying Research Skills
    [PDF]

    resource. Write a brief overview of the healthcare problem or
    issue. In your overview:

    • Summarize the healthcare problem or issue, including
    describing its professional relevance.

    • Describe your interest in the problem or issue.

    • Describe any professional experience you have with this

    topic.

    Discussion of Research
    Discuss your research and selection process for each of the three
    journal articles you have chosen to include in your annotated
    bibliography.

    [https://capellauniversity.libguides.com/BSN](https://capellauniversity.libguides.com/BSN)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1](https://courseroom.capella.edu/courses/39127/files/7229103?wrap=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    [https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1](https://courseroom.capella.edu/courses/39127/files/7229103/download?download_frd=1)

    • Describe your process of applying library research skills to
    identify the journal articles relevant to the healthcare
    problem or issue you are researching.

    ◦ Identify the keywords you used to select the articles.

    ◦ Describe the criteria you used to select the resources,
    including the names of the databases you used.

    ◦ What was the process like to locate relevant articles?

    • Assess the credibility of the information sources.

    ◦ Determine whether each resource is from an academic,
    peer-reviewed journal.

    ◦ Determine whether the publication is current (published
    within the last 3–5 years).

    ◦ Determine whether information in the academic peer-
    reviewed journal article is still relevant.

    • Assess the relevance of the information sources.

    ◦ Explain how the healthcare problem or issue is
    addressed in each source.

    ◦ Discuss what kind of contribution each resource
    provides.

    Annotated Bibliography
    Summarize each of the three current academic, peer-reviewed
    journal articles you chose, using the annotated bibliography
    organizational format. The purpose of an annotated bibliography
    is to document a list of references along with key information
    about each one. The detail about the reference is the annotation.
    Developing this annotated bibliography will create a foundation
    of knowledge about the selected topic. In your annotated
    bibliography:

    • List each full reference in APA format, followed immediately
    by its annotation.

    ◦ Present your three current, annotated references in
    alphabetical order, according to the reference citation.

    ◦ Double-space each reference and format it with a
    hanging indent.

    ◦ Provide the full APA reference citation, including the
    author, date, title, publisher or publication, and any
    additional information required by APA style.

    • Write the annotation (summary) for each citation in
    paragraph form, using approximately 150 words (or 1–3
    paragraphs) for each citation. Make sure to cite the article in
    your summary. Include the following components for each
    annotation:

    ◦ Identify the purpose of the article.

    ◦ Summarize the article.

    ◦ Include the conclusions and findings of the article.

    Summary
    In a separate paragraph or two at the end of the paper,
    summarize what you learned from the process of developing the
    annotated bibliography.

    Your academic writing is expected to conform to the following
    requirements:

    • Writing: Produce text with minimal grammar, usage,
    spelling, and mechanical errors.

    • Sources: Integrate into text appropriate use of current
    scholarly sources, evidence, and citation style. Use

    the Evidence and APA guidelines provided. Cite the
    reference in its summary.

    • Formatting: Include a title page and reference page, Times
    New Roman, 12 point.

    • Length: Complete no more than 3–5 typed, double-spaced
    pages, in addition to the title page and reference page.

    • References: Although you are citing your three scholarly or
    academic peer-reviewed journal articles within the
    Annotated Bibliography section of this paper, be sure to also
    list your citations on a reference page at the end of your
    paper, along with any other resources you may have
    included.

    [https://lat.strategiced.com/redirect?linkid=1540](https://lat.strategiced.com/redirect?linkid=1540)

  • [Solved] BJ module 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering BJ module 2.

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    Assignment Prompt & Instructions

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

  • [Solved] 4k45 informatics assess 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Assessment4.docx **## Assessment4.docx** **Assessment 4** **Informatics and Nursing-Sensitive Quality Indicators** Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators. Collapse Al…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Assessment4.docx

    **## Assessment4.docx**

    **Assessment 4**

    **Informatics and Nursing-Sensitive Quality Indicators**

    Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

    Collapse All

    **Introduction**

    The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.

    **Professional Context**

    The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

    NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

    The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

    Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

    **Preparation**

    As you begin to prepare this assessment you are encouraged to complete the Donabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

    This assessment requires you to prepare an 8–10 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

    · Review the nursing-sensitive quality indicators presented in the
    [**Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]**](https://courseroom.capella.edu/courses/39140/files/7232801?wrap=1) [Download Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]](https://courseroom.capella.edu/courses/39140/files/7232801/download?download_frd=1) resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    · Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.

    · Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

    · What is your experience with collecting data and entering it into a database?

    · What challenges have you experienced?

    · How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

    · What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

    **Recording Your Presentation**

    To prepare to record your presentation, complete the following:

    · Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio and video quality is sufficient.

    · Review
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for Kaltura to record your presentation.

    · View
    [Creating a Presentation: A Guide to Writing and Speaking](https://media.capella.edu/coursemedia/nurs-fpx4050element17324/wrapper.asp). This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

    · Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

    **Notes:**

    · You may use other tools to record your tutorial. You will, however, need to consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.

    · If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Instructions**

    For this assessment, first review the nursing-sensitive quality indicators presented in the
    [**Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF]**](https://courseroom.capella.edu/courses/39140/files/7232801?wrap=1) [Download Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF]](https://courseroom.capella.edu/courses/39140/files/7232801/download?download_frd=1) resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

    The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

    As a result of this need, you offer to create a presentation orienting new hires to these topics. You know that you will need speakers notes to guide your recording. You plan to incorporate the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

    You determine that you will cover the following topics in your presentation:

    **Introduction: Nursing-Sensitive Quality Indicator**

    · What is the National Database of Nursing-Sensitive Quality Indicators?

    · What are nursing-sensitive quality indicators?

    · Which particular quality indicator did you select to address in your tutorial?

    · Why is this quality indicator important to monitor?

    · Be sure to address the impact of this indicator on the quality of care and patient safety.

    · Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

    **Collection and Distribution of Quality Indicator Data**

    · According to your interview and other resources, how does your organization collect data on this quality indicator?

    · How does the organization disseminate aggregate data?

    · What role do nurses play in supporting accurate reporting and high-quality results?

    · As an example, consider the importance of accurately entering data regarding nursing interventions.

    **Enhancing Outcomes**

    · Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

    · Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

    After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording.
    **Important:** Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.)

    **Additional Requirements**

    ·
    **Communication:** Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

    ·
    **Length:** 8–10 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your instructor can access.

    ·
    **Script:** A separate document with the script or speaker's notes is required.
    **Important**: Submissions that do not include the script or speaker's notes will be returned as a non-performance.

    ·
    **References:** Cite a minimum of three scholarly and/or authoritative sources.

    ·
    **APA:** Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) page on Campus.

    **Reference**

    Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018).
    _Understanding nursing research: Building an evidence-based practice_ (7th ed.). Elsevier.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Describe nurses' and the interdisciplinary team's role in informatics with a focus on electronic health information and patient care technology to support decision making.

    · Describe nursing-sensitive quality indicators in general and explain the importance of a selected indicator to the quality of care and patient safety.

    · Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.

    · Competency 3: Evaluate the impact of patient care technologies on desired outcomes.

    · Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

    · Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.

    · Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

    · Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

    · Deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references.

    · Follow APA style and formatting guidelines for citations and references.

    **## Assessment4.docx**

    **Assessment 4**

    **Informatics and Nursing-Sensitive Quality Indicators**

    Prepare an 8–10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

    Collapse All

    **Introduction**

    The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.

    **Professional Context**

    The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

    NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

    The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

    Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

    **Preparation**

    As you begin to prepare this assessment you are encouraged to complete the Donabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

    This assessment requires you to prepare an 8–10 minute narrated tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

    · Review the nursing-sensitive quality indicators presented in the
    [**Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]**](https://courseroom.capella.edu/courses/39140/files/7232801?wrap=1) [Download Assessment 04 -: Informatics and Nursing Sensitive Quality Indicators [PDF]](https://courseroom.capella.edu/courses/39140/files/7232801/download?download_frd=1) resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    · Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.

    · Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

    · What is your experience with collecting data and entering it into a database?

    · What challenges have you experienced?

    · How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

    · What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?

    **Recording Your Presentation**

    To prepare to record your presentation, complete the following:

    · Set up and test your microphone or headset and webcam using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio and video quality is sufficient.

    · Review
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for Kaltura to record your presentation.

    · View
    [Creating a Presentation: A Guide to Writing and Speaking](https://media.capella.edu/coursemedia/nurs-fpx4050element17324/wrapper.asp). This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

    · Practice presenting using PowerPoint, Keynote, Slides, Canva or another presentation platform.

    **Notes:**

    · You may use other tools to record your tutorial. You will, however, need to consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for instructions on how to upload your recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.

    · If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Instructions**

    For this assessment, first review the nursing-sensitive quality indicators presented in the
    [**Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF]**](https://courseroom.capella.edu/courses/39140/files/7232801?wrap=1) [Download Assessment 04 – Informatics and Nursing Sensitive Quality Indicators [PDF]](https://courseroom.capella.edu/courses/39140/files/7232801/download?download_frd=1) resource and select one nursing-sensitive quality indicator to use as the focus for this assessment.

    Next, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

    The council prefers a recorded presentation using PowerPoint or a similar application. This will allow the education department to show the presentation during new hire training.

    As a result of this need, you offer to create a presentation orienting new hires to these topics. You know that you will need speakers notes to guide your recording. You plan to incorporate the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

    You determine that you will cover the following topics in your presentation:

    **Introduction: Nursing-Sensitive Quality Indicator**

    · What is the National Database of Nursing-Sensitive Quality Indicators?

    · What are nursing-sensitive quality indicators?

    · Which particular quality indicator did you select to address in your tutorial?

    · Why is this quality indicator important to monitor?

    · Be sure to address the impact of this indicator on the quality of care and patient safety.

    · Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

    **Collection and Distribution of Quality Indicator Data**

    · According to your interview and other resources, how does your organization collect data on this quality indicator?

    · How does the organization disseminate aggregate data?

    · What role do nurses play in supporting accurate reporting and high-quality results?

    · As an example, consider the importance of accurately entering data regarding nursing interventions.

    **Enhancing Outcomes**

    · Explain how your health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

    · Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

    After building your presentation in PowerPoint, Keynote, Slides, Canva, or another presentation platform, practice delivering your tutorial several times before recording. When you record your presentation be sure your slides are visible in the recording.
    **Important:** Record your narrated presentation in Kaltura. (Do not record and submit the narration in PowerPoint because your file will become too large to upload.)

    **Additional Requirements**

    ·
    **Communication:** Deliver a professional, effective tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

    ·
    **Length:** 8–10 minute recording. Use Kaltura to record the narration and upload your recording to the courseroom or provide a working link your instructor can access.

    ·
    **Script:** A separate document with the script or speaker's notes is required.
    **Important**: Submissions that do not include the script or speaker's notes will be returned as a non-performance.

    ·
    **References:** Cite a minimum of three scholarly and/or authoritative sources.

    ·
    **APA:** Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the
    [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) page on Campus.

    **Reference**

    Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018).
    _Understanding nursing research: Building an evidence-based practice_ (7th ed.). Elsevier.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Describe nurses' and the interdisciplinary team's role in informatics with a focus on electronic health information and patient care technology to support decision making.

    · Describe nursing-sensitive quality indicators in general and explain the importance of a selected indicator to the quality of care and patient safety.

    · Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports, including the data that currently exists about a quality indicator.

    · Competency 3: Evaluate the impact of patient care technologies on desired outcomes.

    · Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

    · Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.

    · Describe how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

    · Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

    · Deliver a professional, effective tutorial along with speaker notes on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Submission includes a reference list with at least three scholarly references.

    · Follow APA style and formatting guidelines for citations and references.

  • [Solved] Pop Health Evidence Based Practice

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    The personal philosophy must include the following domains: **Nursing**, **Environment**,**Health** and **Person**. You should include your personal definition of each domain and how these fit into your philosophy of nursing. In preparing your philosophy the faculty require that you review the philo…

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    The personal philosophy must include the following domains: **Nursing**, **Environment**,**Health** and **Person**. You should include your personal definition of each domain and how these fit into your philosophy of nursing. In preparing your philosophy the faculty require that you review the philosophies of Miami Dade College, Benjamin Leon School of Nursing and at least one hospital. A limit of 1 to 3 pages is acceptable in APA format.

    – [\
    \
    MDCBLSONGRADINGRUBRICMODIFIED1-10-20.pdf](https://www.sweetstudy.com/files/mdcblsongradingrubricmodified1-10-20-pdf-10214495 "MDCBLSONGRADINGRUBRICMODIFIED1-10-20.pdf")

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    – 2 years ago **files (1)** – ## WK2Discu.Epidermology.docx **## WK2Discu.Epidermology.docx** Descriptive Epidemiology: Data Sources and Data Collection ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epi) Descriptive …

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    **files (1)**

    – ## WK2Discu.Epidermology.docx

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epi)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    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/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

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

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

    **Post** a cohesive response that addresses the following:

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    **Izudowu**

    **Epidemiologic Analysis of Type 2 Diabetes in Adults**

    Type 2 diabetes is a significant public health issue that has been increasing globally. It occurs when the body becomes resistant to insulin or does not produce enough insulin to maintain normal blood sugar levels. Using the
    **epidemiologic model**, this disease can be described based on
    **person, place, and time**:

    ·
    **Person**: Type 2 diabetes mostly affects
    **adults aged 45 and older**, but in recent years, younger individuals, including teenagers, have also been diagnosed due to rising obesity rates. Individuals with risk factors such as
    **obesity, poor diet, lack of physical activity, genetic predisposition, and underlying health conditions like hypertension** are more likely to develop this disease. Socioeconomic factors also play a role, as low-income populations may have
    **less access to healthcare, healthy food, and opportunities for physical activity**.

    ·
    **Place**: Type 2 diabetes is prevalent worldwide, but the highest rates are found in countries with
    **high obesity rates and sedentary lifestyles**. It is common in urban areas where fast food consumption is high and physical activity is low. In contrast, rural populations with limited healthcare access also experience high diabetes rates due to lack of awareness and medical support. Studies show that regions with
    **limited grocery stores and more processed food options** contribute to higher diabetes risks.

    ·
    **Time**: The incidence of Type 2 diabetes has
    **steadily increased over the past few decades**, mainly due to changing lifestyles, increased processed food consumption, and sedentary behaviors. It is also a
    **chronic disease**, meaning once diagnosed, individuals must manage it for life. Certain times of the

    · year, such as the holiday season, may lead to an increase in blood sugar levels due to excessive eating and reduced activity.

    ·
    **Sampling Methods for Primary Data Collection**

    · To effectively study and describe Type 2 diabetes in a specific population, different
    **sampling methods** can be used:

    ·
    **Stratified Sampling** – This method divides the population into subgroups based on characteristics such as
    **age, BMI, ethnicity, and lifestyle**. Researchers can then collect data from each subgroup to ensure a representative sample. This method helps compare risk factors across different groups.

    ·
    **Convenience Sampling** – This method collects data from
    **patients visiting hospitals, clinics, or community health events**. It is quick and cost-effective but may not fully represent the general population, as it focuses on individuals who actively seek healthcare.

    ·
    **Secondary Data Sources**

    ·
    **Centers for Disease Control and Prevention (CDC) Reports** – The CDC provides national and state-level statistics on diabetes, including
    **incidence rates, demographic trends, and risk factors**. This data helps researchers analyze long-term trends and develop prevention strategies.

    ·
    **Electronic Health Records (EHRs)** – Medical records from hospitals and clinics provide valuable data on
    **patient history, blood sugar levels, medication use, and disease progression**. This data helps track diabetes patterns and evaluate treatment effectiveness.

    **Case Identification and Definition**

    ·
    **Primary data collection** helps identify undiagnosed cases and provides
    **direct insights into risk factors, lifestyle choices, and disease management**. It allows researchers to examine new cases and track individual health behaviors.

    ·
    **Secondary data** offers a broader
    **understanding of population-wide trends**, helping define case criteria and monitor disease progression over time. It is useful for comparing diabetes rates across different regions and demographic groups.

    ·

    ·

    **Reply**

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259707)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259722)

    ## image1.jpeg

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/resp-to-dis-epi)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    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/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

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

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

    **Post** a cohesive response that addresses the following:

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    RESPOND TO THIS DISCUSSION POST

    **Izudowu**

    **Epidemiologic Analysis of Type 2 Diabetes in Adults**

    Type 2 diabetes is a significant public health issue that has been increasing globally. It occurs when the body becomes resistant to insulin or does not produce enough insulin to maintain normal blood sugar levels. Using the
    **epidemiologic model**, this disease can be described based on
    **person, place, and time**:

    ·
    **Person**: Type 2 diabetes mostly affects
    **adults aged 45 and older**, but in recent years, younger individuals, including teenagers, have also been diagnosed due to rising obesity rates. Individuals with risk factors such as
    **obesity, poor diet, lack of physical activity, genetic predisposition, and underlying health conditions like hypertension** are more likely to develop this disease. Socioeconomic factors also play a role, as low-income populations may have
    **less access to healthcare, healthy food, and opportunities for physical activity**.

    ·
    **Place**: Type 2 diabetes is prevalent worldwide, but the highest rates are found in countries with
    **high obesity rates and sedentary lifestyles**. It is common in urban areas where fast food consumption is high and physical activity is low. In contrast, rural populations with limited healthcare access also experience high diabetes rates due to lack of awareness and medical support. Studies show that regions with
    **limited grocery stores and more processed food options** contribute to higher diabetes risks.

    ·
    **Time**: The incidence of Type 2 diabetes has
    **steadily increased over the past few decades**, mainly due to changing lifestyles, increased processed food consumption, and sedentary behaviors. It is also a
    **chronic disease**, meaning once diagnosed, individuals must manage it for life. Certain times of the

    · year, such as the holiday season, may lead to an increase in blood sugar levels due to excessive eating and reduced activity.

    ·
    **Sampling Methods for Primary Data Collection**

    · To effectively study and describe Type 2 diabetes in a specific population, different
    **sampling methods** can be used:

    ·
    **Stratified Sampling** – This method divides the population into subgroups based on characteristics such as
    **age, BMI, ethnicity, and lifestyle**. Researchers can then collect data from each subgroup to ensure a representative sample. This method helps compare risk factors across different groups.

    ·
    **Convenience Sampling** – This method collects data from
    **patients visiting hospitals, clinics, or community health events**. It is quick and cost-effective but may not fully represent the general population, as it focuses on individuals who actively seek healthcare.

    ·
    **Secondary Data Sources**

    ·
    **Centers for Disease Control and Prevention (CDC) Reports** – The CDC provides national and state-level statistics on diabetes, including
    **incidence rates, demographic trends, and risk factors**. This data helps researchers analyze long-term trends and develop prevention strategies.

    ·
    **Electronic Health Records (EHRs)** – Medical records from hospitals and clinics provide valuable data on
    **patient history, blood sugar levels, medication use, and disease progression**. This data helps track diabetes patterns and evaluate treatment effectiveness.

    **Case Identification and Definition**

    ·
    **Primary data collection** helps identify undiagnosed cases and provides
    **direct insights into risk factors, lifestyle choices, and disease management**. It allows researchers to examine new cases and track individual health behaviors.

    ·
    **Secondary data** offers a broader
    **understanding of population-wide trends**, helping define case criteria and monitor disease progression over time. It is useful for comparing diabetes rates across different regions and demographic groups.

    ·

    ·

    **Reply**

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