NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract

Chamberlain University NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract   assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract              

Whether one passes or fails an academic assignment such as the Chamberlain University NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract              

The introduction for the Chamberlain University NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract              

After the introduction, move into the main part of the NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract              

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract              

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract

The United State is spending close to $16 Billion dollars annually on sexually transmitted diseases (STDs) (Centers for Disease and Prevention [CDC], 2017). Southern states, like Georgia, sees a large number of syphilis cases. Surprisingly, there was once a time where syphilis was at its lowest and was on the verge of elimination.  Now, the rates of syphilis have doubled, causing an incidence rate in the U.S of 5.5 cases per 100,000 (CDC). Men have the highest prevalence. Their rates have continued to climb. Men who have sex with men or MSM are at the greatest risk and have the highest rates of syphilis with 15.6 per 100,000 or 88.9% of all U.S. cases (CDC, 2017). This has been termed a MSM epidemic. A rapid plasma regain (RPR) is the lab of chose to routinely screen for syphilis. Once diagnosed there are 3 main stages: primary, secondary, and latent. Treatment dosage varies but the treatment of choice is Penicillin Benzathine G given intramuscularly. Once there is a positive lab and confirmation lab, it must be reported by law to the state’s public health department. This is normally done by the laboratory and physician. There is an electronic system where this is transmitted through. After being reported, it is then used for surveillance. It is the goal of providers to help educate the community on syphilis awareness. Patients must be open to talk about their sex health with their providers. Three ways to work towards the goal of syphilis prevention are: to provide information and encourage safe sex, screen for all STDs, and lastly, treat the patient and notify their partners. These actions will limit the exposure and transmission of syphilis; therefore, decreasing the rates of syphilis in Georgia and the U.S. 

Resource

Centers for Disease and Prevention (CDC). (2017). Sexually Transmitted Disease (STDs). Retrieved from https:www.cdc.gov/std/syphilis/defualt.htm

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Sample Answer 2 for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract

I agree that it will be paramount for advanced practice nurses (APNs) to understand disease process so that they aid in decreasing transmission of disease. It will also be important that they understand the role disparities play in the epidemiological and disease process. Take for example, in a study conducted by Green, Levin-Rector, Hadler, and Fine (2015), 18 out of 41 communicable disease in New York City (NYC) were found to correlate with high poverty rates. This helps to demonstrate the effects poverty has on disease, supporting that disparities may have an instrumental impact on transmission of disease, as it may limit access to care, or places patients at higher risk for a disease. APNs will be leaders within addressing and revealing disparities so that they are decreased within the communities and populations they serve, seeking to increase the health and wellness of all individuals.

During this week’s lesson measurements of outcomes were discussed. Through this I was able to learn key elements of measurable outcomes. The lesson also identified outcomes can be measured specifically both individually or within groups as they aid within development of patient care practices. It will be important for APNs to measure outcomes so that quality of care is maintained. As the measurable outcomes now no longer revolve around mortality rates, but have shifted to a patient-centered care model. As the study by Rutten, van Vugt, Weerdt, and de Koning (2018) discovered, patients were more satisfied when the visits revolved around them and their thoughts on care, as well as sharing decisions with the physicians (2018). Comparison of outcomes will be paramount as they support patient care practices. APNs will need to also be knowledgeable about organizations that support comparison of outcomes so that patient practices and guidelines support evidence-based practice. Take for example, the Patient-Centered Outcomes Research Institute (PCORI) is organization that seeks to support outcomes research in clinical practice take into account patient providers and perspective into research so that patient-centered outcomes can arise (Frank, Basch, & Selby, 2014).  Outcomes will seek to drive quality driven practices and aid in critical thinking so that patients receive optimal patient care and treatment. APNs will have the resources available to them to support them in measurement of outcomes. Measurable outcomes will be paramount as APNs appraise healthcare interventions so that they support safe healthcare practices.

References:                               

Frank, L., Basch, E., & Selby, J. V. (2014). The PCORI perspective on patient-centered outcome research. Journal of the American Medical Association, 312(15), 1513-1514. doi:10.1001/jama.2014.11100

Greene, S. K., Levin-Rector, A., Hadler, J. L., & Fine, A. D. (2015). Disparities in reportable communicable disease incidence by census tract-level poverty, New York City, 2006-2013. American Journal of Public Health, 105(9), 27-34. doi:10.2105/ajph.2015.302741

Rutten, G. M., van Vugt, H. A., de Weerdt, I., & de Koning, E. (2018). Implementation of a structured diabetes consultation model to facilitate a person-centered approach: Results from a nationwide Dutch study. Diabetes Care, 41(4), 688-695. doi:10.2337/dc17-1194

Sample Answer 3 for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract

The epidemic of obesity is a well-known phenomenon affecting the world population. This pandemic has occurred since the 1980’s with increasing frequency, despite multiple attempts and recommendations to mitigate the prevalence of obesity and its co-morbidities. Obesity is a growing global problem. At present it is considered a global epidemic alteration, so it has even been called “globesity”. Obesity was, for a long time, seen as the result of the lifestyle in rich countries, but now the social, economic and political causes of Globesity are put down to not just excess food but to poor quality food and the lack of access for poorer populations to quality foods and adequate medical care (Taylor, 2018). Obesity is a complex condition, one with serious social and psychological dimensions, that affects virtually all age and socioeconomic groups and threatens to overwhelm both developed and developing countries (Taylor, 2018). The WHO statistics show that obesity rates have more than doubled since 1980, with 13 percent of adults worldwide classified as obese and nearly 40 percent as overweight. The latest calculations carried out by the World Health Organization (WHO) in 2016 indicate that by that date there were 1.9 billion adults, 18 years and older, were overweight. Of these over 650 million were obese, 39% of adults aged 18 years and over were overweight in 2016, and 13% were obese, 41 million children under the age of 5 were overweight or obese in 2016, and over 340 million children and adolescents aged 5-19 were overweight or obese in 2016. The increase in the prevalence of obesity is associated with an increase in the risk of other chronic diseases such as diabetes mellitus type 2, cardiovascular disease, cerebrovascular disease, hypertension and some types of cancer (Taylor, 2018). Overweight and obesity, as well as their related noncommunicable diseases, are largely preventable. Supportive environments and communities are fundamental in shaping people’s choices, by making the choice of healthier foods and regular physical activity the easiest choice (the choice that is the most accessible, available and affordable), and therefore preventing overweight and obesity. 

Taylor, M. M. (2018). The Globesity Epidemic.Health Econ. (1):219–30.DOI: 10.1007/978-3-319-68978-4_1  

WHO (2017). Obesity Stats 2016. Retrieved on August 26, 2018 from http://www.who.int/gho/ncd/risk_factors/obesity_text/en/

Sample Answer 4 for NR 503 Week 7: Discussion- Presentation of Epidemiological Problem Abstract

You are right, APNs must be able to implement evidence-based practices (EBP) to identify persons at high risk for heart disease (HD) and to prevent the progression and incidence of heart disease conditions. In my research, I found that HD assessment checklists and patient education materials improve primary and secondary prevention of heart disease conditions (Hayman et al., 2015). The goal of the APN in reducing HD events is to enhance care, improve diet and medicine compliance, and increase efficiency of time spent with patients (Young, 2017). Since there is no APN prepared universal HD checklist, HD assessment checklists for each patient can be developed from multiple sources: the American Heart Association, national screening guidelines released by the CDC, and state departments of health. APNs can include the checklist in each patient’s health care management plan. Patient education materials are designed to improve compliance by communicating specific information and health goals (Hayman et al., 2015). Both EBP allow the patient to become a proactive participant in his or her heart health. Interprofessional collaboration in health care has been shown to improve patient outcomes, increase job satisfaction, and reduce morbidity and mortality rates.

Team-based care is paramount to meet the mission of the American College of Cardiology which is to transform cardiovascular care and improve heart health (Scordo et al., 2016). APNs are integral to this team as they perform procedures, diagnose and prescribe, and make referrals. When APNs collaborate with cardiologists and other cardiovascular health professionals, APNs can increase patient adherence to cardiac rehabilitation and reduce patient readmissions (Scordo et al., 2016).

References

Hayman, L. L., Berra, K., Fletcher, B. J., & Miller, N. H. (2015). The role of nurses in

promoting cardiovascular health worldwide. Journal of the American College of Cardiology, 66(7), 864-866. Retrieved from http://pcna.net/docs/default-source/about/pdf-of-the-article.pdf?sfvrsn=0

Scordo KA, Stanik-Hutt JA, Melander S, Wyman JF, Madgic K, et al. (2016) The Advanced Practice Nurse as a Member of the Cardiovascular Team. Adv Practice Nurs 1:125. doi:10.4172/2573-0347.1000125

Young, B. T. (2017). Highlights From the 2017 Cardiovascular and Stroke Nursing Clinical Symposium. Journal of the American Heart Association: Cardiovascular and Cerebrovascular Disease, 6(12), e007895. http://doi.org/10.1161/JAHA.117.007895

NR 503 Week 7 Reflection on Achievement of Outcomes Concept Map

Concept Map – Population Health Objectives 

Outcome/Objective 2: MSN Essential VIII: Focusing on clinical prevention of diseases and population health for improving health 

Outcome/Objective 1: MSN Program Outcome #2: Creating a caring environment for achieving quality health outcomes (Care-Focused). 

Assignment 1: Assignment on chronic health conditions, such as asthma, atopic dermatitis, and gastritis.  

The assignment was done Week 6 (With topics on Chronic Health). 

The assignment helped in meeting the outcomes by highlighting the epidemiological factors that define chronic diseases. It also points to the roles of NPs, who are responsible for public health issues. The assignment also indicates the need to report incidences of infectious diseases to the relevant bodies/authorities to facilitate faster action plans. In addition, the assignment indicates the need to use leadership frameworks that can facilitate the public education or sensitization to guarantee safety. It is possible to discern the frameworks that allow NPs to “combine the role of providers, educators, mentors, researchers, and advocates.”  Overall, NPs are able to provide safe, quality, patient-centered healthcare for improved outcomes. 

Assignment 2: Assignment on the caring of the awareness and caring about the gestational diabetes, iron 
deficiency, anemia, and/or skin cancer. The assignment was done in Week 2 (Screening Tools). 

The assignment helped in meeting the outcomes by establishing the fundamentals of the MSN program and creating a care-focused platform for prompt service delivery and reliable quality outcomes.  As the determinants sometimes disadvantage some populations, the assignments establish an opportunity to attain full health potential. It is also notable from the assignment that health disparities amongst various social groups can facilitate social disadvantages, with asymmetrical access to healthcare, reduced vaccination rates amongst minority groups, and enhanced stigma or racism 

TOPIC:  Population Health 

“Addressing and focusing on health outcomes of specific groups based on the geographic distribution, communities, disability, age, or ethnicity.” Often aimed at  improving the health of the target human population 

Assignment 2:  Healthy People 2020 Impact Paper 

The assignment was done in Week 2, where paper topics and objectives focused arthritis, osteoporosis, and dementia. The diseases are part of the health concerns that the HP 2020 programs intend to address.  

The assignment helped in meeting the objectives/outcome of the course by highlighting dementia as a collective term for a syndrome typified by cognitive, social, and behavioral impairment, which affects people’s thinking, memory, and decision-making abilities, interfering with daily living activities (ADL). Therefore, the assignment focused on clinical prevention of diseases, such as arthritis,  and osteoporosis, and dementia,  and population health for improving the wellbeing of the people.  

Assignment 1:  Analysis of Pertussis Disease.  

Done in WEEK 5, which focused on infectious diseases. 

The assignment helped in meeting the outcome (MSN Essential VIII) by learning more about the infectious diseases, such as the  analysis of Pertussis Infection, the spread and prevention, determinants of health,  epidemiological triad, treatment options, and other intervention measures.  The assignment also expounded on the roles of the nurse practitioner (NP), especially in working across all healthcare settings to control, prevent, manage and treat infectious illnesses.  

Assignment 1: The assignment done on the  Healthy People 2020 Impact Paper, which was done in Week 2: The assignment helped because it unveils how master-prepared nurses can strikingly  apply  the HP 2020 initiatives to achieve national goals and objectives, while minimizing health risks and promoting healthy lives. The assignment elaborated on how to achieve long-term health goals for high-quality lives void of diseases, illnesses, disabilities, or early deaths. The assignment also acts as a foundation to alleviating avoidable differences, attaining equity, and establishing social and physical environments that influence the health of all populations 

Outcome/Objective 3: NONPF  Competencies #4: Practice Inquiry Competencies 

Master’s-prepared nurse s should apply and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations. 

Assignment 2: The assignment done was the Week five’s “Analysis of Pertussis Disease. The assignment helped in analyzing infectious disease existence in the society and how the master-prepared nurses, such as the NPs, can be used to promote health provisions and outcomes in the society. The assignment helped in achieving the outcome by establishing the inputs of the Healthy People (HP) 2020 in outlining healthcare objectives and working issues that address specific health issues and provide guidelines and screening tools to help detect the diseases among different populations for timely treatment quests. In addition, the assignment also ensured that conducting a comprehensive epidemiological analysis can identify the prevalence, risk factors, susceptible people or impacts, and effective planning of preventive and curative measures. 

Based on the 3 outcomes/competencies, the assignments provided an opportunity to reflect on the individual topics discussed during each week of learning and established a foundation to critically analyze the role of NPs in promoting patient-centered healthcare outcomes. For instance, as seen in the concept map above, the assignments under the MSN Program Outcome ensured that learners were able to design and establish a caring environment to achieve quality health results. In a care-focused approach, learners are able to balance the core inputs of learning and the actual practice needs.  In addition, the MSN Essential 8 offered a platform to establish a clinical prevention and population health for improving health. The assignments under this objective or outcome strengthened critical understanding of the overall course objectives, gave the NPs the opportunity to practically implement the theoretical concepts learnt in class, and promote the actual learning of what it take to be a consolidated healthcare provider. Most importantly, the assignments are addressing health-related outcomes of various groups in the society based on their localities, demographics, community characteristics, physical ability issues, age, and race/ethnicity inputs. The overall goal of education and learning inputs is to help in the improvement of the target population’s health. 

In addition, learning about diseases, such as Dementia and Pertussis, have also impacted my learning abilities by practically demonstrating what is expected of healthcare givers/nurses at large. Despite the challenges, the learning process has enabled me to analyze more about the communicable disease, especially in terms of their causes, symptoms, mode of transmission, complications, and treatment. Hence, NPs must incorporate issues related to demographic, such as “gender, race, age, and other at-risk indicators, such as demographics, mortality, morbidity, incidence, and prevalence” to offer critical patient-centered services for positive outcomes. Overall, the Healthy People 2020 Impact Paper provided a platform to interrogate the health intervention measures put in place to curb communicable diseases. Overall, the assignment helped in meeting the objectives/outcome of the course by highlighting diseases as typified by cognitive, social, and behavioral impairment, which affects people’s thinking and well-being.  

References 

Benson, A. R. et al. (2021). In service to others: APRNs as serving leaders during the COVID-19 pandemic. The Online Journal of Issues in Nursing, 27(1).https://doi.org/10.3912/OJIN.Vol27No01PPT54. 

Decker,M.D., & Edwards, K., M. (2021). Pertussis (Whooping Cough). The Journal of Infectious Diseases, 224(4), S310–S320. https://doi.org/10.1093/infdis/jiaa469. 

Duarte, R. et al. (2021). Different disease, same challenges: Social determinants of tuberculosis and COVID-19. Pulmonology, 27(4), 338-344.https://doi.org/10.1016/j.pulmoe.2021.02.002. 

Havers, F. et al. (2021). Epidemiology and prevention of vaccine preventable diseases. Centers for Disease Control and Prevention. https://www.cdc.gov/vaccines/pubs/pinkbook/pert.html. 

Healthy People 2020. (2022). Dementias, including Alzheimer’s disease. https://www.healthypeople.gov/2020/topics-objectives/topic/dementias-including-alzheimers-disease 

Ross, K. L., Beld, M., & Yeh, C. J. (2021). Alzheimer’s disease and related dementias facts and figures in California: Current status and future projections. California Department of Public Health. https://www.cdph.ca.gov/Programs/CCDPHP/DCDIC/CDCB/CDPH%20Document%20Library/Alzheimers%27%20Disease%20Program/151764_Alzheimers_Disease_Facts_and_Figures_Reportv3_ADA.pdf 

Zhang, X. X. et al. (2021). The Epidemiology of Alzheimer’s Disease Modifiable Risk Factors and Prevention. In Journal of Prevention of Alzheimer’s Disease, 8(3). https://doi.org/10.14283/jpad.2021.15