Category: Nursing

Health – Case Studies 1 & 2
Instructions:
Review Case Studies 1 & 2 on pages 206-207.
Answer the questions at the end of the case studies.
Complete each Case Study in one (1) paragraph using proper spelling, grammar, and APA formatLinks to an external site..
Use of citations and references as needed.
Type your answer(s) in a Word document and save the file.
Upload the file by clicking “Upload File”.
PAGES WILL BE PROVIDED IN FILES AS A PDF MUST USE TO COMPLETE ASSIGNMENT

Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop and record a 10–12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the local system, city officials, and the disaster relief team.
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).
Preparation
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to reduce health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you will assume the role of the senior nurse at a regional hospital who has been assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.
Review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.
You are also encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Begin thinking about:
Community needs.
Resources, personnel, budget, and community makeup.
People accountable for implementation of the disaster recovery plan.
Healthy People 2020 goals and 2030 objectives.
A timeline for the recovery effort.
You may also wish to:
Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
Track community progress.
Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Note: Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact  to request accommodations.
Note: Complete the assessments in this course in the order in which they are presented.
Instructions
First, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.
Then complete the following:
Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.
Assess community needs.
Consider resources, personnel, budget, and community makeup.
Identify the people accountable for implementation of the plan and describe their roles.
Focus on specific Healthy People 2020 goals and 2030 objectives.
Include a timeline for the recovery effort.
Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
Include in your plan the equitable allocation of services for the diverse community.
Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
Plan to reduce health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
Track and trace-map community progress.
Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
Describe the plan for contact tracing during the disaster and recovery phase.
Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
Be sure that your slide deck includes the following slides:
Title slide.
Recovery plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
Consider the interrelationships among these factors.
Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
Explain how health and governmental policy impact disaster recovery efforts.
Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
Include evidence to support your strategies.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Develop your presentation with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Additional Requirements
Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy impact disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.
Scoring Guide
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Explain how health and governmental policy impact disaster recovery efforts.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

Aims and Objectives
To evaluate the outcome of a grant opportunity for telehealth projects
Background
More than 30 telehealth projects in locations from West Virginia to Guam are receiving funding through the U.S. Department of Agriculture’s Distance Learning and Telemedicine (DLT) program. Of the 65 grants awarded across 34 states, totaling more than $20 million, 31 grants valued at $8.6 million were telehealth-related, with the rest going to educational services. An example of a typical grant is an almost $500,000 award that will enable the university to equip telemedicine carts with videoconferencing and cloud-based image sharing in more than 70 rural healthcare facilities in 46 counties.
Please respond to the following questions:
How would you use the $500,000 to enhance access to rural areas using telehealth?
What specific steps would you take to ensure the success of the project
REFERENCES NO MORE THAN 5 YEARS

Case Study
Chapter 25 – Behavioral Health in the Community
The principal escorted Audrey, aged 13, an overweight
girl with long blonde braids into the rural middle school
nurse’s office. “Ms. Schmitz will help you, Audrey.” The
principal signaled for the girl to sit down and then
handed Ms. Schmitz, RN, a note and left. The note
bulleted three lines: “Disruptive, fighting, teacher
requests a home visit.”
Ms. Schmitz extended a wet facecloth while assessing
Audrey’s appearance. Audrey wiggled on the wooden chair
wearing torn and too small clothing, tennis shoes with
holes, and a full backpack. “Place this on your eyes, and
see if it helps.” The crying child’s tongue poked out the
right side of her mouth and she swallowed several times
as she reached for the cloth. “Are you hurt?” asked the
nurse.
Audrey shook her head. “I have a sore throat though.”
She shrugged her shoulders. “I wish I were dead. I
could jab a pencil in my eye and bleed to death. That
would fix them.”
“You sound pretty upset. Tell me what happened.”
NUR4636
“Brian made fun of my tics. I can’t help it. I am so tired
of people laughing at me, my clothes and my mother. I hit
him with a book because he wouldn’t stop. I bet he never
thought I would hit him. I am not a bully, Brian is.” A fresh
bout of sobbing doubled the girl in half.
The nurse read Audrey’s health record. Learning
disabilities, ADHD, Tourette’s disorder, prenatal drug
exposure, R. 20/80 and L. 20/100 vision, a normal scoliosis
screening, and free lunch eligibility. The nurse searched
for a telephone number. “I need to call your mother.”
The school secretary said, “There is no phone. I can
give you the case worker’s contact.”
“Momma is sick,” said Audrey and swallowed. “She
won’t answer the door”.
1. What will be included in the school nurse’s
assessment plan?
2. What resources should be explored?

Instructions and book will be in the attachment. Please use simple but proper words or grammar. No plaigirism please. Thank you!
Watch
Watch the videos below.
Watch the following film(s):
Ancient Egypt 101 by National Geographic (6:13)
A day in the Life of an Ancient Eyptian Doctor (4:33)
Explore
Review the following information to test your knowledge.
Scan this to get a sense of Ancient Egyptians perceptions of the afterlife:
https://archive.org/details/papyrusofanirepr01budg/page/n8Links to an external site.
Use the following website to locate Egypt and observe changes, through time, to Egyptian civilization:
http://geacron.com/home-en/Links to an external site.
Start at 3000BCE (enter the negative number: -3000). The default time is set to 2019. You must enter this date manually (-3000) in the time box or use the arrows to move back in time.  Compare the changes in the map to events discussed in the course content (readings, films, etc.). 

When you develop a research project, you need to have a reliable and valid method of measurement in your study. Using your anticipated research proposal, how will you address the issues of reliability and validity? What concerns do you have over reliability and validity in your study and how will you overcome these concerns? Next, read two of your classmates’ posts and analyze how they addressed reliability and validity in their studies. Do you have any recommendations for improving reliability and validity?

Hello,
I am looking to hire a writer that would be taking on my semester long assignments for the capstone picot question project. I will list below the assignments that I will need to be done in the future. Once I hire you I will be picking you to write the rest of my papers as to continue proper content. There is no AI work or plagiarism allowed my nursing program will fail me if caught with either content in my work submitted. References must be within 5 years old and peer-reviewed sources.
I will attach the template needed for this paper. It will only be 2-3 pages long and I will attach the grading rubric that you will follow and instructions. PLEASE message me for any questions. Basically this first assignment is talking about the purpose of my PICOT question. The PICOT question will be something you will come up with and I will approve of it before going forward. First step for this assignment is figuring out a PICOT question in nursing/healthcare then completing this assignment.
Future assignments:
*Assignment Purpose due 5/26/24 
Assignment Work Plan Template due 6/2/24 
*Assignment Literature Review due 6/9/24 
Assignment Budget Template due 6/16/24 
*Assignment Outcomes, Approach and Budget due 6/23/24 
Assignment Capstone Proposal Template due 7/7/24 
*Assignment Strategies and Results due 7/14/24 
*Assignment PowerPoint presentation on project 8/4/24 
*FINAL paper due 8/11/24 
Assignment Final Capstone Project Work Plan and timesheet due 8/18

I choose Dorothea Orem to do my paper on it must have a picture and contain these elements I already did it myself and got a 75 out of 150.

College must complete a reflective essay. The reflective essay involves interviewing a Registered Nurse and presenting the interview in an essay form. If you do not know a Registered Nurse your admission representative will assist you with identifying an interviewee. Students should use the questions below for the interview in developing the essay. Students may ask questions in addition to the ones below but should keep the interview limited to no more than one hour. The essay must include responses to the following questions:
Why did you choose nursing as a profession?
What was nursing school like for him or her? Ask them:
How they managed and balanced work, family and life and the difficulties
The level of commitment to school required to be successful (hrs. required for studying, social life, workload, etc.)
What their clinical and lab experiences were like
How they prepared for examinations and the NCLEX
Describe their top three patient memories and why they are memorable
What does the phrase
“NurseLife” mean to this nurse?
What is the hardest thing about being a nurse?
Reflect and discuss what your thoughts are about the interview. Did the interview change your perspective on nursing, on nursing school or life?
r
In asking the questions above, be sure to ask your nurse to be specific and provide examples and stories. Please do not use any identifying information (i.e., names, relatives, etc.) about any patients discussed during the interview in your essay. For each question limit your answers to no more than 2,000 characters (per question). The essay must be TYPED and should be singled spaced.

please complete the NURSING PROCESS WORKSHEET THE YELLOW HIGHLIGHTED SECTIONS ILL ALSO ADD AN EXAMPLE OF ONE THATS BEEN DONE