Health Disparities Blog Review

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Health Disparities Blog Review

a) Despite of overwhelming evidence of racial, ethnic and cultural disparities in health care, this issue is still not being fully recognized and acknowledged. According to Nelson, public awareness takes an important place when trying to make changes and eliminate racial disparities in health care system (Nelson, 2002). It is argued that racial minorities lack access to or receive lower level of care and treatments compared to the white population. Regardless of patient treatment refusal mortality from cancer, heart disease and other conditions are higher among racial and ethnic

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minorities (Nelson, 2002). What are some of the barriers preventing minority population from receiving timely and adequate care? Lack of medical insurance, illegal immigration status, low income, lack of professional providers in the area and many others (Mandal, 2018). Illegal immigrants remain uninsured thus seek emergency care only in critical conditions. Lack of timely interventions and medications can lead to death from, sometimes, treatable conditions. High deductibles and premium costs can leave a family without coverage thus ignoring some red flags in health condition, such as anemia, hypertension that often result in serious complications and require immediate medical involvement. Language barrier is also an important factor that can influence health care disparities. Trust issues arise if the patient does not understand the provider and vice versa. Hospitals incorporate translation services unlike private practices which again leads to a 911 call as opposed to having regular appointments and prescribed medications. Recruitment of culturally and racially diverse medical providers as well as protecting civil rights are just two of many essential steps to resolving the conflict. Simultaneously, education should be provided to increase patients’ awareness about access to health care, social resources on transportation, assistance with meals, low-cost or free insurance, importance of preventative care and follow-up appointments. b) One might argue that the behavior, decisions and sense of responsibility of individuals will contribute to the health care disparities they experience. It might be easy to say get a job, apply for a medical insurance, see a doctor on a regular basis, exercise, eat healthy, rest, and take your medication; be responsible for your actions and control your life. As adults we must be responsible, but sometimes it is just not enough. As Pomeroy said in her speech, sometimes life breaks us. HIV positive, homeless, mentally or physically disabled individuals deserve same health care as everyone else. One decision to get a higher education may not be enough when people are struggling to make the ends meet. There is a proven correlation between chronic illnesses and level of education. Environment, stress, family that one is born into and other social determinants contribute to health care disparities aside from an individuals’ behavior and decisions. Pomeroy says it is important to feel valuable to the society. Sometimes stereotypes stand in the way of getting a fair status regardless of spotless behavior and best intentions. It is important that everyone tries to do and be at their best but only together as a community we can embrace our “diverse perspectives” and erase the inequalities in health care.
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NUR3655 FNU French Canadian And German Heritages Discussion

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NUR3655 FNU French Canadian And German Heritages Discussion

Running Head: FRENCH CANADIAN AND GERMAN HERITAGES Roxana Tejera Florida National University Nursing Department BSN Program Institution NUR 4636 Prof. Cassandre Milien, MSN 02/19/2019 1 FRENCH CANADIAN AND GERMAN HERITAGES French Canadian and German Heritages Health Care Beliefs in the Heritages German Health Care Beliefs Aspects such as religion, culture, beliefs, and or customs can significantly determine how people of a race or a country to be specific, comprehend about health care concepts, how they treat illnesses and make

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decisions concerning their health (Thompson, 2018). Germany is one of the few countries around the globe with unique beliefs about health. The healthcare experts in the state obtain a high profile than any other profession and always receive much respect from society. The societal admiration for the providers is primarily due to the respect they have for the authorities in the health sector coupled with the love of education. The providers in the health

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fraternity are either male or female. Most of the citizens admit receiving care from either of the genders. The main reason may be because the people believe and trust in the healthcare service delivery from either gender, male or female. They do not bias any sex in the provision of effective treatment services. However, some of the human populace are not comfortable with receiving check-ups from a specific gender type. A particular 2 FRENCH CANADIAN AND GERMAN HERITAGES 3 portion of some youths and older women, for instance, hesitate to care from the different-sex healthcare provider. They believe care is efficient when the provider is of the same sex. There is a consideration for herbal medicine as one of the most extensively utilized Complementary and Alternative Medicine (CAM) health issues remedies used in most parts of the world. In most of the countries, herbal medication traces a long tradition; the understanding regarding local herbaceous plants is paramount in the nations’ cultures (Zhang et al., 2015). In Germany, common natural drugs come from certain plant roots, herbs, poultices; peppermint and camphor are examples of materials that can facilitate treatment of a particular ailment. Today, blood transfusion, donating an organ, and as well transplanting are among the acceptable medical interventions in the health amenities; unless religion responds contrary. Individuals with mental illness face a lot of challenges, for instance through social stigma and unacceptance embraced in the cultures of German people. They believe mostly in physical disabilities brought about by injury rather than limitations arising from genetic aspects. Moreover, they view enjoying fresh air and engagement in sports activities as ways to enhance health care and classify smoking and alcoholism as high-risk ventures. French Canadian Health Care Beliefs The beliefs vary in some aspects though similar in other concepts when compared to the German beliefs on health care. Individuals who take care of the patients hold a special status in the French Canadians society, specifically among the old people. There is an existence of insurance coverage in the health system of French Canadians. Most of the individuals opt for the benefits that come with the medical covers. Therefore, the universal health insurance system in FRENCH CANADIAN AND GERMAN HERITAGES 4 the Canadian county makes folk medicine specialists less demanding. The citizens specifically the professionals in Canada believe in trying modern medical interventions rather than seeking traditional healing practices by the healers who do their operations against the law requirements. The trending phenomenon with the French-speaking Canadians is the use of over-thecounter drugs where there is a sale of drugs without a medical expert’s subscription. Within the cultures, differences in verbal communication pose a barrier to accessing better health care among the available health facilities. French-speakers view acute pain as more severe and painful than chronic pain. Canada’s government guarantees free healthcare promoting affordability among the average citizens. The universal health coverage is an ideal aspect for the French Canadian individuals about sufficient and effective health at any point in the country’s medical system. However, a big part of people in the upper social classes believes in seeking medical attention from their own physicians rather than depending on the local health service providers. Again, the middle or lower levels wait for health conditions to deteriorate before accessing treatment. Similarities between the Beliefs and My Heritage’s Beliefs Yes, there are some similarities between the health care beliefs and practices of the German and French Canadian heritage and the health care beliefs of my culture. The issue of extracting medical components from the natural environment is typical with our heritage; we also associate with embracing the significance of treating illnesses using natural elements. Donating blood for transfusion to other individuals along with organ transplants are among the interventions done in our health centers for the betterment of people’s health. Change of Health Care beliefs FRENCH CANADIAN AND GERMAN HERITAGES 5 Change is a factor that is always inevitable; there will still be change no matter what it takes (Hayes, 2018). First and foremost, I would change the perspective in people where some of them believe that it is critical to consider physical disabilities caused by injury than those disabilities caused by genetic complications. I would make the change through conducting campaigns against the notion. Additionally, I would prefer changing the aspect of people embracing the use of traditional medicine more than seeking new medication interventions that are more accurate and safe. FRENCH CANADIAN AND GERMAN HERITAGES References Hayes, J. (2018). The theory and practice of change management. Palgrave. Thompson, M. (2018). Cultural theory. Routledge. Zhang, J., Onakpoya, I. J., Posadzki, P., & Eddouks, M. (2015). The safety of herbal medicine: from prejudice to evidence. Evidence-Based Complementary and Alternative Medicine, 2015. Transcultural Health Care. A Culturally Competent Approach (4th ed.) Purnell, L.D. Publisher: F.A. Davis Company; 4th edition 6 Running head: PEOPLE OF FRENCH CANADIAN AND GERMAN HERITAGE People of French Canadian and German Heritage Adysbel Linares Florida National University Nursing Program BSN 0518 HC NUR 3655 – Culture in nursing Practice Prof: Cassandre Milien February 19, 2019 1 PEOPLE OF FRENCH CANADIAN AND GERMAN HERITAGE 2 Most German healthcare beliefs are unique and very specific. They hold medical professionals with high respect. Therefore, the medical personnel can easily relate to them during assessment or administration of treatment. Moreover, they demand direct and straightforward communication and consequently, the nurse ought to employ that in their evaluation or treatment for effective communication. Additionally, they are timely people with strict adherence to schedules. Therefore, medics should ensure they strive to meet their appointments and taking medicines on time (Betancourt, Green, Carrillo, & Owusu Ananeh-Firempong, 2016). Furthermore, in strict German Catholics, the use of contraceptives is highly prohibited. Moreover, they do not mind receiving treatment from either gender. However, female geriatric patients prefer administration of treatment from the same-sex nurse. Furthermore, they have no prohibition whatsoever to organ transplants and blood transfusion except for cases where one is restricted by religion. Most importantly, the Germans use high-fat ingredients in their diet which makes them susceptible to lifestyle-related ailments such as diabetes and heart-related complications. However, it is important to note that they incorporate onions and garlic in their diet daily to minimize risks of heart diseases (Holland, 2017). Notably, the German encourages stoicism while one is experiencing pain. Therefore, they may not be sufficiently expressive of the gravity of one’s pain. Therefore, nurses should be careful and inquire more during assessment as the patients prefer enduring pain to avoid erroneous evaluations. They also shun expressing one’s feelings, and this may hinder comprehensive patient evaluation. Alcoholism and especially smoking are the most prevalent forms of risky health behaviors. Therefore, there is a high chance for occurrence respiratory problems. French-speaking Canadians have distinct healthcare beliefs which shape the way they perceive health provision and their expectations on health delivery. Some of their innate cultural PEOPLE OF FRENCH CANADIAN AND GERMAN HERITAGE 3 beliefs play a significant role in the delivery of evidence-based care. First, most French Canadians prefer deliveries in hospitals to natural birth. This shows that they understand the benefits of delivering at the facility and perils of natural childbirth (Ray, 2016). Additionally, in the delivery room, men are allowed, and hence the nurse in charge should be aware of this. Secondly, they hold healthcare personnel in high regard, especially in older people. Therefore, the existence of respect ensures easy assessment and administration of treatment. Their culture encourages the expression of one’s feelings and therefore they will be more open with the practitioner during evaluation and treatment. Moreover, the women rarely certain forms of contraception such as diaphragm and foams as touching of genitals is shunned; therefore, the nurse should not recommend these methods to them. However, the use of other contraceptive methods such as pills and tubal ligation is high. Additionally, they believe in the use of prayers to speed up recovery and therefore the nurse may integrate it into the treatment procedures to offer the patients guidance and strength especially with older patients. Besides, the French Canadians have no objection to the donation or transfusion of blood and organ transplants. The patient is responsible for consent to organ transplant. There are various similarities between the French Canadians and Germans healthcare beliefs and my cultural healthcare beliefs. First, we all hold medical professionals in high regard and therefore have the utmost trust in their services. Secondly, like the French Canadians, we approve of the use of blood transfusion, and organ transplant provided it is for the betterment of the individual’s health. Additionally, the use of contraceptives is accepted with the pill as the most common form of birth control. Moreover, just like in both cultures, the mother is responsible for healthcare related issues such as immunization. Additionally, we all recommend high care for pregnant women through the provision of quality foods, fresh air, and exercise. Besides, we all PEOPLE OF FRENCH CANADIAN AND GERMAN HERITAGE 4 have the same belief that spirituality enhances the recovery process. Prayers are associated with giving the patient strength as they recover. In, addition, we all discourage abortion and view it as the murder of innocent lives. Given a chance, I would change the belief that is German stigmatization towards people that have mental illnesses such as Schizophrenia. Mentally-ill patients in German culture are segregated and may be discouraged from accessing healthcare due to fear. German culture views mental illness as a flaw or deformity in people. However, mental illness should not be considered as a flaw but as a condition that requires medical attention and social care. Mentally-ill patients should be taken to the hospital and assessed thoroughly. Mental disorders are not someone’s fault and may be genetic. Moreover, they contribute to significant deaths and stigmatization only fuels the chances of the demise of the affected. Any form of stigmatization does not reduce the occurrence of these ailments and only quality medical care addresses these disorders. The social acceptance of people with mental disorders in the community will encourage them and their families to seek professional help and therefore mitigate its effects and in the event of genetic mental disorders, offer families strategies to avoid passing it on to the next generation. References 5 PEOPLE OF FRENCH CANADIAN AND GERMAN HERITAGE Holland, K. (2017). Cultural awareness in nursing and health care: an introductory text. Routledge. Ray, M. A. (2016). Transcultural caring dynamics in nursing and health care. FA Davis. Betancourt, J. R., Green, A. R., Carrillo, J. E., & Owusu Ananeh-Firempong, I. I. (2016). Defining cultural competence: a practical framework for addressing racial/ethnic health and health care. Public health reports. disparities in
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The correct handling, storage, and disposal of Amoxil discussion

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The correct handling, storage, and disposal of Amoxil discussion

AMOXIL FOR CHILDREN EAR INFECTIONS Appropriate Use • Pediatric dosage- 80 to 90 mg/kg per day in 2 divided doses. • Treatment duration- 10 days for younger children and 5-7 days for children older than 6 years (Sakulchit & Goldman, 2017). • When considering using antibiotics to treat ear infections for children, it is advisable to withhold antibiotic administration first for 48 to 72 hours in a ‘wait and see’ approach because the infection may clear on its own due to the child’s immunity system (Coker et al., 2010). • The main reason for avoiding antibiotics such as Amoxil is to reduce the side effects as well as reduce the chances of developing medical resistance. • If the infection shows improvement within the 72-hour period, there is no need for the antibiotic since it will not develop into a serious illness. References Coker, T. R., Chan, L. S., Newberry, S. J., Limbos, M. A., Suttorp, M. J., Shekelle, P. G., & Takata, G. S. (2010). Diagnosis, microbial epidemiology, and antibiotic treatment of acute otitis media in children: a systematic review. Jama, 304(19), 2161-2169. Sakulchit, T., & Goldman, R. D. (2017). Antibiotic therapy for children with acute otitis media. Canadian Family Physician, 63(9), 685-687. Factors Affecting Treatment Body weight- The

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dosage depends on the weight of the patient hence the efficacy of the medication will also depend on following the correct prescription Severity of infection- The treatment of ear infections depends on the severity hence affecting Age- The dosage also depends on the age. For children six years and older, it is likely to be more effective hence the lower number of days for dosage. Possible Reactions & Proper Handling • Vomiting, diarrhea, & allergic reactions • They also do not relieve pain • Keep antibiotic use at the minimum required to avoid drug-resistant bacteria • Keep out of reach of children • Always consult a doctor before administering antibiotics to your child The antibiotic treatment is necessary for: 1. Infants six months or younger 2. Children with 102.2 Fahrenheit temp or higher 3. Babies between 6 months and 2 years with moderate to severe ear pain (Coker et al., 2010).
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Professional Development of Nursing Professionals

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Professional Development of Nursing Professionals

Review the Institute of Medicine’s 2010 report “The Future of Nursing: Leading Change, Advancing Health.” Write a 750-1,000 word paper discussing the influence of the IOM report on nursing practice. Include the following:

  1. Summarize the four messages outlined in the IOM report and explain why these are significant to nursing practice.
  2. Discuss the direct influence the IOM report has on nursing education and nursing leadership. Describe the benefits and opportunities for BSN-prepared nurses.
  3. Explain why it is important that a nurse’s role and education evolve to meet the needs of an aging and increasingly diverse population.

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  4. Discuss the significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum.
  5. Discuss how nurses can assist in effectively managing patient care within an evolving health care system.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Unsatisfactory
0.00%		 2
Less than Satisfactory
75.00%		 3
Satisfactory
79.00%		 4
Good
89.00%		 5
Excellent
100.00%
80.0 %Content
16.0 % IOM Summary of Four Messages and Significance to Nursing Practice Summary of the four messages outlined in the IOM report and explanation of why these are significant to nursing practice is omitted. Summary of the four messages outlined in the IOM report is partially presented. Explanation of why these are significant to nursing practice is incomplete. There are significant inaccuracies. Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is generally presented. There are some inaccuracies. Some information or rationale is needed to fully support summary. Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is presented. Minor detail is needed for clarity. Summary of the four messages outlined in the IOM report is clearly presented. A detailed explanation of why these are significant to nursing practice is presented. A strong understanding of the IOM report and its influence on nursing practice is demonstrated.
16.0 % Influence of IOM on Education, Leadership, Benefits and Opportunities for BSN-Prepared Nurses The direct influence of the IOM report on nursing education, nursing leadership, and the benefits and opportunities for BSN-prepared nurses is not discussed. The direct influence of the IOM report on nursing education and nursing leadership is partially presented. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are summarized. There are inaccuracies. The direct influence of the IOM report on nursing education and nursing leadership is summarized. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are generally described. Overall, a general understanding of the IOM report and its influence on nursing is demonstrated. The direct influence of the IOM report on nursing education and nursing leadership is discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described. Overall, an understanding of the IOM report and its influence on nursing is demonstrated. The direct influence of the IOM report on nursing education and nursing leadership is thoroughly discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described in detail. Overall, an in-depth understanding of the IOM report and its influence on nursing is demonstrated.
16.0 % Importance of the Evolution of the Education and Role of the Nurse to Meet the Needs of an Aging and Diverse Population The importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is not presented. A partial explanation the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. There major are inaccuracies. A summary of the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. Some information is needed to fully support explanation. An explanation of the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. Some detail is needed for clarity. A thorough explanation the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. The explanation demonstrates a clear understanding of the role of the nurse in meeting the needs of an aging and diverse population.
16.0 % Significance of Professional Development, Lifelong Learning, in Relation to Diverse Populations Across the Life Span and Health-Illness Continuum The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is not discussed. The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is incomplete. There are major inaccuracies The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is summarized. Some rationale or evidence is needed for support. The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is discussed. Some detail is needed for clarity. The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is discussed in detail. The relevance of professional development in caring for diverse populations across the life span and within the health-illness continuum is demonstrated.
16.0 % Effectiveness of Nurses Managing Patient Care Within an Evolving Health Care System A discussion of how nurses can assist in effectively managing patient care within an evolving health care system is omitted. A partial discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. There are major inaccuracies. A general discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. Some rationale or evidence is needed for support. A discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. Minor detail or rationale is needed. A through discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. The discussion offers compelling rationale and demonstrates insight into managing patient care within contemporary health care.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
15.0 %Organization and Effectiveness
5.0 % Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
15.0 %Organization and Effectiveness
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
5.0 %Format
2.0 % Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
3.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 % Total Weightage

GCU Community Teaching Experience Discussion

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GCU Community Teaching Experience Discussion

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan

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  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Evolving Practice of Nursing and Patient Care Delivery Models

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Evolving Practice of Nursing and Patient Care Delivery Models

Details:

As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue to play an important role. It is expected that more and more nursing jobs will become available out in the community, and fewer will be available in acute care hospitals.

  1. Write an informal presentation (500-700 words) to educate nurses about how the practice of nursing is expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics.

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  2. Share your presentation with nurse colleagues on your unit or department and ask them to offer their impressions of the anticipated changes to health care delivery and the new role of nurses in hospital settings, communities, clinics, and medical homes.
  3. In 800-1,000 words summarize the feedback shared by three nurse colleagues and discuss whether their impressions are consistent with what you have researched about health reform.
  4. A minimum of three scholarly references are required for this assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Range of Contemporary Issues Teenagers Face Today

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Range of Contemporary Issues Teenagers Face Today

Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

  1. Describe the contemporary issue and explain what external stressors are associated with this issue.
  2. Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.
  3. Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.

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Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

……please include references and apl style ………thanks

NR500 CCN Healthcare Policy Concern Nursing Presentation Help

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NR500 CCN Healthcare Policy Concern Nursing Presentation Help

Summary of Healthcare Concern Presentation Guidelines and Rubric PURPOSE The purpose of this assignment is to provide a summary of the presentation to the elected official, report on the response/outcome and to propose

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future strategies for the continued advocacy of the selected healthcare concern. The presentation to the elected official is required and must be either a face to face or phone presentation. Communication of your presentation will be via a PowerPoint™ presentation REQUIREMENTS Description of the Assignment This assignment provides a PowerPoint presentation that summarizes the healthcare policy presentation to the elected official. Criteria for Content 1. Overview of healthcare policy in the nursing profession: This section provides an overview of healthcare policy advocacy as it relates to advanced practice. It should contain the following elements: • Explanation of how healthcare policy can impact the nursing profession • Explanation of why advocacy is considered an essential component of the advance practice nurse’s role • Impact of healthcare policy on population health 2. Selected healthcare policy concern and resolution: This section provide an identification of the selected healthcare concern and its proposed resolution. It should contain the following elements: • Provide a comprehensive description of the healthcare concern • Describe the impact of the concern upon the population group and community • Describe, with detail, the proposed solution to healthcare concern • Clearly identify the slides provided to the elected official 3. Description of the meeting with the elected official: This section provides a detailed description of the meeting with the elected official. It should contain the following elements: • The name and position of the elected official • Explanation of why this individual was selected • Description of the meeting by including information as: o Day/time of meeting o Location of meeting o Materials/handouts used during the presentation • Describe the response of the elected official to your presentation and proposed solution 4. Self-reflection: This section provides an opportunity to self-reflect upon the healthcare concern, the proposed solution, and presentation to the elected official. It should contain the following elements: • Identify the new insights you have gained regarding your selected healthcare concern • Identify the new insights you have gained regarding your proposed solution to the healthcare concern • Identify the revisions you would make regarding your presentation to the elected official • Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession 5. Future plans regarding selected healthcare concern: This section provides an opportunity to discuss way to foster ongoing or future advocacy regarding the selected healthcare concern and proposed resolution. It should contain the following elements: • Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution • Identify the revisions you would make in the proposed solution • Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution 6. Conclusion: This section requires a summary of the key points regarding the healthcare concern, proposed solution and presentation to the elected official PREPARING THE ASSIGNMENT Criteria for Format and Special Instructions: 1. A PowerPoint™ presentation of a maximum of 20 slides (does not include the title slide and reference slides) is prepared. 2. Title slide, text slides and reference slide (s) must follow APA guidelines as found in the 6th edition of the manual. 3. Speaker’s notes are required for all slides except the title and reference slides. 4. A minimum of five (5) appropriate research-based scholarly references must be used. These may include references from previous NR 506 assignments. 5. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. For additional assistance regarding scholarly nursing references, please see “What is a scholarly source” located in the Course Resources tab. Be aware that information from .com websites may be incorrect and should be avoided. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them prior to submission of the assignment. 6. Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly. 7. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. 8. Rules regarding PowerPoint™ presentations are to be followed. This includes but not limited to the presentation of information with limited text, use of graphics, and balance of space on the slide. GRADING RUBRIC Assignment Criteria Exceptional (100%) Outstanding or highest level of performance Exceeds (88%) Very good or high level of performance Meets (80%) Competent or satisfactory level of performance Needs Improvement (38%) Poor or failing level of performance Developing (0) Unsatisfactory level of performance 13 Points 12 Points 6 Points 0 Points Content Possible Points = 150 Points Overview of healthcare policy in the nursing profession 15 Points Presentation of information was exceptional and included all of the following elements: • • • Explanation of how healthcare policy can impact the nursing profession Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role Impact of healthcare policy on population health Presentation of information was good, but was superficial in places and included all of the following elements: Presentation of information was minimally demonstrated in the all of the following elements: • • • Explanation of how healthcare policy can impact the nursing profession Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role • Explanation of how healthcare policy can impact the nursing profession Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role Presentation of information in one of the following elements fails to meet expectations: • • • Explanation of how healthcare policy can impact the nursing profession Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role Impact of healthcare policy on population health Presentation of information is unsatisfactory in ALL of the following elements: • • • Explanation of how healthcare policy can impact the nursing profession Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role Impact of healthcare policy • Selected healthcare policy concern and resolution 20 Points Presentation of information was exceptional and included all of the following elements: • • • • Provide a comprehensive description of the healthcare concern Describe the impact of the concern upon the population group and community Describe, with detail, the proposed solution to healthcare concern Clearly identify the slides provided to the elected official Impact of healthcare policy on population health • 18 Points 16 Points Presentation of information was good, but was superficial in places and included all of the following elements: Presentation of information was minimally demonstrated in the all of the following elements: • • • • Provide a comprehensive description of the healthcare concern Describe the impact of the concern upon the population group and community Describe, with detail, the proposed solution to healthcare concern • • on population health Impact of healthcare policy on population health Provide a comprehensive description of the healthcare concern Describe the impact of the concern upon the population group and community Describe, with detail, the proposed solution to healthcare concern 8 Points Presentation of information in one of the following elements fails to meet expectations: • • • Provide a comprehensive description of the healthcare concern Describe the impact of the concern upon the population group and community Describe, with detail, the proposed solution to healthcare concern 0 Points Presentation of information is unsatisfactory in two of the following elements: • • • Provide a comprehensive description of the healthcare concern Describe the impact of the concern upon the population group and community Describe, with detail, the proposed solution to healthcare concern • Description of the meeting with the elected official Clearly identify the slides provided to the elected official • Clearly identify the slides provided to the elected official 30 Points 26 Points Presentation of information was exceptional and included all of the following elements: Presentation of information was good, but was superficial in places and included all of the following elements: Presentation of information was minimally demonstrated in the all of the following elements: • • • • • The name and position of the elected official Explanation of why this individual was selected Description of the meeting by including information as: o Day/time of meeting o Location of meeting o Materials/ha ndouts used during the presentation • • The name and position of the elected official Explanation of why this individual was selected Description of the meeting by including information as: o Day/time of meeting o Location of meeting o Materials/h andouts 24 Points • • The name and position of the elected official Explanation of why this individual was selected Description of the meeting by including information as: o Day/time of meeting o Location of meeting o Materials/h andouts • Clearly identify the slides provided to the elected official • Clearly identify the slides provided to the elected official 11 Points 0 Points Presentation of information in one of the following elements fails to meet expectations: • The name and position of the elected official • Explanation of why this individual was selected • Description of the meeting by including information as: o Day/time of meeting o Location of meeting o Materials/h andouts used during the Presentation of information is unsatisfactory in two of the following elements: • • • The name and position of the elected official Explanation of why this individual was selected Description of the meeting by including information as: o Day/time of meeting o Location of meeting o Materials/h andouts used during the • Self-reflection Describe the response of the elected official to your presentation and proposed solution • used during the presentatio n Describe the response of the elected official to your presentation and proposed solution • used during the presentatio n Describe the response of the elected official to your presentation and proposed solution 35 Points 31 Points 28 Points Presentation of information was exceptional and included all of the following elements: Presentation of information was good, but was superficial in places and included all of the following elements: Presentation of information was minimally demonstrated in the all of the following elements: • • • • Identify the new insights you have gained regarding your selected healthcare concern Identify the new insights you have gained regarding your proposed solution to the healthcare concern • Identify the new insights you have gained regarding your selected healthcare concern Identify the new insights you have gained regarding your proposed solution to the healthcare concern • Identify the new insights you have gained regarding your selected healthcare concern Identify the new insights you have gained regarding your proposed solution to the healthcare concern • presentatio n Describe the response of the elected official to your presentation and proposed solution • 13 Points Presentation of information in one or two of the following elements fails to meet expectations: • • Identify the new insights you have gained regarding your selected healthcare concern Identify the new insights you have gained regarding your proposed solution to the healthcare concern presentatio n Describe the response of the elected official to your presentation and proposed solution 0 Points Presentation of information is unsatisfactory in three or more of the following elements: • • Identify the new insights you have gained regarding your selected healthcare concern Identify the new insights you have gained regarding your proposed solution to the healthcare concern • • Future plans regarding selected healthcare concern Identify the revisions you would make regarding your presentation to the elected official Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession • • 35 Points Presentation of information was exceptional and included all of the following elements: • Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution Identify the revisions you would make regarding your presentation to the elected official Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession • • 31 Points Identify the revisions you would make regarding your presentation to the elected official Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession • 28 Points Presentation of information was good, but was superficial in places and included all of the following elements: Presentation of information was minimally demonstrated in the all of the following elements: • • Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution • Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution Identify the revisions you would make regarding your presentation to the elected official Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession • • 13 Points Presentation of information in one of the following elements fails to meet expectations: • • Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution Identify the revisions you would Identify the revisions you would make regarding your presentation to the elected official Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession 0 Points Presentation of information is unsatisfactory in two or more of the following elements: • Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution • • Identify the revisions you would make in the proposed solution Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution • • Presentation of information was exceptional and included all of the following elements: Summary of the key points regarding the: • • • Healthcare concern Proposed solution Presentation to the elected official • • Identify the revisions you would make in the proposed solution Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution 4 Points 3 Points Presentation of information was good, but was superficial in places and included all of the following elements: Presentation of information was minimally demonstrated in the all of the following elements: Summary of the key points regarding the: Summary of the key points regarding the: • • • • 5 Points Conclusion Identify the revisions you would make in the proposed solution Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution Healthcare concern Proposed solution Healthcare concern Proposed solution • make in the proposed solution Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution • • 2 Points Presentation of information in one of the following elements fails to meet expectations: Summary of the key points regarding the: • • • Healthcare concern Proposed solution Presentation to the elected official Identify the revisions you would make in the proposed solution Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution 0 Points Presentation of information is unsatisfactory in two or more of the following elements: Summary of the key points regarding the: • • • Healthcare concern Proposed solution Presentation to the elected official • Presentation Specifications Presentation to the elected official • 9 Points 10 Points Presentation to the elected official 8 Points 4 Points 0 Points This section included all of the following: This section included three of the following: This section included two of the following: This section included one of the following: This section included none of the following: • • • • • • • • Presentation does not exceed 20 slides excluding cover and reference slides Minimum of 5 (five) scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5year time frame unless a valid • • • Presentation does not exceed 20 slides excluding cover and reference slides Minimum of 5 (five) scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5-year time frame • • • Presentation does not exceed 20 slides excluding cover and reference slides Minimum of 5 (five) scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5-year time frame • • Presentation does not exceed 20 slides excluding cover and reference slides Minimum of 5 (five) scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and lesson information, may NOT be used as scholarly references for this assignment. References are current within a 5-year time frame unless a valid rationale is provided • • Presentation does not exceed 20 slides excluding cover and reference slides Minimum of 5 (five) scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them. unless a valid rationale is provided and the instructor has approved them. unless a valid rationale is provided and the instructor has approved them. and the instructor has approved them. Content Subtotal rationale is provided and the instructor has approved them. _____of 150 points Format Possible Points = 25 Points APA Format (6th edition) 10 Points • • Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual. One deduction for each type of APA style error 9 Points • • Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual. One deduction for each type of APA style error 8 Points • • Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual. One deduction for each type of APA style error 4 Points • • Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual. One deduction for each type of APA style error 0 Points • • Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual. One deduction for each type of APA style error 0 to 1 APA error was present 2 – 3 APA errors were present 4 – 5 APA errors were present 6 – 7 APA errors were present 8 or greater APA errors were present 5 Points 4 Points 3 Points 2 Points 0 Points Citations Ideas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes Ideas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes Ideas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes 0 -1 error was present Writing/Prese ntation Mechanics 2 – 3 errors were present 4 – 5 errors were present 9 Points 8 Points 10 Points • • • Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual. Uses professional creativity and alignment for the PowerPoint slides. Detailed Speaker’s Notes were present for each slide except for title and reference slides • • • Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual. Uses professional creativity and alignment for the PowerPoint slides. Detailed Speaker’s Notes were present for each slide • • • Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual. Uses professional creativity and alignment for the PowerPoint slides. Detailed Speaker’s Notes were present for each slide Ideas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes Ideas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes 6 – 7 errors were present 8 or greater errors were present 4 Points • • • Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual. Uses professional creativity and alignment for the PowerPoint slides. Detailed Speaker’s Notes were present for each slide 0 Points • • • Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual. Uses professional creativity and alignment for the PowerPoint slides. Detailed Speaker’s Notes were present for each slide Use of color, art/images & style/ font size represents best practice with PowerPoint™ presentations 0 -1 error was present except for title and reference slides Use of color, art/images & style/ font size represents best practice with PowerPoint™ presentations except for title and reference slides Use of color, art/images & style/ font size represents best practice with PowerPoint™ presentations except for title and reference slides Use of color, art/images & style/ font size represents best practice with PowerPoint™ presentations 2 – 3 errors were present 4 – 5 errors were present 6 – 7 errors were present Format Subtotal Total Points except for title and reference slides Use of color, art/images & style/ font size represents best practice with PowerPoint™ presentations 8 or greater errors were present _____of 25 points _____of 175 points Criteria for Content 1. Overview of healthcare policy in the nursing profession: This section provides an overview of healthcare policy advocacy as it relates to advanced practice. It should contain the following elements: • • • Explanation of how healthcare policy can impact the nursing profession Explanation of why advocacy is considered an essential component of the advance practice nurse’s role Impact of healthcare policy on population health 2. Selected healthcare policy concern and resolution: This section provide an identification of the selected healthcare concern and its proposed resolution. It should contain the following elements: Provide a comprehensive description of the healthcare concern Describe the impact of the concern upon the population group and community Describe, with detail, the proposed solution to healthcare concern Clearly identify the slides provided to the elected official 3. Description of the meeting with the elected official: This section provides a detailed description of the meeting with the elected official. It should contain the following elements: o o o o • • • The name and position of the elected official Explanation of why this individual was selected Description of the meeting by including information as: o Day/time of meeting o Location of meeting o Materials/handouts used during the presentation • Describe the response of the elected official to your presentation and proposed solution 4. Self-reflection: This section provides an opportunity to self-reflect upon the healthcare concern, the proposed solution, and presentation to the elected official. It should contain the following elements: • • • • Identify the new insights you have gained regarding your selected healthcare concern Identify the new insights you have gained regarding your proposed solution to the healthcare concern Identify the revisions you would make regarding your presentation to the elected official Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession 5. Future plans regarding selected healthcare concern: This section provides an opportunity to discuss way to foster ongoing or future advocacy regarding the selected healthcare concern and proposed resolution. It should contain the following elements: • • • Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution Identify the revisions you would make in the proposed solution Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution 6. Conclusion: This section requires a summary of the key points regarding the healthcare concern, proposed solution and presentation to the elected official Preparing the assignment MATERIAL TO USE FOR POWERPOINT PRESENTATION Topic: Healthcare Policy Concern Introduction Smoking is a serious health issue that harms nearly every organ in the body. Exposure to second-hand smoking from burning tobacco products and smoke breathed out by smokers’ results in critical health care conditions and possible premature deaths for the non-smokers. According to the Centers for Disease Control and Prevention, secondhand smoking contains over 7000 chemicals. Since the Surgeon General’s Report of 1954, 2.5 million adults died of secondhand smoking exposure. Secondhand smoking causes a variety of health care issues among children and infants such as respiratory infections, severe asthma attacks, and sudden death infant syndrome. This paper addresses the concern of the smoke-free zone policy and recommends the peer education programs as a solution. Overview of the Health Care Policy Smoke-free zone policy is an essential measure that has been introduced to protect the nonsmokers from the exposure of secondhand smoking. In addition, the implementation of the smoke-free laws can also motivate and help a smoker to quick and prevent the initiation for the use of cigarettes. A number of studies have shown that the implementation of the smoke-free zone policy tends to increase the cessation and reduces the smoking prevalence among the general population (Nagelhout, 2015). Smoke-free zone policy allows nursing professionals to manage and gain better control for the treatment of healthcare conditions that occur as a result of secondhand smoke exposure. Advocacy plays an essential role in building a strong and dependable health care system. Essentially, this concept gives the public a voice in making decisions that affect not only their lives but also their health. In addition, advocacy helps the government to be accountable for meeting the health needs of all the people in the community, inclusive of the marginalized groups (Hanks, 2018). With advocacy, the smoke-free one can be developed with broad participating from the public hence helping the government and the healthcare institutions to provide better healthcare. Advocacy for patients is an essential role for nursing professionals. Patients and families often find themselves lacking the sufficient information that is required in making informed decisions. Ideally, this vulnerability has been cited as a key reason for advocacy. The role of nursing and the responsibilities of the advanced nurse practitioner are consistent in the sense that the professional nurses work collaboratively to improve the health care settings. In addition, collaboration allows nurses to improve their profession as a while. With advanced education, healthcare professionals can help lead the advocacy roles and efforts within the medical profession. Identification of selected healthcare policy concern The intention of smoke-free zone policy to protect the secondhand smokers from exposure is undeniable. While this policy can be considered as a self-controlled device that helps the smokers quit smoking, there is a concern of reduced amount of individual freedom in the society. The tobacco manufactures and liberals who focus on the aspect of freedom tend to fight the implementation of such policy (Naeem, 2015). Smokers, especially, who have no intention of quitting should have the freedom to make a decision. For many smokers, the policy of smoke-free zone is a government ‘s way of interfering with their lifestyles. The cost of smoke-free policy laws has far-reaching consequences on the economy of the community. Tobacco is one of the largest contributors to the growth in a country’s Gross Domestic Product (GDP). As such, initiation of the smoke-free zones in the community tends to reduce the amount of tax collection in the environment. The reduction of the amount of collected taxes as a result of smoke-free zone law affects the members of the public (Ekpu, 2015). Ideally, this policy undermines the ability of the tobacco and cigarette businesses in the community to contribute to the development of the economy. The tobacco farmers, in particular, would be forced to switch to a new means of means for financial assistance. Solution for the healthcare Concern; Peer Education Programs While the introduction of the smoke-free laws is a way of preventing smoking in the society, it may, in turn, be judged as a forced mechanism that can result in possible relapse as the smokers do not have the proper control for quitting. Essentially, education stands as an essential measure that can be implemented in an attempt to reduce smoking and protect the non-smokers from second-hand smoking (Kennedy, 2016). Education would allow the community to correct the misperceptions held by the smokers about low tar cigarettes, nicotine medication, and the filter products and ingredients. In addition, education will allow the smokers to make a decision that not only allows in the improvement of their health but also protect the non-smokers from secondhand smoking exposure. The long-term goal of the peer education programs is the cessation of smoking and safety of the non-smokers from second-hand smoking. The key change that should be made in the community with regard to the implementation of the solution is the reliance on tobacco production and cigarette smoking for economic development. The massive contribution of tobacco in today’s economy is undeniable especially with the growing and the ongoing addiction among the youth. As such, the community has the responsibility of introducing new opportunities that can replace tobacco production. Essentially, the community should consider the risk of addiction as a problem that can ultimately prevent their effective production and performance in the long run. Besides the community, the smokers and the tobacco producers as the population group will also be required to make the proper changes for the success of the implementation of the solution. Ideally, the tobacco producers should be willing to make a change in making an alteration in selecting a different source of income. In addition, the smokers should be willing to works towards fostering and maintaining a healthy society. Essentially, the population group can be educated on the need to fight to smoke in the community. It is difficult to argue with people who lack information about the dangers of smoking compared to their counterparts. As such, increasing the public awareness of the dangers of smoking can prepare the population groups for the implementation of a new policy. The success of the solution can be an evaluation with the use of the key performance indicators in the community. One of the key aspects that can be measured in an attempt to determine the success of the solution is the number of reported cases of health care conditions related to smoking and secondhand smoking. Essentially, this action entails gathering information on the number of reported health care conditions related to smoking upon the implementation of the peer education programs. As such, a reduced number of reported cases will insinuate a successful action. An increase or lack of change in the number of reports, on the other hand, shows that the recommended action failed to deliver the desired objective. The rate of mortality is another aspect that should be measured in determining the success of the solution. Ideally, smoking has been known to trigger premature deaths especially among the nonsmokers exposed to secondhand smoking (Lortet-Tieulent, 2016). As such, the rate of mortality over the past year upon implementation of the solution should be measured. The increase in the rate of mortality will insinuate a failed approach. Reduced rate of mortality, on the other hand, shows an effective and reliable approach of reducing smoking in the community. One of the anticipated challenges as the peer education programs is implemented is the lack of commitment from the target population. Ideally, some of the smokers in society may lack the desire to make changes in their lives. As such, they may fail to attend the peer education programs. This challenge can be solved by recruiting job fit health care professionals to conduct face-to-face interviews with the target population. Essentially, the care professionals can provide proper counseling to the team and encourage them to attend the peer education programs for improved health. Lack of sufficient resources to run education programs is another challenge that might be encountered. Ideally, the resources can be identified as sufficient time, funds, human labor and communication structures that can be used to ensure a successful implementation of the education programs. The lack of sufficient resources during the deployment of the new solution may fail to achieve the anticipated outcomes of the solution. This challenge can be solved by proper planning. Notably, planning is a core factor that is required to provide direction for the implementation of the new strategy. During planning, the implementation team should consider the changes that might arise amidst the deployment of the program services. In addition, the team should ensure that there are alternative actions that can be undertaken in the event of time, funds and labor shortage. Identification of elected official This proposal will be presented to Honorable LaTanya Garrett, the state representative of Michigan. Garrett is on the Healthcare policy community and is currently serving her third Michigan’s 7th House District encompassing Northwest Detroit and the city of the Highland Park. Representing a continuation of a long family legacy, Garrett is a committed community activist and has also been an assistant in top several campaigns. As such, she stands as a suitable fit for the proposition. With her past experience in community activism, Garrett would work to ensure that the concern of smoke-free zone policy is communicated, and the solution is considered. In addition, Garrett has the initial proposal of the smokefree zone policy. Conclusion Smoking is a top health concern that is not only taking prevalence in the United States but also around the globe. Cigarette smoking is growing popular especially among youths with peer pressure being the leading cause. While the smokers may have no desire to cater for their health, smoking presents high health for the nonsmokers through secondhand smoking. This exposure often results from the burning cigarettes and the smoke from the smokers. Secondhand smoking presents a risk of critical healthcare conditions such as cancer for the nonsmokers. In some cases, secondhand smoking leads to premature deaths. As such, there is a need to propose the proper measures that can ensure reduced smoking and improved health care in the community. The introduction of smoke-free zone policy has proved to be an effective measurement in the protection of the nonsmokers from secondhand smoking. While this policy influences the smokers to ultimate quit smoking, there is a concern of lack of freedom for the smokers. In addition, while the smoke-free zone policy protects the secondhand smokers, it neglects the smokers in the event that they can easily relapse. As such, the peer education programs should be introduced to ensure reduced smoking and i8mproved healthcare in the community. Essentially, the education programs will present the nonsmokers with the proper information that can allow them to make the proper decision to quit smoking. Among the components that can be evaluated to measure the success of peer programs include the number of reported health conditions and the rate of mortality related to smoking. The two challenges that can be encountered during implemented include lack of commitment from the target population and the lack of sufficient resources. Essentially, this report will be presented to Latanya Garrett, State representative of Michigan. Overview of the Healthcare Policy Concern and Solution Introduction Nicotine addiction is now viewed as a drug and seen as the greatest challenge for many governments and healthcare systems around the world. Smoking is among the many vices that society has battled for ages the adverse effects to both the smoker and second-hand smoke exposure can be detrimental. According to the Centers for Disease Control and Prevention, secondhand smoking is responsible for 2.5 million deaths this is just in related to second-hand smoke exposure. Secondhand smoking causes a variety of health care issues among children and infants such as ear infections, severe asthma attacks, and sudden death infant syndrome and respiratory infections and cancerous related illness in the elderly. Implementing the health-care policy All indoor enclosed smoke -free zone, second-hand smoke exposure for enclosed environments such as homes and vehicles that occupies children and the elderly. Second-hand smoke exposure is hard to manage unless there is an excellent policy to combat the world. Smoke vapers infiltrates into many units like the stairway cases, hallways and even open spaces, but when smoke is entrapped in homes and vehicles it makes it difficult for anyone to escape the toxic vapers. Identification of Communication Techniques This proposal will be presented to LaTanya Garrett, the state representative of Michigan. Garrett is currently in her third serving Michigan’s 7th House District encompassing Northwest Detroit and the city of the Highland Park. Representing a continuation of a long family legacy, Garrett is a committed community activist and has also been an assistant in top several campaigns. As such, she stands as a suitable fit for the proposition. With her past experience in community activism, I feel that Garrett would work to ensure that the concern of smoke-free zone policy is communicated, and the solution is considered. In addition, Garrett has the initial proposal of the smoke-free zone policy. In corresponding with Mrs. Garrett initially an email was sent out. I was able to followup with a phone conversation which lead to an invite to a meeting in Lansing, Michigan. Meeting was February 6 2019 at 1pm) I was able to express my concerns in a forum During this time, I will be able to listen to other proposed healthcare policies and perhaps have the opportunity to present my own community healthcare concern. A hand-written letter creates a sense of importance, the time taken to actually hand write, that cannot be captured in an email, especially for that initial communication. Without question, letters are the most effective form of communication with elected officials, however emails corresponding is faster. In preparing for my visits I plan to be an active listener, jotting down questions as they arrive and giving the speaker opportunity to express their complete thoughts. Additionally, Mrs. Garrett is a parent and like all parents, she is entitled to the safety and welfare of her children and therefore the rest of the community. Self-Evaluation of Video Presentations During my video presentation I appeared nervous and had difficult looking into the camera. My voice was clear, I was impressed that I did not use and word fillers such as hmm or the word okay, however I did notice background noise. In preparing for the presentation I rehearsed in front of the mirror and perhaps should have tried in front of a peer. Conclusion Secondhand smoking presents a risk of critical healthcare conditions such as cancer for the nonsmokers. In some cases, secondhand smoking leads to premature deaths. As such, there is a need to propose the proper measures that can ensure reduced smoking and improved health care in the community. The introduction of smoke-free zone policy has proved to be an effective measurement in the protection of the vulnerable population, nonsmokers, from secondhand smoking. While this policy influences the smokers to ultimate quit smoking, there is a concern of lack of freedom for the smokers. In addition, while the smoke-free zone policy protects the secondhand smokers. This paper and the video presentation is a summary of the health-care concern that I have chosen to present as an All Indoor smoke free zone policy for children and elderly to be free from second hand smoke in their safe environments known as their homes and motor transportation.. References Akram, A. S., Mohamad, A., & Akram, S. (2018). The Role of Clinical Instructor in Bridging the Gap between Theory and Practice in Nursing Education. International Journal of Caring Sciences, 11(2), 876–882. Retaspx?direct=true& db=ccm & AN=131851628 & site=eds-live & scope=site Faber, T., Been, J. V., Reiss, I. K., Mackenbach, J. P., & Sheikh, A. (2016). Smoke-free legislation and child health. Primary Care Respiratory Society UK, 1. Retrieved . aspx?direct=true&db=edb & AN=127616395& site=eds-live&scope=site Farber, H. J., Groner, J., Walley, S., & Nelson, K. (2015). Protecting children from tobacco, nicotine, and tobacco smoke. Pediatrics, peds-2015. Homa, D. M., Neff, L. J., King, B. A., Caraballo, R. S., Bunnell, R. E., Babb, S. D., … & Wang, L. (2015). Vital signs: disparities in nonsmokers’ exposure to secondhand smoke–United States, 1999-2012. MMWR. Morbidity and mortality weekly report, 64(4), 103-108. KESSLER, L. (2017). Fight of their lives: Coalition focuses on teen, young adult cancer care. Fort Worth Business Press, 30(19), 18. Ret. aspx?direct=true&db=f5h&AN=124885041&site=eds lives&cope=site World Health Organization. (2014). Global status report on noncommunicable diseases 2014 (No. WHO/NMH/NVI/15.1). World Health Organization. REFERENCES Ekpu, V. U. (2015). The economic impact of smoking and of reducing smoking prevalence: review of evidence. . Tobacco use insights, 8, TUIS15628. Hanks, R. G.‐O. (2018). Patient Advocacy at the APRN Level: A Direction for the Future. In Nursing forum (Vol. 53, No. 1, pp. 5-11). Kennedy, R. D. (2016). Educating smokers about the risk of blindness–insights to improve tobacco product health warning labels. Tobacco induced diseases, 14(1), 30. Lortet-Tieulent, J. S. (2016). State-level cancer mortality attributable to cigarette smoking in the United States. JAMA internal medicine, 176(12), 1792-1798. Naeem, Z. (2015). Second-hand smoke–ignored implications. International journal of health sciences, 9(2), V. Nagelhout, G. E. (2015). Do smokers support smoke-free laws to help themselves quit smoking? Findings from a longitudinal study. . Tobacco control, 24(3), 233-237. Chamberlain College of Nursing CREATING A PROFESSIONAL PRESENTATION PRESENTATION SOFTWARE Assists in communicating information  Simplifies creation of visuals  Lets you add film clips, sound, movie-like transitions, animation, and run-alone shows  GETTING STARTED Create an outline of your content  Select a slide design  3 PRINCIPLES OF GOOD VISUAL CONSTRUCTION 5–7 rule – Limit 5–7 lines per slide – Limit words to 5–7 per line  Use sans-serif fonts  Contrast between background and text   Script at 12 point  Presentation Skills    Times New Roman at 12 points Arial at 12 points  Presentation Skills Presentation Skills  Script at 16 points  Presentation Skills  Times New Roman at 24 points  Presentation Skills  Arial at 32 points  Presentation Skills FONTS & COMPARISON SPEAKER’S NOTES 6 SPECIAL EFFECTS: EMBELLISH OR DISTRACT? Sound  Graphics  Animation  Transition  PUTTING IT ALL TOGETHER Plan for the unexpected  Use Notes  Don’t stand and read ALL notes  Make eye contact with audience  Practice, practice, practice!!!  REFERENCES  Bott, E., & Leonhard, W. (2007). Using Microsoft office 2007: The only office book you need. Indianapolis, IN: Que Publishing.  Pugsley, L. (2010). Design an effective PowerPoint presentation. Education for Primary Care, 21, 51–53. 9
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Technological impact on nursing practice discussion

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Technological impact on nursing practice discussion

nalyze a peer-reviewed research article. This article is about any nursing-practice-related topic that interests you. Example of a topic is “does use of technology increase patient safety”, This assignment is supporting SLO #6 (Integrating Evidence-Based Knowledge).

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Effects Of Disasters On Community Health Research Paper

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Effects Of Disasters On Community Health Research Paper

Chapter 22 Substance Abuse and Misuse as Community Health Problems Definitions of Substance Abuse • Substance abuse: the use of any drug (alcohol, street drugs, prescription and over-the-counter medications) that results in a loss of control over the amount taken and when it is taken • Dependence or addiction: present when there are

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physiological symptoms that occur with withdrawal of the substance Scope of Substance Abuse • Illicit drug use • Use of alcohol • Use of Tobacco Impact of Substance Abuse on Society • • • Preventable morbidity and mortality Healthcare costs Costs to society Impact of Substance Abuse on the Individual • • • • • • • • Loss of job Divorce Health problems (acute and chronic) Nutritional deficiences Low self-esteem Depression Anxiety Death Risk Factors for Substance Abuse • • • • Society’s influence The family’s influence The workplace’s influence Personal factors Nursing Assessment • Nurses’ attitude self-assessment • Drug history • Recognizing the signs of substance abuse Interventions • Society’s response – Healthy People 2020 – Primary prevention – Secondary prevention – Tertiary Prevention • Interventions with special populations Chapter 28 Natural and Man-Made Disasters Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. Disaster Definitions  A disaster is any event that causes a level of destruction, death, or injury that affects the abilities of the community to respond to the incident using available resources. ➢ ➢ ➢ Mass casualty involves 100+ individuals Multiple casualty involves 2 to 99 individuals Casualties can be classified as a direct victim, indirect victim, displaced person, or refugee Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 2 Types of Disasters    Natural disasters Man-made disasters Combination disasters ➢ NA-TECH (natural/technological) disaster: a natural disaster that creates or results in a widespread technological problem Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 3 Types of Disasters (Cont.) (from Textbook, Box 28-1) Natural Disasters           Avalanches Blizzards Communicable disease epidemics Droughts, wildfires Earthquakes, tsunamis Hailstorms Heat waves Hurricanes Tornados, cyclones Volcanic eruptions Man-Made Disasters           Terrorism Civil unrest (riots) Explosions, bombings Fires Structural collapse (bridges) Airplane crashes Toxic or hazardous spills Mass transit accidents Pollution Wars Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 4 Acts of Terrorism Terrorism is   “the unlawful use of force and or violence against persons or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives.” (FBI, 2013) “is premeditated, politically motivated violence perpetrated against noncombatant targets by subnational groups or clandestine agents.” (CIA, 2013) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 5 Weapons of Mass Destruction    Any weapon that is designed or intended to cause death or serious bodily injury through release, dissemination, or impact of toxic or poisonous chemicals, or their precursors Any weapon involving a disease organism (biological agents) Any weapon that is designed to release radiation or radioactivity at a level dangerous to human life (chemical agents) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 6 Characteristics of Disasters       Frequency Predictability Preventability/mitigation Imminence Scope and number of casualties Intensity Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 7 Prevention in Disasters  Primary prevention ➢ Aimed at preventing the occurrence of a disaster or limiting the consequences when the event itself cannot be prevented (mitigation) ➢ Nondisaster stage: period before a disaster occurs ➢ Predisaster stage: actions taken when a disaster is pending Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 8 Prevention in Disasters (Cont.) ➢ Nondisaster activities include: • Assessing communities to determine potential disaster • • • • • hazards Developing disaster plans at local, state, and federal levels Conducting drills to test the plan Training volunteers and health care providers Providing educational programs of all kinds Developing risk maps and resource maps Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 9 Prevention in Disasters (Cont.) ➢ Predisaster activities include: • Notification of the appropriate officials • Warning the population • Advising what response to take  voluntary or mandatory evacuation Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 10 Prevention in Disasters (Cont.)  Secondary prevention ➢ ➢ ➢ Implemented once the disaster occurs Aimed at preventing further injury or destruction “Safety before search and rescue.” Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 11 Prevention in Disasters (Cont.)  Tertiary prevention ➢ Focuses on recovery and restoring the community to previous levels of functioning and its residents to their maximum functioning ➢ Aimed at preventing a recurrence or minimizing the effects of future disasters through debriefing meetings to identify problems with the plan and making revisions Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 12 Nurses Need to … … be involved in all stages of prevention and related activities … educate others about disasters and how to prepare for and respond to them … keep up to date on latest recommendations and advances in life-saving measures Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 13 Questions Nurses Should Ask 1. What kind of disasters threaten the 2. 3. 4. 5. communities where I live? What injuries should I expect from different disaster scenarios? What are the evacuation routes? Where are shelters located? What warning systems are used so I can respond effectively, personally, and professionally during different types of disasters? Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 14 Disaster Management   A collaborative interdisciplinary team effort is needed between a network of agencies and individuals. Develop a disaster plan. ➢ ➢ ➢ Communities can respond more quickly, more effectively, and with less confusion. Ensures that resources are available. Delineates roles and responsibilities of all personnel and agencies, both official and unofficial. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 15 Governmental Responsibilities  Local government (first responders) ➢  State government (Office of Emergency Management) ➢  Responsible for the safety and welfare of its citizens. Involved when a disaster overwhelms the local community’s resources. Federal government (Department of Homeland Security and CDC) ➢ A single department focusing on protecting the American people and their homeland Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 16 U.S. Department of Homeland Security (DHS)  DHS has three primary missions: ➢ ➢ ➢  Lead the unified national effort to secure America Prevent and deter terrorist attacks Protect against and respond to threats and hazards to the nation DHS goal (2011): Sets the “vision for nationwide preparedness” ➢ Identifies the core capabilities and targets necessary to achieve preparedness across five mission areas: Prevention, Protection, Mitigation, Response, and Recovery. ➢ Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 17 NIMS  NIMS (National Incident Management System) provides a systematic, proactive approach for all levels of governmental and nongovernmental agencies to work seamlessly to prevent, protect against, respond to, recover from, and prevent the effects of disasters. – Federal Emergency Management Agency (FEMA) (2012) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 18 FEMA  Mission is to support citizens and first responders to ensure that, as a nation, everyone works together to build, sustain, and improve the capacity to prepare for, protect against, respond to, recover from, and mitigate all hazards. ➢ ➢ Established National Terrorism Advisory System • Threat alert: elevated or imminent threat FEMA published in-depth guide for citizen preparedness: Are You Ready? Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 19 Partnerships in Disasters       Department of Homeland Security (DHS) Federal Emergency Management Agency (FEMA) Department of Health and Human Services/ Centers for Disease Control and Prevention Public Health System (PHS) American Red Cross (ARC) Other local, state, and federal agencies Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 20 Disaster Management Stages     Prevention stage Preparedness and planning stage Response stage Recovery stage Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 21 Prevention Stage  Identify potential disaster risks. ➢  Educate citizens regarding what actions to take to prepare for disasters. ➢  Create risk maps Individual, family, and community level Develop a plan for meeting the potential disasters identified. ➢ Create resource maps Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 22 Community Risk Map (from Textbook, Figure 28-1) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 23 Community Resource Map (from Textbook, Figure 28-2) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 24 Preparedness/Planning Stage: Individual and Family Preparedness     Training in first aid Assembling a disaster emergency kit Establishing a predetermined meeting place away from home Making a family communication plan Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 25 Preparedness/Planning Stage: Community Disaster Planning  Plans must include: ➢ ➢ ➢   Authority Communication Logistical coordination of: • Supplies and equipment • Human resources • Evacuation and rescue Plans must be dynamic and change as needed. Plans must be tested in different disaster scenario drills. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 26 Disaster Planning Principles (from Textbook, Box 28-8) 1. 2. 3. 4. 5. 6. 7. 8. 9. Measures usually taken are not sufficient for major disasters. Plans should be adjusted to people’s needs. Planning does not stop with development of a written plan. Lack of information causes inappropriate responses by community members. People should be able to respond with or without direction. Plans should coordinate efforts of the entire community, so large segments of the citizenry should be involved in the planning. Plans should be linked to surrounding areas. Plans should be general enough to cover all potential disaster events. As much as possible, plans should be based on everyday work methods and procedures. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 27 Disaster Planning Principles (Cont.) (from Textbook, Box 28-8, Cont.) 10. Plans should specify a person’s responsibility for implementing segments by position or title rather than by name. 11. Plans should develop a record-keeping system before a disaster occurs, regarding: • Supplies and equipment • Records of all present at any given time (to account for everyone and to identify the missing) • Identification of victims and deceased, conditions and treatment documented, and to which facility victims are sent 12. Backup plans need to be in place for the following: • Disruption of telephone and cell phone lines • Disruption of computer data (should be downloaded weekly and stored off site) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 28 Response Stage   Response stage begins immediately after the disaster incident occurs. May include: ➢ Shelter in place ➢ Evacuation ➢ Search and rescue ➢ Staging area ➢ Disaster triage Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 29 Areas of Operation in Disaster Response Figure 28-3 Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 30 Disaster Triage  START triage system ➢ ➢ ➢ “Simple Triage And Rapid Treatment” Used in multicasualty or mass casualty incident Triage of injured person should occur in less than 1 minute based on: • • • ➢ ➢ ➢ Respirations Perfusion Mental status Uses people with minor injuries to assist Person is tagged with a colored triage tag Victims moved to the treatment area Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 31 START Color-Coded Triage Tag Green = walking wounded Yellow = systemic but not yet life-threatening complications Red = life-threatening conditions that can be stabilized and have a high probability of survival Black = deceased or injuries so extensive that nothing can be done to save them Figure 28-4 Source: http://www.mettag.com. Reprinted with permission. Hazmat tag = contaminated Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 32 Psychological Triage  Four keys to gauging mental health impact: ➢ ➢ ➢ ➢  Extreme and widespread property damage Serious and ongoing financial problems High prevalence of trauma in the form of injuries, threat to life, and loss of life When human intent caused the disaster In addition, panic during the disaster, horror, separation from family, and relocation or displacement may play a part Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 33 Public Health Activities  While search and rescue is going on … ➢ Surveil for threats (e.g., contaminated water, vectors, and air quality). ➢ Disseminate data on what has been found. ➢ Relate health information to officials, the media, and the public as appropriate. ➢ Gather epidemiological information. ➢ Allocate resources and work to prevent further adverse health problems. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 34 Responses to Disasters  Community ➢ ➢ ➢ ➢ Heroic phase Honeymoon phase Disillusionment phase Reconstruction phase  Individual ➢ Cognitive ➢ Emotional ➢ Physical ➢ Behavioral ➢ PTSD Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 35 Recovery Stage   Begins when the danger from the disaster has passed. All local, state, and federal agencies are present in the area. ➢ Help victims rebuild their lives ➢ Restore public services ➢ Cleanup of damage and repair begins ➢ Evaluation and revision of the disaster plans ➢ Understand the financial impact Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 36
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