NR 503Week 3: Current Event

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This week we will explore current events related to epidemiology. You will present a
scientific article to the class. Please focus on interpreting the research question,
methodology, results, and conclusions from a sample of peer-reviewed scientific
literature. Please be sure the article is related to epidemiology, summarizing its contents
for the class, and providing a succinct written summary. Current events must have been
published within the last six months. Written summaries should include:
 State the objectives of the study
 Summarize the study design and findings
 Provide a reference of the article
 Provide your opinion on how the "average" reader
will respond to the article. Will the article influence
decision making or thinking? Does the article leave
out any important information?

Heidi Hayan Joung
Jul 23, 2018Jul 23 at 2:23pm
Manage Discussion Entry
Hello everyone and Professor Angela,
Zaire ebolavirus is a filovirus with five subspecies
(Bundibugyo, Zaire, Restone, Tai Forest, and
Sudan) with a case fatality ratio of 25-90% (Barry
et al, 2018). It is transmitted through contact with
the body fluids of infected patients (CDC, 2018).
The way of stopping the transmission is by patient
isolation and care, early diagnosis, infection
control, rigorous tracking of contacts, and the use
of targeted vaccination.

On May 3, 2018, the Ministry of Health of the
Democratic Republic of the Congo was notified
from the Health Division of Equateur Providence
that 40 cases of fever (95%) with gastrointestinal
symptoms, general fatigue (37 [90%] cases), loss
of appetite (37 [90%]), and hemorrhagic signs (14
[33%] people) were occurred including 17 deaths
due to possible Ebola virus (Barry et al, 2018).
These data were collected by health
professionals attending to cases and field
investigators. On May 8, 2018, the Democratic
Republic of the Congo reported 50 cases (13
probable, 37 confirmed) of Ebola virus disease in
Equateur Province where is connected to the
capital city (Barry et al, 2018). In order to confirm
the cases, detection of Ebola virus RNA in body
fluids or blood by reverse transcription PCR was
required and used. Since the affected area is
concentrated with high population, this outbreak
is the highest and complex risk ever experienced
by the Democratic Republic of the Congo. On
May 20, 2018, 25 deaths from Ebola virus
disease had been reported (Barry et al, 2018). In
addition, they also reported that 1,458 contacts
had been reported and addition 78 cases were
confirmed, assuming heterogeneous
transmissibility (Barry et al, 2018). The median
age of people with probable or confirmed infection
was 40 years and usually male (30 [60%]) (Barry
et al, 2018).
The design of the study is an epidemiological
study with the case-controlled group since it
studied people that have already contracted the
disease. This study also reviewed published
epidemiological evidence about clinical
characteristics of Ebola virus disease and
contrasted the results of past outbreaks. The aim
of this study was to investigate and control the
current Ebola virus disease outbreak in the
Democratic Republic of the Congo. The results
showed that the epidemiological characteristics
and features of this outbreak in the Democratic
Republic of the Congo, such as signs and
symptoms of cases were consistent with previous
outbreaks of Ebola virus disease in West
Africa(Barry et al, 2018). It also reported that the

most common exposures were caused by contact
with infected people and participation in
traditional burial rites for those who have died
from this disease. The source of this outbreak is
unknown; however, it’s possible that a new chain
of transmission could occur after sexual contact
with a male survivor (CDC, 2018). In addition, the
case fatality ratio was higher than when this
outbreak occurred in West Africa from 2014 to
2016 (Barry et al, 2018). Since West Africa has
greater access to Ebola treatment, the case
fatality ratio was decreased. The article
concluded the study with the importance of safe
and dignified burials, community engagement,
early detection, and implementation of Ebola
treatment along with vaccination for outbreak
control (Barry et al, 2018).
As the reader, I believe that this article was
informative and written thoroughly with analytical
data and literature reviews. The average reader
would find this information useful since it’s easy to
understand and follow without a lot of medical
terminologies. The article is also reliable and
credible by showing the author’s information on
the article. The writer also believes that the article
didn’t leave out any important information. The
article will influence when the Ministry of Health of
the Democratic Republic of the Congo reinforces
the implementation of Ebola treatment and
vaccination at community clinics, local hospitals,
and public health centers since the study results
show high mortality and fatality rate of Ebola virus
disease.
Barry, Ahmadou et al. (2018). Outbreak of Ebola
virus disease in the Democratic Republic of the
Congo, April–May 2018: An epidemiological
study. The Lancet, 392 (2) 213-221,
doi.org/10.1016/S0140-6736(18)31387-4
The Centers for Disease Control and Prevention
(CDC). (2018). 2018 Democratic Republic of the
Congo, Bikoro. Retrieved from
https://www.cdc.gov/vhf/ebola/outbreaks/drc/2018
-may.html
o

Angela Anttila
Angela Anttila
Jul 24, 2018Jul 24 at 8:57pm
Manage Discussion Entry
Welcome to week 3 Heidi!
Thank you for opening up the discussion this
week! You've selected a great study for
discussion. Generally speaking, case control
study designs, as well as cohort studies are good
for understanding causation of disease (if the
exposure is associated with the outcome). As you

mention, case control studies are considered
observational and researchers use this study
design to compare persons with a disease to
those without the disease when both groups have
a history or exposure (e.g., vaccinated people
who developed the flu compared to vaccinated
peopled who did not develop the flu). This is an
interesting study, especially since case control
designs are often used in rare disease or
outbreaks compared to cohort studies, which are
more ideal for comparing exposure and disease.

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.