NR 503 Week 7: Presentation of Epidemiological Problem Abstract

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This week you will share your findings from your problem paper. You will write up an
abstract summarizing your findings. Your abstract should consist of 100 to 500 words.
Keep in mind that an abstract should summarize your research, including its key themes
and problems and providing your major conclusions.

Darnesha Clanton
Aug 19, 2018Aug 19 at 7:20pm
Manage Discussion Entry
Professor and class,
The United State is spending close to $16 Billion
dollars annually on sexually transmitted diseases
(STDs) (Centers for Disease and Prevention
[CDC], 2017). Southern states, like Georgia, sees
a large number of syphilis cases. Surprisingly,
there was once a time where syphilis was at its
lowest and was on the verge of elimination. Now,
the rates of syphilis have doubled, causing an
incidence rate in the U.S of 5.5 cases per
100,000 (CDC). Men have the highest
prevalence. Their rates have continued to climb.
Men who have sex with men or MSM are at the
greatest risk and have the highest rates of
syphilis with 15.6 per 100,000 or 88.9% of all U.S.
cases (CDC, 2017). This has been termed a
MSM epidemic. A rapid plasma regain (RPR) is
the lab of chose to routinely screen for syphilis.

Once diagnosed there are 3 main stages:
primary, secondary, and latent. Treatment dosage
varies but the treatment of choice is Penicillin
Benzathine G given intramuscularly. Once there
is a positive lab and confirmation lab, it must be
reported by law to the state’s public health
department. This is normally done by the
laboratory and physician. There is an electronic
system where this is transmitted through. After
being reported, it is then used for surveillance. It
is the goal of providers to help educate the
community on syphilis awareness. Patients must
be open to talk about their sex health with their
providers. Three ways to work towards the goal of
syphilis prevention are: to provide information and
encourage safe sex, screen for all STDs, and
lastly, treat the patient and notify their partners.
These actions will limit the exposure and
transmission of syphilis; therefore, decreasing the
rates of syphilis in Georgia and the U.S.
Resource
Centers for Disease and Prevention (CDC).
(2017). Sexually Transmitted Disease (STDs).
Retrieved from
https:www.cdc.gov/std/syphilis/defualt.htm

Collapse SubdiscussionAngela Anttila
Angela Anttila
Aug 21, 2018Aug 21 at 3:27pm
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Hi Darnesha,
Thank you for sharing your abstract about
syphilis! You've done a good job in providing an

overview of the increasing incidence in the US
and in Georgia. STDs, such as syphilis, are
multifactorial, with behavior and environment
being significant factors. As you discuss, syphilis
is on the rise in the US, which means it will
be prevalent in many of our communities.
Considering this information, it will be beneficial
for ANPs to understand not only the disease
process, but also the disparities impacting patient
population.
Have a great week!
Dr. Anttila


Heidi Hayan Joung
Heidi Hayan Joung
Aug 22, 2018Aug 22 at 9:43am
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Hi Professor Angela,
After I read your and Darnesha's post, I looked up
the statistics of syphilis in Georgia State. I found
out that Georgia ranked 1 among 50 states at
least one case of primary and secondary syphilis
in the United States (CDC, 2013). In Georgia,
African American had the highest incidence rates
with 25.5 per 100,000 population, 34.1 among
Native Hawaiian/Other pacific Islanders, and 5.1
among Hispanics/Latinos (CDC, 2013). I was very
surprised by these numbers and was reminded
myself again that educating people who have lack
of support and resources about the prevention
disease are an important factor to reduce the
incidence rate of STDs. In order to do that,
healthcare providers at local and community
center clinics should provide equal care to
vulnerable and minority groups so everyone will
get an equal chance to be healthy regardless of

their background including religion, ethnicity,
gender, income, disability, and sexual identity.
Enjoyed reading your post. Thank you !
Centers for Disease Control and Prevention
(CDC). (2013). Georgia, 2013. Retrieved from
https://www.cdc.gov/std/syphilis2013/GA13.pdf


Kelcey Bennett
Kelcey Bennett
Aug 23, 2018Aug 23 at 8:02pm
Manage Discussion Entry
Dr. Anttila,
I agree that it will be paramount for advanced
practice nurses (APNs) to understand disease
process so that they aid in decreasing
transmission of disease. It will also be important
that they understand the role disparities play in
the epidemiological and disease process. Take
for example, in a study conducted by Green,
Levin-Rector, Hadler, and Fine (2015), 18 out of
41 communicable disease in New York City
(NYC) were found to correlate with high poverty
rates. This helps to demonstrate the effects
poverty has on disease, supporting that
disparities may have an instrumental impact on
transmission of disease, as it may limit access to
care, or places patients at higher risk for a
disease. APNs will be leaders within addressing
and revealing disparities so that they are
decreased within the communities and
populations they serve, seeking to increase the
health and wellness of all individuals.
During this week’s lesson measurements of
outcomes were discussed. Through this I was
able to learn key elements of measurable
outcomes. The lesson also identified outcomes

can be measured specifically both individually or
within groups as they aid within development of
patient care practices. It will be important for
APNs to measure outcomes so that quality of
care is maintained. As the measurable outcomes
now no longer revolve around mortality rates, but
have shifted to a patient-centered care model. As
the study by Rutten, van Vugt, Weerdt, and de
Koning (2018) discovered, patients were more
satisfied when the visits revolved around them
and their thoughts on care, as well as sharing
decisions with the physicians (2018). Comparison
of outcomes will be paramount as they support
patient care practices. APNs will need to also be
knowledgeable about organizations that support
comparison of outcomes so that patient practices
and guidelines support evidence-based practice.
Take for example, the Patient-Centered
Outcomes Research Institute (PCORI) is
organization that seeks to support outcomes
research in clinical practice take into account
patient providers and perspective into research so
that patient-centered outcomes can arise (Frank,
Basch, & Selby, 2014). Outcomes will seek to
drive quality driven practices and aid in critical
thinking so that patients receive optimal patient
care and treatment. APNs will have the resources
available to them to support them in
measurement of outcomes. Measurable
outcomes will be paramount as APNs appraise
healthcare interventions so that they support safe
healthcare practices.
References:
Frank, L., Basch, E., & Selby, J. V. (2014). The
PCORI perspective on patient-centered outcome
research. Journal of the American Medical
Association, 312(15), 1513-1514.
doi:10.1001/jama.2014.11100

NR 503 Week 7 Presentation of Epidemiological Problem Abstract

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

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

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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.