NRS 428 Discussion: Social Determinants of Health

NRS 428 Discussion: Social Determinants of Health

NRS 428 Discussion Social Determinants of Health

Topic 2 DQ 1

Description:

What are social determinants of health? Explain how social determinants of health contribute to the development of disease. Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.

Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.

Description:

Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.

Communicable Disease Selection

1. Chickenpox

2. Tuberculosis
3. Influenza
4. Mononucleosis
5. Hepatitis B
6. HIV
7. Ebola
8. Measles
9. Polio
10. Influenza

Epidemiology Paper Requirements

1. Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
2. Describe the social determinants of health and explain how those factors contribute to the development of this disease.
3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
4. Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
6. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.

A minimum of three peer-reviewed or professional references is required.

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 theLopesWrite Technical Support articles for assistance.

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Description

Objectives:

1. Apply the principles of epidemiology to community health nursing.
2. Explain the value of demographic data in community health.
3. Apply the epidemiology triangle to a communicable disease occurring at a global level.
4. Evaluate the communicable disease chain model.
5. Discuss the impact of global health issues on public health systems.
6. Explain how social determinants of health contribute to the development of disease.

Read Chapter 2 in Community and Public Health: The Future of Health Care.

Chain of Infection

Description:

Use the media piece “Chain of Infection” to assist you in completing your Topic 2 assignment.

Social Determinants of Health

Description:

Read “Social Determinants of Health,” from the Healthy People 2020 website.

2017 National Notifiable Conditions (Historical)

Description:

Explore the 2017 National Notifiable Conditions (Historical) page of the Centers for Disease Control and Prevention (CDC) website.

Centers for Disease Control and Prevention

Description:

Explore the Centers for Disease Control and Prevention (CDC) website.

U.S. Department of Health and Human Services

Description:

Explore the U.S. Department of Health and Human Services (HHS) website.

World Health Organization

Description:

Explore the World Health Organization (WHO) website.

Families USA

Description:

Explore the Families USA website.

Communicable Disease Chain

Description:

Refer to the “Communicable Disease Chain” as needed to complete your assignment.

All patients deserve quality and accessible health care, and nurses have been instrumental in achieving this objective for a long time. To enhance outcomes, health care professionals apply different approaches such as collaboration and partnerships. Operation frameworks from states action coalitions have been pivotal in improving health and strengthening nursing. Action coalitions usually work to advance the Institute of Medicine (IOM) report’s recommendations. This discussion explores how Florida’s action coalition’s work aligns with IOM recommendations and the state’s progress toward meeting the recommendations.

Florida’s Action Coalition and IOM Recommendations

The IOM report on the future of nursing recommends four action areas for building a healthier America. They include nurses to deliver services to the full extent of their competence, nurses achieving the highest level of education possible, collaboration in practice, and effective workforce planning (Rekha, 2020). Florida’s action coalition’s work aligns with the four recommendations to a significant degree. For Floridians to access safe and high-quality care, the Florida Action Coalition leads in advancing the nursing profession and works towards a health care system where nurses work as essential partners in health care delivery (Campaign for Action, n.d.). The coalition has also established committees to work on the various action areas, including collaboration and workforce planning. On education, Florida is working to increase the number of registered nurses with a baccalaureate in nursing to 80% (FA Coalition, 2020). Undeniably, there are visible efforts to address each recommendation.

Florida Action Coalition has made remarkable progress towards meeting the IOM recommendations. For instance, the coalition’s membership has various entities, including co-leads, partners, and stakeholders, supporting action on the report recommendations. The entities further engage coalition partners at the state and local levels to improve Floridians’ health (Adams, 2021). Getting nurses to work on community boards promotes nursing leadership and education models to streamline learning to earn advanced degrees transform nursing education. Such interventions enable nurses to work to the best of their capacity.

NRS 428 Discussion: Social Determinants of Health Conclusion

The IOM report guides states’ action coalitions in building healthier communities. Through action coalitions, nurses serve as essential partners in health care provision. Florida Action Coalition’s vision is creating a healthier America supported by nurses as essential partners. The coalition also promotes leadership and collaboration, enabling nurses to deliver services to the full extent of their competence, as the IOM report recommends

NRS 428 Discussion: Social Determinants of Health References

Adams, J. (2021). Nursing Action Coalition for Florida. Campaign for Action. https://campaignforaction.org/nursing-action-coalition-of-florida/

Campaign for Action. (n.d.). Florida Action Coalition. https://campaignforaction.org/state/florida/

FA Coalition. (2020). Florida Action Coalition. https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=3416&context=flablue_text

Rekha, S. G. (2020). The future of nursing: leading change, advancing health. Journal of Pediatrics and Nursing Science, 3(3), 60-63.  DOI:10.18231/j.ijpns.2020.013

NRS 428 Discussion: Social Determinants of Health 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.