NRS 428 Topic 2 DQ 2 Select a global health issue affecting the international health community

Sample Answer for NRS 428 Topic 2 DQ 2 Select a global health issue affecting the international health community Included After Question

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Topic 2 DQ 2

Sep 5-9, 2022

Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments). Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.

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

Dian Bowes

Sep 9, 2022, 10:16 PM

A Sample Answer For the Assignment: NRS 428 Topic 2 DQ 2 Select a global health issue affecting the international health community

Title: NRS 428 Topic 2 DQ 2 Select a global health issue affecting the international health community

A global health issue that has affected the globe recently is the COVID-19 pandemic. The pandemic has had devastating impacts on the economic, social, and personal lives of individuals. The health care system was the most impacted as clinicians were the first responders to the pandemic and provided the much-needed first intervention. The public health care system was affected by the lack of vaccinations and the need to engage in contact tracing. Quarantines were established to help prevent the further spread of the virus. Research had to be conducted on how to break the communicable chain of infection. Handwashing and social distancing became critical in helping prevent the spread of the virus (Kitson et al., 2021). Various stakeholders across the globe had to work together to effectively address the pandemic. Given the impact it had on the globe, it became hard for a nation to deal with the pandemic on its own. Global travel and the interconnection between nations further made it challenging to contain the virus spread (Stratton, 2020). Vaccine distributions became important with countries supporting each other with regard to resource mobilization and distribution. Public health systems across different nations had to work together to prevent mass loss of lives and to allow the world to go back to normal. The impacts of the pandemic were severe on the health care system but also provided key learning lessons.

References

Kitson, A., Huisman-de Waal, G., & Muntlin, A. (2021). Lessons from COVID. Journal of Advanced Nursing, 77(7), e7-e9. https://doi.org/ 10.1111/jan.14844

Stratton, S. J. (2020). COVID-19: Not a simple public health emergency. Prehospital and Disaster Medicine, 35(2), 119-119. https://doi.org/10.1017/S1049023X2000031X

NRS 428 Topic 2 DQ 2 Select a global health issue affecting the international health community

Maria Delgado

replied toDian Bowes

Sep 10, 2022, 1:35 PM

Hello Dian,

I enjoyed reading your post; COVID-19 has affected many lives worldwide. Many lost loved ones who were unexpectedly affected by this pandemic. According to (World Health Organization (WHO), 2020) COVID-19 pandemic has led to a dramatic loss of human life worldwide and presents an unprecedented challenge to public health, food systems, and the world of work. The disruption of COVID-19 on our economic and social lives caused by the pandemic is devastating. Tens of millions of people are at risk of falling into extreme poverty (World Health Organization (WHO), 2020). Healthcare workers responded efficiently to the cries of our tired fellow co-workers when COVID was at its peak. The response from multiple countries and our government were good at trying to contain the pandemic by laying out safety regulations to prevent the spread of COVID. Which it continues to be affecting many but with progress in the distribution of vaccines, it’s not as deadly as before. Community health nurses and stakeholders have developed great educational tools and resources in reference to COVID-19. In facilities, we continue to educate on the prevention of COVID.

References:

World Health Organization (WHO). (2020, October 13). Impact of COVID-19 on people’s livelihoods, their health, and our food systems. Retrieved from World Health Organization (WHO): https://www.who.int/news/item/13-10-2020-impact-of-covid-19-on-people%27s-livelihoods-their-health-and-our-food-systems

MARYBELL AGUILAR

replied toDian Bowes

Sep 11, 2022, 2:24 PM

Dian, great post. Although we are 2 years into Covid, we are still seeing many cases within in the community. The levels are not as high and the mortality rates are lower due to vaccinations and the different strains of the virus. We are now starting to see the after effects of Covid. Many health care workers have left the bedside due to burnout rates, high stress levels of high acuity patients, and low staffing ratios. The rates of mental health issues among the health care workers increased due to the pandemic. It is worth considering that in epidemic contexts HCWs are first in line facing the clinical challenges intrinsically linked to the course of the disease while under the constant personal threat of being infected or representing a source of infection ((Carmassi et al., 2020). Although Covid is still affecting many individuals, we as a community must be able to rebuild ourselves and help care for ourselves as we care for our patients.

Carmassi, C., Foghi, C., Dell’Oste, V., Cordone, A., Bertelloni, C. A., Bui, E., & Dell’Osso, L. (2020, July 20). PTSD symptoms in healthcare workers facing the three coronavirus outbreaks: What can we expect after the COVID-19 pandemic. Psychiatry Research. Retrieved September 11, 2022, from https://www.sciencedirect.com/science/article/pii/S016517812031204X

Adefunke Fatilokun

replied toDian Bowes

Sep 11, 2022, 7:09 PM

Great piece Dian,

The COVID-19 pandemic has put extreme stress on the health care workforce in the United States, leading to workforce shortages as well as increased health care worker burnout, exhaustion, and trauma. These pandemic-related challenges have taken place in a context of significant preexisting workforce shortages and maldistribution, as well as in a workforce where burnout, stress, and mental health problems (including an ongoing risk of post-traumatic stress disorder) were already significant problems. Many health care workers who were not directly caring for COVID-19 patients faced being furloughed or having their hours reduced, particularly early in the pandemic. In May 2020, approximately 15 percent of hospital workers reported being unable to work at some time in the past 4 weeks because their employer closed or lost business due to the pandemic, compared to 23 percent of non-hospital health care workers. These numbers declined to 1-2 percent by the end of 2020. Total employment in the health care industry declined during the early months of the pandemic but has gradually recovered since summer 2020. The relative decline in employment was substantially larger for ambulatory care employees compared to hospital employees (Assistant Secretary for Planning and Evaluation, 2022).

Reference

Assistant Secretary for Planning and Evaluation. (2022). Impact of the COVID-19 Pandemic on the Hospital and Outpatient Clinician Workforce. Retrieved from https://aspe.hhs.gov/sites/default/files/documents/9cc72124abd9ea25d58a22c7692dccb6/aspe-covid-workforce-report.pdf

Vivian Akano

Sep 9, 2022, 6:33 PM

Coronavirus pandemic continues to be a worldwide health concern. Coronavirus affects the respiratory system with symptoms including dyspnea, fever, and shortness of breath. In extreme circumstances, it might result in respiratory failure necessitating mechanical ventilation. According to the World Health Organization (WHO, 2021), more than four million individuals have died as a result of this epidemic. Its influence on the American public health care system has been negative. COVID-19 can affect anybody, and symptoms can range from moderate to quite severe CDC. (2021). There were reports of insufficient personal protective equipment (PPE) and unsafe reuse of PPE by nurses. There was insufficient medical equipment and hospital beds to treat all the ill patients. The national guard had to offer help and relief to the most-affected states. Health care systems throughout the world are exerting great effort to promote immunization against the corona virus. The government and benefactors provided large pharmaceutical firms with funding to produce a viable vaccine in less than one year. The government then acquired the initial batch of vaccinations in order to immunize initially the health care personnel and the most susceptible population members. Currently, more than 4 billion individuals have been immunized (WHO, 2021). Still, there are several individuals who reject taking the COVID 19 vaccination owing to erroneous information or personal preference.

REFERNCE

CDC. (2021). Understanding the risk: https://www.cdc.gov/coronavirus/2019-ncov

World Health Organization. (2021). WHO coronavirus (COVID-19) dashboard: https://covid19.who.int/

Clara Eneh

replied toVivian Akano

Sep 9, 2022, 11:27 PM

I have enjoyed reviewing your detailed and insightful post. Indeed, the COVID-19 pandemic led to a dramatic loss of human life worldwide and produced financial hardship and instability. As a result, the world must be prepared for the next and upcoming pandemic – it is not a matter of “if”, but of “when” (Vial et al., 2022). A strategy among the CDC (2020) is contact tracing, where workers speak with the affected and those who were physically close to the infected, in order to contain the spread of disease. A good example of this is the movie Contagion (2011), starring Matt Daemon, Kate Winslet, Jude Law, and Laurence Fishburne. Additionally, the CDC has various world-wide locations across many countries and this helps in international collaboration for containment of

disease (Vial et al., 2022). However, larger worldwide efforts are needed among other countries to increase effectiveness. Regards!

References

Vial, P., González, C., Icaza, G., Ramirez-Santana, M., Quezada-Gaete, R., Núñez-Franz, L., Apablaza, M., Vial, C., Rubilar, P., Correa, J., Pérez, C., Florea, A., Guzmán, E., Lavín, M., Concha, P., Nájera, M., & Aguilera, X. (2022). Seroprevalence, spatial distribution, and social determinants of SARS-Cov-2 in three urban centers of Chile. BMC Infectious Diseases, 22(1), 127-139. https://doi.org/10.1186/s12879-022-07045-7

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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.

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