NRS-428 Topic 5 DQ 2 Diary of Medical Mission Trip

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS-428 Topic 5 DQ 2 Diary of Medical Mission Trip

Topic 5 DQ 2

Sep 26-30, 2022

Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:

Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
With what people or agencies would you work in facilitating the proposed interventions and why?

Dian Bowes

Sep 30, 2022, 11:21 PM

Natural disasters can have significant implications for the welfare of the community. The impacts range from health to social and economic problems. Nurses are essential in helping communities as they navigate through the impacts of the disaster. One of the interventions can be psychological and psychosocial support provided to the patients which are critical for effective post-disaster management (Te Brake et al., 2022). The type of tertiary intervention is important in helping the community come to terms with the losses that they have had to incur. Disasters often lead to the loss of loved ones, economic activities, and jobs as well as some health impacts such as disability. It can be challenging for some community members to come to terms with these losses which might take a toll on their psychological as well as physical health. Some community members may suffer from a post-traumatic stress disorder and having challenges sleeping. Mental health challenges are among the common outcome of community disasters (Lee et al., 2020). As a community health nurse, one can work with various agencies such as religious institutions in helping provide the support needed. A helpline can also be set up that can help in providing the support that is needed by the community to overcome the challenge. School guidance counselors also play a role and can help the students overcome the impacts of the disaster.

References

Lee, J. Y., Kim, S. W., & Kim, J. M. (2020). The impact of community disaster trauma: A focus on emerging research of PTSD and other mental health outcomes. Chonnam Medical Journal, 56(2), 99. https://doi.ord/10.4068/cmj.2020.56.2.99

Te Brake, H., Willems, A., Steen, C., & Dückers, M. (2022). Appraising Evidence-Based Mental Health and Psychosocial Support (MHPSS) Guidelines—PART I: A Systematic Review on Methodological Quality Using AGREE-HS. International Journal of Environmental Research and Public Health, 19(5), 3107. https://doi.org/10.3390/ijerph19053107

Maria Delgado

Sep 30, 2022, 12:09 PM

The earthquake that affected Haiti had catastrophic outcomes, with many losing everything they owned and their loved ones. According to (ShelterBox, 2010), 250,000 lives were lost, 1.5 million people were forced to live in makeshift camps, and a serious outbreak of cholera affected 6% of the population, which caused further loss of thousands of lives. In the diary, poor planning, lack of resources, and being unprepared for what to expect affected the situation. A decade later, the people from Haiti continue to suffer the aftermath of this earthquake. According to (Christine Nesbitt, 2020), worsening food insecurity and malnutrition, water-borne disease epidemics, and high vulnerability to natural disasters have added pressure on women and children.

Primary prevention in this situation would have been having a disaster plan, which falls under the preimpact phase. PHN educates the community on preparing for any type of disaster. Having a plan in place and involving the family helps identify any discrepancies to remodify the plan if necessary. Preparing emergency backpacks with supplies required for a disaster. Familiarizing the community with the resources available in the area is essential. As PHN, we can provide the community with a site that can help and educate them about disaster planning, such as Ready.gov is a government website that provides a wide range of information regarding preparation for common emergencies and disaster events (Grand Canyon University (Ed), 2018).

Secondary prevention is when the disaster is hours from taking place, or it might have already occurred (Grand Canyon University (Ed), 2018). PHN provides treatment for injuries or chronic diseases as soon as possible to prevent adverse effects. But prior to that, the nurse would make sure all the equipment, supplies, and medications needed are in hand. This would be associated with the pre-impact phase of a disaster.

Lastly, tertiary prevention is associated with the post-impact phase of a disaster. As PHN, we would help manage any health issues after the disaster. Such as triaging individuals post the earthquake. Trying to save as many lives as possible and helping the community with essentials.

The phases that were selected above are related to the video watched. But they can be used in disaster planning. We must always be prepared for the unexpected by having a plan, an escape route, a meeting place, and the necessary supplies and equipment to survive such an event. The community must be educated on the resources needed for survival. Working together hand in hand with Government officials, stakeholders, and the community, we can educate and prepare for such disasters.

NRS-428 Topic 5 DQ 2 Diary of Medical Mission Trip

References:

Christine Nesbitt, J. M. (2020, January 10). The Haiti Earthquake: 10 Years Later. Retrieved from Unicef: https://www.unicef.org/stories/haiti-earthquake-10-years-later

Grand Canyon University (Ed). (2018). Community &Public Health: The Future of Health Care. Retrieved from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/

ShelterBox. (2010). The 2010 Haiti Earth Quake. Retrieved from ShelterBox: https://www.shelterboxusa.org/2010-haiti-earthquake/

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS-428 Topic 5 DQ 2 Diary of Medical Mission Trip

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.

Also Check Out: NRS-428 Topic 5 DQ 1 What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers?