NURS-4211 Epidemiology: Define Your Population and Selected Problem

NURS-4211 Epidemiology: Define Your Population and Selected Problem

Epidemiology: Define Your Population and Selected Problem

This week, you will further refine your population and problem and compare your suspicions about this problem to local, state, and
national data on the topic. Your practicum project should come into clear focus as you continue to analyze related health data, and you should consider how you, as the nurse, might help them avoid development of the problem in the first place (primary prevention measures).

This chapter reviews the general concepts of epidemiology, which is the study of the determinants, occurrence, distribution, and control of health and disease in a defined population. Epidemiology is a descriptive science and includes the determination of rates, that is, the quantification of disease occurrence within a specific population. The most commonly studied rate is the attack rate: the number of cases of the disease divided by the population among whom the cases have occurred. Epidemiology can accurately describe a disease and many factors concerning its occurrence before its cause is identified. For example, Snow described many aspects of the epidemiology of cholera in the late 1840s, fully 30 years before Koch described the bacillus and Semmelweis described puerperal fever in detail in 1861 and recommended appropriate control and prevention measures a number of years before the streptococcal agent was fully described. One goal of epidemiologic studies is to define the parameters of a disease, including risk factors, in order to develop the most effective measures for control. This chapter includes a discussion of the chain of infection, the three main epidemiologic methods, and how to investigate an epidemic (Table 9-1).

Table 9-1

Epidemiologic Methods and Investigation.

Proper interpretation of disease-specific epidemiologic data requires information concerning past as well as present occurrence of the disease. An increase in the number of reported cases of a disease that is normal and expected, representing a seasonal pattern of change in host susceptibility, does not constitute an epidemic. Therefore, the regular collection, collation, analysis, and reporting of data concerning the occurrence of a disease is important to properly interpret short-term changes in occurrence.

A sensitive and specific surveillance program is important for the proper interpretation of disease occurrence data. Almost every country has a national disease surveillance program that regularly collects data on selected diseases. The quality of these programs varies, but, generally, useful data are collected that are important in developing control and prevention measures. There is an international agreement that the occurrence of three diseases—cholera, plague, and yellow fever—will be reported to the World Health Organization in Geneva, Switzerland. In the United States, the Centers for Disease Control and Prevention (CDC), U.S. Public Health Service, and the state health officers of all 50 states have agreed to report the occurrence of 51 diseases weekly and of another 10 diseases annually from the states to the CDC. Many states have regulations or laws that mandate reporting of these diseases and often of other diseases of specific interest to the state health department.

The methods of case reporting vary within each state. Passive reporting is one of the main methods. In such a case, physicians or personnel in clinics or hospitals report occurrences of relevant diseases by telephone, postcard, or a reporting form, usually at weekly intervals. In some instances, the report may be initiated by the public health or clinical laboratory where the etiologic agent is identified. Some diseases, such as human rabies, must be reported by telephone as soon as diagnosed. In an active surveillance program, the health authority regularly initiates the request for reporting. The local health department may call all or some health care providers at regular intervals to inquire about the occurrence of a disease or diseases. The active system may be used during an epidemic or if accurate data concerning all cases of a disease are desired.

The health care provider usually makes the initial passive report to a local authority, such as a city or county health department. This unit collates its data and sends a report to the next highest health department level, usually the state health department.

The number of cases of each reportable disease are presented weekly, via computer linkage, by the state health department to the

NURS-4211 Epidemiology Define Your Population and Selected Problem

CDC. Data are analyzed at each level to develop needed information to assist public health authorities in disease control and prevention. For some diseases, such as hepatitis, the CDC requests preparation of a separate case reporting form containing more specific details.

In addition, the CDC prepares and distributes routine reports summarizing and interpreting the analyses and providing information on epidemics and other appropriate public health matters. Most states and some county health departments also prepare and distribute their own surveillance reports. The CDC publishes Morbidity and Mortality Weekly Report,which is available for a small fee from the Massachusetts Medical Society. The CDC also prepares more detailed surveillance reports for specific diseases, as well as an annual summary report, all of which can also be obtained through the Massachusetts Medical Society.

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NURS-4211 Epidemiology: Define Your Population and Selected Problem Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.