PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship

PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship

PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship  

Topic 2 DQ 1

Apr 28-30, 2022

Explain the difference between incidence and prevalence of a disease and discuss their relationship. Provide an example of how incidence and prevalence rates for a specific disease can be used.

REPLY TO DISCUSSION

JT

Posted Date

May 2, 2022, 7:03 PM

Read

Topic 2, DQ 1, Thompson-McLaurin, Jeneen, PUB-540

As discussed in the YouTube video, (Patwari, 2013, 3:39) in measuring outcomes the relationship between prevalence and incidence shows that the more disease in the community. Prevalence can be cut down by either people dying or by being cured. Therapy, such as a vaccine deceases the number of people dying because the number of people that have been taken out decreases the total number of those that have the disease due to treatment. Incidence is the amount of disease, the faster the disease comes into the community, there is an increase of incidence. Prevalence equals incidence multiplied by the duration (time) people have the disease. The best example of this is the COVID-19 vaccines at the time they were approved and available in treating or preventing severity and risk for hospitalization which was also a risk for death.

To further discuss the relationship between prevalence and incidence, (Barrat, Kirwan & Shantikumar, n.d.) talk about this relationship in terms of people that are at risk in the population. Their definition of prevalence is the existing cases of disease as part of the population and incidence is the number of new cases in the population during a certain segment of time, which equals frequency of disease compared to new cases that develop in a certain span of time is another way of putting it.

 

Reference PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship

 

Barratt, Kirwan, & Shantikumar (n.d.). Numerators, denominators and populations at risk. Public Health Textbook, Health Knowledge. https://www.healthknowledge.org.uk/public-health-textbook/reserach-methods/1a-epidemiology/numerators-denominators-populations

 

Patwari,R. (2013). The Relationship Between Incidence and Prevalence (Video). YouTube. https://www.youtube.com/watch?v=1jzZe3ORdd8

• FK

May 2, 2022, 8:59 PM

Prevalence is also a useful measure of the burden of disease. Knowing about the prevalence of a specific disease can help us to understand the demands on health services to manage this disease.

Prevalence changes when people with the condition are cured or die. Bear in mind that increased prevalence doesn’t necessarily mean a bigger problem. Higher prevalence could mean a prolonged survival without cure or an increase of new cases, or both. A lower prevalence could mean that more people are dying rather than being cured, a rapid recovery, and/or a low number of new cases.

Reference:

Saeedi, P., Petersohn, I., Salpea, P., Malanda, B., Karuranga, S., Unwin, N., Colagiuri, S., Guariguata, L., Motala, A., Ogurtsova, K., Shaw, J. E., Bright, D., Williams, R. 2019. Global and regional diabetes prevalence estimates for 2019 and projections for 2030 and 2045: Results from the International Diabetes Federation Diabetes Atlas, 9. Diabetes Res Clin Pract, 157.

 

JR

Posted Date

May 2, 2022, 2:31 PM

Unread

 

What Else Do I Need to Know about Prevalence?

Class,

 

• A variety of surveys and data systems are used to produce prevalence estimates of mental disorders. Integrating information from multiple data sources can provide useful information about the mental health of the population of interest.
• When examining prevalence estimates generated in a variety of surveys, it is important to take into consideration survey methodology differences that may impact the prevalence estimates produced.

o  That is, the goals and approaches for various sources of mental health data are often different, making direct comparisons between them difficult.

o  Some methodological differences that may affect comparisons between studies include, but are not limited to: the populations covered; the timing of data collection; sample design; mode of data collection; instruments and surveys used; operational definitions; and, estimation methods.

• CT

 

May 2, 2022, 4:32 PM

Unread

Replies to Jovan Rozar

To estimate prevalence, researchers randomly select a sample (smaller group) from the entire population they want to describe. Using random selection methods increases the chances that the characteristics of the sample will be representative of (similar to) the characteristics of the population.

References: PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship

https://www.nimh.nih.gov/health/statistics/what-is-prevalence

 

BC

May 1, 2022, 3:18 PM(edited)

Unread

 

Prevalence is defined as the number of cases of a disease within a specific population within a particular time point over a given time span.  Furthermore, prevalence can be broken into point prevalence or a period prevalence. Point prevalence is the proportion of people with a disease at a particular point during a time period ( Friis & Sellers, 2021) .  On the other hand, period prevalence is the people with a specific disease during a given time period. When individuals seek health treatment and get cured during a disease or die the prevalence change.

Incidence refers to rate of new cases in a specific population over a particular period. Prevalence includes all cases (new and pre-existing cases) and incidence refers to new cases only. For example, the number of people with asthma will depict a disease that describes incidence. There’s no cure for asthma and often it doesn’t result in mortality unless there is an exacerbation or chronic complications. Prevalence and incidence are useful for administrators when examining the need for services or treatment facilities.

 

References: PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship

 

Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones and Bartlett Learning. ISBN-13: 9781284175431

Straif-Bourgeois, S., Ratard, R., & Kretzschmar, M. (2014). Infectious Disease Epidemiology. Handbook of Epidemiology, 2041–2119. https://doi.org/10.1007/978-0-387-09834-0_34

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship  

PUB 540 Topic 2 DQ 1 Explain the difference between incidence and prevalence of a disease and discuss their relationship 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: PUB 540 Topic 1 DQ 2 Discuss three of the seven uses and applications of epidemiology