PUB 540 Topic 3 DQ 1 Discuss the steps involved in an outbreak investigation

PUB 540 Topic 3 DQ 1 Discuss the steps involved in an outbreak investigation

PUB 540 Topic 3 DQ 1 Discuss the steps involved in an outbreak investigation

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Topic 3 DQ 1

May 5-7, 2022

Discuss the steps involved in an outbreak investigation. Explain why each step is significant.

REPLY TO DISCUSSION

JT

Posted Date

May 9, 2022, 6:47 PM(edited)

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Friis & Sellers (2021) discuss the process that Dr. Snow used in tracing the origin of cholera in 1854. The text lays out five major steps in investigating a disease outbreak. The steps are as follows: 1) define the problem as an actual outbreak in the community or potentially caused by a physiologic problem, the importance of getting this right is that this will cut down on time related to finding the origin of the outbreak; 2) evaluate the problem for what it is as compared to other events associated with a certain, time, place or person is important to determine where most cases are occurring, how long people after exposure are people getting sick, and also to allow testing of bodily waste to determine the cause; 3) come up with a working theory as to what is causing the problem, so that if you can figure out the cause, you then can come up with a way to control the outbreak as well ; 4) test the hypothesis by ruling out certain causes and come up with alternative causes to make sure the correct causes has been determined; and 5) based on the evidence at hand, draw conclusions as to the cause and put in place interventions to mitigate and potential cure the problem for long-term tracking and long-term control measures.

Webber, R. (2020) describes an outbreak as any time there are excessive deaths, unexplained clusters of disease presentation, excessive cases of disease in the population, there may be an outbreak of disease. The author describes steps that are both rational for each step and description together. Where treatment for the causes and interruption of transmission takes place together by the same interventions depending on the cause of the outbreak.

 

References PUB 540 Topic 3 DQ 1 Discuss the steps involved in an outbreak investigation

 

Friis, R. H., & Sellers, T. (2020). Epidemiology for public health practice (6th ed.). Jones & Bartlett Learning.

 

Webber, R., (2020). 4.1 investigation of an outbreak. Communicable diseases: a global perspective (6th ed.). CABI. Credo Reference: https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/cabicd/4_1_investigation_of_an_outbreak/0?institutionId=5865

• PS

Phylicia Stubblefield

r

May 10, 2022, 8:48 PM

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An outbreak is when disease or health problem cases are higher than expected/normal rates.

Social determinants of health determines the quality, access, affordibility of being able to get the treatment needed. Houlihan and Whitworth (2019) mentions that health systems that are lacking of quality with poverty are the main key risk factors of an outbreak. When identifying intervention methods, we have to take those factors into consideration.

References: PUB 540 Topic 3 DQ 1 Discuss the steps involved in an outbreak investigation

Houlihan, C. F., & Whitworth, J. A. (2019). Outbreak science: recent progress in the detection and response to outbreaks of infectious diseases. Clinical medicine (London, England), 19(2), 140–144. https://doi.org/10.7861/clinmedicine.19-2-140

JR

Posted Date

May 9, 2022, 12:19 PM

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Chain of Infection

 

As I mention the epidemiological triangle describes the interaction of agent, host, and environment. To be more exact, transmission of a disease occurs when the agent leaves the reservoir/host through a portal of exit, is transferred by some either indirect or direct transmission, and enters through the susceptible host to infect. This is referred to as the chain of infection.

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• CP

May 9, 2022, 11:44 PM

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It can be helpful to think of the chain of infection as an actual chain, with each step making up a link in the chain. If one link is removed, then the chain breaks, and the infection ceases to spread. Infection can spread throughout a community rapidly since one person can infect multiple people and so on. Studying and understanding this process can help societies fight and irradiate infectious diseases, (CDC, 2012).  Break the chain by cleaning your hands frequently, staying up to date on your vaccines (including the flu shot), covering coughs and sneezes and staying home when sick, following the rules for standard and contact isolation, using personal protective equipment the right way, cleaning and disinfecting the environment, sterilizing medical instruments and equipment, following safe injection practices, and using antibiotics wisely to prevent antibiotic resistance, (CDC, 2012).

Reference PUB 540 Topic 3 DQ 1 Discuss the steps involved in an outbreak investigation

 

Center for Disease Control and Prevention., (2012). Chain of infection: Principles of epidemiology in public health practice, third edition an introduction to applied epidemiology and biostatistics. Retrieved from Principles of Epidemiology | Lesson 1 – Section 10 (cdc.gov).  Principles of Epidemiology | Lesson 1 – Section 10 (cdc.gov)

 

• JR

May 10, 2022, 3:14 PM

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Replies to Christiane Purnell

Breaking the link

 

If you recall back the epidemiological triangle, for a disease to spread it requires a host, agent, and an environment for them to interact together. All three of these factors works together in the transmission of disease. You can also apply this to non-communicable diseases as well. To prevent a disease from spreading, one of the factors must be removed or modified. For example, using insect repellant that contains DEET protects individuals from getting bit by mosquitos; this breaks the link between the host and the agent or installing mosquito netting on window screens (removes the link between the agent and the environment). Epidemiologist sole mission in any disease is to break the link, which disrupts the linkage between the agent, host, and the environment preventing the continuation of the disease.

PS

Phylicia Stubblefield

Posted Date

May 8, 2022, 4:44 PM

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1. We need to confirm the diagnosis. Are incident rates disporportionately unusual? For example, are the disease or health condition incident rates bypassing the prevalence rates? Surveillence systems such as morbidity data, surveys, youth behavioral risk factor surveillance system (BRFS). These are compared with baseline data to determine whether there is an outbreak.
2. We are going to describe the outbreak. We are going to determine the time, where is the outbreak located (place), and person (population). During this step, we find out who the cases are by using surveys. How has the disease developed over the period of time?
3. We need to figure out what caused the outbreak. We create a hypothesis of the cause of disease and perform tests if causes cannot be determined. Microbiology, environmental factors, and other factors can give us information on the cause of the outbreak.
4. We need to control the outbreak with interventions, primary, secondary or tertiary prevention measures, quarantine, infection control, masks, 6ft apart in public method and health education or programs. For example, remember we had to wear masks and quarantine in order to control the spread of the coronavirus?

 

In sum, we need to be able to confirm, describe, create a hypothesis and epidemiological tests and preform control measures in order to investigate the outbreak.

 

References: PUB 540 Topic 3 DQ 1 Discuss the steps involved in an outbreak investigation

https://search-credoreference-com.lopes.idm.oclc.org/content/entry/cabicd/4_1_investigation_of_an_outbreak/0?institutionId=5865

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PUB 540 Topic 3 DQ 1 Discuss the steps involved in an outbreak investigation 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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