use of epidemiology, in solving a health care management problem
Week 2 Assignment
Based on definition of epidemiology, give an example of the use of epidemiology, in solving a health care management problem. Let`s say you are a hospital director of Carbondale; how will you deal with diabetes or other chronical diseases. Please design three prevention programs. 1 Identify the health issue, why it is important? Write at least five sentences. 2 Minimum 3 prevention programs (including Primary prevention, secondary prevention, and tertiary prevention), write at least three sentences to explain each program. Need research evidence support your programs. 3 Minimum 3 citations (APA) format For example: Rajput, D. S., Basha, S. M., Xin, Q., Gadekallu, T. R., Kaluri, R., Lakshmanna, K., & Maddikunta, P. K. R. (2022). Providing diagnosis on diabetes using cloud computing environment to the people living in rural areas of India. Journal of Ambient Intelligence and Humanized Computing, 1-12. 4 Word Document, 12-Point Times New Roman Font (Regular), double space. Chapter Nine – Ethics & Safe Patient Handling & Mobility Spring 2023 Safe Patient Handling & Mobility (SPHM) Introduction • a safety, professional, legal, & ethical concern • for patients, family members, & interprofessional health providers of the patient • prevention of physical injuries to all 3 groups Nursing focus since they have the most injuries of the interprofessional personnel in healthcare Extent of the Problem oNational Institute for Occupational Safety & Health (NIOSH) • a research agency focused on the study of worker safety and health by empowering employers and workers to create safe and healthy workplaces • 35 lb. limit – recommendation for lifting • patient care lifting, repositioning, transfers, etc. • guidelines published since 1981 oOccupational Safety and Health Act (OSHA) • legislation to assure safe and healthful working conditions for working men and women; by authorizing enforcement of the standards developed under the act • created in 1970 oBoth OSHA & NIOSH endorse ergonomic standards • availability and use is varied in all types of healthcare Barriers & Discrepancies Barriers to implementation Discrepancies to implementation oLack of knowledge oUse of “good body mechanics” oPerception that use of equipment creates patient dependence & lesser patient outcomes oInjury to 4 specialties (CNAs, LPNs, RNs, and health aides), which are predominantly women oEquipment – available, operational, accessible, utilization oAre providers trained? oCultures in the workplace? oStaffing levels? oAccessibility? oOperational? Nursing Health concerns: Why use equipment? HC professional implications When equipment is used: • 82% job stress • 45% lifting & repositioning • Average BMI of 28 • Manual lifting of patients = 3,600 lbs per shift • 75% risk of injury each patient lift • 52% report chronic back pain • 38% report back injury with time off work • 20% change jobs to non-lifting duties • 12% changed professions • 13% had debilitating musculoskeletal injuries • Higher ratings of quality care • Lower rate of missed-care events • Fewer patient falls • Costs are reduced Problem-Solving American Nurses Association (ANA) • represents the interests of registered nurses by fostering high standards of practice, promoting a safe and ethical work environment, bolstering health and wellness, and advocating on healthcare issues that affect the profession and the public • successful safety programs save hospitals $27k-$103k annually • SPHM program implemented = • 32% fewer neck injuries • 27% fewer lifting & exertion injuries • 22% fewer pain & inflammation symptom reports • No SPHM program = no significant changes in decreasing injury rates • “Handle with Care” campaign • Safe Patient Handling & Mobility: Inter-professional National Standards Across the Care Continuum (2013) published with ASPHP Problem Solving, cont. oAssociation of Safe Patient Handling Professionals (ASPHP) • non-profit corporation for individuals interested in the science of safe patient handling, access to education and information, and a certification program based on recognized industry standards •
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||