Sample Answer for PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action Included After Question<\/strong><\/h2>\nAssessment Description<\/h2>\n
Epidemiological surveillance data<\/a> can be used to guide public health interventions, support funding, develop policy, and educate the community and specific populations in order to decrease burden. The purpose of this assignment it to analyze, interpret, and disseminate\u00a0Morbidity and Mortality Weekly Report<\/em>\u00a0(MMWR) surveillance data to both technical and nontechnical audiences and provide recommendations for public health action for a selected disease or heath issue using audience-appropriate language and information.<\/p>\nSelect an MMWR health issue published within the past 5-10 years to disseminate data to a technical and nontechnical audience. Select a technical audience, such as public health practitioners, clinicians and other health care providers, policymakers and other decisionmakers, or a nontechnical community group or target population. Provide the reason for the dissemination from the following, be specific, and provide details tailored to your data and health issue:<\/p>\n
\n- Educate about recent findings or accomplishments.<\/li>\n
- Elicit immediate action.<\/li>\n
- Solicit support or participation.<\/li>\n
- Justify program\/prevention activities.<\/li>\n
- Prepare for an upcoming intervention or program.<\/li>\n
- Provide rationale to develop new policy or support current policy.<\/li>\n<\/ol>\n
For the technical audience, create a PowerPoint presentation (10-13 slides) to disseminate surveillance data from the MMWR report for a selected purpose using the slide headings outlined below. Include speaker notes for each slide. For your final slide, develop an educational “fact sheet” about the issue that is appropriate for a nontechnical community group or target population.<\/p>\n
Add two additional slides for the Title and References slides.<\/p>\n
Refer to\u00a0Morbidity and Mortality Weekly Report<\/em>\u00a0(MMWR), “Introduction to Public Health Surveillance,” and “Data Dissemination,” located in the topic Resources, to assist you in completing this assignment.<\/p>\nPowerPoint Headings<\/em><\/strong><\/h2>\n\n- Title Page: Include your health issue topic which identifies a specific technical and nontechnical audience.<\/li>\n
- Audience Appropriate Data Dissemination (1-2 slides): Explain the importance audience-appropriate messages for data dissemination. Identify your health issue, technical and nontechnical audiences, and the reason for the dissemination.<\/li>\n
- Data Collection (1-2 slides): Identify and describe an MMWR for a health issue and the data collection timeframe and methods.<\/li>\n
- Data Analysis (1-2 slides): Summarize the data and document the magnitude of the health issue using descriptive statistics (person, place, time), rates, including tables, graphs, maps, or charts.<\/li>\n
- Data Interpretation (1-2 slides): Summarize the report results and provide the implications for public health practice.<\/li>\n
- Recommendations for Action (1-2 slides): Provide recommendations or support for policy, policy development, funding for screening or implementation of an intervention or program to address the health issue. Include the factors (e.g., unique behaviors, exposures, or environmental factors) that contribute to the health issue that will be addressed.<\/li>\n
- Fact Sheet: Data Dissemination to a Nontechnical Audience (1 slide): Create an audience appropriate fact sheet that explains and brings awareness to the health issue and the steps in addressing\/mitigating the health issue for a community group or population. Include both text and photos, images, or illustrations to make it eye catching and compelling.<\/li>\n
- Conclusion (1 slide).<\/li>\n
- References slide.<\/li>\n<\/ol>\n
You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and public health content.<\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action<\/strong><\/a><\/span><\/h3>\nYou are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.<\/p>\n
Benchmark Information<\/em><\/strong><\/h2>\nThis benchmark assignment assesses the following programmatic competencies:<\/em><\/p>\nMPH 2.1; MSN Public Health Nursing 6.2<\/em><\/p>\nApply epidemiological methods to the breadth of settings and situations in public health practice.<\/em><\/p>\nA Sample Answer For the Assignment:\u00a0 PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action<\/strong><\/h2>\nTitle: <\/strong> PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action<\/strong><\/h2>\n <\/p>\n
Importance of Audience Appropriate Data Dissemination<\/b><\/h3>\n
Considering the target audience is the initial step when disseminating data findings. The step helps in integrating the audience\u2019s perspective and creating a message that resonate with their expectations. The essentially of the consideration is to elicit immediate action, promote behavior change, share new information or insights, solicit support or participation, educate about recent findings and accomplishments, improve their knowledge base and subsequently make better judgements in future situations and achieve the right social, political, or economic impact (Brownson et al., 2018).<\/p>\n
The health issue at hand is tobacco use among the middle and high school students. The groups is know to be influenced by curiosity and peer pressure and use tobacco to deal with anxiety, stress or depression. The message is targeted to policy makers and middle and high school students to enlighten them on the accomplishment on tobacco use. Report shows that from 2019 to 2020, a decrease among high school and middle school students occurred in current use of any tobacco product, combustible tobacco products, multiple tobacco products, e-cigarettes, cigars, and smokeless tobacco.<\/p>\n
2020 MMWR for Tobacco use among Youths<\/b>
\n<\/b><\/h2>\n
Any form of tobacco products use among youth is unsafe (Gentzke et al., 2020)<\/p>\n
Preventing use of tobacco among youth is critical to ending the tobacco epidemic.<\/p>\n
Tobacco product use is initiated and adopted during adolescence.<\/p>\n
Almost 9 out of 10 adults who smoke cigarettes try smoking by age 18 while 99% try at 26 years.<\/p>\n
Each day 1600 youth smoke their first cigarette and nearly 200 youth start smoke every day.<\/p>\n
Flavoring in tobacco make the them appealing to youths \u2013 80.2% and 74.6% of high schoolers and middle scholars stated that they used flavored tobacco products in 2021. 85.8% and 79.2% reported using flavored e-cigarette in 2021 (Gentzke et al., 2020).<\/p>\n
Data collection timeframe and methods<\/b><\/h2>\n
Implementation of COVID-19 protocols across the country resulted in online administration of National Youth Tobacco Surveys (NYTS).<\/p>\n
Eligible students completed the survey at home, school, or somewhere else (Gentzke et al., 2020).<\/p>\n
Tobacco product use was defined as use of any product for at least 1 day during the past 30 days (e-cigarettes, cigarettes, cigars, smokeless tobacco, hookah, pipe tobacco, bidis (small brown cigarettes wrapped in a leaf), or heated tobacco products.<\/p>\n
CDC and Food and Drug Administration analyze the data to determine the changes in the current (past-30 days) use of the listed products.<\/p>\n
The survey targeted U.S. middle (grades 6-8) and High (grades 9-12) school students (Gentzke et al., 2020).<\/p>\n
Data summary <\/b><\/h2>\n
There has been a significant reduction in tobacco use among high school and middle school students. As the first figure shows, 1bot 1.8 million fewer US youth are current using e-cigarette compared to 2019. Nevertheless, 3.6 million youth still use e-cigs with 8 out of 10 preferring flavored e-cigs. The graphs also shows a remarkable reduction in tobacco product use among high school and middle school students in America (Gentzke et al., 2020).<\/p>\n
Magnitude of Smoking\u00a0 during adolescence <\/b><\/h2>\n
Smoking results in disease and disability and harms almost every organ of the body. It is the leading cause of preventable disease, disability and death in the United States. Research indicate that tobacco industry spends billions of dollars each year to market their products on the other hand smoking costs the US hundreds of billions of dollars each year. Smoking during adolescence result in significant problems among young people. It increases the severity of respiratory illnesses, decrease physical fitness and affects lung growth and function. It is at this point the addiction to smoking takes hold and last into adulthood. Among adults who have ever smoked daily, 87% states that they tried their first cigarette by the time they were 18 years old while 95% had tried by age 21% (Hu et al., 2020).<\/p>\n
\u00a0R<\/b>esults<\/b><\/h2>\n
In 2020, approximately one in six U.S. middle and high school students, or approximately 4.47 million youths overall, reported current use of any tobacco product.<\/p>\n
Current use of any tobacco product was reported by 16.2% (4.47 million) of all students, including 23.6% (3.65 million) of high school and 6.7% (800,000) of middle school students (Gentzke et al., 2020).<\/p>\n
Electronic cigarettes (e-cigarettes) were the most commonly used tobacco product among high school (19.6%; 3.02 million) and middle school (4.7%; 550,000) students.<\/p>\n
From 2019 to 2020, decreases in current use of any tobacco product, any combustible tobacco product, multiple tobacco products, e-cigarettes, cigars, and smokeless tobacco occurred among high school and middle school students; these declines resulted in an estimated 1.73 million fewer current youth tobacco product users in 2020 than in 2019 (6.20 million)<\/p>\n
From 2019 to 2020, no significant change occurred in the use of cigarettes, hookahs, pipe tobacco, or heated tobacco products (Gentzke et al., 2020).<\/p>\n
Implications for public health practice<\/b><\/h2>\n
If cigarette smoking continues at the current rate, 5.6\u00a0 million of today\u2019s American younger than 18 will die early from a smoking-related related illness. That means 1 of every 13 Americans aged 17 years or younger who are alive today (Gentzke et al., 2020).<\/p>\n
Recommendations for Action<\/b><\/h2>\n
The comprehensive and sustained implementation of evidence-based tobacco control strategies at the national, state, and local levels, combined with tobacco product regulation by FDA, is warranted for continuing progress toward reducing and preventing all forms of tobacco product use among U.S. youths. Such strategies include increasing prices of tobacco products, protecting persons from exposure to secondhand smoke and e-cigarette aerosol, sustaining hard-hitting media campaigns that warn about the dangers of tobacco product use, restricting youth access to tobacco products, prohibiting the sale of all flavored tobacco products, and development of regulations to reduce youth appeal and addictiveness of tobacco products (Duncan et al., 2020). In addition, as the tobacco product landscape continues to diversify, surveillance for all forms of tobacco product use, including novel products, by youths is important to inform public health policy and practice at the local, state, and national levels.<\/p>\n
National, state, and local program activities have been shown to reduce and prevent youth tobacco product use when implemented together.<\/b> These activities include:<\/b><\/h2>\n\n- Higher costs for tobacco products (for example, through increased taxes)<\/li>\n
- Prohibiting smoking in indoor areas of workplaces and public places<\/li>\n
- Raising the minimum age of sale for tobacco products to 21 years<\/li>\n
- TV and radio commercials, posters, and other media messages aimed at kids and teens in order to counter tobacco product ads<\/li>\n
- Community programs and school and college policies that encourage tobacco-free places and lifestyles<\/li>\n
- Community programs that lower tobacco advertising, promotions, and help make tobacco products less easily available (Duncan et al., 2020). <\/b><\/li>\n<\/ul>\n
Some social and environmental factors are related to lower smoking levels among youth. Among these are:<\/b><\/h2>\n\n- Being part of a religious group or tradition<\/li>\n
- Racial\/ethnic pride and strong racial identity<\/li>\n
- Higher academic achievement (Duncan et al., 2020).<\/li>\n<\/ul>\n
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PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action<\/figcaption><\/figure>\nConclusion<\/b><\/h2>\n
Data dissemination should be tailored to suit the target audience. This enhances immediate action and impact. For instance, the current presentation reports on the reduction of tobacco use among high school and middle school students.\u00a0 It is tailored for policymakers and high and middle school students. Preventing use of tobacco among youths is essential to end the tobacco epidemic since 1600 youths smoke their first cigarette daily. Addiction at adolescence takes hold and last into adulthood. CDC outline that 4.47 million students reported using tobacco product in 2020 however this was a reduction by 1.73M from 2019. Measures are needed to reduce the intake further because 5.6 million of today\u2019s American younger than 18 will succumb to smoking-related illness. There should be comprehensive and sustained implementation of evidence-based tobacco control strategies, surveillance for all forms of tobacco product use and adoption of national, state and local program activities and social and environmental factors to lower smoking levels among the students.<\/p>\n
References<\/b><\/h2>\n\n- Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Research full report: getting the word out: new approaches for disseminating public health science. Journal of public health management and practice<\/i>, 24<\/i>(2), 102. https:\/\/doi.org\/10.1097%2FPHH.0000000000000673<\/a><\/u><\/li>\n
- Duncan, L. R., Pearson, E. S., & Maddison, R. (2018). Smoking prevention in children and adolescents: A systematic review of individualized interventions. Patient education and counseling<\/i>, 101<\/i>(3), 375-388. https:\/\/doi.org\/10.1016\/j.pec.2017.09.011<\/a><\/u><\/li>\n
- Gentzke, A. S., Wang, T. W., Jamal, A., Park-Lee, E., Ren, C., Cullen, K. A., & Neff, L. (2020). Tobacco product use among middle and high school students\u2014United States, 2020. Morbidity and Mortality Weekly Report<\/i>, 69<\/i>(50), 1881. http:\/\/dx.doi.org\/10.15585\/mmwr.mm6950a1external icon.<\/li>\n
- Hu, T., Gall, S. L., Widome, R., Bazzano, L. A., Burns, T. L., Daniels, S. R., … & Jacobs Jr, D. R. (2020). Childhood\/adolescent smoking and adult smoking and cessation: the international childhood cardiovascular cohort (i3C) consortium. Journal of the American Heart Association<\/i>, 9<\/i>(7), e014381. https:\/\/doi.org\/10.1161\/JAHA.119.014381<\/a><\/u><\/li>\n<\/ul>\n
PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action Rubric Criteria<\/strong><\/h2>\nTotal<\/strong>140\u00a0points<\/p>\n\n\n\nCriterion<\/strong><\/td>\n1.\u00a0Unsatisfactory<\/strong><\/td>\n2.\u00a0Insufficient<\/strong><\/td>\n3.\u00a0Approaching<\/strong><\/td>\n4.\u00a0Acceptable<\/strong><\/td>\n5.\u00a0Target<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nPresentation of Content<\/strong><\/p>\nPresentation of Content<\/td>\n
0\u00a0points<\/strong><\/p>\nThe conclusion is omitted. The content lacks a clear point of view and logical sequence of information. Presentation includes little persuasive information. Sequencing of ideas is unclear.<\/td>\n
10.36\u00a0points<\/strong><\/p>\nThe content is vague in conveying a point of view and does not create a strong sense of purpose. Presentation includes some persuasive information.<\/td>\n
11.06\u00a0points<\/strong><\/p>\nThe presentation slides are generally competent, but ideas may show some inconsistency in organization and\/or in their relationships to each other.<\/td>\n
12.18\u00a0points<\/strong><\/p>\nThe content is written with a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. Presentation includes persuasive information from reliable sources.<\/td>\n
14\u00a0points<\/strong><\/p>\nThe content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.<\/td>\n<\/tr>\n
\nData Collection<\/strong><\/p>\nData Collection<\/td>\n
0\u00a0points<\/strong><\/p>\nThe data collection timeframe and methods are omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\nAn MMWR for a health issue and the data collection timeframe and methods are incomplete.<\/td>\n
11.06\u00a0points<\/strong><\/p>\nAn MMWR for a health issue is identified and summarized. The data collection timeframe and methods are summarized. There are some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\nAn MMWR for a health issue is identified and described. The data collection timeframe and methods are discussed. Some detail or information is needed for accuracy or clarity.<\/td>\n
14\u00a0points<\/strong><\/p>\nAn MMWR for a health issue is identified and clearly described. The data collection timeframe and methods are detailed.<\/td>\n<\/tr>\n
\nFact Sheet<\/strong><\/p>\nFact Sheet<\/td>\n
0\u00a0points<\/strong><\/p>\nThe fact sheet is omitted.<\/td>\n
5.18\u00a0points<\/strong><\/p>\nThe fact sheet is incomplete.<\/td>\n
5.53\u00a0points<\/strong><\/p>\nThe fact sheet summarizes awareness for health issue and outlines steps for addressing the issue for a community group or population. At least one item is included in an attempt to make it eye-catching or compelling. There are some inaccuracies or minor omissions.<\/td>\n
6.09\u00a0points<\/strong><\/p>\nThe fact sheet offers an explanation for the health issue and helps bring awareness to the issue. Steps for addressing the issue for a community group or population are provided. Text and photos, images, or illustrations are included that generally make it eye-catching and more compelling. The fact sheet is appropriate for a nontechnical audience.<\/td>\n
7\u00a0points<\/strong><\/p>\nThe fact sheet offers a well-supported explanation for the health issue and helps bring awareness to the issue. Clear steps for addressing the issue for a community group or population are provided. Text and photos, images, or illustrations are added that make it more eye-catching and compelling. The fact sheet is accurate, well developed, and appropriate for a nontechnical audience.<\/td>\n<\/tr>\n
\nAudience-Appropriate Data Dissemination<\/strong><\/p>\nAudience-Appropriate Data Dissemination<\/td>\n
0\u00a0points<\/strong><\/p>\nThe importance of audience-appropriate data dissemination is omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\nThe importance of audience-appropriate data dissemination is only partially discussed.<\/td>\n
11.06\u00a0points<\/strong><\/p>\nThe importance of audience-appropriate messages for data dissemination is summarized. The health issue, technical and nontechnical audiences, and the reason for the dissemination are generally discussed. There are some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\nThe importance of audience-appropriate messages for data dissemination is discussed. The health issue, technical and nontechnical audiences, and the reason for the dissemination are described. Some detail or information is needed for accuracy or clarity.<\/td>\n
14\u00a0points<\/strong><\/p>\nThe importance of audience-appropriate messages for data dissemination is detailed. The health issue, technical and nontechnical audiences, and the reason for the dissemination are clearly described.<\/td>\n<\/tr>\n
\nLanguage Use and Audience Awareness<\/strong><\/p>\nIncludes sentence construction, word choice, etc.<\/td>\n
0\u00a0points<\/strong><\/p>\nInappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.<\/td>\n
10.36\u00a0points<\/strong><\/p>\nSome distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.<\/td>\n
11.06\u00a0points<\/strong><\/p>\nLanguage is appropriate to the targeted audience for the most part.<\/td>\n
12.18\u00a0points<\/strong><\/p>\nThe writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.<\/td>\n
14\u00a0points<\/strong><\/p>\nThe writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.<\/td>\n<\/tr>\n
\nTitle Page<\/strong><\/p>\nTitle Page<\/td>\n
0\u00a0points<\/strong><\/p>\nTitle page is omitted.<\/td>\n
5.18\u00a0points<\/strong><\/p>\nTitle page is presented but contains numerous errors. The title does not reflect the health issue topic.<\/td>\n
5.53\u00a0points<\/strong><\/p>\nTitle page contains some formatting errors. Overall, title is appropriate for the health issue topic.<\/td>\n
6.09\u00a0points<\/strong><\/p>\nNA<\/td>\n
7\u00a0points<\/strong><\/p>\nTitle page is formatted correctly. The title clearly reflects the health issue topic.<\/td>\n<\/tr>\n
\nData Interpretation (B)<\/strong><\/p>\nData Interpretation (C2.1b, 6.2b)<\/td>\n
0\u00a0points<\/strong><\/p>\nThe report results and implications for the public health practice are omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\nThe report results and implications for the public health practice are incomplete.<\/td>\n
11.06\u00a0points<\/strong><\/p>\nThe report results and implications for the public health practice are summarized. The interpretation contains some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\nThe report results are presented. The implications for the public health practice are discussed. The interpretation demonstrates a general understanding of the application of epidemiologic methods used in public heath practice.<\/td>\n
14\u00a0points<\/strong><\/p>\nThe report results are clearly presented. The implications for the public health practice are detailed. The interpretation of the data demonstrates insight into the application of epidemiologic methods used in public heath practice.<\/td>\n<\/tr>\n
\nFormat\/Documentation<\/strong><\/p>\nUses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.<\/td>\n
0\u00a0points<\/strong><\/p>\nAppropriate format is not used. No documentation of sources is provided.<\/td>\n
5.18\u00a0points<\/strong><\/p>\nAppropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.<\/td>\n
5.53\u00a0points<\/strong><\/p>\nAppropriate format and documentation are used, although there are some obvious errors.<\/td>\n
6.09\u00a0points<\/strong><\/p>\nAppropriate format and documentation are used with only minor errors.<\/td>\n
7\u00a0points<\/strong><\/p>\nNo errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.<\/td>\n<\/tr>\n
\nRecommendations for Action (B)<\/strong><\/p>\nRecommendations for Action (C2.1c, 6.2c)<\/td>\n
0\u00a0points<\/strong><\/p>\nRecommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\nRecommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are only partially presented.<\/td>\n
11.06\u00a0points<\/strong><\/p>\nRecommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are summarized. There are some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\nRecommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are presented. Factors such as unique behaviors, exposures, or environmental factors that contribute to the health issue that will be addressed are discussed. The narrative demonstrates general insight into the application of epidemiologic methods used in public heath practice.<\/td>\n
14\u00a0points<\/strong><\/p>\nEffective recommendations or strong support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are presented. Factors such as unique behaviors, exposures, or environmental factors that contribute to the health issue that will be addressed are discussed. The narrative demonstrates insight into application of epidemiologic methods used in public heath practice.<\/td>\n<\/tr>\n
\nLayout<\/strong><\/p>\nLayout<\/td>\n
0\u00a0points<\/strong><\/p>\nThe content lacks a clear point of view and logical sequence of information. Presentation includes little persuasive information. Sequencing of ideas is unclear. The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.<\/td>\n
5.18\u00a0points<\/strong><\/p>\nThe layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.<\/td>\n
5.53\u00a0points<\/strong><\/p>\nThe layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.<\/td>\n
6.09\u00a0points<\/strong><\/p>\nThe layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.<\/td>\n
7\u00a0points<\/strong><\/p>\nThe layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.<\/td>\n<\/tr>\n
\nConclusion<\/strong><\/p>\nConclusion<\/td>\n
0\u00a0points<\/strong><\/p>\nThe conclusion is omitted.<\/td>\n
5.18\u00a0points<\/strong><\/p>\nThe conclusion is incomplete.<\/td>\n
5.53\u00a0points<\/strong><\/p>\nThe conclusion summarizes the presentation. Some aspects are vague.<\/td>\n
6.09\u00a0points<\/strong><\/p>\nThe conclusion concisely restates the main points of the presentation and provides a call for action or restates potential recommendations.<\/td>\n
7\u00a0points<\/strong><\/p>\nThe conclusion is well developed, concisely restates the main points of the presentation, and provides a call for action or restates potential recommendations.<\/td>\n<\/tr>\n
\nData Analysis (B)<\/strong><\/p>\nData Analysis (C2.1a, 6.2a)<\/td>\n
0\u00a0points<\/strong><\/p>\nThe data analysis is omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\nThe data analysis is incomplete.<\/td>\n
11.06\u00a0points<\/strong><\/p>\nThe data analysis is summarized and generally documented. The documentation contains some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\nThe data analysis is discussed. Documentation of the analysis includes descriptive statistics, rates, tables graphs, maps, or charts to describe the magnitude of the health issue. Some detail or information is needed for accuracy or clarity. The analysis demonstrates a general understanding of the application of epidemiologic methods used in public heath practice.<\/td>\n
14\u00a0points<\/strong><\/p>\nThe data analysis is thoroughly discussed. Documentation of the analysis demonstrates strong support for the analysis and includes descriptive statistics, rates, tables graphs, maps, or charts to describe the magnitude of the health issue. The analysis demonstrates insight into application of epidemiologic methods used in public heath practice.<\/td>\n<\/tr>\n
\nMechanics of Writing<\/strong><\/p>\nIncludes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.<\/td>\n
0\u00a0points<\/strong><\/p>\nErrors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.<\/td>\n
5.18\u00a0points<\/strong><\/p>\nFrequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.<\/td>\n
5.53\u00a0points<\/strong><\/p>\nOccasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.<\/td>\n
6.09\u00a0points<\/strong><\/p>\n
Select an MMWR health issue published within the past 5-10 years to disseminate data to a technical and nontechnical audience. Select a technical audience, such as public health practitioners, clinicians and other health care providers, policymakers and other decisionmakers, or a nontechnical community group or target population. Provide the reason for the dissemination from the following, be specific, and provide details tailored to your data and health issue:<\/p>\n
- \n
- Educate about recent findings or accomplishments.<\/li>\n
- Elicit immediate action.<\/li>\n
- Solicit support or participation.<\/li>\n
- Justify program\/prevention activities.<\/li>\n
- Prepare for an upcoming intervention or program.<\/li>\n
- Provide rationale to develop new policy or support current policy.<\/li>\n<\/ol>\n
For the technical audience, create a PowerPoint presentation (10-13 slides) to disseminate surveillance data from the MMWR report for a selected purpose using the slide headings outlined below. Include speaker notes for each slide. For your final slide, develop an educational “fact sheet” about the issue that is appropriate for a nontechnical community group or target population.<\/p>\n
Add two additional slides for the Title and References slides.<\/p>\n
Refer to\u00a0Morbidity and Mortality Weekly Report<\/em>\u00a0(MMWR), “Introduction to Public Health Surveillance,” and “Data Dissemination,” located in the topic Resources, to assist you in completing this assignment.<\/p>\n
PowerPoint Headings<\/em><\/strong><\/h2>\n
- \n
- Title Page: Include your health issue topic which identifies a specific technical and nontechnical audience.<\/li>\n
- Audience Appropriate Data Dissemination (1-2 slides): Explain the importance audience-appropriate messages for data dissemination. Identify your health issue, technical and nontechnical audiences, and the reason for the dissemination.<\/li>\n
- Data Collection (1-2 slides): Identify and describe an MMWR for a health issue and the data collection timeframe and methods.<\/li>\n
- Data Analysis (1-2 slides): Summarize the data and document the magnitude of the health issue using descriptive statistics (person, place, time), rates, including tables, graphs, maps, or charts.<\/li>\n
- Data Interpretation (1-2 slides): Summarize the report results and provide the implications for public health practice.<\/li>\n
- Recommendations for Action (1-2 slides): Provide recommendations or support for policy, policy development, funding for screening or implementation of an intervention or program to address the health issue. Include the factors (e.g., unique behaviors, exposures, or environmental factors) that contribute to the health issue that will be addressed.<\/li>\n
- Fact Sheet: Data Dissemination to a Nontechnical Audience (1 slide): Create an audience appropriate fact sheet that explains and brings awareness to the health issue and the steps in addressing\/mitigating the health issue for a community group or population. Include both text and photos, images, or illustrations to make it eye catching and compelling.<\/li>\n
- Conclusion (1 slide).<\/li>\n
- References slide.<\/li>\n<\/ol>\n
You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and public health content.<\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action<\/strong><\/a><\/span><\/h3>\n
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.<\/p>\n
Benchmark Information<\/em><\/strong><\/h2>\n
This benchmark assignment assesses the following programmatic competencies:<\/em><\/p>\n
MPH 2.1; MSN Public Health Nursing 6.2<\/em><\/p>\n
Apply epidemiological methods to the breadth of settings and situations in public health practice.<\/em><\/p>\n
A Sample Answer For the Assignment:\u00a0 PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action<\/strong><\/h2>\n
Title: <\/strong> PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action<\/strong><\/h2>\n
<\/p>\n
Importance of Audience Appropriate Data Dissemination<\/b><\/h3>\n
Considering the target audience is the initial step when disseminating data findings. The step helps in integrating the audience\u2019s perspective and creating a message that resonate with their expectations. The essentially of the consideration is to elicit immediate action, promote behavior change, share new information or insights, solicit support or participation, educate about recent findings and accomplishments, improve their knowledge base and subsequently make better judgements in future situations and achieve the right social, political, or economic impact (Brownson et al., 2018).<\/p>\n
The health issue at hand is tobacco use among the middle and high school students. The groups is know to be influenced by curiosity and peer pressure and use tobacco to deal with anxiety, stress or depression. The message is targeted to policy makers and middle and high school students to enlighten them on the accomplishment on tobacco use. Report shows that from 2019 to 2020, a decrease among high school and middle school students occurred in current use of any tobacco product, combustible tobacco products, multiple tobacco products, e-cigarettes, cigars, and smokeless tobacco.<\/p>\n
2020 MMWR for Tobacco use among Youths<\/b>
\n<\/b><\/h2>\nAny form of tobacco products use among youth is unsafe (Gentzke et al., 2020)<\/p>\n
Preventing use of tobacco among youth is critical to ending the tobacco epidemic.<\/p>\n
Tobacco product use is initiated and adopted during adolescence.<\/p>\n
Almost 9 out of 10 adults who smoke cigarettes try smoking by age 18 while 99% try at 26 years.<\/p>\n
Each day 1600 youth smoke their first cigarette and nearly 200 youth start smoke every day.<\/p>\n
Flavoring in tobacco make the them appealing to youths \u2013 80.2% and 74.6% of high schoolers and middle scholars stated that they used flavored tobacco products in 2021. 85.8% and 79.2% reported using flavored e-cigarette in 2021 (Gentzke et al., 2020).<\/p>\n
Data collection timeframe and methods<\/b><\/h2>\n
Implementation of COVID-19 protocols across the country resulted in online administration of National Youth Tobacco Surveys (NYTS).<\/p>\n
Eligible students completed the survey at home, school, or somewhere else (Gentzke et al., 2020).<\/p>\n
Tobacco product use was defined as use of any product for at least 1 day during the past 30 days (e-cigarettes, cigarettes, cigars, smokeless tobacco, hookah, pipe tobacco, bidis (small brown cigarettes wrapped in a leaf), or heated tobacco products.<\/p>\n
CDC and Food and Drug Administration analyze the data to determine the changes in the current (past-30 days) use of the listed products.<\/p>\n
The survey targeted U.S. middle (grades 6-8) and High (grades 9-12) school students (Gentzke et al., 2020).<\/p>\n
Data summary <\/b><\/h2>\n
There has been a significant reduction in tobacco use among high school and middle school students. As the first figure shows, 1bot 1.8 million fewer US youth are current using e-cigarette compared to 2019. Nevertheless, 3.6 million youth still use e-cigs with 8 out of 10 preferring flavored e-cigs. The graphs also shows a remarkable reduction in tobacco product use among high school and middle school students in America (Gentzke et al., 2020).<\/p>\n
Magnitude of Smoking\u00a0 during adolescence <\/b><\/h2>\n
Smoking results in disease and disability and harms almost every organ of the body. It is the leading cause of preventable disease, disability and death in the United States. Research indicate that tobacco industry spends billions of dollars each year to market their products on the other hand smoking costs the US hundreds of billions of dollars each year. Smoking during adolescence result in significant problems among young people. It increases the severity of respiratory illnesses, decrease physical fitness and affects lung growth and function. It is at this point the addiction to smoking takes hold and last into adulthood. Among adults who have ever smoked daily, 87% states that they tried their first cigarette by the time they were 18 years old while 95% had tried by age 21% (Hu et al., 2020).<\/p>\n
\u00a0R<\/b>esults<\/b><\/h2>\n
In 2020, approximately one in six U.S. middle and high school students, or approximately 4.47 million youths overall, reported current use of any tobacco product.<\/p>\n
Current use of any tobacco product was reported by 16.2% (4.47 million) of all students, including 23.6% (3.65 million) of high school and 6.7% (800,000) of middle school students (Gentzke et al., 2020).<\/p>\n
Electronic cigarettes (e-cigarettes) were the most commonly used tobacco product among high school (19.6%; 3.02 million) and middle school (4.7%; 550,000) students.<\/p>\n
From 2019 to 2020, decreases in current use of any tobacco product, any combustible tobacco product, multiple tobacco products, e-cigarettes, cigars, and smokeless tobacco occurred among high school and middle school students; these declines resulted in an estimated 1.73 million fewer current youth tobacco product users in 2020 than in 2019 (6.20 million)<\/p>\n
From 2019 to 2020, no significant change occurred in the use of cigarettes, hookahs, pipe tobacco, or heated tobacco products (Gentzke et al., 2020).<\/p>\n
Implications for public health practice<\/b><\/h2>\n
If cigarette smoking continues at the current rate, 5.6\u00a0 million of today\u2019s American younger than 18 will die early from a smoking-related related illness. That means 1 of every 13 Americans aged 17 years or younger who are alive today (Gentzke et al., 2020).<\/p>\n
Recommendations for Action<\/b><\/h2>\n
The comprehensive and sustained implementation of evidence-based tobacco control strategies at the national, state, and local levels, combined with tobacco product regulation by FDA, is warranted for continuing progress toward reducing and preventing all forms of tobacco product use among U.S. youths. Such strategies include increasing prices of tobacco products, protecting persons from exposure to secondhand smoke and e-cigarette aerosol, sustaining hard-hitting media campaigns that warn about the dangers of tobacco product use, restricting youth access to tobacco products, prohibiting the sale of all flavored tobacco products, and development of regulations to reduce youth appeal and addictiveness of tobacco products (Duncan et al., 2020). In addition, as the tobacco product landscape continues to diversify, surveillance for all forms of tobacco product use, including novel products, by youths is important to inform public health policy and practice at the local, state, and national levels.<\/p>\n
National, state, and local program activities have been shown to reduce and prevent youth tobacco product use when implemented together.<\/b> These activities include:<\/b><\/h2>\n
- \n
- Higher costs for tobacco products (for example, through increased taxes)<\/li>\n
- Prohibiting smoking in indoor areas of workplaces and public places<\/li>\n
- Raising the minimum age of sale for tobacco products to 21 years<\/li>\n
- TV and radio commercials, posters, and other media messages aimed at kids and teens in order to counter tobacco product ads<\/li>\n
- Community programs and school and college policies that encourage tobacco-free places and lifestyles<\/li>\n
- Community programs that lower tobacco advertising, promotions, and help make tobacco products less easily available (Duncan et al., 2020). <\/b><\/li>\n<\/ul>\n
Some social and environmental factors are related to lower smoking levels among youth. Among these are:<\/b><\/h2>\n
- \n
- Being part of a religious group or tradition<\/li>\n
- Racial\/ethnic pride and strong racial identity<\/li>\n
- Higher academic achievement (Duncan et al., 2020).<\/li>\n<\/ul>\n
PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action<\/figcaption><\/figure>\n Conclusion<\/b><\/h2>\n
Data dissemination should be tailored to suit the target audience. This enhances immediate action and impact. For instance, the current presentation reports on the reduction of tobacco use among high school and middle school students.\u00a0 It is tailored for policymakers and high and middle school students. Preventing use of tobacco among youths is essential to end the tobacco epidemic since 1600 youths smoke their first cigarette daily. Addiction at adolescence takes hold and last into adulthood. CDC outline that 4.47 million students reported using tobacco product in 2020 however this was a reduction by 1.73M from 2019. Measures are needed to reduce the intake further because 5.6 million of today\u2019s American younger than 18 will succumb to smoking-related illness. There should be comprehensive and sustained implementation of evidence-based tobacco control strategies, surveillance for all forms of tobacco product use and adoption of national, state and local program activities and social and environmental factors to lower smoking levels among the students.<\/p>\n
References<\/b><\/h2>\n
- \n
- Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Research full report: getting the word out: new approaches for disseminating public health science. Journal of public health management and practice<\/i>, 24<\/i>(2), 102. https:\/\/doi.org\/10.1097%2FPHH.0000000000000673<\/a><\/u><\/li>\n
- Duncan, L. R., Pearson, E. S., & Maddison, R. (2018). Smoking prevention in children and adolescents: A systematic review of individualized interventions. Patient education and counseling<\/i>, 101<\/i>(3), 375-388. https:\/\/doi.org\/10.1016\/j.pec.2017.09.011<\/a><\/u><\/li>\n
- Gentzke, A. S., Wang, T. W., Jamal, A., Park-Lee, E., Ren, C., Cullen, K. A., & Neff, L. (2020). Tobacco product use among middle and high school students\u2014United States, 2020. Morbidity and Mortality Weekly Report<\/i>, 69<\/i>(50), 1881. http:\/\/dx.doi.org\/10.15585\/mmwr.mm6950a1external icon.<\/li>\n
- Hu, T., Gall, S. L., Widome, R., Bazzano, L. A., Burns, T. L., Daniels, S. R., … & Jacobs Jr, D. R. (2020). Childhood\/adolescent smoking and adult smoking and cessation: the international childhood cardiovascular cohort (i3C) consortium. Journal of the American Heart Association<\/i>, 9<\/i>(7), e014381. https:\/\/doi.org\/10.1161\/JAHA.119.014381<\/a><\/u><\/li>\n<\/ul>\n
PUB 540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action Rubric Criteria<\/strong><\/h2>\n
Total<\/strong>140\u00a0points<\/p>\n
\n\n
\n Criterion<\/strong><\/td>\n 1.\u00a0Unsatisfactory<\/strong><\/td>\n 2.\u00a0Insufficient<\/strong><\/td>\n 3.\u00a0Approaching<\/strong><\/td>\n 4.\u00a0Acceptable<\/strong><\/td>\n 5.\u00a0Target<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n Presentation of Content<\/strong><\/p>\n Presentation of Content<\/td>\n
0\u00a0points<\/strong><\/p>\n The conclusion is omitted. The content lacks a clear point of view and logical sequence of information. Presentation includes little persuasive information. Sequencing of ideas is unclear.<\/td>\n
10.36\u00a0points<\/strong><\/p>\n The content is vague in conveying a point of view and does not create a strong sense of purpose. Presentation includes some persuasive information.<\/td>\n
11.06\u00a0points<\/strong><\/p>\n The presentation slides are generally competent, but ideas may show some inconsistency in organization and\/or in their relationships to each other.<\/td>\n
12.18\u00a0points<\/strong><\/p>\n The content is written with a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. Presentation includes persuasive information from reliable sources.<\/td>\n
14\u00a0points<\/strong><\/p>\n The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.<\/td>\n<\/tr>\n
\n Data Collection<\/strong><\/p>\n Data Collection<\/td>\n
0\u00a0points<\/strong><\/p>\n The data collection timeframe and methods are omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\n An MMWR for a health issue and the data collection timeframe and methods are incomplete.<\/td>\n
11.06\u00a0points<\/strong><\/p>\n An MMWR for a health issue is identified and summarized. The data collection timeframe and methods are summarized. There are some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\n An MMWR for a health issue is identified and described. The data collection timeframe and methods are discussed. Some detail or information is needed for accuracy or clarity.<\/td>\n
14\u00a0points<\/strong><\/p>\n An MMWR for a health issue is identified and clearly described. The data collection timeframe and methods are detailed.<\/td>\n<\/tr>\n
\n Fact Sheet<\/strong><\/p>\n Fact Sheet<\/td>\n
0\u00a0points<\/strong><\/p>\n The fact sheet is omitted.<\/td>\n
5.18\u00a0points<\/strong><\/p>\n The fact sheet is incomplete.<\/td>\n
5.53\u00a0points<\/strong><\/p>\n The fact sheet summarizes awareness for health issue and outlines steps for addressing the issue for a community group or population. At least one item is included in an attempt to make it eye-catching or compelling. There are some inaccuracies or minor omissions.<\/td>\n
6.09\u00a0points<\/strong><\/p>\n The fact sheet offers an explanation for the health issue and helps bring awareness to the issue. Steps for addressing the issue for a community group or population are provided. Text and photos, images, or illustrations are included that generally make it eye-catching and more compelling. The fact sheet is appropriate for a nontechnical audience.<\/td>\n
7\u00a0points<\/strong><\/p>\n The fact sheet offers a well-supported explanation for the health issue and helps bring awareness to the issue. Clear steps for addressing the issue for a community group or population are provided. Text and photos, images, or illustrations are added that make it more eye-catching and compelling. The fact sheet is accurate, well developed, and appropriate for a nontechnical audience.<\/td>\n<\/tr>\n
\n Audience-Appropriate Data Dissemination<\/strong><\/p>\n Audience-Appropriate Data Dissemination<\/td>\n
0\u00a0points<\/strong><\/p>\n The importance of audience-appropriate data dissemination is omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\n The importance of audience-appropriate data dissemination is only partially discussed.<\/td>\n
11.06\u00a0points<\/strong><\/p>\n The importance of audience-appropriate messages for data dissemination is summarized. The health issue, technical and nontechnical audiences, and the reason for the dissemination are generally discussed. There are some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\n The importance of audience-appropriate messages for data dissemination is discussed. The health issue, technical and nontechnical audiences, and the reason for the dissemination are described. Some detail or information is needed for accuracy or clarity.<\/td>\n
14\u00a0points<\/strong><\/p>\n The importance of audience-appropriate messages for data dissemination is detailed. The health issue, technical and nontechnical audiences, and the reason for the dissemination are clearly described.<\/td>\n<\/tr>\n
\n Language Use and Audience Awareness<\/strong><\/p>\n Includes sentence construction, word choice, etc.<\/td>\n
0\u00a0points<\/strong><\/p>\n Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.<\/td>\n
10.36\u00a0points<\/strong><\/p>\n Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.<\/td>\n
11.06\u00a0points<\/strong><\/p>\n Language is appropriate to the targeted audience for the most part.<\/td>\n
12.18\u00a0points<\/strong><\/p>\n The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.<\/td>\n
14\u00a0points<\/strong><\/p>\n The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.<\/td>\n<\/tr>\n
\n Title Page<\/strong><\/p>\n Title Page<\/td>\n
0\u00a0points<\/strong><\/p>\n Title page is omitted.<\/td>\n
5.18\u00a0points<\/strong><\/p>\n Title page is presented but contains numerous errors. The title does not reflect the health issue topic.<\/td>\n
5.53\u00a0points<\/strong><\/p>\n Title page contains some formatting errors. Overall, title is appropriate for the health issue topic.<\/td>\n
6.09\u00a0points<\/strong><\/p>\n NA<\/td>\n
7\u00a0points<\/strong><\/p>\n Title page is formatted correctly. The title clearly reflects the health issue topic.<\/td>\n<\/tr>\n
\n Data Interpretation (B)<\/strong><\/p>\n Data Interpretation (C2.1b, 6.2b)<\/td>\n
0\u00a0points<\/strong><\/p>\n The report results and implications for the public health practice are omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\n The report results and implications for the public health practice are incomplete.<\/td>\n
11.06\u00a0points<\/strong><\/p>\n The report results and implications for the public health practice are summarized. The interpretation contains some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\n The report results are presented. The implications for the public health practice are discussed. The interpretation demonstrates a general understanding of the application of epidemiologic methods used in public heath practice.<\/td>\n
14\u00a0points<\/strong><\/p>\n The report results are clearly presented. The implications for the public health practice are detailed. The interpretation of the data demonstrates insight into the application of epidemiologic methods used in public heath practice.<\/td>\n<\/tr>\n
\n Format\/Documentation<\/strong><\/p>\n Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.<\/td>\n
0\u00a0points<\/strong><\/p>\n Appropriate format is not used. No documentation of sources is provided.<\/td>\n
5.18\u00a0points<\/strong><\/p>\n Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.<\/td>\n
5.53\u00a0points<\/strong><\/p>\n Appropriate format and documentation are used, although there are some obvious errors.<\/td>\n
6.09\u00a0points<\/strong><\/p>\n Appropriate format and documentation are used with only minor errors.<\/td>\n
7\u00a0points<\/strong><\/p>\n No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.<\/td>\n<\/tr>\n
\n Recommendations for Action (B)<\/strong><\/p>\n Recommendations for Action (C2.1c, 6.2c)<\/td>\n
0\u00a0points<\/strong><\/p>\n Recommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\n Recommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are only partially presented.<\/td>\n
11.06\u00a0points<\/strong><\/p>\n Recommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are summarized. There are some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\n Recommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are presented. Factors such as unique behaviors, exposures, or environmental factors that contribute to the health issue that will be addressed are discussed. The narrative demonstrates general insight into the application of epidemiologic methods used in public heath practice.<\/td>\n
14\u00a0points<\/strong><\/p>\n Effective recommendations or strong support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are presented. Factors such as unique behaviors, exposures, or environmental factors that contribute to the health issue that will be addressed are discussed. The narrative demonstrates insight into application of epidemiologic methods used in public heath practice.<\/td>\n<\/tr>\n
\n Layout<\/strong><\/p>\n Layout<\/td>\n
0\u00a0points<\/strong><\/p>\n The content lacks a clear point of view and logical sequence of information. Presentation includes little persuasive information. Sequencing of ideas is unclear. The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.<\/td>\n
5.18\u00a0points<\/strong><\/p>\n The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.<\/td>\n
5.53\u00a0points<\/strong><\/p>\n The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.<\/td>\n
6.09\u00a0points<\/strong><\/p>\n The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.<\/td>\n
7\u00a0points<\/strong><\/p>\n The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.<\/td>\n<\/tr>\n
\n Conclusion<\/strong><\/p>\n Conclusion<\/td>\n
0\u00a0points<\/strong><\/p>\n The conclusion is omitted.<\/td>\n
5.18\u00a0points<\/strong><\/p>\n The conclusion is incomplete.<\/td>\n
5.53\u00a0points<\/strong><\/p>\n The conclusion summarizes the presentation. Some aspects are vague.<\/td>\n
6.09\u00a0points<\/strong><\/p>\n The conclusion concisely restates the main points of the presentation and provides a call for action or restates potential recommendations.<\/td>\n
7\u00a0points<\/strong><\/p>\n The conclusion is well developed, concisely restates the main points of the presentation, and provides a call for action or restates potential recommendations.<\/td>\n<\/tr>\n
\n Data Analysis (B)<\/strong><\/p>\n Data Analysis (C2.1a, 6.2a)<\/td>\n
0\u00a0points<\/strong><\/p>\n The data analysis is omitted.<\/td>\n
10.36\u00a0points<\/strong><\/p>\n The data analysis is incomplete.<\/td>\n
11.06\u00a0points<\/strong><\/p>\n The data analysis is summarized and generally documented. The documentation contains some inaccuracies or minor omissions. Some support is needed.<\/td>\n
12.18\u00a0points<\/strong><\/p>\n The data analysis is discussed. Documentation of the analysis includes descriptive statistics, rates, tables graphs, maps, or charts to describe the magnitude of the health issue. Some detail or information is needed for accuracy or clarity. The analysis demonstrates a general understanding of the application of epidemiologic methods used in public heath practice.<\/td>\n
14\u00a0points<\/strong><\/p>\n The data analysis is thoroughly discussed. Documentation of the analysis demonstrates strong support for the analysis and includes descriptive statistics, rates, tables graphs, maps, or charts to describe the magnitude of the health issue. The analysis demonstrates insight into application of epidemiologic methods used in public heath practice.<\/td>\n<\/tr>\n
\n Mechanics of Writing<\/strong><\/p>\n Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.<\/td>\n
0\u00a0points<\/strong><\/p>\n Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.<\/td>\n
5.18\u00a0points<\/strong><\/p>\n Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.<\/td>\n
5.53\u00a0points<\/strong><\/p>\n Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.<\/td>\n
6.09\u00a0points<\/strong><\/p>\n - Duncan, L. R., Pearson, E. S., & Maddison, R. (2018). Smoking prevention in children and adolescents: A systematic review of individualized interventions. Patient education and counseling<\/i>, 101<\/i>(3), 375-388. https:\/\/doi.org\/10.1016\/j.pec.2017.09.011<\/a><\/u><\/li>\n
- Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Research full report: getting the word out: new approaches for disseminating public health science. Journal of public health management and practice<\/i>, 24<\/i>(2), 102. https:\/\/doi.org\/10.1097%2FPHH.0000000000000673<\/a><\/u><\/li>\n