Healthcare Barriers

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Healthcare Barriers

Choose a specific leading health indicator or disparity type within the Healthy People 2020 website (for example, AHS-1.1 Increase the proportion of persons with medical insurance) https://www.healthypeople.gov/2020/data-search/health-disparities-data/health-disparities-widget

Respond to the following questions concerning the identified disparities to health within the Healthy People 2020:

Are there tools to help identify these gaps in care?

If you could develop a screening tool to address a barrier to healthcare, what would it look like?

Who would administer this and what resources would you need to coordinate with to solve this problem?

Is this feasible for a clinic setting? Why or why not?

Expectations

Due: Friday, June 11

Length: 1500 words

Format: APA

Research: At least two high-level scholarly references in APA from within the last 5 years.

Healthcare Barriers

Addressing Health Disparities

Health disparities are significant differences in health outcomes and access to care that are closely linked to social, economic, and environmental disadvantages. The Healthy People 2020 initiative emphasizes the need to reduce these disparities to enhance health equity across the United States. One specific leading health indicator is AHS-1.1, which aims to increase the proportion of persons with medical insurance. The lack of health insurance coverage significantly affects access to care, which, in turn, contributes to poorer health outcomes for vulnerable populations.

Tools to Identify Gaps in Care

Several tools can help identify gaps in care related to health insurance disparities. The National Health Interview Survey (NHIS) and Behavioral Risk Factor Surveillance System (BRFSS) provide valuable data on health coverage and its implications for various populations. Furthermore, the Health Resources and Services Administration (HRSA) offers the National Health Service Corps (NHSC) which can be instrumental in identifying areas with inadequate health insurance coverage. These tools enable healthcare providers and policymakers to pinpoint specific populations and areas needing targeted interventions.

Proposed Screening Tool

If I could develop a screening tool to address barriers to healthcare, it would be a “Health Insurance Access Questionnaire”. This tool would be a brief, self-administered questionnaire designed to assess an individual’s access to health insurance, barriers to enrollment, and perceived health care needs. Key components would include:

  1. Demographic Information: Age, race, income level, and employment status.
  2. Insurance Status: Questions on current insurance coverage, length of coverage, and previous coverage gaps.
  3. Barriers to Enrollment: Identification of barriers such as lack of awareness, financial constraints, or administrative challenges.
  4. Health Care Needs: Inquiry about unmet health care needs due to lack of insurance coverage.

Administration and Resources

This tool could be administered by healthcare providers in clinical settings, such as community health clinics, emergency departments, or primary care offices. To implement this screening effectively, coordination with community organizations, social services, and public health agencies would be necessary. Resources would include training for healthcare staff on administering the tool and interpreting results, as well as developing partnerships with local organizations to facilitate enrollment in health insurance programs.

Feasibility in a Clinic Setting

Implementing this screening tool in a clinic setting is feasible and would greatly benefit both healthcare providers and patients. Clinics, especially those serving low-income or uninsured populations, often experience high demand for services without adequate insurance coverage. By identifying patients at risk of being uninsured, clinics can proactively assist them in navigating the healthcare system, thus improving overall health outcomes. Additionally, utilizing existing infrastructure, such as electronic health records, can streamline the collection and analysis of data derived from the screening tool.

Conclusion

In conclusion, addressing health disparities, particularly those related to health insurance coverage, is critical for improving health equity in the United States. By utilizing existing tools to identify gaps in care and implementing a screening tool focused on health insurance access, healthcare providers can better support vulnerable populations. The collaboration between healthcare providers, community organizations, and policymakers is essential to reduce barriers and enhance access to care for all individuals.

References

U.S. Department of Health and Human Services. (2020). Healthy People 2020. https://www.healthypeople.gov/2020/topics-objectives/topic/social-determinants-of-health

National Center for Health Statistics. (2019). Health, United States, 2018: With special feature on health insurance coverage. https://www.cdc.gov/nchs/data/hus/hus18.pdf

 
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Preterm Neonatal Nursery

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Preterm Neonatal Nursery

Provide specific examples to support your answers:

Based on the systematic review of studies by Obeidat et al. (2009) about facilitated tucking of preterm infants during invasive procedures (which you were directed to in the chapter), if you worked in a preterm neonatal nursery, would you adopt this practice? Why or why not? Post has to be 200 – 250 words

Preterm Neonatal Nursery

Adoption of Facilitated Tucking

Based on the systematic review of studies by Obeidat et al. (2009), I would adopt the practice of facilitated tucking for preterm infants during invasive procedures if I worked in a preterm neonatal nursery. Facilitated tucking involves the gentle positioning of a preterm infant, simulating the tight confines of the womb, which has been shown to promote comfort and reduce stress during painful procedures.

For instance, the review found that facilitated tucking significantly decreased physiological stress indicators, such as heart rate and oxygen saturation levels, in preterm infants undergoing procedures like venipuncture. Additionally, the practice has been linked to reduced crying and improved overall comfort levels in these vulnerable populations.

Implementing this practice aligns with the growing emphasis on providing family-centered care, where the comfort and well-being of the infant are prioritized. Furthermore, the adoption of facilitated tucking can contribute to better developmental outcomes for preterm infants by minimizing exposure to pain and stress during critical periods of growth.

Given the evidence supporting the benefits of facilitated tucking, I believe this practice should be adopted in neonatal nurseries. It not only enhances the immediate comfort of infants during procedures but also promotes long-term health outcomes, making it a valuable intervention in the care of preterm infants.

References

Obeidat, H. M., Badran, S. F., & Hmoud, A. A. (2009). Facilitated tucking of preterm infants during invasive procedures: A systematic review. Journal of Neonatal Nursing, 15(3), 107-114.  https://www.sciencedirect.com/science/article/abs/pii/S1355061809000267

 
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Autism Disorder

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Autism Disorder

Information about autism. About what it is, cause, risk factors meds and treatments

Autism Spectrum Disorder
What Is Autism?
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by challenges in social communication and interaction, alongside restricted or repetitive patterns of behavior, interests, or activities. The term “spectrum” reflects the wide range of symptoms and abilities exhibited by individuals with autism. Symptoms typically appear in early childhood and can affect various aspects of daily living, including social relationships, education, and employment.

Causes of Autism
The exact cause of Autism Spectrum Disorder remains unclear, but research suggests a combination of genetic and environmental factors contributes to its development. Genetic mutations or abnormalities, particularly those related to brain development, may increase the risk of ASD. Environmental factors such as prenatal exposure to certain drugs, maternal infections, or complications during birth have also been investigated as potential contributors.

Risk Factors
Several risk factors have been identified in association with Autism Spectrum Disorder, including:

  • Genetics: Having a sibling with ASD increases the likelihood of developing the disorder.
  • Gender: Boys are more frequently diagnosed with autism than girls, with ratios ranging from 3:1 to 5:1.
  • Parental Age: Advanced parental age at the time of conception has been linked to a higher risk of autism.
  • Certain Medical Conditions: Conditions such as fragile X syndrome, Rett syndrome, and other genetic disorders are associated with an increased risk of autism.

Medications and Treatments
While there is no cure for Autism Spectrum Disorder, various treatments can help manage symptoms and improve quality of life. Medications may be prescribed to address specific symptoms, such as anxiety, depression, or attention issues. Commonly used medications include:

  • Antidepressants: To manage anxiety and depression.
  • Antipsychotic Medications: Such as risperidone and aripiprazole, can help reduce irritability and aggressive behaviors.
  • Stimulants: These may be prescribed for attention issues.

Behavioral and Therapeutic Interventions
In addition to medications, various therapeutic approaches can support individuals with autism:

  • Applied Behavior Analysis (ABA): This evidence-based approach focuses on reinforcing positive behaviors and reducing negative ones.
  • Speech and Language Therapy: Helps improve communication skills.
  • Occupational Therapy: Aims to develop daily living skills and increase independence.
  • Social Skills Training: Assists individuals in navigating social interactions.

In summary, Autism Spectrum Disorder is a complex condition with varied causes and risk factors. While no single treatment can address all symptoms, a combination of behavioral interventions and medications can significantly improve outcomes for individuals with autism.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm
Centers for Disease Control and Prevention. (2021). Autism spectrum disorder (ASD). Retrieved from https://www.cdc.gov/ncbddd/autism/facts.html
National Institute of Mental Health. (2022). Autism spectrum disorder. Retrieved from https://www.nimh.nih.gov/health/statistics/autism-spectrum-disorder

 
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Barriers to Evidence-Based Practice

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Barriers to Evidence-Based Practice

Sustaining change can be difficult, as there are many variables that can affect implementation. One critical component of evidence-based practice is to ensure that practice change is part of an organization’s culture so it will continue to impact outcomes over time.

Name two potential barriers that may prevent your evidence-based practice change proposal from continuing to obtain the same desired results six months to a year from now, and your strategies for overcoming these barriers.

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated.

Submit the presentation in LoudCloud for feedback from the instructor. 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.

Barriers to Evidence-Based Practice

Sustaining change in evidence-based practice (EBP) is crucial for ensuring long-term positive outcomes. However, certain barriers can impede this process. Two potential barriers include staff resistance to change and insufficient training.

Staff resistance to change can arise from a lack of understanding or belief in the proposed EBP intervention. For instance, if staff members are accustomed to a particular protocol and do not see the benefits of the new practice, they may resist its implementation. To overcome this barrier, it is essential to engage staff early in the change process. This can be achieved through workshops and discussions highlighting the evidence supporting the EBP intervention and its potential benefits for patient outcomes. Encouraging open dialogue allows staff to voice their concerns and fosters a sense of ownership over the change.

Another barrier is insufficient training, which can hinder the successful implementation of the proposed intervention. Staff may not feel confident in applying the new practices due to a lack of knowledge or skills. To address this issue, organizations should provide comprehensive training sessions tailored to the specific intervention. Continuous support through mentorship or follow-up workshops can further enhance staff competence and confidence in executing the new practices.

By proactively addressing these barriers through engagement and training, the EBP proposal can achieve sustained success, ultimately improving patient care and outcomes.

References

Obeidat, H. M., Bond, E. A., & Hweidi, I. M. (2009). Facilitated tucking during invasive procedures for preterm infants: A systematic review. International Journal of Nursing Practice, 15(2), 100-107. https://doi.org/10.1111/j.1440-172X.2009.01765.x

Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice (3rd ed.). Jones & Bartlett Learning.

American Association of Colleges of Nursing. (2019). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/Essentials.pdf

 
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Adult Health 1 Study Guide

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Adult Health 1 Study Guide

Sensory Unit
Chapters 63 & 64

Remember that assigned textbook readings should be supplemental to reviewing & studying the PowerPoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, PowerPoint presentations, as well as class lectures & in-class activities.

Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders

Conditions to Know: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma

Adult Health 1 Study Guide

· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye

  1. What are some of the most common causes of blindness?
  2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
  3. Glaucoma can lead to what primary complication if not treated properly?
  4. What are the differences between open-angle & closed-angle glaucoma?
  5. What are the primary signs & symptoms of glaucoma?
  6. What are the primary treatment goals for patients with glaucoma?
  7. What is the first-line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
  8. What are some common risk factors for the development of cataracts? See Chart 63-7.
  9. What are the primary signs & symptoms of cataracts?
  10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
  11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
  12. What are some symptoms of retinal detachment?
  13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
  14. What are some risk factors for dry macular degeneration?
  15. What are some signs and symptoms of macular degeneration?
  16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
  17. Conjunctivitis is also called “pink eye.” What are the different types of conjunctivitis, and what are some symptoms of this condition? Are any of these types considered contagious?
  18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
  19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.

Chapter 64: Assessment & Management of Patients with Hearing & Balance Disorders

Conditions to Know: Hearing loss, Otitis Media, Meniere Disease, Otic Medications

  1. What are some risk factors for hearing loss? See Chart 64-3.
  2. What are some early signs and symptoms of hearing loss?
  3. What are some guidelines to follow when caring for hearing-impaired patients? See Chart 64-5.
  4. What is acute otitis media?
  5. What are some of the clinical manifestations of acute otitis media?
  6. What are treatment options for acute otitis media?
  7. What is Meniere disease, & what are the common clinical manifestations of this condition?
  8. Describe the nursing & medical management needed in caring for a patient with Meniere disease. Include patient education needed for various medications. See Chart 64-8.
  9. What are some teaching points to include for patients experiencing vertigo?
  10. What are some examples of ototoxic medications that can cause tinnitus or hearing loss?

Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64

Remember that assigned textbook readings should be supplemental to reviewing & studying the PowerPoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, PowerPoint presentations, as well as class lectures & in-class activities.

 

(Adult Health 1 Study Guide)

 

Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders

Conditions to Know: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma

· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye

  1. What are some of the most common causes of blindness?
  2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
  3. Glaucoma can lead to what primary complication if not treated properly?
  4. What are the differences between open-angle & closed-angle glaucoma?
  5. What are the primary signs & symptoms of glaucoma?
  6. What are the primary treatment goals for patients with glaucoma?
  7. What is the first-line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
  8. What are some common risk factors for the development of cataracts? See Chart 63-7.
  9. What are the primary signs & symptoms of cataracts?
  10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
  11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
  12. What are some symptoms of retinal detachment?
  13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
  14. What are some risk factors for dry macular degeneration?
  15. What are some signs and symptoms of macular degeneration?
  16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
  17. Conjunctivitis is also called “pink eye.” What are the different types of conjunctivitis, and what are some symptoms of this condition? Are any of these types considered contagious?
  18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
  19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.

Chapter 64: Assessment & Management of Patients with Hearing & Balance Disorders

Conditions to Know: Hearing loss, Otitis Media, Meniere Disease, Otic Medications

  1. What are some risk factors for hearing loss? See Chart 64-3.
  2. What are some early signs and symptoms of hearing loss?
  3. What are some guidelines to follow when caring for hearing-impaired patients? See Chart 64-5.
  4. What is acute otitis media?
  5. What are some of the clinical manifestations of acute otitis media?
  6. What are treatment options for acute otitis media?
  7. What is Meniere disease, & what are the common clinical manifestations of this condition?
  8. Describe the nursing & medical management needed in caring for a patient with Meniere disease. Include patient education needed for various medications. See Chart 64-8.
  9. What are some teaching points to include for patients experiencing vertigo?
  10. What are some examples of ototoxic medications that can cause tinnitus or hearing loss?

 

References

Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2010). Brunner & Suddarth’s Textbook of Medical-Surgical Nursing (12th ed.).
Philadelphia: Lippincott Williams & Wilkins. https://www.lww.com/brunner-suddarth-textbook-of-medical-surgical-nursing-9781975136411

American Academy of Ophthalmology (AAO). (2023). Eye Health & Vision Health Resources. https://www.aao.org/eye-health

Glaucoma Research Foundation. (2023). Glaucoma Facts and Stats. https://www.glaucoma.org/glaucoma/glaucoma-facts-and-stats.php

National Eye Institute (NEI). (2023). Age-Related Macular Degeneration (AMD). https://www.nei.nih.gov/learn-about-eye-health/eye-conditions-and-diseases/age-related-macular-degeneration

Centers for Disease Control and Prevention (CDC). (2023). Conjunctivitis (Pink Eye). https://www.cdc.gov/conjunctivitis/index.html

American Academy of Audiology. (2023). Hearing Loss Information and Resources. https://www.audiology.org/publications-resources/hearing-education-resources/hearing-loss

Mayo Clinic. (2023). Meniere’s Disease: Symptoms and Causes. https://www.mayoclinic.org/diseases-conditions/menieres-disease/symptoms-causes/syc-20374910

World Health Organization (WHO). (2021). World Report on Hearing. https://www.who.int/publications/i/item/world-report-on-hearing

 
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Module 8 Vocabulary – Neurological Assessment

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Module 8 Vocabulary – Neurological Assessment

Nursing Journal Article:
CE: The Physiology and Processing of Pain: A Review
Attached Files:
Link to file (212 B)

Module 8 Vocabulary - Neurological Assessment

Neurological Article Questions

  1. Pain—both acute and chronic—costs on an annual basis in the U.S. approximately how much?
  2. What is the frequency of pain and visits for pain complaints to physicians at the present time?
  3. More than 2/3’s of persons with chronic pain have had it how long?
  4. What is the International Association for the Study of Pain (IASP) definition of pain?
  5. A nociceptor is defined as…?
  6. Name the steps for pain perception from the peripheral tissue nociceptive receptor.
  7. Name three different types of non-nociceptive receptors.
  1. Name the two types of fibers found in the spinal cord.
  2. Describe what you would find in both ventral horns and dorsal horns of the spinal cord (hint: see figure 3).
  3. What is Lissauer’s tract?
  4. What are the three tracts that transmit nociceptive/pain impulses?

(Module 8 Vocabulary – Neurological Assessment)

  1. Name six supraspinal structures in the brainstem and diencephalon where the nociceptive signal travels.
  2. What is a major component of pain modulation circuit called?
  3. Control of ascending sensory input by tonic inhibitory control of neurons occurs where?
  4. Which area of the medulla of the brain exhibits both inhibitory and facilitation of nociceptive transmission?
  5. How do NSAIDs work to modulate the pain network?

Neurological Article Assignment

 

References

McCaffery, M., & Pasero, C. (1999). Pain: Clinical manual. 2nd ed. St. Louis, MO: Mosby. https://www.elsevier.com/books/pain-clinical-manual/mccaffery/978-0-8151-2957-4

International Association for the Study of Pain (IASP). Pain Definitions. https://www.iasp-pain.org/Education/Content.aspx?ItemNumber=1698

Turk, D. C., & Melzack, R. (2011). The Handbook of Pain Assessment. 3rd ed. New York: Guilford Press. https://www.guilford.com/books/Handbook-of-Pain-Assessment/Turk-Melzack/9781606239766

Merskey, H., & Bogduk, N. (1994). Classification of Chronic Pain. 2nd ed. Seattle: IASP Press. https://www.iasp-pain.org/PublicationsNews/Content.aspx?ItemNumber=1673

Rang, H. P., Dale, M. M., Ritter, J. M., & Flower, R. J. (2012). Rang and Dale’s Pharmacology. 7th ed. https://www.elsevier.com/books/rang-and-dales-pharmacology/rang/978-0-7020-3471-8

Basbaum, A. I., & Fields, H. L. (1984). Endogenous pain control mechanisms: Review and hypothesis. Annals of Neurology, 16(2), 157-168.
https://onlinelibrary.wiley.com/doi/abs/10.1002/ana.410160202

 
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Nursing Research (PICOT Question)

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Nursing Research (PICOT Question)

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the previous course assignments and the guidelines below.

Nursing Research (PICOT Question)

PICOT Question
Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor. The final PICOT question will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques
In the Topic 2 and Topic 3 assignments, you completed a qualitative and quantitative research critique on two articles for each type of study (4 articles total). Use the feedback you received from your instructor on these assignments to finalize the critical analysis of each study by making appropriate revisions. The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question.

Refer to “Research Critiques and PICOT Guidelines – Final Draft.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change
Discuss the link between the PICOT question, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

General Requirements
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

References

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer. https://shop.lww.com/Evidence-Based-Practice-in-Nursing—Healthcare/p/9781496384539

Polit, D. F., & Beck, C. T. (2021). Nursing research: Generating and assessing evidence for nursing practice (11th ed.). Wolters Kluwer Health. https://shop.lww.com/Nursing-Research/p/9781975110642

AHRQ (Agency for Healthcare Research and Quality) (2020). Evidence-based practice centers (EPCs) program: Research methods and reporting. https://www.ahrq.gov/research/findings/evidence-based-reports/research-methods/index.html

American Psychological Association (APA) (2020). Publication manual of the American Psychological Association (7th ed.). https://apastyle.apa.org/products/publication-manual-7th-edition

LopesWrite Technical Support Center. https://www.gcu.edu/current-students/student-success/lopeswrite

 
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Social Media Platform

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Social Media Platform

 

Directions
Social Media discussions are designed to promote dialogue between faculty and students, and students and their peers using a social media platform as inspiration. In the social media discussions, students:
Demonstrate understanding of concepts for the week
Integrate outside scholarly sources and social media postings
Engage in meaningful dialogue with classmates and/or instructor
Express opinions clearly and logically, in a professional manner
Use the rubric on this page as you compose your answers.

Social Media Platform

Best Practices include:
Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.
Enter the discussion often during the week to read and learn from posts.
Select different classmates for your reply each week.

Discussion Question
There are many factors that will continue to impact community and population health.
Consider the past achievements in public health as many have implications around the globe.
Describe a global health concern that has impacted your community or those you care for. BROOKLYN, NY
Discuss what surveillance data could be pulled from an electronic health record (EHR) you have used or currently use in your nursing practice.   EPIC
Take a moment to review the Twitter feed for compelling Tweets that are related to informatics, global health, and population health outcomes.
Share an overview of the Tweet and how it is likely to impact future collaborative trends in community health.
Compose a 280-character or fewer Tweet that describes what you would like to see as a Tweet in the next decade related to public health achievements.
Please try to be realistic, but also be visionary.
Remember Twitter only allows 280 characters (this includes spaces, etc.) so you will need to be concise.
It should include a hashtag.
Include a reference URL if applicable.
Share this Tweet in the discussion.
(Note: A Twitter account is not required nor share your Tweet on social media).

Your discussion post should look like:
Paragraph one: Describe a global health concern that has impacted your community or those you care for.
Paragraph two: Discuss what surveillance data could be pulled from an electronic health record (EHR) you have used or currently use in your nursing practice.
Paragraph three: Share information from a Tweet and how it is likely to impact future collaborative trends in community health.
Paragraph four: Compose a 280-character Tweet that describes what you would like to see as a Tweet in the next decade related to public health achievements.

Resources: Where did you find your data?
Example: New HIV infection rates at all-time low worldwide #primaryprevention #collaborationiskey #WeGotThis #RNsunite www.HIV.gov

 
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Optimal Health for Populations

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Optimal Health for Populations

The DNP scholar is well-positioned to promote health and improve outcomes for many. Reflect on your future role as a DNP scholar and address the following.

Identify one evidence-based strategy for leading efforts to attain optimal health for populations, on a local, national, or global scale.

Describe one evidence-based strategy for leading population healthcare reform efforts within and across healthcare systems.

Describe one program designed to improve the health of populations. How will you help advance the outcomes of this program?

Optimal Health for Populations

The Role of a DNP Scholar in Promoting Population Health and Healthcare Reform

The Doctor of Nursing Practice (DNP) scholar holds a key position in shaping the future of healthcare by leading efforts to promote health and improve outcomes for individuals, communities, and populations. Through their expertise in evidence-based practice, they are well-suited to lead interventions that address healthcare disparities and promote quality care. In reflecting on my future role as a DNP scholar, I will explore strategies to optimize health at multiple levels, contribute to healthcare reform, and participate in programs that drive population health improvement.

Evidence-Based Strategy for Attaining Optimal Health for Populations

One evidence-based strategy that can lead to optimal health for populations is community-based health promotion interventions. These interventions focus on empowering individuals within communities to take charge of their health through preventive measures, lifestyle modifications, and education. According to O’Mara-Eves et al. (2015), community engagement has proven effective in reducing health disparities and improving overall health outcomes. By involving local populations in the design and implementation of health initiatives, interventions are more likely to be tailored to the unique needs of the community, ensuring that strategies are culturally sensitive and socially relevant.

As a DNP scholar, I can lead efforts to implement community-based health promotion programs that address the specific health concerns of vulnerable populations. For example, targeting common chronic diseases such as diabetes and hypertension with education on lifestyle changes and preventive care can significantly reduce morbidity and mortality rates. By fostering partnerships with community organizations, public health agencies, and healthcare providers, I will ensure that these interventions are sustainable and have a lasting impact.

Evidence-Based Strategy for Leading Population Healthcare Reform

One evidence-based strategy for leading healthcare reform efforts across healthcare systems is integrated care delivery models. These models emphasize the coordination of care across different providers and settings to ensure that patients receive seamless, comprehensive services that address all their health needs. Research indicates that integrated care improves patient outcomes, enhances patient satisfaction, and reduces healthcare costs (Goodwin et al., 2011). This is especially important in managing complex, chronic conditions where multiple providers are involved in a patient’s care.

As a DNP scholar, I would advocate for and participate in the development of integrated care teams that include primary care physicians, specialists, nurses, pharmacists, and social workers. These teams can work together to ensure continuity of care and communication between healthcare providers, reducing errors and improving the quality of care. Furthermore, the implementation of electronic health records (EHRs) across healthcare systems would facilitate the sharing of information, promoting real-time collaboration and timely interventions. By focusing on care coordination, DNP scholars can bridge gaps in the healthcare system and lead efforts to streamline services for better patient outcomes.

Program Designed to Improve Population Health

One program that has demonstrated significant success in improving population health is the National Diabetes Prevention Program (NDPP), developed by the Centers for Disease Control and Prevention (CDC). The NDPP focuses on preventing Type 2 diabetes in high-risk individuals through lifestyle change programs that promote healthy eating, physical activity, and weight loss. Research has shown that structured lifestyle interventions can reduce the incidence of diabetes by as much as 58% (CDC, 2020).

As a DNP scholar, I would contribute to advancing the outcomes of the NDPP by helping to scale the program within underserved communities where diabetes rates are disproportionately high. This could involve advocating for policy changes that support greater access to preventive care, ensuring that insurance covers lifestyle intervention programs, and collaborating with community health workers to provide education and support. Additionally, leveraging technology such as telehealth could expand the reach of these programs to individuals who might face barriers to attending in-person sessions, making preventive care more accessible.

Conclusion

As a future DNP scholar, my role will focus on leading evidence-based strategies that promote population health, advocate for healthcare reform, and advance programs that improve health outcomes. Community-based health promotion, integrated care models, and successful programs such as the NDPP are all critical tools that I can use to enhance the quality of healthcare, reduce disparities, and improve population health on a local, national, and global scale. By collaborating with multidisciplinary teams and engaging communities in their care, DNP scholars are in a strong position to drive lasting change in healthcare systems and population health.

References:

Centers for Disease Control and Prevention (CDC). (2020). National Diabetes Prevention Program. https://www.cdc.gov/diabetes/prevention/index.html

Goodwin, N., Dixon, A., Poole, T., & Raleigh, V. (2011). Improving the quality of care in general practice. The King’s Fund. https://www.kingsfund.org.uk/sites/default/files/field/field_publication_file/improving-quality-of-care-general-practice-kings-fund-march-2011.pdf

O’Mara-Eves, A., Thomas, J., McNaught, J., Oliver, S., & Kavanagh, J. (2015). Community engagement to reduce inequalities in health: A systematic review, meta-analysis, and economic analysis. Public Health Research, 3(13), 1-548. https://www.ncbi.nlm.nih.gov/books/NBK316021/

 
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Introduction to Qualitative Research

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Introduction to Qualitative Research

When I was bathing, I found a hard spot in my breast. I think my heart stopped and I began sobbing. I felt as if I was dying and I started crying [participant has tears in her eyes]. Finally, I told myself that it could be nothing and made myself finish bathing.

Introduction to Qualitative Research

It was late at night so I knew that if I called the doctor’s office, there would be no answer. So, I waited… that was a miserable night. My husband was gone and I was all alone… except for God. I fell asleep praying to God that what I had found would end up being nothing.

I woke up the next morning, feeling like I had been beaten because I hurt in every part of my body… where my heart was supposed to be [participant places hand over her heart] felt like a big hole. I called the doctor’s office at 8 am and told the person who answered that I had to see the doctor. She said I could have an appointment in 2 weeks. I told her that I had found a lump and I thought I would go mad if I had to wait 2 weeks.

She put me on hold and went to see what could be done. I sat and prayed and waited. When she came back on the line, she said that the nurse practitioner would see me at 11 am. I hung up and realized that it was Monday and I was supposed to be at work.

I called the office and told the manager that I had an emergency and could not come in today. I could not bring myself to say what the emergency was… I was not ready for anyone to know. If someone else knew, it might be real and I wanted it all to be a bad dream that would be over soon.

I don’t remember what I did until 10 am when it was time to leave for the doctor’s clinic. I arrived early and sat in the waiting room turning the pages of a magazine… it must have been an hour before the nurse came to the waiting room and called my name.

I sat down in the exam room and began to cry. The nurse practitioner had not come in yet… she was surprised to see me crying when she opened my door. The first words out of my mouth were that my mother had died last year from breast cancer and I found a lump in my breast.

The next thing I remember I was being given a sedative. The nurse had gotten the number of a friend from my telephone and called my friend to come to the doctor’s office to pick me up. I knew the friend I told them to call was a kind soul and she would not ask a lot of questions but drop what she was doing to come.

(Introduction to Qualitative Research)

The doctor came in when I was drifting in and out of sleep on the table. My breast was uncovered and the nurse had washed and washed it to get it all ready. I could not hold my eyes open… I was so sleepy… but I wanted her to cover my breast.

I felt naked and did not want everyone coming in and out to see my breast. I must have fallen asleep because when I woke up, there was a bandage on my breast and it hurt so bad. The nurse said I could go… my friend was here to take me home.

I could not think… and she helped me up and led me to where my friend was waiting… I had tears running down my face… I could not seem to stop crying. My friend took my hand and led me to her car… just then I realized I drove my car and had no way of getting it home. She said not to worry… she would take care of it.

At home, my friend asked if I had called my husband… I started crying again… how would I ever tell him… I did not even know the diagnosis yet. I knew he would be so worried and rush home… but we needed his job.

I said I would wait until I knew something… then I thought how mad my husband would be that I had not called. But I knew he would worry and be driving home all worried and might get in a crash… I would never be able to stand that.

The medicine the doctor gave me was very strong and all I wanted to do was sleep. I woke up and it was dark in my room and my husband was sitting on my bed. I asked him how he got there and he said my friend had called and said I needed him.

(Introduction to Qualitative Research)

I started crying again… I thought all my tears were gone but they kept coming… I must have fallen asleep again because I woke up when the telephone rang. My husband answered and handed the phone to me.

It was the doctor. He tried to be nice but I knew it was bad news… he said I should come in the morning to the hospital so they could run some more tests… I was glad for the medicine the doctor gave me for pain… I hung up and took another pill.

I was too tired to think and just wanted to cry.

 
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