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Benchmark - Epidemiological Surveillance Data Dissemination and Recommendations for Action Epidemiological surveillance data 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 Morbidity and Mortality Weekly Report (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. Select a 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 decision makers, and 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: Educate about recent findings or accomplishments. Elicit immediate action. Solicit support or participation. Justify program/prevention activities. Prepare for an upcoming intervention or program. Provide rationale to develop new policy or support current policy. 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. Add two additional slides for the Title and References slides. Refer to Morbidity and Mortality Weekly Report (MMWR), "Introduction to Public Health Surveillance," and "Data Dissemination" to assist you in completing this assignment. PowerPoint Headings Title Page: Include your health issue topic which identifies a specific technical and nontechnical audience and group member names. 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 Data Collection (1-2 slides): Identify and describe a MMWR for a health issue and the data collection timeframe and methods. Data Analysis (1-2 slides): Summarize the data and document the magnitude of the health issue using descriptive statistics (person, place, time), rates, include tables, graphs, maps, or charts. Data Interpretation (1-2 slides): Summarize the report results and provide the implications for public health practice. 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. Fact Sheet: Data Dissemination to a Nontechnical Audience (1 slide): On the last slide of your presentation, 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. Conclusion (1 slide) References page 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. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 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. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Activity 12 Community Level Interventions The windshield survey summary will require you to apply what you have learned through your basic windshield survey of Sentinel City® to a target population of your choosing. You will complete your project by comparing data from Sentinel City® with similar data from the city where your target population lives. Your presentation will include 9 parts, which are described in detail below and include details in the speaker notes. I. Introduction Provide a brief introduction that identifies the demographics for the city where your target population lives. II. Description of Your Target Population Compose a detailed description of your chosen target population. In this section, you will describe the demographic characteristics of your chosen target population, including the population’s socioeconomic status, vital statistics, education level, religion, and occupations. Include a table, graph, and/or figure display that includes relevant demographic data for your target population. III. Comparison of Sentinel City Demographic Data Compare the demographic data of Sentinel City® with the demographic data from the city where your target population is located. You should present this information in a clear to understand table. IV. Key Health Concerns or Issues Present a list of the top 3 health concerns for your target population. Provide a brief description of these concerns and include data from your target population city that supports the rationale for selecting these health concerns. Select one of the 3 health concerns you identified and state why you decided to develop an intervention that addresses these particular health concerns/issues. Include the Healthy People 2020 objective that relates to your identified health concerns. V. Community Health Nursing Diagnosis Develop a community health nursing diagnosis based on your analysis of the demographic and health status data that you gathered. Your community health nursing diagnosis should be written using the following format (Nies & McEwen, 2011, p. 101): Increased risk of (disability, disease, etc.) among (community or population) related to (disability, disease, etc.) as demonstrated in or by (health status indicator, or etiological/causal statement). Examples: Increased risk of obesity among school age children related to lack of safe outdoor play areas for children as demonstrated by above average BMI rates. Increased risk of depression among persons with a physical disability related to the lack of handicap accessible facilities and social isolation as demonstrated by high suicide rate VI. A & B. Intervention to Address the Diagnosis Describe your proposed intervention that will address the community health nursing diagnosis for your target population. You may choose to develop your own intervention or modify one that was recommended by the Task Force on Community Preventive Services (TFCPS). To view recommended interventions, visit the TFCPS website and select the topic you plan on addressing for your intervention. (Note: at the bottom of most topic pages on the TFCPS website there is a sample on how to cite the webpage. After reviewing the topics, click the “Resources” tab then click “Fact Sheets”. Here you may find fact sheets to share with your mentor at your practice learning site.) Whether you modify an existing intervention or develop one of your own, you must discuss why this intervention will or why you needed to modify it because it would not work for your target population. Include advantages, population fit, and barriers in use of the intervention. You should include the long-term goals, two measurable objectives, and the required resources such as: time, equipment, finances, etc. [Note: you are not required to carry out your intervention] VII. Evaluation Plan Describe your method for evaluating the objectives of your intervention (for example, pre/post-test, survey, questionnaire, phone interview). Include one long term goal and two short-term measurable objectives. Example of goals and measurable objectives: Goal - To increase my potential for promotion at my place of employment Objective - Complete all undergraduate nursing courses with a B+ or higher Objective - Complete the American Sentinel University BSN program before 2020 Goal - To learn about public health nursing Objective - Describe community health levels of prevention Objective - List the 8 subsystems of a community VIII. Summary of Sentinel City® Summarize the assets (strengths) in Sentinel City® pertaining to the 8 community subsystems. In addition to the "people" (the core) of the community, there are eight subsystems that come together to form the assessment data for your windshield survey, which will contribute to your overall community assessment of Sentinel City®. The eight subsystems within every community include: 1) physical environment, 2) safety and transportation, 3) health and social services, 4) education, 5) recreation, 6) politics and government, 7) communication, and 8) economics. Include your recommendations for improving/strengthening specific subsystems in Sentinel City®. Discuss other recommended changes or additions needed to improve the health of the population living in Sentinel City®. IX. Reference List Include references that were used as you developed your plan. For the purpose of this assessment cite the Sentinel City® demographic data as follows: U. S. Census Bureau. (2010). American FactFinder fact sheet: Sentinel City, USA Retrieved January 31, 2014, from https://factfinder.census.gov/servlet/ Reading and Resources Harkness & DeMarco (2016) Read Chapter 9 (p. 154-161, 163-168) Visit the Task Force on Community Preventive Services (TFCPS). The Community Guide. Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Microsoft PowerPoint Presentation 14 to 20 slides. Add title and reference slides. Follow Rules of 7. Other media (Prezi, etc.) presentation 14 to 20 slides with speaker notes. Add title and reference slides. Follow Rules of 7. Table Table with appropriate columns and headers. Include title and reference pages. Graphs or other illustrations Graphs or illustrations with appropriate labels. Include title and reference pages. Poster Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster. Note: Title and reference pages/slides do not count towards the count requirements. RUBRIC BELOW Population Health – Community Level Interventions Description: The baccalaureate graduate nurse will integrate evidence, clinical judgement, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care. Course Competencies: 1) Examine community health nursing roles within the core functions and essential services of public health. 4) Analyze frameworks for health promotion, disease prevention and risk reduction. 5) Utilize information from available data bases to assess community health needs. QSEN Competencies: 1) Patient-Centered Care 2) Teamwork and Collaboration 3) EvidenceBased Practice 4) Quality Improvement 5) Safety BSN Essential III Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Introduction [1-2 slides] Not more than 7 bullets per slide. Provide a brief introduction that identifies the demographics where your target population lives. Follows the rules of 7 and includes speaker notes. Provide a brief introduction that identifies the demographics where your target population lives. Does not follow the rules of 7 and/or includes speaker notes. Provide a brief introduction but does not identify the demographics where your target population lives. Follows the rules of 7 and includes speaker notes. Does not address section Target Population [1-2 slides] Demographic characteristics of target population: socioeconomic status, education level, religion or occupations, vital statistics detailed. Follows rules of 7 and includes speaker notes. Demographic characteristics of target population: socioeconomic status, education level, religion or occupations, vital statistics detailed. Does not follow rules of 7 and/or includes speaker notes. Demographic characteristics of target population missing one of more: socioeconomic status, education level, religion or occupations, vital statistics detailed. Follows rules of 7 and includes speaker notes. Does not address section Comparison of Sentinel City® Data [1 slide] Include table that compares Sentinel City® demographic data with similar data from the city where your Include table that compares Sentinel City® demographic data with similar data from the city where your Does not include table that compares Sentinel City® demographic data with similar data from the Does not address section target population is located (Include only population by age, race/ethnicity, and household income) target population is located, one or more demographics missing (Include only population by age, race/ethnicity, and household income) city where your target population is located (Include only population by age, race/ethnicity, and household income) Key Health Concerns [3 slides/4-6 bullets per slide] Presents a clear list of the top 3 health concerns for your target population. Provides a description of the health concern you are addressing and data to support rationale for selecting this health concern Health problem is clearly supported by data, the literature, and/or state or federal databases. Healthy People 2020 objective related to identified health problem Presents a clear list of the top 2 health concerns for your target population. Provides a description of the health concern you are addressing and data to support rationale for selecting this health concern Health problem is clearly supported by data, the literature, and/or state or federal databases. Healthy People 2020 objective related to identified health problem Presents a clear list of the top 1 health concern for your target population. Provides a description of the health concern you are addressing and data to support rationale for selecting this health concern Health problem is clearly supported by data, the literature, and/or state or federal databases. Healthy People 2020 objective related to identified health problem Does not address section Community Health Nursing Diagnosis [1 slide] Community Health Nursing Diagnosis is written using the correct format Community Health Nursing Diagnosis is written using incorrect format Community Health Nursing Diagnosis is written using the correct format but is not related to the Does not address section community or one or more elements are missing Existing Community Health Intervention [1- 2 slides] Identify and describe one current or existing public health intervention/prog ram that addresses your health concern/problem or a program that could be modified to meet the needs of your target population. Discuss why this program will or will not work with your target population (advantages, population fit, and barriers in use of the program Identify and describe one current or existing public health intervention/prog ram that addresses your health concern/problem or a program that could be modified to meet the needs of your target population. Does not discuss why this program will or will not work with your target population (advantages, population fit, and barriers in use of the program Does not identify and describe one current or existing public health intervention/prog ram that addresses your health concern/problem or a program that could be modified to meet the needs of your target population. Discuss why this program will or will not work with your target population (advantages, population fit, and barriers in use of the program Does not address section Proposed Intervention [1- 2 slides] Description of your proposed intervention. Include: Longterm goal(s), 2 measurable objectives, resources needed such as time, equipment, finances, etc. Description of your proposed intervention. Include: Longterm goal(s), 1 measurable objectives, resources needed such as time, equipment, finances, etc. Description of your proposed intervention. Does not include: Longterm goal(s), 2 measurable objectives, resources needed such as time, equipment, finances, etc. Does not address section Evaluation Plan [1 slide] Describe your method for evaluating the short-term outcomes of your intervention (i.e. pre/posttest, survey, questionnaire, phone interview, etc.) Superficially describe your method for evaluating the short-term outcomes of your intervention (i.e. pre/posttest, survey, questionnaire, phone interview, etc.) Does not include one or more: method for evaluating the short-term outcomes of your intervention (i.e. pre/posttest, survey, questionnaire, phone interview, etc.) Does not address section Sentinel City Summary [2-3 slides] Summary of Sentinel City® assets pertaining to the 8 community subsystems Recommendations for improving/strengthening specific subsystems in Sentinel City® Other recommended changes or additions needed to improve the health of your target population living in Sentinel City® Summary of Sentinel City® assets pertaining to the 6-7 community subsystems Recommendations for improving/strengthening specific subsystems in Sentinel City® Other recommended changes or additions needed to improve the health of your target population living in Sentinel City® Summary of Sentinel City® assets pertaining to the 5 or fewer community subsystems Recommendations for improving/strengthening specific subsystems in Sentinel City® Other recommended changes or additions needed to improve the health of your target population living in Sentinel City® Does not address section APA, Grammar, Spelling, and Punctuation No errors in APA, Spelling, and Punctuation. One to three errors in APA, Spelling, and Punctuation. Four to six errors in APA, Spelling, and Punctuation. Seven or more errors in APA, Spelling, and Punctuation. References Provides two or more references. Provides two references. Provides one references. Provides no references

Activity 3 The Interrelationships of Socio-Cultural Influences in Healthcare Within this activity, you will explore how determinants of health such as poverty, behavior, education, and income are related. One common element underlies poor health: poverty. Money is required to purchase the essentials of health such as food, clothing, shelter, clean water, education, and access to preventative health services. Each day in nursing, you are faced with persons from varying economic, social, and cultural backgrounds. In addition to varying backgrounds, you will also experience differing patient values and preferences related to their individual health and behavior. Caring for the vulnerable, at-risk, and aging populations is an essential competency for nursing. Therefore, we need to explore the interrelationships of socio-cultural influences, behavioral influences, as well as economic and non-economic barriers to healthcare to improve our knowledge. In doing so, we will be able to plan specific interventions designed to help achieve healthier outcomes. You will have the opportunity to examine poverty, behavior, and other determinants of health in Sentinel City®. As providers of care, BSN nurses need to understand how these are related and impact the health of our patients. Activity Instructions: Review course textbook and other resources. Review World Health Organization (2017). The determinants of health. Retrieved from http://www.who.int/hia/evidence/doh/en/ Review Healthy People 2020 (Jan 25, 2017). Health Determinants. Retrieved from https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health Review Sentinel City® demographics and neighborhood demographics. Meet with Mayor Hill who can provide some information about Sentinel City® economics. Enter Sentinel City®and begin the bus tour. After touring Sentinel City, select a specific vulnerable or minority population group and identify one of the most common diseases, chronic condition, injury, or health concern that impacts your population group. Then list a total of 3 determinants of health from the Healthy People website. During your tour of the city, describe 1 observation related to the 3 selected determinants of health. (a total of 3 observations must be described). Note indicators of high or low employment. Consider education levels, number of female head of households, and median household incomes for example. Finally, describe a total of 3 strategies or evidence-based recommendations to help reduce or eliminate the selected observations noted during your Sentinel City® tour. Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 2 to 3-page paper. Include title and reference pages. Microsoft PowerPoint Presentation 4 to 8 slides. Add title and reference slides. Follow Rules of 7. Other media (Prezi, etc.) presentation 4 to 8 slides with speaker notes. Add title and reference slides. Follow Rules of 7. Video Presentation 5 to 6-minute video presentation. Attach reference page or include in video. Professional appearance and background. Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report. Table Table with appropriate columns and headers. Include title and reference pages. Graphs or other illustrations Graphs or illustrations with appropriate labels. Include title and reference pages. Poster Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster. Note: Title and reference pages/slides do not count towards the count requirements. Healthcare Policy and Regulations - The Interrelationships of Socio-Cultural Influences in Healthcare Description: Baccalaureate-graduate nurse will discuss behavioral risk factors and identify individual, population, and provider-oriented interventions for changing behavior and achieving health. Course Competencies: 3) Examine the effect of health and social policies on persons with diverse ethnic and cultural backgrounds. 5) Construct nursing interventions that provide high quality, safe healthcare using nursing-sensitive indicators. QSEN Competencies: 1) Patient-Centered Care 3) Evidenced-Based Practice BSN Essential II Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Selects a vulnerable population group and describes a health concern that impacts the specific population group. Uses evidence- based rationale to support discussion. Selects a vulnerable population group and describes a health concern that impacts the specific population group. Uses evidence- based rationale to support discussion. Selects a vulnerable population group but does not describe a health concern that impacts the specific population group. Uses evidence- based rationale to support discussion. Selects a vulnerable population group and describes a health concern that impacts the specific population group. Does not use evidence-based rationale to support discussion. Does not address section List 3 determinants of health (must choose from Healthy People website) and describe the type of each. List 3 determinants of health (must choose from Healthy People website) and describe the type of each. List 2 determinants of health (must choose from Healthy People website) and describe the type of each. List 1 determinant of health (must choose from Healthy People website) and describe the type of each. Does not address section Describes 1 observation in Sentinel City® related to the 3 selected determinants of health (a total of 3 observations must be described). Describes 1 observation in Sentinel City® related to the 3 selected determinants of health (a total of 3 observations must be described). Describes 1 observation in Sentinel City® related to 2 selected determinants of health Describes 1 observation in Sentinel City® related to 1 selected determinants of health Does not address section Describe a total Describe a total Describe a total Describes a total Does not address of 3 evidence- of 3 evidence- of 2 evidence- of 1 evidence- section

Activity 2 Global Health Goals and Health Disparities Baccalaureate education provides learning of globalization, diversity, and sensitivity to vulnerable populations’ healthcare (AACN, 2008). This activity is designed for you to examine global health goals and health disparities among vulnerable groups. Start by selecting one of the eight Millennium Developmental Goals (MDGs) from the World Health Organization (WHO). After choosing one of the MDGs, explore a specific outcome measurement (indicator) for a country of your choosing, from the list below, to determine the progress towards achieving the MDG. In addition, you will explore nursing roles that would be helpful in achieving the MDG. France Italy Singapore Spain Japan Greece Iceland United Kingdom Ireland Sweden Germany Israel Switzerland UAE China Rwanda USA Cuba Iran Iraq Venezuela Syria Ethiopia Brazil Sudan Kenya North Korea India South Africa Saudi Arabia Nicaragua Ecuador Australia Chad Haiti Canada South Korea Russia Central African Republic Republic of the Congo Also, you will explore health disparities among vulnerable population groups. The term “health disparities” describes the phenomenon of different health outcomes of varied vulnerable groups of citizens. Access the Virtual Library and search in the CINAHL full text database the term “health disparity.” Choose at least two articles that describe health disparities of a particular vulnerable population or group of people (gender or sexuality identity-based groups, children, elderly, disabled, ethnic, or cultural minority). Resources: From MDGs to SDGs, WHO launches new report Millennium Development Goals (MDG) World Life Expectancy Kaiser Family Foundation World Health Organization Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 4 to 6-page paper. Include title and reference pages. Microsoft PowerPoint Presentation 8 to 10 slides. Add title and reference slides. Follow Rules of 7. Other media (Prezi, etc.) presentation 8 to 10 slides with speaker notes. Add title and reference slides. Follow Rules of 7. Video Presentation 5 to 8-minute video presentation. Attach reference page or include in video. Professional appearance and background. Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report. Table Table with appropriate columns and headers. Include title and reference pages. Graphs or other illustrations Graphs or illustrations with appropriate labels. Include title and reference pages. Poster Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster. Note: Title and reference pages/slides do not count towards the count requirements. Healthcare Policy and Regulation - Global Health Goals and Health Disparities QSEN Competencies: 2) Teamwork and Collaboration 3) Evidence-Based Practice 4) Quality Improvement BSN Essential VII Description: The baccalaureate-graduate nurse will demonstrate knowledge of healthcare globalization and advocate for social justice, including a commitment to the health of vulnerable, diverse populations and the elimination of health disparities. Course Competencies: 1) Critique key health priorities and goals from a national and global perspective. 2) Illustrate how healthcare delivery systems are organized and financed. 4) Compare and contrast quality health indicators and outcomes. Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Explains the importance of the World Health Organization (WHO) and the importance of the Millennium Developmental Goals (MDGs). Provides details or statistics Fully discusses all areas of importance of the World Health Organization, the importance of the MCGs and provides details or statistics Fully explains all areas of importance of the World Health Organization, the importance of the MCGs and provides details or statistics Superficially discusses all areas of importance of the World Health Organization, the importance of the MCGs and provides details or statistics All areas are missing. Selects one Millennium Developmental Goal (MDG) and describes the MDG. Explains two ways the MDG is important for improving global health. Selects and describes one MDG. Explains three ways the MDG is important for improving global health. Selects and describes one MDG. Explains two ways the MDG is important for improving global health. Selects and describes one MDG. Explains one way the MDG is important for improving global health. Selects and describes one MDG but does not explain the ways the MDG is important for improving global health. Selects one country from the list above. Explains the country’s current outcome measurement indicator being used to represent progress of the chosen MDG. Describes how the Selects one country from the list above. Explains the country’s current outcome measurement indicator being used to represent progress of the chosen MDG. Describes how the Selects one country from the list above. Explains the country’s current outcome measurement indicator being used to represent progress of the chosen MDG. Minimally Selects one country from the list above. Explains the country’s current outcome measurement indicator being used to represent progress of the chosen MDG. Does not describe Selects one country from the list above but does not explain thecountry’s currentoutcome or describes how the country is on track to meet this MDG country is on track to meet this MDG or not. country is on track to meet this MDG or not. describes how the country is on track to meet this MDG or not. how the country is on track to meet this MDG or not. Selects two nursing roles and explain how each role can help the country achieve the chosen MDG. Provides details or evidence of support Selects two nursing roles and explain how each role can help the country achieve the chosen MDG. Provides details or evidence of support Selects two nursing roles and explain how each role can help the country achieve the chosen MDG. Does not provide details or evidence of support Selects one nursing role and explain how each role can help the country achieve the chosen MDG. Provides details or evidence of support Selects one or two nursing roles but does not explain how each role can help the country achieve the chosen MDG. Explain the term health disparity and discuss how health disparities can impact the vulnerable or underserved populations. Choose one population or particular group (ethnic or cultural, underserved, vulnerable group) and describe a health disparity occurring among this group. Discuss the cause of the particular disparity in the chosen vulnerable group. Explain the term health disparity and discuss how health disparities can impact the vulnerable or underserved populations. Choose one population or particular group (ethnic or cultural, underserved, vulnerable group) and describe a health disparity occurring among this group. Discuss the cause of the particular disparity in the chosen vulnerable group. Includes two of the three elements- 1) Explain the term health disparity and discuss how health disparities can impact the vulnerable or underserved populations. 2) Choose one population or particular group (ethnic or cultural, underserved, vulnerable group) and describe a health disparity occurring among this group. 3) Discuss the cause of the particular disparity in the chosen vulnerable group. Includes one of the three elements- 1) Explain the term health disparity and discuss how health disparities can impact the vulnerable or underserved populations. 2) Choose one population or particular group (ethnic or cultural, underserved, vulnerable group) and describe a health disparity occurring among this group. 3) Discuss the cause of the particular disparity in the chosen vulnerable group. Explains the term health disparity but does not address other elements Discusses two nursing strategies for improving the health disparity (such as access to care, health education, health promotion, Discusses two nursing strategies for improving the health disparity (such as access to care, health education, health promotion, Discusses two nursing strategies for improving the health disparity (such as access to care, health education, health promotion, Discusses one nursing strategy for improving the health disparity (such as access to care, health education, health promotion, Does not discuss nursing strategies for improving the health disparity (such as access to care, health education, health promotion, prevention, earlier screenings). Includes and discusses evidence to support both strategies. prevention, earlier screenings). Includes and discusses evidence to support both strategies. prevention, earlier screenings). Does not include and discuss evidence to support both strategies. prevention, earlier screenings). Includes and discusses evidence to support both strategies. prevention, earlier screenings). Or does not include and discuss evidence to support both strategies. APA, Grammar, Spelling, and Punctuation No errors in APA, Spelling, and Punctuation. One to three errors in APA, Spelling, and Punctuation. Four to six errors in APA, Spelling, and Punctuation. Seven or more errors in APA, Spelling, and Punctuation. References Provides two or more references. Provides two references. Provides one references. Provides no references.

Activity 3 Ethics in Research View Human Subjects Research Training: "Protecting Human Subjects" PDF titled PHRP. Reflect on History, Codes and Regulations, Respect for Persons, Beneficence and Justice. Explore the Research Clinic Choose a vulnerable population and describe the ethical issues surrounding this population. What is the role of the Institutional Review Board (IRB) in protecting vulnerable populations? Should the population be considered for research? Why is it important to have diverse populations sampled in research? Resources National Institute of Health (2008). Protecting Human research participants. Retrieved from https://learn.americansentinel.edu/pluginfile.php/709455/course/section/110371/PHRP%20%282%29.pdf Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 2 to 3-page paper. Include title and reference pages. Microsoft PowerPoint Presentation 4 to 8 slides. Add title and reference slides. Follow Rules of 7. Other media (Prezi, etc.) presentation 4 to 8 slides with speaker notes. Add title and reference slides. Follow Rules of 7. Video Presentation 5 to 6-minute video presentation. Attach reference page or include in video. Professional appearance and background. Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report. Table Table with appropriate columns and headers. Include title and reference pages. Graphs or other illustrations Graphs or illustrations with appropriate labels. Include title and reference pages. Poster Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster. Note: Title and reference pages/slides do not count towards the count requirements. Evidence - Based Practice- Ethics in Research Description: The nurse differentiates between ethical and legal precepts that guide research, protect human subjects and guide unique population-based interventions. Course Competencies: 3) Differentiate between ethical and legal precepts that guide research conduct and protect human subjects. 5) Evaluate data from relevant sources, including technology, to inform the delivery of care to culturally and ethnically diverse populations. QSEN Competencies: 3) Evidence-Based Practice 5) Safety BSN Essential III APA, Grammar, Spelling, and Punctuation No errors in APA, Spelling, and Punctuation. One to three errors in APA, Spelling, and Punctuation. Four to six errors in APA, Spelling, and Punctuation. Seven or more errors in APA, Spelling, and Punctuation. References Provides two or more references. Provides two references. Provides one references. Provides no references. Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Differentiates between legal and ethical considerations and the role of the IRB Differentiates between legal and ethical considerations and the role of the IRB Discusses ethical and legal considerations but does NOT discuss the IRB’s role Discusses the IRB’s role but does NOT discuss legal and ethical considerations Does not discuss legal and ethical considerations or the IRB’s role Demonstrates knowledge of Research History, Codes, respect for person, beneficence, and justice Utilizes knowledge of Research History, Codes, respect for person, beneficence, and justice when discussing vulnerable populations and IRB Utilizes most of the concepts (2/3) Research History, Codes, respect for person, beneficence, and justice when discussing vulnerable populations and IRB Utilizes most of the concepts (1/2) Research History, Codes, respect for person, beneficence, and justice when discussing vulnerable populations and IRB Identifies a vulnerable population of interest but does not relate to research principles Identifies diverse populations in research and supports the need for ethical considerations assertions with sound rationale Analyzes the need for diverse populations in research. Supports assertions with sound rationale Analyzes the need for diverse populations in research. However, does not support any assertions. Defines diverse populations but does not discuss research needs. Discusses only the needs for ethical precepts when designing research. Does not analyze the need for diverse populations in research.

Activity 1 Critical Evaluation of Qualitative or Quantitative Research Study Read: Stevens, K., (2013) The impact of evidence-based practice in nursing and the next big ideas. OJIN: The Online Journal of Issues in Nursing, 18,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04 Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice. Study 3 - Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery Study 4 - Striving for independence: a qualitative study of women living with vertebral fracture Suggested Reading Schreiber, M. L. (2016). Evidence-Based Practice. Negative Pressure Wound Therapy. MEDSURG Nursing, 25(6), 425-428. Stevens, K., (2013) The impact of evidence-based practice in nursing and the next big ideas. OJIN: The Online Journal of Issues in Nursing, 18,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04 Wakefield, A. (2014). Searching and critiquing the research literature. Nursing Standard, 28(39), 49-57. doi:10.7748/ns.28.39.49.e8867 Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning Qualitative Specific Resources Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 9, p. 229-252 Chapter 14, p. 385-416 Chapter 15, p. 419-442 Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 4 to 6-page paper. Include title and reference pages. Microsoft PowerPoint Presentation 8 to 10 slides. Add title and reference slides. Follow Rules of 7. Other media (Prezi, etc.) presentation 8 to 10 slides with speaker notes. Add title and reference slides. Follow Rules of 7. Video Presentation 5 to 8-minute video presentation. Attach reference page or include in video. Professional appearance and background. Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report. Table Table with appropriate columns and headers. Include title and reference pages. Graphs or other illustrations Graphs or illustrations with appropriate labels. Include title and reference pages. Poster Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster. Note: Title and reference pages/slides do not count towards the count requirements. Evidenced-Based Practice- Critical Evaluation of Qualitative or Quantitative Research Study Description: The baccalaureate graduate nurse will demonstrate knowledge of research and its utilization in practice. Course Competencies: 1) Examine the relationships among theory, practice, and research. 2) Interpret research findings using the elements of the research process. 3) Differentiate between ethical and legal precepts that guide research conduct and protect human subjects. 4) Integrate reliable evidence from multiple ways of knowing, to inform practice and make clinical judgments. 5) Evaluate data from relevant sources, including technology, to inform the delivery of care to culturally and ethnically diverse populations. 6) Collaborate with health team members to collect, interpret, synthesize and disseminate evidence to improve patient outcomes in complex health care environments. QSEN Competency: 3) Evidence-Based Practice BSN Essential III, IV, VII, IX Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Evaluates credibility of research article the components of the appropriate evaluation checklist in Houser (2018) Evaluates credibility of research article the components of the appropriate evaluation checklist in Houser (2018) Evaluates credibility of research article using most of the components (Greater than 3/4) of the evaluation checklist in Houser (2018). Evaluates credibility of research article using one-half of the evaluation checklist in Houser (2018) Does not address section or includes less than one-half of the evaluation Evaluates the problem statement and research design using the components of the evaluation checklist in Houser (2018) Evaluates the problem statement and research design using the components of the evaluation checklist in Houser (2018) Evaluates the problem statement and research design using most of the components of the evaluation (greater than ¾) checklists in Houser (2018) Evaluates the problem statement and research design using one-half of the evaluation checklists in Houser (2018). Does not address section or includes less than one-half of the evaluation Evaluates ethical issues in the study using the components of the evaluation checklist in Houser (2018). Evaluates ethical issues in the study using the components of the evaluation checklist in Houser (2018). Evaluates ethical issues in the study using 3/4 of the components of the evaluation checklist in Houser (2018). Evaluates ethical issues in the study using 3/4 of the components of the evaluation checklist in Houser (2018). Does not address section or includes less than one-half of the Evaluates the purpose statement using the components of the evaluation checklist in Houser (2018) Evaluates the purpose statement using the components of the evaluation checklist in Houser (2018) Evaluates the purpose statement using ¾ of the components of the evaluation checklist in Houser (2018) Evaluates the purpose statement using one-half of the components of the evaluation checklist in Houser (2018) Does not address section or includes less than one-half of the evaluation Evaluates the literature review using the components of the evaluation checklist in Houser (2018) Evaluates the literature review using the components of the evaluation checklist in Houser (2018) Evaluates the literature review using ¾ of the components of the evaluation checklist in Houser (2018) Evaluates the literature review using one-half of the components of the evaluation checklist in Houser (2018) Does not address section or includes less than one-half of the evaluation sampling strategy using the components of the evaluation checklist in Houser (2018). Evaluates the sampling strategy using the components of the evaluation checklist in Houser (2018). Evaluates the sampling strategy using 3/4 of the components of the evaluation checklist in Houser (2018). Evaluates the sampling strategy using one-half of the components of the evaluation checklist in Houser (2018). Does not address section or includes less than one-half of the evaluation Evaluates the measurement strategy and validity in quantitative studies using most of the evaluation checklist in Houser (2018). OR Evaluates trustworthiness of data in qualitative studies using most of the checklist components in Houser (2018). Evaluates the measurement strategy and validity in quantitative studies using most of the evaluation checklist in Houser (2018). OR Evaluates trustworthiness of data in qualitative studies using most of the checklist components in Houser (2018). Evaluates the measurement strategy in quantitative studies using 3/4 of the evaluation checklist in Houser (2018). OR Evaluates trustworthiness of data in qualitative studies using 3/4 of the components of the checklist in Houser (2018). Evaluates the measurement strategy in quantitative studies using one-half of the evaluation checklist in Houser (2018). OR Evaluates trustworthiness of data in qualitative studies using one-half of the components of the checklist in Houser (2018). Evaluates the measurement strategy in quantitative studies using onefourth or less of the evaluation checklist in Houser (2018). OR Evaluates trustworthiness of data in qualitative studies using onefourth or less of the components of the checklist in Houser (2018). Evaluates how study results may (or may not) be Evaluates how study results may (or may not) be Discusses study results in general but not how Discusses EBP in general but does not relate to Does not discuss results or how

Participatory Learning and Action Tools Assessment Description Participatory learning and action (PLA) tools are used to engage communities in a process of shared decision-making around their strengths and assets. Action steps are often identified by the group to make social, economic, or environmental changes in their community. Select and practice one of the following participatory learning and action tools: Community asset map Holistic worldview analysis Appreciative inquiry interview Problem tree analysis (also called diagramming) Photovoice Guides on how to facilitate the tools are described in the community engagement and PLA resources in the topic Resources. Identify an individual or group of individuals with whom you are currently working as part of your job, service, volunteerism, or family. Review the selected tool and become familiar with the process and purpose of the tool prior to facilitating it with your selected individual or group. In a 1,000-1,250-word essay, discuss the following: What tool did you select and why did you select it instead of the other options? What cultural insight did you learn based on the individual or group you selected? Include a brief description of the individual or group you engaged for this assignment. What challenges did you identify in facilitating the tool? Discuss how the participants responded to the tool regarding their participation and shared decision-making. Consider how PLA tools are focused on building the capacity of people versus projects or programs. A Health in All Policies approach, which include economic and environmental factors, is important in addressing the interconnectedness of health factors to support holistic transformation. Discuss how this community engagement approach through such a tool is useful for assessing a Health in All Policies approach. In addition, consider how this approach is effective in reducing health disparities by addressing economic and environmental issues through community mobilization and assets. Review the website and introductory report on "Health in All Policies," by the American Public Health Association (APHA), and "What You Need to Know About Health in All Policies," by the World Health Organization (WHO), located in the topic Resources for additional insight. Some Resources     key-messages-en.pdf (who.int)  Generic Processes of Appreciative Inquiry - The Center For Appreciative Inquiry  Chapter 3. Assessing Community Needs and Resources | Section 20. Implementing Photovoice in Your Community | Main Section | Community Tool Box (ku.edu) M0053_PACA_cover.indd (peacecorps.gov)  H:\finhandbk.wpd (participatorymethods.org) The Ten Seed Technique (snappages.com) BibliU - Reader  Microsoft Word - A Basic Guide to ABCD Community Organizing.docx (depaul.edu)  View of Review Essay: Tyranny/Transformation: Power and Paradox in Participatory Development | Forum Qualitative Sozialforschung / Forum: Qualitative Social Research (qualitative-research.net)  Tool Kit | Resources | ABCD Institute | DePaul University, Chicago  Global public health starts at home: upstream approaches to global health training - The Lancet Global Health  Introduction to Upstream - YouTube  The Lazy Person’s Guide to Saving the World – United Nations Sustainable Development  Appreciative Inquiry - YouTube  Health in All Policies (apha.org)  Reflections on cultural humility (apa.org)  To Address Pressing Public Health Issues, Look Upstream | Health Affairs 

Cloud in a Bottle This experiment illustrates the effect of pressure change and aerosols on cloud formation.  Materials:  1)  Two clear, empty, plastic water bottles with lids.  Remove labels.    2)  Matches.  Directions:  ·  For the first bottle, add about 1 inch of hot tap water and put the lid on.  Shake vigorously. ·  Look through the bottle.  It is best viewed in good lighting against a dark background. ·  Squeeze the bottle as hard as you can, then release it.  Repeat this 5 or 6 times. ·  You are trying to see if there is any change in the air inside the bottle.  To get a clear view, swirl the water around to remove condensation from the inside walls of the bottle.    ·  For the second bottle, again add about 1 inch of hot tap water, put the lid on, and shake. ·  Take the lid off, light a match, blow it out, drop it into the bottle while it is still smoking, then immediately put the lid back on the bottle. ·  Again look through the bottle, squeeze the bottle as hard as you can, then release it.  Repeat this several times.  Swirl the water as needed to remove condensation from the inside walls of the bottle. ·  Safety precautions are always important "in the lab".  Take a moment to put the matches away, out of reach of children.  Thanks! Which bottle had better cloud formation, the one with smoke in it, or the one without?  Did the cloud appear when you caused high pressure on the air in the bottle (by squeezing), or when you caused low pressure (by releasing)? What is happening? The warm moist air in the bottle is close to saturation.  Squeezing the bottle increases the air pressure which also causes an adiabatic temperature increase.  This increased temperature allows more water to evaporate.  Releasing the bottle decreases the pressure and temperature slightly and causes the excess water vapor to condense.  The smoke particles are condensation nuclei which improve cloud formation.  The formation of the cloud when the pressure decreases is analagous to what happens to a parcel of air rising in the atmosphere. Answer the following questions, based on the experiment and these sections in your textbook:  Dew-Point Temperature, page 495 Adiabatic Temperature Changes, page 498 Condensation and Cloud Formation, page 596 The amount of vapor needed for saturation ________ with increasing temperature.   increases   decreases Saturation occurs if  sufficient water vapor is added to air, or if air is cooled to its dew point.   True    False Cooling below the ________ causes water vapor to condense. Air that is allowed to expand ________;  air that is compressed ________.    cools; warms   warms; cools When a parcel of air moves upward, it expands and cools.   True   False In order for a cloud to form, air must be cooled below its  _____  point. In the experiment, squeezing the bottle causes pressure and temperature to ________; releasing the bottle causes pressure and temperature to _________.   increase; decrease   decrease; increase Tiny bits of particulate matter known as ________ serve as surfaces for water vapor condensation. Give two examples of condensation nuclei.  Explain why the cloud appeared when you released the bottle. 

I attached two documents. One of them has three questions that should be answered after following the instructions on the first paper. I will look forward working with you..

Lesson For this case study, submit answers for all parts of Question 2-6. You DO NOT have to answer Question 1.