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Connections Between a Disease and a Population Directions: To complete this worksheet, use the case study found in the Reading and Resources page. Complete each step below to answer the questions. Replace the bracketed text with the relevant information. Worksheet attached below Reading and Resources: Website: SARS Outbreak Study One opens in new window This site offers an activity that will show how epidemiological methods were applied to an outbreak of SARS in the fictitious city of Epiville. This resource will be used to complete the module worksheet.

1. The proposed policy change to be used by each group for this project shall be approved by the faculty. Therefore, each Group Spokesperson shall post in the appropriate assignment folder on or before the date a "Top 3 List" of existing laws in order of preference that the group would like to use for this project 1.1 The “Top 3 List” shall include a list of 3 existing laws related to healthcare and a brief but detailed description of the group's single, specific, detailed and substantive proposed change to each law that they are interested in using for this project. The submission is required to include the following for each of the 3 proposed changes to existing laws: 1.1.1 A list of all members of the group names and acknowledgment that each member participated in the selection of the top 3 list. If any student did not participate the spokesperson shall identify them as “non-participating.” Document participation by including screen shots for each student in the group discussion board 1.1.2 The name and law number (e.g., Public Law number or codified section number) or other identifying designation, which clearly identifies the law as having been passed and in effect; and 1.1.3 A link for each of the 3 laws on the list that shows the actual law. I will use the links to make sure the law is in effect and the proposed change is legal. If the group is using a Federal law or any law with many sections and subsections the link must be to the actual language in the law the group is proposing to change. 1.1.4 A brief but detailed narrative for each law on the group's list. A single detailed substantive policy change that is specific and narrowly drawn is required for each of the 3 choices on the list. The more information the group can provide up front the better I can guide the group to ensure optimal results in the final submission. 1.1.4 The existing laws may be from any country globally. Any country in the world, in the United States at the national level, individual States, County or City/Town. 1.1.5 A good place to start to gather ideas of interesting and relevant health related laws is by watching the news. Remember: health related is a very broad term (e.g., seat belts, obesity, gun laws etc.,). 2. On the Draft and Final Group Term Assignment Submission: Each Group Spokesperson shall submit on behalf of its group members a final ten (10) page project paper on the group's single substantive detailed policy change to an Existing Law. Only one (1) paper submission per group. 2.1 The group submission must be written for the group in the third person (e.g., we, us, our group) and not as an individual submission (e.g., I, me, my). 2.2 The final group project paper shall include details on how they intend to formulate, implement, modify and finance the “existing law” with their single substantive detailed policy change 2.3 The final group project paper shall address the likely arguments of opposing concerned interest groups. 2.4 At least five (5) peer review journal sources "External Authoritative Sources” as defined below, are required to be substantively used, cited and referenced properly throughout the paper. 2.5 Each individual in the group shall conduct an extensive literature review/investigation of the group's single substantive detailed proposed policy change (including but not limited to comparable legislation, benefits and success of the proposed change or the believed benefits of implementing and maintaining the proposed change). 2.6 A ten (10) page paper shall be turned in by each Group Spokesperson in the appropriate group assignment folder on or before the due date as noted on Canvas and the Course Schedule. The ten (10) page paper requirement does not include title page, table of contents, abstract, references or appendix. 2.7 Paper Formatting Requirements: Each group paper shall include the following 5 sections. Points will be deducted if any section title or substantive material in each of the sections is missing: 1 Title page (including Group# & member names) 2 Introduction (Discussing the global, national, state and local implications of the group's proposed single substantive detailed policy change and explaining how and why the group selected to focus on this particular policy change. At the end of this section the group shall set forth the Group’s proposed policy change in a brief sentence or two); 3 Results (This is where the group states their findings. This is where the single substantive detailed proposed change is described fully. Where in the existing law the proposed change will occur. How it will affect the existing law. Making sure to provide as much detail as possible on the policy change is expected including how to implement and maintain said policy change (i.e. the details, the specific language of your policy change); 4 Discussion (This is where your group explains what comparable legislation and support for the group's detailed single substantive policy change. Using literature reviews conducted by each member of the group and other authoritative external sources to support the arguments made. Also, discuss other similar policies and/or if this policy exists elsewhere, as well as, identifying and addressing the expected concerns of suspected opposing interest groups); 5 Conclusions & Recommendations (This is where you can explain how the proposed substantive detailed policy change accomplishes the group’s ideal/intent for the policy). 3. Additional Guidance & Requirements 3.1 Citation of a source is required for each paragraph, on each table/chart used and in every sentence where a number appears 3.2 At least one source citation substantively used in each paragraph is required. 3.3 APA Style is required only for in-text citations in each of the five sections noted above and the references. 3.4 For those students that need help with proper APA in text citation and references, please see the following link: http://owl.english.purdue.edu/owl/. Additional APA Style links and documents will be posted on the Class online site. Also, see www.refworks.com – this source is available free to FIU students and will assist you in formatting references properly in APA and other formats. An additional source http://bruteforcestudyguide.com/essaywriting/apast... 8. Required Section Headings/Content in Paper.

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1. Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus 2. Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course. 3. Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.

To prepare: Review the Week 5 Case Assignment document in the Learning Resources. Reflect on the patient’s symptoms and aspects of disorders that may be present. Consider how you might assess, perform diagnostic tests, and recommend medications to treat patients presenting with the symptoms in the case study. The Assignment: After reviewing the case and the accompanying case analysis questions, included in the document, answer the 10 questions directly in the Case Assignment document. When providing evidence to support your answers, be sure they evidenced-based, current (no more than 5 years old), and follow current standards of care. Follow APA 7th edition formatting.

You will select an incident from the National Institute of Occupational Safety and Health (NIOSH) Fire Fighter Fatality Investigation and Prevention Reports Investigation Reports. https://wwwn.cdc.gov/NIOSH-fire-fighter-face/Default.cshtml?state=ALL&Incident_Year=ALL&Submit=SubmitLinks to an external site. FOR THE ASSIGNMENT: After choosing your report, you will review the report and relate how what you have learned in this course, specifically through one of the 16 Fire and Life Safety Initiatives and how it may have prevented the loss of life. Each individual/group will submit a coordinated presentation utilizing Powerpoint, Keynote or Google slides. The completed presentation must include (1) Introduction slide including students name(s) and a minimum of , (8) slides to include the elements below conclusion slide - totaling a minimum of (10) slides. Group members may video clip to enhance the presentation. (The Video is only optional and will not alter the final grade - since some students may not have an option to provide a video.) Opening Slide Summary of the Incident Factors leading the the fatality Life Safety Initiative Selected How does the initiative apply Lessons learned Closing

With the varying practice environments across the US, identify one problem area in your state (Florida). Develop a brochure that you could hand to the public to address this issue to educate them about the role of the nurse practitioner. Discuss the extent of the practice issue and how the role of the nurse practitioner is limited or impacted by this practice issue. This could be the general public, key stakeholders, other healthcare professionals, or policymakers. Develop three talking points related to this issue. These talking points must support the content in your brochure and the related practice issue with significance to the practice issue. Use at least one journal article to support your brochure and at least one for your talking points.

This assignment is the beginning of constructing your professional portfolio. This portfolio is meant to be helpful as you make the transition to your new provider role. For Unit 2, you need to submit a draft of your nurse practitioner role definition and an example of scholarly work. You will also create a plan of obtaining three letters of recommendation. Nurse practitioner role definition: Write a brief narrative that includes your definition and characterization of the nurse practitioner role in the current U.S. healthcare environment. Please use a minimum of one journal article to support your point of view. Scholarly work: Include an example of a scholarly paper (3 to 5 pages in APA format) on the relevance of evidence-based practice in mental health (you may use a previously submitted Assignment). Letters of Recommendation: This portion of the assignment can be a narrative which describes the progress or process for obtaining three letters of recommendations from the required sources.

Analyze the case study (“Maria’s Story”) by addressing the assigned questions below. While analyzing the case, be sure to identify the major problems and issues. Draft a response or strategy for addressing the specific major problems and issues mentioned in this story. Make recommendations to improve the patient’s health, based on the specific symptoms and concerns discussed in this story. Discuss any negative consequences that may occur if the patient’s health issue is not addressed, based on what is told in this story. Explain how the cardiovascular system may be a contributing factor. What preventative measures can Maria take? Which specialist(s) would you consult to prevent these potential problems? Given that our common cases in this textbook deal with a diabetic patient and a quadriplegic patient, select two diagnostic tests that could assess and monitor their conditions. Also list and discuss associated problems along with a justification for each test and what results you might expect. Maria, Diabetic Patient Diagnostic test 1 Justification Expected results Diagnostic test 2 Justification Expected results Your response should be at least one page in length. At least one outside source from the library must be used, and please adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary. Please use google scholar with additional research to this assignment Reference Colbert, B. J., Ankney, J. J., & Lee, K. (2018). Anatomy, Physiology, & Disease (3rd ed.). Pearson Education (US). https://online.vitalsource.com/books/9780134876740 Maria’s Story Maria is a 35-year-old diabetic who now takes good care of herself. Diagnosed with autoimmune type I at 12 years old, Maria rebelled against the dietary restrictions, daily insulin injections, and blood monitoring. During adolescence she had wild blood sugar swings, hypoglycemic episodes that would cause her to black out one day and be off the chart with hyperglycemia the next. She ignored all the “scare tactics” her doctors and parents tried to lay on her. She figured it was no big deal. She’d deal with her diabetes when she was good and ready. In her early 20s, Maria’s retinas began to hemorrhage. Luckily the problem was caught early enough to save her eyesight. Then a minor cut on her leg turned into an ulcer that had to be treated surgically. Alarmed, she did some Web surfing and realized that she was flirting with disaster. She talked to her doctor and a nutritionist and began to stick to her diet and exercise program and to monitor her blood glucose level daily. For several years her blood glucose was relatively stable, marked by occasional periods of hyperglycemia or hypoglycemia. When she turned 30, things began to unravel. Even when she followed her treatment plan rigorously, her blood sugar was sometimes difficult to control. She tried an insulin pump to stabilize her blood sugar. Nothing worked. She passed out several times in public and then began to have other problems. She had several skin infections and began to have sharp pain in her hands and feet. Her kidneys began to fail. In an attempt to control her diabetes, her doctor suggested a pancreas transplant. Maria (our diabetic) may develop complications that may impair her wound-healing process. She is getting concerned as she gets older that this may become more of a problem and is aware of preventative measures. She is not exactly sure why the physicians are so worried about her cardiovascular status. Maria is a diabetic and will also have multisystem involvement. You may remember Maria, who is an insulin-dependent diabetic. Recently, on the advice of her doctor, she began an exercise program. She started slowly, walking for 20 minutes per day. After a month of walking she decided to take an aerobics class. Two weeks into the class, one of her knees became painful and stiff. Her doctor explained to her that, as a diabetic, she is at a risk for tendinosis. Maria was diagnosed with diabetes mellitus when she was 12 years old. After not taking care of herself in her teen years, she had been doing much better until recently. Though she is following all her doctors’ advice, her diabetes is currently not well controlled. Maria has always wanted to have children, but she has read horror stories about diabetes and pregnancy. Her doctor has told her that if she is healthy, she could try to get pregnant when the time is right. There are significant risks, however, including a high-birth-weight baby. Snapshots from the Journey Cardiovascular System Often referred to as the circulatory system, the cardiovascular system, shown in Figure 5–12, is the main transportation system to each cell of our body, much like the streets, sidewalks, and subways of our city. Through this system, water, oxygen, and a variety of nutrients and other substances necessary for life are transported to the cells, and waste products are transported away from the cells. Also like our city, these routes can become clogged or blocked, causing major problems. Imagine what happens to a busy four-lane highway if two of the lanes are shut down because of construction or an accident. The traffic slows and pressure builds up due to the congestion, much like the blood flow does when the arteries become partially obstructed. The buildup of pressure (hypertension) can be very dangerous. The main components of this system are the heart, arteries, veins, capillaries, and—of course—bloodLike a system of rivers and canals, the cardiovascular system is responsible for transportation of oxygen, hormones, and nutrients to the tissues of the body and for removing the by-products of metabolism by the cells. The cardiovascular system is a closed, pressurized system much like the engine cooling system of a car.The cardiovascular system also helps maintain proper fluid balance of the body and assists in the control of body temperature.The cardiovascular system is a major player in the body’s defense from infection.The heart is an organ that is actually two pumps working together to move blood.The heart’s right pump moves blood collected from the body to the lungs, where oxygen is loaded and carbon dioxide is removed to be exhaled by the lungs.The heart’s left pump takes the freshly oxygenated blood and pushes it through the body so cells can be kept healthy.Arteries carry blood away from the heart.Veins carry blood to the heart.Capillaries are blood vessels with walls the thickness of only one cell, which readily allows for transfer of oxygen and nutrients to the tissues in the body.This thinness of capillary walls also allows for waste products of the cells’ metabolism to be picked up by the blood for removal.The major components of blood are plasma, erythrocytes (red blood cells, the main transporter of oxygen), leukocytes (white blood cells, protectors from infection), and platelets (aid in the clotting of blood).Blood pressure is regulated by a complex interaction between heart activity, fluid volume, and blood vessel diameter. The kidney is very important in regulation of BP.