Assignment: Capella University Community Crises Health Care Services Presentation

Assignment: Capella University Community Crises Health Care Services Presentation

Question Description
Create a 10–15 slide PowerPoint presentation that compares how different communities respond to crises, describes obstacles to providing health care services related to community crises, and explains current practices for providing health care services related to community crises. Recommend an evidence-based nursing response for providing health care services related to community crises. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Show Less
Competency 1: Explain the factors that affect the health of communities.
Explain how a crisis situation affects community health.
Competency 3: Develop an evidence-based nursing response for providing health care services related to community crises.
Compare different approaches for responding to a community crisis.
Describe obstacles to providing health care services related to a community crisis.
Recommend an evidence-based nursing response for providing health care services related to community crises.
Explain current practices for providing health care services related to community crises.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
Correctly format citations and references, using current APA style.
Competency Map
Check Your ProgressUse this online tool to track your performance and progress through your course.
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Context
As in acute nursing, emergencies do arise in the community/public health arena. These emergencies can take the form of manmade or natural disasters. Health care professionals have had to increase their awareness of their duty to care during these situations. The need for planning and preparing for these possible events is being reinforced (Tomczyk, et al., 2008). Public health nurses bring specific skills to disaster response. Their roles can range from first responders to policy developers.
Reference
Tomczyk, D., Alvarez, D., Borgman, P., Cartier, M., Caulum, L., Galloway, C., … Meske, D. (2008). Caring for those who care: The role of the occupational health nurse in disasters. AAOHN Journal, 56(6), 243–250.
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Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
What would you do in the event of a disaster?
What information would be critical to have, to ensure appropriate care for your loved ones?
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Resources
SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
APA Paper Template.
APA Paper Tutorial.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Kagan, P. N. (2011). Catastrophe and response: Expanding the notion of self to mobilize nurses’ attention to policy and activism. Nursing Science Quarterly, 24(1), 71–78.
Kane-Urrabazo, C. (2007). Duty in a time of disaster: A concept analysis. Nursing Forum, 42(2), 56–64.
VanVactor, J. D. (2011). Health care logistics: Who has the ball during disaster? Emerging Health Threats, 41, 1–7.
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Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4014 – Global Perspectives of Community and Public Service Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
Federal Emergency Management Agency. (2008, January). Emergency support function #8 – Public health and medical services annex (ESF #8). Retrieved from http://www.fema.gov/pdf/emergency/nrf/nrf-esf-08.p…
Lee, C. H. (2010). Disaster and mass casualty triage. American Medical Association Journal of Ethics, 12(6), 466–470. Retrieved from http://journalofethics.ama-assn.org/2010/06/cprl1-…
Columbia University Medical Center. (n.d.). National center for disaster preparedness. Retrieved from http://ncdp.columbia.edu/
Centers for Disease Control and Prevention. (n.d.). Emergency preparedness and response: Preparation and planning. Retrieved from http://emergency.cdc.gov/planning/
Association of Public Health Nurses Public Health Preparedness Committee. (2013). The role of the public health nurse in disaster preparedness, response, and recovery [Policy statement]. Retrieved from http://www.achne.org/files/public/APHN_RoleOfPHNin…
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations (5th ed.). St. Louis, MO: W. B. Saunders.
Chapter 22.
Assessment Instructions
PREPARATION
Suppose you have been invited to participate in a roundtable discussion meeting on the development of a community response to crises. To prepare for this discussion, you have been asked to research ways that other communities have provided health care services during crisis situations, identify best practices, and develop a nursing response for providing health care services. You would be presenting your research and nursing response to the roundtable panel during the meeting. Select two communities that have suffered a crisis of some kind within ten years of each other. For example, you might choose to look at New Orleans and Hurricane Katrina in comparison to New Jersey and Hurricane Sandy. You might address the 2011 tornado outbreak and compare the response of Joplin, Missouri with the response of Birmingham, Alabama. Or, you might choose to look at the responses to volcano eruptions in Hawaii as compared to Washington State. You are not limited to natural disasters; feel free to explore environmental disasters and outbreaks of disease. Try to choose the type of crisis situation that could occur within your own community. Once you have selected your two communities and their comparable crisis situations, look in the Capella library and on the Internet for scholarly journal articles on how health care professionals responded to the crises.
REQUIREMENTS
For this assessment, create a PowerPoint presentation that examines provision of health care services related to community crises, from a nursing perspective. In your PowerPoint, address the following:
Compare the different approaches of two communities for responding to a community crisis.
Explain how the crisis situation in each community affected the overall health of the community.
Describe potential obstacles in your own community to providing health care services related to community crises.
Explain current practices in your own community for providing health care services related to community crises.
Recommend an evidence-based nursing response for providing health care services related to community crises.
Your nursing response does not need to be overly detailed. In real life, a nursing response would be the work of a committee or another group, based on the research and recommendations of others.
Your nursing response should provide foundational research and recommendations based on evidence. Consider things such as triage points, communication methods, caring for staff, providing basic necessities such as food and water, use of other organizations for shelter, and so on.
Use the Notes section of each PowerPoint slide to expand your points and provide supporting evidence.
ADDITIONAL REQUIREMENTS
Complete your assessment using the following specifications:
Include a title slide and reference slide.
Number of slides: 10–15.
At least 3 current scholarly or professional resources.
APA format for in-text citations and references.
Be creative. Consider your target audience.

Also Check Out:

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

It has been a pleasure reading the responses and comprehending the reasons why nurses choose DPN degrees over PhD degrees. I see you thought the DPN advanced degree was the best fit for you. I chose the PhD because, after 35 years of clinical nursing, I realized that I would most likely be qualified for the DPN as well. Despite being better suited for DPN, I chose PhD because it would be more challenging for me and I would love to be on the innovative side of nursing doing research that is constantly needed to meet the ever-changing science of nursing. I’ve had the opportunity to witness many changes in nursing over the years. For example, I was in a class of 200 students, with a total of two males. That number has grown over time as more men have been recruited into the profession. In terms of practice, obtaining my baccalaureate degree and progressing into the master’s program has already given me the perspective that advanced degrees help to motivate nurses to elevate their ability to practice to the fullest extent in which we are educated and skilled. Advanced degrees certainly provide nurses with the opportunity for clinical and educational advancement. Nurses who have completed certification for nursing specialties and advanced degree programs have a positive correlation with patient outcomes and patient satisfaction, according to studies (Labrague , McEnroe-Petitte & Tsarss, 2019).

The distinction between a DNP and a PhD in nursing boils down to whether you want to practice or research medicine.

For nurses who want to focus on clinical practice, clinical skill application, and the integration of the two, the DNP degree is the highest level of preparation in nursing practice. APRN DNP graduates must demonstrate evidence-based practice, quality improvement, and systems leadership in addition to clinical competency. Boland and Loos (2020) DNP degrees prepare students to be nursing leaders in interdisciplinary health care teams by providing them with the tools and skills they need to translate evidence from nursing research into practice, improve systems of care, and assess the outcomes of patient groups, populations, and communities. n.d. (Duke University)

PhD-prepared nurses are nurse scientists who contribute to the advancement of nursing science and practice. Graduates direct interdisciplinary research teams, design and conduct research studies, and disseminate knowledge for nursing and related disciplines, with an emphasis on long-term illness projections and care systems. n.d. (Duke University)

If I had to choose between the two, I’d probably go for the PhD in nursing because I enjoy doing meaningful research that can lead to positive changes in healthcare.
Continuous professional development for nurses not only keeps them up to date on the latest advances in care and treatment, but it also allows them to explore other areas of nursing, such as home health or hospice nursing, geriatrics and case management, and a variety of other niches. Nurses should avoid burnout because there is such a wide range of expertise and practice areas in nursing (Moskowitz, 2019). Nursing-specific courses, such as DNP programs, do not count as general education courses required for a BSN. Nurses are constantly encouraged to broaden their knowledge and, if possible, pursue advanced degrees in the nursing profession. Following the ANCC’s decision to discontinue certification of these refresher courses, the majority of states followed suit.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.