During this week, you will identify a population at risk in your community. This population will be the basis for your Practicum Discussions and your individual presentations over the next 6 weeks, as well as the focus of your final PowerPoint presentati 2025

Identification of a Population in Your Community During this week, you will identify a population at risk in your community. This population will be the basis for your Practicum Discussions and your individual presentations over the next 6 weeks, as well as the focus of your final PowerPoint presentation in Week 6. To review, a population is a group of individuals who share a common environmental or personal characteristic, such as obese individuals who are at risk for diabetes or cardiovascular disease (populations at risk) or those individuals who are otherwise healthy and could stay healthy if they do not develop risky behaviors (populations of interest). An example of this is teenagers who don’t yet smoke but might consider it due to peer pressure (Stanhope & Lancaster, 2016). Some of the topics you might consider are vaccination compliance, obesity rates among children and adults, teenage pregnancy, or infectious diseases such as Norwalk virus, genital warts, or sexually transmitted diseases/infections. You might look also at emerging public health problems such as Chagas or the Zika virus. Some of the places you might consider looking for information to substantiate and support your ideas about populations at risk in your communities are your local health department, the CDC, and the many evidence-based websites that the CDC supports, such as the CDC Wonder (http://wonder.cdc.gov/). You may also review the work of other community groups that focus on improving health care outcomes for your community. You should begin to support your selection of population and ideas about their health care problems through the use of health data and scholarly literature. Please address the following points in your Practicum Discussion: Briefly describe your community and then describe your practice setting. What are the determinants of health in your community? (https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health) What are the most prevalent health problems in your community or in your practice? Choose a population at risk and describe the health problem specific to that population. Remember that you will have to define the population’s age, culture, religious beliefs, foods, and traditions eventually as your project progresses. As a community of practice your task for this week is to collaborate with professionals across the health care system and with your community of practice in the discussion in order to find a gap in care or social determinant that often results in poor health care outcomes. You will begin to take the lead in advocating for and collaborating with others to improve the health care outcomes for populations at risk. What health issue, problem, or disparity in health outcomes is of concern to you as a scholar practitioner in your community? What gaps in knowledge and care do you see as possible causes for the health issue? What does the health data tell you about the health issue? What does the literature tell you about the health issue? How can you learn about the health issue and about possible solutions from the viewpoint of families, community as a whole, and health professionals in your community? What evidence is there to support your proposal? What is one avenue you could advocate for improved health outcomes and know when a change has taken place? Develop an intervention plan in collaboration with other professionals that takes into account determinants of health, available resources, and activities that contribute to health and the prevention of illness or injury Provide culturally competent care, i.e., health promotion, disease and injury prevention interventions in collaboration with other health care professionals in a community health care setting Analyze data pertaining to a specific community health issue Evaluate how cultural competence improves nursing practice and health outcomes Evaluate current evidence-based practices for your selected population Analyze evidence-based practices Evaluate programs aimed at solving health problems Evaluate local disaster plans and contemplate collaborative efforts in problem solving Analyze effectiveness of practicum proposal through practice presentations Present practicum presentation to colleagues

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NURS DNP: Professional Opportunities for Doctorally Prepared Nurses Discussion: The Doctoral Degree and Professional Nursing Practice Why did you decide to enroll in graduate school? What informed your decision to pursue your chosen degree? How will earning this degree influence your career? This week, you consider the characteristics of various programs, including the DNP and the PhD. The focus of the DNP degree is on clinical practice, whereas the focus of the PhD is on research. In conjunction with other professional colleagues, DNP- and PhD-prepared nurses often collaborate to analyze critical issues and find appropriate ways to address them. This first Discussion provides an opportunity for you to examine what it means to earn a doctorate and how your selected degree program relates to your professional goals. To prepare: Consider the reasons you have chosen to pursue an advanced degree. How do you anticipate that earning this degree will support your professional goals? Reflect on the comments shared by the experts in this week’s media regarding the value of a DNP degree and the various roles available to DNP-prepared nurses, as well as the characteristics of the PhD program and opportunities for PhD-prepared nurses. Based on the information presented this week, have you developed any new ideas or goals for your future? If so, what are they? Post a cohesive response that addresses the following:( 1TO 2 PAGES ) What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree? How might this be different for a nurse who holds a different degree? How do these considerations relate to your motivation to pursue a doctoral degree right now? References to follow Required Readings Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader] (DNP STUDENT ONLY) “Imagining the DNP Role” (pp. xvii–xxviii) Houser, J. (2015). Nursing research: Reading, using, and creating evidence (3rd ed.). Burlington, MA: Jones & Bartlett. [For PhD students ONLY] Chapter 1, “The Importance of Research as Evidence in Nursing” American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf [For DNP students ONLY] “Introduction” (pp. 3–7) Cleary, M., Hunt, G. E., & Jackson, D. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfill the needs of the next generation of nursing professionals. Contemporary Nurse: A Journal for the Australian Nursing Profession, 39(2), 273–280. Note: You will access this article from the Walden Library databases. [For PhD students ONLY] Conn, V. S. (2014). Prepare to launch: Optimizing doctoral education to ensure career success. Western Journal of Nursing Research, 36(1), 3–5. Note: You will access this article from the Walden Library databases. Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M., Markis, N. E. (2014). Strategies for a successful PhD program: Words of wisdom from the WJNR editorial board. Western Journal of Nursing Research, 36(1), 6–30. Note: You will access this article from the Walden Library databases. [For PhD students ONLY] Foster, R. L. (2012). Doctoral education and the future of nursing. Journal for Specialists in Pediatric Nursing, 17(2), 77–78. Note: You will access this article from the Walden Library databases. Sperhac, A. M., & Clinton, P. (2008). Doctorate of nursing practice: Blueprint for excellence. Journal of Pediatric Health Care, 22(3), 146–151. Note: You will access this article from the Walden Library databases. [For DNP students ONLY] Laureate Education (Producer). (2012g). Welcome to Walden [Video file]. Retrieved from https://class.waldenu.edu Laureate Education (Producer). (2011b). Introduction: The doctor of nursing practice [Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 2 minutes.

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In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following: 1. Provide a summary of your learning style. 2. List your preferred learning strategies. 3. Compare your preferred learning strategies to the identified strategies for your preferred learning style. 4. Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn). 5. Cite a minimum of three references in the paper. Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we, our”) in your essay. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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Discussion Topic Topic 1: Complete the required Readings before posting to this Discussion. Analyzing specific examples in the text from Chapters, 7, 8 and 9, explain how types of epidemiological studies impact knowledge of diagnosis, prognosis or clinical treatment. Be sure to use vocabulary that demonstrate your understanding of epidemiological terms. Please review the Discussion Board Participation grading rubric under Course Resources in the Grading Rubrics section. This is important information that will ensure that you earn maximum points. Your postings should be qualitative and provide substantive depth that advances the discussion. Please see the Kaplan Writing Center located in the student portal for assistance with writing, APA, and online communication. Required Activities In Clinical Epidemiology, read: Chapter 7: “Diagnosis” Chapter 8: “Prognosis” Chapter 9: “Treatment” Centers for Disease Control and Prevention [CDC]. Solve the outbreak. Disease detective. Retrieved from https://www.cdc.gov/mobile/applications/sto/web-app.html Office of Disease Prevention and Health Promotion. (2017). Partnering to heal. Retrieved from https://health.gov/hcq/training-partnering-to-heal.asp Course Web Resources Agency for Healthcare Research and Quality [AHRQ]. (2014). Guide to clinical preventive services. Retrieved from https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/index.html Centers for Disease control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Glossary. Retrieved from https://www.cdc.gov/OPHSS/CSELS/DSEPD/SS1978/Glossary.html Department of Health and Human Services. (2014). Leading health indicators . Retrieved from http://healthypeople.gov/2020/LHI/default.aspx Healthy People 2020. (2016). Topics and objective s. Retrieved from https://www.healthypeople.gov/2020/topics-objectives Course PDF Web Resources Centers for Disease Control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Retrieved from https://www.cdc.gov/ophss/csels/dsepd/ss1978/ss1978.pdf Guide to Clinical Preventive Services. (2014). Recommendations of the US preventive task force. Retrieved from https://archive.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide2012/guide-clinical-preventive-services.pdf

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Discussion Topic Topic 1: Complete the required Readings before posting to this Discussion. Analyzing specific examples in the text from Chapters, 7, 8 and 9, explain how types of epidemiological studies impact knowledge of diagnosis, prognosis or clinical treatment. Be sure to use vocabulary that demonstrate your understanding of epidemiological terms. Please review the Discussion Board Participation grading rubric under Course Resources in the Grading Rubrics section. This is important information that will ensure that you earn maximum points. Your postings should be qualitative and provide substantive depth that advances the discussion. Please see the Kaplan Writing Center located in the student portal for assistance with writing, APA, and online communication. Required Activities In Clinical Epidemiology, read: Chapter 7: “Diagnosis” Chapter 8: “Prognosis” Chapter 9: “Treatment” Centers for Disease Control and Prevention [CDC]. Solve the outbreak. Disease detective. Retrieved from https://www.cdc.gov/mobile/applications/sto/web-app.html Office of Disease Prevention and Health Promotion. (2017). Partnering to heal. Retrieved from https://health.gov/hcq/training-partnering-to-heal.asp Course Web Resources Agency for Healthcare Research and Quality [AHRQ]. (2014). Guide to clinical preventive services. Retrieved from https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/index.html Centers for Disease control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Glossary. Retrieved from https://www.cdc.gov/OPHSS/CSELS/DSEPD/SS1978/Glossary.html Department of Health and Human Services. (2014). Leading health indicators . Retrieved from http://healthypeople.gov/2020/LHI/default.aspx Healthy People 2020. (2016). Topics and objective s. Retrieved from https://www.healthypeople.gov/2020/topics-objectives Course PDF Web Resources Centers for Disease Control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Retrieved from https://www.cdc.gov/ophss/csels/dsepd/ss1978/ss1978.pdf Guide to Clinical Preventive Services. (2014). Recommendations of the US preventive task force. Retrieved from https://archive.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide2012/guide-clinical-preventive-services.pdf

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