One way that the human services group can rehearse essential avoidance during their strategic help Haiti after the calamity would be for the medicinal services group to consistently utilize appropriate hand cleanliness and gloves for all patient contact. In the video assets are rare and it was expressed that appropriate hand cleanliness, for example, cleanser and water were not promptly accessible however the hand some hand sanitizer. So the medicinal services group would should be proactive and utilize the hand sanitizer with alert and effectively. One of the primary objectives is to forestall the spread of illness, remembering for the social insurance suppliers in such a case that a human services supplier becomes ill there will be nobody to think about the patients.

A case of optional anticipation right now be to check for contamination on patients particularly those with open injuries and attempt and separate them to keep the spread of disease from patient to persistent. These patients would likewise should be begun on anti-infection treatment also to treat the contaminations.

For tertiary anticipation the social insurance suppliers would need to do twisted consideration on the patients so as to guarantee the patient’s are recuperating appropriately and successfully. As tertiary counteraction expects to mellow the effect of a progressing ailment or injury that has enduring impacts (Institute for Work and Health, 2015), guarantee that the injuries our breaks mend appropriately that way the patients can come back to their typical day by day lives as before the fiasco struck.

The stage that these three proposed mediations would fall under would be the “postimpact stage” in light of the fact that inevitable risk has just stopped. During the postimpact stage, salvage and crisis clinical consideration turns into the essential center (Falkner, 2018). This is the stage when we as human services experts will be treating the individuals that were influenced by the catastrophe and help stop the spread of diseases.

I would work with the world division association as this association is a Christian based association that gives fiasco help to all regions around the globe that are needing aid ventures. The world division reacts with life-sparing velocity when calamity strikes. They convey quick debacle alleviation and supplies and long haul recoup so individuals can revamp their lives (Worlddivision.org, n.d.).

References

Disaster Relief. (n.d.). Retrieved from https://www.worldvision.org/our- work/disasterrelief?campaign=119351222&campsrc=p&gclid=EAIaIQobChMI7 PXypZi74wIVDL7ACh1r7QhpEAAYASAAEgJaWfD_BwE

Primary, secondary and tertiary prevention. (n.d.). Retrieved from https://www.iwh.on.ca/what-researchers-mean-by/primary-secondary-and-tertiary-prevention

Grand Canyon University (Ed). (2020). Community & public health: The future of health care. Retrieved from https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health- care/v1.1/

 In the GCU videos “Diary of a Medical Mission Trip”, the medical mission team showed the difficulty times they had to provide efficient and effective medical care. They had many challenges caused by the lack of water and cleanliness. There was also lack of medical supplies, food, and medications. The medical mission team had to see more than 100 patients every day who were waiting outside, in addition to the inpatients (GCU, 2018)

     Primary prevention focus on preventing disaster-related deaths and injuries before they occur (APHA, 2020). In addition, illness prevention is an important aspect in this setting. Primarily the health care team must be immunized to prevent hepatitis, mumps, Rubella, pertussis before going to Haiti. Immunizations should also be given to the Haiti population. In addition, the Haiti population must be educated on washing their hands and practicing proper sanitation to prevent diseases. People also must be educated on how to evacuate safely and develop an evacuation plan with the family. In addition, it is essential to have an evacuation kit with necessary supplies (American Red Cross, 2020).

     Secondary prevention has the goal to mitigate the health consequences of a disaster by providing education about injury control during cleanup and recovery period (American Public health Association, 2020). This involves treatment and education about the wounds, infections and disaster related illness. Examples seen on the video “Diary of Mission Trip” from GCU (2018) include cleaning and changing dressing from the wounds; treating the patients with IV fluids and antibiotics for infections. In addition, the hospitals in Haiti were overcrowded with minor injury patients and others seriously ill. The innovative examples would be educating people about infection and its prevention; setting up small areas and tents to treat minor injury patients with trained medical staff. It is also necessary to organize and separate the medical supplies in a clean, non-sterile area. Providing care to the injured also address the emotional aspects of trauma.

      Tertiary prevention minimizes the effect of a disaster and disability among the already ill patients. It focuses on the long- term requirements and of individuals and community post disaster (APHA, 2020) Medical supplies, medications, diagnostic tools, physicians and medical staff will be needed in this setting. There is an extremely need of surgeons and operating rooms to treat patients with serious illness and injury. According to the video “Diary of a Medical Mission Trip” from GCU (2018), the hospital in Haiti had only two ORs with the anesthesia machine dropped down and one OR was shut down due to leaking. In addition, the new medical team had on ortho surgeon and no anesthetist. Based on this scenario, there is a need of more medical staff including surgeons and anesthetists to assist in saving people’s lives. Furthermore, long term treatment strategies including rehabilitation and families and individuals’ therapy is necessary to assist people to move from the previous capabilities to the highest level of function they can attain (Berman, Snyder & Frandsen, 2016). In order to facilitate the proposed interventions, I would associate the CDC because it has the function of administering a broad program related to surveillance of disease and behaviors that lead to disease and disability (Berman, Snyder & Frandsen, 2016). I would also associate the Red Cross, and other organizations including religious organizations.  

Reference,

American Public Health Association (APHA) (2020). Disaster-Related Surveillance and Emergency Information Systems. Retrieved from https://www.medscape.com/viewarticle/513259

American Red Cross (2020) Earthquake Safety. Retrieved from https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of-emergencies/earthquake.html

Berman, A. Snyder, S. & Frandsen, G. (2016). Kozier and Erb’s fundamentals of nursing: concepts, practice, and process. Hoboken: NJ, Pearson Education, Inc.

Grand Canyon University (2018) Diary of Medical Mission Trip. Retrieved from https://lc.gcumedia.com/nrs427v/diary-of-medical-mission-trip/v2.1/

Write a 2–4-page report on the concepts, processes, and tools needed to conduct a community health assessment, how to find the data, and how to validate the data. Explain the factors that can affect the health of a community, along with how to obtain that information.

Understanding community and state health care issues and concerns, the local resources available, and accessibility of those resources can inform health care practices and improve quality patient outcomes.  

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 your professional community.

• What types of techniques and activities should be included in a community health assessment?
• How can these techniques and activities help determine both assets and gaps in health care services in a community?

Assessment Instructions :

  

Imagine you work for an organization that has decided to open a satellite facility in an underserved community. Your organization asks you to move to the new location and assist with some of the preliminary work. Part of this work is to determine the health care needs of the community. How will you do this? What information will you need to know? Where will you find the information?

Preparation

Search the Capella library or the Internet for peer-reviewed journal articles on how to conduct a community health assessment. You will need at least 3 resources to use in this assessment.

Directions

Develop a plan for a community health assessment in which you complete the following:

• Describe the type of data needed to make an informed community health assessment.
• Explain how the data will help determine the health care needs of the community.
• Describe your strategy for obtaining the necessary data.
• Explain the factors that impact the health and wellness of a community. (Hint: This is a very broad list. Think outside the box on this one!)
• Explain how you will obtain information on these factors for your specific community.
• Explain how you will determine if the data and information you obtain is valid and reliable.
• Format this assessment as a report that you would submit to a director or other organizational leader. You are still required to follow APA guidelines for in-text citations and references.

Additional Requirements

• Include a title page and reference page.
• Ensure your assessment is 2–4 pages in length.
• Use double-spaced, 12-pt., Times New Roman font. (Recommended)

  

Please READ the COMPETENCES at the end.

Create a one-page patient education tool that explains usage of a medication and factors that can affect outcomes. 

Then, write 2–3 pages in which you explain how the tool promotes patient safety and quality outcomes, and adheres to the principles and practices of cultural competence.

Assessment Instructions 

Imagine your supervisor has asked you to develop a patient education tool for new medication starts in your current area of practice. This tool needs to provide important information to the patient, yet be concise enough to require no more than one page.

Preparation

Review the suggested list of possible topics in Part 1 of the Requirements and then search the Internet for supporting resources. You will need to provide support for the information you choose to include in the patient education tool.

Requirements

Complete both Part 1 and Part 2 of this assessment. You may submit both parts in one document or submit them as separate documents. Be sure you complete both parts!

Submit a total of 4–5 pages. Write no more than one page for Part 1. Write 2–3 pages, plus a separate reference page, for Part 2.

Part 1: Patient Education Tool

Complete the following:

1. Choose one of the following topics as the basis for your patient education tool: 

o Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.

o Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.

o Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient who was discovered to have hypertension at a health screening at work.

o Drugs for treating gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of chronic indigestion and heartburn.

o Ear drops or eye drops (or both) for an elderly patient.

o Any newly released medication for a patient in your area of practice. This might be a new drug for diabetes, hypertension, or arthritis or a new antibiotic.

2. Include the following in your patient education tool: 

o Explain appropriate use of the medication.

o Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.

o Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.

o Explain correct handling, storage, and disposal of the medication.

o Include any other information you feel would be beneficial and promote patient safety and quality outcomes.

You may format Part 1, the patient education tool, any way you wish, but be sure it is logical and understandable by the typical patient who would use it. Feel free to include pictures or diagrams to reinforce the information.

Part 2: Evidence-Based Practice

Provide evidence for the information you included in the patient education tool:

· Explain how the information in the patient education tool promotes patient safety and quality outcomes.

· Explain how the patient education tool adheres to the principles and practices of cultural competence. In other words, is the tool appropriate for all cultures, genders, ages, et cetera; or could it be easily adapted for specific needs?

Format Part 2 according to APA guidelines. This is not a document you would provide to a patient but, for this assessment, it will provide faculty with the academic and professional principles necessary to evaluate your work.

Additional Requirements

· At least 2 current scholarly or professional resources.

· For Part 2 only: 

o Use Times New Roman font, 12 point, double-spaced font.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice. 

o Explain the appropriate use of a medication.

o Explain how a patient education tool promotes patient safety related to pharmacology.

· Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology. 

o Identify specific factors that may affect the efficacy of a medication.

o Describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication.

o Explain correct handling, storage, and disposal of a medication.

· Competency 3: Apply the principles and practices of cultural competence with regard to pharmacological interventions. 

o Explain how a patient education tool adheres to the principles and practices of cultural competence.

· Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing professional. 

o Write content clearly and logically with correct use of grammar, punctuation, and mechanics.

o Correctly format paper, citations, and references using current APA style.   

nces using current APA style. 

Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:

1. Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
2. Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
3. With what people or agencies would you work in facilitating the proposed interventions and why?

250 WORDS CITATION AND REFERENCES

View “Diary of Medical Mission Trip.”

URL:https://lc.gcumedia.com/nrs427v/diary-of-medical-mission-trip/v2.1/

 

Capstone Project

Evaluation of Plan Effectiveness Criteria

You spent the last two weeks implementing a portion of the comprehensive care plan you developed for the aggregate. An evaluation of plan effectiveness is now due.

In the evaluation component of the Capstone project, you are expected to evaluate the effectiveness of the intervention.

Some questions you should seek answers to are:

1. What barriers might you anticipate when implementing the intervention as planned?
2. What visible signs of success would you look for (for example, reduced health issues)? Describe them.

The evaluation component of the final paper should describe your evaluation of the implementation. Include responses to points 1and 2 above. The evaluation component of the final Microsoft Word submission document should be a minimum of 2 pages.

The complete summary document should use the Mobilize, Assess, Plan, Implement, Track (MAP-IT) steps used in pulling together your project.

Over the past nine weeks, you selected an aggregate and conducted a risk assessment of its health, developed a care plan to address those health risks, planned an implement one intervention in a small group from the aggregate, and considered the effectiveness of the intervention on the health of the small group. It’s time now for you to present your final submission of this Capstone project.

Your final submission comprises the documentation of the work accomplished through your Capstone project, a Microsoft Word Document that contains the evaluation and summary, a Microsoft PowerPoint presentation highlighting the main aspects of the project including the key things learned during the 10 weeks of working with this project.

The summary document should use the Mobilize, Assess, Plan, Implement, Track (MAP-IT) steps used in pulling together your project. The complete documentation of the work accomplished over the course of the project should contain a minimum of 6–7 pages in a Microsoft Word document and should include the following information:

• A detailed description of the aggregate
• A description of the aggregate’s strengths and weaknesses
• A risk assessment of the aggregate
• Diagnoses based on the risk assessment
• A detailed care plan for the aggregate
• A description of how at least one intervention was implemented in the aggregate to address an identified issue
• An evaluation of how you would identify the effectiveness of the intervention

The Power Point presentation should be concise and should include the highlights of the Capstone project and the key things learned over the course of this project, from developing, implementing, and evaluating the care plan. Your presentation should not exceed 15 slides.