Mod 2&4
Module 4 - Case
Points of Distribution (PODs) and the Strategic National Stockpile
Case Assignment
After reviewing the background materials on Points of Dispensing (PODs) and the Strategic National Stockpile, identify two individual state plans or field operation guides for mass prophylaxis via PODs (you may use the Oregon guide in the recommended reading as one of your plans). For your paper, compare and contrast these two plans. How are they similar? How are they different?
After doing so, review the article by Potter, et al., “Preparedness for pandemics: Does variation among states affect the nation as a whole?” Using your two state examples, make a case for or against having a national standard for PODs implementation. This should not be opinion, but should be supported by your research on the topic.
Assignment Expectations
Use information from your module readings/articles as well as appropriate research to support your selection.
Length: The Case Assignment should be 3-5 pages long (double-spaced).
References: At least three references must be included from academic sources (peer-reviewed journal articles). Required reading is included. Quoted materials should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. Materials copied verbatim from external sources must be enclosed in quotation marks. In-text citations are required as well as a list of references at the end of the assignment. (APA format is recommended.)
Organization: Subheadings should be used to organize your paper according to the questions.
Format: APA format is recommended for this assignment.
Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.
The following items will be assessed in particular:
· Achievement of learning outcomes for the Case Assignment.
· Relevance - All content is connected to the question.
· Precision - Specific question is addressed. Statements, facts, and statistics are specific and accurate.
· Depth of discussion - Points that lead to deeper issues are presented and integrated.
· Breadth - Multiple perspectives and references, and multiple issues/factors are considered.
· Evidence - Points are well supported with facts, statistics, and references.
· Logic - Discussion makes sense; conclusions are logically supported by premises, statements, or factual information.
· Clarity - Writing is concise and understandable, and contains sufficient detail or examples.
· Objectivity - Avoids the use of first person and subjective bias.
Module 4 - SLP
Points of Distribution (PODs) and the Strategic National Stockpile
You are a new employee at your county Emergency Management Agency (EMA). Your county suffers a devastating earthquake, knocking out the power grid and causing widespread damage to buildings and infrastructure. It is also at the peak of the regular influenza season. You are assigned as your agency’s liaison to the County Public Health Department (PHD). Unfortunately, your county EMA and PHD have a history of “working in silos.” However, in this emergency, you are going to need to work together in order to serve the population. As your first task, you are asked to prepare a PowerPoint presentation for the EMA team, to help educate those that have limited knowledge about public health and disasters.
You will create several slides in each module, so by Module 4, you will have a complete presentation
For this module create several slides to address the following:
1. Explain the purposes of both the Strategic National Stockpile and Points of Dispensing.
2. Explain the relationship between the Strategic National Stockpile and Points of Dispensing
3. Review some of the considerations with the planning and implementation of PODs to include (but not limited to):
· Staffing
· Just-in-Time training
· Pre-planning for stockpile sites
· 12 hour push package
SLP Assignment Expectations
Prepare a PowerPoint presentation (at least 6 slides for the Module 4 component) including speaker’s notes (you will be penalized if your speaker’s notes are not included).
Include a reference list at the end in a concluding slide. Also, provide the necessary citations in your presentation/speaker’s notes.
For your final presentation, compile the content from Modules 1-4 into a comprehensive and cohesive presentation, with necessary introductory and conclusion slides. Your Module 4 piece does not need to be submitted separately, but can just be submitted as part of this final presentation.
Additional Resources
What are speaker notes?
As you recall, the PowerPoint slides should only give your audience some key points about the topic. You should not try to “cram” your slides full of information. Speaker’s notes can help the presenter remember everything that he or she wants to say about a particular slide.
How do I make speaker’s notes?
Follow these simple steps to add speaker’s notes to your PowerPoint presentation:
1. Open your PowerPoint presentation
2. Go to the “View” menu and select the “Notes” page.
3. The notes page will be small, so you will have to go to the “View” menu again and select “Zoom” in order to make them bigger. Select the percentage of zoom that you want (the higher the percentage, the larger the page will become).
4. Click inside the notes page and begin typing your speaker notes.
5. Continue doing this on each slide until your speaker notes are written.
6. Once you have finished writing your speaker notes, save your presentation and it is ready to be graded.
Required Reading
Alameda County (2012) Points of dispensing: Just in time training videos 1-10. Retrieved from http://www.drc-group.com/project/jitt-pod.html
CDC. (2016) Strategic National Stockpile. Retrieved from https://www.cdc.gov/phpr/stockpile/index.htm
CDC (n.d.) 12 Hour push package. Retrieved from https://www.cdc.gov/phpr/stockpile/pushpackage.htm
CDC (2015) CDCs CHEMPAC Program – The stockpile that may protect you from a chemical attack. Retrieved from https://blogs.cdc.gov/publichealthmatters/2015/02/cdcs-chempack-program-the-stockpile-that-may-protect-you-from-a-chemical-attack/
Carbon County Public Health (2014) Point of dispensing operations. Retrieved from https://www.youtube.com/watch?v=DgXXVMp51FU
DHHS (n.d). BARDA strategic plan: 2011-1016. Retrieved from https://www.phe.gov/about/barda/Documents/barda-strategic-plan.pdf
FEMA (2016) Emergency Support Function (ESF) #8, National Response Framework. (read Coordination for obtaining, assembling, and delivering medical equipment and supplies to the incident area.) Retrieved from https://www.fema.gov/media-library-data/1470149644671-642ccad05d19449d2d13b1b0952328ed/ESF_8_Public_Health_Medical_20160705_508.pdf
Hernandez, I., Ramirez-Marquez, J.E., Starr, D., McKay, R., Guthartz, S., . . . Barcellona, J. (2015). Optimal staffing strategies for points of dispensing. Computers and Industrial Engineering, 83, 172-183. Available at Trident Online Library.
Khan, S. & Richter, A. (2012). Dispensing mass prophylaxis — The search for the perfect solution. Homeland Security Affairs 8(3). Retrieved from https://www.hsaj.org/articles/206
Paul, J.A., & Hariharan, G. (2012). Location-allocation planning of stockpiles for effective disaster mitigation. Annals of Operations Research, 196(1) 469-490. Available at Trident Online Library.
Potter, M.A., Brown, S.T., Lee, B.Y., Grefenstette, J., Keane, C.R., Lin, C.J., . . .Burke, D.S. (2012). Preparedness for pandemics: Does variation among states affect the nation as a whole? Journal of Public Health Management Practice, 18(3), 233-240. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3758226/
Rebman, T., Loux, T.M., Zink, T.K., Swick, Z., & Wakefield, M.(2015). Infection prevention and mass vaccination training for U.S. point of dispensing staff and volunteers: A national study. American Journal of Infection Control, 43, 222-227. Available at Trident Online Library.
Saha, S., Dean, B., Teutsch, S., Borse, R.H., Meltzer, M.I., Bagwell, D., . . .Fielding, J. (2014). Efficiency of points of dispensing for Influenza A(H1N1)pdm09 vaccination, Los Angeles County, California, USA, 2009. Emerging Infectious Diseases, 20(4). Available at Trident Online Library.
Recommended Reading
CDC (2016). Cities Readiness Initiative. Retrieved from https://www.cdc.gov/phpr/stockpile/cri/
DHHS (n.d.) Biomedical and Advanced Research Development Agency (BARDA). Retrieved from https://www.medicalcountermeasures.gov/barda.aspx
FEMA (2010) IS-26 Guide to points of distribution, FEMA course. Retrieved from https://training.fema.gov/is/courseoverview.aspx?code=is-26
National Academies of Sciences, Engineering, and Medicine. (2016) The nation’s medical countermeasure stockpile: Opportunities to improve the efficiency, effectiveness, and sustainability of the CDC Strategic National Stockpile: Workshop summary. Washington, DC: The National Academies Press. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK396382/
National Biodefense Science Board & The Office of Public Health Preparedness and Response Board of Scientific Counselors. (2013) Anticipated responsibilities of the Strategic National Stockpile (SNS) in the year 2020: An examination with recommendations. Retrieved from https://www.phe.gov/Preparedness/legal/boards/nprsb/recommendations/Documents/nbsb-bsc-sns-2020-final.pdf
Oregon Public Health Division (2012) Mass prophylaxis point of dispensing (POD) field operation guide. Retrieved from https://public.health.oregon.gov/Preparedness/Partners/Documents/MCM%20Docs%202014/Oregon_POD_FOG.pdf https://public.health.oregon.gov/Preparedness/Partners/Documents/MCM%20Docs%202014/Oregon_POD_FOG.pdf