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homework.docx

NSG/486CA: Public Health: Health Promotion And Disease Prevention

The CDC WONDER program can help public health workers manage trends by organizing data to make it consumable for program planning.

Part 1: Patient Population Data

Consider the problem and the patient population you identified in your Wk 2 - Summative Assessment: Advocacy, Patients, and the Community (SEE ATTACHED)

Review the statistics that relate to the prevention of a particular communicable disease in your selected patient population.

Thinking about the SWOT analysis you conducted in Part 2a of your Wk 2 - Summative Assessment: Advocacy, Patients, and the Community (SEE ATTACHED), identify the same communicable disease or a new preventable health issue (e.g., hypertension) that applies to your patient population.

Follow these steps to help plan for health promotion and disease prevention for either the previously identified or a different communicable disease or a chronic health issue:

1. Access and explore the CDC WONDER website to understand what data is available in relation to your topic (e.g., trends in spreading, who is being infected, available treatments).

2. On the homepage, select the Topics tab.

3. From the information that populates on the Topics tab, click on a topic you would like to prevent with your Weeks 4 and 5 teaching project and presentation.

4. Click into your statistic of interest (e.g., TB Annual Surveillance Reports) statistics.

5. As you research your topic, review available state-specific information within your topic’s statistics (e.g., United States Statistics: Data Visualizations).

6. On the map, click on your state.

7. Below the map, review and compare the rate and number of deaths for your chosen condition in your local community, state, and nation, if applicable.

Using the nursing process and the assessment you conducted with your patient population in your Week 2 summative assessment (Part 2a) (SEE ATTACHED), diagnose actual or potential health problems. To do this, create a list of problems you have identified and prioritize them (e.g., deficient of knowledge: TB transmission related to…).

Write a 350-word summary of how you will use CDC WONDER data and the assessments you have made to develop and plan for your teaching project in the Week 4 summative assessment. This teaching project relates to the problem you identified in your patient population. Include the following in your summary:

8. Incidence rate in your state (if available)

9. Prevalence rate in your state

10. Age-adjusted rates

11. Qualitative data from your population assessments (e.g., Three of the five people I talked to at the food bank told me that access to fresh fruits and vegetables was an ongoing problem.)

12. Nursing diagnosis or priority problem

13. Discussion how you might use this information to develop your teaching project

Format citations and references for any sources used in your summary according to APA guidelines.

Part 2: Clinical Activities – Health Promotion and Disease Prevention

Using your findings from Part 1 of this assignment, continue (or start a new) conversation with your patient population during which you:

14. Provide feedback on the status of the selected health issue at the local, state, and national level.

15. Teach your patient population about ways to prevent the occurrence or the exacerbation of the health issue. (Intervene)

16. Evaluate the effectiveness of your teaching by asking at least 5 clients from the patient population (individual, family, or group) to describe 1 or more activities they will implement to prevent or alleviate symptoms of the disease and to prevent exacerbations (i.e., disease worsening). (Evaluate)

Write a 250-word summary of your interactions with the patient populations. As you write your summary, ensure that you reflect on the clinical objective(s) for the week and discuss how you met the objective(s). Note: The time spent writing this summary cannot be included in the calculation/achievement of your direct-care hours.

Cite a minimum of 3 peer-reviewed, scholarly sources to support your assignment.

Format your assignment according to APA guidelines.

Bottom of Form

Part2a_WorkingWithClients.docx

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The actual needs assessment survey conducted among the members of a local Sikh Temple revealed several significant health risks connected to communicable diseases. This evaluation was done through interviews, focus group discussions, and observations during community activities to establish the population's prospects of gaining a better health status.

Health-Related Problems Identified

The evaluation also indicated low knowledge of vaccine-preventable diseases among community members, especially older persons and those of recent immigrant backgrounds, who often may have inadequate knowledge of immunization programs in their local language. Such knowledge deficit leads to poor vaccination, thus putting the community at risk for diseases such as influenza, hepatitis, and measles (Badur et al., 2020). Furthermore, inadequate personal sanitization was evident in the kitchen food preparation areas and prayer rooms. Some of these areas may experience heavy foot traffic and can act as foci of the spread of communicable diseases. Some of the challenges to the take-off of local vaccination services were also pointed out, particularly to the uninsured or underinsured patients. Other factors like transport, language differences, and the cost of the services make these factors even worse.

SWOT Analysis

The Sikh Temple community caters to several wants and needs that are potent elements for health promotion. Most significantly, there is evidence of an organized community where people are more willing to embrace education and can participate in focused group discussions (Di Martino et al., 2020). Nevertheless, there are challenges to the prevalence of low health literacy among people, especially seniors and children, and physical barriers to accessing immunization services.

Some of these include collaborating with local health facilities to conduct immunization campaigns and incorporating health promotion tools such as hygiene and disease awareness through well-attended religious fellowship meetings. It is also possible to organize workshops in Punjabi and English to involve as many people as possible in the community.

However, the community is threatened by outside influences, such as the continued sharing of fake information concerning vaccines on social media and other platforms (Nuwarda et al., 2022). Also, employing sparingly health check-ups negatively impacts the early identification of avoidable diseases among people with low incomes, which enhances health inequalities.

Conclusion

The needs assessment shows that the Sikh Temple community does not object to specific relevant improvements in education, access to health care, and prevention measures. Local health-related organization partnerships and culturally appropriate educational engagements will help address existing hurdles and protect people's health.

References

Badur, S., Ota, M., Öztürk, S., Adegbola, R., & Dutta, A. (2020). Vaccine confidence: the keys to restoring trust. Human vaccines & immunotherapeutics, 16(5), 1007-1017.

Di Martino, G., Di Giovanni, P., Di Girolamo, A., Scampoli, P., Cedrone, F., D’Addezio, M., ... & Staniscia, T. (2020). Knowledge and attitude towards vaccination among healthcare workers: a multicenter cross-sectional study in a Southern Italian Region. Vaccines, 8(2), 248.

Nuwarda, R. F., Ramzan, I., Weekes, L., & Kayser, V. (2022). Vaccine hesitancy: contemporary issues and historical background. Vaccines, 10(10), 1595.

Part2b_CommunityHealthAssessmentPreventionofCommunicableDisease.docx

1

3

The current policy about communicable disease prevention in the Sikh Temple is helpful as a starting point to stress the community's health, promoted by hand washing and cleaning common areas. Although these steps assist in minimizing some risks, they do not effectively address respiratory diseases, which remain a major concern for people’s health in flu seasons and pandemics such as COVID-19 (Chan et al., 2023). Therefore, the minister admitted that other extensive measures are vital for protecting the population’s health, such as for temple-goers and preventing further epidemics.

Primary Prevention Interventions

In order to enhance the health promotion measures of the temple, there are practical measures to be made as follows: The requirement of hand sanitizers at all entry points and zones can be considered one of the most effective yet straightforward measures all participants should be provided with the required access to them quickly. This, combined with other use of educational posters placed in the prayer hall-, dining-, and restroom areas, can improve the awareness of hand hygiene and respiratory etiquette among the population.

The other critical intervention is the formulation of vaccination campaigns with the assistance of local health centers. On-site clinics are helpful because individuals may not be able to go to the hospital due to factors such as lack of transport and time constraints, among others; therefore, getting vaccinated against diseases such as influenza or even COVID-19 in a temple would be viable. These drives could be planned to coincide with other grand religious occasions for participation and convenience.

Proposed Policy Modifications

The temple should consider the following strategies to complement existing measures and enhance this understanding. A proposed communicable disease prevention plan (Gómez et al., 2021). This would encompass creating health fairs for the community, where the community would be imparted knowledge in areas like respiratory illness, vaccines, and hygiene.

Further, the temple's kitchen staff should also be required to undergo training to avoid cases of food poisoning and related issues. Some of the training sessions can include matters related to food handling, hygiene and sanitation, and sickness control measures.

Recommendations

The temple can then refer to information from the CDC and the National Patient Safety Foundation to improve on the existing policies. These resources can thus inform the establishment of coherent, evidence-based guidelines in disease prevention (Pronk et al., 2021). Continued compliance with these best practices must, therefore, be checked by implementing a schedule of auditor visits or an active feedback mechanism from the communities.

Through constant education and repeated salvaging of these measures, the temple can establish a safe and healthy environment for members of the temple as well as set an example for other faith-based institutions.

References

Chan, R. J., Milch, V. E., Crawford‐Williams, F., Agbejule, O. A., Joseph, R., Johal, J., ... & Hart, N. H. (2023). Patient navigation across the cancer care continuum: an overview of systematic reviews and emerging literature. CA: A Cancer Journal for Clinicians, 73(6), 565-589.

Gómez, C. A., Kleinman, D. V., Pronk, N., Gordon, G. L. W., Ochiai, E., Blakey, C., ... & Brewer, K. H. (2021). Addressing health equity and social determinants of health through healthy people 2030. Journal of public health management and practice, 27(Supplement 6), S249-S257. DOI: 10.1097/PHH.0000000000001297

Pronk, N., Kleinman, D. V., Goekler, S. F., Ochiai, E., Blakey, C., & Brewer, K. H. (2021). Promoting health and well-being in healthy people 2030. Journal of Public Health Management and Practice, 27(Supplement 6), S242-S248. OI: 10.1097/PHH.0000000000001254

homework.docx

NSG/486CA: Public Health: Health Promotion And Disease Prevention

The CDC WONDER program can help public health workers manage trends by organizing data to make it consumable for program planning.

Part 1: Patient Population Data

Consider the problem and the patient population you identified in your Wk 2 - Summative Assessment: Advocacy, Patients, and the Community (SEE ATTACHED)

Review the statistics that relate to the prevention of a particular communicable disease in your selected patient population.

Thinking about the SWOT analysis you conducted in Part 2a of your Wk 2 - Summative Assessment: Advocacy, Patients, and the Community (SEE ATTACHED), identify the same communicable disease or a new preventable health issue (e.g., hypertension) that applies to your patient population.

Follow these steps to help plan for health promotion and disease prevention for either the previously identified or a different communicable disease or a chronic health issue:

1. Access and explore the CDC WONDER website to understand what data is available in relation to your topic (e.g., trends in spreading, who is being infected, available treatments).

2. On the homepage, select the Topics tab.

3. From the information that populates on the Topics tab, click on a topic you would like to prevent with your Weeks 4 and 5 teaching project and presentation.

4. Click into your statistic of interest (e.g., TB Annual Surveillance Reports) statistics.

5. As you research your topic, review available state-specific information within your topic’s statistics (e.g., United States Statistics: Data Visualizations).

6. On the map, click on your state.

7. Below the map, review and compare the rate and number of deaths for your chosen condition in your local community, state, and nation, if applicable.

Using the nursing process and the assessment you conducted with your patient population in your Week 2 summative assessment (Part 2a) (SEE ATTACHED), diagnose actual or potential health problems. To do this, create a list of problems you have identified and prioritize them (e.g., deficient of knowledge: TB transmission related to…).

Write a 350-word summary of how you will use CDC WONDER data and the assessments you have made to develop and plan for your teaching project in the Week 4 summative assessment. This teaching project relates to the problem you identified in your patient population. Include the following in your summary:

8. Incidence rate in your state (if available)

9. Prevalence rate in your state

10. Age-adjusted rates

11. Qualitative data from your population assessments (e.g., Three of the five people I talked to at the food bank told me that access to fresh fruits and vegetables was an ongoing problem.)

12. Nursing diagnosis or priority problem

13. Discussion how you might use this information to develop your teaching project

Format citations and references for any sources used in your summary according to APA guidelines.

Part 2: Clinical Activities – Health Promotion and Disease Prevention

Using your findings from Part 1 of this assignment, continue (or start a new) conversation with your patient population during which you:

14. Provide feedback on the status of the selected health issue at the local, state, and national level.

15. Teach your patient population about ways to prevent the occurrence or the exacerbation of the health issue. (Intervene)

16. Evaluate the effectiveness of your teaching by asking at least 5 clients from the patient population (individual, family, or group) to describe 1 or more activities they will implement to prevent or alleviate symptoms of the disease and to prevent exacerbations (i.e., disease worsening). (Evaluate)

Write a 250-word summary of your interactions with the patient populations. As you write your summary, ensure that you reflect on the clinical objective(s) for the week and discuss how you met the objective(s). Note: The time spent writing this summary cannot be included in the calculation/achievement of your direct-care hours.

Cite a minimum of 3 peer-reviewed, scholarly sources to support your assignment.

Format your assignment according to APA guidelines.

Bottom of Form

Part2a_WorkingWithClients.docx

1

3

The actual needs assessment survey conducted among the members of a local Sikh Temple revealed several significant health risks connected to communicable diseases. This evaluation was done through interviews, focus group discussions, and observations during community activities to establish the population's prospects of gaining a better health status.

Health-Related Problems Identified

The evaluation also indicated low knowledge of vaccine-preventable diseases among community members, especially older persons and those of recent immigrant backgrounds, who often may have inadequate knowledge of immunization programs in their local language. Such knowledge deficit leads to poor vaccination, thus putting the community at risk for diseases such as influenza, hepatitis, and measles (Badur et al., 2020). Furthermore, inadequate personal sanitization was evident in the kitchen food preparation areas and prayer rooms. Some of these areas may experience heavy foot traffic and can act as foci of the spread of communicable diseases. Some of the challenges to the take-off of local vaccination services were also pointed out, particularly to the uninsured or underinsured patients. Other factors like transport, language differences, and the cost of the services make these factors even worse.

SWOT Analysis

The Sikh Temple community caters to several wants and needs that are potent elements for health promotion. Most significantly, there is evidence of an organized community where people are more willing to embrace education and can participate in focused group discussions (Di Martino et al., 2020). Nevertheless, there are challenges to the prevalence of low health literacy among people, especially seniors and children, and physical barriers to accessing immunization services.

Some of these include collaborating with local health facilities to conduct immunization campaigns and incorporating health promotion tools such as hygiene and disease awareness through well-attended religious fellowship meetings. It is also possible to organize workshops in Punjabi and English to involve as many people as possible in the community.

However, the community is threatened by outside influences, such as the continued sharing of fake information concerning vaccines on social media and other platforms (Nuwarda et al., 2022). Also, employing sparingly health check-ups negatively impacts the early identification of avoidable diseases among people with low incomes, which enhances health inequalities.

Conclusion

The needs assessment shows that the Sikh Temple community does not object to specific relevant improvements in education, access to health care, and prevention measures. Local health-related organization partnerships and culturally appropriate educational engagements will help address existing hurdles and protect people's health.

References

Badur, S., Ota, M., Öztürk, S., Adegbola, R., & Dutta, A. (2020). Vaccine confidence: the keys to restoring trust. Human vaccines & immunotherapeutics, 16(5), 1007-1017.

Di Martino, G., Di Giovanni, P., Di Girolamo, A., Scampoli, P., Cedrone, F., D’Addezio, M., ... & Staniscia, T. (2020). Knowledge and attitude towards vaccination among healthcare workers: a multicenter cross-sectional study in a Southern Italian Region. Vaccines, 8(2), 248.

Nuwarda, R. F., Ramzan, I., Weekes, L., & Kayser, V. (2022). Vaccine hesitancy: contemporary issues and historical background. Vaccines, 10(10), 1595.

Part2b_CommunityHealthAssessmentPreventionofCommunicableDisease.docx

1

3

The current policy about communicable disease prevention in the Sikh Temple is helpful as a starting point to stress the community's health, promoted by hand washing and cleaning common areas. Although these steps assist in minimizing some risks, they do not effectively address respiratory diseases, which remain a major concern for people’s health in flu seasons and pandemics such as COVID-19 (Chan et al., 2023). Therefore, the minister admitted that other extensive measures are vital for protecting the population’s health, such as for temple-goers and preventing further epidemics.

Primary Prevention Interventions

In order to enhance the health promotion measures of the temple, there are practical measures to be made as follows: The requirement of hand sanitizers at all entry points and zones can be considered one of the most effective yet straightforward measures all participants should be provided with the required access to them quickly. This, combined with other use of educational posters placed in the prayer hall-, dining-, and restroom areas, can improve the awareness of hand hygiene and respiratory etiquette among the population.

The other critical intervention is the formulation of vaccination campaigns with the assistance of local health centers. On-site clinics are helpful because individuals may not be able to go to the hospital due to factors such as lack of transport and time constraints, among others; therefore, getting vaccinated against diseases such as influenza or even COVID-19 in a temple would be viable. These drives could be planned to coincide with other grand religious occasions for participation and convenience.

Proposed Policy Modifications

The temple should consider the following strategies to complement existing measures and enhance this understanding. A proposed communicable disease prevention plan (Gómez et al., 2021). This would encompass creating health fairs for the community, where the community would be imparted knowledge in areas like respiratory illness, vaccines, and hygiene.

Further, the temple's kitchen staff should also be required to undergo training to avoid cases of food poisoning and related issues. Some of the training sessions can include matters related to food handling, hygiene and sanitation, and sickness control measures.

Recommendations

The temple can then refer to information from the CDC and the National Patient Safety Foundation to improve on the existing policies. These resources can thus inform the establishment of coherent, evidence-based guidelines in disease prevention (Pronk et al., 2021). Continued compliance with these best practices must, therefore, be checked by implementing a schedule of auditor visits or an active feedback mechanism from the communities.

Through constant education and repeated salvaging of these measures, the temple can establish a safe and healthy environment for members of the temple as well as set an example for other faith-based institutions.

References

Chan, R. J., Milch, V. E., Crawford‐Williams, F., Agbejule, O. A., Joseph, R., Johal, J., ... & Hart, N. H. (2023). Patient navigation across the cancer care continuum: an overview of systematic reviews and emerging literature. CA: A Cancer Journal for Clinicians, 73(6), 565-589.

Gómez, C. A., Kleinman, D. V., Pronk, N., Gordon, G. L. W., Ochiai, E., Blakey, C., ... & Brewer, K. H. (2021). Addressing health equity and social determinants of health through healthy people 2030. Journal of public health management and practice, 27(Supplement 6), S249-S257. DOI: 10.1097/PHH.0000000000001297

Pronk, N., Kleinman, D. V., Goekler, S. F., Ochiai, E., Blakey, C., & Brewer, K. H. (2021). Promoting health and well-being in healthy people 2030. Journal of Public Health Management and Practice, 27(Supplement 6), S242-S248. OI: 10.1097/PHH.0000000000001254

homework.docx

NSG/486CA: Public Health: Health Promotion And Disease Prevention

The CDC WONDER program can help public health workers manage trends by organizing data to make it consumable for program planning.

Part 1: Patient Population Data

Consider the problem and the patient population you identified in your Wk 2 - Summative Assessment: Advocacy, Patients, and the Community (SEE ATTACHED)

Review the statistics that relate to the prevention of a particular communicable disease in your selected patient population.

Thinking about the SWOT analysis you conducted in Part 2a of your Wk 2 - Summative Assessment: Advocacy, Patients, and the Community (SEE ATTACHED), identify the same communicable disease or a new preventable health issue (e.g., hypertension) that applies to your patient population.

Follow these steps to help plan for health promotion and disease prevention for either the previously identified or a different communicable disease or a chronic health issue:

1. Access and explore the CDC WONDER website to understand what data is available in relation to your topic (e.g., trends in spreading, who is being infected, available treatments).

2. On the homepage, select the Topics tab.

3. From the information that populates on the Topics tab, click on a topic you would like to prevent with your Weeks 4 and 5 teaching project and presentation.

4. Click into your statistic of interest (e.g., TB Annual Surveillance Reports) statistics.

5. As you research your topic, review available state-specific information within your topic’s statistics (e.g., United States Statistics: Data Visualizations).

6. On the map, click on your state.

7. Below the map, review and compare the rate and number of deaths for your chosen condition in your local community, state, and nation, if applicable.

Using the nursing process and the assessment you conducted with your patient population in your Week 2 summative assessment (Part 2a) (SEE ATTACHED), diagnose actual or potential health problems. To do this, create a list of problems you have identified and prioritize them (e.g., deficient of knowledge: TB transmission related to…).

Write a 350-word summary of how you will use CDC WONDER data and the assessments you have made to develop and plan for your teaching project in the Week 4 summative assessment. This teaching project relates to the problem you identified in your patient population. Include the following in your summary:

8. Incidence rate in your state (if available)

9. Prevalence rate in your state

10. Age-adjusted rates

11. Qualitative data from your population assessments (e.g., Three of the five people I talked to at the food bank told me that access to fresh fruits and vegetables was an ongoing problem.)

12. Nursing diagnosis or priority problem

13. Discussion how you might use this information to develop your teaching project

Format citations and references for any sources used in your summary according to APA guidelines.

Part 2: Clinical Activities – Health Promotion and Disease Prevention

Using your findings from Part 1 of this assignment, continue (or start a new) conversation with your patient population during which you:

14. Provide feedback on the status of the selected health issue at the local, state, and national level.

15. Teach your patient population about ways to prevent the occurrence or the exacerbation of the health issue. (Intervene)

16. Evaluate the effectiveness of your teaching by asking at least 5 clients from the patient population (individual, family, or group) to describe 1 or more activities they will implement to prevent or alleviate symptoms of the disease and to prevent exacerbations (i.e., disease worsening). (Evaluate)

Write a 250-word summary of your interactions with the patient populations. As you write your summary, ensure that you reflect on the clinical objective(s) for the week and discuss how you met the objective(s). Note: The time spent writing this summary cannot be included in the calculation/achievement of your direct-care hours.

Cite a minimum of 3 peer-reviewed, scholarly sources to support your assignment.

Format your assignment according to APA guidelines.

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