Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up).

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n a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease.

Communicable Disease Selection

Choose one communicable disease from the following list:

  1. Chickenpox

Epidemiology Paper Requirements

Include the following in your assignment:

  1. Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence).
  2. Describe the determinants of health and explain how those factors contribute to the development of this disease.
  3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle).
  4. Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up).
  5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease.

A minimum of three references is required.

Refer to “Communicable Disease Chain” and “Chain of Infection” for assistance completing this assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

  • attachment

    apa-6th-edition-template-without-abstract.doc
  • attachment

    rubric_epidemiology_paper.docx

List specific goals of treatment for her dermatological conditions?

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Case #1

While seeing patients with your preceptor, you have the opportunity to meet a 46-year-old woman who presents for her yearly physical examination. Her medical history is notable for borderline hypertension and moderate obesity. Last year her fasting lipid profile was acceptable. Her mother and brother have diabetes and hypertension. At prior visits, your preceptor has counseled her on a low calorie, low fat diet and recommended her to start an exercise program. With her full time job and four children, she finds it difficult to exercise, and she eats out most of the time. She is 67” tall and weighs 213lbs today, no current medication, takes fish oil supplements when she remembers. She doesn’t smoke, only drinks juice or soda with each meal, 3-4 cups of coffee per day. Today: BP 145/95mm Hg, TC 230 mg/dL, LDL 132 mg/dL, HDL 38 mg/dL, triglycerides 240mg/dL, fasting plasma glucose is 177 mg/dL; HgbA1C is 8.4mg/dL. Her examination is notable for acanthosis nigricans at the neck but otherwise is normal.

  1. What are your treatment goals for her?
  2. What is your plan for drug therapy? 3. Please give five teaching points for each drug prescribed, use patient centered language.
  3. Would you change your plan if her initial HbgA1C was 10.2mg/dL and her fasting blood glucose was 305mg/dL? If so what would be the alternative plan and what is your rationale? Case #2

MT is a 48 year old diabetic woman who presents with thickened, yellow toenails that are painful when she wears dress shoes. She also has some peeling of the skin on the soles of her feet. MT’s blood sugar levels are well controlled and last HbgA1C was 6.6mg/dL and fasting today 114mg/dL.  BP in office 120/84, P78, R 16, T 98.2, htg 66 inches, weight 165 lbs.  Medications are metformin 1000mg bid, Cimetidine 300mg tid, accupril 10mg po qd. Toenail culture comes back positive for fungus

 

  1. List specific goals of treatment for her dermatological conditions?
  2. What drug therapy would you prescribe and please explain your rationale.
  1. Do you need to consider any monitoring before, during or after your therapy?
  1. What are 5 patient centered teaching points for MT.

 

 

 

How would the transition from a closed- to an open-system view help you and others to address the problem and improve outcomes?

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o prepare:

  • Review the information presented in this week’s Learning Resources on systems theory and the difference between open and closed systems.
  • Reflect on the practices and processes with which you are familiar in your organization. Identify one problematic issue or process that could be improved.
  • Consider the problem from a closed-system perspective. Then think about how the issue or process you selected could be addressed by viewing it from an open-system perspective. How would the transition from a closed- to an open-system view help you and others to address the problem and improve outcomes?

By Day 3

 

Post a description of the problem that you identified in your selected organization. Explain the problem from a closed-system perspective. Then, describe how the problem could be addressed by viewing it from an open-system perspective, and explain how this modification would help you and others improve health care outcomes.

What factors can contribute to role confusion and conflict among health care professionals?

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Overview

In 3–4 pages, develop recommendations for a team charter and provide communication and collaboration strategies for a new interprofessional team that will work together on challenging cases.

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

Competency 1: Explain strategies for effective interprofessional teamwork and collaboration in health care delivery.

Explain methods to establish ground rules and set expectations for interprofessional team collaboration.

Describe best practices for interprofessional team collaboration.

Explain the benefits and limitations of different forms of communication for an interprofessional team.

Competency 3: Develop evidence-based nursing interventions to address specific problems and enable systemic change.

Describe conflict resolution strategies for interprofessional teams.

Identify ways to address issues of leadership in an interprofessional team.

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 paper, citations, and references using APA style.

Context

Effective communication among members of a health care team results in a unified approach to patient care problems. As patient/family advocates, nurses are uniquely positioned to coordinate, collaborate, and communicate. Highly skilled communicators are actually great listeners. They collect and process information in an effort to fully understand issues and concerns. They gather information from a variety of sources: patients, licensed and unlicensed providers, and their own intuition. Exceptional communicators then filter and share information with team members (Apker, Propp, Zabava Ford, & Hofmeister, 2006).

In nursing, effective communication is increasingly viewed as a mark of professionalism (Propp et al., 2010). When paired with collaboration and coordination, communication becomes the vehicle for assuring positive patient outcomes. But what happens when disparate personalities come together with a common goal? How will communication and collaboration take place?

Teams that function effectively have determined how to work synergistically, communicate clearly, and address conflict. There are two types of dysfunction: emotional conflict and task conflict. In each type, the resulting outcome may be constructive or destructive (Almost, 2006). It is in our diversity that conflict may erupt. Diversity may include culture, values, language, age, thinking style, or a myriad of other attributes that make us each unique.

References

Apker, J., Propp, K. M., Zabava Ford, W. S., & Hofmeister, N. (2006). Collaboration, credibility, compassion, and coordination: Professional nurse communication skill sets in healthcare team interactions. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 22(3), 180–189.

Propp, K. M., Apker, J., Zabava Ford, W. S., Wallace, N., Serbenski, M., & Hofmeister, N. (2010). Meeting the complex needs of the health care team: Identification of nurse–team communication practices perceived to enhance patient outcomes. Qualitative Health Research, 20(1), 15–28.

Almost, J. (2006). Conflict within nursing work environments: Concept analysis. Journal of Advanced Nursing, 53(4), 444–453.

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 is the most effective way to promote and support behavior change in team members?

When (if ever) is conflict within a team productive?

What factors can contribute to role confusion and conflict among health care professionals?

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context.

Garon, M. (2012). Speaking up, being heard: Registered nurses’ perceptions of workplace communication. Journal of Nursing Management, 20(3), 361–371.

Krimshtein, N. S., Luhrs, C. A., Puntillo, K. A., Cortez, T. B., Livote, E. E., Penrod, J. D., & Nelson, J. E. (2011). Training nurses for interdisciplinary communication with families in the intensive care unit: An intervention. Journal of Palliative Medicine, 14(12), 1325–1332.

McLaughlin, S., Pearce, R., & Trenoweth, S. (2013). Reducing conflict on wards by improving team communication. Mental Health Practice, 16(5), 29–31.

Flicek, C. L. (2012). Communication: A dynamic between nurses and physicians. MEDSURG Nursing, 21(6), 385–386.

Zwarenstein, M., Rice, K., Gotlib-Conn, L., Kenaszchuk, C., & Reeves, S. (2013). Disengaged: A qualitative study of communication and collaboration between physicians and other professions on general internal medicine wards. BMC Health Services Research, 13(1), 1–17.

Brown, J., Lewis, L., Ellis, K., Stewart, M., Freeman, T. R., & Kasperski, M. (2011). Conflict on interprofessional primary health care teams – Can it be resolved? Journal of Interprofessional Care, 25(1), 4–10.

Greer, L. L., Saygi, O., Aaldering, H., & de Dreu, C. K. W. (2012). Conflict in medical teams: Opportunity or danger? Medical Education, 46(10), 935–942.

Janss, R., Rispens, S., Segers, M., & Jehn, K. A. (2012). What is happening under the surface? Power, conflict and the performance of medical teams. Medical Education, 46(9), 838–849.

Bookstore Resources

The resou.

Levi, D. (2017). Group dynamics for teams (5th ed.). Thousand Oaks, CA: Sage.

Chapters 5, 6, 7, and 8.

Assessment Instructions

Preparation

Use the Capella library and the Internet to research examples of interprofessional team charters, communication strategies and conflict resolution strategies for teams, and methods and technologies used in team communication.

Requirements

You have been charged with facilitating the launch of an interprofessional team that will work together on a number of challenging cases. The team members will come from several different areas within the organization. The team is expected to have its orientation meeting in two weeks and then work together collaboratively for the next six months. Your first task is to develop recommendations for a team charter that will help the group establish ground rules and decide who will lead the team. You also need to help the team with communication and collaboration strategies.

This assessment has two distinct sections: Team Charter Recommendations and Communication and Collaboration Strategies. Provide thorough and detailed recommendations and support your recommendations using examples, references, and citations from your research.

For the Team Charter Recommendations:

Explain methods to establish ground rules and set expectations. How might differences in personality, expectations, and experience affect team efficiency?

Describe conflict resolution strategies for interprofessional teams.

Identify effective ways to address issues of team leadership. How will the team decide who will lead them? What happens if the team leader is ineffective?

For the Communication and Collaboration Strategies:

Describe best practices for effective interprofessional collaboration. What types of technology can be used to support collaboration?

Explain the benefits and limitations of different communication strategies such as e-mail, text, voice mail, and face-to-face. When is it appropriate to use each type of communication?

This assessment should be 3–4 pages in length, not including the title page and reference page. Use at least three resources to support your recommendations, and follow APA guidelines for style and format.

Additional Requirements

Include a title page and reference page.

Reference at least three current scholarly or professional resources.

Use APA format.

Use Times New Roman font, 12 point.

Double space.