Instructions:
1. Identify and discuss disaster types.
2. Explain the disaster planning process and nursing participation.
3. Work on the following case studies;
A. Case Study # 1
As a county health department nurse, your supervisor has informed you that the local Emergency Management Team is issuing a warning of impending disaster as an F3 tornado is expected to hit your large, metropolitan city within the hour.
a. Which emergency measures would you expect to have already been in place?
b. What are your potential activities during each phase of the emergency management response?
B. Case Study # 2
A plane crashed while landing on the runway during a snowstorm. The plane was not able to stop in time and slipped off the end of the runway onto a busy interstate highway. Public health nurses were expected to respond to this disaster as well as many first responders. (Learning Objectives: 1, 2, 5)
a. What are the responsibilities of public health nurses in disaster management?
b. Public health nurses have been requested to use the START model to assess the cars involved in the plane crash on the highway. What is the START MODEL, and how are numbers assigned to the individuals?
c. The houses in a two-mile radius around the airport have been requested to evacuate the area because airplane fuel is leaking into the river located directly next to the airport. What guidelines should be considered for individuals requested to evacuate?
d. When the public health nurses were color coding for prehospital triage, what do red and black color codes mean?
APA format word document (in-text citations needed).
A minimum of 3 evidence-based references no older than 5 years must be used.
A minimum of 800 words not to exceed 1,000 are required without counting the first and last page.
In this assignment, you will develop two separate infographics (informative posters) to discuss two separate health issues relevant to the LGBT communities. In each infographic you will discuss:
Chapter 14 Theoretical Basis of Community/Public Health Nursing Public health nursing is a community-oriented, population-focused nursing specialty that is based on interpersonal relationships. The unit of care is the community or population rather than the individual, and the goal is to promote healthy communities. The community health nurse has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment 1. There are essential characteristics of nursing service when a community is the client. Describe community-oriented, population-focused care, and relationship-based care. What type of care is been completed by the community health nurse who has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population? 2. The goals of public health nursing, to promote and protect the health of communities, are facilitated by adhering to eight principles identified by the American Nurses Association (2007) for public health nursing practice. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment with homeless individuals. What are the eight principles? 3. There are numerous models of nursing practice that can be utilized in community health nursing practice. Theories and models of community/public health nursing practice aid the nurse in understanding the rationale behind community-oriented care. What are five of these models of nursing practice with a brief summary of the model?
Many Americans are at risk for heart disease. In regards to prevention there are ways to reduce one’s potential risk; through primary, secondary, and tertiary preventive measures. I would like for you to visit “credible” websites a governmental and a nongovernmental website to locate information about heart disease. For each preventive measure you list , indicate whether it is primary,secondary, or tertiary prevention that you would suggest to Americans that could help them reduce their risk for heart disease.
* It is required that you provide at least 1 preventive measure per prevention.
* It is also required that you include your website sources that you selected within your post- so we all are aware of where you found the information that you have suggested. (Basically citing your sources)
1) Complete the template
2 ) It will be verified by Turnitin and SafeAssign
Assignment
Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of
Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.
Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.
Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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| Course Faculty Information | GCU | ||
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| Practicum Preceptor Information | Practice Setting | ||
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ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
| Topic | Graded Assignment | Indirect Clinical Assignments |
| Topic 1 | 1. Individual Success Plan
2. Reflection Journal Entry |
1. List of potential topics for the change proposal |
| Topic 2 | 1. Topic Selection Approval Paper
2. Reflection Journal Entry |
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership |
| Topic 3 | 1. PICOT Question Paper
2. Reflection Journal Entry |
1. List of objectives |
| Topic 4 | 1. Literature Evaluation Table
2. Reflection Journal Entry |
1. List of measurable outcomes |
| Topic 5 | 1. Reflection Journal Entry | 1. Summary of the strategic plan
2. Midterm Evaluation Tool |
| Topic 6 | 1. Literature Review Table
2. Reflection Journal Entry |
1. List of resources |
| Topic 7 | 1. Reflection Journal Entry | 1. Summary of the evaluation plan
2. Remediation-if required |
| Topic 8 | 1. Benchmark Written Capstone Project Change Proposal
2. Reflection Journal Entry |
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| Topic 9 | 1. Reflection Journal Entry | 1. Professional Presentation |
| Topic 10 | 1. Finalized ISP
2. Scholarly Activity Summary 3. Benchmark-Reflection Journal Summary |
1. Summary of presentation
2. Final Clinical Evaluation Tool 3. Practice Clinical Evaluation Tool-Agency 4. Practice Clinical Evaluation Tool-Preceptor |
| Application-based Learning Course Assignments | List of Current Course Objectives | Assignment
Date Due |
Self-Assessment:
Programmatic Domains & Competencies (see Appendix A) |
Self-Assessment:
GCU RN-to-BSN University Mission Critical Competencies (see Appendix A) |
Date
Assignment Completed |
By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.
Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.
| Student Signature | |
| Name: | |
| Date: | |
| Preceptor Signature [Upon Initiation of Course] | |
| Name: | |
| Date: | |
| Preceptor Signature [Upon Completion of Course] | |
| Name: | |
| Date: | |
APPENDIX A:
GCU RN-to-BSN Domains & Competencies
MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.
MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.
MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.
MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.
MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.
How does this Individual Success Plan support the Program Domains and Competencies?
Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.
Competencies:
1.1: Exemplify professionalism in diverse health care settings.
1.2: Manage patient care within the changing environment of the health care system.
1.3: Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.
1.4: Participate in health care policy development to influence nursing practice and health care.
1.5: Advocate for autonomy and social justice for individuals and diverse populations.
Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.
Competencies:
2.1: Incorporate liberal arts and science studies into nursing knowledge.
2.2: Comprehend nursing concepts and health theories.
2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.
Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.
Competencies:
3.1: Utilize the nursing process to provide safe and effective care for patients across the lifespan
3.2: Implement patient care decisions based on evidence-based practice.
3.3: Provide individualized education to diverse patient populations in a variety of health care settings.
3.4: Demonstrate professional standards of practice.
Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.
Competencies:
4.1: Utilize patient care technology and information management systems.
4.2: Communicate therapeutically with patients.
4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.
Competencies:
5.1: Understand the human experience across the health-illness continuum.
5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
5.3: Provide culturally sensitive care.
5.4: Preserve the integrity and human dignity in the care of all patients.
Please access the following Simulation http://playspent.org/
Discuss how the following factors relate to the reality of poverty in America. Please, write a two to three paragraph discussion, citing your sources, and respond to at least one of your classmates with a meaningful response. 1. Subjugation 2. Disadvantaged Areas 3. Work- and Employment-Related Hardships 4. Lack of Adequate Health and Wellbeing 5. Resources 6. Stigma & Shame 7. Social Isolation 8. Unrecognized Voice & Participation 9. The Struggle
Due: Sunday night by 11:59 p.m. Pacific Time. Select the “Submit” button to submit your assignment. If you have questions about the assignment, post your question in the Course Café or contact your Instructor.
Assignment Overview
Select a vulnerable population in your community (helpful hint: search within your zip code). To do this, conduct a windshield survey in your community. A windshield survey is completed by observing a population by looking out of a window of your car (or a bus or riding your bike) to identify a vulnerable population in your community. Conduct research on your chosen population via the Internet and by calling or visiting your local health department. Develop a maximum of 10 slides using PowerPoint to communicate your observations and research. An example listing of vulnerable populations has been included for your consideration.
Assignment Details:
Perform the following tasks:
| Poor and homeless persons
Pregnant adolescents Migrant workers and immigrants Severely mentally ill individuals Substance abusers Abused individuals and victims of violence Persons with communicable disease People at risk of disease transmission Persons who are HIV positive Persons with Hepatitis B virus |
Populations at risk of a sexually transmitted disease
Other suggestions: Elderly Children Battered/abused women Women with high risk pregnancies Women with no risk to prenatal care Recovering substance abuse Substance abuse |
Community Research PowerPoint
Please Look At The Helpful Reference List Below For Your Project:
*Center for Disease Control and Prevention (CDC). (2021). National center for health statistics. (Links to an external site.)
*City Data (Links to an external site.). (2021)
*Unites States Census Bureau (Links to an external site.). (2021).
*United States Department of Health and Human Services. (2021).Healthy people 2030 (Links to an external site.).
*USA.gov.(2020). Data and statistics about the U.S. (Links to an external site.)
*U.S. Department of Health & Human Services (Links to an external site.). (2021).
Rubric
Week 9 Assignment
| Week 9 Assignment | ||||||
| Criteria | Ratings | Pts | ||||
| This criterion is linked to a Learning OutcomeLearning Outcome: Populations Describe in detail.
This criterion is linked to a Learning Outcome: Populations |
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10 pts | ||||
| This criterion is linked to a Learning OutcomeLearning Outcome: Health Risks
This criterion is linked to a Learning Outcome: Health Risks |
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10 pts | ||||
| This criterion is linked to a Learning OutcomeLearning Outcome: Resources
This criterion is linked to a Learning Outcome: Resources |
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10 pts | ||||
| This criterion is linked to a Learning OutcomeLearning Outcome: Service Gaps/Interventions
This criterion is linked to a Learning Outcome: Service Gaps/Interventions |
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10 pts | ||||
| This criterion is linked to a Learning OutcomeLearning Outcome: Summary
This criterion is linked to a Learning Outcome: Summary |
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10 pts | ||||
| This criterion is linked to a Learning OutcomeThis criterion is linked to a Learning Outcome: Grammar, Spelling, and Punctuation
This criterion is linked to a Learning Outcome: Grammar, Spelling, and Punctuation |
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10 pts | ||||
| Total Points: 60 | ||||||
The second milestone for the final project includes three tasks:
A youth advocate acts in the best interest of the youths he or she is working with. The advocate must retrieve, identify, and use the information and expand resources that are available for youths to encourage promote access and explore ideas (MacRae, C. (2002). The main goal is to ensure that youth human rights are maintained. While also helping in skills development in many aspects of life, such as health, education, relationship, employment, and housing. I will aim at preventing youths from experiencing low self-esteem when interacting with people who are authoritative in their life’s such as teachers, lawyers, and judges. I must support youths in legal and social processes, mostly foster and homeless youths who lack family support. Also, I will help youths to maintain their feelings and perspective concerning systems or services. When youths go through systems or services such as juvenile justice, mental health, homeless or foster can mostly feel dehumanized. They can feel ignored, or they become traumatized. As youth advocates, I have to transform their lives when facing such situations and lead them into success and a stable path.
While as a counselor, I will work to meet the emotional and physical needs of youngsters. Acting as a role model, building trust, and providing a supportive relationship with the youths makes one persuasive. Aim to help youngsters to solve problems and create a healthy choice. To counsel them and guide them in a positive direction for their future. During a crisis, intervention is essential to prepare for rehabilitation after substance abuse issues or criminal issues. The creation of a relationship that builds trust helps in the development of a structured environment for youths
Community psychology is a branch of physiology that aims at understanding complex individual-environments interactions to bring social change, mostly to those who have limited opportunities and resources. Community psychological aspects have emerged in different countries. For instance, in the United States, it started in the 1960s at a time of social change when the country was involved in the war in Vietnam and civil rights movements. Many psychologies desired to be involved in these kinds of social issues. They extended their services to under-represented people and aim at prevention instead of treating psychological problems at the same time include members of the community in the change process. For the past few decades, community physiology has managed to create themes of social justice, prevention, and an ecological understanding of individuals within their environments. Community psychology, a distinct feature of being a value-driven science, aims at balancing objectivity. It is guided by a principle such as encouraging collaboration, respecting diversity, empowering communities, creating community sense, and advocating for policy change.
The community psychology field aims at preventing instead of just treating psychological and social issues (Jason,2019). The first and second-order change can bring change. First-order change helps in eliminating problems and deficits from an individualistic perspective, concentrating on people. In comparison, second-order change stresses understanding the cause of the problem and system change. Also, community phycology focuses on social justice because it is acknowledged that most social issues are brought by the unequal allocation of resources in society. Economic and social inequalities lead to mental illness, crime, unemployment, underemployment crime, and mental illness (Jason,2019). Social injustice is endorsed by community psychology through addressing or challenging unjust practices. For instance, there is a need for social justice orientation when working in urban schools dealing with overcrowded classes, lack of resources, gang activity in the community, or violence. Strategies in second-order change can be used in addressing the structures and systems causing the problem.
The criminal justice system can be perceived by social justice. Thus, imprisoning people with mental illnesses and substance disorders. Solution crime can be drug treatment provision and mental health care. To add, community psychology also consists of an ecological perspective. Different analyses can be used simultaneously in explaining human feelings, behaviors, and thoughts. These include social level (family upbringing), personal level (personality traits), a community like cultural norms, and societal level like public policies. Community psychologists need to realize that communities, society, and individuals are interconnected when using ecological perspectives. This aspect should consider when understanding and solving problems. Interdependence in the ecological principle indicates that there is mutual dependence among things, and everything is connected. For instance, if a person with substance disorder comes into an environment that consists of illegal activities and use of substances, there is a high chance of relapse, and they may return to prison. However, if they are provided with a safe place with employed people, this setting can bring positive impacts influencing an individual to look for a job and refrain from drug use. According to Stokols (2018), our understanding of social problems broadens the ecological model used in people- environment connections.
Community physiology started as a national movement focused at a more cost-effective and efficiency (Jason,2019). Community psychology was created in 1965 by the inaugural conference Swampscott, Massachusetts. However, its development influence by sociopolitical climates in the USA. The context of the field was defined by civil rights, anti-poverty, feminism, peace activist, and environmental awareness. It aimed at focusing on social problems such as racism and poverty that increases the risk of distress and disease rather than treating people when the problems have emerged. However, the conditions that gave rise to community psychology are still there. However, through research and community psychology principles, these issues are being contained.
Community psychology focuses on social justice because it is acknowledged that most social problems are brought by the unequal allocation of resources in society. Economic and social inequalities lead to mental illness, crime, unemployment, substance use, teenager’s pregnancy, crime, and mental illness among the youths. As the youth counselor and advocator, I have to address the issues while focusing on the source of social injustice. The study of community psychology will aid in understanding and addressing these issues through; focusing on the functioning and health of the youths. I will participate in research to establish and implement programs that help the youth. Creation and instituting after school program educating youths on the dangers of substance use and the impacts of mental health and prevention are essential. Also, programs can create to boost social skills in rehabilitation centers and homeless shelters to create job duties. After creating the program, as an advocate and a counselor, it is the role to evaluate the efficiency of the programs and interventions provided to youths.
In addition, Advocators can demand policy change or policy development. The role of youth advocates is to work with government agencies to establish health-promotion programs in the community. Advocates help youths at risk, youths who are socioeconomically disadvantaged, and incarcerated youths’ adults. Youth advocates and councilors should take part in research and analysis to understand the problems facing the youths and come up with the best methods that can be used in addressing the issue. Research and analysis need community physiology because qualitative and quantitative methods are used. Also, mixed research can be used because it helps understand the context and the complexity of social problems. Besides, action-oriented research can be used because it involves a wide range of evaluation methods that can be connected when doing research and taking actions.
Moreover, Community psychology has helped realize that it is important to take action and get the problem under control from the source. The counseling will broaden from an individual level to a community level. Therefore, these problems, such as substance use, teenage pregnancies, and mental illness, will reduce. Identification of the cause of the issues helps in the title of a suitable solution. Furthermore, the knowledge gained from community psychology allows one to create a relationship with organizations and community leaders. We can work collaboratively on addressing issues faced by youths in the community. For example, to address youth homelessness, one has to bring together representatives from law enforcement agencies and local churches to develop a clear plan to address the problem. Advocators must establish the central goal of giving shelter to the homeless youths and organize stakeholders so that the goal can succeed.
In conclusion, community psychology aims at preventing instead of just treating psychological and social issues. The knowledge obtained from community psychology helps youth advocators and counselors to retrieve, identify, and use the information. Thus, expand resources that are available for youths to encourage promote access and explore ideas. Also, it helps in addressing issues faced by youths in the society.
References
Jason, L. A., Glantsman, O., O’Brien, J. F., &Ramian, K. N. (2019). Introduction to the field of Community Psychology. Introduction to Community Psychology. Retrieved from: https://press.rebus.community/introductiontocommunitypsychology/chapter/intro-to community-psychology//
Jason, L. A., Glantsman, O., O’Brien, J. F., &Ramian, K. N. (2019). Introduction to Community Psychology: Becoming an Agent of Change. Retrieved from: https://via.library.depaul.edu/cshtextbooks/1//
MacRae, C. (2002). A quarter-century of VOYA: visible acts of youth advocacy. Voice of Youth Advocates, 25(1), 5 Retrieved from: https://mixituplis.wordpress.com/2011/11/10/what is-youth-advocacy//
Stokols, D. (2018). Social ecology in the digital age: Solving complex problems in a globalized world. Academic Pre Retrieved from: https://www.academia.edu/35386543/Social_Ecology_in_the_Digital_Age_Solving_C mplex_Problems_in_a_Globalized_Worlds./
Assignment 2: Managing Competing Agendas
Assignment 1 attached for reference
In this assignment, you will explore how the organization and political environment of an agency or departments can impact Mandatory Minimum Prison Sentencing in the U.S.
Write a three to four (3-4) page paper in which you respond to the following questions:
Your assignment must follow these formatting requirements:
The specific course learning outcomes associated with this assignment are:
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