Assignment 2: Journal Article Review

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Assignment 2: Journal Article Review

Selecting statistical measures can be challenging because each situation may be different. As you review your learning resources this week, you will become familiar with several statistical measures such as measures of central location, variability, standard deviation, box plots and much more.

For this Assignment, revisit the journal article from last week.

The Assignment (1–2 pages)
  • Summarize the major results of the study
  • Describe the information presented in tables and/or graphs
  • Briefly summarize the major conclusions of the study

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CAPSTONE PROJECT BENEFITS AND VALUE

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CAPSTONE PROJECT BENEFITS AND VALUE

Introduction

Determining the potential benefits, costs, and value of a potential capstone project to the organization requires a thoughtful comparison of the benefits and costs, an analysis of project features as value considerations, and the development of anticipated measurable outcomes.

Instructions

Complete a critical analysis of a potential doctoral capstone project and make final recommendations, based on the project’s benefits, costs, and value to the organization.

Requirements

The assignment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format, length, and supporting evidence.

  • Substantiate the prospect of a potential capstone project to mitigate the negative effect of an organizational challenge.
    • Explain how the project will mitigate the negative effect of the challenge on the organization and/or a population.
    • Discuss the project’s potential to facilitate improvements for the larger industry and other populations and organizations.
    • Substantiate the potential of the project to improve current, publicly reported metrics, compared to benchmarks.
  • Critically analyze the benefits of a potential capstone project to the organization and/or a population.
    • Describe anticipated, improved project outcomes.
    • Describe the benefits of the project relative to the organization’s performance, quality, mission, and goals or outcomes for a population.
    • Critically analyze the potential costs and benefits of the project to the organization.
  • Critically analyze a potential capstone project’s value to the organization and/or a population.
    • Discuss aspects of the project that could potentially require the organization to dedicate energy, staff, time, and financial resources.
    • Describe ways in which approvable mentee capstone practicum activities can minimize the costs to the organization.
    • Summarize the features of the project that will provide benefit to the organization and/or a population.
  • Make recommendations for a potential doctoral capstone project, based on its benefits, costs, and value to the organization and/or a population.
    • Present an argument for the project, based on its benefits, costs, and value to the organization and/or a population.
      • Weigh both the positive and negative aspects of the project.
    • Substantiate that the benefits of the project outweigh the costs, or that the costs outweigh the benefits.
    • Recommend next steps in communicating with the preceptor and site leaders on the project’s potential.
  • Organize content so ideas flow logically with smooth transitions.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
    • Assess the relevance and credibility of information sources.
  1. Increase Population Participation- Racial and ethnic differences create considerable barriers for populations to be included in health research studies. Some of the barriers involve linguistic differences, lack of information on enrolment, beliefs and values, lack of support, financial barriers, and lack of resources (Nipp et al., 2019). Enrollment to cancer clinical research is perceived to only involve certain population in the society. improvements in the enrollment and retention of minorities in clinical trials.

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2. Improve multi-level factors that contribute to this organizational challenge- Application of the evidence in an organizational level would result to changes mitigating system barriers such as financial costs and resources limitations. Also, community engagement from the individual level would increase participation and ownership of the research. Meanwhile, the individual level evidence reduces individual barriers like population support reducing agreements to enrollment. Interpersonal level evidence addresses barriers related to biasness, communication, and understanding of the trials.

3. Remove culture biases- improve application of effective research strategies which are culture and language sensitive

Considering the multilevel framework of interventions, the organization is likely to facilitate improvements through organizational and individual levels to mitigate the negative impact of the challenge. This can be associated with resources, finance, assistance, support, awareness, community engagement, and positive attitudes towards the trials. The organization would stipulate its contribution of resources and finances since they are challenging factors in the population to reduce under-representation and lack of participation in trials. Assistance, support, awareness, and community engagement would be influenced through application of the resources towards effective organization-community relationships. The interventions specifically apply to the population characteristics through exposure to unique barriers. The barriers such as biasness and under-representation in clinical research resonate with the population. The interventions articulated consider equity and cultural sensitivity of the population. In addition, the population experiences a lot of disparities when assessing quality health care. The interventions ensure that their participation in the trials would lead to quality cancer care through reduced generalization of findings and treatments. The intervention is supported by all the articles articulating its quality and applicability in reducing the negative impacts of the organizational challenge. Additionally, the articles provide substantial evidence which effectively supports the specific intervention. This is because of its effectiveness and applicability. Considering the level of the intervention, it is appropriate as it directly deals with the organization, the community, and individual population members. To impact changes on inclusion in trials, the community, organization, and members ought to be involved. This is facilitated through education, awareness, support, and assistance. Community and organizational support are significant in enabling the inclusion of minorities in oncology clinical trials.

Reference

George, S., Duran, N. & Norris, K. (2014). A systematic review of barriers and facilitators to minority research participation among African Americans, Latinos, Asian Americans, and Pacific Islanders. American journal of public health 104(2). doi:10.2105/AJPH.2013. 301706)

Hamel, L., Penner, L., Albrecht, T., Heath, E., Gwede, C. & Eggly, S. (2016). Barriers to clinical enrollment in racial and ethnic minority patients with cancer. Cancer control 23(4), 327-337.

Nipp, R., Hing, K. & Paskett, E. (2019). Overcoming barriers to clinical trial enrollment. Care delivery and practice management. https://doi.org/ 10.1200/EDBK_ 243729

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Capstone Project Benefits and Value Scoring Guide

 

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Substantiate the prospect of a potential capstone project to mitigate the negative impact of an organizational challenge.
20%		 Does not describe a potential capstone project and the organizational challenge it addresses. Describes a potential capstone project and the organizational challenge it addresses. Substantiate the prospect of a potential capstone project to mitigate the negative impact of an organizational challenge. Substantiate the prospect of a potential capstone project to mitigate the negative impact of an organizational challenge. Makes a cogent case for the project and its potential impacts beyond the organization that is well-supported by compelling evidence.
Critically analyze the benefits of a potential capstone project to a specific organization and/or population.
20%		 Does not describe the benefits of a potential capstone project to an organization and/or a population. Describes the benefits of a potential capstone project to an organization and/or a population. Critically analyzes the benefits of a potential capstone project to an organization and/or a population. Critically analyzes the benefits of a potential capstone project to an organization and/or a population. Provides an impartial, in-depth, examination of projected costs and how the project impacts key aspects of organizational performance.
Critically analyze a potential capstone project’s value to an organization and/or population.
20%		 Does not describe the major effects of a potential capstone project on an organization and/or a population. Describes the major effects of a potential capstone project on an organization and/or a population. Critically analyzes a potential capstone project’s value to an organization and/or a population. Critically analyzes a potential capstone project’s value to an organization and/or a population Provides an impartial, in-depth, examination of all aspects of the project that could affect the organization.
Make recommendations for a potential doctoral capstone project, based on its benefits, costs, and value to an organization and/or a population.
20%		 Does not analyze the positive and negative aspects a potential doctoral capstone project. Analyzes the positive and negative aspects a potential doctoral capstone project. Makes recommendations for a potential doctoral capstone project, based on its benefits, costs, and value to an organization and/or a population. Makes unbiased, substantiated recommendations for a potential doctoral capstone project, based on its benefits, costs, and value to an organization and/or a population. Presents an articulate, convincing argument for the project, including clear and logical next steps for communicating with the preceptor and site leaders.
Organize content so ideas flow logically with smooth transitions.
10%		 Does not organize content for ideas to flow logically with smooth transitions. Organizes content with some logical flow and smooth transitions. Organizes content so ideas flow logically with smooth transitions. Organizes content so clarity is enhanced, and all ideas flow logically with smooth transitions.
Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
10%		 Does not support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Sources lack relevance or credibility, or the evidence is not persuasive or explicitly supportive of main points, assertions, arguments, conclusions, or recommendations. Supports main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Supports main points, assertions, arguments, conclusions, or recommendations with relevant, credible, and convincing evidence. Skillfully combines virtually error-free source citations with a perceptive and coherent synthesis of the evidence.

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The Georgia Cancer Center houses a dedicated cancer clinical research unit that oversees the center’s own Phase I-IV trials and manages studies from throughout the medical center offered in conjunction with oncology departments such as radiology and gynecologic oncology. The serve all populations in the Central Savannah River Area of Augusta, Ga. The Georgia Cancer does not have a permanent affiliation agreement with Capella University, but I did complete my MPH capstone with this site in 2018 and assisted them with completing the NCI Community Oncology Research Program (NCORP) grant from the National Cancer Institute (NCI). Dr. Ghamande, who serves as the principal investigator for the grant, works with a team at the Georgia Cancer Center and partner sites across Georgia as well as one site in Mississippi. Partners including the University Cancer and Blood Center (Athens), Augusta Oncology Associates (Augusta), Morehouse School of Medicine (Atlanta), Phoebe Putney Memorial Hospital (Albany) and St. Dominic-Jackson Memorial Hospital (Jackson, Mississippi) which has a minority and rural population like what we see in Georgia.

 

The Georgia Cancer Center research approach supports important National Cancer Institute goals: Ensuring every cancer patient has access to the newest and most innovative clinical trials in the nation. Clinicians and researchers work together to initiate new research protocols based on the clinician’s interaction with the patient. Each cancer patient receives personalized treatment through the interaction of the multidisciplinary team of clinicians and allied health professionals. The main building houses the basic science teams with four floors of open concept-lab space, shared resources and special equipment, such as flow cytometry, radiation therapy research platforms and quantitative pathology imaging as well as administrative offices and meeting spaces for seminars, lectures, training sessions and community-wide forums on cancer-related topics. The Collaborator Corridor is a new addition designed to facilitate communication and collaboration between cancer researchers and clinicians, with a goal of promoting translational research in order to develop the next generation of cancer diagnostics and treatments.

 

My preceptor is Sharad A. Ghamande, MD. He is a Professor, Executive Vice Chair, and Director for Gynecological Oncology at the Georgia Cancer Center at Augusta, Georgia and have been heavily involved in clinical trials for over 16 years. He is also the Associate Cancer Center Director for Clinical Research. Dr. Ghamande Certifications and Education are as follows: American Board of Obstetrics and Oncology – Certified, 2003; Education and Training: Medical School: Bombay University, India, 1990; Residency: Boston Medical Center Program, Boston University, 1997; Fellowship: Roswell Park Cancer Institute, Buffalo, New York, 2000.

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PHE 4070

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PHE 4070

In Week 1, you described a program for the health problem and identified the right division for the program.
Week 2 Tasks
This week, you will develop a needs statement, which provides factual information for understanding the health problem. A problem statement is one of the most crucial parts of your concept paper. This is the first section your audience will read, and it will set the tone for your proposed program. A well-written problem statement should include the nature of the problem, who the problem affects, the current impact of the problem, and future consequences of the problem, if left unaddressed.
Continuing with the Microsoft Word report you created in W1 Assignment 3, add 2–4 pages to the report covering the following:

  • Explain the public health problem your program will address using factual information.
    • Define the public health problem.
    • Describe the adverse effects of the problem on public health and well-being.
    • Provide detailed and specific data on the problem and the community in which the project will be implemented.
  • Explain the anticipated improvements in health outcomes upon successful implementation of the program.
  • Submission Details
  • Support your responses with examples.
  • Cite any sources in APA format.
  • Name your report SU_PHE4070_W2_A2_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Area by the due date assigned.

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Internal & External stakeholders in healthcare

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Internal & External stakeholders in healthcare

The role of governance has a vital impact on the interests of the important stakeholders in a healthcare system.

Markwell, S. & Leigh-Hunt, N. (2016). Identifying and managing internal and external stakeholder interests. Retrieved from https://www.healthknowledge.org.uk/public-health-textbook/organisation-management/5b-understanding-ofs/managing-internal-external-stakeholders

In a 2- to 3-page paper answer/complete the following:

  • Who are the internal stakeholders? What are their roles and responsibilities? What are their interests?
  • Who are the external stakeholders? What are their roles and responsibilities? What are their interests?
  • Address how the potentially conflicting interests of stakeholders may be addressed in the governance process. (To do this, you will need to clearly define the purpose of governance, its areas of influence, and its methods of influencing. You will also need to define the limits of governance, what issues are not appropriate to address through governance, and what actions are not appropriate for a governing board to take.)

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In your scholarly paper, you should include an introduction and conclusion paragraph.

SLP Assignment Expectations

  1. Conduct additional research to gather sufficient information to justify/support your responses.
  2. Limit your response to a maximum of 3 pages.
  3. Support your proposal with peer-reviewed articles with 3 or 4 references. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php
  4. You may use the following source to assist in your formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/
  5. For additional information on reliability of sources review the following source: https://nccih.nih.gov/health/webresources
  6. This assignment will be graded based on the SLP assignment rubric.

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Applying the Precede-Proceed Model

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Applying the Precede-Proceed Model

The Assigned Target Population for the Module 5 Assignment (Applying the Precede-Proceed Model) is school children.

From an ecological perspective, the Precede-Proceed model has been used to plan effective behavior change programs for over three decades. It was originally developed as the Precede model, with the Proceed part concentrating on intervention and evaluation added later.

The PRECEDE acronym stands for Predisposing, Reinforcing, and Enabling Constructs in Educational and/or Environmental Diagnosis and Evaluation. While the PROCEED acronym represents Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development.

The following phases make up the Precede part:

  • Phase 1: Social Assessment
  • Phase 2: Epidemiological, Behavioral, and Environmental Assessment
  • Phase 3: Educational and Ecological Assessment
  • Phase 4: Administrative and Policy Assessment and Intervention Alignment

The Proceed part of the model consists of:

  • Phase 5: Implementation
  • Phase 6: Process evaluation
  • Phase 7: Impact evaluation
  • Phase 8: Outcome evaluation

The focus of the model is on the outcome rather than the activities. Using the eight phases, you will be asked to apply the Precede-Proceed model to a specific health topic and target population.

Planning, implementing, and evaluating a successful intervention, with its many “moving parts,” requires planners to have a “framework” by which to track the critical aspects of the intervention. Intervention Mapping provides for a sort of scope and sequence timeline, with key decision points, so that decisions can be made efficiently and effectively at these key points of planning, implementation, and evaluation. Intervention Mapping allows planners to use theory constructs to assess needs and strengths of a population, and design initiatives to address (needs) or utilize (strengths) these in a systematic order. As with any event, the process requires specific planning, and in public health education, Intervention Mapping can be a meaningful tool.

Both the Precede-Proceed model and Intervention Mapping will assist you in utilizing theory and effectively designing health interventions. Using theory and planning models as a basis for designing health interventions will result in more successful outcomes for target populations.

While the target population will be assigned by your Instructor, you will be asked to select a topic from the Topics document found in this module’s Resources.

To prepare:

  • Download the Topics document from your Learning Resources and select one topic to focus on.
  • Review the Module 5 Resources.

Submit a 6- to 7-page paper (not including title page or references) that includes the following:

Title page

Section headers addressing each of the following required sections for the narrative:

  1. In your own words, provide a brief description of the Precede-Proceed model.
  2. Using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment, expand upon the factors you selected for this phase.
    1. Discuss/compare the behavior/lifestyle and environmental factors for your topic and target group.
    2. Explain why these were selected and deemed important to the health topic and target group.
  3. Using the Phase 3-Educational and Ecological assessment, discuss the predisposing, reinforcing, and enabling factors for your topic and target group.
    1. Explain why these were selected and deemed important to the health topic and target group.
  4. Using the Phase 4-Administration and policy assessment and Intervention Alignment, discuss the health education and policy regulation factors for your topic and target group.
    1. Explain why these were selected and deemed important to the health topic and target group.
  5. Briefly discuss how Phases 5–8 of the Proceed part of the model apply to your topic and target group.
  6. Summarize the Precede-Proceed Model and its application to your selected target group and assigned health topic.

Include a reference list using APA format.

Note:

  • Cite the sources within your text where you refer to them, using APA format.
  • Be sure to include peer-reviewed journal articles that establish the evidence-based research for your responses.
  • Be sure to present your narrative in paragraph form and avoid simply listing or bulleting the information.
  • Your final document should include title page, the narrative and an APA reference list presented in the format as described in the instructions.

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Content

Top of Form

Name: PUBH6038_Module5_Assignment_Rubric

Description: Criteria: Adherence to Assignment Expectations (see course for details)

  Does Not Meet Expectations Meets Expectations Very Good Outstanding
Description of the Precede-Proceed model in own words.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately describe the Precede-Proceed model

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate description and support of the Precede-Proceed model, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported explanation of the Precede-Proceed model with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of the Precede-Proceed model
Discussion and comparison of the behavior/lifestyle and environmental factors for your topic and target group using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately discuss and compare the behavior/lifestyle and environmental factors for your topic and target group using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate discussion, comparison, and support of how the intrapersonal and interpersonal levels can/do influence the assigned health topic using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported discussion and comparison of how the intrapersonal and interpersonal levels can/do influence the assigned health topic using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion and comparison of how the intrapersonal and interpersonal levels can/do influence the assigned health topic using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment
Explanation of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately explain why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate explanation and support of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported explanation of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group
Discussion of the predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately discuss predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate discussion and support of predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported discussion of predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment
Explanation of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately explain why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate explanation and support of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported explanation of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group
Discussion of the health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately discuss health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate discussion of health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported discussion of health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment
Explanation of why these health education and policy regulation factors were selected and deemed important to your health topic and target group.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately explain why these health education and policy regulation factors were selected and deemed important to your health topic and target group

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate explanation and support of why these health education and policy regulation factors were selected and deemed important to your health topic and target group, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported explanation of why these health education and policy regulation factors were selected and deemed important to your health topic and target group with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of why these health education and policy regulation factors were selected and deemed important to your health topic and target group
Discussion of how Phases 5–8 of the Proceed part of the model apply to your topic and target group.
(5 points)		 Points Range:0 (0.00%) – 3 (3.00%)

Missing, unoriginal, or does not adequately discuss how Phases 5–8 of the Proceed part of the model apply to your topic and target group

 Points Range:4 (4.00%) – 4 (4.00%)

Adequate discussion and support of how Phases 5–8 of the Proceed part of the model apply to your topic and target group, but with infrequent and minor issues

 Points Range:4.5 (4.50%) – 4.5 (4.50%)

Generally thorough, well organized, and supported discussion of how Phases 5–8 of the Proceed part of the model apply to your topic and target group with minimal concerns

 Points Range:5 (5.00%) – 5 (5.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of how Phases 5–8 of the Proceed part of the model apply to your topic and target group
Summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic.
(5 points)		 Points Range:0 (0.00%) – 3 (3.00%)

Missing, unoriginal, or does not adequately summarize the Precede-Proceed Model and its application to your selected target group and assigned health topic

 Points Range:4 (4.00%) – 4 (4.00%)

Adequate summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic, but with infrequent and minor issues

 Points Range:4.5 (4.50%) – 4.5 (4.50%)

Generally thorough, well organized, and supported summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic with minimal concerns

 Points Range:5 (5.00%) – 5 (5.00%)

Fully developed and supported, insightful, credible, and scholarly summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic
Written Communication: Extent to which writing is professional, appropriate, clear, properly formatted, grammatically and structurally correct, synthesized, supported, and scholarly.
(20 points)		 Points Range:0 (0.00%) – 15 (15.00%)

Writing does not meet basic expectations (e.g. clarity, tone, organization, grammar, spelling, punctuation, source citation, references, title page, synthesis of source material, insufficient originality, etc.)

 Points Range:16 (16.00%) – 17 (17.00%)

Writing adequately meets expectations  for writing and synthesis but with infrequent and minor issues

 Points Range:18 (18.00%) – 18 (18.00%)

Writing is generally thorough and grammatically correct, with proper formatting and minimal concerns. Synthesis is demonstrated and ideas are supported without reliance on quoting

 Points Range:19 (19.00%) – 20 (20.00%)

Writing is fully developed, exceptionally well organized, synthesized, supported, scholarly, and free of writing errors. Concepts are connected throughout paper with appropriate transitions and multiple appropriate resources and examples.

Name:PUBH6038_Module5_Assignment_Rubric

Description:Criteria: Adherence to Assignment Expectations (see course for details)

Bottom of Form

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Module 5: Precede-Proceed Model and Intervention Mapping (Weeks 8–9)

Aymelek is a middle-aged employee at a metropolitan health department. She supports a group of Middle Eastern refugees living in a rural community where community and religious groups have been mobilized to offer support. A plan is needed to offer direction to these groups, so the Middle Eastern refugees can be provided with essential necessities and assistance.

Health-related issues are often very complex. Making sense of all the aspects of the issue can be challenging. Planning models such as Precede-Proceed and Intervention Mapping are often described as maps, blueprints, or GPS systems, and are useful tools to help public health and health education professionals analyze and make sense of such problems.

Precede-Proceed and Intervention Mapping provide direction to plan, implement, and evaluate effective health programs and interventions. These models use the theories and their constructs/levels to enable successful planning and to develop interventions that address defined health issues for specific target populations. Unlike the theories/models you have examined previously, these models do not attempt to explain or predict behavior. Rather, they allow the planner to systematically create programs utilizing those theoretical constructs to create successful outcomes. These models also provide guidance for the application of theories/models and the development of effective evaluation methods within interventions.

Applying the constructs of the Precede Proceed Model, what impact might the model have on planning the essential needs and services for the Middle Eastern refugees that Aymelek is working with?

In this module, you will examine and apply the Precede-Proceed and Intervention Mapping models to design various health programs and interventions.

 

Please Note:

Two different versions of the Precede-Proceed Model are evident in your resource materials. The difference between the two depictions of the Model, is that one has 8 phases and one has 9 phases. The differences are in actuality quite minor, with the 8 phase description simply combining, in phase 2, Epidemiological with Behavioral and Environmental Assessment ( Behavioral and Environmental Assessment are a separate phase in the other depiction of the Model). The combining of the two, shifts the numbering system for the other phases, as well. You will find the other phases remain the same, but their numbers are off.

Resources

 

  • Chapter 19, “Planning Models for Theory-Based Health Promotion Interventions” (pp. 359–383) Retrieved from
    https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=4180250&ppg=377

https://journals-sagepub-com.ezp.waldenulibrary.org/doi/10.4278/ajhp.130820-QUAL-438

 

https://search-proquest-com.ezp.waldenulibrary.org/docview/2001020589?accountid=14872

 

http://sites.bu.edu/ciis/files/2016/06/PRECEDEPROCEED-Model-Cheat-Sheet_CGA.pdf

 

https://ctb.ku.edu/en/table-contents/overview/other-models-promoting-community-health-and-development/preceder-proceder/main

 

https://search-proquest-com.ezp.waldenulibrary.org/docview/1857324765?accountid=14872

 

https://www.ruralhealthinfo.org/toolkits/health-promotion/2/program-models/precede-proceed

 

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The Biosphere

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The Biosphere

Our fictional characters from our readings include Waterly Water from the Hydrosphere, Nico Nitrogen from the Atmosphere, and Remi Rock from the Lithosphere. However, we did not meet any characters from the Biosphere.

This is your time to continue our story by creating a fictional character from the Biosphere to join the other characters.

Respond to the following in a minimum of 175 words.

  • Who will your character be? Is it an element? A molecule? An animal? Or something else? What is your character’s name and characteristics?
  • Write a birth announcement for your character to introduce the character to the world. Include the character’s origin, make up, and facts about it on Earth.
  • Describe a short story about your character living and existing in the biosphere.

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Unit VII Case Study (BOS 3640)

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Unit VII Case Study (BOS 3640)

Unit VII Case Study For this assignment, you are the lead incident commander for a hazardous materials incident similar to those that have been introduced in this course. In this scenario, HLF Polyurethane Manufacturing was undergoing a maintenance activity in which an acid gas feed line segment required replacement. Pressure gauges were not installed in the line to monitor activity or to indicate if the line was operational. Upon initiating the line breaking activity (opening the line to the atmosphere) under self-contained breathing apparatus (SCBA), there was an uncontrolled release of acid gas. A nearby welding operation provided the ignition source and the flammable gas was ignited. The following actions were initially taken: The evacuation alarm was sounded and the facility emergency response team (ERT) was activated. The plant manager and the local fire department were notified of the incident. The incident command was established at the facility office near the main access gate to the south (this is the furthest distance within the property boundary from the incident location). The incident commander implemented actions required under the approved emergency response plan. The ERT was not able to immediately isolate the source of the incident. The fire department arrived on location and assumed the incident command of the event. Additional Relevant Information: The facility encompasses an area measuring 2000 feet by 1400 feet. The nearest residential community is located approximately 1000 feet to the northeast. A plastic recycling plant is located along the south fence boundary of the refinery. A major interstate highway runs directly parallel to the plant. The ambient temperature on the day of the incident was 85° F and the wind was blowing at 7 mph from the southwest to the northeast. Work crews were scheduled to work 12-hour shifts, 24-hours a day, to complete the incident response. The facility has a trained ERT that can respond to incidents. Your essay must address the following: Summarize the incident. Identify all hazardous materials involved, their classifications and their physical properties. Discuss chemical incompatibility and interactions relevant to this incident. Discuss any short or long term mitigation necessary. Explain how the lead incident commander should respond to this incident based on the Emergency Response Guidebook (ERG).

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Click the link below to access the ERG at the Pipeline and Hazardous Materials Safety Administration OSH 3640, Interactions of Hazardous Materials 3 website: Pipeline and Hazardous Materials Safety Administration. (n.d.). Emergency Response Guidebook (ERG). Retrieved from http://www.phmsa.dot.gov/hazmat/library/erg Explain the corrective action plan that should be implemented based on the ERG to prevent a reoccurrence of this event. Your response must be at least one page in length (not counting the cover page or reference page). All sources used, including the text, must be referenced. Paraphrased and quoted materials must have accompanying in-text and reference citations in APA format. Your response must be at least one page in length (not counting the cover page or reference page). All sources used, including the text, must be referenced. Paraphrased and quoted materials must have accompanying in-text and reference citations in APA format.

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Kristen’s Cookie Company Case Study

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Kristen’s Cookie Company Case Study

Operations and Project Management

Assignment Description

Case is attached.

Develop a paper that follows the APA Guidelines and is approximately 10 pages in length excluding cover page, diagrams, tables, references, and appendices. See layout requirements below.

If there are questions in the case, answer them. View the case as if you are the Operations Manager, or CEO of the company. Look up the company on the internet, are they real? What kind of analysis tools can you use from your text to help you support your conclusions with the case? How does the foreign–based firm operate differently than the U.S. based counterparts?  Definitely answer the key questions. If you choose, the Further Thought questions could be addressed as part of your overall analysis.

Writing Guidelines

Your paper must follow the layout below, including types of headings, flow of information, and what content to include.

  • Title Page
  • Abstract
  • Introduction (40 points)

Begin with an introduction, including your thesis statement. The Introduction answers the following questions:

    • Give background information
    • What is the thesis or main idea of the case study?
    • What are the relevant key points about the organization?
    • What are the relevant key points about the situation?
    • What are the ethical and diversity issues related to this case?
  • Method (60 points)
    At a minimum, this is to be a main section and heading in your paper. You may use additional major headings if you wish, and you will probably also want to use subheadings (see example below). The Method section answers the following questions:

    • What is the situational analysis of the problem or issue? (A SWOT analysis is suggested here.)
    • What are the causes/effects of the situation or problem?
    • How did the problem evolve (over night or over time)?
    • How can course concepts be applied to provide greater understanding of the situation?
    • How will ethical and diversity issues be addressed?
  • Results/Discussion (60 points)
    At a minimum, this is to be a main section and heading in your paper. You may use additional major headings if you wish, and you will probably also want to use subheadings (see example below). The Results/Discussion section answers the following questions:

    • How can the problem be solved?
    • What specific recommendations can be made for improving the situation?
    • Explain your rationale for these suggestions.
    • How will these recommendations, if implemented, enhance organizational effectiveness?
    • How will ethical and diversity issues impact your recommendations?
  • References (40 points)
    Per APA, start the “References” section on a new page after the last page of your last section of the paper.
  • Appendix (if needed)

Each page of your printed paper must include the title of the paper (left-justified) and the page number (right-justified). Use header/footer function in MS Word to insert the required information at the top right corner, starting with the title page as page 1.

In general, pay close attention to style, format, and proper mechanics including language use, grammar, spelling, sentence structure and where required supported by APA formatted references. (-1 point for each error)

Before turning in your final draft, make sure:

  • Your key points are clear and the information is well-organized as described in the term paper assessment rubric
  • Proofread the entire document (or have someone you trust proofread it)
  • Eliminate mechanical errors, run spell check, etc.

 

Use of Subheadings

  • Subheadings can be used under a main heading to provide additional clarity. Subheading format follows a prescribed method that is the same for both the Analysis and the Recommendations and Rationale sections. See the example below:

 

 

  • Subheading (first level of subheading – either underline or italicize)
  • Start writing here. Comments regarding subheadings: You may or may not include subheadings. You name the subheadings yourself.
  • Start writing here. (Next level of subheading. If you have one subheading at this level, then you must have at least two subheadings at this level.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.
  • Start writing here. (Next level of subheading.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.
  • Subheading (Back to the first level of subheading – either underline or italicize)
  • Start writing here. If you have one subheading, then you must have at least two subheadings.
  • Start writing here. (Next level of subheading. If you have one subheading at this level, then you must have at least two subheadings at this level.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.
  • Start writing here. (Next level of subheading.) Note the period at the end of this title for this level of subheading. Again, either underline or italicize.
  • And so on…

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SCIE211 Phase 4 Lab Report

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SCIE211 Phase 4 Lab Report

Name:

 

Date:

 

Instructor’s Name:

 

Assignment: SCIE211 Phase 4 Lab Report

 

Title: Analysis of Energy Sources

 

Instructions: You will write a 1-page lab report using the scientific method.

 

When your lab report is complete, post it in Submitted Assignment files.

 

Part I: Using the lab animation, fill in the data table below to gather your data, and use it to help you generate your hypothesis, outcomes, and analysis.

 

Energy Source Fuel (Coal)/Uranium Needed (tons) CO2 Emissions
(tons)		 Sulfur Dioxide and Other Emissions (tons) Radioactivity mSv (millisievert) Solid Waste (tons) Accidents
Coal            
Nuclear            

 

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Part II: Write a 1-page lab report using the following scientific method sections:

  • Purpose
    • State the purpose of the lab.
  • Introduction
    • This is an investigation of what is currently known about the question being asked. Use background information from credible references to write a short summary about concepts in the lab. List and cite references in APA style.
  • Hypothesis/Predicted Outcome
    • A hypothesis is an educated guess. Based on what you have learned and written about in the Introduction, state what you expect to be the results of the lab procedures.
  • Methods
    • Summarize the procedures that you used in the lab. The Methods section should also state clearly how data (numbers) were collected during the lab; this will be reported in the Results/Outcome section.
  • Results/Outcome
    • Provide here any results or data that were generated while doing the lab procedure.
  • Discussion/Analysis
    • In this section, state clearly whether you obtained the expected results, and if the outcome was as expected.
    • Note: You can use the lab data to help you discuss the results and what you learned.

Provide references in APA format. This includes a reference list and in-text citations for references used in the Introduction section.

Give your paper a title and number, and identify each section as specified above. Although the hypothesis will be a 1-sentence answer, the other sections will need to be paragraphs to adequately explain your experiment.

When your lab report is complete, post it in Submitted Assignment files.

  • Purpose

To find out which energy source has little environmental effects.

To find out the most economical energy source.

  • Introduction

Due to effects of increased global warming and other negative environmental effects of energy sources it is important to seek other alternative sources that are less harmful to the environment (Bredesen, n.d.). In the example of the source given in the experiment are coal and nuclear both of which have negative environmental implications. Coal is more dangerous to the environment because it releases sulfur dioxide that depletes the ozone layer. It is not economic as compared to nuclear which needs less uranium and releases less emission to the environment (Bredesen, n.d.).

  • Hypothesis/Predicted Outcome

Nuclear energy is better source of energy than coal and release less dangerous emissions to the environment hence environmentally friendly.

  • Methods

Two sources of energy were observed as well as the dangerous emissions from common sources of energy. The emissions for each source of energy was measured and recorded during its burning process. The possible accidents associated with each source of energy during burning were also observed and the results recorded in a table format.

 

  • Results/Outcome
Energy Source Fuel (Coal)/Uranium Needed (tons) CO2 Emissions
(tons)		 Sulfur Dioxide and Other Emissions (tons) Radioactivity mSv (millisievert) Solid Waste (tons) Accidents
Coal 625000 1.75 75000 0.25 1500000 N/A
Nuclear 187500 52500 0 25 62.5 N/A

 

  • Discussion/Analysis

From the data obtained it can be verified that nuclear is better source of energy than coal. It has no sulfur dioxide emissions and other emissions. It also releases more carbon dioxide gas that is used by plants in making their food. It has little solid waste disposed and does not have any accident associated issues. The only issue is that it increases rate of radioactivity that can be dangerous to the person conducting the experiment during exposure (Bredesen, n.d.).

Reference

Bredesen A M. (n.d.) Startegies for environmentally friendly energy systems and the role of natural gas. (Article/ letter to editor.)

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HSA 520 FINAL EXAM PART 2

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HSA 520 FINAL EXAM PART 2

Part 2: Balgrosky: Chapters 3, 11, and 12 (20 questions worth 4 points apiece)

eHealth is:    The use of e-commerce and e-business practices in health systems management    The delivery of health information, for health professionals and consumers, through the Internet    Using the power of IT to improve public health services    All of the above. Question 2   What is one of the stages of implementation?    Brainstorming    Program Selection    Analysis    Design  Question 3   Systems for exporting data to reporting organizations, such as The Joint Commission, fall into Quadrant _____ of the HIS Planning Framework.    I    II    III    IV    All of the above. Question 4   Which of the following areas is important to EHR data and its usefulness for research?    Data definition variability    Data inaccuracy    Data incompleteness    All of the above Question 5   A good HIS plan can advance the organization’s performance, for example:    Reducing cost.    Reducing waste.    Increasing patient and provider satisfaction.    Improving the quality of care.    All of the above. Question 6   All except one of the following is a challenge to telemedicine and telehealth.    Cultural barriers.    Cost of providing telemedicine.    Too many cases with conflicting research findings.    Legal issues.    Technical challenges. Question 7   The purpose of governmental health care policy is to:    Address issues that the private sector cannot.    Address issues that are related to civil liberties, national security, and public safety.    Protect public health.    All of the above. Question 8   The term “dematerialized information” refers to:    Storing information in the cloud.    Protecting personal medical information.    Information that is bound to a physical structure.    None of the above Question 9   Which of the following is a source of public health data?    News reports    Government    Survey sampling    All of the above Question 10   Infrastructure refers to the electronic highway that carries data and information and includes:    Software.    Patient information.    Servers.    Hosts Question 11   Which of the following does not support better public health surveillance and management?    Widespread EHRs    Health information exchange (HIE)    Online appointment scheduling    Mobile health technology    Better analytics for data Question 12   Health services research is:    The examination of how people get care, what it costs, and what the outcomes are.    The prediction of critical public health threats.    A focused look at clinical care processes and which serve patients best.    All of the above Question 13   Outcomes research, the study of the end results of medical care—is practiced by:    Clinicians.    Universities and teaching institutions.    Private companies and consumers.    Government agencies.    All of the above. Question 14   What is quadrant of the HIS Planning Framework?    Clinical Transaction Systems    Financial Transaction Systems    IT Systems    Patient Systems. Question 15   The number of clinical trials and case reports published each year has grown from _____ in 1950 to ______ now.    0 to 27,000    500 to 3,000    27,000 to 150,000    150,000 to 2,000,000 Question 16   _______ is an automatic collaboration, intrinsic in EHR systems, between care providers and public health agencies to alert the public disease outbreaks.    Syndromic surveillance    Self-reporting    Survey sampling    Sentinel monitoring Question 17   Which of these is not a tool for improving data stewardship and HIS planning?    Data model.    Data dictionary.    Data storage.    Data structures. Question 18   When defining the HIS strategic plan (and the organization’s overall strategic plan) information should be solicited from:    Executive level management.    Clinicians, including nurses, assistants, and physicians.    Administrative staff.    All of the above Question 19   In addition to governance from the board, organizations can and should create data steering committees, which:    Consists of interdisciplinary leaders from all departments.    Consists of IT staff.    Determines the color of upholstery in new cancer centers.    Consists of hospital leaders Question 20   The __________ works bi-directionally—layers both build upon each other and provide feedback for each other.    HRM Conceptual Model    ACL Conceptual Model    HIS Conceptual Model    EHR Conceptual Model

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