Population Health – Economics

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Population Health – Economics

Description: The baccalaureate graduate nurse will apply leadership concepts, skills, and

decision making in providing care in a variety of settings.

Course Competencies: 1) Examine community health nursing roles within the core functions

and essential services of public health. 7) Conduct a windshield survey. 9) Examine the role of

the nurse in disaster preparedness, response, and recovery.

QSEN Competencies: 1) Patient-Centered Care 4) Quality Improvement

BSN Essential II

Area Gold

Mastery

Silver

Proficient

Bronze

Acceptable

Acceptable

Mastery not

Demonstrated

Observations

Occupational groups:

retail, industrial,

farming, service,

government, or

tourism

 

Which section(s) of

the city are the

occupational groups

found?

 

Signs of high or low

unemployment

 

Do people work in the

community or travel to

outside communities?

All of the listed

observations are

clearly addressed

and discussed in

a comprehensive

and detailed

manner with 2 or

more specific

examples.

 

Additional

issues, not listed

are addressed.

Three or more of

the listed

observations are

not present or

discussed in

depth

 

 

Two or less of

the listed

observations

are not present

or discussed in

depth

Does not

include

observations

How can economics

influence health?

Provide examples.

Using levels of

prevention, primary,

secondary, tertiary,

chose one issue and

explain how you

would address or

apply it to each level

as a community health

nurse.

How can

economics

influence health?

Provide

examples.

Using levels of

prevention,

primary,

secondary,

tertiary, chose

one issue and

explain how you

would address or

apply it to each

level as a

community

health nurse.

How can

economics

influence health?

Does not provide

examples. Using

levels of

prevention,

primary,

secondary,

tertiary, chose

one issue and

explain how you

would address or

apply it to each

level as a

community

health nurse.

How can

economics

influence

health?

Provide

examples.

Does not

address

section

 

 

APA, Grammar,

Spelling, and

Punctuation

No errors in APA,

Spelling, and

Punctuation.

One to three errors

in APA, Spelling,

and Punctuation.

Four to six

errors in APA,

Spelling, and

Punctuation.

Seven or more

errors in APA,

Spelling, and

Punctuation.

References Provides two or

more references.

Provides two

references.

Provides one

references.

Provides no

references.

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Adapted from Edvantia SBR Rating for Technical Assistance Programs and Services form (2007) and Carter McNamara Overview of Methods to Collect Information handout (1998)

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Types of Research Methods

 

Adapted from Edvantia SBR Rating for Technical Assistance Programs and Services form (2007) and Carter McNamara Overview of Methods to Collect Information handout (1998)

© 2008 by The SERVE Center at the University of North Carolina at Greensboro. All rights reserved. www.serve.org

Evidence of effectiveness

Research Method

This is … This works best for these kinds of questions…

This doesn’t work well for these kinds of

questions…

Additional Things to Note

LOW

Descriptive- Qualitative (Ethnography/ Case Study)

Detailed descriptions of specific situation(s) using interviews, observations, document review You describe things as they are.

How do people implement this program? What challenges do people face? What are people’s perceptions?

Did the program cause any changes in participants’ outcomes?

 

Descriptive- Quantitative

Numerical descriptions (frequency, average) You measure things as they are.

How many people are participating in this program? What are the characteristics of people in this program? How well did participants in this program do?

Did the program cause any changes in participants’ outcomes? Why did the program work this way?

 

Correlational/ Regression Analyses

Quantitative analyses of the strength of relationships between two or more variables (e.g., are teacher qualifications correlated with student achievement?)

What is the relationship between various school or classroom context factors and student achievement? Is the extent of implementation of a program across sites correlated with better outcomes?

Did the program cause any changes in participants’ outcomes?

Look for words such as, “more likely than,” ”less likely than,” “associated with,” “related to,” and “correlated with.”

Quasi- experimental

Comparing a group that gets a particular intervention with another group that is similar in characteristics but did not receive the intervention— no random assignment used

Did the program cause any significant differences in participants’ outcomes as compared to non-participants with similar characteristics who did not receive the intervention?

How are people implementing the program? Why did the program get the results it did?

Look for the phrase “compared with.” Look for results that are both statistically significant and meaningful. NOTE: Did the study test the equivalence of treatment and control groups prior to the intervention?

 

 

Types of Research Methods

 

Adapted from Edvantia SBR Rating for Technical Assistance Programs and Services form (2007) and Carter McNamara Overview of Methods to Collect Information handout (1998)

© 2008 by The SERVE Center at the University of North Carolina at Greensboro. All rights reserved. www.serve.org

Evidence of effectiveness

Research Method

This is … This works best for these kinds of questions…

This doesn’t work well for these kinds of

questions…

Additional Things to Note

HIGH

Experimental

Using random assignment to assign participants to an experimental or treatment group and a control or comparison group (e.g., one receives the intervention and one does not)

Did the program cause any significant differences in participants’ outcomes as compared to the control group’s outcomes?

How are people implementing the program?

Look for words such as, “causes” or “leads to.” Look for results that are both statistically significant and meaningful. NOTE: The intervention should be clearly defined so that you know what it was designed to entail, and to what extent it was implemented in the study. Also look for information on the experience of the control group.

Meta-analysis

Synthesis of results from multiple studies to determine the average impact of a similar intervention across the studies

Over all studies conducted on a particular intervention or strategy, what can be said about the direction or strengths of the impacts? What does the totality of research studies say about the effectiveness of a program?

How are people implementing the program? What are people’s perceptions?

Look for selection criteria used to include studies and look for measures of effect size. Look for differences in results among the studies. Do some studies show positive results while others show negative or do all studies show positive results?

The post Adapted from Edvantia SBR Rating for Technical Assistance Programs and Services form (2007) and Carter McNamara Overview of Methods to Collect Information handout (1998) appeared first on Infinite Essays.

· Identify and briefly describe your chosen clinical issue of interest using this PICO(T) question to address the clinical issue of interest for the Assignment

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Create a 6- to 7-slide PowerPoint presentation in which you do the following:

Please read and ask questions if needed

1) use the picot question I already created

· Identify and briefly describe your chosen clinical issue of interest using this PICO(T) question to address the clinical issue of interest for the Assignment. In the bedbound patient, what is the effect of preventative/prophylactic dressings on the decrease/prevention of pressure ulcers compared with leaving areas open to air 

2) this is basically done …I attached the discussion

· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. I also attached the discussion on how I came up with the question but u can add to it if needed…..PLEASE READ

3) find 4 research articles from 4 databases

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you select. Use the key words from the PICO(T) question above and search at least four different databases in the Walden Library (I can give you my sign in credentials to use 4 different databases-attached). Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available….so 4 articles from 4 databases

4)Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question.

If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

5) Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

The post · Identify and briefly describe your chosen clinical issue of interest using this PICO(T) question to address the clinical issue of interest for the Assignment appeared first on Infinite Essays.

Shelly is a 4-year-old preschooler who lives with her parents and younger brother

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Shelly is a 4-year-old preschooler who lives with her parents and younger brother. She and her brother attend a local daycare center during the week while their parents are at work. In the evenings she and her brother take a bath and then their parents read to them before bedtime at 8 PM. Shelly’s daycare class includes many children her age and she enjoys playing outside with them. Although snack times are planned, Shelly would rather play and does not always finish her beverages.

Shelly’s mother calls the clinic and tells the nurse practitioner that Shelly has been “running a fever of 101 F for the past 2 days” and although her temperature decreases to 37.2 C (99 F) with Tylenol, it returns to 38.4 C (101 F) within 4 hours of each dose. Further, her mother says that Shelly complains that “it hurts when I pee-pee”. Shelly’s mother also has noticed that her daughter seems to be in the bathroom “every hour”. She makes an appointment to see the nurse practitioner this afternoon.

The potential diagnosis is UTI.

1.  What other assessment data would be helpful for the nurse practitioner to have?

2.  What are the organisms most likely to cause an UTI?

3.  What is the pharmacological treatment for Shelly? Keep in mind safe dosing.

4.  What are the teaching priorities for Shelly and her mother prior to her discharge from the clinic?

APA guidelines

less than 15 % similarity

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