Write a paper (1500 to 1600 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment. 

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Write a paper (1500 to 1600 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.

  1. Describe the Chickenpox communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
  2. Describe the social determinants of health and explain how those factors contribute to the development of this disease.
  3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
  4. Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
  5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
  6. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.

A minimum of three peer-reviewed or professional references is required.

minimum of three peer-reviewed or professional references is required.

The post  Write a paper (1500 to 1600 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.  appeared first on Infinite Essays.

Assessment 4 Instructions: Informatics and Nursing Sensitive Quality Indicators

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Assessment 4 Instructions: Informatics and Nursing Sensitive Quality Indicators

Prepare an 8-10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.
As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality healthcare delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.
The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.
NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.
The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove, Gray, Jay, Jay, & Burns, 2015).
Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.
The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.
Reference
Grove, S. K., Gray, J. R., Jay, G.W., Jay, H. M., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). St. Louis, MO: Elsevier.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
    • Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.
  • Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
    • Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
  • Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
    • Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Deliver a professional and effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
    • Follow APA style and formatting guidelines for citations and references.
  • Preparation
    This assessment requires you to prepare an 8–10 minute audio training tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:
  • Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system.
  • Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
  • Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
    • What is your experience with collecting data and entering it into a database?
    • What challenges have you experienced?
    • How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
    • What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?
  • Watch the Informatics and Nursing-Sensitive Quality Indicators Video Examplar.
  • Recording Your Presentation
    To prepare to record the audio for your presentation, complete the following:
  • Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
  • Practice using the equipment to ensure the audio quality is sufficient.
  • Review the for Kaltura to record your presentation.
  • View Creating a Presentation: A Guide to Writing and Speaking. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.
  • Notes:
  • You may use other tools to record your tutorial. You will, however, need to consult Using Kaltura for instructions on how to upload your audio-recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.
  • You may also choose to create a video of your tutorial, but this is not required.
  • If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.
  • Instructions
    For this assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.
    The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device.
    As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.
    You determine that you will cover the following topics in your audio tutorial script:
    Introduction: Nursing-Sensitive Quality Indicator
  • What is the NDNQI®?
  • What are nursing-sensitive quality indicators?
  • Which particular quality indicator did you select to address in your tutorial?
  • Why is this quality indicator important to monitor?
    • Be sure to address the impact of this indicator on quality of care and patient safety.
  • Why do new nurses need to be familiar with this particular quality indicator when providing patient care?
  • Collection and Distribution of Quality Indicator Data
  • According to your interview and other resources, how does your organization collect data on this quality indicator?
  • How does the organization disseminate aggregate data?
  • What role do nurses play in supporting accurate reporting and high-quality results?
    • As an example, consider the importance of accurately entering data regarding nursing interventions.
  • After completing your script, practice delivering your tutorial several times before recording it.
    Additional Requirements
  • Audio communication: Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
  • Length: 8–10 minute audio recording. Use Kaltura to upload your recording to the courseroom, or provide a working link your instructor can access.
  • References: Cite a minimum of three scholarly and/or authoritative sources.
  • APA: Submit along with the recording a separate Reference page that follows APA style and formatting guidelines. For an APA refresher, consult the APA Style and Format page on Campus.
  • Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.
  • SCORING GUIDE
    Use the scoring guide to understand how your assessment will be evaluated.

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Outline + draft of introduction

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I ATTACHED MY ANNOTATED BIBLIOGRAPHY SO YOU HAVE AN IDEA.
CAN YOU PROVIDE A THESIS ONCE YOU READ THE BIBLIOGRAPHY PLEASE.
FOR THE INTRODUCTION, PARAGRAPH HAS TO BE AT LEAST HALF A PAGE.
I ALSO ATTACHED THE RESOURCES USED. THANK YOU SO MUCH. IF YOU HAVE ANY QUESTIONS, PLEASE LET ME KNOW.

II. Outline and draft of Introduction
Using the knowledge you have gained from researching and preparing your annotated bibliography
on your topic, you will prepare a draft of your introduction and an outline of the body of your paper.
This part of the assignment will help you to formulate how you will support your argument (thesis
statement). In this type of paper, each and every paragraph should contribute to convincing your
reader that the argument you present in your thesis statement is correct. You will do this by
supporting each of your major points with evidence in the form of empirical studies of wild and
captive primates. Assignments should be typed and include the following:
1. Name
2. Introduction
In complete sentences write a first draft of your introductory paragraph. It should be
one half to three quarters of a page long.
Underline your thesis statement (central argument).
See BOX 2 what to include and pointers on writing an effective introduction.
3. Outline of the body of your paper
This part of the assignment can be done in point form, as in the sample outline
provided in BOX 3
a) Background information
~1 paragraph
Optional, but useful for introducing key terms or explain key theories.
Gives your reader the basic information they need to understand you
position. Sometimes this information can be incorporated into the
introduction.
b) Main point supporting thesis #1
Purpose: to support your argument (thesis). Generally, you will begin
with a claim that you back up with specific examples or data. In
biological anthropology, the type of evidence you will present are the
results of empirical or observational studies of wild or captive primates.
Elements to include:
+ Topic sentence, in this case a main point supporting your thesis
+ Evidence supporting this point
Evidence A, with in-text citation (see BOX 1 for format)
Evidence B,C, etc.
*When possible, try to integrate evidence from multiple
studies into each paragraph
+ Explain evidence (how it supports the main point of paragraph
and thesis)
5
c) Main points supporting thesis #2 and 3
Start with 3 major supporting points for this outline but know that you
will need to add additional paragraphs as you begin to write your paper in
order to meet minimum length requirements.
d) Counterargument paragraph
Purpose: To anticipate your readers objections to your thesis by
considering all available evidence. A well-written argumentative paper
will anticipate and address contradictory positions. Addressing opposing
arguments and data makes your argument stronger.
End this section by reasserting your papers main argument
e) References
List of sources that you have cited in your introduction and outline
Minimum of 5, but know that you may need more to do a thorough job

Choose five articles that meet the criteria below. Read each one, and take notes using the notes feature in Zotero. Your notes can be in narrative/paragraph form or bullet points or any other format that works for you, but must be at least 250 words for e

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Choose five articles that meet the criteria below. Read each one, and take notes using the notes feature in Zotero. Your notes can be in narrative/paragraph form or bullet points or any other format that works for you, but must be at least 250 words for each article, including the key points and conclusions, some description of the case/evidence/methods used, and your assessment of the article, including any concerns you have about its methodology, validity, generalizability.

Published in 2010 or later
At least two of the articles must use qualitative methods
At least two of the article must use quantitative methods
One can be a book
Must be a peer reviewed/referred journal