Import Tariffs, Quotas, and Restrictions

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In this module, we have outlined government policy toward import tariffs (taxes on imported goods as they enter a country), quotas (a limit on the quantity of a good that can be produced abroad and sold domestically), and restrictions (limitations on the quantity of goods imported/exported to a specific country). Trade can allow countries to use their national resources more efficiently, and it can allow industries and workers to be more productive. Trade may even allow countries to achieve higher living standards, and keep the cost of many everyday products low. Government regulation of trade has had a significant impact not only on global trade flows, but also on economic growth and prosperity. For this reason, it is useful to consider the main ways that governments have tended to regulate trade and, more recently, to deregulate it.
For this discussion activity, respond to the following prompts:

Research one item that is internationally traded and outline how this product flows from one country to the next.
Are any tariffs, quotas, or restrictions on this product being traded?
Has this product ever been under an embargo? If so, why?
Is there a distinct government policy for this product’s trade?
Please use in text citations when stating facts (i.e. Indonesia is the largest supplier of coconuts) Swalbe, (2010).

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Simulation technology has been transformative in nursing education. Through the use of simulation, nurses can repeatedly practice skills and gain clinical confidence in a risk-free environment.

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Simulation technology has been transformative in nursing education. Through the use of simulation, nurses can repeatedly practice skills and gain clinical confidence in a risk-free environment. Simulation, however, is not just for health care professionals. How can nurses leverage simulation technology for patient and family education? Share your experiences and ideas for leveraging simulation technology for patient education.

Simulation technology could be introduced into to a pediatric office to teach new parents how to respond in emergency situations. By teaching a parent how to react in an emergency, before one occurs, the situation could be less traumatic and scary, if the parent knows how to respond. The nurse or physician could use simulation or manikins to teach a new parent how to react if their baby or child is choking. Before teaching the parent, the educator would use the four major components of simulation: Pre-brief, enactment, debrief and assessment (McGonigle & Mastrian, 2018). The educator would pre-brief the parent on what is to be expected to happen and how to respond in a choking scenario. Then the parent would demonstrate what was taught. After the return demonstration, the provider and parent would have a one to one discussion. Simulation could also be used in teaching the parents and children newly diagnosed with diabetes, how to give insulin injections.

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Applied Epidemiology

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Applied Epidemiology

On September 11, 2001, terrorist attacks created a grave disaster that included the destruction of the World Trade Center in New York. The day after 9/11, epidemiologists were asked to assess the environment around Ground Zero for potential hazards that might put those engaged in rescue and recovery at risk of harm. Beside the dust, what toxins might be in the air? Was the air quality safe or should rescue workers wear canister respirators or particle masks? What other protections might be necessary in the days following the disaster?

In this Discussion, you will look at the impact of a disaster through the lens of an epidemiologist, addressing such questions as, “What epidemiological considerations arise in the wake of a disaster? And, what makes disaster planning or emergency preparedness effective in terms of mitigating or preventing negative aftereffects?”

To prepare:

  • Identify      a disaster that led to a population health issue. Consider this disaster      through the lens of an epidemiologist, using the information presented in      the Learning Resources to examine the epidemiological considerations      resulting from the disaster. Conduct additional research as necessary      using the Walden Library and credible websites.
  • Ask      yourself, “What factors made the community’s and/or nation’s response      effective or ineffective? What aspects of disaster planning or emergency      preparedness did the community have in place that helped it cope with the      disaster and resulting population health issue?”

By tomorrow 05/08/2018 10 pm, write a minimum of 550 words in APA format with at least 3 scholarly references from the list of required readings below. Include the level one headings as numbered below”

Post a cohesive scholarly response that addresses the following:

1) Identify the disaster and resulting population health issue.

2) Describe the epidemiological considerations resulting from this disaster. Support your response with specific examples and evidence from the literature.

3) Discuss the factors that made the community’s and/or nation’s response effective or ineffective.

Required Readings

Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J. L. & Horowitz, M. R. (2016). Population health: Creating a culture of wellness (2nd ed). Burlington, MA: Jones & Bartlett Learning.

Chapter 15, “Risk Management and Law”

This chapter discusses the role of the U.S. legal system to foster the health of populations with emphasis on the U.S. Supreme Court’s decision on the Patient Protection and Affordable Care Act.

Chapter 16, “Making the Case for Population Health Management: The Business Value of Better Health”

This chapter explores why good health is good business, the cost of good health and the potential provide to be realized when workforce health is improved.

Chapter 3, “Policy Implications for Population Health: Health Promotion and Wellness”

The chapter provides an overview of the intricacies of federal policy making and the key policy components necessary to advance the health of populations.

Chapter 5, “The Political Landscape in Relation to the Health and Wealth of Nations”

The chapter describes the relationship between national health and population health and the constitutional structures that influence health policy.

Chapter 20, “The Future of Population Health at the Workplace: Moving Upstream”

This chapter focuses on the future of population health in the workplace and the new knowledge that is driving future trends in population health.

Admi, H., Eilon, Y., Hyams, G., & Utitz, L. (2011). Management of mass casualty events: The Israeli experience. Journal of Nursing Scholarship, 43(2), 211–219.

This article examines the Israeli model of emergency preparedness and management, including nurses’ clinical and managerial involvement in mass casualty events.

Beam, E. L., Boulter, K. C., Freihaut, F., Schwedhelm, S., & Smith, P. W. (2010). The Nebraska experience in biocontainment patient care. Public Health Nursing, 27(2), 140–147.

Nurses are often on the front lines when emergencies happen. This article examines public health planning and management strategies for infectious disease outbreaks and bioterrorism attacks.

Honoré, P. A., Wright, D., Berwick, D. M., Clancy, C. M., Lee, P., Nowinski, J., & Koh, H. K. (2011). Creating a framework for getting quality into the public health system. Health Affairs, 30(4), 737–745.

In this article, the authors examine health care reform and the Affordable Care Act in light of public health’s priorities of improving population health.

Sprung, C. L., Cohen, R., & Adini, B. (2010). Chapter 1. Introduction. Recommendations and standard operating procedures for intensive care unit and hospital preparations for an influenza epidemic or mass disaster. Intensive Care Medicine, 36(Supplement 1), S4–S10.

This reading describes the efforts put forth as a result of a task force established by the European Society of Intensive Care Medicine in December 2007. The chapter examines the purpose and development of standard operating procedures (SOPs) to better address population needs during an infectious disease breakout or disaster.

Richards, G. A., & Sprung, C. L. (2010). Chapter 9. Educational process. Recommendations and standard operating procedures for intensive care unit and hospital preparations for an influenza epidemic or mass disaster. Intensive Care Medicine, 36(Supplement 1), S70–S79.

As noted in this chapter, planning and education are imperative to adequately prepare intensive care units (ICUs) and hospitals for an influenza pandemic or mass disaster. The authors provide standard operating procedures (SOPs) and recommendations.

Federal Emergency Management Agency. (2011). Retrieved from http://www.fema.gov/

Explore the Federal Emergency Management Agency website, whose mission is to “support our citizens and first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from, and mitigate all hazards.”

Required Media

Laureate Education (Producer). (2012). Epidemiology and population health: Population health issues, part 1 [Video file]. Baltimore, MD: Author.

In part 1 of this week’s media, the presenters discuss how epidemiology can be utilized to improve population health.

Laureate Education (Producer). (2012). Epidemiology and population health: Population health issues, part 2 [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 3 minutes.

In part 2, Dr. Hull discusses lessons learned from global efforts to eradicate polio.

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Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain.

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Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world?

In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens.

  • Consider the challenges of providing health care in underdeveloped countries.
  • Conduct research in the Walden Library and other reliable resources to determine strategies being used to address these challenges.
  • Using this week’s Learning Resources, note the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.
  • Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?

Post a description of at least two challenges related to providing adequate health care in underdeveloped countries. Then, describe two strategies you might use to address those challenges, and explain why. Finally, describe one strategy nurses might use in advocating for health care at the global level, and explain why this would be an effective strategy.

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