Every disease that is caused in a state where mass of people are affected requires a wide range of interrelated program,

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Every disease that is caused in a state where mass of people are affected requires a wide range of interrelated program, action, and activities that will see to it that the situation is under control. This calls for prevention measures to be facilitated so that health risk can be controlled in a resilient aspect, this should be offered by the national and state government where by polices are implemented the will enhance actions in a flexible perspective. In this case, the intervention will be described in following levels: Primary Prevention, Secondary Prevention, and Tertiary Prevention. To begin with, the primary level where it aims at preventing injuries before they occur or any interrelated hazards that are prone to occur. Nursing Intervention that can be reflected in this case is educating people about health and safe habits so that prevention can partake on the primary basis. This means that people in this situation ought to be prevented on various factors regarding how earthquake situations can be handled.
Secondary prevention is designated to reduce the impact that is caused in a certain situation. This means that various measures ought to be facilitated so that the situation can be in control. This means that programs and activities ought to be used so that the initial aspect of the health condition can obtained. In case, the main obligation is to make sure that long-term problems are dealt with in appropriate standards. This calls for regular intervention and analysis of the repercussions that are caused by the earthquake, which means that the situation can be controlled reflecting the intervention offered. More so, this involve prevention of communicable diseases after the earthquake has occurred. It is in this case a plan and a control vector are initiated so that any venerable effects can be deterred with appropriate measures.
Tertiary prevention is based on how the situation is responded to, so that the repercussion caused by the disaster can be minimised and soften the situation. This is done so that people involved can manage long-term problems, health problems, and any injuries. In this case, support groups can be initiated so that people can work on the basis of knowing what to do and maintaining the situation. This means that the other level and the approach that is partaken in controlling the situation is reflected in Tertiary prevention. More so, internal and external perspective are enhanced so that a better approach can be obtained this mean that every agency either in the local, state or federal government is essential so that a better solution can be offered.
The speculated disaster of the earthquake can be defined by engaging all level in a proportional manner, this is because the situation is deified in a large scale since it  affect the people in a large scale aspect. The reason as to why all this phase are defined to be important is because an overall solution can be obtained in a more flexible aspect and the affected people can come up with variable solutions in a more resilient aspect. In addition, defining how the situation can be controlled is based on the approach that is facilitated. An earthquake disaster can be determined by the plate tectonics phenomena that is based on interaction of rigid lithospheric plates that define the magnitude that the earthquake will occur .

 

In the Primary Prevention, the intervention that is obtained is defined to be facilitating educational programs that will help in ensuring the every person is briefed on what is expected to be done. This means that every kind of people or agencies will be recommended to work in this situation so that an appropriate solution can be obtained. By doing this, every aspect that tends to emerge can be well addressed because control vectors are used whereby every situation is kept under control. More so, it implies people will gain knowledge and tips for overcoming challenges you might face along the way.

References

Friedman, H. (2001). Assessment and therapy : specialty articles from the Encyclopedia of mental health. San Diego Calif: Academic Press.
http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs427v_nrs427v.php

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An example of a nursing intervention related to the disaster would be:

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An example of a nursing intervention related to the disaster would be:

1) Primary prevention: The interventions would seek to prevent disaster related injuries/illnesses, or death. For example; moving people from an anticipated disaster like flooding, mudslides, hurricanes. Snow, fires, Or tornadoes.

2) Secondary prevention: The interventions would focus on the recovery process which may include the clean-up process. The student mentioned of IV fluids, and IV anti-biotics that she had brought with her.

3) Tertiary prevention: Interventions aim to address effects of disability of those already injured.

The phase under which the “Haiti Catastrophe” falls on the Response phase which addresses prominent concerns as indicated by Restoreyoureconomy.org, (2016), in an article on Phases of Disaster outlining what is involved in each phase. Response Phase includes; Triaging, saving the lives of people, providing food, water, medications, providing clothes, repairing, and restoring utilities, establishing means for public services, and ends up with the process of cleaning up.

Some of the agencies, or people that I would work with to facilitate the proposed interventions would include;

1) Federal Emergency Management Agency (FEMA) which main responsibility is to support the first responders by building, sustaining, and improving the capabilities to be able to manage, protect, respond to, recover from, and promote efforts to alleviate the hazards.

2) Red Cross helps in risk reduction, capacity building, management of disaster, or disaster response, and crises, projects on humanitarian, blood donation drives, and emergency assistance.

 

Reference

Federal Emergency Management Agency, (2017).  Mission.

Retrieved on 03/07/2017 from https://www.fema.gov/

Red Cross.org, (2017). What we do.

Retrieve on 03/07/2017 from http://www.redcross.org/about-us

Restoreyoureconomy.org, (2016). Phases of Disaster.

Rhttp://restoreyoureconomy.org/disaster-overview/phases-of-disaster/etrieved on 03/07/2017 from

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In 2010 the Port Au Prince region of Haiti was hit by an earthquake of a 7.0 magnitude resulting in

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In 2010 the Port Au Prince region of Haiti was hit by an earthquake of a 7.0 magnitude resulting in the death of approximately 200,000 people and causing an estimated damage of over 8 billion dollars. With the displacement of over  1 million people, scholars have always speculated that if the necessary nursing intervention were put in place several lives would have been saved and the predicament would not have probably been as severe as it is today (D’Antonio, & Lewenson,2010 ). Notable primary care interventions that I could have proposed include, providing education to the public regarding sanitation practices, staying in designated places during the process of evacuation, staying active and always volunteering for the sake of the Haitians affected by the earthquakes. I would also ensure that every tent or shelter is assigned an adequate number of people to avoid overcrowding and lastly educate the public on the first signs of diseases. I believe these measures should be started during the first phase up to the fifth phase. This is an immediate public health need due to the risk of wound infection and tetanus, and therefore I opine that the first phase is more appropriate than other phases.

Secondary intervention initiatives would include performing screening for mental illnesses and also physical injuries.  Secondary interventions would be necessary from the second phase up to the fifth phase. Secondary interventions would ensure that the patients’ psychological well-being is catered for since the earthquake caused traumatizing damages such as the loss of loved ones and property. The reason for its introduction in the second phase is that it would go a long way in healing the victims psychologically.

Tertiary intervention that I would propose would include, creating support groups that would allow the wounded and those with trauma to share on the strategies of living well and coping with the predicament. This is a long-lasting intervention, and therefore it should be introduced during the fourth phase of the intervention.

 

 

 

References

D’Antonio, P., & Lewenson, S. (2010). Nursing Interventions Through Time : History as Evidence. New York: Springer Pub. Co.. http://www.credoreference.com/book/spnurinv

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Discussion: Literature Searches

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Discussion: Literature Searches

APA STYLE AND USE 3 OF THE LISTED REFERENCES.

 

Please write it both in sentence format and as  PICOT format:

P=

I=

C=

O=

T=

An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources.

For this Discussion, you will practice searching the literature to find evidence on a specific topic.

To prepare:

  • Choose a simple search term(s) relating to a topic of your PICOT question.
  • Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.
  • Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.
  • Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.
  • Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?
By Day 3

Post a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.

 

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)
  • Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

 

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

 

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

 

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

 

This resource provides a graphical representation of different approaches to research and gives examples of each.

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

 

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

 

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

 

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

 

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

 

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

Document: Course Project Overview (Word document)

 

Note: You will use this document to complete the Project throughout this course

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