Communicable Disease Follow-Up Assignment Help
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Communicable Disease Follow-Up Assignment Help
The PHN received a referral from the county hospital to see Ray, a 57-year-old white man with newly diagnosed TB. The first purpose of the referral was for the PHN to meet with the client to ensure that he received the appropriate information about TB and received follow-up medical care on a regular basis.
The second purpose of the referral was for the PHN to meet with Ray and identify the people with whom he had been in close contact. The nurse then established contact with these people, notified them that they had been exposed to TB, and encouraged them to have follow-up tests for TB.
The nurse contacted Ray and established a time for the home visit. The nurse noted that he resided in a residential hotel in a lower-middle-class neighborhood of a large urban area.
During the initial visit, the nurse discovered that the client was an unemployed construction worker. He did not know where he might have contracted TB. Ray assured the nurse that he was taking his medication as directed. He gave the nurse the names of the friends he played poker with every week at a hotel and told the nurse that he advised his friends to be tested for TB. The nurse made a note of the names and later talked with them individually by telephone. During these subsequent conversations, the nurse was very careful to maintain the client’s confidentiality. The nurse informed these individuals that they could have been exposed to TB and that they should seek testing through their health care providers or through their local health department.
Ray indicated that he did not have family and he had minimal contact with other people besides his friends at the hotel. The nurse recorded this information on the communicable disease form and returned the information to the public health department’s communicable disease division.
The PHN’s assessment of the client with a communicable disease involved the individual, family, and community. The PHN assessed whether the client received appropriate information and regular medical care for TB and whether the client followed the prescribed treatment regimen.
Although Ray stated that he did not have family, his friends in the hotel constituted a working support network. The PHN knows that the client’s support network is whomever the client identifies. Nursing assessment of Ray’s support network involved determining whether the members were tested for TB. In addition, the PHN assessed the client’s network for the following:
- Network composition
- Network’s knowledge of TB
- Functional capacity
- Network stressors
- Network strengths and weaknesses
- Network’s ability to provide support for Ray
- Health beliefs and practices
- Use of health services
The PHN was aware that the number of new cases of TB in the community had increased over the past 12 months. The PHN further noted that there was an increase in the number of area residents immigrating from various developing countries and that this population might be at increased risk for development of TB.
Lack of awareness regarding the disease process and transmission of TB
Lack of awareness regarding the disease process and transmission of TB, location of communicable disease clinics, and the importance of screening those exposed to TB
Potential for development of TB among community residents, indicated by an increased incidence of new cases of TB over the past 12 months
A plan of care is established with mutually agreed-upon goals based on the nurse’s assessment of the individual, family, and community.
- Client will perform self-care activities related to treatment of TB and follow up as necessary with appropriate health care professionals.
- Client will verbalize knowledge of transmission of TB; signs and symptoms of complications of TB; purpose, administration schedule, and side effects of medications.
Support network members with positive test results will receive appropriate treatment
Support network members will demonstrate basic knowledge of cause and transmission of TB and will agree to be tested for TB.
Incidence of TB in the community will decrease over the next 3 years.
Community members will demonstrate knowledge of increased incidence of TB in their community and of available community resources for treatment and prevention of TB.
Implementation of the plan of care for the client with TB occurs at the individual, family, and community levels.
The PHN referred Ray to the communicable disease clinic at the local health department. TB is a reportable communicable disease; therefore the PHN obtained information from the client regarding people with whom he had been in close contact.
The PHN contacted members of Ray’s support network and referred them to the communicable disease clinic as appropriate. The nurse provided these people with information concerning TB transmission and the importance of early treatment and follow-up.
The PHN met with professionals from the communicable disease clinic and the health department and with members of the community to establish a program to raise public awareness about the increased incidence of TB in the community. The public was informed about the importance of preventive measures, the availability of community screening services for TB, and the existing health care resources in the community.
The client’s knowledge of the disease process, transmission, treatment, and signs and symptoms of TB is an indicator in evaluating the care plan. Confirmation of the client’s follow-up with the communicable disease clinic can also be used for evaluation.
The support network’s knowledge of the disease process, transmission, treatment, and signs and symptoms of TB is an indicator in evaluating the care plan. Confirmation of the support network’s follow-up with the communicable disease clinic can also be used for evaluation.
The incidence rate of TB in the community and the rate at which TB clinics and related resources are used are measures that can be used to evaluate the effectiveness of interventions at the aggregate level.
Levels of Prevention
The PHN is actively involved in all three levels of prevention through education programs, early detection programs, and appropriate referrals for patients with TB. Examples of each of these levels of prevention are as follows:
Goal: Prevention of specific disease occurrence such as TB.
- Development of programs that increase public awareness of the disease process and of the transmission, diagnosis, and treatment of TB.
Goal: Early detection of existing conditions.
- Tuberculin skin testing and subsequent follow-up of positive test results.
Goal: To reduce the effects and spread of TB.
- Referral for early, effective treatment and education of clients for self-care.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Communicable Disease Follow-Up Assignment Help
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