A goal of Healthy People 2020 Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
A goal of Healthy People 2020 Discussion
A goal of Healthy People 2020 is to “Achieve health equity, eliminate disparities, and improve the health of all groups.” Read more on disparities .
The U.S. Health and Human Services Department focuses on six health outcomes to assess health disparities in the U.S. Choose one of these health outcomes: infant mortality, cancer screening and management, cardiovascular disease, diabetes, HIV/AIDS, immunizations. Discuss the determinants associated with a positive or negative outcome. What are the specific health disparities that exist? Use rates to show the difference between the populations from primary sources. Include at least one peer-reviewed journal article on the health determinants you identify.
No topics can be duplicated. Once a classmate has posted their essay on the topic, that topic is off the table. You must find a different topic to write about in your discussion board essay.
Sources of Epidemiologic Data There are many sources of epidemiologic / public health data available via online databases. Your task this week is to explore some of these resources and learn how to generate/access data. Go to the websites below and explore the following systems: WISQARS (Web-based Injury Statistics Query and Reporting System)|Injury Center|CDC (Use Data VIsualization tool)
Surveillance, Epidemiology, and End Results Program (cancer.gov) (Use SEER*Explorer Application)
CDC – BRFSS (Use a tool in Prevalence Data & Data Analysis Tools) 1) Select one of the systems above for your post. 2) Briefly describe the purpose of the system and how the data in the system is obtained. 3) Identify a disease or health issue of interest to you – then, query the system and generate a report/data related to this issue. You must be able to produce an original figure using the tools given on the website. 4) Summarize and explain in epidemiological terms, what you queried, and what your results indicate. 5) Include a graph or figure that you generated from the system. Make sure to address all parts of the assignment.
Discuss the different types of epidemiological study designs. Which study design provides the highest quality of evidence and which is the lowest? Also, discuss the difference between correlation and causation. How can a study show causation?
Prevention of disease is the major focus of public health. One way to prevent disease is screening for disease. Disease screening can reduce morbidity and mortality as well as transmission of the disease to others. However, a lot of research and costs are associated with disease screening. Are all screening methods created equal?
This week you will choose a screening method for a disease (infectious or chronic) and evaluate it. Do not repeat screening methods that another student has posted. Discuss the following:
1) Describe the health issue in detail. Who does the health issue affect and what is the magnitude of the health issue?
2) Describe the current or proposed screening method for this disease. What is the biological basis for this screen meaning how does it detect the disease? What markers are used or what scale is used? What stage in the disease can the screen be used? Is it a mass screen or selective screening?
3) Describe the characteristics of the screen. How does it compare to the 5 attributes of a good screening test: simple, rapid, inexpensive, safe, and acceptable?
4) Evaluate the screening method. Discuss the reliability, validity, sensitivity, and specificity or the screen. Give data to support your discussion.
There are many subfields within epidemiology. This week you will choose one field to investigate further. Choose one of the three topics below to discuss. Occupational and Environmental Epidemiology and Genetic Epidemiology are complex topics that are not as obvious as other health issues when conducting epidemiological studies. Most of the time experimental studies are not able to be used to determine causation as you cannot change the genetics of a person or intentionally expose people to potentially harmful conditions. So, how are associations determined?
Environmental Epidemiology. Find an epidemiological study that looks at health effects associated with a type of environmental pollutant. What are the end points of this study? What are advantages and disadvantages of this endpoint(s)? What are challenges in assessing exposure to this pollutant? Properly cite and attach the article as a PDF to your post.
Genetic Epidemiology. Choose a disease with a known genetic component (ex. breast cancer, colorectal cancer, Alzheimer’s disease). Identify the mode of inheritance for this disease. Discuss what the proposed gene function is that causes the disease. Are there other possible hypotheses for the cause of this disease? Find a study that looks at the association between genetics and the disease and discuss the findings. Properly cite and attach the articles as a PDF to your post.
Go to the Healthy People 2020 Social Determinants of Health Topics page.
1) Select the objectives and scroll through the objectives. Choose one to discuss. How does this social determinant relate to health outcomes? What specific diseases are influenced by this determinant?
2) Select the objective and access the data on that objective. Share the data that is collected and discuss what it means and how it is related to health outcomes.
3) After selecting the objective, go to the section on more information. Select “Related Research Articles on PubMed” Choose an article to further discuss the current research on this topic. Properly cite and attach the PDF to your post.
In a mass casualty situation due to chemical, biological, radiological, or nuclear (CBRN) events, triage is absolutely required for categorizing the casualties in accordance with medical care priorities. Dealing with a CBRN event always starts at the local level. Even before the detection and analysis of agents can be undertaken, zoning, triage, decontamination, and treatment should be initiated promptly.
According to Jagminas (2015), emergency departments (EDs) and emergency medical services (EMS) are responsible for managing potential chemical disasters, whether they result from industrial accidents or terrorist activities. In recognition of this responsibility, The Joint Commission (TCJ) and the Occupational Safety and Health Administration (OSHA) require EDs to prepare for hazardous material incidents.
In treating patients with chemical exposures, decontamination is of primary importance provided the patient does not require immediate life-saving interventions. Any plan must include contingencies for contamination sources within the hospital and for ED evacuation. The determination of a workable hazardous materials plan requires careful thought and often professional input from medical toxicologists, hazardous materials teams, and industrial hygiene and safety officers. Using a patient decontamination plan implemented without specific adaptation to the hospital and without practice can result in undesirable outcomes.
Select a real-life scenario such as the Japan Earthquake and Nuclear disaster, which challenged hospital decontamination program. Discuss whether your local community is prepared for such a situation and whether the required resources are available to manage a major disaster.
Jagminas, L. (2015). CBRNE – Chemical Decontamination. Medscape. Retrieved on 19 Aug 2017 from MedSpace.
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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