Category: Health

MRSA Infections Research Assignments

MRSA Infections
MRSA Infections

MRSA Infections

Order Instructions:

Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)

Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to CONHCPfield@gcu.edu

For information on how to complete the assignment, refer to “Writing Guidelines” and the “Exemplar of Evidence-Based Practice Capstone Paper.”

Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Note:  All Capstone Projects are to be submitted to the College. Please submit an electronic copy to this e-mail address:  CapstoneRNBSN@gcu.edu
7 NRS 441v.10R. Writing guidelines.docx 8 NRS 441v.10R.Exemplar of Evidenced-Based Practice.docx NRS441V.R.CapstoneReviewForm_1-27-14.docx

SAMPLE ANSWER

Abstract

The frequency of people with MRSA infections has increased considerably in recent years. In 2006, over 50% of all cases of skin infections because of MRSA happened in healthy persons living in the community. The 3 types of MRSA include healthcare-associated MRSA, hospital-associated MRSA, and community-associated MRSA. In the year 2008, MRSA resulted in about 89,786 cases of invasive disease leading to nearly 15,300 deaths in America. In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains. MRSA is a major threat to communities and to patients in healthcare facilities. An MRSA infection can actually be more severe compared to other bacterial infections and can be life threatening. In America, studies indicate that MRSA is actually responsible for about 60 percent of community acquired infections with S Aureus presenting to healthcare facilities. The rates of MRSA is increasing rapidly in many regions and there is a dynamic spread of strains all over the world. At present, healthcare associated/acquired MRSA (HA-MRSA) is endemic in hospitals. The proposed solution for the prevention of MRSA is to provide education to individuals and communities on the ways to prevent the spread as well as transmission of the difficult-to-treat MRSA. The main reason for providing education to communities and individuals is essentially to promote health and prevent disease.

Problem Statement

MRSA is defined as an oxacillin minimal inhibitory concentration of at least 4 µg/mL (Raygada & Levine, 2010). The rates of MRSA keep on increasing in many countries around the world. Romano, Lu and Holtom (2011) stated that MRSA infections occur in 3 particular groupings of people: (i) those with recent hospitalization or continuing contact with dialysis units, medical clinics, or those who are going through intricate outpatient treatments, for instance chemotherapy. They are exposed to healthcare-associated MRSA. (ii) Those who are presently within the hospital setting, and these are exposed to hospital-associated MRSA. (iii) Those in the community and these are exposed to community-associated MRSA (Green et al., 2012). A person can become colonized, meaning to be infected with MRSA, by touching a surface which is contaminated, for instance a phone, a door handle, or a counter top; and by touching the skin of an individual colonized with MRSA (Raygada & Levine, 2009).

Mascitti et al. (2010) stated that Staphylococcus is a significant public health issue, and is known to be associated with infections that are difficult to treat. It is also linked to high incidences of mortality and morbidity, as well as increased costs of health care. Staphylococcus is essentially a bacterium which is carried on the nasal lining or skin of about 30% of healthy people (Stefani et al., 2012). In such settings, the bacteria usually does not cause any symptoms, and in such instances the individual is colonized with MRSA. Nonetheless, when the skin of that person is damaged, for instance is cut or scratched, this bacterium can bring about various problems ranging from severe illness to a mild pimple, particularly in elderly persons, children, and persons whose immune system is weakened (Koydemir et al., 2011). Methicillin-resistant staphylococcus aureus is a serious threat to the community and to patients in healthcare facilities. It is particularly difficult and expensive to treat because of its resistance to common antibiotics.

In the year 2006 in America, there were roughly 94,350 invasive MRSA infections, resulting in over 17,900 deaths annually (Green et al., 2012). In America, the proportion of hospital-acquired MRSA infections is high. From 2009 to 2010, 58.7 percent of S.aureus catheter-associated urinary tract infections, 54.6 percent of S. aureus central line associated bloodstream infections, 43.7 percent of S. aureus surgical site infections, and 48.4 percent of S. aureus ventilator-associated pneumonia episodes were caused by MRSA (Calfee et al., 2014). In the year 2008, MRSA resulted in about 89,786 cases of invasive disease leading to nearly 15,300 deaths in America (Prosperi et al., 2013). In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains.

Community-associated MRSA was initially seen as a cause of infection in community-based people without any health care contact. The emergence of Community Acquired-MRSA as a cause of hospital acquired infections places many patients, health workers, as well as their community contacts possibly at risk of getting an MRSA infection (Otter & French, 2011). The emergence of community-associated MRSA also serves to expose its strains to the selective pressure of antibiotic usage in hospitals possibly leading to increased anti-biotic resistance. Different strains of CA-MRSA have invaded healthcare settings. In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains. Currently, MRSA strains are resistant to the available β-lactam antibiotics, such as cephalosporins and penicillins. Gray (2014) pointed out that Methicillin-Resistant Staphylococcus Aureus are commonly not just resistant to methicillin and other β-lactam antibiotics, but they are also resistant to other classes of antibiotics.

MRSA is a major threat to communities and to patients in healthcare facilities. An MRSA infection can actually be more severe compared to other bacterial infections and can be life threatening. There is a growing occurrence of health care associated infections with MRSA in youngsters with underlying conditions predisposing to infection with S aureus. In America, studies indicate that MRSA is actually responsible for about 60 percent of community acquired infections with S. Aureus presenting to healthcare facilities (Gray, 2014). According to Stefani et al. (2012), the rates of MRSA is increasing rapidly in many regions and there is a dynamic spread of strains all over the world. At present, healthcare associated/acquired MRSA (HA-MRSA) is endemic in hospitals. The proposed solution for the prevention of MRSA is to provide education to individuals and communities on the ways to prevent the spread as well as transmission of the difficult-to-treat MRSA. The main reason for providing education to communities and individuals is essentially to promote health and prevent disease. The education activities would be targeted at healthcare workers and the community members in order to prevent community-associated MRSA, healthcare-associated MRSA, and hospital-associated MRSA. One of the most important ways of protecting community members, healthcare workers, and patients is by providing education both to patients and community members.

Conclusion

Methicillin-resistant staphylococcus aureus is a serious threat to the community and to patients in healthcare facilities. It is particularly difficult and expensive to treat because of its resistance to common antibiotics. In the year 2006 in America, there were roughly 94,350 invasive MRSA infections, resulting in over 17,900 deaths annually. There is a worldwide epidemic of CA-MRSA and different strains of CA-MRSA are emerging as a cause of healthcare-associated infections and hospital outbreaks have taken place all over the world. As an emerging cause of hospital-acquired infections, CA-MRSA puts many healthcare workers and patients potentially at risk of developing MRSA infection.

References

Calfee, D. P., Salgado, C.D., Milestone, A.M., Harris, A.D., Kuhar, D.T., Moody, J…Yokoe, D.S.  (2014). Strategies to prevent Methicillin-resistant staphylococcus aureus transmission and infection in acute care hospitals: 2014 Update. Infection Control and Hospital Epidemiology, 35(7), 52-9. Retrieved from http://www.jstor.org/stable/10.1086/676534

Gray, J. W. (2014). MRSA: The problem reaches pediatrics. Archives of Disease in Childhood; 89: 297-298. Retrieved from http://adc.bmj.com/content/89/4/297.full

Green, B. N., Johnson, C. D., Egan, J. T., Rosenthal, M., Griffith, E. A., & Evans, M. W. (2012). Methicillin-resistant Staphylococcus aureus: An Overview for Manual Therapists. Journal of Chiropractic Medicine, 11(1), 64-76. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3315869/

Koydemir, C., Kulah, H., Ozgen, C., & Hascelik, G. (2011). Methicillin-resistant staphylococcus aureus biosensors for detection of Methicillin-resistant staphylococcus aureus. Biosensors and Bioelectronics, 29(1), 1-12. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21856144

Mascitti, K. B., Gerber, J. S., Zaoutis, T., Baron, T. D., & Lautenbach, E. (2010). Preferred treatment and prevention strategies for recurrent community-associated Methicillin-resistant staphylococcus aureus skin and soft-tissue infections: a survey of adult and pediatric providers. American Journal of Infection Control, 38(4), 324-328. Retrieved from http://www.ajicjournal.org/article/S0196-6553%2810%2900063-5/abstract

Otter, J. A., & French, G. L. (2011). Community-associated Methicillin-resistant staphylococcus aureus strains as a cause of healthcare-associate infection. Journal of Hospital Infection, 79(3), 189-193. Retrieved from http://www.journalofhospitalinfection.com/article/S0195-6701%2811%2900227-1/abstract

Prosperi, M., Veras, N., Azarian, T., Rathore, M., Nolan, D., Rand, K., Cook, R. L., Johnson, J., Morris, G. L., & Salemi, M. (2013). Molecular epidemiology of community-Associated Methicillin-resistant staphylococcus aureus in genomic era: A cross-sectional study. Science Reports, 3(1902), 1-7. Retrieved from www.ncbi.nlm.nih.gov/pmc/articles/PMC3664956/

Raygada, J. L., & Levine, D. P. (2009). Managing community associated- Methicillin resistant staphylococcus aureus infections: current and emerging options. Infections in Medicine, 12(4), 31-9. Retrieved from http://www.rheumatologynetwork.com/articles/managing-ca-mrsa-infections-current-and-emerging-options

Romano, R., Lu, D., & Holtom, P. (2010). Outbreak of community-acquired Methicillin -resistant staphylococcus aureus skin infections among a collegiate football team. Journal of Athletic Training, 41(2), 141-145.

Stefani, S., Chung, D. R., Lindsay, J. A., Friedrich, A. W., Kearns, A. M., Westh, H., & Mackenzie, F. M. (2012). Methicillin-resistant staphylococcus aureus (MRSA): global epidemiology and harmonization of typing methods. International Journal of Antimicrobial Agents, 39(4), 273-82. Retrieved from http://www.researchgate.net/publication/221733946_Meticillin-resistant_Staphylococcus_aureus_%28MRSA%29_global_epidemiology_and_harmonisation_of_typing_methods

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CHILDHOOD OBESITY ESSAY PAPER

Childhood Obesity
Childhood Obesity

Childhood Obesity

Order Instructions:

plagiarism is strictly prohibited because my school evaluates it

and again u guys should write according to the instruction given in the paper blc the marking of the paper is based from the instructions

linked item M6A3: Obesity and the Professional Nurse’s Role Paper
Using the information from this course, your assigned readings, and the article and websites linked below you will develop a 6-10 page paper (excludes cover and reference page) addressing obesity and the role of the professional nurse in addressing teaching and learning needs of patient and families.

A minimum of three (3) current, professional references must be provided. Current references include professional publications or valid and current websites (such as those listed below) dated within 5 years.  Additionally, a textbook that is no more than one edition old may be used.

Article: You “Teach” BUT Does Your Patient REALLY Learn? Basic Principles to Promote Safer Outcomes

Websites:

  • Centers for Disease Control and Prevention – Division of Nutrition, Physical Activity, and Obesity
  • Centers for Disease Control and Prevention – Adolescent and School Health
  • United States Department of Health and Human Services – Dietary Guidelines.gov
  • United States Department of Health and Human Services – Healthy People.gov (select information from the 2020 topics and objectives)

The paper consists of two (2) parts and must be submitted by the close of week six. Each part must be a minimum of three (3) pages in length.

Part 1

Select either adult obesity or childhood obesity and:

  • Explain the health problem specific to the selected population. Be sure to provide supporting evidence, including statistics.
  • Examine the causative factors (include physical, social, and psychological factors).
  • Elaborate on the consequences of obesity in the population you selected. Consider the consequences in terms of physical, social and psychological effects.
  • Discuss whether the effect would be classified as short term or long term.

Part 2

Develop a teaching plan to support the needs of a specific individual from the patient population you selected. Refer to the “Teacher and Counselor” chapter in Taylor et al Fundamentals of Nursing textbook and the article “You teach but does your patient really learn? Basic principles to promote safer outcomes” in order to address the following points:

  • How will you assess the patient’s or learning needs? Be sure to consider barriers in your response.
  • What are the expected outcomes? Include realistic time frames.
  • What information will you teach the patient and why are you selecting this information? Be sure to consider age, gender, culture, religious preferences and learning style.
  • How will you evaluate the effectiveness of the teaching?

SAMPLE ANSWER

CHILDHOOD OBESITY

Childhood obesity is a major health problem in the 21st century. Recently, its prevalence rate has risen tremendously. The number of children in the US suffering from this monster is beyond proportion. These rates are alarming. If this trend is not addressed by parents, health organization and the governments, our children will continue to suffer innocently. Young children and adolescents are already suffering a great deal. Due to their tender age, it would be totally out of order to blame their food intake capacities and lifestyle in general. (Liebert, 2011, p.161).

Before we dig deep into the basics of obesity and its consequences, we first need to understand what childhood obesity is? By definition, childhood obesity can be defined as a serious medical or health condition that occurs in children and adolescents. Its most observable symptoms/characteristics are excess fats and hyper-gain in weight. The child weighs above the normal weight for his/her height and age. Children obesity is blowing out the US childhood population. Recent statistics indicate that the epidemic is affecting nearly more than 1/3 of the children population in the United States. This directly infers that childhood obesity is the most common chronic disorder in children. The numbers are growing day by day; in fact, it has tripled since 1980. Children of this generation are really suffering. Day in day out, children are admitted in hospitals and health clinics diagnosed with hypertension, diabetes and other morbid obesity associated conditions. (Liebert, 2011, p.162).

Measuring childhood obesity

Body mass index (BMI) is the most effective criterion of monitoring a child’s weight. Calculating the BMI is very simple; it is the square of one’s height divided by his/her weight in relation to specific age brackets. (Scerri, 2012,p.26). As simple as it is, it should be left to the physicians. They are the one trained to properly diagnose and determine the weight of children. The BMI tool approach has become very popular lately. To improve its accuracy in measuring obesity in adolescents and children, the BMI kit is attached with a BMI-for-age percentile chart.

Childhood obesity is a ticking time bomb to the health of affected children. That one extra pound gained sets an innocent child on a path to health complications and problems that were once identified with adults. You can imagine diabetes, high cholesterol or high blood pressure on a 5-year-old boy or girl. Being obese is very challenging to children. Its lowers their self esteem and depresses them during their entire childhood. (Scerri, 2012, p.26).

Various strategies of combating these conditions have been proposed by medics. The best way of inhibiting obesity in children is to improve/check their diet and exercise routines. Regular exercising and healthy eating helps in securing the future of children. It is the responsibility of the entire family to protect children because they are the leaders of tomorrow.

Consequences of childhood obesity

It is a proven fact that ¾ of obese children will continue being obese in their adulthood. (Cdc.gov, 2014). These poor kids are also exposed to serious medical risks such as;

  • High cholesterol
  • Heart disease and heart failure
  • Diabetes
  • High blood pressure
  • Cancer and
  • Sleep apnea

Psychological effects

Away from the medical angle, obese children are stigmatized and discriminated socially, in school and other social settings. This damages their self-esteem and personal value. (Cdc.gov,2014).

 Causative factors (causes of obesity among children)

Causes of Obesity are so broad; however they can be classified to fit in 5 major categories. They include;

  1. Environmental factors
  2. Heredity and family genetics
  3. Lack of physical activities
  4. Socioeconomic factors
  5. Dietary issues

 Environmental factor

The environment shapes people. Every positive or negative character observed in humans is majorly influenced by his environment. The environment that the child grows up in molds his/her habit way from infancy to adulthood. Talk about television commercials that advocate unhealthy habits and junk eating. This same society is the one demoting the significance of physical activities. In the US, about 40% to 50% of the household’s income meant for food is spent on take -away meals from restaurants, supermarkets, sporting events and cafeterias. Most people in the 21st century do not have time for the kitchen. It is believed that when people eat outside their homes, they usually tend to eat a lot. Juice boxes and sodas taken outdoors also contribute a great extent to the obese menace in children. A 32-ounce bottle of soda contains approximately 400 calories. Scientists have recorded a 60% increased risk of obesity for one soda consumed a day. Boxed drinks, fruit drinks, sport drinks and juice are obesity harbors. In fact 20% of all the obese children are overweight because of excessive intakes of caloric beverages. (Cdc.gov,2014).

 Heredity and family genetics

Genetics play a huge role in obesity. Obese parents have obese children. Statistical estimates argue that heredity and family contributes between 6% to 27% of obesity cases. Genes alone do not always dictate obesity in children, but when blended with behaviors learned from parents, obesity becomes inevitable. Therefore, it is the duty of parents to promote healthy lifestyles in their households to reduce the risk of obesity to their kids. (Cdc.gov,2014).

 Diet

Dietary patterns are changing almost every day in all corners of the world. This trend is disappointing because the average numbers of calories taken on daily basis is dramatically increasing. This increase has translated to a drastic fall in the consumption of healthy nutrients in diets. Trending promotions in eateries and modern restaurants like buffets have created overeating cultures in today’s rich urban and middles class population. Children are eating more than they can burn. (Cdc.gov,2014).

Socioeconomic status

Adolescents and children from low-income backgrounds are most vulnerable to obesity than uptown rich kids. Children of the have-nots cannot afford engaging in extra-curricular activities because their parents have more important bills to take care of. This reduces their physical activities involvement. Education also plays a big role; the level of education of the parents determines the amount of information about health and healthy living that is at their disposal. Parents with high levels of education will obviously values the importance of checking diets and workouts. These values are then implanted in their children who will in the years to come pass the same traits to their children’s children.

Physical activities

Children of today’s generation are anti-physical. The decrease in the field activities in children is majorly due to technological advances. Computer games, movies, TV, social media and the internet are the order of the day. Physical education has also been neglected in institutions of learning. All these factors have lead adolescents to sedentary lifestyles. The education system is also to blame; the physical education lesson is not taken seriously like other subjects. It is fixed some few minutes once a week and very few high schools and elementary schools in the US have daily physical education classes. (Cdc.gov,2014).

Facts on childhood obesity

  1. In the last 30 years obesity in children has doubled while in adolescents it has increased by 400%.
  2. Obese Children aged between 6-11 years in the US increased from 7% (1980) to almost 18%(2012).On the other hand obese adolescents between 12 to 19 years amplified from 5 %to 21%in the same era. (Cdc.gov,2014).
  3. In the year 2012, over 1/3 of adolescents and children were obese/overweight.
  4. Obesity is basically bearing excess fat.
  5. “Caloric imbalance” is the cause of obesity/overweight.

Health implications of obesity in children

Obesity in children and adolescents has both short-term and long-term implication on the health and social life of the patient. High blood pressure and high cholesterol are immediate effects. Pre-diabetes conditions in obese adolescents are also prevalent. Joint and bone problems, Sleep apnea, stigma, low-esteem and other social and psychological problems are short-term too. Adult obesity, stroke, cancer, diabetes, osteoarthritis and other adult health complications are long-term implications. (Cdc.gov,2014).

PART 2

 Developing a teaching/counseling plan for obese children

Taylor and her compatriots in their book, Fundamentals of Nursing, developed a plan that parents and teachers could use to transform/change the behaviors of obese adolescents and children. She begins her approach by identifying the needs of children suffering from obesity. The book advocates healthy eating and the importance of physical activities. It critically evaluates the impact of teaching healthy living. (Taylor et al,1997,p. 100).

In the book she argues that obesity increases as children advance in age. She stresses on the importance of checking children behavior early in their life. As discussed above, most obesity is caused by unhealthy eating habits and minute physical involvement. These two issues cannot be engaged directly. It is very wrong when parents put their kids on diet simply because they are overweight. Changing the behaviors of youngsters is very tricky; it is a multifaceted course of action that demands a lot of serenity and forecast. (Taylor et al,1997,p. 101).

Children at these tender ages cannot comprehend the importance of staying in shape or eating healthy. They will not understand why their parents are denying them sodas and other sweet high calorie delicacies. Their minds are very young hence the phrase “you teach them but do patients really learn.” (Taylor et al,1997,p. 103).

 A teaching plan that supports the needs of obese children and adolescents/primary care

Basics of the counseling/teaching plan

1.Team work; parents, teachers and nurses collaborate and work together.

  1. Cost to the child; 10 to 20 minutes to a primary care office. During the visit, the provider tracks the development and growth of the child while diagnosing nutritional and physical activity guidance to the child/patient.
  2. Sufficient time; the parent/child should provide ample time to the counselor.

Basic principle that promote safe outcomes

  1. Obese children should not be dieted unless a medical practitioner prescribes so for medical reasons.
  2. Maintaining the Child’s current weight should be prioritized in young children as they grow in height normally.
  3. Regular workouts, physical activities and school co-curricular activities.
  4. Reduced video tapes, computer games, ps3 and TV.

These principles are part and parcel of a healthy lifestyle that should be implemented in children early in their life. (Christopher,2014, p. 163).

 How to access and learn the needs of obese children

An obese child is not different from any other child. According to psychology every child undergoes 5 development stages in their childhood that cannot be skipped whatsoever. As the child goes through the 5 stages, he/she satisfies some deep inborn cravings. According to a famous psychologist, Erikson; Obese children must meet the two basic development needs/stages.

  1. Industry vs. Inferiority (6 to 12 years); here, industrious kids acquire pride in accomplished activities and challenges unlike obese children who unfortunately cannot administer simple tasks. This makes them feel inferior.
  2. Identity vs. role confusion (12 to 18 years); at these stage adolescents develop a sense of self worth and personal identity.

The two stages are very vital in the development of any child whether underweight or overweight. Parents and teachers should make sure that obese children undergo the two stages like other normal children in the society. Stigmatization in schools and other social gatherings should the shunned with the strongest terms possible. (Christopher,2014, p. 163).

Expected outcomes after counseling

  1. Decreased weight

A six-month period after the initial visit to the counselor will indicate a great drop in the weight of the child if the recommended prescriptions are followed to the letter. (Christopher,2014, p. 163).

  1. Increased knowledge of nutrition

The child and his family become conscious on their health. They reduce calorie intakes and beverages to ensure healthy living standards. The entire family adopts a healthy lifestyle.

  1. Increased activity;

To burn excess fats, the child engages in more outdoor activities with other children in the surrounding neighborhood.

Information taught to the patient/Obese child and his/her family

Counselor/teacher should give the following advice to the parents/caregivers of obese children;

  • Prioritize good health in the family. Good health does not necessarily mean meeting certain weight goals, it is teaching the family healthy living models and positive attitudes towards physical activities and food without necessary putting any emphasis on body weight. (Benjamin,2013,p.162).
  • Focus on the unity of the family. Obese children should not be sidelined in the running of family chores. Every family member must be engaged towards changing family’s eating habits and physical activities. (Benjamin,2013,p.162).
  • Establish daily snack and meal timetable and dine together frequently. Provide a variety of healthy foods based on young children food guide pyramid.
  • Plan reasonable portions per plate in the dining table.
  • Discourage eating snacks/meals while at the same time watching T.V, these encourages overeating.
  • Limit TV time for the kids, 2hrs a day are enough.
  • Encourage family physical activities such as; bike rides, hike, walks, mountain climbing, skating etc on regular basis. Provide a safe back yard for playing.
  • Make the most of fruits, snacks and vegetables while cutting on beverages like juice and soda.
  • Involves your kids in shopping, planning and preparation of meals in the kitchen.

Evaluation of the effectiveness of the lesson

Whether a counseling plan is fruitful or not, depends on documentations of the counselor during the visits of his patients. The counselor gives the obese child/client targets that she/he must work on within a specific period of time. When the child accompanied with his/her family comes for second and subsequent visits, the targets are reviewed. The teacher is able to evaluate the effectiveness of his teaching plan through such follow-ups. (Ogden et al,2014,p. 806

References

Benjamin, R. (2013). Childhood Obesity: Envisioning a Healthy and Fit Nation. Childhood Obesity (Formerly Obesity and Weight Management), 162-162. (Benjamin,2013,p.162).

Cdc.gov,. (2014). CDC – Obesity – Facts – Adolescent and School Health. Retrieved 16 November 2014,

from http://www.cdc.gov/healthyyouth/obesity/facts.htm

Christopher, G. (2014). A New Voice Emerges in the Fight Against Childhood Obesity. Childhood Obesity (Formerly Obesity and Weight Management), 163-163. (Christopher,2014, p. 163).

Global Childhood Obesity Update. (2010). Childhood Obesity (Formerly Obesity and Weight Management), 255-258.

Liebert, M. (2011). Reversing the Epidemic of Childhood Obesity: The Time Is Now! Childhood Obesity  (Formerly Obesity and Weight Management), 161-161.

Ogden ,L. Carroll,D,.Kit ,K,.Flegal,.M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012. Journal of the American Medical Association;311(8):806-814.

Sherri, C., & Savona-Ventura, C. (2012). Lifestyle Risk Factors for Childhood Obesity. Childhood Obesity (Formerly Obesity and Weight Management), 25-29. (Scerri,2012,p.26).

Taylor, C., Lillis, C., & Lemon, P. (1997). Fundamentals of nursing: The art and science of nursing care. Philadelphia, PA: Lippincott-Raven. (Taylor et al,1997,p. 100).

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Health Threat is Global and not National in Nature.

Health threat is global and not national in nature
Health threat is global and not national in nature

Health threat is global and not national in nature.

Order Instructions:

The international human right to health has been established through various international agreements and other documents, as depicted in “Table 12: Sources for the human right to health” (pp. 279–280). Among the principles that are asserted as human rights are the availability, accessibility, acceptability, and quality of public health and health care services.
In this Application Assignment you are asked to analyze a global public health problem using the international human right to health as a framework. In what ways would a human rights approach to the problem help to provide solutions to the health threat?

Begin by examining a global health problem, such as a particular infectious or chronic disease or type of injury. Alternatively, choose specific public health problems such as lack of access to medical or dental care, war, or a natural disaster. Research your topic by locating and reading at least three primary research articles.

Then, write a 3- to 5-page paper in which you address the following:

•Explain why your selected health threat is global and not national in nature.
•Using the international human right to health as a framework, describe the severity of this problem. Focus particularly on the availability, accessibility, acceptability, and quality of public health and health-care services related to your chosen global health threat. (Refer to Box 17, p. 281.)
•Do you think that a human rights approach is an appropriate and effective method for addressing this particular health issue? Take a stand and justify your position.
Your paper must provide APA-formatted references for all resources used and adhere to APA style and format.

References
Course Text: Public Health Law: Power, Duty, Restraint by Gostin (2008) Chapter 7, “Global Health Law”

This chapter explores public health law on a global scale. It identifies the major intergovernmental organizations working on global health issues. It also examines how decisions are made to determine international public health emergencies with the global spread of disease.

Optional Resources
The O’Neill Institute for National and Global Health Law. (n.d.). Retrieved October 7, 2008, from http://www.law.georgetown.edu/oneillinstitute/index.cfm
World Health Organization: Trade, Foreign Policy, Diplomacy, and Health. (2008). Retrieved October 7, 2008, from http://www.who.int/trade/en/

World Health Organization: Health and Human Rights. (2008). Retrieved October 7, 2008, from http://www.who.int/hhr/en/
APHA: Global Health. (2008). Retrieved October 7, 2008, from http://www.apha.org/programs/globalhealth/

SAMPLE ANSWER

Introduction

In today’s world, accountability of the health centers has drastically increased where the services provided by the healthcare providers is carefully monitored by all rights guiding human rights. As a result, most of the health care systems have greatly worked in the expectation of human rights in the provision of their services. To avoid being held responsible of any adverse health situation of any individual, the government has ensured that there is availability of health services, safe and healthy working conditions of these systems. This is done in an attempt of coordinating well with human rights to health that have been protected by national and international bodies across the world. As such, this essay focuses on the human rights to health in regard to chronic diseases and how human rights can be used to control all health complications associated with chronic disease.

Chronic disease is a continuous health condition that cannot be cured but can only be controlled. According to the Center of Managing Chronic Disease (2011), chronic disease affects the largest population globally and being the leading cause of disability and deaths in the United States where it constitutes to the 70% of deaths in U.S. In addition, chronic disease is the leading cause of premature deaths across the world even where infectious disease are flourishing. However, despite these serious issues associated with chronic disease they are preventable as most of causes of this disease can be avoided as most of them are nutrition related causes. Consequently, this means that this disease is manageable and, thus, all the health organization bodies aiming at controlling this disease focuses on assisting patients in managing the disease by themselves.

Nevertheless, human rights to health can be used to prevent and reduce the rampancy of this disease. Human rights to health use several principles to evaluate the performance of a health care institution as well as the services they are providing. These rights argue that it is a right of every human being to achieve highest standards of mental and physical health that incorporates the ease of accessibility of medical services, health working condition, sanitation and a clean environment (Hunnicutt, 2010). According to human rights to health, there should be a universal way of accessing health care for everyone and it should be done on an equal basis. The accessibility right cuts across all forms of openness needed in a health facility. This includes the physical, information and economic accessibility (Hunnicutt, 2010). Chronic diseases can be prevented or contained whenever there is availability of healthcare services. It is through the availability of these services that will ensure that the bills associated in maintaining the sick people is reduced. Also, accessibility of these services will ease the availability of health education to the patients on how to manage their health conditions.

In addition, human rights stress that health care services should always be available. This right insists on the availability of enough health care infrastructures such as hospitals and trained health care professionals, services such as mental health and goods like drugs (Hunnicutt, 2010). Through the availability of services, chronic disease can be easily prevented as patients will be visiting these institutions severally and be attended to leading to early detection of this disease which is a key factor of controlling this disease. Moreover, the human right to health ensures that the health care providers and institutions are recognizing and respecting the dignity of human through the right of acceptability and dignity (Wolff, 2012). This right ensures that the appropriate services are offered by these institutions are taking into account the culture of the patient, gender and age. Through this right, chronic disease can be prevented amongst the old age as they are prone to these diseases. This right will ensure that the service providers extend their health education to the old age in an attempt of guiding them on the dietary issues. More so, the disparity of chronic disease is based upon the diversification of the ethnicity, education level and socioeconomic of different people. As such, this power governs the provision of health services to all the people equally while abiding with the code of ethics governing healthcare operations.

Correspondingly, human right to health uses the principle of quality to evaluate the quality of healthcare services provided in these institutions and their impact on the attended patients (Wolff, 2012). This principle argues that all health care must be of good quality and suitable to the serving of the patients. The right continues to argue that these services must be provided in time and in a safe manner. The right goes on and insists of the appropriateness of the of quality scientific and medical application in healthcare (Wolff, 2012). This can help reduce chronic liver disease that is an example of chronic disease by reducing the usage of the antibiotics by the patients.

All these rights combined can help reduce and prevent chronic diseases as they govern how the health care facility and providers handle patients. Similarly, these rights ensure that there is accessibility of the available healthcare services that in turn help in early identification of the chronic disease. Equally, the rights evaluate the quality of the services provided by clinicians while attending to patients affected by this disease as well as acceptability of all the patients without any biasness in basis of age, gender, ethnic and education level.

Conclusion

In a conclusive voice, therefore, human rights to health are a crucial issue in evaluating the performance of a healthcare institution and in enhancing provision of better services by these institutions. Additionally, these rights can help in preventing and managing chronic diseases in that they ensure equal servicing of these patients as well as provision of high-quality service. Lastly, these rights ensure that health care services are enough and easily accessible anywhere, anytime by all patients.

References

The Center for Managing Chronic Disease, (2011). What is Chronic Disease? [Web at] <http://cmcd.sph.umich.edu/what-is-chronic-disease.html > Retrieved 6th, November 2014.

Wolff, J. (2012). The human right to health. New York: W.W. Norton & Co.

Hunnicutt, S. (2010). Universal health care. Detroit: Greenhaven Press.

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Is Wealthier Healthier? Essay Assignment Help

Is Wealthier Healthier?
Is Wealthier Healthier?

Is Wealthier Healthier?

Is Wealthier Healthier? Essay Paper

Order Instructions:

Is Wealthier Healthier?

African nations tend not to have lower health outcomes, experiencing epidemics of infectious and non-communicable diseases across the continent. There is substantial health inequality among and within many nations in Africa. Similar disparities in health also exist in Latin America. Cuba, Costa Rica, and Chile have health outcomes comparable to the United States, while Haiti’s health outcomes are comparable to the less healthy parts of Africa.

A variety of arguments can be made for the reasons why there is great health inequity in these regions. Some relate to the different colonial histories since health is transmitted inter-generationally. Colonization, neoliberal globalization, including free market, free trade, and the unrestricted flow of capital with little government influence, has resulted in large wealth inequalities. Some countries have cut their government spending on health programs, which has led to devastating health outcomes.

For this Discussion, examine countries and their health problems.

Select two countries with different per-capita income levels such that one could be classified as a “high income” nation and the other would not be classified in the same income category. Note: You may use The World Bank website in your Learning Resources to identify countries and their income levels.

By Day 4, post a brief summary comparing the two countries and their health problems. Also, compare how the economic level and income inequality in each country influenced other social determinants (social dynamics, the status of women, education, or violence/homicide, etc.) for each country. Then, explain the impact of the determinants on the health outcome in each country.

SAMPLE ANSWER

Week 11 GloDQ

Health outcomes in different countries varies due to various reasons such as policies, economic, social, cultural political, colonization, neoliberal globalization, including free trade free market, and the unrestricted flow of capital among many others.  The paper compares two countries health problems and impacts of determinants on health outcomes.

USA and Kenya are example of two countries that have different health problems. USA is categorized as a developed country. The country has a well and organized health system. It is classified as high-income economy. The country has population of 316.1 million people with a GDP of 16.80 trillion (The World Bank, 2013).  Therefore, the health outcomes in USA are at high level as evidenced with their child life expectancy of 79 years (The World Bank, 2013).  On the other hand, Kenya is categorized as developing country with middle-income economy. The country has population of 44.35 million with a GDP of $ 44.10 billion. The poverty headcount ratio at national poverty level line is 45.9% (The World Bank, 2013). The country therefore experiences a lot of health problems relating to socioeconomic such as communicable diseases such as malaria, typhoid and child mortality rates. The life expectancy at birth is 61 years.

Economic level and income levels of these two countries influence other social determinants such as status of women, violence/homicide and education. In Kenya, the gender disparity has decreased with empowerment of women. Education is provided to all the gender. However many women and children are at higher risks of death due to lack of accessibility to better quality healthcare. Initiate such as ‘beyond zero campaigns’ aims at reversing the trend (UNAIDS, 2014).  The rate of violence is also experienced in families. Situation in USA is different as rates of mortality among woman and children are lower because of better healthcare systems (Marotta, 2014).  The education levels are also higher and women have equal status in society because of economic empowerment.

Determinants of health outcomes such as the level of income/wealth, the education level, the cultural ideologies impacts on these countries in different measure. In USA, for instance income levels have enabled accessibility to quality and affordable healthcare reducing the level of mortality. On contrary, in Kenya the level income has also affected the quality of healthcare (Mugo, 2012). People suffer from communicable diseases and face challanges accessing quality healthcare. Cultural practices as well impact on the quality of healthcare as higher people still use traditional medical practices.

References

Marotta, D.  (2014). U.S. Health-Care Costs versus Health Outcomes.  Business Journal (Central New),  28(35): 4-7.

Mugo, M. (2012). Impact of Parental Socioeconomic Status on Child, African Development Review 24(4): 342-357

The World Bank. (2013). Kenya. Retrieved from: http://data.worldbank.org/country/kenya

The World Bank. (2013).  USA. Retrieved from: http://data.worldbank.org/country/united-states

UNAIDS. (2014). New ‘Beyond zero campaign’ to improve maternal and child helath outcomes in Kenya. Retrieved from: http://www.unaids.org/en/resources/presscentre/featurestories/2014/january/20140130beyondzer   ocampaign/

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Ethics of Screening Essay Assignment

Ethics of Screening
Ethics of Screening

Ethics of Screening

Ethics of Screening;Genetic Screening for Breast or Prostate Cancer

Order Instructions:

Ethics of Screening

The decision about whether or not to screen for a condition can be quite controversial. However, even in the case of noncontroversial screening programs, such as blood pressure screening, there will always be factors that argue for and against the implementation of the screening program.

In preparation for this week’s Discussion, consider the following controversial screenings: genetic screening for breast or prostate cancer, mandatory HIV screening, and obesity screening of school-aged children. Consider the pros and cons of screening for each of these health issues.

Post by Day 4 a response to the following:

Please describe the topic you selected and give some background about factors that contribute to a decision whether or not to implement the screening program within the population at large or within a subgroup of the population.

Choose and “claim” a side to argue-either pro or con-and provide an argument, supported by scholarly evidence and properly referenced, for the side you chose.

SAMPLE ANSWER

Genetic Screening for Breast or Prostate Cancer

Factors that contribute to a decision of whether or not to implement the genetic screening for breast or prostate cancer within a population of adult patients are varied. One of the factors is the history of breast or prostate cancer. According to (Caltabiano & Ricciardell  (2013), breast or prostate cancer have a history of how they are transmitted and how long it takes for the bacteria to cause symptoms in the body, what happens if treatment is given, and what happens if treatment is not dispensed. Another factor that can make the disease to be screened is because it has preclinical or asymptomatic stage, whereby, the individual is diseased but is not showing symptoms (Caltabiano & Ricciardell, 2013). Breast or prostate cancer takes many years to begin to develop and, therefore, screening is recommended. The other important factor that could lead to screening of breast or prostate cancer is because the treatment that could be provided at an early stage would result in a more favorable outcome for the individual, than if the treatments were administered after symptoms appear.

Miller, Ashar, Sisson and Johns Hopkins University (2010) attest that medical practitioners may not recommend genetic screening for breast or prostate cancer because of its respective cons. One of the cons is that normal screening results do not guarantee healthy genes in that, if a patient tests negative for the breast or prostate mutations, but the presence of mutation is not confirmed in a family member with the respective cancer, the patient is still considered high risk. Another con is that close monitoring with regular tests does not always succeed in detecting breast or prostate cancer (Miller, Ashar, Sisson & Johns Hopkins University, 2010). Some patients end-up being diagnosed with later-stage disease despite the best screening techniques. Another reason why a medical practitioner would argue against genetic screening for breast and prostate cancer is that for some patients, abnormal tests can trigger anxiety, depression, or even anger, which can complicate the disorder further.

References

Caltabiano, M. L., & Ricciardelli, L. (2013). Applied topics in health psychology. Chichester,West Sussex, UK: Wiley-Blackwell.

Miller, R. G., Ashar, B. H., Sisson, S. D., & Johns Hopkins University. (2010). The Johns Hopkins internal medicine board review 2010-2011: Certification and recertification. Philadelphia, PA: Mosby/Elsevier.

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Comprehensive Assessment of a Patient with Chlamydia

Comprehensive Assessment of a Patient with Chlamydia
Comprehensive Assessment of a Patient with Chlamydia

Comprehensive Assessment of a Patient with Chlamydia

Order Instructions:

When completing practicum requirements in clinical settings, you and your Preceptor might complete several patient assessments in the course of a day or even just a few hours. This schedule does not always allow for a thorough discussion or reflection on every patient you have seen. As a future advanced practice nurse, it is important that you take the time to reflect on a comprehensive patient assessment that includes everything from patient medical history to evaluations and follow-up care. For this Assignment, you begin to plan and write a comprehensive assessment paper that focuses on one female patient from your current practicum setting.

To prepare: Think about the details of the patient’s background, medical history, physical exam, labs and diagnostics, diagnosis, treatment and management plan, as well as education strategies and follow-up care.

To complete:

Write comprehensive paper that addresses the following:
•Age, race and ethnicity, and partner status of the patient
•Current health status, including chief concern or complaint of the patient
•Contraception method (if any)
•Patient history, including medical history, family medical history, gynecologic history, obstetric history, and personal social history (as appropriate to current problem)
•Review of systems
•Physical exam
•Labs, tests, and other diagnostics
•Differential diagnoses
•Management plan, including diagnosis, treatment, patient education, and follow-up care

Any one of these topics might be appropriate but must be comprehensive:

  • Bacterial vaginosis
  • Trichmoniasis
  • Chalmydia
  • Polycystics Ovarian syndrome
  • Yeast infection
  • UTI
  • Overactive bladder
  • Atropic vaginitis

see attachment I sent earlier please

SAMPLE ANSWER

Comprehensive Assessment of a Patient with Chlamydia

Date of Visit: 25/10/2014

DOB:  25/05/1985

Subjective Data

CC: “I feel some Itching around the vagina and bleeding between periods”.

HPI: Mary is 29-year old African-American female who presents herself to the clinic today with complaint of itching around the vagina and bleeding between periods. She reports that she first experienced the itching two to three weeks after having sex with her boyfriend, which has been worsening over time. Related symptoms are pain during menstruation, lose of so much blood in between menstruation and discharge from the birth canal. The patient also complained of having so much pain when urinating but denied having had any diabetes problem. She thought she had bacterial vaginoites and used a lot folate, calcium and vitamin E rich foods none of which have provided any relief. She has also used antibiotic Metronidazole (500 mg twice a day, once every 12 hours) for 7 day which provided some improvement but the problem recurred whenever she had sex.

OB/Gyn History:  the patient has used IUD for ten years. A copper IUD for 6 consecutive years then changed to a hormonal IUD until diagnosed with Pelvic inflammatory disease. She received treatment with Doryx, Vibramycin Lupon for abnormal vaginal discharge that is yellow or green in color or that has an unusual odor.

Menstrual history: Before being diagnosed with Pelvic inflammatory disease, at age 19, her cycle lasted 6-8 days with heavy bleeding.

Pregnancy history: During her first pregnancy in 2007, she experienced Pelvic girdle pain, severe hypertensive states and Deep vein thrombosis

History of STIs:  History of polycystics ovarian syndrome and urinary tract infection at the age of 23.

Sexual history: She is currently having multiple sex partners with men who are older that her age. In fact, she admits having worked as a prostitute when she was 20 years before deciding to reform. Presently she does not like her lifestyle and she is planning to settle down with one man. Gyn problems/procedures: experiences cramps when using IUD.

Urologic health: Treated for recurrent polycystics ovarian syndrome

Previous Pap test/mammogram: Date of last Pap, 2013 and mammogram in 2014 with normal findings.

Contraceptive use: Uses hormonal IUD as a birth control, however, she is considering the use of condom for barrier protection from sexual transmitted infections (STIs) in order to avoid putting herself at risk always.

PMH:  PID and so much bleeding during her periods.

Immunization status:   influenza and Tetanus (November 2010)

Medications: Metronidazole (500 mg twice a day, once every 12 hours)

Allergies:  allergic to eggs and mosquito bite.

FMH: Mother diagnosed with pelvic inflammatory disease in 1980 died at age 60 in 2012. Father diagnosed with diabetes in 2000 but still alive. Has five siblings, all who are in good health and stay physically active

Psychosocial/Social History/Habits: Patient does farming on her private farm when she plants vegetables.

Review of Systems

Skin: report of skin rash, but no discoloration, no itching and the skin color is very normal

HEENT: Rejects having had any gum disease.

Lymph/neck: does not remember having had any lymph problem,

Thorax/Respiratory: her respiratory system has never had any problem

Breast: there is no nipple discharge, lumps, pain or change in breast size.

GI/Abdomen: experiences vomiting but no nausea vomiting or any changes in bowel habits, Genitourinary:  C/o confirms presence of vaginal itching or discharge.

Objective Data

Vital signs: T 96.2 HR 77 RR 22 B/P 144/90 weight 90 Lbs height, 60 inches BMI 24.9

General History:  Mary is a 29-year-old well-developed lady with a normal weight. The patient has fever and looks stressed.

General:

HEENT: the head is normocephalic, eyes have no papilledema, ears are noninflammed, throat has no erythena, and mouth has no thrush while the neck is supple.

Lymph Nodes: they are not infected

Thyroid: absence of hyperthyroidism.

CVS: RRR, SI and S2, no murmurs, gallops, heaves, thrills, rubs, carotid artery bruit

Thorax/ lungs: the lungs have no infection

Breast exam:   the breasts have no masses, lumps, rashes lesions.

Gastrointestinal: Abdomen flat, non-distended with active bowel sounds in all quadrants, no hepato-splenomegaly. There is no tenderness with deep palpation.

Pelvic Examination:

External Genitalia: Bartholin’s and skenes glad normal, mons pubis with scanty hair, labia appears dry and majora extends partially to the perineum, vaginal wall pale smooth and shiny. Erythemaous with increased friability, vaginal discharge sticky, brownish, and vaginal mucosa appears thick and pale loss of rugal folds and elasticity.

Adnexae:   bilaterally tender without mass.

Musculoskeletal noncontributory

Neurologic:  non-contributory

Assessment

A: Primary Diagnosis:

A: Diagnosis:

Chlamydia infection is the most common sexually transmitted infection in both men and women (Alexander, 2010). Sexually active individuals and individuals with multiple partners are at highest risk. The common symptoms include, abnormal vaginal discharge that may have an odor, bleeding between periods, Painful periods, abdominal pain with fever, Pain when having sex, Itching or burning in or around the vagina and Pain when urinating (Yancey, 2012).

Diagnostic lab test /culture

Chlamydia is tested depending on the microorganism found by cell culture method in the lab. Non cultures are very specific and are used to test a population with more than 10% infection with Chlamydia.

Respiratory chlamydioses is tested using assay for changes in antibody titer .

Differential Diagnoses

UTI: is a disease of the urinary tract whose symptoms include a burning feeling when the person is urinating and pain in the back pain. This condition was ruled out because with this condition the patient always feels the urge to urinate even though little comes out (Yancey, 2012).

Bacterial vaginosis: the patient has vaginal discharge. The disease was done away with because BV is not so serious and women do not visit the doctor. About 1 in 3 women may have BV in their lives (Yancey, 2012).

Plan

Antibiotic treatment regimens for uncomplicated genital chlamydial infection are: azithromycin (1 g orally as a single dose) or doxycycline (100 mg twice daily for 7 days). Uncomplicated infection should be treated with azithromycin 1 g as a single oral dose. Those people with erratic health-care-seeking behavior, poor treatment compliance or unpredictable follow-up, azithromycin might be more cost-effective. Erythromycin, levofloxacin and ofloxacin are effective alternatives to azithromycin and doxycycline (Chernecky & Berger 2013).

Medications: use of antibiotics, including tetracyclines, azithromycin, or erythromycin. Those infected should get treated to prevent transmitting the disease. If a person contracts Chlamydia, the person is not protected from contracting the disease again. Those women who suffer from PID should use antibiotics for a very long time or stay in the hospital for intravenous antibiotics. Some severe pelvic infections may require surgery in addition to antibiotic therapy (Fischbach & Dunning, 2009).

Education

Those who engage in sex should get tested every year. Because of the chance of other health problems if you contract Chlamydia, ask your caretaker on the number of times to go for check up (Breguet, 2006). The female are encouraged to do the test since the problem is so rampant in them.

Follow-up:  A follow-up evaluation may be done in 4 weeks to determine if the infection has been cured (Alexander, 2010).

Conclusion

Without any doubt, I was so convinced in the medical plan given to this patient. However, I realized that most young gals are ignorant on the relevance of going for medical checkups for Chlamydia. This has made these ladies to be unwilling to visit the medical providers.  The reason for the unwillingness is that, they are not ready to share their personal life with anyone else. This condition is more challenging and does not respond to one treatment, thus, control is based on the nature of the disease and the severity. Sometimes, so many treatments have to be tested before settling on the best form. Different forms of treatment have to be used in order to realize good results and also there should be National testing of every person that is above 18 years in order to stop the spread of the disease at a very early stage. The patient was educated about the medications of the disease and advised to visit a doctor.

References

Chernecky, C. C., & Berger, B. J. (2013). Laboratory tests and diagnostic procedures. St. Louis, Mo: Elsevier/Saunders.

Fischbach, F. T., & Dunning, M. B. (2009). A manual of laboratory and diagnostic tests. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Yancey, D. (2012). STDs.

Breguet, A. (2006). Chlamydia. New York: Rosen Pub. Group.

Goldman, M. B., Troisi, R., & Rexrode, K. M. (2013). Women and health. Amsterdam: Elsevier Science.

Alexander, L. L. (2010). New dimensions in women’s health. Sudbury, Mass: Jones and Bartlett Publishers.

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Diabetes, a contemporary approach. A case study.

Diabetes, a contemporary approach
Diabetes, a contemporary approach

Diabetes, a contemporary approach

Learning outcomes as follows: Examine multi professional diabetes services and illustrate an understanding of other professionals‘ roles and how these contribute to the service.

Identify and critically evaluate educational strategies for clients with diabetes in order to ensure effective self-management.

My case study is as follows:
Appendix A- Case Study
Case Study
A 69 year old patient, who suffers with type one diabetes, self administers insulin and has done for many years. When admitted to the ward for wound
management for leg ulcers, it became apparent that she regularly experienced hyperglycaemia and demonstrated poor technique when delivering her insulin, when this was discussed with the patient she did not seem to acknowledge there was a problem. It had been reported from the district nursing team that she had been non-compliant with bed rest at home. Due to the patients poor management of her diabetes and technique the nursing staff referred her to the diabetic nurses, dietician, tissue viability specialist and also the community mental health team.

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Bowel cancer screening Assignment

Bowel cancer screening
Bowel cancer screening

Bowel cancer screening

Assessment item 1: Annotated Bibliography
ASSESSMENT GUIDELINES
Word length: 2000 words +/- 10% (not including references)
Topic: Health topics related to screening tests.
– Bowel cancer screening
Referencing style: Citing and referencing using APA.
You must attach a copy of each source with your assessment item.
You must attach the following:

A full copy of the journal article, not just the abstract.

A copy of the front cover of your edited book and the copyright page as well as the chapter itself.

A screen shot of your homepage. You can do this by using the ?PRT SC? key on your keyboard and pasting it into a word document. You should attach a screen
shot of any links or other pages which help demonstrate your homepage.

Presentation: 12 point Times New Roman
Double spaced .
Page margins ?normal? (2.54cm on each side)
Title of your assessment item, total word count.
Page number must be inserted at the bottom of each page.
Start each annotation on a new page and put citation as the heading of each annotation
Purpose of the assessment item
Every health practitioner is required to read technical and academic literature to inform practice and to decipher new knowledge. Learning to discern
academic and technical literature takes time and practice. The purpose of this assessment item is two-fold.
Firstly, it will enable you to retrieve and read literature to make decisions about its accuracy, reliability and currency. Secondly, it will assist you to
develop researching and academic writing skills in your area of study. .
What you will need to do
Step one: You are required to retrieve the following sources related to the topic:
1. Two (2) academic journal articles (from library databases like
EbscoHost/Proquest/Medline/PubMed)
2. Two (2) print chapters from an edited book.
3. Two (2) homepages from an Australian State or Federal Government website.
Step two: For every source, you will need to provide the following:
1. List the citation in the referencing style prescribed by your discipline area.
2. Summarise the main argument(s) and conclusion(s) by the author(s). This must be in your own words (using academic writing style and in 3rd person).
3. Evaluate the source. Evaluating sources includes an assessment of accuracy, reliability and currency. The types of questions you might ask yourself
include: the quality of the references the author(s) use, the date of publication, how the authors are funded, what are the qualifications and affiliations
of the author(s) (using academic writing style and in 3rd person?
4. Reflect on how useful the source was (written in 1st person). How useful did you find this source to be? You should comment on whether the source was
relevant, useful and insightful.

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Population health Research Paper Available

Population health
Population health

Population health

Order Instructions:

What must be done to intervene and ensure that history does not repeat itself for future populations? This week, you examine the impact of the historical roots of social disparities on health of populations in Africa and Latin America. As you go through this week’s Learning Resources, think about what we can learn from history. This week, you consider developing a policy in a country you selected and think about various issues in practicing population health.

Objectives

Students will:

• Analyze the impact of determinants on health outcomes for countries
• Analyze public issues in health literacy and cultural awareness
• Identify the relationship between health inequality and life expectancy in selected countries
• Identify efforts to reduce health inequities
• Analyze policy development and country support

For your Final Project, share some of your ideas on how you can use the knowledge and insights gained in this course to promote positive social change in your community and the world.

To prepare for the Final Project, review all the week’s Learning Resources and consider possible issues you might encounter when implementing a policy.

Final Project (7–10 pages):

In developing a policy in the country you selected, consider the following:

• Explain the rationale for selecting the country.
• Describe the social determinants of health in the country that you would need to address. Explain why you need to address these determinants.
• Explain the possible public issues you might encounter in health literacy and cultural awareness in this country.
• Describe the relationship between health inequality/inequities and life expectancy for the population in your selected country.
• Describe two current efforts in this country (you selected) to reduce health inequities.
• Explain how you might develop a health policy so that it gets the support of the country you selected. Note: Take into account the culture of the country.

Articles:

1. Wilkinson, R., & Pickett, K. (2010). The spirit level: Why greater equality makes societies stronger. New York, NY: Bloomsbury Press.

Chapter 15, “Equality and Sustainability” (pp. 217–234)

2. Alles, M., Eussen, S., Ake-Tano, O., Diouf, S., Tanya, A., Lakati, A., . . . Mauras, C. (2013). Situational analysis and expert evaluation of the nutrition and health status of infants and young children in five countries in sub-Saharan Africa. Food and Nutrition Bulletin, 34(3), 287–298.

3. Baum, F. (2008). The Commission on the Social Determinants of Health: Reinventing health promotion for the twenty-first century? Critical Public Health, 18(4), 457–466.

4. Dankwa-Mullan, I., Rhee, K. B., Williams, K., Sanchez, I., Sy, F. S., Stinson, N., & Ruffin, J. (2010). The science of eliminating health disparities: Summary and analysis of the NIH summit recommendations. American Journal of Public Health, 100(Suppl. 1), S12–S18.

5. Jones, C. M. (2010). The moral problem of health disparities. American Journal of Public Health, 100(Suppl. 1), S47–S51.

6. Koh, H. K., & Nowinski, J. M. (2010). Health equity and public health leadership. American Journal of Public Health, 100(Suppl. 1), S9–S11.

7. Kruk, M. E., Porignon, D., Rockers, P. C., & Van Lerberghe, W. V. (2010). The contribution of primary care to health and health systems in low- and middle-income countries: A critical review of major primary care initiatives. Social Science & Medicine, 70(6), 904–911.

8. Venkatapuram, S. (2010). Global justice and the social determinants of health. Ethics & International Affairs, 24(2), 119–130.

9. Hashim, J., Chongsuvivatwong, V., Phua, K. H., Popcock, N., Teng, Y. M., Chhem, R. K., . . . Lopez, A. (2012). Health and healthcare systems in Southeast Asia. Retrieved from http://unu.edu/publications/articles/health-and-healthcare-systems-in-southeast-asia.html

10. Gapminder (n.d.). Retrieved February 13, 2014, from http://www.gapminder.org/

11. Rudan, I., O’Brien, K. L., Nair, H., Liu, L., Theodoratou, E., Qazi, S., . . . Campbell, H. (2013). Epidemiology and etiology of childhood pneumonia in 2010: Estimates of incidence, severe morbidity, mortality, underlying risk factors and causative pathogens for 192 countries. Journal of Global Health, 3(1).
Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3700032/pdf/jogh-03-010401.pdf

12. UNICEF Bangladesh. Health and nutrition. (n.d.). Retrieved February 13, 2014, from http://www.unicef.org/bangladesh/health_nutrition_311.htm

13. Weiss, M. G., Somma, D., Karim, F., Abouihia, A., Auer, C., Kemp, J., & Jawahar, M. S. (2008). Cultural epidemiology of TB with reference to gender in Bangladesh, India, and Malawi. The International Journal of TB & Lung Disease, 12(7). Retrieved from http://www.who.int/tdr/publications/journal-supplements/cultural-epidemiology-tb/en/index.html

14. World Health Organization. (2010). Health system in Bangladesh. Retrieved from http://ban.searo.who.int/EN/Section25.htm

15. World Health Organization. (2012). Health systems in sub-Saharan Africa: What is their status and role in meeting the health millennium development goals? http://www.aho.afro.who.int/en/ahm/issue/14/reports/health-systems-sub-saharan-africa-what-their-status-and-role-meeting-health

Please apply the Application Assignment Rubric when writing the Paper.

I. Paper should demonstrate an excellent understanding of all of the concepts and key points presented in the texts.
II. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
III. Paper should be well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with doctoral level writing style.
IV. Paper should be mostly consistent with doctoral level writing style.

SAMPLE ANSWER

Introduction

The health status of every population in any country is a crucial towards the development of this country. A healthy population will be able to work together and constitute in development of the country while an unhealthy population will drag behind in development as more time is taken to improve this status. The health status, therefore, remains as a tough challenge in most of the developing countries most especially African countries and the Latin America (Frey,& Temple, 2009). Importantly, these countries are mostly faced with intellectual disabilities (ID) and thus, call for the nee of establishing national initiatives to handle this exclusive health need of its population. As such, this paper will focus on the health status of Guatemala country as one of the Latin American country, discuss the social factors affecting its health status and elaborate on public concerns that might be encountered when addressing the health literacy and cultural awareness. Moreover, the paper will look into the relationship between the life expectancy and health inequities of this country as well as the efforts made by this country to improve its health status.

Guatemala is the biggest and most populated country amongst the Central American countries. The population of this country is rapidly growing and young that is mainly a rural based population. However, it has been noted as a country with the poorest social outcomes compared to other Latin American countries as most of its children below five years suffer from chronic starvation and about 290 women pass away from the pregnancy difficulties (Centre for Economic and Social Rights [CESR], 2014). In addition, it has the lowest human progress that is based in terms of health, life expectancy and education outcomes as compared to the other countries.

As such, the health status of this country calls for serious attention to the whole globe and the associated professionals (CESR, 2014).In response to this, ICEFI

(InstitutoCentroamericano de EstudiosFiscales)That is a research body was formed. Together with Guatemalan specialists were mandated to research on the various ways to improve the political economy and health state of this country. After the research was conducted, a report was laid down that resolved that failure of economic progress and failure to realize the political rights of the Guatemalans was due to lack of political will by the ruling government to contribute more in preserving those rights (CESR, 2014).

Congruently, most of the Guatemalans are living in poverty especially, those in rural areas. Despite putting more effort in improving the health situations in Guatemala, it still remains to be amongst the countries that are having higher maternal mortality rate in Central America (CESR, 2014). The leading cause of this is the poor allocation of resources to the maternal health by the state making it hard to monitor and implement the right heath measures in the country.

The advancement of poor health situation in Guatemala has been accelerated by various factors that directly or indirectly favor these poor health status. Apparently, the major social determinants of health status in Guatemala is the political and socioeconomic factors (Marini, 2010). These factors comprises of the wide set of cultural, functional and structural features of social system that highly influence the people’s health on a daily basis. Further, the daily happenings on an individual also affect their health status as it is through this that determines the types of diseases that one contract. Additionally, society work plays a vital role in fighting or boosting the health status of any country and, therefore, it’s the role of the society set up organizations that aid in health promotion, treatment of diseases and disease prevention. However, the socioeconomic state of Guatemala is poorly run in that most of the people are poor especially those living in rural areas and, therefore, it is hard to set-up organizationsthat creates awareness to the members of the society.

Moreover, the political context of any country can either worsen the health status or make it better.  This solely depends on the ruling governance, public policies, societal values and microeconomic policies (World Health Organization [WHO], 2012). It is the governmental role to make sure that there are sufficient resources in all health institutions. As such, poor governance in Guatemala aids in the deteriorating poor health services where there is under-funding of health institutions leading to poor service provision (WHO, 2012).

Correspondingly, the structure of the society influence the health status of every country that cuts across the making of the society as well as its cultural and social believes. Through this societal structure that determines what the society takes as good for them and what it abandons. Moreso, the social position of every individual determines how they get the access of the health services. This incorporates the education level and the income level of every individual is what regulates how each gets access of the health services. In Guatemala, the largest percentage of the sick people are poor and they are not in a position of accessing better health services as they are low-income earners(WHO, 2012).

Similarly, gender variation amongst the society plays a critical role in health due to its crucial effects on the development of hierarchies in the allocation of resources and division of labor (Ishida, 2009). Most of the jobs are allocated depending on the sex, and different values allocated to those roles for them to access and have control over crucial social protection possessions including; employment, education, and health services. Evidently, in Guatemala death rate is different across the gender since more women tend to die than men (Ishida, 2012). This trend is experienced as more deaths are caused by pregnancy complications.

To control all these problems, there rises need to educate the public on the health matters and create awareness to the community on the matters concerning their health. This is one of the ways that can be used to overcome all these un-favoring health determinants. As such, nurses are mandated to go out in the field, interact with the public, educate them and provide health care to them. However, despite this effort by every government, nurses and other professionals are faced with various difficulties as they carry out their awareness programs due to serving varied population of patients (Wittner, 2012). Amongst the many challenges facing nurses are based on the linguistic, language and literacy levels among the patients and members of the public. Although in the nurses are taught on how to handle all the difficulties associated with patients, this remains a difficult task to handle a diversified population of patients (Singleton, 2009).

Cultural competence being the skills of providers and organizations being in a position of distributing effective health care services without inconveniencing any patient is yet affected by this diversified population of the patients (Wittner, 2012). Due language barriers and low level of health literacy amongst the patients and members of the public, it becomes hard for the nurses to provide culturally competent services. Also, due to low literacy amongst the patients, it becomes hard for them to read any instructions given by physicians and during public awareness (Wittner, 2012).

Moreso, the cultural beliefs of every society plays a serious role in provision of the culturally competent services and, therefore, it is very important for the ones involved in providing these services to understand the culture of the public they are serving. In Guatemala, all these factors limits the interaction time between the service offers and the patients thus risking the lives of the patients suffering from chronic diseases who need more time. Equally, lack of cultural competence leads to the provision of poor health services and lack of satisfaction of the offered services due to low quality of patient to doctor interaction.

Finally, creation of awareness towards the public is in Guatemala is also challenged by the health care practices and beliefs in that some ethnic groups in the country does not believe in the science-oriented things (Baum, 2008). Therefore, this poses a great challenge to the people implementing the awareness programs to convince these people that workability of their mission. This becomes a hard task when dealing with the mentally challenged patients who believe that mental illness is brought by possession of evil spirits and, therefore means that the personnel dealing with such a person must fully understand the belief of every patient and be in a position of interfering with their beliefs in the correct way as they treat them.

It’s vividly clear that in the hardship associated in accessing the health services in Guatemala is led by unequal distribution of resources amongst its citizens. As such, it is simple for some people to settle hospital bills and access health services even from private hospitals whereas it is hard for others to access public hospitals (WHO, 2012). As a result, life inequity and social exclusion come up which tends to hinder the vast majority of the people from accessing better health services (Wright, 2009). Importantly, life inequities remain as the main hindrance in the provision better and improved health conditions in Guatemala. Significantly, life inequality is distributed on the basis of the socioeconomic levels of lives where the mortality rate of poor people is double than that of well-being people (Wright, 2009).

The life expectancy amongst the Guatemalans is also based on the life inequity, where the percentage of successful births is high for the rich people unlike for the poor ones (Jones, 2010). Moreover, the dissemination education amongst varies on the basis of the income distribution implying that children from well-being families gets quality education that improves their level of literacy. Besides, the increasing elderly population in Guatemala does not mean that they are living a comfortable life. The old population combined with the declining fertility rate in Guatemala has led to the deterioration of the economic, health and social life of the Guatemalans more is incurred when taking care of this old population (Jones, 2010). Consequentially, it is the role of the state government to minimize the gap between the living standards of the Guatemalans that will in turn boost their health, social and economic life.

Despite all these health challenges affecting the Guatemalan, its government has put several projects in an attempt of improving the health condition of its citizens. After the passing of the peace contracts in 1996, the new constitution of the Guatemalan stated that it an elementary right for every citizen to have access of a health care (Pena, 2013). Though it has remained a hard task for the government to implement this right, this government has tried to improve the health condition of its health institutions (Johnson, 2013). It has achieved this by improving its Ministry of Public Health and by involving other non-governmental organizations in the provision of better health services to its citizens. Moreover, the government setup a program (Expansion of Coverage program) that aims at improving the access of nutrition and health services to the poor people residing in the rural areas (World Bank Group [WBG], 2014). The program is implemented through the collaboration of government and various NGO’s where they are aiming at ensuring that they overcome the dominating life inequity amongst the poor people.

Conclusion

In general, therefore, the health state of any country solely depends on the ruling government that is held responsible for the provision of better health services and ensuring that they are easily accessible to every citizen. Also, the government should increase the number of professional doctors in the public hospitals to reduce the number of un-attended patients and to be able to handle the large population of the country. Similarly, for the health services and conditions of Guatemala to improve, the issue of life inequity must be handled and its effects controlled so as to improve its life expectancy. Consistently, cultural competence in the country as well as literacy and language barrier need to be addressed. In turn, this will ease the doctor’s and all involved party work as well as make public awareness effective thus, making the functionality of health institutions efficient.

References

Baum, F.,(2008). The Commission on the Social Determinants of Health: Reinventing health promotion for the twenty-first century? Critical Public Health, 18(4),

Centre for Economic and Social Rights,(2014). Center for Economic and Social Rights: Guatemala [Web at]

<http://www.cesr.org/section.php?id=33> Retrieved 20th, October 2014.

Frey, G. C., & Temple, V. A.,(2009).Health Promotion for Latin Americans with Intellectual Disabilities. [Web at] <http://www.scielosp.org/scielo.php?script=sci_arttext&pid=S0036-36342008000800010 > Retrieved 20th, October 2014.

Ishida, K.S., (2012). International Perspectives on Sexual and Reproductive Health: Ethnic Inequality in Guatemalan Women’s Use of Modern Reproductive Health Care. In-Print.

Jones, C. M.,(2010). The moral problem of health disparities. American Journal of Public Health, 100(Suppl. 1), S47–S51.

Johnson, C.D.,(2013). Social capital: theory, measurement and outcomes. Nova Science Publisher’s, Inc.: Hauppauge, New York.

Literacy” OJIN: The Online Journal of Issues in Nursing. Vol. 14, No. 3, Manuscript 4.

Marini, A.,(2012). Three essays on economic determinants of child malnutrition

Pena, C. L.,(2013). Guatemala – Improving Access to Health Care Services through the Expansion of Coverage Program (PEC): The Case of Guatemala. Universal Health Coverage (UNICO) Washington, DC. Studies series; no. 19.

The World Bank Group, (2014). Improving Access to The Health Care Services through the Expansion of Coverage Program: The Case of Guatemala [Web at] <https://openknowledge.worldbank.org/handle/10986/13283 > Retrieved 20th, October 2014

Singleton, K.,& Krause, E.,(2009). “Understanding Cultural and Linguistic Barriers to Health

Wittner, J.G.,& Root, J.,(2012). Gendered Worlds. Oxford University Press, USA: New York.

World Health Organization, (2012). Health in the Americas: Health Determinants and Inequalities[Web at] <http://www.paho.org/saludenlasamericas/index.php?option=com_content&view=article&id=58&Itemid=55&lang=en >Retrieved 20th, October 2014.

World Health Organization,(2012). Dementia a public health priority. World Health Organization: Geneva

Wright, L.E.,(2009). Diet, health, and status among the Pasión Maya: A reappraisal of the collapse. Vanderbilt University Press: Nashvil.

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India vs China health out comes Tern Paper

India vs China health out comes
India vs China health out comes

India vs China health out comes

Order Instructions:

Earlier in the course, the different population health outcomes of two culturally and economically similar neighbors (the U.S. and Canada) were considered. This week, the focus shifts to the eastern hemisphere and an examination of health inequalities between and within nations with large, diverse populations.

Both India and China had similar health outcomes at the end of WWII. Unlike India, China’s health improved tremendously over the next 30 years. When it did not have a focus on economic growth, China’s health achievements surpassed India. Since the economic reforms 30 years ago, health progress in China has not been growing as much. Today, India is booming and is home to some of the richest people in the world, but it is also home to more food insecurities than anywhere else in the world.

To prepare for this Assignment, review your Learning Resources this week. Consider how certain large populations within a single political entity can still display disparate health outcomes. Think about how areas such as Kerala can have remarkably different health outcomes than the countries they are in. What makes those areas different from the rest of the country?

The Assignment (3-4 pages):

Discussion questions:

• Describe two health outcomes for which India and China have had different experiences in the last half century.
• Explain the reasons for the disparities noted.
• Describe the experience for those outcomes in Kerala and suggest reasons for why they are similar or different from the rest of India.
• Expand on your insights utilizing the Learning Resources.

Articles:

Please apply the Application Assignment Rubric when writing the Paper.

I. Paper should demonstrate an excellent understanding of all of the concepts and key points presented in the texts.
II. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
III. Paper should be well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling error

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