Nursing homework help

As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.
Write a 2- to 3-page paper that addresses the following:
• Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
• Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
• Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
• Explain the process of writing prescriptions, including strategies to minimize medication errors.
: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Ce

Nursing homework help

Mercedes Yumar
Advanced Primary Care of Family Practicum II
 
The four elements of malpractice includes duty, breach of duty, damage and causation. Duty refers to cases where a nurse must follow orders from practioners and interpreting these orders and making sure that the duty is performed in the right way. Malpractice will therefore occur when a nurse dies not performed his or her duty when caring for patients or when these duties are not performed in the right way. In order to avoid cases of duty malpractice a nurse must therefore follow orders and perform their duties efficiently following the standards set forth.
Breach of duty is the other element of malpractice, this elements entails malpractice occurring where a nurse fails to use standardized degree of care in a situation where another profession with the same level of specialty would have used. In order to avoid such cases, a nurse should be well informed on existing and emerging standards of care.
Damages is the other element where malpractice occurs as a result of breach of duty, malpractice occur is a patient suffers physical or emotional damages or in some cases aggravation of existing injuries. The forth element is causation, malpractice in this case occur whereby patient care results into further damage for example a pregnant mother may in future cite malpractice that resulted into an unhealthy baby born long after care.
A nurse should therefore be conversant with these elements that will help protect from claims that do not satisfy the four elements. Malpractice insurance will also help protect professions from such claims. Occurrence coverage would be more reliable especially if claims come long after patient care has taken place.
 
 
 
 
 
 
 
 
Muller Sanon
Practicum II
 
Malpractice is a type of negligence; it is often called “professional negligence”. It occurs when a licensed professional (like a doctor, lawyer or accountant) fails to provide services as per the standards set by the governing body (“standard of care”), subsequently causing harm to the plaintiff.
If a nurse does not perform her duty to avoid causing foreseeable injuries, it is considered to be an act of negligence. In medical malpractice occurs when a doctor fails to abide by the standards of his profession, causing injury in the process to the plaintiff. Malpractice lawsuits are most commonly brought against medical and legal professionals (Westrick & Dempski, 2009).
It is important to know that some standards of care fail when there is failure to diagnose or misdiagnosis, misreading or ignoring laboratory results, unnecessary surgery, surgical errors or wrong site surgery, and improper medication or dosage to name a few.
 
References
 
Westrick, S. J., & Dempski, K. (2009). Essentials of nursing law and ethics. Sudbury, MA: Jones and Bartlett.
 
 
 
 
 
 
 
 
Lizandra Alvarez Hernandez
11/22/20, 12:08 AM
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Medical malpractice is a term used to describe actions taken by a medical professional that cause harm to befall a patient. Medical malpractice is broken down into four components necessary to demonstrate that the medical professional is at fault. The easiest way to understand the four components is by looking at them in chronological order. The first element is a professional duty owed to the patient. Then we have the breach of such, followed by injury caused by the breach. Finally, the resulting damages which counts for both monetary value as well as the pain and suffering (Bal, 2019).
A common example of a medical malpractice in nursing is failure to properly assessing vitals before administering a medication. As a medical professional, we have a duty owed to the patient to not cause harm. One way that harm can be brought on to the patient is by failing to assess the necessary vital sings before administering a drug. By not doing so we are putting the patient at risk of serious injury and possible adverse effects. A patient’s condition can change at any point in time and medications have different side effects. It is our job to properly assess before administering (Sohn, 2017).
In this particular scenario the medical professional is able to avoid malpractice by making sure that they properly assess vitals before administering the medications. Overall, medical professional must be able to avoid or less damage to the patient by making sure they provide the proper and necessary care.
 
 
 
 
References
 
Bal B. S. (2019). An introduction to medical malpractice in the United States. Clinical orthopaedics and related research467(2), 339–347. https://doi.org/10.1007/s11999-008-0636-2
Sohn D. H. (2017). Negligence, genuine error, and litigation. International journal of general medicine6, 49–56. https://doi.org/10.2147/IJGM.S24256
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Idalmis Lopez
11/21/20, 12:28 PM
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According to data from Sweeney, LeMahieu, & Fryer (2017), 41.46% of malpractice claims involving nurses are diagnosis problems, followed by treatment-related at 30.79%. Nurses are supposed to provide complete care to patients that meet the medical field’s set standards. Therefore, certain elements are mandatory for a patient to file a malpractice lawsuit against a practicing nurse.
First, a nurse has an obligation of duty owed to the patient. When there is neglect, he/she is subject to professional malpractice. Responsibility to a safe environment and following orders given by a physician for the patient should be a top priority. Secondly, a nurse should meet all duties assigned to the patient, termed as a breach of duty. These involve a nurse forgetting to take certain precautions, such as maintaining a safe patient environment. An example of a breach of duty occurs when a nurse fails to tie a violent patient on the bed, and he/she falls (Brous, 2020)
The Third element is damage; when there is a breach of duty, it more likely that the patient will suffer injuries. In the lawsuit, a nurse will be charged with neglect that led to the damages, and the patient asks for compensation. Nevertheless, if the patient did not sustain injuries, there is no compensation. Lastly, there is the causation element, which is the most difficult to prove in medical malpractice. In this case, there must be a direct relationship between cause and effect in the breach of duty or injury. For example, the nurse must have left the patient untied when they fell.
To avoid future instances of professional malpractice, a nurse should always be present to their patient, ensure the patient’s environmental safety, follow physician’s directives strictly, and avoid spending time on social media to eliminate distractions.
 
References
Brous, E. (2020). The Elements of a Nursing Malpractice Case, Part 4: Harm. AJN The American Journal of Nursing, 120(3), 61-64.
Sweeney, C. F., LeMahieu, A., & Fryer, G. E. (2017). Nurse practitioner malpractice data: informing nursing education. Journal of Professional Nursing, 33(4), 271-275.
 
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Evelyn Dominguez
11/21/20, 12:24 PM
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There are four main elements of medical malpractice that would be needed for a claim of malpractice to be validated. There must be an existence of legal duty. The doctor owes a legal duty to the patient once they agree to treat the patient. Once the doctor-patient relationship is set, the doctor has a legal duty to treat the patient. The legal duty in a case of malpractice is the standard of medical care. The doctor needs to treat the patient with the same skill and care as a trained medical professional would do in the same situation. (Robenalt, 2017). An example of is when a psychiatrist had a duty to perform a suicide assessment before discharging the patient. The second element is breach of medical standard of care. This is proven by showing that the doctor fell short of meeting the medical standard of care. (Robenalt, 2017). An example is when the psychiatrist discharged a patient without making a suicide assessment.
The third element is a medical negligence which leads to harm. The patient’s attorney must show that the doctor’s conduct caused harm. The plaintiff must show that if the psychiatrist conducted the suicide assessment, the patient would not have committed suicide. The fourth element is damages for injuries that were caused by medical malpractice. The injury must be measurable and be entitled to damages. (Robenalt, 2017). The plaintiff must prove that the patient died due to suicide after they were discharged. Medical malpractice can be minimized by practicing good medicine, seeing your patients in person, responding quickly to medical emergencies, knowing and following community standards, and thinking about the worst case scenario when treating the patient. (Bono, Wermuth, & Hipskind, 2020).
 
 
 
 
 
References
Bono, MJ; Wermuth, HR; & Hipskind, JE. (2020). Medical Malpractice. Retrieved from: https://www.ncbi.nlm.nih.gov/books/NBK470573/
Robenalt, T. (2017, February 22). The four elements of malpractice. Retrieved from https://www.lawyersthatfightforyou.com/medical-malpractice/2017/02/22/four-elements-of-malpr
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Robert Alonso
11/21/20, 12:19 PM
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Introduction
Medical practitioners are obligated by law to offer health care services which meet the necessary set standards of care. These standards of care can vary from being specific for nurses or general for other health care practitioners (Grant, 2017). The four elements of medical malpractice entail a professional duty to a patient, breach of such a duty, injury caused by the breach, and finally the resulting damages. These conditions for nursing malpractice are universal to all medical professionals (Brock et al., 2017)
Breach of duty entails the specific duty owed to a patient being violated by a nurse. For example, when a nurse does not provide his/her patient with a safe environment, like forgetting to put up the bed rails which may result to the patient falling and getting injured. The nurse failing to offer a safe surrounding to the patient can constitute a breach of duty due to negligence. Professional duty to a patient entails all obligations that a nurse should fulfill to a patient. For example following the physician’s treatment plan, and guaranteeing patient safety (Grant, 2017).
Causation refers to the relation between cause and effect. It states that an event was an outcome of the occurrence of another event. For example, a nurse leaving a used syringe on the floor, causes a patient to step on it and get injured in the process. Damage or injury is caused by a breach of duty that results to bodily harm. For example a patient falls from a hospital bed because the bed rails were not in place and suffers injuries, which constitute a claim for damage (Brock et al., 2017). Evidence of damage is a body injury. Nurses can prevent malpractices by being keen while on duty and updated on current care standards. They can also get consent from a patient before attending to them (Brock et al., 2017). Nurses need to manage the expectations of patients by effectively communicating to them about their health issues and the kind of care to be given.
 
References
Brock, D. M., Nicholson, J. G., & Hooker, R. S. (2017). Physician assistant and nurse practitioner malpractice trends. Medical Care Research and Review, 74(5), 613-624.
Grant, P. D. (2017). Nursing Malpractice/Negligence and Liability. Law for Nurse Leaders, 51.
 
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Ariel Lopez
11/21/20, 12:17 PM
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Medical providers should provide health care that meets the required standards. These standards may be specific to nurses or might be quite general. There are four elements of medical malpractice that should be met to file a medical malpractice lawsuit against a certain nurse. These nursing malpractice requirements are similar to all medical professionals, including physicians and doctors. The elements are as discussed below.
Duty: Medial providers owe their duties o their patients. Patients are normally owed a safe environment, and nurses have a duty to follow doctors’ and physicians’ orders and instructions for the patients.
Breach of duty: Duties owed to patients may be breached, meaning the duties are not delivered as expected. For instance, a nurse may forget to put the bed rail in the right position, and the patient ends up falling down. The nurse’s failure to ensure the patient has a safe environment is termed as a breach of duty.
Damages: Damages occur from a breach of duty. The patient may get injured after falling from the bed, and these damages can be claimed.
Causation: This a difficult element to prove because there must be a direct cause-and-effect between the injury and the breach of duty. It is required that the breach of duty must have led to the injury. For instance, if the nurse had checked the bed, the patient would have fallen; hence, the breach of duty led to the injury.
To avoid these malpractice cases, nurses should ensure they are careful while performing their duties. They should prioritize patients’ wellness and ensure their safety always.
 
References
Barbacci, L. (2020). Has Malpractice Changed Nursing Practice?.
Brous, E. (2020). The Elements of a Nursing Malpractice Case, Part 4: Harm. AJN The American Journal of Nursing120(3), 61-64.
 
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Euclides Munoz Perez
11/18/20, 10:16 PM
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The malpractice element includes breach of duty, resulting in damage, damage caused by injury, negligence, and professional responsibility payable to the patient (Brous, 2020). When a patient claims that he was not serviced well must have evidence that the doctor acted negligently, which resulted in the pain of the injury.
An example of a breach of duty is when the nurses have to offer a suitable environment for the patients. Still, they fail to provide a sanitary environment for the patients. It is the nurses’ role to ensure that the patients are provided with a suitable environment for the patients. The inability of the nurses to maintain an appropriate setting for the patients is a breach of duty. The nurses can avoid a breach of duty to ensure that their environments are always clean.
An example of negligence is when a nurse fails to charge the medical equipment before being used fully. The nurse’s responsibility is to check if the equipment is fully captured before being used on patients. Failure to do so is negligence. Besides, failure to monitor how the patients are doing is another form of negligence (Jacoby et al., 2017). A nurse has to check how the patients are doing. Negligence in nursing can be avoided but closely checking your patients and monitoring on how they are doing. Besides, nurses have to make sure that the equipment is in the right conditions before anything happens.
An example of damage caused but the patient is when the nurse takes a phone call and leaves the patient while administering treatment. Picking of the phone call may make the patient wounds worsen than how it was. The injury can be avoided by nurses ensuring that they don’t pick phone calls while on duty and ensuring that they do all the treatments appropriately.
 
 
References
Jacoby, S. R., & Scruth, E. A. (2017). Negligence and the Nurse: The Value of the Code of Ethics for Nurses. Clinical Nurse Specialist31(4), 183-185.
Brous, E. (2020). The Elements of a Nursing Malpractice Case, Part 4: Harm. AJN The American Journal of Nursing120(3), 61-64
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Nursing homework help

I need a Turnitin Report

SELECT ONLY ONE FILM
Read chapter 3, and watch the films “Gone Baby Gone” and “Sleepers”. Pick one movie and apply Kant’s moral philosophy to judge the MAIN FINAL action.
** For “Gone Baby Gone” judge Patrick’s final decision
** For “Sleepers” judge the priest’s final decision.
Judging any other action in the movie is an automatic zero.
500 words minimum in MLA format.
*You must apply Kant’s 3 premises and Michael Sandel’s 3 contrasts
 

Kant’s Three Premises

Kant’s Categorical Imperative

Nature of the concept
The concept of the categorical imperative is a syllogism
1.The first premise is that a person acts morally if his or her conduct would, without condition, be the “right” conduct for any person in similar circumstances (the “First Maxim”).
2.The second premise is that conduct is “right” if it treats others as ends in themselves and not as means to an end (the “Second Maxim”).
3.The conclusion is that a person acts morally when he or she acts as if his or her conduct was establishing a universal law governing others in similar circumstances (the “Third Maxim”).

Kant’s Three Premises Explained

In the case of ” Gone Baby Gone” the philosophical process you will follow in this paper should sound as something like this:
According to Kant’s first premise Patrick behaved moral because he returned the victim he was hired to find and without condition this is the “right” conduct for any detective in cases of kidnapping (the “First Maxim”). Here Kant speaks of doing the right prior to good.
2. On Kant’s second premise Patrick acted moral because he respected the dignity of Amanda and he treated her as an end in herself and not as means to an end like everyone else was doing in the film (the “Second Maxim”). Here Kant speaks of humans as special creatures and ends in themselves. Humans are ends, not means to an end. Los seres humanos son un fin, no un medio para un fin.
3. The conclusion is that a detective act morally when he reports a kidnapping to the police and this behavior should establish a universal law governing all detectives in cases of kidnapping (the “Third Maxim”). Here Kant asks us to test the universality of our action. Will it be OK if everyone does what I am about to do?
VIDEO Michael Sandel’s 3 contrasts
Three contrasts:
** Morality { the motive of duty}
**Freedom {Determination of will}
** Reason {imperatives}
VIDEO
(1) Justice: What’s The Right Thing To Do? Episode 06: “MIND YOUR MOTIVE” – YouTube

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    DeontologypaperQUESTION.docx

Nursing homework help

#1  A 35 year old G1P0 is 20 weeks gestation with a past medical history of hypertension.  Her pregnancy has been uneventful; however, at today’s appointment, her blood pressure was 150/100mmHg at first check and 15 minutes later was still 136/90 mmHg.  She is also complaining of light-headedness and palpitations.
A.  What actions would you take as her nurse?
B.  What change should this patient be encouraged to do?
C.  What are the expected outcomes?
#2.  The patient is a 17 year old female who arrives to the emergency department in active labor with a questionable past of obstetrical history.  She indicates that she has had no prenatal care, does not remember her last menstruation period, and is evasive if this is her first pregnancy.  Blood work indicates she is Rh negative.
A.  What are some concerns you as her nurse should be prepared for?
B.  What teaching does this patient need?
C.  What are the expected outcomes for this patient?
#3  A 15 year-old female has come to the urgent care complaining about nausea, vomiting, and feeling tired all the time.  Her complaints are vague, but the nurse is suspicious she may be pregnant when the girl mentions she is late for her period.
A.  What nursing care will you provide to this young lady if she is pregnant.
B.   What nursing diagnoses will apply to this situation?
C.  What are some expected outcomes?
#4 A woman in labor has been progressing well with minimal difficulties.  The nullipara woman has been working with her coach, progressing through the process.  The fetal monitor has indicated that the fetus is in stable condition.  Suddenly, the monitor alarm goes off and exam reveals a possible prolapsed cord.
A.  What steps should you take as her nurse?
B.  What care does the mother and infant need?
C. How would you evaluate that your interventions were helpful?
#5  Your patient is a petite 23-year-old G1P0 woman.  Prenatal assessment has determined that this woman will need a cesarean birth due to cephalopelvic disproportion.
A.  What can this patient and you as the nurse do prenatally to ensure a safe delivery?
B.  What potential risks and/or complications should the nurse be aware of and prepare for?
C.  What postoperative care will this mother and/or infant need?

Nursing homework help

Character Roles

Instructions:

  • Who is the protagonist and who is the Antagonist in the following short story?
  • How does the story let you know that one character is the protagonist and that another character is acting as the antagonist?
  • What specific cues does the story provide for the reader to know the roles of the characters in the conflict, theme, and plot?

The King of Sharks: A Native American Myth from Hawaii

Retold by S. E. Schlosser
One day, the King of Sharks saw a beautiful girl swimming near the shore. He immediately fell in love with the girl.
Transforming himself into a handsome man, he dressed himself in the feathered cape of a chief and followed her to her village.
The villagers were thrilled by the visit of a foreign chief. They made a great luau, with feasting and games.
The King of Sharks won every game, and the girl was delighted when he asked to marry her.
The King of Sharks lived happily with his bride in a house near a waterfall.
The King of Sharks, in his human form, would swim daily in the pool of water beneath the falls.
Sometimes he would stay underneath the water so long that his bride would grow frightened.
But the King of Sharks reassured her, telling her that he was making a place at the bottom of the pool for their son.
Before the birth of the child, the King of Sharks returned to his people.
He made his wife swear that she would always keep his feathered cape about the shoulders of their son.
When the child was born, his mother saw a mark upon his back that looked like the mouth of a shark.
It was then she realized who her husband had been.
The child’s name was Nanave.
As he grew towards manhood, Nanave would swim daily in the pool beside the house.
Sometimes, his mother would gaze into the pool and see a shark swimming beneath the water.
Each morning, Nanave would stand beside the pool, the feathered cloak about his shoulders, and would ask the passing fishermen where they were going to fish that day.
The fisherman always told the friendly youth where they intended to go. Then Nanave would dive into the pool and disappear for hours.
The fishermen soon noticed that they were catching fewer and fewer fish.
The people of their village were growing hungry. The chief of the village called the people to the temple.
“There is a bad god among us,” the chief told the people. “He prevents our fishermen from catching fish. I will use my magic to find him.” The chief laid out a bed of leaves.
He instructed all the men and boys to walk among the leaves. A human’s feet would bruise the tender leaves, but the feet of a god would leave no mark.
Nanave’s mother was frightened.
She knew her son was the child of a god, and he would be killed if the people discovered his identity.
When it came turn for the youth to walk across the leaves, he ran fast and slipped.
A man caught at the feathered cape Nanave always wore to prevent him from being hurt. But the cape fell from the youth’s shoulders, and all the people could see the shark’s mouth upon his back.
The people chased Nanave out of the village, but he slipped away from them and dived into the pool.
The people threw big rocks into the pool, filling it up. They thought they had killed Nanave.
But his mother remembered that the King of Sharks had made a place for her son at the bottom of the pool, a passage that led to the ocean. Nanave had taken the form of a shark and had swum out to join his father, the King of Sharks, in the sea.
But since then, the fishermen have never told anyone where they go fishing, for fear the sharks will hear and chase the fish away. (Schlosser, 2017)
Please post 1 peer response
In the peer response, include the following:

  • Why do you agree or disagree with the initial response about which character is the protagonist and who is the antagonist?
  • In what ways do you think that ambiguity reflects the reality of life in general?

Please be sure to validate your opinions and ideas with citations and references in APA format.

Nursing homework help

I need these questions answered in 150 words each with individual references
UNIT 1
DQ1
Define endemic, epidemic, and pandemic, and provide an example of each. Describe a current epidemic. Describe one example of each of the prevention types (primary, secondary, and tertiary) that could be applied to control the epidemic.
DQ2
Discuss the role the CDC’s Morbidity and Mortality Weekly Report (MMWR) plays in conveying public health information and recommendations. Describe the type of data and information provided by the MMWR. Choose a report posted within the last 2 years from the “Publications – Weekly Report” tab. Provide a brief summary of the disease report, including the natural history and mode of transmission, and whether the report is an example of descriptive epidemiology or analytical epidemiology.
RESOURCES
Read Chapters 1, 2, and 6 in Gordis Epidemiology.
Read “Smoking and Carcinoma of the Lung,” by Doll and Hill, from British Medical Journal (1950). URL: https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC2038856/pdf/brmedj03566-0003.pdf
Read “The Training of Epidemiologists and Diversity in Epidemiology: Findings from the 2006 Congress of Epidemiology Survey,” by Carter-Pokras et al., from Annals of Epidemiology (2009). URL: http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S104727970900060X
Watch “Epidemiology the Backbone of Public Health,” by Greg Martin (2017), located on the YouTube website. URL: https://www.youtube.com/watch?v=S5XRh47T420
Read “The Framingham Study: ITS 50-Year Legacy and Future Promise,” by Kannel, from Journal of Atherosclerosis and Thrombosis (2000). URL: https://www.jstage.jst.go.jp/article/jat1994/6/2/6_2_60/_pdf
Read “Epidemiological Background and Design: The Framingham Study,” located on the Framingham Heart Study website. URL: https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/
Read “Epidemiological Approaches to Heart Disease: The Framingham Study,” by Dawber, Meadors, and Moore, from American Journal of Public Health (1951). URL:http://scholar.google.com/scholar_url?url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1525365/pdf/amjphnation00421-0020.pdf&hl=en&sa=X&scisig=AAGBfm10VqiSJ6tLAYY0TMfm15VR8M93MA&nossl=1&oi=scholarr
View “Global Disease Detectives,” by the Center for Global Health (2013), located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/cdctv/dataandstatistics/disease-detectives.html
Read “Section 2: Historical Evolution of Epidemiology,” from Lesson 1 of  the Centers for Disease Control and Prevention (CDC) self-study course, Principles of Epidemiology in Public Health Practice (2012), located on the CDC website. URL:https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section2.html
Explore the CDC Current Outbreak List page of the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/outbreaks/index.html
Explore the Epidemic Intelligence Service page of the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/eis/index.html
Explore the Morbidity and Mortality Weekly Report (MMWR), located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/mmwr/index.html
UNIT 2
DQ1
Disease surveillance is a necessary public health role. Passive surveillance relies on individuals and local authorities “pushing” information to national agencies who then compile, analyze, and disseminate the information. Unfortunately, significant gaps occur in reporting.
Review your textbook, and the CDC’s National Notifiable Disease Surveillance System (NNDSS). Discuss the strengths of the current surveillance systems, the gaps you identified, and why these gaps occur. Discuss the global challenges of coordinating surveillance between multiple countries and provide an example highlighting the challenges. What could other governments and agencies, such as the World Health Organization and the Centers for Disease Control and Prevention, do to strengthen global disease surveillance systems?
DQ2
Explain the importance of validity and reliability in diagnostic testing or research. Describe how validity relates to sensitivity and specificity in diagnostic testing. Identify a health screen specific to a diagnostic test that is currently being debated regarding its use, recommended ages, or frequency, and discuss how validity and reliability play into this debate. What other factors should you consider when you assess the recommendations for a diagnostic test or screen?
STUDY MATERIALS
Read Chapters 3-5 and 18 in Gordis Epidemiology.
Read “Types of Surveillance,” located on the London School of Hygiene and Tropical Medicine website. URL:http://conflict.lshtm.ac.uk/page_75.htm
Read “WHO Report on Global Surveillance of Epidemic-Prone Infectious Diseases – Introduction,” located on the World Health Organization (WHO) website. URL: https://www.who.int/csr/resources/publications/introduction/en/
Read “CDC 24-7 Fact of the Week,” located on the Centers for Disease Control and Prevention (CDC) website. URL:https://www.cdc.gov/about/facts/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fabout%2Ffacts%2Fcdcfastfacts%2Fsurveillance.html
Read “Two by Two Tables,” by Sullivan, Dean, and Pezzullo, from OpenEpi: Open Source Epidemiologic Statistics for Public Health (2013), located on the OpenEpi website. URL: http://www.openepi.com/TwobyTwo/TwobyTwo.htm
Read “Goodness of Measurement: Reliability and Validity,” by Bajpai and Bajpai, from International Journal of Medical Science and Public Health (2014). URL: https://www.ejmanager.com/mnstemps/67/67-1380953319.pdf
Use the “Compendium of Acute Foodborne and Waterborne Diseases,” located on the Centers for Disease Control and Prevention (CDC) website, to assist in completing the Oswego Outbreak Case History assignment. URL: https://www.cdc.gov/eis/casestudies/xoswego.401.303.compendium.pdf
View “How to Create an Epidemic Curve,” by Martin (2016), located on the YouTube website. URL: https://www.youtube.com/watch?v=dn84ezAzV4k
View “Know How to Interpret an Epidemic Curve?” by Martin (2017), located on the YouTube website. URL: https://www.youtube.com/watch?v=7SM4PN7Yg1s
Explore the National Notifiable Diseases Surveillance System (NNDSS) page of the Centers for Disease Control and Prevention (CDC) website. URL: https://wwwn.cdc.gov/nndss/
Explore Public Health Surveillance and Data page of the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/surveillance/
UNIT 3
DQ1
Differentiate between bias and confounding. Discuss the criteria necessary to establish a factor as a confounder and provide an example applying these criteria. What is one way to adjust for a confounding relationship in the study design or the analysis?
DQ2
Explain the two major types of bias. Identify a peer-reviewed epidemiology article that discusses potential issues with bias as a limitation and discuss what could have been done to minimize the bias (exclude articles that combine multiple studies such as meta-analysis and systemic review articles). What are the implications of making inferences based on data with bias? Include a link to the article in your reference.
STUDY MATERIALS
Read Chapters 14 and 15 in Gordis Epidemiology.
Read “Association or Causation: Evaluating Links Between ‘Environment and Disease,'” by Lucas and McMichael (2005), located on the World Health Organization website. URL: https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC2626424/pdf/16283057.pdf
Read “Weak Associations in Epidemiology: Importance, Detection, and Interpretation,” by Doll, from Journal of Epidemiology (1996). URL: https://www.jstage.jst.go.jp/article/jea1991/6/4sup/6_4sup_11/_pdf
Read “Causal Inference Based on Counterfactuals,” by Hofler (2005), located on the BioMed Central website. URL: https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-5-28
Read “Multicausality: Confounding,” by Schoenbach (2004), located on the Epidemilog.net website. URL: http://www.epidemiolog.net/evolving/Multicausality-Confounding.pdf
View “Sensitivity and Specificity – Explained in 3 Minutes,” by Martin (2014), located on the YouTube website. URL: https://www.youtube.com/watch?v=FnJ3L-63Cf8
View “The Relationship Between Incidence and Prevalence,” by Patwari (2013), located on the YouTube website. URL: https://www.youtube.com/watch?v=1jzZe3ORdd8
Use the “Creating a 2×2 Contingency Table” resource to assist with the completion of the Measuring Morbidity: Prevalence and Incidence assignment, as needed.
UNIT 4
DQ1
Based on the “Multicausality: Confounding – Assignment,” by Schoenbach, discuss two significant insights you learned about confounding. Use specific examples from the assignment to support your answer.
DQ2
Describe the characteristics and design of a cohort study. Based on a disease or health condition identified from the “2020 LHI Topics” on the Healthy People 2020 website, or an article from the GCU library, discuss a real example of a cohort study (include the link to the article in your post to the forum). Include the participants, exposures or treatment groups, timeframe, and outcomes that were measured. Why is a cohort study described as an “observational” study rather than an “experimental” study design?
STUDY MATERIALS
Read Chapters 7-9 in Gordis Epidemiology.
View “Randomized Control Trials and Confounding,” by Martin (2013), located on the YouTube website. URL: https://www.youtube.com/watch?v=7ybuE39BpQ8
Read “2020 LHI Topics,” located on the Healthy People 2020 website. URL: https://www.healthypeople.gov/2020/leading-health-indicators/2020-LHI-Topics
Complete the “Multicausality: Confounding – Assignment,” by Schoenbach (2001), located on the Epidemilog.netwebsite. URL: http://www.epidemiolog.net/evolving/ConfoundingAssgt.pdf
Refer to the “Multicausality: Confounding – Assignment Solutions,” by Schoenbach (2001), located on the Epidemilog.netwebsite, to check your answers to the assignment. URL: http://www.epidemiolog.net/evolving/ConfoundingSolns.pdf
Read “Understanding Controlled Trials: Why Are Randomized Controlled Trials Important?” by Sibbald and Roland, from British Medical Journal (1998). URL:http://search.proquest.com.lopes.idm.oclc.org/docview/1777585669/fulltextPDF/2BDCED02960C4E6APQ/1?accountid=7374
UNIT 5
DQ1
Describe the common characteristics and design of a case-control study. Discuss the three important features when it comes to selecting cases and controls, and identify a situation when one of these might be violated. Discuss the limitations of using questionnaires for determining exposure status and provide examples of alternative strategies for collecting this information in a case-control study.
DQ2
Discuss the strengths and weaknesses of cross-sectional studies and examples of how they can be “descriptive” or “analytic” study designs. Discuss an example of a disease where survival could influence the association between a possible exposure and the disease when measured with a cross-sectional study. Do not discuss examples used in the textbook.
STUDY MATERIALS
Read Chapter 10 in Gordis Epidemiology.
View “Cohort and Case Control Studies,” by Martin (2013), located on the YouTube website. URL: https://www.youtube.com/watch?v=J3GHTYa-gZg
Read “Introduction to Study Designs – Cross-Sectional Studies,” located on the Health Knowledge website. URL: https://www.healthknowledge.org.uk/e-learning/epidemiology/practitioners/introduction-study-design-css
Read “Cross-Sectional Studies,” from ERIC Notebook (2012), located on the Gillings School of Global Public Health -University of North Carolina website. URL: https://sph.unc.edu/files/2015/07/nciph_ERIC8.pdf
Read “Section 7: Analytic Epidemiology,” from Lesson 1 of the Centers for Disease Control and Prevention (CDC) self-study course, Principles of Epidemiology in Public Health Practice: An Introduction to Applied Epidemiology and Biostatistics (2012), located on the CDC website. URL: https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section7.html
UNIT 6
DQ1
Differentiate between association and causation using the causal guidelines. Discuss which of the guidelines you think is the most difficult to establish. Discuss the four types of causal relationships and use an example not listed in the textbook to describe each relationship.
DQ2
Explain the difference between relative risk, attributable risk, and population attributable risk. Provide an example (not from the textbook) of how each type of risk is used in epidemiology. How would you propose using population attributable risk to advocate for a health policy or intervention relative to your health interest?
STUDY MATERIALS
Review Chapter 14, and read Chapters 11-13 in Gordis Epidemiology.
Read “Causation in Epidemiology: Association and Causation,” located on the Health Knowledge website. URL: https://www.healthknowledge.org.uk/e-learning/epidemiology/practitioners/causation-epidemiology-association-causation
Read “Section 5: Measures of Association,” from Lesson 3 of the Centers for Disease Control and Prevention (CDC) self-study course, Principles of Epidemiology in Public Health Practice: An Introduction to Applied Epidemiology and Biostatistics (2012), located on the CDC website. URL: https://www.cdc.gov/csels/dsepd/ss1978/lesson3/section5.html
Use the “BRFSS Web Enabled Analysis Tool,” located on the Centers for Disease Control and Prevention (CDC) website, to complete the topic assignment. URL: https://nccd.cdc.gov/weat/#/
Review “Multicausality: Confounding,” by Schoenbach (2004), located on the Epidemilog.net website. URL: http://www.epidemiolog.net/evolving/Multicausality-Confounding.pdf
View “How to Calculate Relative Risk,” by Shaneyfelt (2012), located on the YouTube website. URL: https://www.youtube.com/watch?v=xk2uK14eHNs
View “How to Calculate an Odds Ratio,” by Shaneyfelt (2012), located on the YouTube website. URL: https://www.youtube.com/watch?v=ITi0SxmQTO8
UNIT 7
DQ1
Epidemiological methods are used in a variety of public health areas (including infectious disease, chronic disease, and social health) and settings (including the community, schools, and the workplace). Epidemiological methods are used to assess, describe, analyze, and make comparisons of populations to inform evidence-based practices, policies, and interventions. Propose a study based on the methods you have learned thus far designed to investigate an association within one of the public health areas listed (infectious disease, chronic disease, or social health) and the methods you would apply. Discuss and define the risk factor or exposure that is being assessed, the method of comparison that is used, and the setting or situation (community, school, workplace, etc.) your study would look to address. Consider the concepts of causal inference, measures of association, and study design.
DQ2
Race is often used as a descriptor of disease burden and helps us to determine where health disparities exist in order to address them, which is important. It is helpful to differentiate between race as a descriptor and race as a risk factor. Think about institutional racism and its influence on health. Consider the factors related to race and ethnicity that might be influencing disease status more than the genetics of race when answering this discussion question.
Consider the following statement: “Race is not a risk factor and should not be used in public health data collection.” Discuss the ethical and public health implications of this statement. When might collecting data on race perpetuate institutional racism leading to health disparities and when is it necessary to improve public health? Provide support and examples for your answer. Consider ethical issues related to respect for persons, beneficence, and justice as described in “The Belmont Report.”
STUDY MATERIALS
Read Chapters 17, 19, and 20 in Gordis Epidemiology.
Read “Health Inequalities Among British Civil Servants: The Whitehall II Study,” by Marmot and Smith, from The Lancet (1991). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=hch&AN=9107080526&site=ehost-live&scope=site
Read “The Role of Epidemiology in Disaster Response Policy Development,” by Thorpe et al., from Science Direct (2015). URL:http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1047279714003184?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb
Read “Prescription Drug Abuse: From Epidemiology to Public Policy,” by McHugh, Nielsen, and Weiss, from Journal of Substance Abuse Treatment (2015). URL:http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0740547214001871?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb&ccp=y
Read “The Role Epidemiology in Evidence-Based Policy Making: A Case Study of Tobacco Use in Youth,” by Aldrich et al., from Annals of Epidemiology (2015). URL:http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1047279714001495?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb
Read “Epidemiology, Policy, and Racial/Ethnic Minority Health Disparities,” by Carter-Pokras et al., from Annals of Epidemiology (2012). URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724931/
Read “Epidemiology and Public Policies,” by Barata, from Revista Brasileira de Epidemiologia (2013). URL: http://www.scielo.br/scielo.php?pid=S1415-790X2013000100003&script=sci_arttext&tlng=en
Read “Ethical Issues in Epidemiologic Research and Public Health Practice,” by Coughlin, from Emerging Themes Epidemiology (2006). URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1594564/
Explore the “Viral Hepatitis Epidemiologic Profiles” map, located on the Association of State and Territorial Health Officials (ASTHO) website, to assist with topic assignment.URL: https://www.astho.org/Viral-Hepatitis-Epi-Profiles/Map/
Use the “BRFSS Web Enabled Analysis Tool,” located on the Centers for Disease Control and Prevention (CDC) website, to complete the topic assignment. URL: https://nccd.cdc.gov/weat/#/
Review the “Belmont Report,” by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (1979), located on the U.S. Department of Health and Human Services – Office for Human Research Protections website. URL: https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html
Explore the resources on “Health Data Tools and Statistics,” located on the PHPartners website. URL: https://phpartners.org/health_stats.html
Explore “Surveillance, Epidemiology and the End Results Program,” from the National Cancer Institute.URL: https://seer.cancer.gov/
Explore the STEPwise Approach to Surveillance (STEPS) page of the World Health Organization (WHO) website. URL: http://www.who.int/chp/steps/en/
UNIT 8
DQ1
One method to investigate gene-environment interactions is to study monozygotic twins. Identify an example of a twin study not listed in the textbook used to examine the gene-environment interaction of a specific disease or condition. Briefly summarize the gene-environment interaction investigated, the methods, and the results. What are other possible methods for studying gene-environment interactions as they relate to improving population health?
DQ2
Using the CDC Wonder website, set the query criteria for pancreatic cancer for the United States as illustrated below. Compare the rates by race for Wisconsin and Colorado. Discuss possible biological, genetic, and environmental reasons for differences. What are potential social determinants that contribute to the disparity presented between the two states?
Use this query upon entering the CDC Wonder website:
Select “Cancer Statistics” under the Wonder Systems tab
Select “Cancer Incidence 1999 – 2013” and click “Data Request”
Organize table layout:

  1. Group      results by 1. States and 2. Race (leave the rest of the group options as      “None”)
  2. Measures      – click “Count” (default) and “Age Adjusted Rates”

Select location – select “States” and “The United States”
Select year and demographics

  1. Year      – 2014
  2. Sex      – All genders
  3. Age      groups – All ages
  4. Ethnicity      – All ethnicities
  5. Race      – All races

Select cancers of interest – select “Pancreas”
Other options – keep default settings
STUDY MATERIALS
Read Chapter 16 in Gordis Epidemiology.
Read “Gene-Environment Interaction,” located on the National Institute of Environmental Health Sciences website. URL: https://www.niehs.nih.gov/health/topics/science/gene-env/index.cfm
Read “Defeating the ZIP Code Health Paradigm: Data, Technology, and Collaboration Are Key,” by Graham, Ostrowski, and Sabina, from the Health Affairs Blog (2015), located on the Health Affairs website. URL: http://healthaffairs.org/blog/2015/08/06/defeating-the-zip-code-health-paradigm-data-technology-and-collaboration-are-key/
Explore the CDC Wonder page of the Centers for Disease Control and Prevention (CDC) website.URL: https://wonder.cdc.gov/
Review the Mapping Life Expectancy page of the Robert Wood Johnson Foundation website. URL: http://www.rwjf.org/en/library/articles-and-news/2015/09/city-maps.html