Write a paper explaining the many forms of population health.

Write a paper explaining the many forms of population health.week 8 discussion (2 pages) SYSTEMATIC REVIEWS AND META-ANALYSES Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria. Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own. For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES TO PREPARE: Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches. BY DAY 3 OF WEEK 8 Post a brief summary of your informed opinion regarding the validity of the use of systematic reviews and meta-analyses in epidemiological research. Include at least two strengths or limitations of each technique. Provide evidence from at least one of the articles in the Learning Resources to support and justify your position. week 8 assignment (3 pages) META-ANALYSES In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010). For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion. Reference: Haidich, A. B. (2010). Meta-analysis in medical research. Hippokratia, 14(Suppl. 1), 29–37. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES TO PREPARE: Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review. THE ASSIGNMENT: In 2–3 pages, not including title page and references, address the following: Identify your selected article. Explain what characteristics make this a meta-analysis. Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not. Do you agree with the conclusions? Explain why or why not. Explain how you could apply implications from the study to your nursing practice. BY DAY 7 OF WEEK 8 Submit your Assignment. SUBMISSION INFORMATION Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. To submit your completed assignment, save your Assignment as WK8Assgn_LastName_Firstinitial Then, click on Start Assignment near the top of the page. Next, click on Upload File and select Submit Assignment for review. Rubric NURS_8310_Week8_Assignment_Rubric week 8 learning resources LEARNING RESOURCES Required Readings Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018). The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.. European Journal of Cardiovascular Nursing, 17(1), 6–22. Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020). Prospective meta-analyses and Cochrane’s role in embracing next-generation methodologiesLinks to an external site.. Cochrane Database of Systematic Reviews, 10, ED000145. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.. Journal of Clinical Epidemiology, 134, 178–189. Haidich, A. B. (2010). Meta-analysis in medical researchLinks to an external site.. Hippokratia, 14 (Suppl. 1), 29–37. Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020). Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.. American Journal of Health Promotion, 34(8), 929–941. Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.. Annual Review of Psychology, 70, 747–770. week 9 discussion (2 pages) ERADICATION OF SMALLPOX, POLIO, AND COVID-19 Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study. At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19. Reference Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19. American Journal of Medicine, 134(2), 176–181. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES TO PREPARE: Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases. In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio? Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19. Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19. What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19? What are the benefits of addressing this issue at the population level as opposed to the individual level? BY DAY 3 OF WEEK 9 Post a cohesive response that addresses the following: Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19. Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19? Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library. week 9 learning resourcesFriis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett. Chapter 12, “Epidemiology of Infectious Diseases Center for Global Development. (n.d.). Case 1: Eradicating smallpox Download Case 1: Eradicating smallpox. Note: This article provides an overview of the eradication of smallpox. Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021). We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.. BMJ Global Health, (8), e006810. World Health Organization. (n.d.).PoliomyelitisLinks to an external site. (polio). Note: This page provides an overview of the eradication of polio, as well as symptoms and treatment. Required Media week 10 assignment (10 pages)APPLYING EPIDEMIOLOGY TO PROGRAM DESIGN FOR CHRONIC DISEASE Roughly 28.5 million Americans were still uninsured as of 2017, and 133 million Americans […] suffer from at least one chronic condition. —Nash et al. (2021, p. 5) As you know, promoting positive social change is a part of the Walden mission. To be an effective agent for social change, nurses must be able to logically and critically analyze population health issues using epidemiologic concepts, and then translate this knowledge into evidence-based practice to improve healthcare outcomes. This exercise will afford you such an experience at the population level. This is an exciting time to be working in the field of population health with all the new, dynamic, and innovative technologies and strategies to help patients and populations become more knowledgeable about their health. This week’s Learning Resources present numerous health problems that result in a need for ongoing care. Your Assignment is to select a chronic disease of professional importance to you, and then design an intervention program to improve the health of populations affected by it. Reference: Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021). Population health: Creating a culture of wellness (3rd ed). Jones & Bartlett Learning. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES TO PREPARE: Review the Chronic Disease Prevention and Health Promotion (NCCDPHP) website from the Centers for Disease Control and Prevention (CDC). Select one of the identified chronic diseases of national significance that impacts a population of interest to you. Consider a health outcome you would like to improve in this population related to the selected chronic disease. Develop a program proposal to improve this health outcome for this population using the assignment guidelines below. Select one of the program models in Curley, Chapter 7, to guide your planning. Review the SMART objective resources for a review of how to write objectives for your program. Use the Walden APA paper template, including appropriate APA 7 headings, to develop this Assignment. THE ASSIGNMENT In a 7- to 10-page proposal (not including title page and references), address the following: Briefly identify your selected chronic health issue and population. Describe the geographic region and important characteristics of this population. Describe the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time. Identify one health outcome you would like to improve for the population. Briefly summarize current evidence that supports the importance of improving this health outcome. Briefly describe the evidence-based program you are developing, and why this approach will best fit the needs of your population. Explain what data you would need to collect, and how you would obtain and analyze it. You may choose to collect primary data or use secondary data. Justify your choice. Using the “SMART” method, write short- and long-term objectives for the program. Identify the stakeholders who should be involved in program planning. Identify which program planning model (see Curley, Chapter 7) you selected for your program. Justify your selection of model. Based on the model, explain how you would plan, implement, and evaluate the program. Explain any relevant cultural or ethical considerations related to your program design. Explain how you would fund the program. Describe strategies that would be appropriate for marketing the program. BY DAY 7 OF WEEK 10 Submit your Assignment. SUBMISSION INFORMATION Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. To submit your completed assignment, save your Assignment as WK10Assgn_LastName_Firstinitial Then, click on Start Assignment near the top of the page. Next, click on Upload File and select Submit Assignment for review. Rubric NURS_8310_Week10_Assignment_Rubric NURS_8310_Week10_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeIn a 7- to 10-page proposal (not including title page and references), address the following: Briefly identify your selected chronic health issue and population. 20 to >17.0 pts Excellent The response accurately and concisely identifies the selected chronic health issue and population. 17 to >15.0 pts Good The response accurately identifies the selected chronic health issue and population. 15 to >12.0 pts Fair The response somewhat inaccurately or vaguely identifies the selected chronic health issue and population. 12 to >0 pts Poor The response inaccurately and vaguely identifies the selected chronic health issue and population, or it is missing. 20 pts This criterion is linked to a Learning OutcomeDescribe the geographic region and important characteristics of this population. 20 to >17.0 pts Excellent The response accurately and concisely describes the geographic region and important characteristics of the population. 17 to >15.0 pts Good The response accurately describes the geographic region and important characteristics of the population. 15 to >12.0 pts Fair The response somewhat inaccurately or vaguely describes the geographic region and important characteristics of the population. 12 to >0 pts Poor The response inaccurately and vaguely describes the geographic region and important characteristics of the population, or it is missing. 20 pts This criterion is linked to a Learning OutcomeDescribe the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time. 25 to >22.0 pts Excellent An accurate and detailed description of the patterns of the disease in the selected population using the epidemiologic characteristics of person, place, and time is provided. 22 to >19.0 pts Good An accurate description of the patterns of the disease in the selected population using the epidemiologic characteristics of person, place, and time is provided. 19 to >17.0 pts Fair A somewhat inaccurate or vague description of the patterns of the disease in the selected population using the epidemiologic characteristics of person, place, and time is provided. 17 to >0 pts Poor An inaccurate and vague, or incomplete description of the patterns of the disease in the selected population using the epidemiologic characteristics of person, place, and time is provided, or it is missing. 25 pts This criterion is linked to a Learning OutcomeIdentify one health outcome you would like to improve for the population. 20 to >17.0 pts Excellent The response accurately and concisely identifies one health outcome for improvement in the population. 17 to >15.0 pts Good The response accurately identifies one health outcome for improvement in the population. 15 to >12.0 pts Fair The response somewhat inaccurately or vaguely identifies one health outcome for improvement in the population. 12 to >0 pts Poor The response inaccurately and vaguely identifies one health outcome for improvement in the population, or it is missing. 20 pts This criterion is linked to a Learning OutcomeBriefly summarize current evidence that supports the importance of improving this health outcome. 25 to >22.0 pts Excellent A clear, concise, and well-organized summary of current evidence that supports the importance of improving the health outcome is provided. 22 to >19.0 pts Good An accurate summary of current evidence that supports the importance of improving the health outcome is provided. 19 to >17.0 pts Fair A somewhat inaccurate or vague summary of current evidence that supports the importance of improving the health outcome is provided. 17 to >0 pts Poor An inaccurate and vague, or incomplete summary of current evidence that supports the importance of improving the health outcome is provided, or it is missing. 25 pts This criterion is linked to a Learning OutcomeBriefly describe the evidence-based program you are developing, and why this approach will best fit the needs of your population. 20 to >17.0 pts Excellent The response accurately and concisely the evidence-based program you are developing, and why this approach will best fit the needs of your population. 17 to >15.0 pts Good The response accurately describes the evidence-based program you are developing, and why this approach will best fit the needs of your population. 15 to >12.0 pts Fair The response somewhat inaccurately or vaguely describes the evidence-based program you are developing, and why this approach will best fit the needs of your population. 12 to >0 pts Poor The response inaccurately and vaguely describes the evidence-based program you are developing, and why this approach will best fit the needs of your population. 20 pts This criterion is linked to a Learning OutcomeExplain what data you would need to collect, and how you would obtain and analyze it. You may choose to collect primary data or use secondary data. Justify your choice. 25 to >22.0 pts Excellent An accurate and detailed explanation of needed data for the program and how it would be obtained and analyzed is provided. A strong justification for choices is provided. 22 to >19.0 pts Good An accurate explanation of needed data for the program and how it would be obtained and analyzed is provided. Appropriate justification for choices is provided. 19 to >17.0 pts Fair A somewhat inaccurate or vague explanation of needed data for the program and how it would be obtained and analyzed is provided. Justification for choices is provided but may be somewhat vague or inaccurate. 17 to >0 pts Poor An inaccurate and vague, or incomplete explanation of needed data for the program and how it would be obtained and analyzed is provided, or it is missing. Justification for choices is inadequate or missing. 25 pts This criterion is linked to a Learning OutcomeUsing the “SMART” method, write short-term and long-term objectives for the program. 25 to >22.0 pts Excellent Clear and measurable short-term and long-term SMART goals for the program are provided. 22 to >19.0 pts Good Measurable short-term and long-term SMART goals for the program are provided. 19 to >17.0 pts Fair Short-term and long-term goals for the program are provided but may be somewhat vague or not meet all SMART criteria. 17 to >0 pts Poor Short-term and long-term goals for the program are vague or do not meet SMART criteria or are missing. 25 pts This criterion is linked to a Learning OutcomeIdentify the stakeholders that should be involved in program planning. 20 to >17.0 pts Excellent The response accurately and concisely identifies the stakeholders that should be involved in program planning. 17 to >15.0 pts Good The response accurately identifies the stakeholders that should be involved in program planning. 15 to >12.0 pts Fair The response somewhat inaccurately or vaguely identifies the stakeholders that should be involved in program planning. 12 to >0 pts Poor The response inaccurately and vaguely identifies the stakeholders that should be involved in program planning or is missing. 20 pts This criterion is linked to a Learning OutcomeIdentify which program planning model you selected for your program. Justify your selection of model. Based on the model, explain how you would plan, implement, and evaluate the program. 40 to >35.0 pts Excellent The response clearly and concisely identifies the program planning model and provides a strong justification for its selection…. An accurate and detailed explanation of program planning, implementation, and evaluation, based on the selected model, is provided. Response reflects strong understanding and application of program planning concepts and strategies. 35 to >31.0 pts Good The response clearly identifies the program planning model and provides an appropriate justification for its selection…. An accurate and appropriate explanation of program planning, implementation, and evaluation, based on the selected model, is provided. 31 to >27.0 pts Fair The response somewhat inaccurately or vaguely identifies a program planning model and justifies the choice…. A somewhat vague or inaccurate explanation of program planning, implementation, and evaluation, based on the selected model, is provided. 27 to >0 pts Poor The response inaccurately or vaguely identifies a program planning model, or it is missing. Justification for selection is weak or missing…. A vague or inaccurate explanation of program planning, implementation, and evaluation is provided, or it is missing. 40 pts This criterion is linked to a Learning OutcomeExplain any relevant cultural or ethical considerations related to your program design. 25 to >22.0 pts Excellent An accurate and detailed explanation of relevant cultural or ethical considerations related to the program design is provided. 22 to >19.0 pts Good An accurate explanation of relevant cultural or ethical considerations related to the program design is provided. 19 to >17.0 pts Fair A somewhat inaccurate or vague explanation of relevant cultural or ethical considerations related to the program design is provided. 17 to >0 pts Poor An inaccurate and vague, or incomplete explanation of relevant cultural or ethical considerations related to the program design is provided, or it is missing. 25 pts This criterion is linked to a Learning OutcomeExplain how you would fund the program. 10 to >8.0 pts Excellent An accurate and detailed explanation of how the program would be funded is provided. 8 to >7.0 pts Good An accurate explanation of how the program would be funded is provided. 7 to >6.0 pts Fair A somewhat inaccurate or vague explanation of how the program would be funded is provided. 6 to >0 pts Poor An inaccurate and vague, or incomplete explanation of how the program would be funded is provided, or it is missing. 10 pts This criterion is linked to a Learning OutcomeDescribe strategies that would be appropriate for marketing the program. 10 to >8.0 pts Excellent An accurate and detailed description of strategies that would be appropriate for marketing the program is provided. 8 to >7.0 pts Good An accurate description of strategies that would be appropriate for marketing the program is provided. 7 to >6.0 pts Fair A somewhat inaccurate or vague description of strategies that would be appropriate for marketing the program is provided. 6 to >0 pts Poor An inaccurate and vague, or incomplete description of strategies that would be appropriate for marketing the program is provided, or it is missing. 10 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. 5 to >4.0 pts Excellent Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. 4 to >3.5 pts Good Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. 3.5 to >3.0 pts Fair Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment is vague or off topic. 3 to >0 pts Poor Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion was provided. 5 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation 5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors. 4 to >3.5 pts Good Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3.5 to >3.0 pts Fair Contains several (3 or 4) grammar, spelling, and punctuation errors. 3 to >0 pts Poor Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. 5 pts This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 to >4.0 pts Excellent Uses correct APA format with no errors. 4 to >3.5 pts Good Contains a few (1 or 2) APA format errors. 3.5 to >3.0 pts Fair Contains several (3 or 4) APA format errors. 3 to >0 pts Poor Contains many (≥ 5) APA format errors. 5 pts Total Points: 300 week 10 learning resources Curley, A. L. C. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer. Chapter 7, “Concepts in Program Design and Development” Center for Community Health and Development. (n.d.). Toolkits. In Community tool box.Links to an external site. University of Kansas. Note: The toolkits page provides guidance on designing and developing programs to improve population outcomes. Centers for Disease Control and Prevention. (2021). National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP): Home.Links to an external site. Centers for Disease Control and Prevention. (2018). Writing SMART objectivesLinks to an external site.. Evaluation Briefs. The Community GuideLinks to an external site.. (n.d.). Minnesota Department of Health. (n.d.). Smart objectivesLinks to an external site.. week 11 discussion (2 pages)INFECTIOUS DISEASE AND NATURAL DISASTER The earthquake that struck Haiti in 2010 was one of the worst natural disasters in history. According to Peranteau et al. (2010): Immediately after the earthquake the need so vastly outstripped the resources that patients generally lacked basic identifiers and medical records […] Treatment plans were reduced to word of mouth. At first we used scraps of paper or cardboard taped to the patient … (p. 127) Nearly a quarter of a million people were killed with another quarter of a million injured, and millions of people were displaced from their homes (World Health Organization, 2010). In the ensuing months, a cholera epidemic ravaged the already traumatized country. The destruction of infrastructure, contamination of water supply, and increased human vulnerability from displacement create favorable conditions for the spread of infectious diseases following natural disasters. Respiratory infections and diarrheal diseases are also commonly found encountered after floods, tsunamis, and other types of meteorological and geophysical disasters. In the aftermath of such tragedies, priority is placed on implementing control measures to re-establish basic healthcare and prevent epidemics. Nurses often play important leadership roles in both domestic and international disaster response. For this Discussion, you consider disasters from an epidemiologic perspective and how nurses can address health outcomes following them. References: Peranteau, W. H., Havens, J. M., Harrington, S., & Gates, J. D. (2010). Re-establishing surgical care at Port-au-Prince General Hospital, Haiti. Journal of the American College of Surgeons, 211(1), 126–130. World Health Organization. (2010, September). Letter from the editor. Focus: Emergency and Humanitarian Action, 5. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES TO PREPARE: Consider the role of epidemiologic methods in preparing for or responding to natural disasters. Focus on global health initiatives, effects of natural disasters on health outcomes, and global health inequities and how they are magnified by natural disasters. Select a recent (within past 10 years) natural disaster. You may choose an event that occurred in the U.S. or internationally. Explore the current literature and identify the specific leadership roles that nurses have in mitigating negative health outcomes following disasters. BY DAY 3 OF WEEK 11 Briefly describe your selected recent natural disaster. Discuss the health consequences of the disaster at the population level. Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to assess health outcomes after this disaster. Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to mitigate negative health effects following this disaster. Describe the specific leadership roles that nurses have in mitigating negative health outcomes following disasters. BY DAY 6 OF WEEK 11Curley, A. L. C. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer. Chapter 12, “Implications of Global Health in Population-Based Nursing” Maness, L. R. (2019). The effect of hurricanes on pathogenic diseases. Journal of Environmental Health, 81(6), 16–20. Mavrouli, M., Mavroulis, S., Lekkas, E., & Tsakris, A. (2021).Respiratory infections following earthquake-induced tsunamis: Transmission risk factors and lessons learned for disaster risk management.Links to an external site. International Journal of Environmental Research and Public Health, 18(9), Article 4952. Nuzzo, J. B., Meyer, D., Snyder, M., Ravi, S. J., Lapascu, A., Souleles, J., Andrada, C. I., & Bishai, D. (2019). What makes health systems resilient against infectious disease outbreaks and natural hazards? Results from a scoping reviewLinks to an external site.. BMC Public Health, 19(1), Article 1310. World Health Organization. (2018, February 22). Health inequities and their causes [Multimedia]Links to an external site.. PAY ATTENTION TO THE REQUIREMENTS THERE ARE MULTIPLE PAPERS IN THIS ASSIGNMENT WEEK 8 DISCUSSION IS 2 PAGES WEEK 8 ASSIGNMENT IS 3 PAGES WEEK 9 DISCUSSION IS 2 PAGES WEEK 10 ASSIGNMENT IS 10 PAGES WEEK 11 DISCUSSION IS 2 PAGES NB: FOR EVERY ASSIGNMENT PROVIDE A SEPARATE REFERENCE PAGE EACH DISCUSSION MUST HAVE AT LEAST 3 INTEXT CITATIONS IN APA MUST HAVE IT OWN SEPARATE REFERENCE PAGE INCLUDE SUBHEADING FOR EACH PAPER AND DISCUSSION FOLLOW THE RUBRIC FOR THE ASSIGNMENTS CAREFULLY AND MAKE SURE THEY ALL HAVE A SEPARATE TITLE PAGE AND REFERENCE PAGE AS WELL YOU CAN SUBMIT THE ASSIGNMENT IN MULTIPLE DOCUMENTS IF YOU NEED ADDITIONAL INFORMATION LET ME KNOW.

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