I waan responses for these posts there are for posts and the references in APA style

subject 1

Post 1 )Discuss common themes across the assigned journal articles relative to public health preparedness from the emergency and disaster healthcare perspective.

Public health aim is to prevent adverse health outcomes and reduce the risk of any diseases. Public health concentrate on the health of the population and their interventions in the long-term effect. The relationships between public health and emergency management come after the event of September 11, 2001, and continually evolve. Public health emergency preparedness includes prevention, mitigation, and recovery. Public health preparedness, include operational capabilities, possessing capabilities requires capacity, it requires continuous improvement, including frequent testing of plans through drills and exercises and the formulation and execution of corrective action plans. It also includes the practice of improving the health and resiliency of communities.

In several articles training was one of the common themes, training for the emergency department workers is deficient in disaster preparedness. In addition, there must be well coordinated to have effective training in the disaster preparedness that involve both professional and continuing education. This will help to ensure that emergency personnel is current in the needed disaster skills that help the population. To achieve and have improved skills in disaster preparedness and response, the medical community must have rigorous research on the effectiveness of the training to public health personnel and develop standardized training evaluation method. Moreover, the education and training of the EMTs and all responders are different from one state to another.

Another theme is communication, as it mentioned in one of the articles that communication between emergency providers, other healthcare and public safety provider is really limited. The limitation is due to incompatible voice communication system that caused a lack of coordination between different responders. In addition, public health agencies involved in different of public communication during the disaster such as inform the population and encourage them about preventive behavior. According to Revere et al. (2001) the most common public health emergency preparedness communication that found in different studies were about information exposure, trust and credibility in information sources, in emergency preparedness specifically were, preventive behaviors, knowledge, and awareness about specific threats and risk perceptions. Lastly, communication and public health warning is really important public health capability to mitigate the impact of an emergency and to speed up recovery after a crisis.

Post 2) For me what I saw mostly was an inability for these agencies to be working together. With the considerations for the state, federal or local levels, the lack of communication and important interagency relations and systems to communicate information, understand responsibilities, jurisdictions and much more was lacking significantly. Additionally, that there is no credible or universal training for responders which also could be solved by more connected relationship between levels of government and agencies giving opportunities to universalize training.

One article explained that “Most EMS personnel have received little or no disaster response training for terrorist attacks, natural disasters, or other public health emergencies.” (Committee on the future of emergency care in the United States health system 2007). But there seems to be no real responsibility or accountability for the proper training or the lack of proper training for these individuals. There is then another problem when we consider that if all agencies and levels of government are incorporated into the conversation, it’s hard to figure out who SHOULD be responsible.

It becomes a more complicated question as we have more help, because there is more confusion and less understanding of roles. Universalizing a standard for this type of training seems to be something that is absolutely necessary but it cannot be found. What about the many small private organizations that employ EMS professionals? What standards are they held to in their training of responders for disaster? Also, what about owners, operators and dispatchers? What role and responsibility to they have to their own training and the training of their employees? These are very important questions to ask.

subject2

Post1) Children are emotionally vulnerable during a disaster. However, children react to disasters depending on various circumstances, such as the amount of support they receive during and after an emergency and their extent of exposure to the disaster (Saylor, 2013). During a disaster, children battle short- and long-term psychological effects.

Long-Term Emotional Effects:

1. Children often experience post-traumatic stress disorder (PTSD), which is associated with feelings of insecurity, and confusion.
2. A significant number of children suffer from depression due to loss of family members and physical pain.
3. Children may develop a phobia for high-rise buildings and water.

Short-Term Emotional Effects:

Children affected by disasters may exhibit short-term psychological effects such as:

1. Restlessness.
2. Recurrent images.
3. Irritability.
4. Concentration, attention, and memory disturbances.

Reuniting minors who have been separated from their guardians during a disaster should be given priority. The reunification process requires effective coordination of available resources and efforts from all relevant stakeholders at the local and national levels (Chung & Blake, 2014). Stakeholders may adopt the following planning considerations when adopting reunification processes into disaster preparedness plans:

1. Identify the minor; notably, private and public entities should identify children separated from their parents or guardians.
2. Implement the tracking process, which entails verifying the parents’ identity with the child.
3. Reunite the parents with the child if their details match.

Solutions to Child Separation:

1. The creation of child reunification cards, which may include ways to alert family members and pre-determined evacuation routes.
2. Conduct drills inform guardians and parents about emergency protocols to be followed as a means to improve reunification efforts.
3. The Family Education Rights and Privacy Act (FERPA) allows educational institutions to provide student records in case of emergencies to enhance reunification exercises.

Post 2) Disaster strike suddenly and leave behind crushed and losses of lives, homes, and businesses. That may cause physical or emotional injury. Children may be more vulnerable after a disaster. Children are dependent on the caregiver who may be overwhelmed after a disaster. Disasters can affect children through many pathways. Short term and long term emotional impacts could face a child. Some of the short-term emotional impacts are fear, shock, anxiety, or grief. Long-term emotional impacts could be Post-traumatic stress disorder (PTSD). For instance, feeling the sense that event is recurring, traumatic dreams, or Hypervigilance. These symptoms can remain for years. According to Carolyn Kousky (2016), “One study of 387 children 9 to 18 years of age found decreases in post-traumatic stress and depression symptoms both two and three years after the storm. That said, almost 28 percent of the children still had symptoms three years after Katrina.”

The language barrier will be stressful for a child especially if he is separated from the caregiver.

1. He can use a translator in the mobile. With the technology we have, the child can talk or write in the app and it will be translated.
2. use paper and pen to draw simple sketches or some simple cards with pictures.
3. In case of injury or pain, they can sign on the part that painful or acts what is happened to them.

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PART â…˜ goes w/ orders 262924 262925 262926 

READ ALL DIRECTIONS

Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. In a separate written deliverable, write a 5-7 page analysis of your intervention.

In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.

Preparation

In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:

• Creating a teaching plan for your patient, family, or group.
• Recommending work process or workflow changes addressing your topic.
• Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.

Instructions

Complete this assessment in two parts: 

(a) develop an intervention as a solution to the problem and 

(b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

Part 1

Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.

Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:

• Leadership.
• Collaboration.
• Communication.
• Change management.
• Policy.
• Quality of care.
• Patient safety.
• Costs to the system and individual.
• Technology.
• Care coordination.
• Community resources.

Part 2

Submit your proposed intervention to your faculty for review and approval.

In a separate written deliverable, write a 5–7 page analysis of your intervention.

• Summarize the patient, family, or population problem.
• Explain why you selected this problem as the focus of your project.
• Explain why the problem is relevant to your professional practice and to the patient, family, or group.

Assignment Requirements outlined below. ****

These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence. 

• Define the role of leadership and change management in addressing the problem. Provide an articulate, cogent explanation of the influence that leadership strategies, change management strategies, and nursing ethics had on the development of an intervention
• Propose clear, best-practice strategies, well-supported in the literature, for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem. Present a strong case for the benefits of obtaining input from a patient, family, or group.
• Provide an articulate, cogent explanation of how specific state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention. Describe credible research on the effectiveness of these standards and/or policies in improving outcomes.
• Provide an articulate, cogent explanation of how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Conclusions are well-supported by credible evidence. Cite specific, relevant, and available sources of benchmark data.
• Provide an articulate, cogent explanation of how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem. Conclusions are well-supported by specific, credible evidence.
• Write concisely and directly. Convey precise and unequivocal meaning through clear and consistent use of active voice.
• Apply APA formatting to in-text citations and references. Exhibit strict and nearly flawless adherence to APA formatting of in-text citations and references.
• Format: Format the written analysis of your intervention using APA style. 
  • A title page and reference page. An abstract is not required.
  • Introduction and Conclusions*** STRONG CONCLUSIONS
  • A running head on all pages.
  • Appropriate section headings
• Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
• Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format. Make sure to include the DOI’s with the references
• Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance

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PART 2 Previous order number 262924

In a 5-7 page written assessment, assess the effect of the patient, family, or population problem you’ve previously defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Report on your experiences during your first two practicum hours.

Organizational data, such as readmission rates, hospital-acquired infections, falls, medication errors, staff satisfaction, serious safety events, and patient experience can be used to prioritize time, resources, and finances. Health care organizations and government agencies use benchmark data to compare the quality of organizational services and report the status of patient safety. Professional nurses are key to comprehensive data collection, reporting, and monitoring of metrics to improve quality and patient safety.

Preparation

In this assessment, you’ll assess the effect of the health problem you’ve defined on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.

To prepare for the assessment:

• Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
• Conduct research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.
• Review the Practicum Focus Sheet Pasted below, which provides guidance for conducting this portion of your practicum.

Practicum Focus Sheet:

Note: Expect to spend at least 2 hours with the patient, family, or group you’ll be working with during this portion of your practicum, exploring issues of patient safety, quality, and costs associated with the health problem you’ve defined. This includes time spent in consultation with subject matter or industry experts. You’ll report on the results of this work as part of your next assessment. For this portion of your practicum, discuss, in depth, how the problem will affect patient safety, quality of care, and costs. Consider the following questions to help guide your exploration of quality, safety, and costs and to make the most of your time: 

• Has the patient, family or group experienced any serious safety events because of the problem? 
• How many times have they gone to the emergency department (ED)? 
• How many times have they been hospitalized?
• What is the frequency of ED visits or hospitalizations?
• How many medications are needed to manage the problem? 
• Does insurance pay for these medications? 
• Have the medications caused any side effects? 
• How often are doctors’ visits or other therapies needed? 
• Does insurance pay for these visits or treatments?

Instructions

Complete this assessment in two parts.

Part 1

Assess the effect of the patient, family, or population problem you defined in the previous assessment on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Use the Practicum Focus Sheet/Assessment 2 pasted above for this assessment to guide your work and interpersonal interactions.

Part 2

Report on your experiences during your first 2 practicum hours, including how you presented your ideas about the health problem to the patient, family, or group.

• Whom did you meet with?
• Comment on the evidence-based practice (EBP) documents or websites you reviewed.
• Share the process and experience of exploring the influence of leadership, collaboration, communication, change management, and policy on the problem.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

• Explain how the patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual. 
• Explain how state board nursing practice standards and/or organizational or governmental policies can affect the problem’s impact on the quality of care, patient safety, and costs to the system and individual. Provide an explanation—based on a perceptive and coherent synthesis of current literature—of how state board nursing practice standards and/or organizational or governmental policies can affect a patient, family, or population problem’s impact on the quality of care, patient safety, and costs to the system and individual. Provides clear insight into how policy affects nursing scope of practice and will inform and guide an intervention.
• Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual. Exhibit clear insight into the effectiveness of the strategies and available sources of relevant benchmark data.
• Use concise paraphrasing or summarizing to accurately represent ideas from external sources. Exhibits an insightful interpretation and synthesis of credible sources.
• Apply APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions.
• Format: Format your paper using APA style. 
• Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
• Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format. Make sure to include the DOI’s with the references
• Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

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