DNP 825 Topic 1 Discussions 1 GCU Nov 2021

DNP 825 Topic 1 Discussions 1 GCU Nov 2021   DNP 825 Topic 1 Discussions 1 GCU Nov 2021 Topic 1 DQ 1 Identify a population-based problem of interest you see in your community and identify relevant outcomes you would like to see from mitigating the scope and effects of this problem. What role would public health play in addressing this social issue? How is public health essential to the health and well-being of your community, and how does public health relate to population-based nursing? Support your response with examples and relevant literature. Population-based problem identify an area of problem within the community that need to be addressed by non-traditional approach utilizing different partners within the community. Community health is the bridge that ties individual and population health together. According to the Center for Disease Control and Prevention (2019), population health “brings significant health concerns into focus and addresses ways that resources can be allocated to overcome the problems that drive poor health conditions in the population.” Social and physical environment play a major role in the determination of our health, making it a vital part of our life. Social determinants of health are conditions in the environments in which people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks (HealthyPeople,gov, 2020). Healthy People 2020 focus on the importance of addressing social determinants by including a goal that states, “create social and physical environments that promote good health for all.” It focuses on all Americans having equal opportunity to make choices leading to good health. For this goal to be met, there needs to be focus on disparities in all communities and addressing those disparities. Health, educational, social, economic, and racial disparities need to be address and policies put in place to help bridge the gaps. An important concept in the field of population health is attention to the multiple determinants of health outcomes and the identification of their distribution throughout the population (Cupp Curley, A. L., 2020). Social and physical determinants can create a burden for the population due to future chronic health conditions if it is not addressed at an early stage. Exposure to negative social environment can lead to negative health effects. For example: A toxic relationship can lead to low self-esteem, which may lead to lack of self-care, then poor mental health, and other chronic health conditions such as obesity, hypertension, diabetes, or high-risk condition. Health care experts needs to focus on ways to promote preventive measures to address social determinants to avoid a burden on our population. Prevention is best carried out at the population level, whether at the level of direct care or through the support and promotion of policies (Cupp Curley, A. L., 2020). Center for Disease Control and Prevention (CDC). (2019). What is population health? Retrieved from Cupp Curley, A. L. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). New York, NY: Springer Publishing Company. ISBN-13: 6749 HealthyP. (2020). Social Determinants of Health. Retrieved from Katrina, Thanks for an informative post relating to a topic that really needs attention. Bullying is becoming a major problem in our society that tends to go unnoticed. It is unfortunate that people in position to help wait until harm is done before taking it seriously. I had an experience with my son when he first went to middle school. He had some kids on the bus telling him he was not allowed to sit on the bus next to them, especially when no other seats were available. He missed his last class 3 days in a role to get to the bus early to be seated before these kids got on. After asking why he had missed classes, he give me excuses other than the real reason. I had to sit with him and ask what really was going on. He was ashamed to tell me he was being bullied on the bus. He finally told me that these kids were not only refusing for him to sit on the bus, but they were also calling him names like the “N” word. This sadden me greatly, because I never imaging that middle school kids would even speak to another peer in such tone. Reports of bullying are highest for middle schools (28%) followed by high schools (16%), combined schools (12%), and primary schools (9%) (Center for Disease Control and Prevention, 2019). I wanted to go to the school, but he begged me not to, and said he will be fine. I addressed the issue on my “nextdoor” app and was told that it was a common problem in the district. Most parents informed me to drive my child to school because the district does not really do much and the kids get bullied by other kids when the bully gets kicked off the bus. I offer to go to the school as a health care professional to speak to the students about the impact of bullying, but it was stepped on. I then found out from and educator friend of mine that my district is notorious for that because the parents are no different. I had to educate my child about what is right and wrong and the impact of bullying, so he does not become one also. It can become a deadly game, and these kids have no idea the impact if has on another child. Center for Disease Control and Prevention. (2019). Violence prevention: preventing bullying. Retrieved from Due Date: 11-Jul-2020 at 11:59:59 PM Maximum Points: 5.0 Topic 1 DQ 2 Describe the purpose of the Institutional Review Board (IRB) and the types of determinations the board makes. Provide an example of a scenario in which a quality improvement project would require IRB approval, and use relevant literature to support your response. The Institutional Review Board (IRB) is responsible for reviewing research consisting of human subjects before the research is initiated. IRB protect the rights and welfare of the research participants. IRB is charged with the responsibility of reviewing, prior to its initiation, all research (whether funded or not) involving human participants. The IRB is concerned with protecting the welfare, rights, and privacy of human subjects. The IRB has the authority to approve, disapprove, monitor, and require modifications in all research activities that fall within its jurisdiction as specified by both the federal regulations and institutional policy. The IRB shall have at least five members of varying backgrounds in order to provide complete and adequate review of human research and its institutional, legal, scientific, and social implications. The Board will also include at least one member who is not affiliated with the institution and one member who is not a scientist. The IRB has several consultants who advise the Board and are periodically involved in protocol review. Due Date: 13-Jul-2020 at 11:59:59 PM Maximum Points: 5.0 Preconference Evaluation: Individual Success Plan (ISP) The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, (3) work associated with completion of your Direct Practice Improvement Project. General Requirements: Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course. • Locate and download Individual Success Plan (ISP) and Direct Practice Improvement (DPI) timeline document in the DC Network. • Review the DNP Program Milestones document in the DC Network and identify which domains, competencies, and milestones apply to this course. Note: Not all courses have milestones. • Determine what practice experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice. • Use the Individual Success Plan to develop a personal plan for completing your practice hours and how competencies will be met. Show all of the major milestones and deliverables in the timeline. • Within the Individual Success Plan, ensure you identify specific deliverables which can include the following: individualized DNP practice immersion contracts; comprehensive clinical log of hours applied to doctoral-level learning outcomes; learner evaluations; mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and mentor approvals of course goals and documented practice immersion hours; and DPI project milestones. A preconference and postconference/evaluation between learners, faculty, and preceptors is mandatory for all learners enrolled in all DNP courses. Conferences may be conducted face-to-face or via technology. A copy of the signed document will be uploaded into the course shell no later than the end of Topic 1. • Overall Course- and Learner-Specific Objectives: These objectives should be discussed during each conference, as learners are responsible for completing all experiences as mandated for the program. • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. • This assignment uses a rubric. Review the rubric prior to the beginning to become familiar with the expectations for successful completion. • You are not required to submit this assignment to LopesWrite. • A preconference meeting is intended for the learner and preceptor to review course- and learner-specific learning objectives: the roles, responsibilities, and expectations of learner and preceptor during this immersion experience. All faculty and preceptor information will be given to each party per the learner. Any course or program information requested by the preceptor will be provided by the learner. During this meeting, the learner and preceptor will discuss the course and immersion goals, including any projects that are to take place. The faculty will review the submitted document and must approve proposed projects at this time. The faculty will also send an introductory e-mail to the mentor/preceptor. • Directions: • Identify the specific deliverables you will complete throughout this course from those defined above or others negotiated with your faculty. Update your chair with any revisions or changes to the ISP. • Identify the remaining deliverables you will complete in the upcoming courses. • List the challenges you expect to encounter as you continue the practice hour and competency requirements throughout this course? How might you overcome these challenges? • You can renegotiate these deliverables with your faculty throughout this course and update your ISP accordingly. • Complete the Contact Information table at the beginning of the ISP resource, and type in your signature and the date on which you completed the table. Read the information in the ISP document, including the following: • Learner expectations • Derivation of the ISP • Instructions for completing the ISP • Follow the instructions and complete the ISP. • RUBRIC • Due Date: 15-Jul-2020 at 11:59:59 PM • Maximum Points: 25.0